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The Ensuing Accountable Talk Discussion of Bugs! Bugs! Bugs! (K-2)

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Lucy Calkins and Colleagues at the Teachers College Reading and Writing Project present The Ensuing Accountable Talk Discussion of Bugs! Bugs! Bugs! (K-2)

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Teaching Academic Discourse and accountable talk is an excellent way to include your English Language Learners (ELLs). As mentioned by Danielle Lynch, Academic Discourse and PBL, May 6, 2013, "Academic discourse is not something that comes easily to most students;rather, it needs to be taught, modeled and recognized by both teacher and student." This is especially true of ELLs.

Listed below are some strategies to use in the classroom with your ELLs (and the rest of your class as well!)

Allowing students time to think before providing answers and after a response is given.

Sentence Stems

Not just oral but posted for students to refer to and practice with.

Random Participation

popsicle sticks

For each class you teach, write each student's name on a stick. Keep them in a jar/cup.

index cards

On the first day of class, have students fill out index cards with basic information and their names in print letters big on the blank side of the index card. Shuffle the deck, choose as needed. A plus for this is being able to jot down notes on students as you go. Another added benefit could be for students to write something they would like to share with the class. Call student out by that fact (ex. The person who has a dog named Decker, please answer.

Expectations to speak in complete sentences

Students need to know that you expect them to answer in a complete sentence. Hold them accountable for this.

Post Academic Vocabulary

If you are going to have the expectation that students use these words, they should be posted.

Explicitly teach strategies

If you want to teach students to analyze text, you need to explicitly teach that strategy. In the linked video, Stacy Brewer refers to brainstorming. This skill would need to be modeled, first by the teacher and then gradually released to the students.

Provide realia

Become familiar with the WIDA Can Do Standards. These standards identify strategies you can use with various levels of language proficiency.

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Discourse and ELLs - Developing Student Discourse: A Professional Development Resource Bank

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Teaching Academic Discourse and accountable talk is an excellent way to include your English Language Learners (ELLs). As mentioned by Danielle Lynch, Academic Discourse and PBL, May 6, 2013, "Academic discourse is not something that comes easily to most students;rather, it needs to be taught, modeled and recognized by both teacher and student."

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How the CCSS will Impact English Language Learners

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Researcher talks about discussion as a way to improve reading comprehension.

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Researcher explains benefits of discussion.

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Harold's talk allows him to organize his stories by establishing a timeline for each of them. It allowed him the opportunity to brainstorm several options for stories so he was not stuck on writing. By revisiting his stories he is able to add details and stretch.

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Talk facilitates the content by giving Harold an opportunity to think through the different moments of his stories. When the teacher gives an example of swimming, she goes through the different steps of her story across the pages of the book. When Harold talks it out he's clearer in how his writing is organized.

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Harold is given time to process his thinking out loud to create a meaningful, detailed story. Honoring this 'talk time' helps him access details and visualize his story.

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Harold's talk allows him to understand the sequence of his story, form idea of what he will write about, ,teaches him about directionality . H e added details when he had his teacher talk to him

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Voicing out his thoughts helps him organize his own thinking and have a strong sense of the structure of his story.
the prompt given by the teacher was a good tool for him to think about when he needs ideas.

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Harold had a difficult time coming up with ideas for picking a true story. As he began to talk more and more, he began to form more ideas. As he began to touch the pages to retell his story a couple of different times, he added more details to his story.

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Harold was able to talk through his story using the blank book to organize his thoughts. Harold was given the chance to just talk until he decided on what he wanted to write about. Great support system!

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Harold is able to brainstorm ideas with teacher because writing procedures have been taught. Harold was able to tell his stories across pages with support and then was able to do it on his own, and was automatic.

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Sweet little Harold was able to orally rehearse his ideas before putting them down on paper.  He practiced telling his story 2 times and added more details the second go around.  Harold's talk helped prepare him for the writing process.

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Harold had a difficult time picking a seed idea. With prompting he was able to get to 3 True Stories or some seed ideas. Once he told his story he felt ready to write.

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Students have a lot to say when it comes to their lives. They are always wanting to tell us about what just happened to them. Harold being able to talk about his experiences helps with remembering what he is going to write about.

