0. Prior Knowledge
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Participants will have attended the previous sessions that cover the three ELA shifts.
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Participants will have already been introduced to sample SBAC items and discussed how shifts in classroom practice are necessary for students to meet the CCSS and demonstrate proficiency on the new SBAC assessments.
I. Introduction (5 min.)
Quick overview of the 2 shifts and the focal parts (speaking with evidence and academic language) emphasized in the lesson/workshop tonight. The emphasis is on developing students’ abilities to use oral language to learn and communicate their learning. Two activity types, all focused on pair work, will be covered, with activity examples for each, in order of more to less structure. After an engaging oral language warm-up (Pro-Con), we cover the first activity type,
“Stronger and Clearer Each Turn” activities in which students talk to several partners in a row (Interview Grid, Opinion Formation Cards) to . The second type is “Constructive Conversation” activities that foster students’ skills of building ideas in pairs.
II. Warm up the oral language gears with a Pro-Con Activity (10 min.)
Now we’re going to do a pro-con activity (Topic: cell phones in school).
A few principles to guide the activity:
1. Model it beforehand; then use informal topic first run, cell phones second run
2. Use the academic transitions; sentence frames are optional.
3. Allow for some but not all ideas and wait for appropriate time to clap
4. Director should listen and then tell actor which side leaned to and why
5. Talk about the pros of the activity afterward, if there is time.
III. Experience a “Stronger and Clearer Each Turn” Oral Output Development
Activity (10 min. WG)
“Now we’re going to do a ‘Stronger and Clearer Each Turn’ activity, Opinion
Formation Cards.
A few principles to guide the activity:
1. Students each get one of six cards (3 quotes support one side; three the other) of different colors.
2. Ask a question or prompt that allows for varying and complex opinions that require multiple sentences and can expand and change. Students form their opinions (with support from their card or, if their quote contradicts their opinion, addressing its weakness)
3. Stronger often —but not always—means longer responses that are supported by examples and explanation; Clearer means non-redundant, well-organized, complete sentences with precise word choice.

4. Model common non-example of student who says same thing each time, just to give an answer; then emphasize the importance of building a culture of language development —that you are giving students several chances to practice and improve their oral language, skills that they will need their whole lives.
5. Students write minimal notes on the grid, if any —so they don’t read aloud to one another, which is often the lazy way out. Emphasize face-to-face talk and speaking from brain to mouth (not reading).
6. Students build on (and disagree with) the ideas (which should focus on focal content) and language of previous partners to craft stronger and clearer answers each time they talk to a partner.
IV. Debrief “Stronger and Clearer Each Turn” Oral Output Development
Activity (5 SG, 5 WG)
1. What is this practice building for learners?
(It develops language and content from peers; structure for shy students, low stress, practice oral output several times with info gap; builds classroom environment and community (collective learning and understanding; risktaking, mistakes as opportunities for learning)
… listen for language, sentences and their links
2. How does it connect to the Common Core and the shifts we highlighted at the outset?
3. How might you use this in something you are teaching now?
4. Show a slide of Interview Grid as easier option for this type of activity.
V. Experience a “Constructive Conversation” Activity (10 min.)
Present slide on 4 CC skills: create, clarify, fortify/support, negotiate.
“Now we’re going to do a ‘Constructive Conversation’ activity” called the 2D
Argument Balance Scale .
A few principles to guide the activity:
1. Model it with volunteer
2. Works on skills of clarifying, supporting, and negotiating, as well as evaluating evidence.
3. Size of card (or weight of paper clips) stands for its “weight” in the argument.
4. Can work together on both sides or argue for a side.
VI. Debrief “Constructive Conversation Argument Balance Scale” Activity
(5 SG, 5 WG)
1. What is this practice building for learners?
(Notes: learn to evaluate values of evidence for an argument; develop language and content from peers; structure for shy students, low stress,

builds classroom environment and community (collective learning and understanding; risk-taking, mistakes as opportunities for learning)
2. How does it connect to the Common Core and the shifts we highlighted at the outset?
3. How might you use this in something you are teaching now?
VII. Watch & Debrief a Video of Argument Balance Scale (10 min.) (video at http://aldnetwork.org/page/videos-transcriptions)
1. Now we are going to see 5 th graders use the scale to evaluate evidence in a conversation. As you watch, think about how the activity is an opportunity for students to practice certain standards, to visualize abstract concepts, and to show the teacher what they can do.
2. How was this an opportunity for students to progress toward CCSS standards? And for the teacher to formatively assess them (5-7 min. SG conversation; perhaps a quick share-out from 1-2 groups)
VIII. Workshop De-Brief (20 min. total)
1. Distribute the tool, Instructional Thinking: Considering the Four Domains
Break into small groups to focus on one of the four domains (students, content, pedagogy, assessments). Discuss in small groups the guiding questions with regard to the three activity types and for the future. (10 min.)
2. Whole group sharing of insights and considerations in a way that reinforces the instructional tool for CCSS and the domains. (5 min.)
3.
Conclude with review of focal shifts, activity types and principles…(+ How to fortify jigsaws and others) (5 min)