Targets for this Session

I can describe the impact of academic-focused speaking and listening on students’ overall literacy development.

I can effectively use the 3-8 Module protocols to provide multiple points of access to the curriculum for all students (SOP 4.3).
High-Level Purpose of this Session

To build participants ’ understanding of and capacity to implement the protocols in the 3-8 ELA Curriculum Modules and how protocols enable students to have purposeful academic conversations, deepen their understanding of texts, prepare for writing, and meet the Common Core Standards for Speaking and Listening.
Related Learning Experiences

All others in this NTI


Protocols enable students to have purposeful academic conversations and meet the Common Core Standards for Speaking and Listening.

Protocols deepen students’ understanding of text and help them build knowledge that leads to effective writing.
What do we want participants to be able to do as a result of this session?
1. I can describe the impact of academic-focused speaking and listening on students’ overall literacy development.
2. I can effectively use the 3-8 Module protocols to provide multiple points of access to the curriculum for all students (SOP 4.3).
How will we know that they are able to do this?

Observation/listening as participants discuss the research.
 Participants’ reactions to and discussions about video.

Section Time Overview Prepared Resources
Facilitator’s
Preparation
Greetings and Group
Grounding
Why
Protocols?
10 min Participants will journal in response to a quote about academic conversation. They are introduced to session targets.
30 mins Participants read and discuss the research related to the importance of academic conversations.




Participant’s Notebook
Zweirs ’ quote
Facilitator’s Guide
S2_PPT_Protocols_814
Articles:

Collaborative Conversations (leaders)

Habits improve classroom conversations

Structuring the Talk
Text Rendering Protocol Notecatcher
Protocols in
Action
30 min Participants complete an evidence collection notecatcher as they observe videos of protocols in action.
Synthesis and Next
Steps
5 min
Concentric (Debrief) Circle: https://www.teachingchannel.org/videos/students-reflecton-learning-exl

Interactive Word Walls: http://vimeo.com/84900192

Chalk Talk http://vimeo.com/101254151

EL Appendix 1: Protocols and Resources

Vimeo (for further learning)
 Synthesis Teams document in Participant’s
Notebook.
Review facilitation guide and PowerPoint.
Familiarize yourself with all of the protocols and techniques from
Appendix 1.
Watch all of the protocol videos and review the “Protocols in Action ” notecatcher.

[10 minutes] In this section, you will prepare participants for the session and create a culture of achievement.
Materials used include:
 Participant’s Notebook
 Facilitator’s Guide
 PPT
 Quick-Write Notecatcher
Time
3 min
5 min
2 min
Slide #/Pic of Slide
PPT Slide #1, #2
PPT Slide #3
PPT Slide #4
Script/Activity directions
Ask participants to journal in their Participant’s Notebook about this quote: “How can conversations about text deepen students’ understanding and help prepare them for writing?
How do you support meaningful academic conversations?
What are the challenges to doing so effectively?
”
Participants introduce themselves to their tablemates (if needed), sharing one thought from their quick-write. (A sentence, not a paragraph.)
Facilitator introduces the learning targets for the session in an interactive way, encouraging participants to help deconstruct the targets. Make the point that discussing the academic language in targets is one way to build students’ vocabulary.
Grouping

[30 minutes] In this section, participants read and react to research related to academic talks.
Materials used include:

Text Rendering Protocol
 “Structuring the Talk,” Fisher and Fry
 “Collaborative Conversations,” Fisher and Fry (for leaders)
 “Habits Improve Classroom Discussions,” Bambrick- Santoyo
Time
2
25
Slide #/ Pic of
Slide
PPT Slide #5
PPT Slide #6
PPT Slide #7
Script/ Activity directions GROUP
Ask participants to subdivide their groups so that they are in groups of three. Ask the triads to briefly discuss what it looks like and sounds like in the classroom when students are working toward meeting the
Speaking and Listening Standards (2 minutes).
Triads
Preview the Text Rending Protocol graphic organizer (NOTE TO
FACILITATOR, the TIMES on the directions in the notebook do not match the time available for this session. So have participants follow the times in the PPT and in the FG rather than the description in their notebooks). Participants might want to take the graphic organizer out of their notebook.
Each member of the team selects an article of interest to them. (1 minute) a. “Structuring the Talk,” Fisher and Fry b. “Collaborative Conversations,” Fisher and Fry (recommended for leaders) c. “Habits Improve Classroom Discussions,” Bambrick-Santoyo
Participants should read their chosen article for 14 minutes, completing the graphic organizer on the next page with sentences, phrases and words from the articles that answer the questions (it is not necessary to
Triads

