GEARING UP FOR ACADEMIC CONVERSATIONS Christina Carlson and

GEARING UP FOR ACADEMIC CONVERSATIONS Christina Carlson and Megan Anderson Reilly

WELCOME!

OPINION CONTINUUM Plaza or Parking lot? Uniforms for YSD kids or no Uniforms for YSD kids?

OBJECTIVES Develop a deeper understanding of language acquisition Gain a practical understanding of ELPS #2 Identify key SKILLS to teach your kids to increase academic conversation Determine how to ASSESS your kids with oral language Gain effective STRATEGIES

PROJECT Work collaboratively to design a video on something presented in this professional learning that will benefit your own classroom or other teachers.

YAKIMA SCHOOL DISTRICT 16, 782 students � 5, 376 ELL (32%) � 7608 students K-5 � 3770 ELL (50%) YSD= Sheltered Instruction District � Every class is supporting academic content and English language development

ACADEMIC CONVERSATIONS Content, Thinking, Language

DEVELOPING LANGUAGE REQUIRES: Input and Output Input: Output:

INPUT • As we make meaning, words and grammar stick in our brain • Language is reinforced as it is used multiple times

OUTPUT • Try new ways of constructing and clarifying messages • Put ideas into words and sentences • As we succeed in communicating meaning to others, language used sticks

EVIDENCE OF THE DIRE NEED FOR STRUCTURED VERBAL ENGAGEMENT IN LINGUISTICALLY DIVERSE CLASSROOMS Academic Speaking Number of times 1. Student to another student 13/340 1. Student to small group 6/340 Percentage of total time 3. 8% 1. 8%

EVIDENCE OF THE DIRE NEED FOR STRUCTURED VERBAL ENGAGEMENT IN LINGUISTICALLY DIVERSE CLASSROOMS Academic Listening Student to student Student to teacher Student to small group Number of Percentage of times total time 19/340 5. 6% 77/340 23% 1/34 - 0. 3%

FOCUS FOR YSD SHELTERED INSTRUCTION Language Objectives and English Language Proficiency Standards Structured Interactions Language Assessment

LANGUAGE MODALITIES Receptive Interactive Productive Academic Conversations

FOCUS: ELPS 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.

ELPS 2 What do you notice about this standard across the proficiency levels? What does this mean for your instruction?

BREAK!

WHY ACADEMIC CONVERSATIONS? Strategy: Quotation Café Predict, synthesize, interpret

ACTION STEPS! 1. Setting up Norms for Academic Conversations or better yet… Creating Chart Conversation Tips

2. MODEL CONSTRUCTIVE AND THEIR SKILLS Fishbowl Video Observations CONVERSATIONS

3. TEACHING ACADEMIC CONVERSATION SKILLS How to start academic conversations Annotate Reciprocal Read

LUNCH!

THREE MINUTE OPINION SHARE What’s better… Staying home and resting Going on an adventure

DIALOGUE Read the dialogue Where do you see students using skills of academic conversation? Do these conversations happen in your classroom? Why or why not?

TEACHING THE SKILLS OF ACADEMIC CONVERSATION Front of card: TEACHER: �Elaborate/Clarify • Can you elaborate on…? • What do you mean by…? • Why is that important…?

TEACHING THE SKILLS OF ACADEMIC CONVERSATION Back of card: STUDENT: �Elaborate/Clarify I think it means that…. In other words… It is important because…

NOW USE YOUR CARD Two lines: Practice New Language Patterns and get repetition of grammar and vocabulary. What are the implications of this article for my classroom? Use your card to elaborate and clarify

VIEW CONVERSATIONS AS WORKSHOPS, WORKOUTS, WINDOWS Workshops: Basic ideas and pieces are built up to ideas that didn’t exist before. It will be messy and loud!

WORKOUTS opportunities to practice language, thinking, pushed by others

WINDOWS Thinking Conversation skills Content Engagement Language

ASSESSMENTS OF CONVERSATIONS AND PROVIDE FEEDBACK Self assessment Teacher assessment Peer assessment

ELPS 2 ASSESSMENT Watch the video. https: //novoed. com/developing-academic-languageliteracy/video_list_lecture_components/714710/lectur e_videos/11408 What level of proficiency are the students? What would be your next steps as the teacher to develop students’ skills?

YOUR CLASSROOM How are you going to assess ELPS 2 in your class? Which ELLs are you going to focus on? Name How are you What will be going to your next assess ELPS 2 steps? in your class?

PROJECT Work collaboratively to design a video on something presented in this professional learning that will benefit your own classroom or other teachers.

SHARE OUT: WHAT’S NEXT What are your next steps? What do you need? What did you get?

OBJECTIVES Develop a deeper understanding of language acquisition Gain a practical understanding of ELPS #2 Identify key SKILLS to teach your kids to increase academic conversation Determine how to ASSESS your kids with oral language Gain effective STRATEGIES

THANK YOU!