1. Deeper-Level Discussion with Reading Street ALEX KINNEY CARIE TOMLINSON

2. Clock Hours Course Title: Deeper-Level Discussion w/RS Time: 4:15-7:15 Clock Hours: 3 Cost: $5 Instructor: District Staff

3. Norms Be present in your learning For those of us on different ends of the learning continuum, please value those of us still learning Honor the presenters by listening Take care of your needs whenever you need to do so

4. Learning Targets I can explain why having my students participate in a deeper-level discussion will benefit them. I can describe how I plan to implement deeper-level discussion into my reading instruction.

5. Why Use Discussion? Participation in discussion = Better understanding Socrates theorized that it is more important to enable students to think for themselves than to just fill their heads with right answers.

6. Ken Wesson You can listen without thinking, but you cant write without thinking.

7. Adult Conversation/Discourse Discussion/Discourse leads to new information, insights you had not previously considered and may lead to a change of opinion. Example: Paying more taxes for more road maintenance

8. Higher-Order & Remedial Skills Together! Instructional practices and content emphasis may also distinguish high-performing high-poverty schools. Schools where teachers adopted a balanced view of remedial skills and higher-order thinking had high-performing disadvantaged students. Rather than viewing instruction in basic skills as a prerequisite for higher-order and more challenging materials, teachers in these schools appeared to generally challenge their students with cognitively demanding material. (Puma et al., 1997, p.63)

9. Show Video Clip #1

10. Video Discussion What did you notice about the discussion on the video?

11. Background Jr. Great Books discussion concept (which this is based on) was part of the V/C training last year Observed a model of this concept with Reading Street selection (intensive group) 4 Teachers worked with me on the process Developed questions for every selection

12. Jr. Great Books Discussion Students generate questions about the selection throughout the week of reading. Questions are discussed, but the teacher selects one student higher-order and/or controversial question to be the group discussion question. In writing, students give their opinion to the question and two pieces of evidence from the text to support their opinion. Written work must be complete in order to participate in group discussion. The group discusses the question, with the teacher being a facilitator only. In writing, students can revise their answer – offering more support or changing their opinion.

13. Questions are done – but you can change and use a student question or one of your own. Same format as Jr. Great Books Reading Street Discussion

14. Where the RS Questions Are From Deeper-Level Questioning Stems (district website 2- 5 Literacy) Tried to make controversial if possible so students could take opposing positions Perfect – NO, but you can make changes!

15. Word Choice Tone Unkind words not allowed Thats a dumb idea. Even kind words can sound unkind if you use a tone that intends it to be taken that way. Thank you. Discussion Set Up

16. Discussion Set Up Continued You dont have to agree with your friend just because that is what your friend said. A friend would welcome your thoughts as part of the discussion and not pressure you into choosing the same argument or position.

17. Responses to Discussion One student reads their paper completely Other students respond with: I agree with _____. I agree with _____, but would like to add __________. I disagree with _____, because __________. When that line of responses ends, another student reads their paper and so on

18. Additional Response Ideas I hear what you are saying. Have you ever thought about _____________? Im wondering _________________. How your idea affects my thinking is __________________.

19. Sample Discussion Question Your turn to participate in a discussion question. Read the selection. Answer the question with an opinion statement. Give two pieces of evidence from the text, with page citation, to support your opinion.

20. Alex Carie Discussion Groups

21. Discussion About the Discussion Talk at your table about these questions. How did you feel as a participant in the discussion? How do you think participating in a discussion like this would help students comprehension?

22. Inner/Outer Circle Group A/Group B Inner circle participates in discussion, outer circle observes Roles switch Meet with Group A for discussion while Group B works independently Switch groups Setting Up the Groups

23. Two Adults Independent Groups Additional Staff (Title 1, LAP, Coach) work with you on discussion day to divide group in half – each of you facilitating one group Once students have experience with discussion groups, they run their own discussion groups with teacher as monitor More Ways to Group

24. Show Video Clip#2

25. Video Discussion What did you notice about the discussion on the video?

26. Getting Started Amount of direction depends on your students Some scaffolding is appropriate, but dont do everything for the students I do, we do, you do Model 2 answers part way (opinion part) Give sentence frame On own

27. Explaining Evidence Some evidence is very clear and needs little to no explanation Some evidence definitely needs explanation as to how it supports the opinion Some evidence can be used for both sides of opposing positions (and therefore needs some explanation)

28. The teacher is the facilitator of the discussion and is not there to express his/her opinions The teacher needs to use questioning strategies to keep the discussion going The Teachers Role in Discussion

29. In the Next Video... Watch and listen to the students opinions and support Watch to see how the teacher facilitates the group

30. Show Video Clip #3

31. Video Discussion What did you notice about the students opinions/support? What did you notice about the teacher as a facilitator?

32. Dialogue Debate Collaborative Share ideas and listen to understand, make meaning Enlarges and possibly changes point of view Creates emotional safety Oppositional Listen to find flaws and argue Creates close-mindedness, determination to be right Discussion Based on Dialogue not Debate

33. The Power of Persuasion Most students will not be swayed by another students opinion In some cases, a student will make a strong enough argument to persuade a few students to change their position. Pearl and Wagner: Two Good Friends Seeker of Knowledge

34. Show Video #4

35. Video Discussion What did you notice about the discussion on the video?

36. Assessment Selection comprehension assessment Evidence for Standards-Based Report Card (written and anecdotal)

37. Tips Think about the question ahead of time – what might you have to talk about with your students for them to understand the question? Theme? Influence? What to do if some students dont participate in discussion? Have appropriate responses readily available for students reference (plastic sheets/poster).

38. Where to Find Resources Deeper Level Questioning Stems Reading Street Discussion Questions Other Resources

39. Grade-Level Discussions Move into grade-level groups and discuss how you could see this implemented at your grade level.