academic conversations as a gateway to academic literacy · iv. transition improv: two differing...
TRANSCRIPT
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JeffZwiersNewYorkTeachersWebinar3
April24,2017jeffzwiers.org/april24
Downloadslidesrightnowfromhere
AcademicConversationsasaGatewaytoAcademicLiteracy
• Wove conversation activities into lessons and took notes for your partner teachers and us today.
• Used some form or parts of the COAT.
• Gathered audio samples of student conversations to share today. Optionally, transcribed any interesting portions of one or more of them, and sent to me (Thanks!).
• Updated your Inquiry Cycle focus, evidence, and progress
Steps Leading Up Until Today
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Whyareclassroomconversationssoimportant?
1. Contentknowledge2. Academiclanguage(input/output)3. Communication4. Relationship5. ?
Reminders
ThiswasyourTASK
Write/UseModel
Conversations
1.
Pick one or two strategies or tools to become more expert in by the end of the year. Try it out in different ways, with different ways of modeling and scaffolding. Take notes on successes and frustrations, etc. You will share your expertise (and student evidence, if possible) with us in the final webinar.
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PROGRESS:InquiryQuestions
HowcanIdevelopmystudents'abilitiestoprobeandreflectonideasunderdiscussionevidencedbytherelevancetothetopicathandwhileusingacademiclanguage.
Video Analysis with the COAT
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Video 1
JeffZwiers Understanding Language
Context• Grade5• Had• Prompt:Are• Lookfor
strengthsandareastoimprovebasedontheCOAT
NEW:CreativityConversations
1. Pickatopicthatrequiresacreativewaytosolveaproblemorexpressacomplexideatoothers.Giveoptions,ifpossible.
2. Modelforstudentsthecollaborativecreativityprocess:• Clarifytheproblem• Brainstormpossiblesolutionstarters• Narrowthemdownwithcriticalthinkingandcriteria• Zoominontwoandthencomparetheirmerits,limits,
rationales,evidence,potentials,relatedhistories…• Choosethebestsolutionanddiscusshowtoimplementit
3. Havestudentscollaboratetocreateorwritetheirideaforarealisticaudience….
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CreativityConversations:YourTurn
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Lesson Planning
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SampleLesson(s)Plan:ELA
I. Objectives:Inferandsupportthemesinshortstories.Arguethemostimportantthemeforstudentsyourage.
II. Stronger-ClearerEachTime:Readsamestory,sharetheme,support
III. ModifiedJigsaw:Think-Pair-Square:Readdifferentstories,sharethemeandevidencewithpartner,thenw/otherpair.
IV. TransitionImprov:TwoDifferingThemes(e.g.,‘TwoBrothers’)
V. AcademicConversationModeling:Emphasizeskillsofsupportingandevaluatingevidence.
VI. CreativityConversations:Comeupwithastorywithatheme
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SampleLessonPlan:Nonfiction
I. Objectives:Argueaclaimaboutanissue.
II. OpinionFormationCards:Readcardsandshareopinions;readarticle.
III. GalleryWalk:(Readdifferentarticlesonsameissue,sharepostersofopinionandevidence)
IV. TransitionImprov:Pro-Conontopicofsocialmedia
V. AcademicConversationModelingofuseofArgumentBalanceScale:Emphasizeskillsofsupportingandevaluatingevidenceandimportance,andarguingforonethemeoveranother.
VI. Writeafinalparagraphortwo.
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BytheEndoftheYear
Write/UseModel
Conversations
1.
With your inquiry focus in mind, pick one or two strategies or tools to improve by the end of the year. Try it out in different ways, with different ways of modeling and scaffolding. Take notes on successes and challenges, etc.
EvidenceInquiry-based Collaboration Online PD
Communication-Based
Teaching of
Language,Literacy,
Thinking Skills, & Content
to Els and AELs
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CONTACTINFORMATION
Email: [email protected]: jeffzwiers.org/april24
ell.stanford.edu
References
Mercer,N.(2000).TheGuidedConstructionofKnowledge:Talkamongstteachersandlearners.Clevedon,UK:MultilingualMatters.
Zwiers,J.&Soto,I.(2016)AcademicLanguageMastery:ConversationalDiscourseinContext.CorwinPress.
Zwiers,O’Hara,&Pritchard(2014)CommonCoreStandardsindiverseclassrooms:Essentialpracticesfordevelopingacademiclanguage&disciplinaryliteracy.Stenhouse.
JeffZwiers Understanding Language/SCALE
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ALDevelopment