3
PPT Slide #8 complete every box). (14 minutes)
1. Why should students be consistently engaged in academic discussion?
2. What should academic discussion look like and sound like?
3. What are the impacts of structured discussion on students’ knowledge, vocabulary development and reading and writing skill?
The group chooses a facilitator. The facilitator, who needs to be polite, but firm, makes sure that everyone has a chance to share thinking from their articles. Participants in discussion should be aware that not everyone has read the same articles so they should use stems such as “In my article on page 2, paragraph 7” and take others in the group to the specific text.
The facilitator needs to make sure everyone gets a chance to offer at least one sentence, phrase or word from the articles.
Take 10 minutes total for discussion, giving about 3 minutes to each question and referring specifically to your source texts.
Participants should remember that they didn’t all read the same thing so they should be sure to incorporate the central ideas of each article into your conversation. (10 minutes)
PPT Slide #9 Ask participants to shift their conversation to the following prompts:

How did the Text-Rendering Protocol support you in having an “academic” conversation?

How can protocols provide multiple access points for students
(particularly middle school students) in having academic conversations?

Why is this important?
Facilitator should invite some responses from different groups.

[30 minutes] In this section, participants observe three protocols in use in classrooms, and reflect on their impact.
Materials used include:

Concentric (Debrief) Circle: https://www.teachingchannel.org/videos/students-reflecton-learning-exl

Interactive Word Walls: http://vimeo.com/84900192

Chalk Talk: http://vimeo.com/101254151

EL Appendix 1: Protocols and Resources booklet

Protocols in Action notecatcher
Time
5 min
Slide #/Pic of Slide
PPT Slide #10
PPT Slide #11
PPT Slide #12
Script/Activity directions
Introduce the concept of protocols by saying something like,
“Protocols are discussion ‘rules’ that provide structured, engaging, consistently used forums for students to discuss their learning. They can be used to introduce, clarify, support, and reinforce both learning content and process. The consistent use of a select set of discussion protocols establishes an efficient classroom learning community in which ideas and opinions are shared frequently and in an orderly, timely manner.”
Grouping
Let participants know that Protocols have to be rehearsed, but following an initial investment of time, students become more fluent and pacing increases. Effectively teaching protocols schoolwide can help keep the curriculum on pace.
Direct participants’ attention to the Appendix of Protocols and
Resources . Have participants find the pages in the Appendix that describe Concentric Circles (10), Chalk Talk (9), and Interactive
Word Walls (18). Ask participants to briefly skim the way these

PPT Slide #13
3 min PPT Slide #14
20 min PPT Slide #15-#19
3 min PPT Slide #20-#22 pages are organized, letting them know they are about to see these protocols in action on video.
Transition participants into their role for this portion of the session by telling them that they now get to learn more about protocols by being a classroom observer.
Instruct participants to turn and talk about one of the ways video can be beneficial in developing understanding of a topic or idea.
Introduce the Protocols in Action Notecatcher. (NOTE to facilitators : The notecatcher says “quiz, quiz trade,” but these participants will see Chalk Talk instead. Please have them fix this on their notecatchers).
Check for understanding and invite clarifying questions from participants regarding video observation task.
Play each of the three Protocol videos. After each video, instruct participants to complete the row of the chart on their Task Card for that protocol. Allow them to discuss each video briefly after each reflection.
Invite participants to share out in large group in response to the prompt: How can the use of protocols provide multiple points of access to the curriculum for all students?
Let participants know there are many more videos of protocols available on EL’s website.

[5 minutes] Participants synthesize learning about effective protocol use and identify next steps for implementation.
Time
5 min
Slide #/Pic of Slide
PPT Slide # 23
Materials Used Include:
 Participant’s Notebook
Script/Activity directions
 Direct participants back to their original quick-write from the session. Ask them to add their current thinking. Ask, “ How
 do protocols create multiple points of access for students to meet the Common Core Standards for Speaking and
Listening?
What tips do you want to remember to ensure that you implement protocols effectively?
If you are a classroom teacher, what do you want to
 remember about using protocols to create multiple points of access to the curriculum for your students?
If you are an administrator or teacher leader, what will be important to communicate to your teaching colleagues about the use of protocols?
Remind participants that they have one more session before lunch. Thank them for getting all that they can from this day with us.
Grouping
Solo
 Facilitator’s Guide and PowerPoint

Appendix 1 (Protocols & Assessment Techniques) from the ELA Modules

Protocols in Action document

Quick-Write reflection sheet


Articles and Text Rendering Protocol

Links to protocol videos: o Concentric (Debrief) Circle: https://www.teachingchannel.org/videos/students-reflect-on-learning-exl o Interactive Word Walls: http://vimeo.com/84900192 o Chalk Talk: http://vimeo.com/101254151