Esl and accountable talk

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Promoting Literacy through Conversation Workshop IV: ESL & Accountable Talk Sarah De Bruin c. 2010

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Transcript of Esl and accountable talk

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Promoting Literacy through Conversation

Workshop IV: ESL & Accountable

Talk

Sarah De Bruin c. 2010

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Minute ReflectionPlease take a few minutes to respond on the

discussion post labeled “Workshop IV Minute Reflection.”

• What experience have you had teaching ESL students?

• If you have taught such students before, what was the experience like? What did you find to be the most challenging? The most rewarding?

• If you have never worked with an ESL student, what do you think the experience would be like? What would be challenging for you?

Sarah De Bruin c. 2010

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Consider this…

Although they need to learn the specific skills and strategies involved in critical thinking and discussion, native English speakers come to school with the necessary vocabulary

to compare & contrast, interpret, evaluate, and describe.

So, how do teachers include students whose linguistic background has not exposed them

to the vocabulary needed to engage in academic discussion in English?

Sarah De Bruin c. 2010

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Accountable Talk is the Answer

• Accountable Talk refers to a teaching method promoted by Dr. Lauren Resnick of the Institute for Learning at the University of Pittsburgh.

• Students are taught to lead the class discussion of material presented to them.

• The focus shifts from students feeding information back to the teacher to students discussing the information together.

• Students are required to justify their ideas with verifiable evidence and respond to each other’s opinions.

Sarah De Bruin c. 2010

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• Research has shown that:o Allowing students to talk with each

other is critical to both their literacy development and their level of engagement.

o Teacher-centered lessons are not the most effective means of ensuring that students develop effective speaking, writing, reading and listening skills. -Pitcher & Mackey, (2004), p. 81-82.

Sarah De Bruin c. 2010

Peer discussion/justification of ideas deeper processing retention/application of information

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• As dedicated educators, we…

– want all our students to develop the listening, speaking, writing and reading skills necessary to function in the 21st century world.

– want ESL students to be able to use English for effective communication as well as learning content material.

Sarah De Bruin c. 2010

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Take a moment to consider this quote before answering the questions on the

following slide.

“Even in the very best of classrooms, the ones in which teachers ask sophisticated questions of ESL students and provide prompts to guide these students’ thinking, learning is stunted

without peer interactions.”

-Fisher, Frey & Rothenberg, p. 2

-

Reflection

Sarah De Bruin c. 2010

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Please respond to the questions on the discussion post labeled “Workshop IV

Reflection Questions.”

-Why do think this statement might be true?

- What would you do with your Clinic client or students to provide for ample peer interaction?

(Remember in Clinic you can play the role of a peer as well as the teacher or work with other teachers & their clients)

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ESL Students’ Needs

• Accountable Talk discussions can meet the academic needs of all learners while providing ESL students with

-Repetition of key words and phrases-Functional, context-relevant speech

- Hill & Flynn, 2006, p. 56, as cited in Fisher, Frey & Rothenberg, p. 2

• ESL students need frequent, regular opportunities to:

- listen, speak, read and write in English.- learn & think critically about material that

is taught and presented in English. - Fisher, Frey & Rothenberg, p. 2

Sarah De Bruin c. 2010

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• Receptive language skills typically develop before productive skills (think of how babies learn

language- they understand more than they can say).

• Therefore, ESL students typically understand more than they can verbally express.

• The peer and teacher interaction involved in Accountable Talk exposes these students to the language they need to develop while they participate in a supportive, group environment.

-Fisher, Frey & Rothenberg, p. 5

Receptive v. Productive Language

Sarah De Bruin c. 2010

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• Sentence frames can help ESL learners bridge the academic communication gap.

• They– provide a framework into which ESL students

can “plug” their ideas.– enable them “to focus on the content

while they practice academic language.”– support them until their academic productive

language skills develop to the appropriate level.

-Fisher, Frey & Rothenberg, p. 4-5

Supporting ESL Students’ Participation in Accountable Talk

Sarah De Bruin c. 2010

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• Sentence frames are…

-an effective means of scaffolding Accountable Talk instruction for everyone.-adaptable to any age & level of language proficiency.

• However….ESL students may need to rely on them for a bit longer than native speaking students.

