Supporting Essential Practices for
Ongoing Development of
Academic Oral Language & Literacy
Jeff Zwiers
April 8, 2015
LAUSD Secondary Principals
Handouts: http://aldnetwork.org/page/April8
Guiding Question
How can I support
teachers to engage
students in speaking
and conversation activities
in ways that develop the
language, thinking, and content
of the most important
and most needed standards?
ALDNetwork.org
Understanding Language
New Emphases in New Standards
Science (NGSS)
Math (CCSS)
• Ask questions &
define problems
• Construct
explanations &
design solutions
• Engage in
argument from
evidence
• Evaluate and
communicate
information
• Make sense
•
of problems
• Reason
abstractly
• Construct
viable
arguments
•
• Critique the
reasoning of
others
• Understand, •
analyze,
compare, apply
ALDNetwork.org
Language (CCSS)
ELD
Participate in
• Exchange
conversations,
ideas with
building on
others
others’ ideas
through
and expressing oral
own ideas
discussions
Evaluate a
• Support
speaker’s point opinions &
of view,
negotiate
reasoning
with others
Use evidence • Clearly
to support
convey
claims
ideas
Understanding Language
A Major Shift in New Standards
Science (NGSS)
Math (CCSS)
• Ask questions &
define problems
• Construct
explanations &
design solutions
• Engage in
argument from
evidence
• Evaluate, and
communicate
information
• Make sense
•
of problems
• Reason
abstractly
• Construct
viable
arguments
•
• Critique the
reasoning of
others
• Understand, •
analyze,
compare, apply
Choosing &
Recalling
Short
Answers &
“Pieces”
ALDNetwork.org
Language (CCSS)
ELD
Participate in
• Exchange
conversations,
ideas with
building on
others
others’ ideas
through
and expressing oral
own ideas
discussions
Evaluate a
• Support
speaker’s point opinions &
of view,
negotiate
reasoning
with others
Use evidence • Clearly
to support
convey
claims
ideas
Building
Strong,
Clear,
Whole
Ideas
Understanding Language
Oral Output & Conversations
1. Oral Output is one-way,
one-time, clear & strong
communication of ideas &
thinking. (>1 linked sentences)
Think-pair-shares,
Answering teacher
questions, Jigsaws,
Gallery walks,
Oral presentations
2. Conversations are back-and-forth
Idea
interactions in which participants build
on one another’s ideas to build up ideas
that weren’t in their minds before talking.
3.ALDNetwork.org
Understanding Language
Developing Oral Output
with
TRANSITION IMPROV
Activities
Transition Improv Activity: Pro-Con
Topics:
Camping, Shopping, Traveling, TV, Uniforms,
Computers, Video Games, Large schools, Cars,
Conferences, Testing, Internet, Cell phones
Transitions: However,
On the other hand,
Then again,
PC Frames:
but
One advantage is … For example, …
Another positive of … is… because…
A negative aspect of ___ is …
In spite of the positives of _____,
A & B, Lean?
ALDNetwork.org
Understanding Language
Transition Improv (Similar-Different)
Topic: Animal
Plantcells
cells &
animal cells
No cell wall
Plant Cells
Have cell wall
Cytoplasm
Ribosomes
Mitochondria
Building blocks
Round shape
Transitions:
However,
Rectangular
shape
On the
centrioles
other hand,
Have chloroplasts
Then again,
but
One turn with; next turn without
SD Frames:
ALDNetwork.org
… are similar to ____ in that they both _____
Animal cells differ from plant cells in that _____
Unlike animal cells, plant cells have ____, which are…
Plant & animal cells both have ____, which serve to…
Understanding Language
OUTPUT ACTIVITY: Transition Improv: (Two Views)
Views:
Pioneers
Native Americans
Transitions: However,
On the other hand,
Then again,
but
Frames: The ___ thought that …
Many ___ believed that…
A different perspective held by ___ was that…
In the eyes of ___...
ALDNetwork.org
Understanding Language
Developing Oral Output
with
“STRONGER Y CLEARER
EACH TIME”
Activities
Fortifying Oral Output with
“Stronger & Clearer Each Turn” Activities?
1. Prompt for an original response
(e.g., explanation, long answer, opinion, idea, etc.).
2. Each student says idea to successive partners and
borrow and use the language, ideas, and evidence
of others each time they talk.
3. Responses become stronger (often longer) with
better supporting evidence and examples.
4. Responses become clearer with more precise terms
and linked, organized, complete sentences.
5. Scaffolds, if used, are reduced during activity.
Student Model of “Stronger & Clearer Each Time”
I think video games are bad
cuz they show violence. I am
way on the Ban side.
Switch
partners!
I’m on the not ban side.
In my opinion, video games
are kinda good. I know some
games you shoot people, but
some teach you.
1st
Partner
Silvia
Me
BAN |
Video Games Banned or Not?
|
|
|
NOT BAN
Student Model of “Stronger & Clearer Each Time”
I think video games are bad
cuz they show violence. I am
way on the Ban side.
