Designated ELD Start Smart -­‐ Conversation Practices Unit: 15 Day Lesson Sequence Overview Day 1 1 hour ELD Objective: Students will be introduced to the Conversation Norms and how Constructive Conversation Skills allow us to build ideas/knowledge 1. Conversation Norms Poster 2. Introduce hand gesture and corresponding phrase for CREATE days 1 – 3. 3. First Constructive Conversation Skill CREATE (Model/Non-­‐Model) Wrap
-­‐Up Lesson Focus Teacher models CREATE hand gesture and corresponding phrase, “Sharing our ideas”. Teacher introduces Listening Task Poster Teacher gathers students to read a CREATE model/non-­‐model and debrief. Students, in pairs, play the CREATE game. Formative Assessment: Teacher chooses two focal students to demonstrate to whole group. Teacher collects & transcribes language sample of at least four turns to use during Practice, Day 2 lesson. Use the Student Progress Form (SPF) – Constructive Conversation Sample. Teacher reviews ELD Objective. Students self-­‐assess. Day 2 1 hour ELD Objective: Students will be able to revise a non-­‐model example for CREATE in a whole group setting. 1. Review Conversation Norms 2. What does CREATE mean? 3. Teacher will model revising non-­‐
model with whole group. 4. Model language of CREATE more explicitly using some of the following stems: One idea could be___________ This reminds me of _________ I noticed the pattern of ____ • My hypothesis is ____________ Guided Practice: In a whole group, students revise the non-­‐model example for CREATE that was introduced during Day 1. •
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Practice: Display the language sample collected on Day 1-­‐ during Formative Assessment, using SPF. Language Sample Revision: • K-­‐2 shared writing. • 3-­‐6 revise in triad • With a partner practice the revised non-­‐model. Formative Assessment: During “Practice” time, teacher will focus on 2-­‐4 students to collect conversation language sample. (Use SPF – Constructive Conversation Sample). Differentiated Instruction: Group 1 -­‐ Teacher Group Group 2 -­‐ Practice Conversation Skill Group 3 – Play Create game Group 4 – Write model for CREATE with a partner. Present/practice model. (Teacher may select activities from menu provided). Teacher reviews ELD Objective Students self-­‐assess Day 3 1 hour Day 4 1 hour ELD Objective: Students will be able to CREATE ideas when looking at a visual text. 1. Review language skills for CREATE more explicitly using the sentence stems from Day 2. 2. Model/Non-­‐Model for CREATE 3. Constructive Conversation Poster 4. On a scale of 1-­‐5, how would you rate yourself, using the Constructive Conversation skill CREATE ELD Objective: Students will be introduced to the Constructive Conversation skill of CLARIFY and review Conversation Norms 1. Review Conversation Norms Poster 2. Introduce hand gesture and corresponding phrase for CLARIFY days 4-­‐6. 3. Second Conversation Skill CLARIFY (Model/Non-­‐model) Teacher gathers students to read a CREATE model/non-­‐model and debrief. Students, in groups of four, practice a CREATE Constructive Conversation. Formative Assessment: During “Practice” time, teacher will focus on 2-­‐4 students to collect conversation language samples. (Use SPF – Constructive Conversation Sample). Teacher models making a Constructive Conversation poster. Teacher models CLARIFY hand gesture and corresponding phrase, “Making our ideas clearer”. Teacher introduces Listening Task Teacher gathers students to read CLARIFY model/non-­‐model and debrief. Students, in pairs, play the CLARIFY game. Day 5 1 hour ELD Objective: Students will be able to revise a non-­‐model example for CLARIFY in a whole group setting. 1. Review Conversation Norms 2. What does CLARIFY mean? 3. Teacher will model revising non-­‐
model with whole group. 4. Model language of CLARIFY more explicitly using some of the following stems: • I want to add ___________ • So what you said is _________ • I want to explain ____ • How does this connect to ________ Guided Practice: In a whole group, students revise the non-­‐model example for CREATE that was introduced during Day 4. Practice: Display the language sample collected on Day 4-­‐ during Formative Assessment, using SPF. Language Sample Revision: • K-­‐2 shared writing. Formative Assessment: • 3-­‐6 revise in triad • With a partner practice the Teacher chooses two focal students to revised non-­‐model. demonstrate to whole group. Teacher Formative Assessment: During collects & transcribes language Differentiated Instruction: “Practice” t
