2nd Grade MELD Start Smart-­‐Conversation Practices Days 1 – 5 Overview: This series of MELD Lessons are intended to be delivered for forty-­‐five minutes – one hour over the course of five days. Please adjust the time and number of days according to the needs of your students. AT-­‐A-­‐ GLANCE California State Standards Speaking and Listening 1.1.a: Follow agreed-­‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with cared, speaking one at a time about the topics and texts under discussion). Speaking and Listening 2.1: Participate in collaborative conversation 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 on at a time about the topics and texts under discussion). b. Ask for clarification and further explanation as needed about the topics and texts under discussion. c. Ask for clarification and further explanation as needed about topics and texts under discussion. Speaking and Listening 2.2-­‐Recount and describe key ideas or details from a text read aloud or information presented orally or through other media. Speaking and Listening 2.3-­‐Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Speaking and Listening 2.6-­‐ Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Language 2.3.a-­‐Compare formal and informal uses of English. Language 2.4.b-­‐ Use sentence-­‐level context as a clue to the meaning of a word or phrase. Language 2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., when other kids are happy that makes me happy). Reading: Literature 2.2-­‐ Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 1 2nd Grade Reading: Literature 2.5-­‐ Describe the overall structure of a story including describing how the beginning introduces the story and the ending concludes the action. Reading Standards for Informational Text 2.2-­‐ Identify the main topic of a multiple paragraph text as well as the focus of specific paragraphs within the text. Reading Standards for Informational Text 2.6-­‐ Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Writing 2.3 Write narratives in which they recount a well-­‐elaborated event or short sequence events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure Writing 2.3: Write narratives in which they recount a well-­‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. MELD OBJECTIVE Depth of Knowledge Levels Essential Question Writing 2.1-­‐Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Students will be able to use Standard English in subject matter areas to produce complex oral output using all four conversation skills: CREATE, CLARIFY, and FORTIFY) to interact and communicate their ideas with others. DOK1-­‐ Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept. DOK 1 – Identify or describe literary elements (characters, setting, sequence, etc.) DOK 1-­‐ Recall, locate basic details DOK 2-­‐ Summarize ideas DOK 2-­‐ Develop a text DOK 2 – Use context clues to identify the meaning of unfamiliar words DOK 2-­‐ Give examples DOK 3 – Support ideas with details and examples DOK 3-­‐ Explain ideas using supporting evidence DOK 3 – Justify or critique conclusions drawn DOK 3 – Synthesize information within one source or text DOK 4 – Analyze/complex abstract themes, perspectives, concepts. DOK 4 – Analyze discourse styles DOK 4-­‐ Apply understanding in a novel way How can acts of kindness impact our society? Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 2 2nd Grade Making Cultural Connections Contrastive Analysis Cooperative and Communal Learning Environments Instructional Conversations Academic Language Development Advanced Graphic Organizers Access Strategies Protocols Materials •
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Moment of Silence Silent Appointment My Turn, Your Turn Fill in The Blank Reading Raise a Righteous Hand Turn and Talk, Think-­‐Pair-­‐Share Give one, Get One Roll ‘Em Pick A Stick Numbered Heads Together Three Step Interview Call and Response Numbered Heads Together Whip Around Timed Pair Share Rally Robin Roll ‘Em Video: Smart dog rescues dogs in canoe! https://www.youtube.com/watch?v=-­‐ALK2EP17I4 Constructive Conversation Skill Poster: “Create” Visual Text: illustrations from the beginning, middle, and end of “The Lion and The Mouse.” Close Reading Text: “The Lion and the Mouse” from California Treasures Interactive Read-­‐Aloud Anthology with Plays. Advanced Graphic Organizer for story sequencing with illustrations from “The Lion and The Mouse.” Large chart paper with visual text from Advanced Graphic Organizer for The Lion and The Mouse Post-­‐its Chart paper for recording vocabulary Constructive Conversation Skill Poster: “Clarify” Text of “The Lion and The Mouse” for students to code. Handout/Poster of text coding symbols. Personal Thesaurus Constructive Conversation Skill Poster: “Fortify” Chart: “Transitions to Fortify” Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 3 2nd Grade •
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Student/Teacher Script: Fortify Tree Map: “Ways Children Can Be Helpful” Chart with directions for Three Step Interview Chart paper with circle map Listening Task Poster Sentence Strips with student language samples lifted from MELD journal entries and additional sentences written in Standard English. Have enough sentence strips for each group to have two. Video: “Kid President-­‐How to Change the World (A Work in Progress” )-­‐ https://www.youtube.com/watch?v=4z7gDsSKUmU Conversation Analysis Tool (Several Copies) Article: “Blare Gooch” Chart: Blank Multi-­‐Flow Map Day 1 Day 2 moral fable beginning middle end character problem plot events organize summarize text synonym annotate meaning clues Day 3 transitional phrases evidence example experience Day 4 Day 5 society circumstances cause dimension Academic English Mastery Program Resources and Publications (Available from AEMP Website-­‐ http://achieve.lausd.net/Page/191) SEL Linguistic Screener Teachers Guide to Supporting African American Standard English Learners Teachers Guide to Supporting Mexican American Standard English Learners Teachers Guide to Supporting Hawaiian American Standard English Learners Hollie, S. (2015). Strategies for Culturally and Linguistically Responsive Teaching and Learning . Huntington Beach, CA: Shell Education. Culminating Writing Task: What cause do you want to support? Explain why. Share your group’s plan for supporting the cause. Task Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 4 2nd Grade California State Standards MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies Protocols Materials DAY 1 Speaking and Listening 2.a-­‐ Follow agreed-­‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking on at a time about the topics and texts under discussion). Speaking and Listening 2.2-­‐Recount and describe key ideas or details from a text read aloud or information presented orally or through other media. Reading: Literature 2.2-­‐ Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. Reading: Literature 2.5-­‐ Describe the overall structure of a story including describing how the beginning introduces the story and the ending concludes the action. Students will be able to use Standard English in subject matter areas to produce complex oral output the conversation skill CREATE to interact and communicate their ideas with others. DOK 1 – Identify or describe literary elements (characters, setting, sequence, etc.) DOK 1-­‐ Recall, locate basic details DOK 2-­‐ Summarize ideas How can acts of kindness impact our society? Making Cultural Connections Contrastive Analysis Cooperative and Communal Learning Environments Instructional Conversations Academic Language Development Advanced Graphic Organizers Moment of Silence, Silent Appointment, My Turn, Your Turn, Fill in The Blank Reading, Raise a Righteous Hand, Turn and Talk, Think-­‐Pair-­‐Share • Video: Smart dog rescues dogs in canoe! https://www.youtube.com/watch?v=-­‐ALK2EP17I4 • Visual Text: illustrations from the beginning, middle, and end of “The Lion and The Mouse.” • Close Reading Text: “The Lion and the Mouse” from