Effective Expression Through Accountable Talk

Learning Targets• Learn the four stages of accountable talk• Learn and practice four protocols for teaching

accountable talk• Learn different formative assessment tools • Learn and practice sentence patterns for

academic talk• Reflect on our talk• Plan next steps for our classes

Stage 1: Everybody Talks

• Purpose– Talkitive ones– Quiet ones

• Content– Start with something they know– Sentence Frames

• Monitor – Groups self-monitor– Roster

• Reflection– Thumbs up thumbs down

Protocol: Think, Write, Share

• What does accountable talk look like in your classroom?

• How do you facilitate and improve academic discussions in your classroom?

• How do you account or monitor student talk?

Protocol: Think, Write, ShareStage 1: Everybody Talks

• Mark these sentence frames using a sticky note:

In my experience…My thinking is similar to…– What does accountable talk look like in your

classroom?– How do you facilitate and improve academic

discussions in your classroom?– How do you account or monitor student talk?

Stage 1: Everybody Talks

• Purpose– Talkitive ones– Quiet ones

• Content– Start with something they know– Sentence Frames

• Monitor – Groups self-monitor– Roster

• Reflection– Thumbs up thumbs down

Stage 2: Say Something Meaningful

• Purpose– Talkative ones/Quiet Ones– Formatively Assess student speaking ability

• Content– Evidence based– Sentence Frames

• Monitor – Talking Chips– Roster

• Reflection– Selected speaker share out

Protocol: Close Reading with Purpose

• Read The Special Role of Discussion from the California ELA/ELD Framework.

• Annotate your text to be able to discuss the following questions based on the text:

1) According to your text, why is academic discussion imperative to the school day?

2) What can teachers do to foster discussion?

Protocol: Talking Chips

Mark the following sentence frames on your sheet:

One idea in the text is…In addition, …

Every time you share an idea using a sentence frame, take a card.

1) According to your text, why is academic discussion imperative to the school day?

2) What can teachers do to foster discussion?

Stage 2: Say Something Meaningful

• Purpose– Talkative ones/Quiet Ones– Formatively Assess student speaking ability

• Content– Evidence based– Sentence Frames

• Monitor – Talking Chips– Roster

• Reflection– Selected speaker share out

Stage 3: Keeping Lines of Communication Open

• Purpose– Everybody talks– Building on one speaker’s ideas

• Content– Evidence based– Sentence Frames

• Monitor – Roster

• Reflection– Share out

Protocol: Close Reading for Quotes

• Read Why It’s Important from “Speaking Volumes”

• Step 1: Prepare for the Academic Conversation– Underline quotes that you find powerful– Choose one particularly relevant quote– Paraphrase the quote on 1 sticky note– Write why you chose it on the other sticky– Stick them by your quote for your reference

Protocol: Save the Last Word for Me• Step 2: Engage in Academic ConversationIn triads:– PERSON A reads paraphrase and tells why– PERSON B says something substantial in response to

Person A– PERSON C says something substantial in response to

Person A and Person B– PERSON A gets the last word. This may be a summary

of the conversation, highlights of agreement or controversy, or how his or her thinking has been validated or challenged, etc.

– Repeat

Stage 3: Keeping Lines of Communication Open

• Purpose– Everybody talks– Building on one speaker’s ideas

• Content– Evidence based– Sentence Frames

• Monitor – Roster

• Reflection– Share out

Stage 4: Negotiating Meaning

• Purpose– Use talk to find deeper and more complex meaning and understanding– Authentic, purposeful, scholarly talk

• Content– Textual (multiple texts)– Personal knowledge/experience– Sentence Frames (Come up with your own or use a resource like They Say, I Say

• Monitor – Check sheet

• Reflection– Written exit ticket

Protocol: Jigsaw

• Move to a table with your color table tent• Expert Group– Pink reads: Offer Meaningful and Complex Tasks

and Model Behavioral Cues– Yellow reads: Encourage Argumentation, Not

Arguing and Provide Language Support– Green reads: Find the Right Group Size, Listen,

Question, Prompt and Cue, and An Invitation to Speak

Expert Discussion Conversation

• Decide what are the most important points for you to relay to your home group from your reading.

• Write them down

Home Group

• Move back to your triad (1,2,3)(4,5,6)(7,8,9)• Your task:– Thoroughly explain your reading’s main points to the

group. Repeat for all members.– Discuss as a group: From what you’ve learned, what is

important to do first to create a classroom of effective, accountable talk? Second? Third?

– As a team, make a chart that is a ‘How to’ for a teacher who wants to create effective academic discussions in their classroom.

Stage 4: Negotiating Meaning

• Purpose– Use talk to find deeper and more complex meaning and understanding– Authentic, purposeful, scholarly talk

• Content– Textual (multiple texts)– Personal knowledge/experience– Sentence Frames (Come up with your own or use a resource like They Say, I Say

• Monitor – Check sheet

• Reflection– Written exit ticket

Resources

• Excerpt from ELA/ELD Framework, Chapter 2• “Speaking Volumes” by Fisher and Frey• Talking About Text by Maria Nichols• Comprehension Through Conversation by

Maria Nichols• They Say, I Say by Graff and

Birkenstein

Questions