A Presentation by David Irwin
Language Development Opportunities
Based on Academic Conversations:
Classroom Talk that Fosters Critical Thinking
and Content Understandings by Jeff Zwiers
& Maria Crawford. Stenhouse, 2011.
I will be able to
 Ask higher level questions and teach my students to
ask higher level questions of each other
 Attain Distinguished level on Indicator SE1
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Engage my students in cognitively challenging
activities
 Attain Distinguished level on Indicator SE3
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Provide support for a variety of engagement
strategies
 Attain Distinguished level on Indicator SE5
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Increase the quality and quantity of student-led talk.
Students provide evidence to support statements.
 Attain Distinguished level on Indicator SE6
ELLs benefit from Big 5 reading instruction,
more so in word-level skills.
 Text level skills – comprehension and writing –
are closely aligned with oral language
development.
 Focus on systematic high quality vocabulary
instruction
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MAJOR THEME: “The importance of intensive,
interactive language development instruction
for all English learners. This instruction needs to
focus on developing academic language.”
August & Shanahan (2006) and Gertsen et al (2007) in Honigsfeld & Dove (2010)
An academic conversation goes beyond casual
conversation. The goal is for the participants
to reach a new understanding of a school
topic through the use of specific
conversational skills. Each partner must listen
and speak, elaborate, clarify, challenge,
paraphrase, and summarize what his/her
partner says, and determine the outcome of
the conversation.
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about kindergarten topics and
texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts
under discussion).
b. Continue a conversation through multiple exchanges.
2. Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if
something is not understood.
3. Ask and answer questions in order to seek help, get information, or clarify something that is
not understood.
Presentation of Knowledge and Ideas
4. Describe familiar people, places, things, and events and, with prompting and support,
provide additional detail.
5. Add drawings or other visual displays to descriptions as desired to provide additional detail.
6. Speak audibly and express thoughts, feelings, and ideas clearly.
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about grade 1 topics and
texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the
topics and texts under discussion).
b. Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
c. Ask questions to clear up any confusion about the topics and texts under discussion.
2. Ask and answer questions about key details in a text read aloud or information
presented orally or through other media.
3. Ask and answer questions about what a speaker says in order to gather additional
information or clarify something that is not understood.
Presentation of Knowledge and Ideas
4. Describe people, places, things, and events with relevant details, expressing ideas and
feelings clearly.
5. Add drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings.
6. Produce complete sentences when appropriate to task and situation. (See grade 1
Language standards 1 and 3 on page 26 for specific expectations.)
Comprehension and Collaboration
1. Participate in collaborative conversations with diverse partners about grade 2 topics and texts with
peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion).
b. Build on others’ talk in conversations by linking their comments to the remarks of others
c. Ask for clarification and further explanation as needed about the topics and texts under discussion.
2. Recount or describe key ideas or details from a text read aloud or information presented orally or
through other media
3. Ask and answer questions about what a speaker says in order to clarify comprehension, gather
additional information, or deepen understanding of a topic or issue.
Presentation of Knowledge and Ideas
4. Tell a story or recount an experience with appropriate facts and relevant, descriptive details,
speaking audibly in coherent sentences.
5. Create audio recordings of stories or poems; add drawings or other visual displays to stories or
recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
6. Produce complete sentences when appropriate to task and situation in order to provide requested
detail or clarification. (See grade 2 Language standards 1 and 3 on pages 26 and 27 for specific
expectations.)
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with
diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion).
c. Ask questions to check understanding of information presented, stay on topic, and link their
comments to the remarks of others.
d. Explain their own ideas and understanding in light of the discussion.
2. Determine the main ideas and supporting details of a text read aloud or information presented in diverse
media and formats, including visually, quantitatively, and orally.
3. Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.
Presentation of Knowledge and Ideas
4. Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant,
descriptive details, speaking clearly at an understandable pace.
5. Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable
pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
6. Speak in complete sentences when appropriate to task and situation in order to provide requested detail
or clarification. (See grade 3 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with
diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information
known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the
discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Identify the reasons and evidence a speaker provides to support particular points.
Presentation of Knowledge and Ideas
4. Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate
facts and relevant, descriptive details to support main ideas or themes; speak clearly at an
understandable pace.
5. Add audio recordings and visual displays to presentations when appropriate to enhance the development
of main ideas or themes.
6. Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations
where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate
to task and situation. (See grade 4 Language standards 1 on pages 28 and 29 for specific expectations.)
Comprehension and Collaboration
1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with
diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the
remarks of others.
d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the
discussions.
2. Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.
Presentation of Knowledge and Ideas
4. Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and
relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
5. Include multimedia components (e.g., graphics, sound) and visual displays in presentations when
appropriate to enhance the development of main ideas or themes.
6. Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and
situation. (See grade 5 Language standards 1 and 3 on pages 28 and 29 for specific expectations.)
Four Ways the ELPS are Organized
1 – By Language Application
See p 8
12
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Intro to Whole Brain Teaching
First Grade Part 1
First Grade Part 2
Third Grade Part 1
First Grade Scoreboard
Scaffolding Teach/OK
Fifth Grade Math
wholebrainteaching.com/
Seventh Grade Science – mirror
Sixth Grade Science - mirror
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Teachers says “Class”
 Vary the tone, speed, pitch, etc
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Students respond “Yes”
 Same tone, speed, pitch as the teacher
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Give positive/negative feedback on a t-chart
 Positive: students respond clap-”Oh yeah!”
 Negative: shoulder shrug-groan “aww”
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Mirror
 Teacher says “Mirror”
▪ Students mimic teacher’s gestures
 Teacher says “Mirror with Words”
▪ Students mimic teacher’s gestures and words
Teach “Teach/OK” in scaffolded steps:
 Teacher: clap clap “teach”
 Students: clap clap “ok”
 Vary the clap patterns
▪ Rhythms, Travolta move, swim, shoulder brush, etc
 Practice with feedback until smooth
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Full body turn to partner
Return to front: “Class”/”Yes” (no clapping)
Add big gestures related to content
 Ex: What’s your favorite food? Spaghetti (with wiggly
spaghetti fingers)
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Four kinds
Time frame: a month or more per level
Repeat!
Repeat!
Then… Repeat!
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Video: Kate Bowski Mirrors
 www.youtube.com/watch?v=YeAUmiobvmc
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1st Grade mirrors
High school math mirrors
Whole Brain Teaching website
 lots of ideas, blogs, solutions
 www.wholebrainteaching.com
Name
Movement
What it is
Example
Mirrors
Hands up in front
Just movements to
learn the strategy
Quick , easy, silly
movements
Mirrors with
Words
Hands up in front,
swing one hand over
mouth with “words”
Say small bits of
content to related
movement
Add (x-fingers) and
subtract (one finger
point)
Magic Mirrors
Teacher’s hands at
side.
Teacher speaks,
students are doing
the gestures
Well taught lesson for
review
Mirror
Ventriloquist
Teacher’s hands at
side.
One student in front
does the gestures
while teacher talks
Well taught lesson for
review. Good for the
s. who needs
attention
Words
Movement
1 There are 3 ways
Three fingers right hand
2 To add three numbers
Three fingers left hand
3 First way
One finger
4 Friends of ten
Shake both hands, together
5 Second way
Two fingers
6 Find pairs
Two thumbs up
7 Third way
Three fingers
8 Biggest number
Strong man pose
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Choose a content topic
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Math
Reading
Writing
Social Studies
Science
Behavior
Design a Mirrors activity you can deliver to
your kids
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All students have common information
 Read a text
 Heard a read aloud
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Practice one skill at a time, build on them
Facilitator
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Be as quiet as possible
Avoid “rescuing” – providing a word or idea for a student
Model the skill frames
In early stages, pause for progress checks on the conversation goals –
which skills used, etc.
Mini-lessons
 Teacher model
 Student pairs model with coaching
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Make a Conversation Poster
 see Teaching ideas, Questions, Answers
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We listen to each other
We share our own ideas and explain them
We respect another’s ideas, even if they are different
We respectfully disagree and try to see the other view
We let others finish explaining an idea without
interrupting
We try to come to some agreement in the end
We take turns and share air time
Questions ask for specific information. Try these:
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Can you elaborate on…?
What do you mean by…?
Can you tell me more about…?
What makes you think that?
Can you clarify the part about …?
Can you be more specific?
How so?
How/Why is that important?
I wonder if …?
I’m a little confused about the part…
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Journal Jumpstarts
Modeling I do:
 Show the norms
 Show the skill – what it is, the frames
 Frames on posters and desksize placemats, color
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coded – kids make them
Read text, give question
Model with another adult
Other students watch for frames used – signal
somehow…
Video & review the lessons
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We do:
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Review specific frames & behaviors
T chart eye – ear (sound like – look like)
Adult converses with student OR one/two sets of students
Add/edit T chart
Students prompting – “What do you think Jose should say next (from our
chart)?