ime, teacher will focus on 2-­‐4 sample of at least four turns to use students to collect conversation language Group 1 -­‐ Teacher Group during Practice Day 5 lesson. (Use sample. (Use SPF – Constructive Group 2 -­‐ Practice Conversation Skill SPF – Constructive Conversation Conversation Sample). Group 3 – Play Create game Sample). Group 4 – Write model for create with Differentiated Instruction: a partner. Present/practice model. Group 1 -­‐ Teacher Group Group 2 -­‐ Practice Conversation Skill (Teacher may select activities from Group 3 – Play Create game menu provided). Group 4 – Write model for CLARIFY with a partner. Present/practice model. (Teacher may select activities from menu provided). Students self-­‐assess Teacher reviews ELD Objective. Teacher reviews ELD Objective Students self-­‐assess. Students self-­‐evaluate Overview Day 6 1 hour ELD Objective: Students will be able to CLARIFY ideas when looking at a visual text. 1. Review language skills for CLARIFY more explicitly using the sentence stems from Day 5. 2. Model/Non-­‐Model for CLARIFY 3. Constructive Conversation Poster 4. On a scale of 1-­‐5, how would you rate yourself, using the Constructive Conversation skill CLARIFY Day 7 1 hour ELD Objective: Students will develop their Constructive Conversation poster. 1. Review conversation norms. 2. What does clarify/create mean? 3. Teacher will introduce and model how to create the constructive conversation poster. The conversation norms and skills of create and clarify are focus. 4. Students will begin to construct their poster Day 8 1 hour ELD Objective: Students will be introduced to the Constructive Conversation skill of FORTIFY and review Conversation Norms 1. Conversation Norms Poster 2. Introduce hand gesture and corresponding FORTIFY phrase for days 8-­‐10. 3. Third Conversation Skill FORTIFY (Model/Non-­‐model) Day 9 ELD Objective: Students will be able to revise a non-­‐model example for FORTIFY in a whole group setting. 1. Review Conversation Norms 2. What does FORTIFY mean? 3. Teacher will model with whole group. 4. Model language of FORTIFY more explicitly using some of the following stems: •
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Teacher gathers students to read a CLARIFY model/non-­‐model and debrief. Students, in groups of four, practice a CLARIFY Constructive Conversation. Wrap-­‐
Up Lesson Focus Formative Assessment: During “Practice” time teacher will focus on 2-­‐4 students to collect conversation language samples. (Use SPF – Constructive Conversation Sample). Teacher models making a Constructive Conversation poster. Differentiated Instruction: Group 1 -­‐ Teacher Group Group 2 -­‐ Practice Conversation Skill Group 3 – Play Clarify game Group 4 – Write model for CLARIFY with a partner. Present/practice model. (Teacher may select activities from menu provided). Students self-­‐assess Teacher introduces the Constructive Conversation Poster and models how to make it by adding language and knowledge of the Constructive Conversation Skills of CREATE and CLARIFY. Students will develop their Constructive Conversation Skills poster focusing on the skills of CREATE and CLARIFY. Students share their poster with a conversation partner. Formative Assessment: Teacher chooses two focal students to demonstrate to whole group. Teacher collects language sample of at least four turns. (Use SPF – Constructive Conversation Sample). Teacher models FORTIFY hand gesture and corresponding phrase “Making our ideas stronger”. Teacher gathers students in pairs to read a visual text. Students play the FORTIFY game. Formative Assessment: Teacher chooses two focal students to demonstrate to whole class. Teacher collects & transcribes language sample of at least four turns to use during Practice Day 9 lesson. (Use SPF – Constructive Conversation Sample). Teacher debriefs lesson with whole class. Teacher reviews ELD Objective. Students self-­‐assess In the text, ___________ From my experience _________ Can you show me where ____ Where in the text is____________ Guided Practice: In a whole group, students revise the non-­‐model example for FORTIFY that was introduced during Day 8. Practice: Display the language sample collected on Day 8-­‐ during Formative Assessment, using SPF. Language Sample Revision: • K-­‐2 shared writing. • 3-­‐6 revise in triad • With a partner practice the revised non-­‐model. Formative Assessment: During “Practice” time, teacher will focus on 2-­‐4 students to collect conversation language sample. (Use SPF – Constructive Conversation Sample). Day 10 1 hour ELD Objective: Students will be able to FORTIFY ideas when looking at a visual text. 1. Review language skills for FORTIFY more explicitly using the sentence stems from Day 9. 