California Treasures Interactive Read-­‐Aloud Anthology with Plays. • Advanced Graphic Organizer for story sequencing with illustrations from “The Lion and The Mouse.” • Large chart paper with visual text from Advanced Graphic Organizer for The Lion and The Mouse • Post-­‐its Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 5 Key Vocabulary Opening 2nd Grade • Chart paper for recording vocabulary • Student Observation Tool for Using Complex Output” • “Formative Assessment Tool for Academic Interactions” • moral • fable • beginning, middle, end • character • problem • plot • events • organize • summarize • text Play video, Smart dog rescues dogs in canoe! Pause the video. You will view it again during another portion of the lesson. Say: During the next 5 days we will learn skills that will help us have constructive, meaning useful and helpful, conversations all year long. The four skills are CREATE, CLARIFY, and FORTIFY. We will use those skills to help us explore this question, “How can acts of kindness impact our society?” The video we viewed is a visual text. When we work with visual text, we make observations about everything we see and hear. Then we take time to think about our observations. Say: As we explore the topic, we will view more visual and written texts that will help us think about how to answer our essential question. Today, we are going to be introduced to constructive conversation skills that will help us communicate ideas. The conversation skill we will learn about today is CREATE. When we CREATE, we say what we think or notice about something. We will work together in a variety of collaborative groups, creating our ideas and/or opinions, and sharing them while adapting our speech and using standard English as appropriate for the situation. Refer to posted lesson objectives/standards. Say: When we have conversations we will follow some conversation norms. Conversation Norms 1. Use your think time 2. Use the language of the skill 3. Use your conversation voice 4. Listen Respectfully 5. Take turns and build on each other’s ideas Teacher reviews the conversation norms chart. Teacher will model each norm. Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 6 2nd Grade Say: Watch me as I model different norms. I’m going to say what you need to do. I will demonstrate the norm. Then you will debrief with your conversation partner by addressing the prompt: “How did my partner and I demonstrate the conversation norms?” Say: I will introduce the first conversation norm, “Use your think time.” Say: Sometimes, our conversations are based on texts we have been exposed to. First, we focus and read the entire text. For a visual text this means that we look closely at all areas of the visual text. We will take time to think about the video we saw and how it makes sense to us. In our minds, we decide on words that will communicate our ideas and we might ask ourselves questions. In our minds, we practice and say our ideas. Demonstration: Play the video a second time. While the video is playing, teacher will model thinking about the visual text by looking closely at the video and nodding head. When the video is done playing, model how to quietly read the essential question and place your index finger on your temple to demonstrate think time. Debrief Teacher: Use the “My Turn, Your Turn” protocol to answer the following prompt: “How did the teacher demonstrate think time?” After 1 minute, bring the students back to share their ideas. Targeted Response: I saw you looking at the video; you put your finger on your temple to show you were thinking. Say: I am going to give you an opportunity to show how well you can demonstrate think time. I want you to answer the following prompt: How did the dogs get stranded in the boat? Remind students to use their think time. Prompt students when it is time to share with their ideas with their partners. Have students “Raise a Righteous Hand” to share their theories. Say: Many cultures have stories that teach lessons about right and wrong or morals. These stories are called fables. The fable I am going to read reveals the moral at the end. It was written by an African man, named Aesop thousands of years ago. Say: I am going to read a story to you today. The story is “The Lion and The Mouse.” As we know, stories have a beginning, middle, and an end. The characters in the story often face a problem and the plot shows how the characters solve the problem. As I read the story, I want you to focus on the plot of the story. Read the story to students. Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 7 2nd Grade Say: Today you will “Use your think time,” while observing a “Moment of Silence,” as you think about the visual text on the board. (The teacher should print and post the visual text-­‐ pictures of events from the beginning, middle, and end of the story on chart paper.) Visual Text Beginning Middle End Model/Guide Say: The next conversation norm I am going to introduce is, “Use the language of the skill”. The skill we are working on today is CREATE, which means we are sharing our ideas. Model the hand gesture and phrase for CREATE-­‐ hands starting on each side of the head with fingers closed, make an exploding motion with hands and fingers, and finishing with them spread wide on each side in the air. Have class practice the hand gesture and saying together a few times. Say: To share our ideas, we will use the language of the skill CREATE. We will use phrases like: “One idea could be…”, “My idea is…”, “I think…” Display the chart of the Response Starters. Have one half of the room read the prompt starters and have the other half of the class read the corresponding response starter. CREATE Prompt Starters: What is your idea? How can we combine these ideas? What do we need to do? What are other points of view? What do you think about…? Why…How…I wonder… Response Starters: One idea could be … My hypothesis is… That reminds me of… I noticed the pattern of… I think it depends on… Say: We are also going to make sure we use vocabulary specific to the academic area Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 8 Practice 2nd Grade we are exploring. I will chart those vocabulary words so we can also refer to them during our conversations. (Throughout the course of this unit, record Tier 3 vocabulary specific to the standards addressed.) Say: We are going to share our ideas with a partner. Vocabulary
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MODEL Teacher: What’s your idea about the characters from the story? Student B: I think the mouse is a character in the story. What’s your idea about the characters from the story? Teacher: (Be sure to use gesture that shows you are thinking.) I think the lion is another character in the story. Debrief Teacher: Converse with your partner. Answer the following prompt: How did my partner and I demonstrate use of the language for CREATE? After 1 minute, bring the students back to share-­‐out. Targeted Response: I heard you sharing ideas and using the language of the skill to start statements and ask questions. Say: We will use a graphic organizer to organize the events from “The Lion and The Mouse.” Distribute copies of the story to students. Project the story on the board and reread the story to students as they follow along. Say: I will write the characters in the section where we will summarize the beginning of the story. Model the use of the advanced graphic organizer by recording the characters in the first section of the Advanced Graphic Organizer. Use “Fill in the Blank Reading” to re-­‐read the story aloud to students. This read aloud strategy involves the teacher doing a bulk of the reading while stopping periodically. Students are expected to fill in the blank with the next word or Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 9 2nd Grade sentence. Pause at various points and have students observe a “Moment of Silence” to think about how they would summarize the events at the beginning, middle, and end of the