Teacher Toolkit: Advancing Rich and Rigorous Conversation in Grades 9-12 About the Toolkit What is the purpose of the Toolkit? This toolkit supports teachers in fostering, sustaining and advancing rich and rigorous conversation with their students. A supplement to the Indicators of Rich and Rigorous Conversation in the Classroom, the toolkit provides an in-depth look at rich and rigorous conversation for different grade levels. Use the toolkit for self-reflection, to enrich conversations about practice among educators and to catalyze ideas for implementing rich and rigorous conversation within the classroom. How is the Toolkit organized? The toolkit is structured around the indicators of rich and rigorous conversation, which are organized into three categories: the classroom environment, teacher actions and student actions. The indicators for each category are explored through the resources listed in the table below. Resource: What should I know about this resource? Indicators The indicators, taken from Indicators of Rich and Rigorous Conversation in the Classroom, provide a frame for assessing and looking at rich and rigorous conversation in a classroom –via the classroom environment, teacher actions and student actions. These indicators are rooted in Plan 7, Teach 2, and Teach 6 of the Instructional Framework and Rubric as well as expectations set forth by the Common Core Speaking and Listening Standards. Noted in parentheses behind each indicator is the Key Action and Key Concept, taken from the Instructional Framework and Rubric, on which the indicator is based. These indicators will be used for a variety of different classroom walks; they also serve as a resource for individual and school-level reflection on fostering rich and rigorous conversation. What might this look like? This section provides examples to help you further visualize the indicators and better understand how rich and rigorous conversation might manifest in your classroom. The examples are drawn from Standard 1 of the Common Core Speaking and Listening Standards. They are not intended to be a checklist or exhaustive list of essential practices. Questions to Ask Yourself The Questions to Ask Yourself are questions to consider as you reflect on your practice. They could also be used as part of a dialogue among colleagues. Where can you learn more? This section connects you with professional readings and resources for deeper learning about topics related to rich and rigorous conversation. Some of these resources are direct excerpts from the Common Core State Standards while others are articles you may be studying in your school community. 1 Teacher Toolkit: Rich and Rigorous Conversation in Grades 9-12 Classroom Environment Indicators: Classroom Environment (Taken from Indicators of Rich and Rigorous Conversation in the Classroom) Desks/tables arranged to facilitate student discussions (PLAN 7 - Classroom arrangement’s support of instruction) Academic vocabulary is displayed in charts or word walls (PLAN 7 - Student access to materials) Expectations and norms for how students engage in discussions are posted or displayed (PLAN 7 - Student access to materials) Language frames are accessible to students (PLAN 7 - Student access to materials) What might this look like in a classroom? o o o Clear gathering space for discussion/conversation which promotes engagement and minimizes any potential distractions (desks in clusters, tables, U-shaped arrangement, etc.) Optimum seating allows for all students to see each other during conversations/discussion (both in whole class & small group discussions) Key elements which scaffold rich and rigorous conversation around a common text are clearly posted or displayed* including: - Behavior and participation norms for discussion - Language frames (discussion stems) - Relevant academic vocabulary - Content goals - Discussion task(s) *Teachers might opt to provide individual copies to students/groups – rather than class charts/displays. Questions to Ask Yourself o o o o Is my classroom arranged so that students can see/hear each other during small and whole group discussions? How will I make language frames and relevant vocabulary accessible to students during discussions? How will I display behavior and participation norms so we can refer to them as needed? How will I communicate the discussion task(s) to students? Will discussion tasks be posted or distributed on a handout? Where can you learn more? o Guiding Readers and Writers Grades 3-6 (Fountas & Pinnell, 2001) – Chapter 6 2 Teacher Toolkit: Rich and Rigorous Conversation in Grades 9-12 Teacher Actions Indicators: Teacher Actions Teacher models academic language and standard grammatical structures for students (TEACH 2 - Modeling of academic language) Teacher models how to engage with texts and/or tasks to support rich and rigorous conversation among students (TEACH 2 - Modeling engagement with texts and tasks) Teacher puts structures for student-to-student collaboration in place; Teacher teaches, reinforces and/or refers to structures to support collaboration and discussion (TEACH 6 - Structures for student collaboration) What might this look like for teachers? Teachers supporting Rich and Rigorous Conversation are… o o o o o o Identifying, selecting, and defining 5-7 key vocabulary words found in the text (combination of academic language and domain specific words) for students to practice during whole-class and small-group discussion Presenting, teaching, and re-teaching clear norms for when and how students participate in whole-class and small-group discussion Selecting and teaching 3-5 language frames for students to practice during the discussion (e.g. “I agree with ___ because…” “I want to add on to what ____ is saying….” “I disagree with what ____ is saying because…”) Assigning student roles within the discussion or supporting students as they take initiative to do so on their own Requiring students to do written work prior to coming to a discussion Prompting and modeling for students how to: - Use appropriate eye contact, adequate volume, and clear pronunciation - Set goals & deadlines for the discussion - Present claims and findings from the text in an organized and succinct manner - Propel conversation by posing and responding to questions that relate the current discussion to the