2. Model/Non-­‐Model for FORTIFY 3. Constructive Conversation Poster 4. On a scale of 1-­‐5, how would you rate yourself, using the Constructive Conversation skill FORTIFY Teacher gathers students to read a FORTIFY model/non-­‐model and debrief. Students, in groups of four, practice a FORTIFY Constructive Conversation. Formative Assessment: During “Practice” time teacher will focus on 2-­‐4 students to collect conversation language samples. (Use SPF – Constructive Conversation Sample). Teacher models making a Constructive Conversation poster. Differentiated Instruction: Group 1 -­‐ Teacher Group Group 2 -­‐ Practice Conversation Skill Differentiated Instruction: Group 3 – Play FORTIFY game Group 1 -­‐ Teacher Group Group 2 -­‐ Practice Conversation Skill Group 4 – Write model for FORTIFY Group 3 – Play Create game with a partner. Present/practice Group 4 – Write model for FORTIFY with model. a partner. Present/practice model. (Teacher may select activities from (Teacher may select activities from menu menu provided). provided). Teacher reviews ELD Objective Students self-­‐evaluate Students self-­‐assess Lesson Focus Overview Day 11 1 hour Day 12 1 hour Day 13 1 hour Day 14 1 hour Day 15 1 hour ELD Objective: Students will be introduced to the Constructive Conversation skill of NEGOTIATE and review Conversation Norms 4. Conversation Norms Poster 5. Introduce hand gesture and corresponding NEGOTIATE phrase for days 8-­‐10. 6. Third Conversation Skill NEGOTIATE (Model/Non-­‐model) ELD Objective: Students will be able to revise a non-­‐model example for NEGOTIATE in a whole group setting. 1. Review Conversation Norms. 2. What does NEGOTIATE mean? 3. Teacher will model with whole group 4. Model language of NEGOTIATE more explicitly using some of the following stems: • My opinion is _______________ because _____________________ • I agree/disagree because ____ • I see it in a different way ____ ELD Objective: Students will be able to NEGOTIATE ideas when looking at a visual text. 1. Review language skills for NEGOTIATE more explicitly using the sentence stems from Day 2. 2. Model/Non-­‐Model for NEGOTIATE 3. Constructive Conversation Poster 4. On a scale of 1-­‐5, how would you rate yourself, using the conversation skill NEGOTIATE ELD Objective: Students will complete their Constructive Conversation poster. 1. Review: What do FORITFY and NEGOTIATE mean? 3. Teacher will model how to complete the Constructive Conversation poster. The conversation norms, and skills of FORTIFY and NEGOTIATE are focus. 4. Students will complete their Constructive Conversation poster ELD Objective: Students will present their Constructive Conversation poster. 1. Model presenting a complete Constructive Conversation Poster 2. Review protocol and expectations for Constructive Conversation game 3. Individual presentations of Constructive Conversation poster Teacher gathers students to read a NEGOTIATE model/non-­‐model and debrief. Students, in groups of four, practice a NEGOTIATE Constructive Conversation. Formative Assessment: During “Practice” time teacher will focus on 2-­‐4 students to collect conversation language samples. (Use SPF – Constructive Conversation Sample). Teacher models making a Constructive Conversation poster. Students will complete their constructive conversation poster by adding the skills of FORTIFY and NEGOTIATE, and additional sentence starters. Teacher will gather students in pairs to read a visual text. Students will play the Constructive Conversation game using all the skills cards (CREATE, CLARIFY, FORTIFY and NEGOTIATE). Students will present their posters. Formative Assessment: Teacher will focus on 2-­‐4 students to gather conversation language sample. (Use Teacher models hand gesture and corresponding phrase, “Expanding our ideas”. Teacher gathers students in pairs to read a visual text. Students play the NEGOTIATE game. Formative Assessment: Teacher chooses two focal students to demonstrate to whole class. Teacher collects & transcribes language sample of at least four turns to use during Day 12 lesson. (Use SPF – Constructive Conversation Sample). Guided Practice: In a whole group, students revise the non-­‐model example for NEGOTIATE that was introduced during Day 11. Practice: Display the language sample collected on Day 11-­‐ during Formative Assessment, using SPF. Language Sample Revision: • K-­‐2 shared writing. • 3-­‐6 revise in triad • With a partner practice the revised non-­‐model. Formative Assessment: During “Practice” time, teacher will focus on 2-­‐4 students to collect conversation language sample. (Use SPF – Constructive Conversation Sample). Formative Assessment: Teacher chooses two focal students to demonstrate to whole group. Teacher collects language sample of at least four turns. (Use SPF – Constructive Conversation Sample). SPF – Constructive Conversation Sample). Differentiated Instruction: Group 1 -­‐ Teacher Group Group 2 -­‐ Practice Conversation Skill Differentiated Instruction: Group 3 – Play NEGOTIATE game Group 1 -­‐ Teacher Group Group 4 – Write model for Group 2 -­‐ Practice Conversation Skill NEGOTIATE with a partner. Group 3 – Play Create game Group 4 – Write model for NEGOTIATE Present/practice model. with a partner. Present/practice model. (Teacher may select activities from (Teacher may select activities from menu menu provided). Wrap-­‐Up provided). Teacher reviews ELD Objective. Students self-­‐assess Teacher reviews ELD Objective Students self-­‐evaluate Students self-­‐assess Teacher reviews ELD Objective Students self-­‐evaluate Teacher debriefs lesson with whole class.