story. Students will use Think-­‐Pair-­‐Share and CREATE starters to create ideas about what happened during various parts of the story. Read paragraphs 1-­‐4 Say: I think this would be a good place to stop to summarize the events from the beginning of the story. We summarize the events from a story with one or two sentences. Say: What happened at the beginning of the story? Be sure to use the language of the skill, your prompt starters, and response starters. Note: Observe students as they participate in conversations. The following formative assessments are located in the resource packet. • “Student Observation Tool for Using Complex Output” • “Formative Assessment Tool for Academic Interactions” Wrap -­‐Up Students will “Think -­‐Pair –Share” to communicate their ideas to their partner. Students will Raise A Righteous Hand to share their ideas. Be sure to provide verbal praise to students who follow the conversation norms and use the appropriate language of the skill. If students include too many details in their summaries, provide guidance by using questioning techniques. (e.g. “Is that the most important detail from the beginning of the story?). Write the summary of the beginning events on the large class Advanced Graphic Organizer. Read paragraphs 5-­‐7 Say: I think this would be a good place to stop to summarize the events from the middle of the story. Remember we summarize the events from a story with one or two sentences. What happened in the middle of the story? Record responses on graphic organizer and provide students with time to record information. Read paragraphs 7-­‐9 Say: I think this would be a good place to stop to summarize the end of the story. What happened at the end of the story? Once again, record responses on graphic organizer and provide students with time to record information. Say: Today, we discussed an important Conversation Skill. We learned how we might CREATE ideas using text to communicate the events from a story. I modeled Conversation Norms that remind us to listen respectfully and to use the language of the skill when speaking. Most of all, you worked with partners to practice building constructive conversations about literature. Tomorrow, we will continue to learn conversation skills that will help us communicate effectively. Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 10 2nd Grade California State Standards DAY 2 Speaking and Listening 2.1.b-­‐Ask for clarification and further explanation as needed about the topics and texts under discussion. Speaking and Listening 2.3-­‐Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. Speaking and Listening 2.6-­‐ Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies Language 2.4.b-­‐ Use sentence-­‐level context as a clue to the meaning of a word or phrase. Students will be able to use Standard English in subject matter areas to produce complex oral output using all four conversation skills: CREATE and CLARIFY to interact and communicate their ideas with others. DOK 2 – Use context clues to identify the meaning of unfamiliar words DOK 3 – Support ideas with details and examples How can acts of kindness impact our society? Making Cultural Connections Contrastive Analysis Cooperative and Communal Learning Environments Instructional Conversations Academic Language Development Advanced Graphic Organizers Protocols Materials Key Vocabulary Resources Give one, Get One Roll ‘Em Silent Appointment Think-­‐Pair-­‐Share Pick A Stick Numbered Heads Together •
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annotate meaning clues Academic English Mastery Program Resources and Publications (Available from AEMP Website-­‐ http://achieve.lausd.net/Page/191) Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 11 Opening Model/Guide 2nd Grade SEL Linguistic Screener Teachers Guide to Supporting African American Standard English Learners Teachers Guide to Supporting Mexican American Standard English Learners Teachers Guide to Supporting Hawaiian American Standard English Learners Say: How can literature or stories teach us a lesson? Remember to use your think time! (Put your finger on your temple to provide a visual cue. Give students an appropriate amount of time to think about their answers.) Now that you used your think time to CREATE ideas, use “My Turn, Your Turn” to share your ideas with your partner. After a few minutes, use “Raise a Righteous Hand” to select students to share their ideas. Say: Today we will CLARIFY to clearly understand what our partners are saying. When we CLARIFY, we listen, paraphrase, and ask questions to make sure we fully understand what was said. The teacher introduces and models the hand gesture for CLARIFY. (The teacher places their hands over eyes and gestures as if focusing binoculars.) Say: To help us remember CLARIFY, we use the phrase-­‐ Making our ideas clearer. The conversation skill CLARIFY allows us to create and honor our own ideas while engaging in a conversations. Today will learn about two more Conversation Norms. Say: The third conversation norm is Use your conversation voice. When we are having a conversation with someone we have to speak loudly enough so they can hear, but not so loud that we disturb other groups. We can call this our “Top Secret Voice”. This is a voice that is only for the people involved in our discussion. Participants are not whispering, but they are speaking in a low voice. Demonstration Ask for a student volunteer. NON-­‐MODEL (Non-­‐models will be included in some lessons. Please use your discretion as to whether or not you want to present a non-­‐model to your class. However, presenting a model is not optional because it makes expectations clear to students. Teacher: What did you eat for breakfast? Student responds in a clear voice. Teacher: (Respond in an inaudible whisper.) Debrief Teacher: Converse with your partner. Answer the following prompt: Did I use my conversation voice? Did my partner use their conversation voice? If one of us did not, what should that person have done instead? After 1 minute, bring the students back to share their responses. Targeted Response: The teacher wasn’t speaking loud enough for his/her partner Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 12 2nd Grade to hear and should have spoken a little louder. The student used the appropriate voice for the situation. Say: The fourth conversation norm is: Listen respectfully. One way to let your partner know you are listening is to focus on your partner. Another way to let your partner know that you understood them is to restate what your partner said and add on to their ideas. This shows respectful listening, helps you understand your partner, and learn from each other. Divide class in half and have one half read the Prompt Starters and have the other half reads the corresponding Response Starter. Clarifying Prompt Starters What does that mean? What do you mean by....? Say more about… Why... How…What…When… Can you be more specific? Does that make sense? Do you know what I mean? What do you think? Response Starters I think it means… In other words, Let me see if I heard you right… In other words, you are saying that… What I understood was… It sounds like you think that… A different way to say it... Demonstration Say: Think about the following prompt. Prompt: “What was the best part of the story? Why do you think it was the best part?” Provide students with think time. Say: We are going to learn about how to follow our conversation norms while working to clarify ideas we create. I am going to have another volunteer role play as we converse. Select a student volunteer for the demonstration of a “non-­‐model”. Let the student begin the conversation. Demonstration NON-­‐ MODEL Student A: (Possible Response) The best part of the story is when the mouse set the lion free because the mouse was able to be a hero even though he was small. Teacher: The lion was mean to the mouse. You know what? I don’t like it when people are mean to me. Do you? Debrief Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 