broader themes or ideas - Actively incorporate others into the discussion - Clarify, verify, or challenge ideas conclusions - Respond thoughtfully to diverse perspectives - Summarize points of agreement and disagreement - Qualify or justify personal views - Make new connections in light of evidence and reasoning presented - Evaluate the credibility and accuracy of the text under discussion - Evaluate a speaker’s point of view, reasoning, and use of evidence - Identify fallacious reasoning, exaggerations, and distorted evidence - Present information, findings, and evidence clearly and concisely so that listeners can follow the line of reasoning - When presenting information, findings, and evidence, consider the purpose and task(s) of the discussion - When presenting information, findings, and evidence, include alternative or opposing perspectives (Grades 11-12) See Page 5 for “Questions to Ask Yourself” and “Where you can learn more?” 3 Teacher Toolkit: Rich and Rigorous Conversation in Grades 9-12 Student Actions Indicators: Student Actions Students engage in discussions with their peers (TEACH 6 - Opportunities for student-to-student interaction) Students use structures to support collaboration and discussion (TEACH 6 - Structures for student collaboration) Student discussions are meaningful; they make meaning of the content, deepen their understanding, and cite evidence (TEACH 6 - Evidence-based discussions) Students speak academically (TEACH 6 - Student academic talk) What might this look like for students? Students engaging in Rich and Rigorous Conversation are… o o o o o o o o o o o o o o o o o o o o Discussing the content with peers in a small group or as a whole group Following norms for when and how to participate in whole-class and small-group discussion Using appropriate eye contact, adequate volume, and clear pronunciation Using the identified key vocabulary during the discussion Using language frames during the discussion Demonstrating command of formal English when indicated/appropriate Taking on assigned or initiated roles in the discussion Coming to the discussion prepared in writing Setting goals and deadlines for discussions Presenting text-based ideas and evidence in an organized manner Verifying, clarifying, and challenging ideas and conclusions within a discussion Responding thoughtfully to diverse perspectives Qualifying or justify personal views Making new connections in light of evidence and reasoning presented Evaluating the credibility and accuracy of the text under discussion Evaluating a speaker’s point of view, reasoning, and use of evidence Identifying fallacious reasoning, exaggerations, and distorted evidence Presenting information, findings, and evidence clearly and concisely so that listeners can follow the line of reasoning Considering the purpose and task(s) of the discussion when presenting information, findings, and evidence Including alternative or opposing perspectives when presenting information, findings, and evidence (Grades 11-12) See Page 5 for “Questions to Ask Yourself” and “Where you can learn more?” 4 Teacher Toolkit: Rich and Rigorous Conversation in Grades 9-12 Teacher and Student Actions Questions to Ask Yourself (Teacher Actions and Student Actions) o o o o o How do I provide intentional opportunities for students to engage in academic talk with one another? At what point(s) in my lesson is it most effective for students to interact? What structures do I have in place to organize student-to-student interaction? Are the structures effective at keeping students productive and on task? What are the appropriate norms for my students to follow during student-to-student interaction? Which of our established norms are students following? Do I need to review or re-teach any of our norms? How will I do this? How am I reinforcing vocabulary and correct grammatical structures throughout my teaching? How do I currently model academic talk for the students? How can this continue to improve? What is the content that students are focusing on for each discussion? Which texts/resources will anchor each discussion? Where can you learn more? (Teacher Actions and Student Actions) Structures for Student Collaboration: o Collaborative Conversations: (Fisher & Frey, 2013) o Structuring the Talk: Ensuring Academic Conversations Matter (Fisher & Frey, 2011) o Norms for Productive Discussion (O’Connor & Ruegg, 2012) o Accountable Talk Sourcebook: For Classroom Conversations that Work. Can be downloaded from: http://ifl.lrdc.pitt.edu/ifl/index.php/resources/other_resources Teaching Academic Vocabulary: o Word Wise & Content Rich: Five Essential Steps to Teaching Academic Vocabulary (Fisher & Frey, 2008) Making Discussions Meaningful: o Let Them Talk! (Mason & Phillips, 2012) o Making Thinking Visible (Ritchhart & Perkins, 2008) o Structuring the Talk: Ensuring Academic Conversations Matter (Fisher & Frey, 2010) o Norms for Productive Discussion (O’Connor & Ruegg, 2012) o What Happens After the Reading? (Fisher & Frey, 2013) o Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Speaking & Listening Standards, pp. 48-50 o Teaching for Comprehending and Fluency, Thinking, Talking and Writing About Reading K-8 (Fountas & Pinnell, 2006) – Chapters 15-20 o With Rigor for All: Meeting Common Core State Standards for Reading Literature (Jago, 2011) – pp. 38-46 o Adolescent Literacy: Turning Promise into Practice (Eds, Beers, Probst, & Rief, 2007) Chapter 5 Text Selection and Text Complexity: o Common Core State Standards (CCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix A: Research Supporting Key Elements of the Standards, pp. 1-16 o Adolescent Literacy in Perspective (April, 2012). Digging Deeper into the Common Core: Text Complexity. PDF can be downloaded from: http://ohiorc.org/orc_documents/ORC/Adlit/InPerspective/2012-04/in_perspective_2012-04.pdf o With Rigor for All: Meeting Common Core State Standards for Reading Literature (Jago, 2011) – pp. 18-21 o If working with readers below grade level, refer to: The Continuum of Literacy Learning Grades PreK-8, A Guide to Teaching (Pinnell & Fountas, 2011), see Guided Reading (Levels A-Z) pp. 246 – 248 for general characteristics of all texts; see first page of each Level for an overview of level-specific text characteristics (i.e. Level A characteristics found on p. 252) 5