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Harold's talk allowed him to rehearse his ideas. The paper booklet provided a physical manipulative that helped him organize his ideas into a beginning middle and end.

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Harold and teacher brainstorm ideas of true stories about his life. They rehearse and touch and tell on the pages before he is ready to write.

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It was powerful for the students to identify strengths and areas of growth while the teacher recorded the findings. Student talk assisted in creating a "rubric" for conclusions because they dug deep into the 3 pieces, which helped them identify areas to improve on their own.

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The teacher served as a facilitator. Students led the discussion the whole time. The teacher would restate the answers and write down key points on a sheet so students can refer to them after. Students used academic language and accountable talk. It was respectful and everyone was comfortable sharing.

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The teacher used student talk to help students bounce ideas off of one another. The students were able to have their input heard while still getting ideas from others. This type of student talk must be explicitly taught because these students were using phrases like "I agree with..."  or "Going off that...". I also really enjoyed the idea of "write with the air"

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Having conclusions typed up and ready to compare helps students have rich conversations evaluating others' work.

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Teacher facilitates a deep discussion which allows students to do the thinking and working.  They were able to add on to each others thinking and revise their ideas after hearing from each other.  Teacher really helped name the strategies after her students shared their thinking.
(4th &5th Video)

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Students were able to look at REAL writing when talking about conclusions.  Through the conversations students were able to listen to each other and build on ideas to evaluate what strong/weak conclusions looked like and then APPLY that authentically to their own writing revisions.    Previous lessons included how all students contribute, build on each other's ideas, and how to listen and learn together.

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They were able to share their thinking about way the conclusions were written and felt safe to agree or disagree with each other. The teacher had to prepare the conclusions for the students to read and had taught how to have an academic discussion.

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Students were obviously comfortable talking to each other so the teacher must have done some work with how they work together.
Everyone had something to say.
They had an exemplar that they decided on to help them revise their conclusion.

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Students were connecting prior knowledge and experience to the activity through student talk.

I noticed that they did not do the activity after talking about it, they switched stations. This does not anchor in student talk

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I watched the PE and Art videos. I noticed that students used discourse structures:
I noticed...
What stood out to me...
I agree because...
I disagree because...

I noticed that students were happy to share their opinions.

I noticed that some students use fragmented sentences, or use the academic words without necessarily understanding them.

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I like how she has him talk through his story by having him touch the pages and say verbally what he is going to write on each page. She also confirms to him that this is a real story that has happened to him.

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Student talk was assisted with sentence stem. Students were proud to share their knowledge.

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Students were given visual guides to help them trhough their talk about the 5 components of fitness. Prior knowledge and sentence stems helped.

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Asking students to "go write" is fairly ambiguous. If we can make it more "personalized", it takes the part of even coming up with an idea off of their "cognitive desktop" so that they can then put more energy into the organization, mechanics, etc. of writing.

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Students have been taught the academic language before they discuss the artworks. Strong sentence stems allow them to focus on the content more than the way they are structuring their talk.

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Harold is encouraged to talk about things that he has done and likes to do. This gives him the confidence needed to feel like he has stories to write about. Once he realizes that he has many experiences that he can use for stories, he can talk through the story and is praised the whole time. He is able to talk through it multiple times, allowing him to add more details and to connect his story to the booklet to really visualize his story.  Harold's talking helps him form many connections that help him better understand the whole writing process.

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The student talk allows kids to manipulate the content in a safe space.  In addition, it provides kids a different opportunity to access the content instead of just seeing it modeled.

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How does student talk help kids authentically learn about conclusions?

What planning/previous lessons (around talk) did Kate have to do in order to have kids be successful in this lesson?

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Assessing Endings to Persuasive Essays in Order to Clarify Expectations and Inform Essay Revisions (5-8)

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How does student talk help kids learn the content?

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How does student talk help kids learn the content?

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Watch this video with the lens of how Harold's talk allows him to be successful in the content.

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Providing and then Withholding Scaffolding to Support one Child’s Early Understanding of Narrative Structure (K-2)

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Providing and then Withholding Scaffolding to Support one Child’s Early Understanding of Narrative Structure so the Child can Write Events in Sequence (K-2)