Accountable
Talk
Toolkit
The Accountable Talk Toolkit provides resources for implementation, including
what it looks like in the classroom, lesson examples, and scaffolds.
The Toolkit entries come from a variety of sources, e.g,. internet and teachers who
use Accountable Talk in their classrooms.
Adapted for HIA from
K-12 Alliance/WestEd
1
Questions to consider while planning for Accountable Talk
 What are the key concepts I want my students to learn in this lesson?
 What are the big ideas I want them to grapple with?
 How do these ideas relate to what we've just done?
 What instructional task will support the accomplishment of the
purpose?
 Will this question or problem work best as a whole group discussion,
as small group work, or as partner work?
 Should I set this topic up with a whole group discussion and then stop
at a certain point and have the students turn and talk with partners? If
so, precisely when should I tell them to do partner talk? What question
should I have them think about with their partner? What classroom
management issues do I consider?
 How will I keep the group or partner talk meaningful?
 What response stems are appropriate for the context and content of
the lesson?
 What expected student responses should I prepared for and how will I
address them?
Adapted for HIA from
K-12 Alliance/WestEd
2
Essential Features of Evidence Based Accountable Talk
Moving from Teacher Control to Student Centered
Essential
Features
Learners hold each
other accountable
for understanding.
Possible Prompts:
Focus Questions
and Response
Stems
Learners link or
expand their talk
to what others say
Possible Prompts:
Focus Questions and
Response Stems
Learners
demonstrate
skepticism, holding
others accountable
for thinking.
Possible Prompts:
Focus Questions
and Response
Stems
Teacher directs all
decisions about AT,
whole class, small
groups or partners
Teacher asks whole
class, small groups or
partners for evidence
that relates to content.
Teacher selects Focus
Questions and/or
Response Stems.
Range of Variations
Teacher models and
scaffolds how to
select appropriate
prompts
Students work
without scaffolds,
whole class, in small
groups or
w/partners
Students ask for
evidence that relates to
content in any context
and select appropriate
Focus Questions and/or
Response Stems
From modeling, students
ask for evidence that
relates to content and
make some decisions
about the selection of
appropriate Focus
Questions and/or
Response Stems
What evidence do you have to support that? Clarify what you mean by __.
Based on my evidence, I think ___ .
How could you prove that?
Where did you find that evidence?
What is your line of evidence?
Teacher uses
From modeling, students Students select Focus
appropriate Focus
use Focus Questions
Questions and/or
Questions and/or
and/or Response Stems
Response Stems to link
Response Stems to link
to link or expand on
or expand on another
or expand on student’s
student’s statements –
student’s statementstatements OR asks
showing they can apply
showing they listened,
whole group, small
cards in an appropriate
understood, and can
groups, partners or
place.
build on knowledge.
individuals to expand on
a student’s statement.
I want to add to what __ said __.
An example of __ is ____ .
The relationship between __ and __ is __ .
Your evidence is the same/different because __ .
How can you apply what you know about ___ to this new situation?
The evidence is supported by __ .
Teacher asks whole
group, small groups or
partners questions
related to the strength
of the evidence using
appropriate Focus
Questions and/or
Response Stems.
From modeling, students Students select
ask questions of other
appropriate Focus
students or make
Questions and/or
comments, related to
Response Stems to
the strength of the
ask other students
evidence using
questions or make
appropriate Focus
comments related to
Questions and/or
the strength of the
Response Stems.
evidence.
I disagree with that because __.
I disagree with the use of that evidence because ____ .
Compare your evidence with the evidence from another group.
I agree with ____ because ____ .
Where did you find that evidence?
I still have questions about ____ .
I don’t know what you mean by __ .
Based on my evidence, I think ___ .
Compare the risk/benefit of ____ .
Italics=scaffolds
Adapted for HIA from
K-12 Alliance/WestEd
3
Accountable Talk sharpens students' thinking by reinforcing their ability to build and
use knowledge. Teachers create the norms and skills of Accountable Talk in their
classrooms by modeling appropriate forms of discussion and by questioning,
probing, and leading conversations.