13 Practice 2nd Grade Teacher: Converse with your partner. Answer the following prompt: Did my I demonstrate respectful listening and restating? If I did not, what should I have done instead? After 1 minute, bring the students back to share-­‐out. Targeted Response: After the first speaker stopped talking, the teacher expressed his/her own idea instead of restating what their partner said. MODEL Ask for a second student volunteer to demonstrate the appropriate conversation norms. Student A: (Possible Response) The best part of the story is when the mouse set the lion free because the mouse was able to be a hero even though he was small. Teacher: What did ___________ (Student A) say about the best part of the story? (Point to the appropriate response starter that Student B will use.) Student B: It sounds like you think the best part of the story was when the mouse set the lion free because it showed how the mouse was the hero of the story. My favorite part of the story was when the lion let the mouse go. Debrief Teacher: Converse with your partner. Answer the following prompt: How did my group and I demonstrate respectful listening and restating? After 1 minute, bring the students back to share responses. Targeted Response: After the first speaker stopped talking, the other partner restated what they said to show respectful listening. Students will engage in the “Give one, Get one,” protocol in order to converse with a partner while practicing the language of the skill in order to CLARIFY. Say: You are going to make a “Silent Appointment” with a partner from a different group. Make silent eye contact. Cross your arms over your chest when you’ve identified your partner. Move quietly to your partner and form a “house”. (This is done by each student connecting their palms in the air.) If you do not have a partner please go to the “Lost and Found”. (This is predetermined area of the classroom where students can find another student who does not have a partner.) You will participate in a conversation using the “Give one, Get one.” Protocol. Teacher: Converse with your partner. Answer the following prompt: What is your favorite part of the story? Explain why. Be sure to use the Prompt Starters and Response Starters to CLARIFY. After 2 minutes, bring the students back to share. Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 14 2nd Grade Debrief: Teacher asks: “What prompt starters and response starters did you hear? Provide think time. Use “Pick A Stick” to select students. Targeted Response: I heard the students using the response starters, “My idea is … and I heard you say.” Use a culturally responsive call and response to prompt to help students transition back to their seats. Teacher: When I move you move… Students: Just like that (Repeat 3-­‐5 times) Say: Today, we are going to read The Lion and the Mouse closely. When we look closely at text, we try to understand it a little better. We annotate the text to show what we are thinking as we read. When we reread, we write on the text with symbols or a special code. (Display the Text Coding handout/chart and briefly explain each symbol.) Say: Today, we are only going to focus on looking at unknown words or vocabulary. Use your finger to write in the air to show me what we do when we see unknown words. (Point to the chart to remind students. Distribute a copy of the text coding symbols to students along with the text of the story.) Say: We are going to reread the story and code the text as we look to clarify unknown words. Display your copy of the text and have students refer to their own copy. Read the first paragraph 1 using the read aloud strategy of your choice. Point to the first sentence. Say: I am not sure what the word “lair” means, so I am going to code the text by circling the word because it is an unknown word. If that word is also confusing to you, please circle it on your paper. Prompt: What is a synonym the word “lair”? How do you know? Say: In order to answer the question “How do you know?” You will look for meaning clues in the text that can help you understand what the word means. Think-­‐Pair-­‐
Share to communicate your ideas to your elbow partner. Use the conversation prompt starters and response starters to converse. After 1 minute, bring students back to share out. Say: What response starters did you hear? Targeted Response: I heard students using the response starters “I think it Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 15 2nd Grade means….”, “It sounds like you think that…”, “What I understood was…” Say: We are going to add this new word to our personal thesaurus. Write the word “lair” on the second line underneath the box. Restate the prompt. Use “Roll ‘Em” protocol to select a student to share what they think the word means. Remind students to use the appropriate starter when responding. Ask clarifying questions as needed. Record their tier 1 synonyms (e.g. cave, home) in the box and any additional synonyms students can generate. Say: Read closely and circle any unknown words you find in paragraph 1. (An annotated passage is included in the resource packet. Words that may be confusing have been circled. You may want to use this to guide your discussion.) After 5 minutes, have students made a Silent Appointment and use Give One, Get One to share unknown words with a partner. Use Pick A Stick to select students who will share circled words with whole group. Record the words on a chart. Facilitate two students as they participate in a fishbowl conversation clarifying prompts to discuss the meaning of an unknown word. Say: Now you are going to work in small groups to create ideas about the meanings of some of the unfamiliar words from the story. Assign words from the selection to each cooperative group. Say: You are going to use Numbered Heads Together to find synonyms for your table’s word. Review appropriate prompts for clarifying and remind students to use them during their conversations. Provide students with 5 minutes to generate synonyms for their group’s word. Use Roll ‘Em to select students to share synonyms. Continue to model the use of the Personal Thesaurus as students share synonyms. Note: The teacher might choose to build Academic Vocabulary using the Personal Thesaurus with one new word each day. Say: You have used close reading skills to understand the meaning of unfamiliar words. Now that you understand what those words mean, I would like to see you use those words in your writing. Ask students to take out their advanced graphic organizer for The Lion and The Mouse and put away their close reading passage. Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 16 2nd Grade Wrap -­‐Up Say: You are going to use your graphic organizer to retell The Lion and The Mouse in your own words. You will complete your writing in your MELD Journal. Be sure to use words we added to the personal thesaurus when writing. Please observe a “Moment of Silence” while completing your work and follow our agreed upon writing behaviors. Provide students with ten minutes of writing time. After they are done, collect MELD Journals. Review students’ writing samples. Record any sentences where AAL or MxAL are used. These sentences will be used for an upcoming contrastive analysis lesson. Please refer to the Academic English Mastery Programs resources that describe each linguistic feature to determine if the sentences lifted contain the samples of students’ home language. Say: Today, we participated in constructive conversations using the skill CLARIFY. We shared ideas about the meanings of unknown words and made our ideas clearer by locating meaning clues in the text. We used our conversation norms to remind us to listen respectfully and use the language of the skill when speaking. Tomorrow we will continue to learn Conversation Skills that will help us communicate effectively. Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 17 2nd Grade California State Standards MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies DAY 3 Speaking and Listening 2.1: Participate in collaborative conversation conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Language 2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., when other kids are happy that makes me happy). Writing 2.3 Write narratives in which they recount a well-­‐elaborated event or short sequence events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. Students will be able to use Standard English in subject matter areas to produce complex oral output using all four conversation skills: CREATE, CLARIFY, and FORTIFY to interact and communicate their ideas with others. DOK 2-­‐ Give examples DOK 3-­‐ Explain ideas using supporting evidence How can acts of kindness impact our society? Making Cultural Connections Contrastive Analysis Cooperative and Communal Learning Environments Instructional Conversations Academic Language Development Advanced Graphic Organizers Protocols Materials Key Vocabulary •
