A Book Study:
Academic Conversations:
Classroom Talk That Fosters Critical Thinking and Content Understandings
By: Jeff Zwiers and Marie Crawford
Synopsis/General Information
Academic Conversations will assist teachers build the following:
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Academic vocabulary and grammar
Critical thinking skills such as persuasion, interpretation, consideration of multiple perspectives,
evaluation, and application
Literacy skills such as questioning, predicting, connecting to prior knowledge, and summarizing
Complex and abstract essential understandings in content areas such as adaptation, human nature, bias,
conservation of mass, energy, gravity, irony, democracy …
An academic classroom environment brimming with respect for others’ ideas, equity of voice,
engagement, and mutual support
A Note from the Authors
Where would we be without conversation? Throughout history, conversations have allowed us to see different
perspectives, build ideas, and solve problems. Conversations, particularly those referred to in this book as
academic conversations, push students to think and learn in lasting ways. Academic conversations are back-andforth dialogues in which students focus on a topic and explore it by building, challenging, and negotiating relevant
ideas.
Unfortunately, academic conversations are rare in many classrooms. Talk is often dominated by the teacher and a
few students, or it does not advance beyond short response to the teacher’s questions. Even certain teaching
approaches and curriculum programs neglect to train students how to maintain a focused, respectful, and
thoughtful conversation.
To address these challenges, we have identified five core communication skills to help students hold productive
academic conversations across content areas. These skills include:
1. elaborating and clarifying
2. supporting ideas with evidence
3. building on and/or challenging ideas
4. paraphrasing
5. synthesizing
This book shows teachers how to weave the cultivation of academic conversation skills and conversations into
current teaching approaches.
Jeff Zwiers and Marie Crawford
Zwiers, J., and M. Crawford. 2011. Academic Conversations: Classroom Talk That Fosters Critical
Thinking and Content Understandings. Portland, Maine: Stenhouse Publishers
Page 1
A Book Study:
Academic Conversations:
Classroom Talk That Fosters Critical Thinking and Content Understandings
By: Jeff Zwiers and Marie Crawford
Chapter 1: Reasons to Converse in School (7-26)
1.
2.
3.
4.
5.
What is the need for Oral Academic Language?
Think about Interaction without Depth. Do you use the “Trivial Pursuit” teaching model? Is this an
effective way to build the skills and qualities desired by employers?
Arizona’s Common Core Standards highlight the importance of Speaking and Listening skills. How might
this look and sound in your classroom?
On pages 28-29, choose one of the activities to try with your students.
Review the Reflections on page 26. Choose one. Be ready to share with the group.
Chapter 2: Getting Started (27-44)
1.
2.
3.
Choose one of the activities found on pages 28-29 to try with your students.
The information in this chapter is the foundation of bringing academic conversation into your classroom.
Where will you start and how will you incorporate the necessary prerequisite skills into your classroom
routines?
Review the Reflections on page 44. Choose one. Be ready to share with the group.
Chapter 3: Lesson Activities for Developing Core Conversation Skills (45-58)
1.
-
Choose one of the activities listed under each of the skills below:
Skill 1: Elaborate and Clarify (45-57)
Skill 2: Support Ideas with Examples (47-50)
Skill 3: Build On and/or Challenge a Partner’s Idea (51-52)
Skill 4: Paraphrase (53-54)
Skill 5: Synthesize Conversation Points (55-56)
Be ready to share with your team. Include celebrations and challenges.
2.
Review the Reflections on page 58. Choose one. Be ready to share with the group.
Chapter 4: Designing Effective Conversation Tasks (59-72)
1.
2.
What are the features of effective conversation tasks? How will you use them as you create prompts and
refine conversations during lessons?
Review the Reflections on page 72. Complete reflection number 2: “Think of a topic for a future lesson
and come up with the four different types of prompts that could spark academic conversations about it.”
Zwiers, J., and M. Crawford. 2011. Academic Conversations: Classroom Talk That Fosters Critical
Thinking and Content Understandings. Portland, Maine: Stenhouse Publishers
Page 2
A Book Study:
Academic Conversations:
Classroom Talk That Fosters Critical Thinking and Content Understandings
By: Jeff Zwiers and Marie Crawford
Chapter 5: Training Students for Advanced Conversations (73-89)
1.
2.
3.
This chapter provided a variety of skills and strategies that students may add to their “academic
conversation tool kits.” How would you introduce them to your students?
The Common Core expects that even our youngest use efficient and effective questioning strategies. How
will you implement this piece throughout the day?
Review the Reflections on page 89. Choose one that is meaningful and useful for your personal growth
and learning.
Chapter 6: Developing Academic Grammar and Vocabulary Through Conversation (91-108)
1.
2.
3.
Using formal English in oral and written presentations is embedded throughout the Common Core
Standards. How will this chapter help you build a solid academic grammar foundation for your students?
Which of the activities in this chapter might you try with your class?
Review the Reflections on page 108. With your grade level team, discuss numbers 2 and 3. Plan lessons,
activities, and strategies that will help your students become proficient in this area.
Chapters 7-9: Conversations in Language Arts, History, and Science (109-183)
1.
2.
3.
4.
5.
Review the Reflections for Language Arts on page 139.
Review the Reflections for History on page 164.
Review the Reflections for Science on page 183.
How do the strategies differ across the subject areas?
How will you implement the strategies throughout your day?
Chapter 10: Academic Conversation Assessment (185-208)
1.
2.
Review the Reflections on page 208. Complete the tasks that will enhance your assessment practice.
Meet with your grade level team. Develop rubrics for students and teachers to assess academic
conversations in various subject areas. How will you update or change these rubrics as students’
conversation skills improve and new strategies/expectations are implemented?
Chapter 11: Reminders (209-210)
Appendices (211-217)
Review the Reminders in Chapter 11. Take a peek at the material in the Appendices. For your NEXT STEPS, LIST 5
(or more) strategies or ideas from the book that you would like to try with your students. Label 2 of them “NOW.”
These are your next steps. Label the remaining items “LATER.” Revisit your list after you get started. Your next
steps may have changed and you probably have a few more to add to the list.
Zwiers, J., and M. Crawford. 2011. Academic Conversations: Classroom Talk That Fosters Critical
Thinking and Content Understandings. Portland, Maine: Stenhouse Publishers
Page 3