Accountable Talk Within a Classroom Setting
Classroom Environment:
 Students' talk is appropriate in tone and content to the social group and
setting and to the purpose of the conversation.
 Students allow others to speak without interruption.
 Students speak directly to other students on appropriate occasions.
 Students listen attentively to one another.
 Students actively participate in classroom talk.
 Each student is able to participate in several different kinds of classroom talk
activities.
 When appropriate, students make references to previous speakers.
 A high percentage of classroom talk is by and among students.
 Students test their own understanding of concepts.
 Students redefine or change explanations.
 Students ask questions that test the definition of concepts.
 Students draw comparisons and contrasts among ideas.
 Students identify their own bias.
 Students indicate to what degree they accept ideas and arguments.
 Students feel safe to express ideas.
 Students participate in various forms of Accountable Talk, such as
instructional discussions, whole class discussions, small group work, peer and
student-teacher conferences, presentations, and interviews.
Adapted for HIA from
K-12 Alliance/WestEd
4
Accountable Talk Within a Classroom Setting
Common Language around Accountable Talk:
1. Students make use of specific and accurate knowledge.
 Students make specific reference to a text to support arguments and
assertions.
 Students make clear reference to knowledge built in the course of discussion.
 Examples or claims using outside knowledge are accurate, accessible, and
relevant.
2. Students provide evidence for claims and arguments.
 Unsupported claims are questioned and investigated by discussion
participants.
 Requests are made for factual information, elaboration, rephrasing and
examples.
 Students call for the definition and clarification of terms under discussion.
 Students challenge whether the information being used to address a topic is
relevant to the discussion.
3. Students identify the knowledge that may not be available yet which is needed
to address an issue.
Adapted for HIA from
K-12 Alliance/WestEd
5
Accountable Talk Within a Classroom Setting
Classroom Situations:
Accountable Talk occurs during any phase of a learning sequence or lesson cycle,
before, during or after students conduct investigations, solve problems, read or
write about content.
1. Students synthesize several sources of information.
 Students refer to a variety of texts as sources of information.
 Students connect ideas within and between texts.
 Students use previous knowledge to support ideas and opinions.
2. Students construct explanations.
 Students acknowledge that more information is needed.
 Students use sequential ideas to build logical and coherent arguments.
 Students employ a variety of types of evidence.
3. Students formulate conjectures and hypotheses.
 Students use "what if" scenarios as challenging questions or supporting explanations.
 Students formulate hypotheses and suggest ways to investigate them.
 Students indicate when ideas need further support or explanation.
4. Classroom talk is accountable to generally accepted standards of reasoning.
 Students use rational strategies to present arguments and draw conclusions.
 Students provide reasons for their claims and conclusions.
 Students fashion sound premise-conclusion arguments.
 Students use examples, analogies, and hypothetical "what if" scenarios to make
 Arguments and support claims.
 Students partition argument issues and claims in order to address topics and further
 Discussion.
5. Students challenge the quality of each other's evidence and reasoning.
 The soundness of evidence and the quality of premise-conclusion arguments are
assessed and challenged by discussion participants.
 Hidden premises and assumptions of students' lines of argument are exposed and
challenged.
 Students pose counter-examples and extreme case comparisons to challenge
arguments and claims.
6. Classroom talk is accountable to standards of evidence.
Adapted for HIA from
K-12 Alliance/WestEd
6
Accountable Talk Within a Classroom Setting
Responsibilities/Roles:
 Students' body language/eye contact shows attention.
 Speakers' comments are connected to previous ideas.
 Students avoid multiple conversations.
 Students’ interest is in the whole discussion, not only in their own turn
taking.
 Students elaborate and build upon ideas and each others' contributions.
 Talk remains related to text/subject/issue.
 Related issues or topics are introduced and elaborated.
 Talk is about issues rather than participants.
 Students work toward the goal of clarifying or expanding a proposition.
 Students summarize, paraphrase each other's argument(s)
 Students make an effort to ensure they understand one another.
 Students clarify or define terms under discussion.
