Collaborative Conversations

Office of Curriculum & Instruction

Tucson Unified School DistrictCurriculum & Student Engagement: MODULE 9

6-12 ELA

Connector

At your tables take a Post-It and list the 6 categories of text-dependent questions.

Progression of Text-dependent Questions

Opinions, Arguments, Intertextual Connections

Inferences

Author’s Purpose

Vocabulary & Text Structure

Key Details

General UnderstandingsPart

(Explicit)

Sentence

Paragraph

Entire text

Across texts

Word

Whole(Implicit)

Segments

8 & 9

3 & 7

6

4 & 5

2

1

Standards

Integration of Knowledge

Craft & Structure

Key Ideas & Details

What does the text mean?

How does the text work?

What does the text say?

OutcomesExtend an understanding of the Close Reading Routine by participating in collaborative conversations based on text-dependent questions

Articulate insights about the connections between collaborative conversations and Speaking & Listening Standard 1 (part of our ACCRS English Language Arts and Literacy in History/Social Studies, Science and Technical subjects)

4.2

Norms

• Equity of Voice• Active Listening• Respect for All Perspectives• Safety and Confidentiality• Respectful Use of Technology

Let’s review Text Dependent Questions

https://www.youtube.com/watch?v=HzRls2cc8lc

Close Reading Routines and Discussions

Explicitly stated in the routines are opportunity to engage in discussions, which Fisher & Frey refer to as “Collaborative Conversations”

Close Reading demands collaborative conversations.

Collaborative Conversations. . .

. . .enable (students) to consolidate their

understanding with peers and provide support for

one another in absence of the teacher.

. . . a means for students to access complex text by

applying the skills and strategies they have learned

during modeling, close

reading or scaffolded instruction.

. . .are a vital facet of group learning.Rigorous Reading by Fisher & Frey (p.74)

Collaborative Conversations and ELA Shifts

Anchor Standard 1-Speaking & Listening:Grades K-12: K-12.SL.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

ELA Shifts:

1. Regular practice with complex text and its academic language

2. Reading, writing and speaking grounded in evidence from the text, both literary and informational

3. Building knowledge through content-rich nonfiction

Linking Standards to Collaborative Conversations

Examine the Speaking & Listening Anchor Standard One.

How does the level of demand change across the grade levels?

• What is familiar? • What is new?• What may be

challenging to students?

• What may be challenging to us?

Considerations

Looking at the standards, there are 4 ideas to keep in mind, regardless of the students grade level:

– Students are expected to come prepared for discussion

– Students are expected to collaborate with diverse partners

– Students are expected to build on each others’ ideas

– Students need to be able to express their ideas clearly and persuasively

Gradual Release of Responsibility

Gradual Release of Responsibility: A framework which allows for the implementation of intentional instruction

Productive Group Work

•Consolidates understanding using argumentation and interaction

•Goal of problem solving (not just sharing)

•Use of academic language practice and development

•All individuals in the group are accountable!

Resources

• Rigorous Reading by Fisher and Frey

• Lots of online videos about collaborative conversations and text-dependent questions!

• fisherandfrey.com

Closure

• A collaborative conversation is like a ________ because__________________________.

• A connection I see between collaborative conversations and __________is __________.

• Collaborative conversations increase student learning by _______________________.

• An effective group work strategy will include _______________.

Summarizing our Learning