 Reteach if necessary – back to video
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You Do
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Generic question, not based on text at first
Time to prepare – develop your position, review frames
Partners
Tell partner what we’re going to do, how we’ll know we did it
Student assessment: “Tell an example of when your partner elaborated or
clarified. .. Of when you did. “
▪ Collect responses, use for practice next time.
Grade
Questions
Answers
K
What do you mean by…?
Porque piensas eso?
Tell me more about….
Dime mas sobre…
I mean…
1
What do you mean by…?
Tell me more about….
Can you elaborate on…?
I wonder how/if….
I mean…
By that I meant….
I think that…
2
What do you mean by…?
Tell me more about….
Can you elaborate on…?
I wonder how/if….
What makes you think that?
Can you be more specific?
I mean…
By that I meant….
I think that…
It’s similar to when…
Yo pienso….
I think that…
Yo pienso que….
Grade
Questions
Answers
3
What do you mean by…?
Tell me more about….
Can you elaborate on…?
I wonder how/if….
What makes you think that?
Can you be more specific?
How does that connect to…?
Why is that important?
I mean…
By that I meant….
I think that…
It’s similar to when…
In other words…
According to .…
It’s important because…
I believe that…
4-5
What do you mean by…?
Tell me more about….
Can you elaborate on…?
I wonder how/if….
What makes you think that?
Can you be more specific?
How does that connect to…?
Why is that important?
I’m confused about the part….
Can you clarify the part about…?
I mean…
By that I meant….
I think that…
It’s similar to when…
In other words…
According to…
It’s important because…
I believe that…
An analogy for this might be…
More specifically, it is…because…
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Quick write:
 What do I know about the Northern Lights?
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Read Hammerfest.
 Write a few questions. Think: if there were a test at
the end, what would the questions be?
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Have a conversation with your partner
 What impressed you about Bill’s experience?
 Elaborate on & clarify your points
 Ask your partner to elaborate
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Visualize
 Draw what you see when the reader pauses
 Or when there is a natural break in the narrative
 Or as a response to a question or prompt
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Verbalize
 Write or discuss your drawing with a partner
“Leaf” questions are “above ground”, literal
comprehension knowledge level
 Answer is in the text
“Root” questions are “buried”, higher order
thinking questions
 Information leading to the answer is in the text,
but not the exact answer
REMEMBERING
I can repeat it. What does it say?
UNDERSTANDING
I can explain it. What does it mean?
APPLYING
I can use it. How can I use it?
ANALYZING
I can take it apart and see how it is put together. What are it’s parts and how do
they work together?
EVALUATING
I can decide what is good or bad, true or false, strong or weak, useful or useless.
What are it’s good and bad qualities and how do I judge them?
CREATING
I can put it together in a new way. How can I modify or improve it?
Each person in the group write a different
level of Bloom’s question from Hammerfest
Be prepared to “publish” your question
Conga Line
Inside Outside Circle
Quiz Quiz Trade
Round Table (must have multiple answers)
Post on wall by category (leaf/root, etc)
Description
Teaching Tips for ELL
•Students write questions related to the
content on cards. Must know the answer.
Level 1 students may write questions in
L1.
•Students mill around the room to music.
•When the music stops, they form a pair
and ask each other their question.
Level 1 students partner with students
who speak their own language. Level 2
may partner in L1 for their first pairing.
•If the answerer knows the answer, they
say it. If not, the questioner explains the
answer.
•Student trade cards.
•Music begins, students mill and find new
partners.
The Hunt for Deep Ideas. What makes you stop & think?
Write quotations on cards.
 Plan the conversation on an organizer
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Idea
Example
The Red Sox are a great team.
They won the World Series eight times.
(1903, 1912, 1915, 1916, 1918,2004,2007,
2013)
They have 74 players in the Hall of
Fame.
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Evaluate the support (quality) of examples on a
continuum:
IDEA
Weak support
Med Support
Strong support
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Now… we practice!!
 Read Should public schools offer
single-sex education?
 Share your thoughts on this topic.
 Practice using the frames with a
partner
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Can you give me an example from the text?
Can you show me where it says that?
What is a real-world example?
What is the evidence for that?
Why do you say that?
Such as?
Like what?
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For example, …
In the text (on page..) it said …
For instance, …
According to…
In this situation…
Grade
Questions
Answers
K-1
Like what?
Como que?
Such as?
Why did you say that?
The picture showed….
The story said…
2-3
Can you show me where it says that?
Can you provide text-based
evidence?
What is a real life example?
In the text it said that…
According to…
For instance,…
For example,….
4-5
What is an example from your life?