Adapted for HIA from
K-12 Alliance/WestEd
7
Talking Chips Response Stems for Urban Academy
I disagree with that, because ____ .
I agree with _____, because ____ .
I still have questions about ____ .
I want to add to what _(name)__ said
about___.
Based on my evidence, I think ___ .
Adapted for HIA from
K-12 Alliance/WestEd
8
I don’t know what you mean by ___ .
What if you considered______ ?
I disagree with the use of that evidence,
because _____ .
A question I have is _______ .
An example of ____ is _______ .
Your evidence is the same/different,
because ___ .
Adapted for HIA from
K-12 Alliance/WestEd
9
The relationship between ____
and ____ is ______ .
This reminds me of _____ .
I predict ______, because _______ .
I understand __________ .
When we ______, it helped me understand
________ .
Adapted for HIA from
K-12 Alliance/WestEd
10
The big idea is _____________ .
This is different, because ______ .
This is the same, because ________ .
I observed ____________ .
I’m confused by ______________.
To expand on what ____ said __________ .
Accountable Talk Focus Questions
Examples of Questions/Prompts
Adapted for HIA from
K-12 Alliance/WestEd
11
Compare your evidence
with the evidence from
another group.
Clarify what you mean
by _______ .
What evidence do you
have to support that?
How could you prove
that?
How can you apply what
you know about ___ to
this new situation?
Where did you find that
evidence?
How does the evidence
support ____ ?
What is your line of
evidence?
Adapted for HIA from
K-12 Alliance/WestEd
12
What are some ways
you can describe
your method to us?
What tools will you
need? How will they
help you?
What information do
you have?
What have you learned
or found out today?
How would you match
___ with ___?
What is a
counterexample?
What do you need to
find out in order to
solve the problem?
What strategies are
you going to use?
Adapted for HIA from
K-12 Alliance/WestEd
13
What does the graph
tell you?
If the ______
continues to ____, what
will be the result?
How did you reach that
conclusion?
What if you had started
with ___ rather than
___?
What assumptions are
you making?
Have you thought of all
the possible solutions?
How can you be sure?
Explain the pattern you
made.
Is that true for all
cases? Explain.
Adapted for HIA from
K-12 Alliance/WestEd
14
Summarize your
findings.
What might be a more
efficient strategy?
What can you do to test What is the relationship
your idea?
between ___ and ___?
What do you think
caused the ____ to
_____?
How are ___ alike?
How are they
different?
Based on what you know, Do you agree?
what can you predict
Why or why not?
about _____?
Adapted for HIA from
K-12 Alliance/WestEd
15
What is the best
sequence for ____ ?
Why did you decide to
organize your
data/results like that?
Which idea would you
reject? Why?
Design a new problem or
investigation for
_____.
Imagine what ___ would From what we have
be like if there were
learned, what other
no____ .
examples of ___ can
you cite?
What are some possible If the ____ continues
solutions to this
to ___ what will be the
problem?
result?
Adapted for HIA from
K-12 Alliance/WestEd
16
Scaffolds of Accountable Talk using
appropriate Focus Questions and
Response Stems based on S’s
response.
Provide Response
Stem:
We observed ___ .
Our evidence
shows ___ .
Provide Response
Stem:
An example is ___ .
This is different
because ___ .
This is the same
because ___ .
Ask Focus Question:
What if the circuit was in the shape of
a square? Try it with your materials.
Or
What other shape of circuit could you
try?
Ask Focus Question:
Can you show me a way
the bulb won’t light?
What is another way
you could light the
bulb?
If the student
response is:
Because everything
is in a circle.
Activity:
Students explore with
batteries, bulbs and
wires.
Response Stem:
If the student
response is:
A complete circuit is ___.
I want to add to what
____ says, _____ .
The relationship between
___ and ___ is ___.
We hooked up a
battery, wire and a
bulb.
Once the bulb is lit,
ask a Focus Question
of the student groups:
Focus Question:
What makes a
complete circuit?
Why did the light bulb
light?
Student Response:
If students cannot light the bulb.
It is a complete
circuit.
Getting back in the game.