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Constructive Conversation Skill Poster: “Fortify” Chart: “Transitions to Fortify” Student/Teacher Script: Fortify Tree Map: “Ways Children Can Be Helpful” Chart with directions for Three Step Interview transitional phrases evidence examples experiences Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 18 2nd Grade Resources Opening “Top 50 Call and Response Attention Signals” p. 33 (Hollie, 2015) Say: Yesterday we practiced some of the Conversation Norms and Skills. Today, you will explain your ideas using targeted transitional phrases and evidence from the text, real life, and your personal experiences. This is called FORTIFYING. Today, we will also learn about our fifth conversation norm, Take turns and build on each other’s ideas. In order to learn from each other, we have to share our best thinking and listen carefully so we can add supporting evidence to fortify ideas. Taking turns is everyone’s responsibility. Remember, the goal of constructive conversations is to learn from each other. Introduce the hand gesture for FORTIFY (teacher places his/her hands by her head as if showing off muscles). To help us remember the skill we are practicing, we are going to be using a corresponding phrase “make our ideas stronger”. Teacher will explain to students that we use this gesture to show when we have new supporting ideas. Say: When we FORTIFY ideas, we make our ideas stronger. Introduce the charts for transition starters and fortifying sentence starters. •
Transition Starters to Fortify One reason… Another reason… For example … An example from the text is … Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 19 2nd Grade Fortifying Sentence Starters Response Starters Prompt Starters Can you give an example from the text? What are examples from other texts? What is a real world example? Are there any cases of that in real life? Can you give an example from your life? For example, In the text it said that… Remember in the other story we read that… An example from my life is One case that illustrates this is… Strong supporting evidence is Model/Guide Say: When we fortify our ideas, we provide evidence from the any visual or written text, real life examples, or personal experiences, to support our statements. What do you notice in the text that supports your ideas? NON-­‐MODEL Select a student volunteer. The teacher and the student are facing each other. Provide a random prompt for discussion. Interrupt the student when they are talking to demonstrate why it is important to take turns. Debrief: Say: Converse with your partner. Answer the following prompt: How can my partner and I take turns and build on each other’s ideas? After 1 minute, bring the students back to share-­‐out. Targeted Response: One person should speak at a time so turns can be taken. MODEL Use the same prompt and role play with the student a second time. This time, take turns with the student and build onto their ideas. Debrief: Teacher: Converse with your partner. Answer the following prompt: How did my partner and I take turns and build on each other’s ideas? After 1 minute, bring the students back to share-­‐out. Targeted Response: The teacher used a clear voice; one person spoke at a time as they took turns. Prompt: At the end of The Lion and The Mouse, the mouse said, “A little friend can be Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 20 2nd Grade a big help.” Do you agree with mouse? Demonstration Fishbowl Protocol: The Students should use Transition Starters to Fortify and Fortifying Starters in their conversations. Say: Now we will practice using transition words and phrases to share evidence from the text and the real world that support our ideas about the mouse’s statement. The teacher selects one student with whom she models fortifying ideas by using transitional phrases and evidence as they read a script. (A copy of the following script is located in the resource packet.) Student: How was mouse helpful? Teacher: He helped the lion. (CREATE) Student: In other words you are saying mouse was a hero. Can you be more specific? (CLARIFYING PROMPT) Teacher: More specifically, the mouse was helpful because it helped the lion escape from the hunter’s trap. (CLARIFY) Say: During the next part of our conversation, I will work to FORTIFY my ideas. My partner will use prompt starters to help me support my idea with evidence. As we converse, notice how we use the Constructive Conversation Skills Posters and Transition Starters. Teacher: (REPEATED FROM WHERE THE CONVERSATION LEFT OFF) More specifically, the mouse was helpful because it helped the lion escape from the hunter’s trap. (CLARIFY) Student: Can you give an example from the text? (FORTIFYING PROMPT) Teacher: In the text, If we look at paragraph 7, it said that mouse chewed through the ropes so the lion could escape from the net. One reason mouse was helpful was because the hunters would have killed the lion if the mouse wasn’t able to use his tiny teeth to gnaw through the ropes. (FORTIFY) Student A: Can you give an example from your life? (FORTIFYING PROMPT) Teacher: An example from my life is when my dad broke his arm and he couldn’t tie his shoes because his arm couldn’t bend in the cast. I helped my dad by tying his shoes for him. I was a little person and was able to help my dad even though he is big and strong. (FORTIFY) Debrief Teacher: Converse with your partner. Answer the following prompt: How did my partner and I demonstrate the use of transitional phrases and evidence to build our conversation? After 1 minute, bring the students back to share-­‐out. Targeted Response: After the first speaker stopped talking, the teacher (other partner) restated what they said to show respectful listening. Teacher: Converse with your partner. Answer the following prompt: How did my Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 21 2nd Grade partner help me to expand on my idea? Targeted Response: The partner helped expand ideas by asking questions. Practice Introduce and post the following discussion prompt. Prompt: How can young people make a difference in their homes, schools, and communities? Say: As we generate ideas about this topic, we will use the Fortify Starters and Fortify Transitions. We will record our information on an advanced graphic organizer. Display the tree map. Provide students with individual copies. Three-­‐Step Interview The discussion protocol provides students with an opportunity develop the listening, speaking, and questioning skills needed to have productive constructive conversations. It is important to provide clear directions each step of the way. You may wish to post a chart similar to the one below. Say: Think about the prompt: How can children make a difference in their homes, schools, and communities? Use examples from texts, personal experiences, and the real world. I will give you a few minutes to think about the prompt. Provide students with think time. Write ways students make a difference in the box at the top. The first box on your tree map will