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Students are using academic vocabulary as they explain their thinking.

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A math class with rich academic discourse is one where students share their ideas and listen to the ideas of others. The teacher creates a space where students can safely explain their thinking.

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A mathematics classroom provides the space where students are explaining their thinking and using academic language in their  conversations.

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I think the mathematics rich classroom does not look much different then we see in any classroom...maybe the shift is that crayons , scissors, glue bottles etc. are now being looked at as math/counting possibilities!  Your math time will possibly look much different.  Teachers will look like observers and students will be engaged with partners and busy with many different collections, talking about their "work"!   Conversations will vary...everyone will have their own thoughts and ideas to share!

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Academic discourse is students talking informally -yet using subject-appropriate terms- to explain their thinking/reasoning/strategy/steps involved in solving or figuring something out.  While students are grappling with a task or problem, it can be animated and noisy; when students are sharing, courtesy and listening from others is always good.

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Now I know Academic discourse is important for students to gain

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At first I thought nothing about academic discourse and now I know how to keep the students engaged by teaching multiple steps to help them answer their questions.

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At first I thought rigorous meant harder about academic discourse and now I know it isn't just about difficulty

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At first I thought I knew about academic discourse and now I know I have more to learn.

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At first I thought it was having a classroom where students were engaged in activities with manipulatives and ongoing dialogue between peers about academic discourse and now I know I need o be more thoughtful in lesson planning and providing students with rigorous and rich tasks.

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At first I thought it was having a classroom where students were engaged in activities with manipulatives and ongoing dialogue between peers about academic discourse and now I know I need o be more thoughtful in lesson planning and providing students with rigorous and rich tasks.

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Anne

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Students may use response starters like, "I think these two methods relate because..."

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At first I thought just figuring out the problem was all that was needed about academic discourse and now I know that students also need to reason and justify their and others answers.

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Now I know that academic discourse does not

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At first I thought it was important students talk with math academic language with teacher with the whole class but, now I know it’s equally important students talk with each other.

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At first I thought it was important to have Academic Discourse and now I know I need to provide as many opportunities as possible.

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Students engaged and using academic language in discussions

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Students are explaining their thinking using academic language and vocabulary.

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At first I thought academic discourse was important and now I know that it is essential for students to have true understanding of the concepts being taught.

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I know students have to actively particiate.

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At first I thought very little about academic discourse and now I know that it's the most effective way for kids to learn.

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Students should be drawing pictorial representations of their work, and showing multiple ways to solve a problem.

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Students should be drawing pictorial representations of their work, and showing multiple ways to solve a problem.

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At first I thought it was having students use academic language & having students engaged about academic discourse and now I know it involves  more thoughtful planning. 

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At first I thought it was having students use academic language & having students engaged about academic discourse and now I know it involves  more thoughtful planning. 

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Student actively engaged in discussion and writing using math vocabulary.  It gets a little loud with excitement.

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Students discussing different ways to solve a math problem

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All students engaged in activities and on going dialogue amongst students.

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All students are engaged and active.  They are working and learning with their classmates.  They are talking and discussing problems.

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All students are engaged and active.  They are working and learning with their classmates.  They are talking and discussing problems.

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Students discussing math concepts and solutions using academic language.

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Students are explaining their thinking.

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students using academic language, anchor chart using academic language

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Students refer to charts to help formulate answers and comments.

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Students using academic language and vocabulary 

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Students using academic language and vocabulary 

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Students are up talking, teacher is facilitating, academic vocabulary references are utilized and sentence frames/ stems used to engage in dok 3-4 level 

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Students are up talking, teacher is facilitating, academic vocabulary references are utilized and sentence frames/ stems used to engage in dok 3-4 level 

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Students are sharing their thinking using academic language.

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Students are asking clarifying questions-Ann G.

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Students are asking clarifying questions-Ann G.

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Students are engaged in discussions and writings using academic language sharing their thinking in multiple ways.

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Students are engaged in discussions and writings using academic language sharing their thinking in multiple ways.

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-Loreen

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Students are sharing their strategies and thoughts in multiple ways.

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Students use sentence starters within a conversation structure.

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Students are leaning forward as they participate. Deb H

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Students are sharing their thinking and strategies

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Students are sharing their thinking and strategies

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- Jackie

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Students are using academic language.