Ask Focus Questions:
What do you notice about the bottom (and side) of the light bulb?
What part of the bulb do you think the wire might need to touch?
What part of the battery do you think the wire needs to touch?
What do you know about materials that conduct electricity?
How would you know if you have a complete circuit?
Adapted for HIA from
K-12 Alliance/WestEd
17
Example of a lesson (as presented in instructional materials)
and then showing how AT can be embedded throughout the lesson.
Teacher Does
Guides review from previous lesson.
Shows a pictures of a large puddle and then the same area with
no puddle.
Prompt: Place the picture cards of water cycle in a sequence that
explains where the water has gone.
Ask: Where does the energy to evaporate all that water come
from?
What is the source of the heat? Explain how you know.
Explain that energy from the Sun, called solar energy, provides
the energy to change liquid water into water vapor.
We have seen the impact of heat energy on water. Today we
are going to compare how heat energy affects solid matter as
well.
Review that the term Earth materials refers to nonliving
substances that make up the Earth (e.g. water, rocks, minerals,
sand, gravel, air)
Display a few types of matter and tell them that each type has a
different rate of absorbing heat energy. Some heat-up faster
than others and some retain heat longer than others.
Prompt: Predict some possible outcomes for the soil and water
temperatures as they are placed in the sun.
Student Does
Accountable Talk
Small Group
Organize
Compare
Expected Student Response
(ESR):
The Sun. or Heat. Or
Energy.
Small Group
Distribute samples of earth materials, water
and soil, and ask students to make general
observations.
Observe
Predict
ESR: They will get hot.
They will heat up.
Questions/Prompt:
Predict which you think will happen when
water and soil is placed in the sun.
How might the temp. of the water and soil
compare when they are in the sun and the
shade?
AT Stem:
I predict ____, because _____.
The temp will be the same/different, because
____.
ESR: They will not be as
hot. They will cool down.
Display the prompt/response stems on the board.
Chart predictions for students.
Explain that they will now have the chance to test their
predictions.
Ask students to measure water and soil in cups and place a
thermometer in cups. Record starting temp and place in the sun
for 30 minutes. Record temp every three minutes for 15 minutes
and record on data sheet. Place in shade and wait for 30
minutes. Record temp every three minutes and record on data
sheet.
Small Group
Conduct experiment
Record data-both qualitative
and quantitative
Record on data sheet.
AT Stems/Questions:
The thermometer shows/measures ____.
I am confused by _______.
How do you come to that result?
I notice ____.
(Listen for qualitative and quantitative
responses).
Discuss I&E: same amount of solid and liquid matter, tools for
measurement, time intervals, recording sheet, qualitative and
quantitative data
Adapted for HIA from
K-12 Alliance/WestEd
Ask students to review and
Think-Pair-Share: Organize the pictures to
show the events/sequence that occurs during
evaporation.
Question: Compare your sequence to groups
around you. Do you notice
similarities/differences?
AT Stem: Their sequence is the same/different,
because _____. We notice _____.
Please clarify why you have this here.
Share out whole group.
18
Model how to set-up an accurate plot graph: title, time intervals,
units of measurement, key, how to draw lines
Graph results. Discuss and analyze the data from the graphs.
Ask students to discuss Focus Questions.
After graphing use Focus Questions in pairs:
How does the data on water compare with the
data on soil?
Which material heated up the fastest?
How does your evidence support what you
thought would happen?
What is your evidence that _____?
Whole Group
Analyze results
Write a data summary
ESR: Both samples were
exposed the same amount
of time.
The soil got hotter.
Next Step: Over the next few weeks, we will be learning about
weather. The experiment that you conducted today will help us
to understand why we have different weather patterns on the
Earth.
Adapted from FOSS, Water Planet, 2007 CA Edition
Adapted for HIA from
K-12 Alliance/WestEd
19
AT Stems:
The rate of soil/water temp.
increase/decrease, because _____.
The rate of soil/water temp. is the
same/different, because _____.
We notice _____.
Please clarify _______.
Based on my evidence __________ .
I want to add to what ____ said ______ .
A question I still have is _______ .