- -Fisher, Frey & Rothenberg, p. 4

A Strategy for Every Student

Sarah De Bruin c. 2010

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Presenting the Use of Sentence Frames to Students

• Make students aware of the objective for each type of language they will use in academic discussions.

• Create and display “prompt” posters to be referred to during guided instruction.

• Model use of each frame with gradual release of responsibility.

• Provide frames for each type of thinking involved in learning.

-Fisher, Frey & Rothenberg, p. 2-5

• .

-Fisher, Frey & Rothberg, p.

Sarah De Bruin c. 2010

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EXAMPLES

The following slides give examples of sentence starters presented in a “language of learning” poster and an

“Accountable Talk” poster.

Sarah De Bruin c. 2010

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To instruct Giving directions

“The first step is..”“Next…”“The last part is…”

To inquire Asking questions

Who? What? When? Where? Why? How?“What do you think?”

To test Describing if something makes sense

“I still have a question about…”“What I learned is…”

To describe Telling about something

Use descriptive words and details

-Adapted from Fisher, Frey & Rothenberg, p. 2

Language of Learning Poster

Language Objective What is it? What does it sound like?

Sarah De Bruin c. 2010

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To compare and contrast

Showing how two things are alike and different

“Here is something they both have in common…”“These are different from each other because....”

To hypothesize Making a prediction based on what is known

“I can predict that…” “I believe that…will happen because….”

To deduce Drawing a conclusion or arriving at an answer

“The answer is…because….”

Sarah De Bruin c. 2010

-Adapted from Fisher, Frey & Rothenberg, p. 2

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To evaluate Judging something

“I agree with this because….”“I disagree with this because…”“I recommend that…”“A better solution would be….”“The factors that are most important are…”

To explain Giving examples

“This is an example of …”“This is important because…”

To analyze Discussing the parts of a bigger idea

“The parts of this include…”“We can make a diagram of this.”

-Adapted from Fisher, Frey & Rothenberg, p. 2

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Remember to … 

Sounds like … 

Ask questions when you don‘t understand a topic. 

Can you tell me more? 

Would you say that again? 

Can you give me another example so I can understand? 

Give a reason why your idea is a goodone. 

This reminds me of ______ because _____. 

I believe this is true because __________. 

Ask for evidence when something Sounds incorrect.

I’m not sure that's right. Can you tellme why you think it is true?  Can you show me a place in the bookthat illustrates that idea? 

Give evidence to support your statements. 

Read a passage from the book thatillustrates your idea.

Find another information source tosupport your idea. 

Use ideas from others to add to your own. 

I agree with _______ because _______.  ______'s idea reminds me of _____.

Accountable Talk Poster -Adapted from Fisher, Frey & Rothenberg, p. 4

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Post-Assessment

• Thank you for participating in the Accountable Talk Workshop IV. Please take a few minutes to share your comments, thoughts or questions on the Workshop IV Post-Assessment discussion page and respond to these questions.

– Has this presentation given you ideas that you will be able to use with ESL students? Please share your thoughts.

– Can these ideas also be used for native speakers? Why or why not?

Sarah De Bruin c. 2010

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For further information…

• The material presented here is taken from Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners, by Douglas Fisher, Nancy Frey and Carol Rothenberg (2009) and provides only a brief overview of what one chapter has to offer. The book is available for purchase on amazon.com and other bookseller’s websites.

Sarah De Bruin c. 2010

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Now…. please complete the workshop by following the instructions for the book club

activity.

Thank you!!

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References

Fisher, D., Frey, N. & Rothenberg, C. (2009). Chapter 5: Procedures for classroom talk. Retrieved October 16, 2010 from: http://www.ascd.orgpublications/books/108035/chapters/Procedures-for- Classroom-Talk.aspx

Institute for Learning (2001). Accountable talk:

Classroom conversation that works. Pittsburgh, Pa.: Learning Research & Development Center, University of Pittsburgh. Retrieved October 20, 2010 from http://www.instituteforlearning.org.

Sarah De Bruin c. 2010

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• Pitcher, S. & Mackey, B. (2004). Collaborating for

real literacy: Librarian, teacher & principal. Washington, Ohio: Linworth Publishing, Inc.