Effective Expression Through Accountable Talk Learning Targets Learn

Effective Expression Through Accountable Talk

Learning Targets • Learn the four stages of accountable talk • Learn and practice four protocols for teaching accountable talk • Learn different formative assessment tools • Learn and practice sentence patterns for academic talk • Reflect on our talk • Plan next steps for our classes

Stage 1: Everybody Talks • Purpose – Talkitive ones – Quiet ones • Content – Start with something they know – Sentence Frames • Monitor – Groups self-monitor – Roster • Reflection – Thumbs up thumbs down

Protocol: Think, Write, Share • What does accountable talk look like in your classroom? • How do you facilitate and improve academic discussions in your classroom? • How do you account or monitor student talk?

Protocol: Think, Write, Share Stage 1: Everybody Talks • Mark these sentence frames using a sticky note: In my experience… My thinking is similar to… – What does accountable talk look like in your classroom? – How do you facilitate and improve academic discussions in your classroom? – How do you account or monitor student talk?

Stage 1: Everybody Talks • Purpose – Talkitive ones – Quiet ones • Content – Start with something they know – Sentence Frames • Monitor – Groups self-monitor – Roster • Reflection – Thumbs up thumbs down

Stage 2: Say Something Meaningful • Purpose – Talkative ones/Quiet Ones – Formatively Assess student speaking ability • Content – Evidence based – Sentence Frames • Monitor – Talking Chips – Roster • Reflection – Selected speaker share out

Protocol: Close Reading with Purpose • Read The Special Role of Discussion from the California ELA/ELD Framework. • Annotate your text to be able to discuss the following questions based on the text: 1) According to your text, why is academic discussion imperative to the school day? 2) What can teachers do to foster discussion?

Protocol: Talking Chips Mark the following sentence frames on your sheet: One idea in the text is… In addition, … Every time you share an idea using a sentence frame, take a card. 1) According to your text, why is academic discussion imperative to the school day? 2) What can teachers do to foster discussion?

Stage 2: Say Something Meaningful • Purpose – Talkative ones/Quiet Ones – Formatively Assess student speaking ability • Content – Evidence based – Sentence Frames • Monitor – Talking Chips – Roster • Reflection – Selected speaker share out

Stage 3: Keeping Lines of Communication Open • Purpose – Everybody talks – Building on one speaker’s ideas • Content – Evidence based – Sentence Frames • Monitor – Roster • Reflection – Share out

Protocol: Close Reading for Quotes • Read Why It’s Important from “Speaking Volumes” • Step 1: Prepare for the Academic Conversation – Underline quotes that you find powerful – Choose one particularly relevant quote – Paraphrase the quote on 1 sticky note – Write why you chose it on the other sticky – Stick them by your quote for your reference

Protocol: Save the Last Word for Me • Step 2: Engage in Academic Conversation In triads: – PERSON A reads paraphrase and tells why – PERSON B says something substantial in response to Person A – PERSON C says something substantial in response to Person A and Person B – PERSON A gets the last word. This may be a summary of the conversation, highlights of agreement or controversy, or how his or her thinking has been validated or challenged, etc. – Repeat

Stage 3: Keeping Lines of Communication Open • Purpose – Everybody talks – Building on one speaker’s ideas • Content – Evidence based – Sentence Frames • Monitor – Roster • Reflection – Share out

Stage 4: Negotiating Meaning • Purpose – Use talk to find deeper and more complex meaning and understanding – Authentic, purposeful, scholarly talk • Content – Textual (multiple texts) – Personal knowledge/experience – Sentence Frames (Come up with your own or use a resource like They Say, I Say • Monitor – Check sheet • Reflection – Written exit ticket

Protocol: Jigsaw • Move to a table with your color table tent • Expert Group – Pink reads: Offer Meaningful and Complex Tasks and Model Behavioral Cues – Yellow reads: Encourage Argumentation, Not Arguing and Provide Language Support – Green reads: Find the Right Group Size, Listen, Question, Prompt and Cue, and An Invitation to Speak

Expert Discussion Conversation • Decide what are the most important points for you to relay to your home group from your reading. • Write them down

Home Group • Move back to your triad (1, 2, 3)(4, 5, 6)(7, 8, 9) • Your task: – Thoroughly explain your reading’s main points to the group. Repeat for all members. – Discuss as a group: From what you’ve learned, what is important to do first to create a classroom of effective, accountable talk? Second? Third? – As a team, make a chart that is a ‘How to’ for a teacher who wants to create effective academic discussions in their classroom.

Stage 4: Negotiating Meaning • Purpose – Use talk to find deeper and more complex meaning and understanding – Authentic, purposeful, scholarly talk • Content – Textual (multiple texts) – Personal knowledge/experience – Sentence Frames (Come up with your own or use a resource like They Say, I Say • Monitor – Check sheet • Reflection – Written exit ticket

Resources Excerpt from ELA/ELD Framework, Chapter 2 “Speaking Volumes” by Fisher and Frey Talking About Text by Maria Nichols Comprehension Through Conversation by Maria Nichols • They Say, I Say by Graff and Birkenstein • •

Questions