Getting to the Core Collaborative Academic Conversations Professional

Getting to the Core Collaborative Academic Conversations Professional Development Session 4: Fall 2013 Valley High School Where Falcons SOAR!!! Superior Standards Supportive School Climate Successful Students

Big Idea: Collaborative academic conversations empower students to communicate well in a variety of situations. Essential Questions: • What 21 st century collaboration skills are needed to sustain purposeful conversations and be successful members of society? • How do we move students beyond “talk” to academic conversations? • How do conversation skills transfer to academic reading and writing in all content areas? • How can academic conversations demonstrate Depth of Knowledge?

Purpose of Today • Reflect on if your students and classroom are prepared for Collaborative Academic Conversations. • Clarify what a “Collaborative Academic Conversation” looks like. It’s not just talking. • Give you actual techniques you can use in your classroom to start exploring Collaborative Academic Conversations.

Classroom Reflection (Page 4) Think about the first few weeks of school and some of the norms and collaborative activities that you have begun with your students. Positives Challenges What have been the What have been positives or the challenges? successes that you have had in your classroom? Changes What changes still need to be made? Brainstorm with an elbow partner and record your results on page 4.

Getting to the Core Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 02 30 Hours Superior Standards Minutes Supportive School Climate Seconds Successful Students

Getting to the Core Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 01 20 Hours Superior Standards Minutes Supportive School Climate Seconds Successful Students

Getting to the Core Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 00 10 Hours Superior Standards Minutes Supportive School Climate Seconds Successful Students

Classroom Reflection (Page 4) Think about the first few weeks of school and some of the norms and collaborative activities that you have begun with your students. Positives Challenges What have been the positives What have been the or successes that you have challenges? had in your classroom? Changes What changes still need to be made? Brainstorm with an elbow partner and record your results on page 4. After brainstorming, share with your colleagues.

Reading with a Focus Please read “Accelerating Oral Language with Academic Conversations” paragraphs 1 -6 on page 6. 1. According to Zwiers, what makes conversations academic? ” 2. According to the researchers, what challenges did students face when starting academic conversations? 3. Please record your answers on page 5.

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 04 50 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 03 40 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 02 30 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 01 20 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 00 10 Hours Minutes Seconds

What was the main point of the article?

Jigsaw Expert Groups First: Number off 1 -5 Next: Read the assigned skill description from pages 12 -28. Take notes as you see fit on page 11. • #1: Elaborate and Clarify (p. 13 -15) • #2: Support Ideas with Examples (p. 16 -20) • #3: Build on or Challenge Partner’s Ideas (p. 21 -24) • #4: Paraphrase (p. 25 -26) • #5: Synthesize Conversation Points (p. 27 -28) THEN: Complete the Comparison/Contrast Matrix on page 12 for your skill with your expert group. LAST: Share with your Home Group.

Countdown Clock 19 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 0 00 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 08 90 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 07 80 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 06 70 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 05 60 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 04 50 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 03 40 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 02 30 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 01 20 Hours Minutes Seconds

Countdown Clock 59 4 3 1 2 0 1 2 3 4 5 6 7 8 00 00 10 Hours Minutes Seconds

Reading With A Focus Questions/Activity Response 1. Provide a short definition for the skill. 2. How can the skill be developed in the classroom? 3. What is one of the benefits/purposes of the skill for all students? 4. Identify one way that you have seen this skill being used in a classroom. #1: Elaborate #2: Support Ideas #3: Build on or Challenge #4: Paraphrase #5: Synthesize

Comparison/Contrast Matrix Description of Skills Elaborate and Clarify (p. 13 -15) Support Ideas with Examples (p. 16 -20) Build On or Challenge Partner’s Ideas (p. 21 -24) Paraphrase (p. 2526) Synthesize Conversation Points (p. 27 -28) Application of Skill Additional notes (what are activities you can use to implement this skill? )

What You’re Taking Away • Knowing the 5 Conversation Skills (Elaborate and clarify, Support ideas with examples, Build on and Challenge, Synthesize, Paraphrase) • Several activities about how to incorporate each skills into your content (all articles are in the packet for rereading) • Rubric to have students evaluate their own conversations • Recognize the importance of collaborative conversations as improving speaking and listening skills directly transfers to improving reading and writing skills!

Next Steps… • Incorporate the 5 Conversation skills (one at a time) into your lessons (academic & homeroom) • Keep working with your students on these skills. Try them again and again! • Collaborate with CLAS Ashleigh. weissman@sausd. us (Here most Tuesdays/Thursdays in 8 -4)