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Amy Vasquez Christina Carlson Amy Vasquez Christina Carlson

Amy Vasquez Christina Carlson - PowerPoint Presentation

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Amy Vasquez Christina Carlson - PPT Presentation

Megan Anderson Reilly Academic Conversations Overall Objectives Determine the purpose for academic conversations WHY Identify characteristics of Academic Conversations WHAT Implement strategies for supporting academic conversations HOW ID: 760736

academic language conversation conversations language academic conversations conversation english objectives lesson proficiency content page instruction read speaking student standards

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Slide1

Amy VasquezChristina CarlsonMegan Anderson Reilly

Academic Conversations

Slide2

Overall Objectives

Determine the purpose for academic conversations (WHY)

Identify characteristics of Academic Conversations (WHAT)

Implement strategies for supporting academic conversations (HOW)

Slide3

Today’s objectives

Rehearse strategies that can be used in the classroom by

speaking and listening to my

colleagues

Correlate

Academic Conversations with

English Language Proficiency Standards

by

reading the ELPS and speaking with my partner

.

Identify behaviors of effective academic conversation

by

conversing

with colleagues

.

Write

a

lesson plan

that includes language objectives and

Academic Conversations in the next week

Slide4

NORMS (page 30)

We listen to each other

We respect one another’s ideas even if they are different

We let others finish explaining their ideas without interrupting

Rehearse strategies that can be used in the classroom

Slide5

Stand Up!

Please stand up when you hear a characteristic that applies to YOU (and your classroom).

Thanks, it’ll get your blood flowing….

Slide6

Quotation Café (page 122)

To discuss the need for oral academic language

Participants (students) will predict,

s

ynthesize and interpret while using academic

terms

This strategy is best used at the beginning of a unit or before reading a substantial text

Slide7

Quotation Café (page 122)

Instructions:

Read your quotation to yourself and think about it.

Form groups of 6-7 (one person with each colored quote).

Read or summarize your quote to your group.

Discuss its significance.

As a team, select one quote or one observation to share with the whole group.

Slide8

Quotation Café (page 122)

Reflection: How might you use this strategy in your teaching context?

Slide9

Yakima School District

16,782 students

5,376 ELL (32%)

1,744 ELL in the Secondary

1,122 Level 3 (64

%)*

YSD= Sheltered Instruction District

Every class is supporting

academic content

and

English language development

*

Based on 2014-15 WELPA scores

Slide10

Importance of Oral Language

The National Literacy Panel

concluded

that high-quality reading

instruction

alone will be ‘

insufficient

to support equal academic

success

’ for ELLs, and that ‘

simultaneous

efforts to increase the scope and

sophistication

of these students’ oral

language

proficiency’ is also

required

.”

Claude Goldenberg,

2008

Slide11

Only 4% of English Learners’ school day is spent engaging in student talk.Only 2% of English Learners’ day is spent discussing focal lesson content, rarely speaking in complete sentences or applying relevant academic language.Arreaga-Mayer & Perdomo-Rivera (1996)

Evidence of the Dire Need for Explicit Vocabulary Instruction & Structured Verbal Engagement in Linguistically Diverse Classrooms

10/2

Slide12

ELL Shadowing Data

Academic Speaking

Number of times

Percentage of total time

Student

to another student

13/340

3.8%

Student

to small group

6/340

1.8%

Slide13

Focus for YSD Sheltered Instruction

Language Objectives and English Language Proficiency Standards

Structured Interactions

Language Assessment

Slide14

Language Modalities

Receptive Productive

Interactive

Academic Conversations

Slide15

English Language Proficiency Standards

English Language Proficiency Standard 2

An ELL can participate in grade appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions.

Identify

which English Language Proficiency Standards correlate with Academic Conversations

Slide16

ELPS 2

What do you notice about this standard across the proficiency levels?

What does this mean for your instruction?

Slide17

Sheltered Classrooms=

Content AND language objectives

Read

Write

Speak

Listen

Slide18

Language Objectives

Language is action! Language is the vehicle for the content.

What language do my students need to know to accomplish this content objective?

How can I move my students’ English language proficiency forward in this lesson?

Slide19

10/2

What are some of the successes you have had creating language objectives for your class?

What are some of the challenges in creating language objectives?

Slide20

Slide21

Graphic Organizer Interview Grid (page 58)

Advantages of conversation

Slide22

Academic Conversation requires…

Prompting and respondingGood listeningA destination (core thinking skills and key principles of content)Explicit instruction

Slide23

Conversation dos and don’ts

Fishbowl

Don’ts

Dos

C

reate a CONVERSATION TIPS chart

Slide24

Modelling bad and good conversation

Pages 29-31; 41-43; 56-57

How could you model conversation behaviors in your class?

Fishbowl?

Videotape?

https://www.teachingchannel.org/videos/how-discussion-enhances-learning

Observation?

Mini Lesson(s)?

Slide25

What is explicit instruction in academic conversations?

Modelling!

Repeated opportunities

Formative assessment

Feedback

Student metacognition

Slide26

Making Conversations More Academic

Let’s dive into the Five Core Skills!

Independently, read pages 31-35. It’s:

The overview of five core skills

Information about the first skill, Elaborate and Clarify

Slide27

Conversation Lines and Circles (page 28-29)

Structured Interaction: allows students to work on skills with extra supports

Conversation Lines: A and B

Slide28

Conversation Lines and Circles (page 28-29)

Reflection: How might you use this strategy in your teaching context?

Slide29

Now what?

Look at your lesson plans for the next week.

What

language do my students need to know to accomplish this content objective

?

How can I move my students’ English language proficiency forward in this lesson

?

How can I incorporate a strategy form Academic Conversations to meet my language and content objectives?

Plan to do a strategy from

Academic Conversations

(chapter 1-2) that we did today or that you read on your own.

Bring evidence to share next week.

Template provided

Draft a lesson plan to incorporate Academic Conversations in the next week

Slide30

Today’s objectives

Rehearse strategies that can be used in the classroom by

speaking and listening to my

colleagues

Correlate

Academic Conversations with

English Language Proficiency Standards

by

reading the ELPS and speaking with my partner

.

Identify behaviors of effective academic conversation

by dialoguing with colleagues

.

Write

a

lesson plan

that includes language objectives and

Academic Conversations in the next week

Slide31

Next session: February 10

Read Chapter 3: Lesson Activities for Developing Core ConversationsBring evidence of academic conversations: Template ProvidedThank you! Rehearse strategies that can be used in the classroom

Gots

Wants