developingacademic speaking and conversation skills in every … · • discuss the main theme:...

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JeffZwiersSTEPLPPClass

February9,2017Jeffzwiers.org/February9

Developing AcademicSpeakingandConversationSkillsinEveryLesson

Objectives

IncreasingQuantity

IncreasingQuality

SPEAKING

#ofstudents#ofminutes

StrengthClarity

#ofstudentsinback-n-forthconversations

Co-ConstructionCollaborativeArguingConversationSkills

CONVERSING

Understanding LanguageUnderstanding LanguageJeffZwiers jeffzwiers.org/February9

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Working on Listening, Speaking, & Clarifyingwith

“STRONGER Y CLEARER EACH TIME” Activities

(Stronger-Clearer Grid)

1. Promptforanoriginalresponse(>1sentence)2. Successivepair-shares:borrowandusethe

language,ideas,andevidence eachtime-->• Stronger (oftenlonger),withbettersupportingevidenceandexamples,and

• Clearer,withmoreprecisetermsandlinked,organized,completesentences.

3. Scaffoldsarereducedduringtheactivity.

Designing“Stronger&ClearerEachTime”Activities

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Name Whathappenswhenculturesmeetandwhy?

Me Bad,wars

1.2.3.

Me

“Stronger&ClearerEachTime”GridIthinkit’sbothgoodandbad.Likeyoulearnfromeachother,butalsoyoucanfight.

Ithinkbadthingshappenwhenculturesmeet,likewars.

1stPartnerLisa

Switchpartners!

Don’tforgettouse

examples.

Whathappenswhenculturesmeetandwhy?

Mario both,learn

(PRE)Bad things happen when they meet. Wars start.

Name Whathappenswhenculturesmeetandwhy?

Me Bad,wars

1.2.3.

Me

Mario both,learnJuan religion,Aztecs,Spain

Culturesmeetandbadthingshappenlikewar.Butgoodthings,too,likeyoucanlearnotherlanguage.

Ithinkit’sbothgoodandbad.Likeyoulearnfromeachother,butalsoyoucanfight.

Whenculturesmeeteachother,ithelpsustolearnhowotherslive,liketheirreligion.Butwarscanhappen,liketheAztecsandSpain.

Ithinkbadthingshappenwhenculturesmeet,likewars.

Switchpartners!

Don’tforgettouse

examples.

“Stronger&ClearerEachTime”Grid

Lisa

Whathappenswhenculturesmeetandwhy?

2ndPartner

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Whenculturesmeeteachother,ithelpsustolearnhowotherslive,liketheirreligion.Butwarscanhappen,liketheAztecsandSpain.

Ithinkit’sbothgoodandbad.Likeyoulearnfromeachother,butalsoyoucanfight.

Ithinkbadthingshappenwhenculturesmeet,likewars.

Culturesmeetandbadthingshappenlikewar.Butgoodthings,too,likeyoucanlearnotherlanguage.

3rdPartner

“Stronger&ClearerEachTime”Grid

Whenculturesmeet,isbadandgood.Badcuz theyfightwars,likethey’redifferent.SpainthoughttheywerebetterthantheAztecs.Andgoodcuzyoucanlearnlanguages,likeSpanish,andnewreligion.

Lisa

Whathappenswhenculturesmeetandwhy?

Theylearnthingsfromeachotherlikenewfoods.Butsomeculturesthinkthey’rebestandshouldcontrolit.Theystartwarsoverit.

(PRE)Bad things happen when they meet. Wars start.

------------------------(POST)When cultures meet, is both bad and good. Bad cuz they fight, like the Aztecs and Spain. Spain thought they were better so they took over. Good cuz of new food and languages and religion.

LookingatStudentWork(Before&AfterGridPartners)

PRE

POST

JeffZwiers Understanding LanguageJeffZwiers

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Stronger&ClearerGrid(Math)

(afterPartner1)v

(afterPartner2) (afterPartner2)

Practically Speaking: Interaction Mini-Circles

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Name

Explainhow youdividetwofractionsandjustifyeachstep.

Me (justoneortwokeywords,ifany)

1.

2.

3.