Switch
partners!
I’m on the ban side, but not all
the way. In my opinion, games
should be banned because war
video games show kids how
shoot others. But some teach
you about life.
I’m on the not ban side.
In my opinion, video games
are kinda good. I know some
games
you
shoot
people,
I am on
the
far right
side.but
Even
some
teach
you.
though
some
video games are
violent, a lot are educational.
We have a right to choose
what we play, too.
2nd
Partner
Silvia
Me
BAN
BAN
|
Video Games Banned or Not?
|
|
|
NOT
Student Model of “Stronger & Clearer Each Time”
I think video games are bad
cuz they show violence.
I’m on the ban side, but not all
the way. In my opinion, games
should be banned because war
video games show kids how
shoot others. But some teach
you about life.
I’m on the not ban side.
In my opinion, video games
are kinda good. I know some
I am you
on the
far people,
right side.
games
shoot
butEven
though
some
some
teach
you.video games are
violent, a lot are educational.
We have a a right choose what
we play, too.
I am just left of the middle. Even
though some video games
are good, violent ones should be
banned. Kids’ minds fill up with
Silvia
violence. Some games can teach
Me to
Video
Games Banned or Not?
solve problems and learn, which made
| toward NOT
| BAN.
|
|
meBAN
move over
BAN
3rd
Partner
NOT
Stronger and Clearer Activity:
Opinion Continuum
POSITIVE
GREED
YES
Notes:
Notes:
Notes:
Me
Me
X Carla
X
X
Social Media
Character
Motivation
WWI Justified?
Lea
X
Me
X
NEGATIVE
LOVE
Theo
Theo
X
X
NO
You can use frames such as
- In my opinion, ____ because _____.
- Despite the reason/advantages of …
- Given the points that I have heard so far, such as …
- After talking with (name), I now lean more to the side of ____ because …
J.Zwiers
“Stronger & Clearer Each Turn” Grid
What
do you
think
the⅜most
important
Lisa
eat
theislast
of
herNative
pizza,
and her
How
Howcouldn’t
did
does
geography
the
circulatory
influence
system
work?
American
brother
⅓ short
of
his pizza
theme
ofhad
this
story?still on his plate. How
culture
in
this
region?
Name much pizza in total was left? Explain and justify.
Me
(just two or three key words, if any)
1.
2.
3.
Me
First, we need to decide…
In order to figure out the…
Because we need to…, we…
ALDNetwork.org
Understanding Language
“Stronger & Clearer Each Time” Template
ALDNetwork.org
Understanding Language
Analyzing Oral Language Evidence
Oral Output Analysis Tool (OOAT)
STRONG
• Used solid evidence or
examples from the text
• Explained how the
evidence supported the
main idea
• Accurate understanding
& recall
CLEAR
• A clear topic sentence, followed by
• Supporting or clarifying sentences
• Used transitions to link sentences
• More precise vocabulary
• Details and explanation expected
by listeners
• To strengthen his or her
idea, the student could
…
• To clarify his or her idea, the
student could …
ALDNetwork.org
Understanding Language
Classroom Conversations: More than a Shift
“Why do I have to
talk with a partner?
I already know the
answer!”
“Just wait. She’ll tell us the answer at the
end.”
ALDNetwork.org
Understanding Language
The Power of Conversation
“Conversations can leave us pondering
and processing ideas which, in turn,
contribute to the inner dialogues that we hold in our
heads throughout each day (Vygotsky, 1986).” These
inner dialogues continually shape our thoughts and
language.
“One of the opportunities school can offer pupils is the
chance to involve other people in their thoughts—to
use conversations to develop their own thoughts.” o
(Mercer,1995)
ALDNetwork.org
Understanding Language
Strategy
For Fostering Academic Conversations
Constructive Conversation
Skills, Icons, & Motions
Constructive Conversation Skills for Type B
Goal: Students collaboratively (but w/o teacher) build an idea
(e.g., claim, answer, solution, interpretation), using the following skills:
Create Idea
Build Idea
Clarify
Idea
Hand motions
ALDNetwork.org
Support Idea
Understanding Language
Constructive Conversation Skills for Type BC
Goal: Students collaboratively (but w/o teacher) build claims & ideas
and then choose one of them, using the following skills:
Create Ideas
Build Ideas
Evaluate &
Compare
(Argue)
Clarify
Ideas
& Choose Best
Hand motions
ALDNetwork.org
Support Ideas
Understanding Language
Type and Feedback
Laura:
Eli:
Laura:
Eli:
I don’t think air has weight.
I disagree because I think it does.
Remember the balloon.
I respectfully disagree with you.
Then we just agree to disagree, right?
Lisa:
I think the dog was his best friend in the story.
Edgar: I would like to add to your idea. My dog ran
away last year and we found him in the park.
Lisa:
Which park?
Edgar: The one by the train station.
Lisa:
I took a train to San Jose last week.