Accountable Talk in a 5E Lesson
Lesson Concept: Chemical changes cannot be separated by ordinary means. Physical changes can be separated by ordinary means.
Purpose
Strategies & Tools
Classroom Example
Focus Questions & Response Stems
Engage
-T’s/S’s generate curiosity
Think, Pair, Share
Teacher Demonstration:
What do I already know about this?
and interest
Pair, Share
Students observe two beakers with 50
What can I find out?
-T’s/S’s raise questions
Think, Ink (write), Pair,
ml of liquid are on a balance and the
What did I observe?
and problems
Share
total mass is 500g. One is poured into
I observed ___ .
-T’s/S’s elicit responses
Chart (student or teacher)
the other and a solid is formed and
I predict ____,because ___ .
that uncover students’
settles to the bottom. The empty
current knowledge about
beaker is placed back on the balance.
the concept/topic
Explore
-T’s/S’s observe and listen
Use Focus Questions and
Students design a test to determine if
What information do you already have?
to students as they interact Response Cards while
the two substances can be recovered by
How could you prove that?
-S’s work together to
students:
ordinary means, e.g. filtering,
Have you thought of ___ ?
explore ideas, concepts,
evaporation.
What steps did you include to prove the substance can
conduct investigations or
Conduct investigations or
be separated?
solve problems
experiments
What is the relationship between ____ and _____ ?
-T’s/S’s ask probing
Read content related
I still have questions about ___ .
questions to redirect when
material
I understand ____ .
necessary
Pose open-ended questions
-S’s resolve conflicting
or problems to solve
data
Explain
-S’s explain concepts and
Group/Partner whiteboard of
Students explain their procedure
Clarify what you mean by __?
definitions in their own
results/data
produced a chemical change that cannot
How does the evidence support?
words
Group/Partner/Individual
be separated through ordinary means.
How did you reach that conclusion?
-T’s/S’s ask for justification chart results/data
Students explain how their procedure
What is your line of evidence?
(evidence) and clarification
Write explanation on
did not separate the new substance in
Explain your reasoning.
-S’s use previous
sentence strips
the beaker.
Do you agree or disagree? Why or why not?
experiences as the basis
Whole class discussion,
I want to add to what ___ says, ____ .
for explaining concepts
sharing of evidence
Based on the evidence a reasonable conclusion is ___ .
-S’s explain possible
Can you agree on one explanation?
solutions or answers to
How are the explanations the same? Different?
other students
-T’s/S’s listen critically to
other students’
explanations
-T’/S’s question other
students’ explanations
Extend
-S’s apply concepts and
Design a new problem or
Students work at three different stations What does this remind you of?
skills in new situations
investigation related to _.
with materials found in a household
What questions do you still have?
-S’s consider alternative
Apply knowledge in a new
kitchen. Students will explore with
How would you apply this to ____?
explanations
situation.
materials and apply knowledge of why
What would this look like in ____ situation?
-S’s look for evidence that
there is or is not a chemical change.
Give me an example.
changes their thinking
An example is ______ .
Adapted for HIA from
K-12 Alliance/WestEd
20
Levels of Questions
INPUT
complete
count
define
describe
list
locate
match
name
observe
recite
select
tell
identify
PROCESS
analyze
explain
sequence
compare
analogy
summarize
estimate
arrange
separate
combine
invent
relationship
distinguish
produce
report
classify
infer
cause/effect
construct
plan
use
arrange
group
show
contrast
organize
synthesize
write
OUTPUT
evaluate
expand
extrapolate
project
discuss
imagine
judge
predict
decide
apply
build
choose
create
generalize
principle
model
speculate
forecast
recommend
hypothesize
Excerpt from: K-12 Alliance/WestEd 6.07
P04a: Questioning
Adapted for HIA from
K-12 Alliance/WestEd
21
Template for Including Accountable Talk
Activity
Adapted for HIA from
K-12 Alliance/WestEd
Teacher
Asks/Prompts
Accountable
Talk
Stem/Prompt
22
Accountable Talk Notes
Adapted for HIA from
K-12 Alliance/WestEd
23