Me

“Stronger&ClearerEachTime”Grid

Whatisthestrongestthemeorlifelessoninthisstory?Why?Howdidthefeudalsystemwork?

(Teachercanhavelistenersaskclarifyingandsupportingquestions)

Describethecirculatorysystem.

Onewaytodrawthisisby…Iestimatedthattheanswerneedstobeless/morethan…because...Ichangedafewthingsbasedonwhatmypreviouspartnersaid.Forexample..

IttakesLisa,byherself,6hourstoplanttreesonanacreofland.IttakesLynn12hours,byherself.Howlongwouldittakeiftheyworktogether?Explain&justifyyoursolutionidea(s).

Fostering Constructive Conversations

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Conversation Analysis

Lisa:Ithinkthedogwashisbestfriendinthestory.Edgar:Iwouldliketoaddtoyouridea.Mydogran

awaylastyearandwefoundhiminthepark.Lisa:Whichpark?Edgar:Theonebythetrainstation.Lisa:ItookatraintoSanJoselastweek.

Laura:Ithinkairhasweight.Remembertheballoon?

Eli: Idisagree.Laura:Canyougiveareason?Eli: Cuz Ican’tfeelit.Canyou?

Understanding LanguageJeffZwiers

Alex:Whatcausedthefall?Carlos: Thebooksaiddiseaseandwar.Alex:Italsosaidcropsandpolitics.Carlos: Allofthem,Iguess.

Conversation Analysis

Mansur: Ithinktherearedifferentwaystosolveit.Lynn: So?Justdowhattheteacherdid.Mansur: Butwhydidsheturnthefractionover?Lynn: Whocares?Justturnitover.Mansur:OK.

3a 9ab

3c - 6 c - 4÷ 2

Understanding LanguageJeffZwiers

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ConstructiveConversationSkillsfor“BuildUp1”ModeGoal: Students collaboratively (but w/o teacher) build an idea

(e.g., claim, answer, solution, interpretation), using the following skills:

Pose Idea

Listening-Speaking

ClarifyIdea

Listening-Speaking

Support Idea Listening-Speaking

Build Idea

MATH:Justifywithreasoningbasedonmath

principles

• Ask?’s• Define• Elaborate• Paraphrase• Negotiate• Analogy

Jeff Zwiers Understanding LanguageJeffZwiers

A: HowLincolnahero?B: Hestopslavery,theslaves.A: How?B: Thewar.A: Yeah,Civil.Hefighted itstopslavery.B: Muchos dieinthewar.A: Verybad.B: Butcuál es morebad?Slaveryordie?A:Slavery.B: Why?A:Cuz younotfree,like,como en lacárcel,yte golpean.And

Lincolnstopit.He’sahero.

ConversationsatBeginningLevelsofProficiencyLearningobjective:Usereasonstoarguetheimportanceofahistoricalfigure.Prompt:TalkaboutwhatmakesAbrahamLincolnahero.

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Constructive ConversationsContext• Sheltered9thgradeEnglishclass(taughtbyPatrickHurley)

• Intermediateandearlyadvancedspeakers.

• HavereadToKillaMockingbirdandOfMice andMen

• Focalconversationskill:supportingyourideaswithexamplesfromatext.

• Promptsontheboard

ThisClip• Discussthemaintheme:“whatdoyouthinkanimportantthemeinthisbookis?”“Animportantthemeofthisbookisrealcourage'”

• Theyprompteachother:“Whatdoescouragemean?”“Canyouelaborateonthat?”“Canyougiveanexamplefromanotherbook?“Howdoesthisapplytoourlife?”

