Academic Conversations AMY VASQUEZ CHRISTINA CARLSON AND MEGAN

Academic Conversations AMY VASQUEZ, CHRISTINA CARLSON AND MEGAN ANDERSON REILLY

Overall Objectives �Determine the purpose for academic conversations (WHY) �Identify characteristics of Academic Conversations (WHAT) �Implement strategies for supporting academic conversations (HOW)

Today’s objectives 1. Write a content specific rubric related to ELPS 2 to use as tool for assessing students’ language proficiency. 1. Identify effective Academic Conversation strategies in my content area by speaking and listening to colleagues. 2. Write a lesson plan that includes language objectives and Academic Conversations in the next week 3. Identify behaviors of effective Academic Conversations by writing a model conversation.

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

Would You Rather… Travel to the MOON Or The bottom of the SEA

Would You Rather… Be a known GENIUS or SUMMIT Mt. Everest

Would You Rather… Go BACK in time… see your ancestors Or Go to the FUTURE and see your great grandchildren

Self Assessment (page 205)

Academic Conversation Reflection 3 minutes person

Self Assessment (page 205)

Academic Conversation Assessment � What is important about assessing academic conversations? � With your team, read over the quotes and determine which ones are the most important. Why those?

Evaluating the Support of Examples pages 49 -50

Academic Conversation : Assessment Thinking Conversation skills Content Engagement Language

Academic Conversations

Academic Conversations �“Academic conversations help us to triangulate the data, making what is learned about a student’s learning much more valid that looking at one score on one type of assessment (page 185). ” �Conversations allow us to teach with the assessment not just before it.

Formative Assessment 1. How does the teacher support the conversation for this lesson? 2. What do the two boys do that likely helps to improve their conversation skills and the overall conversation? 3. What would be some next steps? https: //novoed. com/developing-academic-languageliteracy-winter 2016/video_list_lecture_components/783923/lecture_vid eos/23197

Paired Paragraphs- page 203 �Write a 3 minute paragraph, 3 -5 sentences, with your partner about your learning about assessing academic conversations.

Language Assessment �English Language Proficiency Standards ELPS 2: �How would this look for your content? �What scaffolds could you use for level 1 s, 2 s, and 3 s?

Let’s Practice Use your ELPS 2 rubric to assess student discourse in the video. https: //novoed. com/developing-academic-languageliteracy-winter 2016/video_list_lecture_components/783925/lecture _videos/23199

Lesson Planning �Look at the lesson plan: Language Arts pages 138 -139 History pages 162 -163 Science pages 180 -181 Math (see handouts) �What strategies did the teacher use? �What was the purpose of the strategies? �What assessments were used?

Your turn �Use the lesson plan template to plan for academic conversations and assessments!

Model Conversation �For one of your academic conversation activities, write a model conversation of what you would want students to say. �How can you support students in having this type of conversation?

Action Steps: 3 x 5 card Name_______ I will implement _____________ by _____________ (date). I could use support with __________.

Today’s objectives 1. Review ELPS 2 to determine skills and scaffolds necessary by reading and discussing with colleagues. 2. Identify effective Academic Conversation strategies in my content area by speaking and listening to colleagues. 3. Write a lesson plan that includes language objectives and Academic Conversations in the next week 4. Identify behaviors of effective Academic Conversations by writing a model conversation.

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