be where you will write your idea about the question. When you notice students are ready to move to the next step, use a culturally relevant attention getting signal. Teacher: Aye go! Students: Aye may! Say: Today, you are going to be a journalist like the ones we see on the news. You are going to interview a partner. First, I want you to make a Silent Appointment. Once you have made your Silent Appointment, give me thumbs up. You will to take a pencil and your tree map with you when you go to your appointment. Now walk to your Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 22 Wrap Up 2nd Grade partner. (Use a call and Response Attention Getting Signal as students move from their seats to where they will meet with their partner.) Teacher: I like to move it, move it! Students: Move it! (Repeat 5 times in order to give students enough time to transition.) If you do not have an appointment, please go to the lost and found and partner with a classmate. (When every student has a partner, proceed.) Say: (Refer to Three-­‐Step Interview poster.) First decide who will be partner A and who will be Partner B. Give students time to decide who will be Partner A and Partner B. Say: Partner A raise your hand. Partner B give me a thumbs up. Now it’s time for Partner A to interview Partner B. Partner A start by asking Partner B to answer the prompt. Remember to use the Constructive Conversation Starters to help develop your ideas as you CREATE, CLARIFY, and FORTIFY. Don’t forget to provide examples. When you meet with your partner, you will add information to your tree map. You will provide examples of how children can make a difference. The boxes underneath will be where you will write examples. Your partner will ask clarifying questions to help you generate answers. Partner B is interviewed for 2-­‐3 minutes. Circulate around the room and provide assistance to student pairs. If conversations are not moving along, provide scaffolds that can help move the conversations along. Several are provided on page 193 of (Zwiers, O'Hara, & Prithcard, 2014). Use an attention getting signal then have Partner B interview Partner A. Once Partner A’s time is up use a different attention getting signal to let students know they will now receive additional directions. Teacher gives class feedback based on observation of the students’ language use as it relates to use of the Constructive Conversation Posters. Ask students to “Raise a Righteous Hand” to share ways children help and to provide examples from texts and real life to fortify the ideas they created. Say: You may wish to make changes to your tree map now that you have heard some of your classmates’ ideas and examples. I will give you time to make any changes you want to make. Say: Everyone gave clear examples of how children can be helpful. To wrap up this lesson, you are going to do a quick write in you MELD Journal. I would like you to take observe a “Moment of Silence” and write about a time you were helpful to someone at home, at school, or in your community. Use these quick writes to locate language samples for contrastive analysis. Say: Today, we learned another important Conversation Skill. We learned to FORTIFY ideas to make our ideas stronger by using evidence from the text. We also practiced a new Conversation Norm, “Take Turns and Build on Each Other’s Ideas”. Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 23 2nd Grade You engaged in different collaborative discussions. Who can name the ways we engaged in discussion? (Possible answers: Three Step Interview, Silent Appointment, Raise a Righteous Hand, and Think-­‐Pair-­‐Share) Think about the new learning you gained from today’s lesson. Pair with a Partner and Share, how the Conversation Skills and Norms have helped you communicate more effectively in class. Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 24 2nd Grade California State Standards DAY 4 Speaking and Listening 1.1.a: Follow agreed-­‐upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with cared, speaking one at a time about the topics and texts under discussion). Speaking and Listening 2.1.c: Ask for clarification and further explanation as needed about topics and texts under discussion. Writing 2.3: Write narratives in which they recount a well-­‐elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies Language 2.3.a-­‐Compare formal and informal uses of English. Students will be able to use Standard English in subject matter areas to produce complex oral output using all four conversation skills: CREATE, CLARIFY, and FORTIFY, to interact and communicate their ideas with others. DOK1-­‐ Brainstorm ideas, concepts, problems, or perspectives related to a topic or concept. DOK 3 – Justify or critique conclusions drawn DOK 4 – Analyze/complex abstract themes, perspectives, concepts. DOK 4 – Analyze discourse styles How can acts of kindness impact our society? Protocols Materials Making Cultural Connections Contrastive Analysis Cooperative and Communal Learning Environments Instructional Conversations Academic Language Development Advanced Graphic Organizers •
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Raise a Righteous Hand Numbered Heads Together Whip Around Silent Appointment Call and Response Roll ‘Em Chart paper with circle map Listening Task Poster Sentence Strips with student language samples lifted from MELD journal entries and additional sentences written in Standard English. Have enough sentence strips for each group to have two. Constructive Conversation Skills Posters: Create, Clarify, Fortify Conversation Norms Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 25 2nd Grade Key Vocabulary Resources • society • circumstances Academic English Mastery Program Resources and Publications (Available from AEMP Website-­‐ http://achieve.lausd.net/Page/191) SEL Linguistic Screener Teachers Guide to Supporting African American Standard English Learners Teachers Guide to Supporting Mexican American Standard English Learners Teachers Guide to Supporting Hawaiian American Standard English Learners Opening Model/Guide Say: Over the past few days, we have learned to use three constructive conversation skills. Call students’ attention to the Constructive Conversation Skills and Conversation Norms posters. We have also learned how to follow Conversation Norms. Everything we have learned teaches us to express our ideas and support our statements with evidence. Today we will look at some sentences. We will determine if the sentences are written in Standard English or if they are written in home language. We will use our Conversation Skills and Norms to share our ideas. Demonstration Note: In order to prepare for this Elicited Contrastive Analysis lesson, read students’ journal entries from Day 2. Record sentences that are written in students’ home language, (African American Language, Mexican American Language, or Hawaiian American Language.) Refer to the various program resources on the Academic English Mastery Program’s familiarize yourself with various linguistic features as you select language samples. Select a student volunteer and practice using CREATE, CLARIFY, and FORTIFY Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 26 2nd Grade during a constructive conversation using the following prompt. Prompt: Is the sentence written in Standard English or Home Language? Say: While you are observing my partner and I, determine if we are following our conversation norms and notice the conversation starters we are using. We will look at a sentence and decide if it is written in home language or standard English. Display the following sentence: We was at the beach yesterday. MODEL Role play using the following teacher/student script. As you and the student use various starters, be sure to gesture to the conversation skill posters so students will recognize that they are being used to help generate statements and questions. Teacher: I think the sentence is written in Standard English. (CREATE) Student: How do you know “We was at the