Understanding Language/SCALEJeffZwiers jeffzwiers.org/videos

Argumentation

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ConstructiveConversationSkillsfor“Argue”Mode

Pose 1st Idea

Listening-Speaking

ClarifyIdea

Listening-Speaking

Support Idea Listening-Speaking

Build 1st Idea

Jeff Zwiers

Goal: Students collaboratively (but w/o teacher) build claims & ideas and then choose one of them, using the following skills:

Understanding Language/SCALEUnderstanding LanguageJeffZwiers

ConversationSkillsfor“Build>1&Choose(Argue)”Mode

Goal: Students collaboratively (but w/o teacher) build claims & ideas and then choose one of them, using the following skills:

Evaluate & Compare(Argue)

Listening-Speaking

Pose 2nd Idea

Listening-Speaking

Support Idea Listening-Speaking

ClarifyIdea

Listening-Speaking

Build Ideas

& Choose Best

Jeff Zwiers aldnetwork.org/page/March15 Understanding Language/SCALEUnderstanding LanguageJeffZwiers

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ConversationSupportCards(Pairw/Observer)

Jeffzwiers.org/February9

Fostering Conversations & Their Skillswith

Argument Balance Scale

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ScaffoldforCollaborativeArgumentConversations:ArgumentBalanceScale

Claim vs.OppositeorDifferentClaim

Whichclaim’sreasons,evidence,andexplanationsweighthemost?

Claim/Position Claim/PositionMagnets attract all metalsYes NoAll petroleum is biogenicVideo games banned or not

Should U.S. have entered the war?Main theme of the story?Courage PerseverenceAre humans good or evil?Good Evil

Jeff ZwiersJeffZwiers Understanding Language/SCALE

ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE

Claim/Position Claim/Position

“ConstructiveConversations”ActivityforAll4Skills:ArgumentBalanceScale

Should pizza be a reward for reading?Yes No

Reason/Evidnc/ExpGetskidstoread

Reason/Evidnc/ExpPrevents dropouts,

crime, jail costs

Reason/Evidnc/ExpKids need to eat

Preventdropouts&jailcosts

Getsthemtoread

Kidsneedtoeat

Stayafterschool

Pizzatastesgood

Jeff ZwiersJeffZwiersJeffZwiersJeffZwiers Understanding Language/SCALE

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ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE

“ConstructiveConversations”ActivityforAll4Skills:ArgumentBalanceScale

Nothealthyfood

Expensivetorun

Needtoexercise

Notgoodmotivationforreading

Somekidsdon’tlikepizza

Jeff ZwiersJeffZwiersJeffZwiers Understanding Language/SCALE

ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE

“ConstructiveConversations”ActivityforAll4Skills:ArgumentScale

Should pizza be a reward for reading?

Claim/Position Claim/PositionYes No

Reason/Evidnc/ExpNot good motivation

Reason/Evidnc/ExpNot healthy food

Reason/Evidnc/ExpExpensive

Compare the evidence on both

sides (use criteria)

Reason/Evidnc/ExpGetskidstoread

Reason/Evidnc/ExpPrevents dropouts,

crime, jail costs

Reason/Evidnc/ExpKids need to eat

Jeff ZwiersJeffZwiersJeffZwiers Understanding Language/SCALE

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ACTIVITY FOR SUPPORTING IDEAS:ARGUMENT SCALE

2D-Scale

“ConstructiveConversations”ActivityforAll4Skills:ArgumentScale

Choose a side and argue why it “weighs more”

Jeff ZwiersJeffZwiersJeffZwiers Understanding Language/SCALE

3-DVersion

VideoExampletoAssessCONTEXT

5th gradeLanguageArts/ELDclassAdvancedandearlyadvancedpartners.

Afterreadinganarticleonaprogramthatgivespizzaasrewardforreading,studentsdiscusstheiropinionsontheissue.

THISCLIP• Watchforsupportingopinions, buildingonideas,andclarifying• Noticeifandhowthebalancescalehelpsstudentstoextendtalk• Considernextstepsbasedonthisconversation

JeffZwiersJeffZwiers jeffzwiers.org/videos Understanding Language/SCALE

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Math Paired Conversation Protocol

CONTACTINFORMATION

Email: jzwiers@stanford.eduWebsites: jeffzwiers.org/February9

ell.stanford.edu

References

Zwiers,J.&Soto,I.(2016)AcademicLanguageMastery:ConversationalDiscourseinContext.CorwinPress.

Zwiers,O’Hara,&Pritchard(2014)CommonCoreStandardsindiverseclassrooms:Essentialpracticesfordevelopingacademiclanguage&disciplinaryliteracy.Stenhouse.