Patti Tylka, Illinois Reading Council March 14, 2013

1. Classroom Conversations: Supporting Academic Discussions that Develop and Extend Student Thinking Patti Tylka, Illinois Reading Council March 14, 2013

2. At the conclusion of this workshop, participants will be able to choose at least three ways to add or scaffold academic conversation in their classrooms.

3. Human intelligence is primarily developed through speaking and listening. (Fisher, 2007) Research into talk in classrooms has demonstrated that, even though students’ talk serves vital developmental and learning functions, frequently teachers do most of the talking and children do not often have the opportunity to officially engage in talk that extends for more than a few seconds

4. http://blog.mcrel.org/classroom-instruction-that-works/

5. Illinois Professional Teaching Standards

7. Orchestrate the Interaction Attention Signal Equal time/turns for every student Establish partnerships/teams Designate who’s A and B, who’s 1,2,3, & 4 Form heterogeneous base teams Start with a small amount of talking time and add seconds Provide language frames Avoid “grading” participation

8. Attention Signal Management Tip See: Raised hand Hear: “Attention, Please” Do: Stop & focus Goal: 3 to 5 seconds

10. Think-Pair-Share 100 % participation? Individual accountability? Equal time?

11. Management Tip Establish Partners Who’s A? Who’s B?

12. Number/Letter Square A B 4 Management Tip 3 2 1 B A

13. ABC Brainstorming

14. ABC Brainstorming

15. CRISS Framework for Teaching and Learning Prepare for Learning Engage & Transform Reflect

16. ABC Brainstorming CRISS Framework for Teaching and Learning Prepare for Learning Engage & Transform Reflect

17. Forming Partnerships duos Management Tip +

18. OR

19. Forming Partnerships duos +

20. Forming Partnerships trios +

21. Forming Partnerships foursomes +

22. Mind Streaming

23. Management Tip Start small and build!

24. 30 seconds Timed-Pair-Share (Open-ended)

25. 30 seconds Timed-Pair-Share (Open-ended)

26. 20 seconds each Timed-Pair-Share (Open-ended)

27. Poetry

28. 30 seconds Timed-Pair-Share (Open-ended) End 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

29. Language Frame Management Tip When you think of poetry, you . . .

30. 30 seconds Timed-Pair-Share (Open-ended) End 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

31. 20 seconds each Timed-Pair-Share (Open-ended) 4 6 5 End 3 2 1 9 8 19 7 11 10 18 17 16 20 14 13 12 15 19 7 End 1 2 3 4 6 8 14 10 12 13 15 16 17 11 18 9 5 20

32. Language Frame Management Tip To you, poetry is . . .

33. Transform!

34. Frayer Model Poetry

35. Mind Streaming 100 % participation? Individual accountability? Equal time?

36. Mind Streaming CRISS Framework for Teaching and Learning Prepare for Learning Engage & Transform Reflect

37. Three Minute Pause

38. Classroom Conversations

39. 30 seconds Timed-Pair-Share (Open-ended) End 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

40. Language Frame Management Tip At this point, you’re thinking . . .

41. 30 seconds Timed-Pair-Share (Open-ended) End 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

42. 20 seconds each Timed-Pair-Share (Open-ended) 4 6 5 End 3 2 1 9 8 19 7 11 10 18 17 16 20 14 13 12 15 19 7 End 1 2 3 4 6 8 14 10 12 13 15 16 17 11 18 9 5 20

43. Language Frame Management Tip If I understood you correctly, you think . . .

44. Three Minute Pause 100 % participation? Individual accountability? Equal time?

45. Three Minute Pause CRISS Framework for Teaching and Learning Prepare for Learning Engage & Transform Reflect

46. Read-and-Say-Something or Read-and-Explain

47. Partner A reads aloud (Partner B reads silently) then responds: From “The Making of a Hurricane” Great whirling storms roar out of the oceans in many parts of the world. They are called by several names—hurricane, typhoon, and cyclone are the three most familiar ones. But no matter what they are called, they are all the same sort of storm. They are born in the same way, in tropical waters. They develop the same way, feeding on warm, moist air. And they do the same kind of damage, both ashore and at sea. Other storms may cover a bigger area or have higher winds, but none can match both the size and the fury of hurricanes. They are earth’s mightiest storms. The main idea of the paragraph is . . . From this paragraph I learned that . . .

48. Partner B reads aloud (Partner A reads silently)then responds: Like all storms, they take place in the atmosphere, the envelope of air that surrounds the earth and presses on its surface. The pressure at any one place is always changing. There are days when air is sinking and the atmosphere presses harder on the surface. These are the times of high pressure. There are days when a lot of air is rising and the atmosphere does not press down as hard. These are times of low pressure. Low-pressure areas over warm oceans give birth to hurricanes. This paragraph explains the importance of . . . to . . . . When I read this paragraph, I picture . . .

49. Transform!

50. Content Frames