beach,” is written in Standard English. (CREATE PROMPT) Teacher: That reminds me of the way I talk. I understand what it means. (CREATE) Student: I wonder if people would say it that way in all situations. (CREATE PROMPT) Teacher: I think it depends on who you are speaking to. (CREATE) Student: In other words, you are saying that you use one language when speaking to some people, and speak another when speaking to some other people. (CLARIFY PROMPT) Teacher: Yes. Student: What is a real world example? (FORTIFY PROMPT) Teacher: For example, when I am speaking to my family and friends, I will say, “We was at the beach.” But if I am talking to the principal I might say, “We were at the beach.” (FORTIFY) Student: Let me see if I heard you right. You are saying that you would express the same idea differently depending on who you are talking to? During MELD, we learned that we speak Standard English so people from all backgrounds will be able to understand and when we speak our home language mostly people fluent in that language can understand it. Do you think the sentence is written in Standard English? Teacher: The sentence is written in home language because it will be understood by a specific group of people in a specific situation. Debrief Teacher: Converse with your partner. Answer the following prompt: How did my partner and I demonstrate the use of Conversation Norms and Constructive Skills Prompts? Provide think time. Ask students to “Raise a Righteous Hand” if they would like to Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 27 2nd Grade Practice share their thoughts. Targeted Response: Each person spoke clearly, listened, and took turns. They both used the starters to begin their sentences and questions. Say: Each group will receive two sentences. You will use “Numbered Heads Together” to determine if each sentence is written in Standard English or if it is written in Home Language. Be sure to use the conversation skill posters to help you generate sentences. Circulate around the room. Scaffold as needed. After a sufficient amount of time has passed, use an attention getting call and response signal to get students’ attention. Use a variation of “Roll ‘Em” to select students from each group. Call on a table, but only use one number cube to select the person who will share from that table. First, have students share one sentence, then say which language it is written in. Students have to make sure they fortify their ideas with evidence. Display the sentence strips with sentences written in home language at the MELD Center. Say: I will place the sentences written in Home Language at our MELD Center. When you visit it, you can translate the sentences to Standard English. Say: Yesterday, we discussed ways students can be helpful at home, in school, and in their communities. We are going to look at some more ways people can help. Have students take out their MELD Journals. Say: Today, we are going to discuss some circumstances that we see in our community and in the world that we would like to change. For example, one situation may be that people are homeless. Display a chart with a circle map like the one below. Have students draw the same circle map in their MELD Journals. Circumstances
Introduce the topic of discussion: Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 28 2nd Grade Prompt: What ideas do you have about circumstances that need to change in society? Demonstration: Introduce the Listening Task Poster Refers to Listening Task Poster and read each step aloud. Say: While you are listening to the partners’ conversation , listen for the following: Listening Task Poster: 1. Did partners state their idea? 2. Did they take turns sharing their ideas? 3. Did they stay on topic? 4. Did they use evidence from the text? 5. Did they build on each other’s ideas? Select two students to read the following script. Teacher: In your opinion, what circumstances need to change in our society? Student A: I believe too many people are homeless in our society. Student B: Can you be more specific? Student A: There are a lot of people without a place to live or food but then there are a lot of rich people that can help them out. What do you think is a problem in society? Student B: In my opinion, I think bullying is a problem because; students shouldn’t be scared to come to school. Debrief: Teacher: Converse with your partner. Answer the following prompt: How did the students take turns and build on each other’s ideas? After 1 minute, bring the students back to share-­‐out. Targeted Response: The students used sentence starters as they took turns comparing opinions and providing evidence to support their ideas. Record the two circumstances discussed (homelessness and bullying) in the circle map. Students will record additional ideas in the circle map they drew in their MELD journals as they share ideas with their classmates. Students will make a silent appointment with someone from a different table and discuss the prompt: What ideas do you have about circumstances that need to change in society? Teacher will remind students to use evidence from the real world to fortify their opinion and to use transition words/phrases when building on each other’s ideas. Teacher circulates and records responses to provide the class with feedback on Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 29 2nd Grade Wrap -­‐Up their use of the conversation skills and/or norms. Students transition back to their seats. Have students “Whip Around” to share their ideas. Record their responses on the large circle map. After all students shared, ask the class to review their circle maps. Ask them to circle the problem they would like to focus on. Say: Today, we accomplished many goals. We gained an understanding of language by completing a contrastive analysis activity. We practiced speaking while using Constructive Conversation Sentence Starters. Tomorrow we will continue practicing Constructive Conversations to discuss how acts of kindness can impact society. Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 30 2nd Grade California State Standards DAY 5 Speaking and Listening 2.1-­‐ Participate in collaborative conversation conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. Speaking and Listening 2.6-­‐ Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. MELD Objectives Depth of Knowledge Levels Essential Question Access Strategies Language 2.3.a-­‐ Use knowledge of language and its conventions when writing, speaking, reading, or listening. Reading Standards for Informational Text 2.2-­‐ Identify the main topic of a multiple paragraph text as well as the focus of specific paragraphs within the text. Reading Standards for Informational Text 2.6-­‐ Identify the main purpose of a text, including what the author wants to answer, explain, or describe. Writing 2.1-­‐Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. Students will be able to use Standard English in subject matter areas to produce complex oral output using all four conversation skills: CREATE, CLARIFY, and FORTIFY to interact and communicate their ideas with others. DOK 1-­‐ Recall, locate basic details DOK 2-­‐ Develop a text DOK 3 – Synthesize information within one source or text DOK 4-­‐ Apply understanding in a novel way How can acts of kindness impact our society? Making Cultural Connections Contrastive Analysis Cooperative and Communal Learning Environment Instructional Conversations Academic Language Development Advanced Graphic Organizers Protocols •
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Silent Appointment Timed Pair Share Raise a Righteous Hand Rally Robin Roll ‘Em Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 31 2nd Grade •