ALDNetwork.org
Understanding Language
Analyzing Oral Language Evidence
Conversation Analysis Tool (CAT)
ALDNetwork.org
Understanding Language
Constructive Conversations in 9th ELA
Context
• Sheltered 9th grade
English class
(taught by Patrick Hurley)
• Intermediate and
early advanced
speakers.
• Have read
To Kill a Mockingbird
and Of Mice and Men
• Focal conversation
skill: supporting your
ideas with examples
from a text.
• Prompts on the
board
ALDNetwork.org
This Clip
• Discuss the main theme: “what do you think an important theme in this
book is?” “An important theme of this book is real courage'”
• They prompt each other: “What does courage mean?”
“Can you elaborate on that?” “Can you give an example from another
book? “How does this apply to our life?”
Scaffold for Type BC Constructive Conversations:
ACTIVITY FOR SUPPORTING IDEAS:
ARGUMENT SCALE Argument Balance Scale
Claim
vs.
Opposite or
Different Claim
Which claim’s reasons, evidence, and
explanations weigh the most?
Claim/Position
Yes
Courage
Good
ALDNetwork.org
Video
Magnets
All
petroleum
games
attract
is
Should
Main
theme
U.S.
have
of
Are
humans
good
allevil?
biogenic
banned
metals
or war?
not
entered
the
story?
the
or
Claim/Position
No
Perseverence
Evil
Understanding Language
“Constructive Conversations” Activity for All 4 Skills:
ACTIVITY FOR SUPPORTING IDEAS:
ARGUMENT SCALE Argument Balance Scale
Reason/Evidnc/Exp
Reason/Evidnc/Exp
Reason/Evidnc/Exp
Claim/Position
Yes
ALDNetwork.org
Should smoking be
illegal?
Claim/Position
No
Understanding Language
“Constructive Conversations” Activity for All 4 Skills:
ACTIVITY FOR SUPPORTING IDEAS:
ARGUMENT SCALE Argument Balance Scale
ALDNetwork.org
Understanding Language
“Constructive Conversations” Activity for All 4 Skills:
ACTIVITY FOR SUPPORTING IDEAS:
Argument Scale
ARGUMENT SCALE
Reason/Evidnc/Exp
Reason/Evidnc/Exp
Evaluate &
compare the
evidence on
both sides
(use criteria)
Yes
ALDNetwork.org
Reason/Evidnc/Exp
Reason/Evidnc/Exp
Reason/Evidnc/Exp
Claim/Position
Reason/Evidnc/Exp
Should smoking be
illegal?
Claim/Position
No
Understanding Language
“Constructive Conversations” Activity for All 4 Skills:
ACTIVITY FOR SUPPORTING IDEAS:
Argument Scale
ARGUMENT SCALE
Choose a side
and argue why it
“weighs more”
3-D Version
2D-Scale
ALDNetwork.org
Understanding Language
Constructive Conversations in 8th ELA
Context
• 8th grade
English class
• Early Intermediate to
Early Advanced
speakers.
• Have read
articles on smoking
• Focal conversation
skill: supporting your
ideas with examples
and evaluating them.
This Clip
• Each student chose a side to argue on whether or not to ban smoking.
• They use balance scale visual and paper clips to show “weight” of evidence
• They prompt each other to support and evaluate with “Why?”
questions
ALDNetwork.org
Understanding Language
What makes a conversation prompt effective?
 Purpose for talking
based on lesson
objectives
 Require thinking and
doing something
with ideas: create,
clarify, argue, decide,
rank, solve, evaluate,
combine, compare,
choose, fortify, &
transform
ALDNetwork.org
Decide which theme in the story is
most relevant for 7th graders today.
Rank the most significant effects of
the Industrial Revolution
Come to an agreement on how you
would measure the speed of sound.
Discuss how to solve this problem
more than one way and argue for
one to use in similar problems.
Understanding Language
Recap
1. Use structured activities to
encourage oral language
(e.g., Transition Improvs)
1. Use activities that provide oral
output practice face-2-face (e.g.,
Stronger & Clearer Each Time)
2. Foster Conversation Skills (Create,
Clarify, Fortify, Evaluate-Compare) for 2
Types of Conversations: B & BC
ALDNetwork.org
Understanding Language
Reflecting on the Presentation
• How might you develop and apply the
ideas (on developing oral output and
conversation skills) in your setting?
• What are concrete steps that you can
take in the next two months?
• What will result if you (and your
teachers) don’t apply these ideas?
• What will result if you do use these
ideas?
CONTACT INFORMATION
Email:
Website:
Handouts:
MOOCs:
jzwiers@stanford.edu
ALDNetwork.org
http://aldnetwork.org/page/April8
www.NovoEd.com
References
Mercer, N. (2000). The Guided Construction of Knowledge: Talk amongst
teachers and learners. Clevedon, UK: Multilingual Matters.
Zwiers, O’Hara, & Pritchard (2014) Common Core Standards in diverse
classrooms: Essential practices for developing academic
language & disciplinary literacy. Stenhouse.