How do you justify that?
Why is that a good example?
What would illustrate that?
Are there any cases of that?
On one occasion,…
One case showed that…
An illustration of this could be…
To demonstrate,…
An example from my life is…
Indeed,…
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Read two texts, opposing views
Two-minute Opinion Share
 Give the partners a controversial question.
 Assign one partner A, one B
 A gets 1 minute to defend her/her side of the
question
 B must challenge A’s position
 Third minute is for consensus
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Build – and use – a set of norms
Use previous skills as well
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We listen to each other
We share our own ideas and explain them
We respect another’s ideas, even if they are different
We respectfully disagree and try to see the
other view
 We let others finish explaining an idea without
interrupting
 We try to come to some agreement in the end
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We take turns and share air time
Jelly beans are better than M&Ms.
Yes
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No
Students place their own personal arrow
where their opinion falls.
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Do you agree?
What are your ideas?
Can you tell me why you think that?
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Based on _______, I think…
I want to add to your point that…
Connecting to that, …
Another way to look at that is…
If __________, then __________.
I wonder if….
I respectfully disagree because…
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Read the article Is Google Making Us Stupid?
Choose a side
Build on and/or challenge your partner’s ideas
using the Norms
Students assume the role of someone
bedsides themselves
 Research that person’s most likely response
to the issue.
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I can construct grade-appropriate oral and written claims and
support them with reasoning and evidence.
Level 2
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construct a simple
claim about a
familiar topic
give a reason to
support the claim.
Level 3
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construct a claim
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about familiar
topics
introduce the topic 
provide a few
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reasons or facts to
support the claim.
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Level 4
construct a claim
about a variety of
topics
introduce the topic
provide several
reasons or facts to
support the claim
provide a
concluding
statement.
Level 5
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construct a claim
about a variety of
topics
introduce the topic
provide logically
ordered reasons or
facts to support the
claim
provide a
concluding
statement.
EP3.
Construct valid arguments from evidence and critique the reasoning of others.
EP5.
Build upon the ideas of others and articulate his or her own ideas when
working collaboratively.
Would you rather students have a dress code or a
uniform in middle school?
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Statements
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Based on _______, I think…
I want to add to your point that…
Connecting to that, …
Another way to look at that is…
If __________, then __________.
Questions
 Do you agree?
 What are your ideas?
 Can you tell me why you think that?
McDonald’s Manager – Mr.
Hernandez
Mrs. Garza - mom
New boy - Juan
Athletic girl - Carissa
Principal – Mr. Pass
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I can construct grade-appropriate oral and written claims and
support them with reasoning and evidence.
Level 2
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
construct a simple
claim about a
familiar topic
give a reason to
support the claim.
Level 3
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
construct a claim

about familiar
topics
introduce the topic 
provide a few

reasons or facts to
support the claim.
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Level 4
construct a claim
about a variety of
topics
introduce the topic
provide several
reasons or facts to
support the claim
provide a
concluding
statement.
Level 5
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


construct a claim
about a variety of
topics
introduce the topic
provide logically
ordered reasons or
facts to support the
claim
provide a
concluding
statement.
EP3.
Construct valid arguments from evidence and critique the reasoning of others.
EP5.
Build upon the ideas of others and articulate his or her own ideas when
working collaboratively.
Students take on more responsibility to deepen
the conversations:
 Whole Brain Teaching: Teach/OK
 Pairs invite singletons to join them
 Pairs change
 If one pair member won’t talk, other member
may join another pair
 Each pair monitors itself – point value
(eventually)
 Baseline and improvement data
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Students monitor conversations with checklists
Recognition for great conversations
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Disputes
▪ Which skills could move this conversation forward?
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“The Red Sox are a great team.”
“The Yankees are better.”
“The Red Sox by far.”
“You don’t know anything.”
Accumulation
▪ Which skills could move this conversation forward?
 and then…and then… and then…
 Information is added, but there is no critical questioning
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Procedural talk
▪ Which skills could move this conversation forward?
 Students talk about what they should be doing or
discussing, who should be next, etc. rather than
exploring the topic.
Informal: ask students how many skills they
used
 More formal: Skill checklist on clipboard
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 Teacher roams, checks some or all conversations
 One student listens and checks 2 talkers. Rotate.
(Who checks the checker?)
Plan a lesson that will include one or more of
these skills
 IT IS OK TO TAKE IT SLOW
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 Try one skill at a time
 Stick with it for awhile until if feels natural
 There is no hurry, there’s just taking the next step
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Thank you for your time today!