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During the instruction part of PE, I always try and incorporate some type of partner talk or pair share. We have a lot of discussions on sportsmanship/bucketfillling and that accidents are going to happen when we are all moving around the gym. I try to have small group discussions so everyone gets a chance to talk not just one student.

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Coming from preschoolers to kinder they tend to talk allday longb using back and forth language about different things. During morning  meetings i try to  ask questions before/after reading  a book or after circle time. This gives them communication,listening,and social skills.

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I think allowing them to share their work to a small group after they finish would be effective. Also, I put my students into little pods facing each other so when they do work with partners they can feed off or each other's energy and ideas. I think a better way to increase effective talk is asking open ended questions, not just one word answers. There should also be guide lines and rules for talking too.

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The video and article that went along with it had a lot of good ideas! Three ways I will increase effective talk in my small groups are: Reintroducing guidelines for group talk and discussions, having sentence stems to help form/focus their thoughts as well as modeling/practicing with the students so they can see how it is suppose to look and sound.

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Kinder talks ALL day! To have an effective talk we use modeling between the 2 teachers in the room or teacher and selected student! That gives us an example to hear and see! I would like to have a few more rules to follow as well as posters! Having a permanent spot and easy access to group activities would also help with structure and focus!!

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When we create dance choreography or techniques, Our class discusses how to execute a formation, a transition, or technique.  I try to make it clear that teamwork and communication will lead to sucesss.  Having visual aids are always good so they know their requirements for the day.  This keeps them focused on the objective

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We also do a lot of turn and talks and discussions. I have posters of the sentence frames from number talks, but they are essentially the same. I need to remind students of them. I also liked having those 4 rules posted and possibly reading them aloud as a class before starting an activity.

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I like that the article says we already embed literacy into the classroom because one way we are already increasing effective talk is by teaching and using sentence stems during math talks and literacy discussions.  Secondly, since I already use turn and talk, I will try the different group configuration. (Students always like when we choose clock partners, because those are partners they chose.) Finally, the article mentions listening to your partner. I learned in one of our PD’s to ask students to repeat what they heard from their partner rather than what they shared, so  I often use that strategy.

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I like the guideline of "Be prepared to change your mind."  I don't think the kids always realize that they have that option, and it is not being weak  to change your opinion.  There is so much influence in gr. 3 writing about opinions and supporting them.  It's ok to be persuaded if the information given is  pertinent and significant.  I would also like to role play discussions and have the class critique them (before and after introducing guidelines).
I like the idea of "talk detectives".  This was a timely article as my "turn and talks" have gone flat lately.  Maybe I'll show the class an episode of The View and they can critique those ladies.  They seem to just talk over each other!

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We talk about the art work of famous artists differently than we do about our classmates work. I stress being kind and encouraging to fellow classmates. We can be honest and frank about the famous artist's work. I try to restate their comments and ask for more details. I have students remind the class about what we are making and the steps to follow.

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So many good ideas in one little video! I think more use of sentence frames would definitely help, I also like that they have a guideline for students who aren't speaking and inviting them in I think that could be a great help to get some students to participate. What I love the most is the framing the Math and having them practice saying what they are working on. I think that could be a huge help in problem solving.

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Well my Awesome scholars talks when and how he wants to. I encourage him to talk to people the way you would like to be talked to. Some days are good and some days I could scream.

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I agree with Fiore's post with regards to compartmentalizing language. I had a conversation with students about how I talk to my friends vs how I talk to them when we were experiencing some disrespect last week. I really liked how the guidelines in the Oracy article align themselves with things we are already trying to do. The quote from Milo "If you don’t show proof of listening, that means the person who’s talking doesn’t feel like they have the proper respect, and they don’t feel like they’re important in the discussion," is really important to me. I feel like there are so many things going on in a classroom daily that sometimes I cut students off or I really truly don't want to hear about football for the millionth time (Weems...). I watch students try to talk to their parents and get cut off a lot and I think that is what they come to expect and I certainly try my best to not be like that.

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I have 2 students that have difficulty speaking in complete and proper sentence. Language for Learning is a great intervention I use for them. I would like to have my students using more academic language. One major struggle with a few of my students are with respecting each other. We definitely need to work on that.

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Kindergartners talk ALL DAY LONG, but getting them to talk about a specific topic or stay on task is a struggle in my classroom. We do the most talking during our writing block, and the kids love doing it, but they get off track very easily. To help with them I can give the students more prompts as I am listening to their stories, such as "tell me more", or "why did that happen", or "how did you feel when that happened"? Modeling is another strategy we use often in our classroom. I could model with Ms. Cooper on how to turn and talk about our stories, and the kids could see the strategies I have asked them to use.

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I think it is important for students to hear what they are saying. I encourage them to speak articulately, control their projection and to be specific about their language such as replacing pronouns with specific nouns, using empathetic language when asking others for something (may I vs. Can I) and forming complete sentences when speaking. The number talks have been very effective in teaching them how to politely agree or disagree with each other and it has crossed to other subjects.
Along with speaking is the listening component in which they allow others to complete a thought before interupting. I liked the "invitation to speak" in the video which I do but would be far more effective if students included each other.

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My students LOVE to talk but when it comes to turn and talks, discussions, academic talk, they need to be challenged a bit more. There are many times in turn and talks where after 30 seconds, groups are like WE'RE DONE! To prevent this and get the students engaged in deep conversation, it could be helpful to give discussion prompts such as "I agree because" "I disagree because" "Why do you think that" etc.. It would be helpful to model this for the students as well to help them see what prompts would be meaningful to certain conversations.

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This is definitely a struggle with my classes! One struggle is to make sure their conversations are on-task and related to the academic purpose at hand. The other major struggle is their grammar/vocabulary they use when speaking. It is so difficult for them to compartmentalize the language they use at home from that which they use at school. I feel that adapting to an academic setting is a big part of developing the culture of a classroom and building. The main thing I do with my students is model what academic language should sound like. I often have them restate their responses with, "How would a scientist or mathematician say those words?" I will also repeat their words back to them when they are using their "home words" —  "Do we posed to? I don't know who Dewey is, Can you clarify?"