Materials Key Vocabulary Model/Guide Stop and Jot Video: “Kid President-­‐How to Change the World (A Work in Progress” )-­‐ https://www.youtube.com/watch?v=4z7gDsSKUmU • Conversation Analysis Tool (Several Copies) • Article: “Blare Gooch” • Chart: Blank Multi-­‐Flow Map • cause • dimension Say: Today we will view a video that discusses how people can make a difference in the world. We are going to view a video to kick off today’s lesson. As you watch the video play close attention. Play the video “Kid President-­‐How to Change the World (A Work in Progress” )-­‐ https://www.youtube.com/watch?v=4z7gDsSKUmU ( Stop the video at approximately 2:30) Introduce the Conversation Analysis Tool: Say: You have learned a lot about Constructive Conversations. In order to evaluate how well we collaborate, we will use the Conversation Analysis Tool. Display the Conversation Analysis Tool. Explain each dimension. After explaining the dimension, ask student volunteers to provide examples of what a “0” would look like and what a “3” would look like. Say: In the video, Kid President gave reasons why people think they cannot make a difference. Think about the following prompt. Prompt: What makes people want to help others so they can make a difference? Have students make a “Silent Appointment”. “Rally Robin” is used to have students share their ideas. Demonstration: Fish Bowl Select two student volunteers. Use the “Fish Bowl” protocol to discuss the prompt using the three conversation skills. Say: We are going to watch (Student A) and (Student B) work to answer the prompt. As you observe their conversation, think about the dimension 1 and dimension 2 of The Conversation Analysis Too. The two students participate in a conversation as the class observes. After the students are done, have the students evaluate the conversation using the Conversation Analysis Tool. •
Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 32 Practice 2nd Grade Debrief Say: Answer the following prompt: How would you evaluate the conversation based on the Conversation Analysis Tool? Converse with your partner using “Timed Pair Share”. Each partner will have one minute. Use “Roll ‘Em” to select students to answer the prompt. Ask students to FORTIFY their ideas about why they assigned a specific score. After 2 minutes, bring the students back to share-­‐out. Say: We are going to work together to read an article about a young man who decided he wanted to make a difference and came up with a plan. Distribute article about Blare Gooch. Post chart paper that will be used to create a multi-­‐flow map that will be used to record information from the text. Say: As we read the text, we will use “Stop and Jot” to record information on our graphic organizer. We will find out why Blare Gooch wanted to start a charity and what he did to make a difference. Teacher and students participate in a read aloud of an article about Blare Gooch, a student who started a charity for children in Haiti. The teacher and students chorally read the text. Model the use of “Stop and Jot” and “Think-­‐Pair-­‐
Share,” while recording information on the multi-­‐
flow map. (A multi-­‐flow map with notes for teacher reference is located in the resource packet.) During the “Stop and Jot,” the teacher models taking notes and generating details from students to complete the graphic organizer. Explain to students that the information on the left side of the graphic organizer lists the reasons why Blare wanted to make a difference. The information on the right lists the steps he took to make a difference. Revisit the circle map used to chart student responses. Ask students to take out individual circle maps from the previous lesson. Say: Think about the problem you circled on yesterday’s graphic organizer. Just like Blare, you can make a difference by coming up with a plan to bring about change. Think about the following prompt. Prompt: What can you do to make a difference in the world? Students “Raise A Righteous Hand” to share the societal problem they circled on Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 33 2nd Grade their graphic organizer. Ask what other students wanted to focus on the same problem. Students will need a pencil and their MELD Journal. Designate an area for those students to collaborate and plan. Repeat the same process until all students are in a group. Adjust groups so that no more than five students are in a group. Provide guidance with clear directions on how to draw a multi-­‐flow map in their journals. Say: In the middle square write a sentence letting us know who you want to help. Wait for students to finish writing sentences. Say: You will work with your groups to explain why you want to support the cause you chose. The reasons will go on the left hand of the multi-­‐flow map. As you generate ideas about this topic, you will use the Conversation Skills and Conversation Norms. As students participate in conversations, complete a Conversation Analysis Tool for their group. Try to observe half of the groups. You will be able to observe the other half as they complete the other side of their multi-­‐flow map. Use the appropriate Call and Response of your choice to get students attention. Debrief: Teacher: Converse in your groups. We will see how we did by looking at the first dimension of the Conversation Analysis Tool. Answer the following prompt: How did each member build on previous turns to build up ideas? After 2 minutes, bring the students back to share-­‐out using the Participation Protocol of your choice. Say: Now, you will work with your groups to describe what can be done to support the cause you chose. That information will go on the right hand of the multi-­‐flow map. Don’t forget to use the posters in the room to help guide your conversations. Observe the remaining groups and evaluate their interactions with the Conversation Analysis Tool. Use Call and Response to get students attention. Debrief: Teacher: You are working hard to devise ways to support your cause. Now we will think about the second dimension of the Conversation Analysis Tool. Answer the following prompt: How did each member’s turn focus on the knowledge or skills of the lesson’s objectives? After 2 minutes, use an attention getting signal. Use another Participation Protocol to have students share their responses to the prompt. Groups will share how their multi-­‐flow maps. Use “Roll ‘Em” to select a student to share their group’s work. They can display their journal on the document camera as they explain what they wrote. Students transition back to their seats. Say: You worked very hard to come up with a plan to support you causes. Now, you will write about the plan you created with your group. As you write, observe a Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 34 Wrap -­‐Up 2nd Grade “Moment of Silence” and demonstrate our classroom writing behaviors. Answer the following prompt. Prompt: What cause do you want to support? Explain why... Share your group’s plan for supporting the cause. Say: Today, we discussed a very important topic. How can we make a difference in the world? Since we are now experts, we practiced using our conversation skills. We learned how to evaluate our interactions with the Conversation Analysis Tool. You were also able to write about how you can make a difference in the world. I’m excited about the work you have done and the work you will do. FORMATIVE ASSESSMENT Assessment EXAMPLE: Other Conversation Assessments might be used Conversation Analysis Tool (CAT) The teacher provides a score of 4 – 3 – 2 – 1 to rate the progress of student conversations for each dimension using the Conversation Analysis Tool. Dimension 1: Turns build on previous turns to build up an idea. Dimension 2: Turns focus on the knowledge or skills based on the lesson’s objectives. I. Students are scored by their participation and progress in Constructive Conversations that provide examples of the four Conversation Skills (Create, Clarify, Fortify, and Negotiate). II. Students model proficient use of the five Conversation Norms. 1. Use your think time 2. Use the language of the skill 3. Use your conversation voice 4. Listen Respectfully 5. Take turns and build on each other’s ideas III. Writing Task Regina Myles, SEL Instructional Language Coach-­‐ Academic English Mastery Program 35