Conversations Planning Discussionbased Lessons

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Conversations - Planning Discussion-based Lessons

• Douglas Fisher, Carol Rothenberg, and Nancy Frey
• www.fisherandfrey.com

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Anticipation Guide
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Objectives

• Participants will leave with
• Understanding of how to organize instruction
  within a framework that promotes student
  interaction.
• Understanding of how to make classroom tasks
  interactive.
• Classroom routines that promote student
  interaction.

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TESOLs English Language Proficiency Standards

• Communication in English for social,
  intercultural, and instructional purposes.
• Communication of information, ideas, and concepts
  of Language Arts.
• Communication .in Math.
• Communication..in Science.
• Communication..in Social Studies.

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Instructional Model

• Gradual Release of Responsibility Model
• Focus - purpose and modeling
• Guided - strategic use of cues, prompts, and
  questions
• Collaborative - productive group work
• Independent - both in-class and out-of-class
  application

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TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it together
Collaborative
You do it alone
Independent
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
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In some classrooms
TEACHER RESPONSIBILITY
I do it
Focus Lesson
You do it alone
Independent
STUDENT RESPONSIBILITY
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In some classrooms
TEACHER RESPONSIBILITY
You do it alone
Independent
STUDENT RESPONSIBILITY
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And in some classrooms
TEACHER RESPONSIBILITY
I do it
Focus Lesson
Guided Instruction
We do it
You do it alone
Independent
STUDENT RESPONSIBILITY
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• Video available at http//books.heinemann.com/word
  wise/

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Engage and Interact
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What do these words mean?
en _______________________________
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What do these words mean?
inter _______________________________
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Whats the difference?

• Engagement vs. Interaction

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Engagement

• to engage to attract, hold fast, occupy
  attention of another or oneself
• en to cause a person to be in(a state,
  condition, place)
• gage (archaic) a pledge, a challenge, deposit
• Spanish translation ocupar
• Synonyms captivate, charm, employ, enthrall,
  involve, join, practice

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Interact

• interact to act one upon another, to have some
  effect on each other
• inter among, between, mutually, reciprocally
• act to do something, exert energy or force,
  produce an effect
• Spanish translation relacionarse (interaction
  acción recíproca)
• Synonyms communicate, collaborate, cooperate,
  combine, connect

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What does it take?

• What does it take to make a task engaging and
  interactive?

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What does it take to make a task engaging and
interactive?

• Enough background knowledge to have something to
  say.
• Language support to know how to say it.
• Topic of interest.
• An authentic reason to interact.
• Expectation of interaction.
• Accountability for interaction.
• Established community of learners that encourage
  and support each other.

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What does it take to make a task engaging and
interactive?

• Understanding of the task.
• Knowledge of the norms of interaction.
• Understanding of the benefits of collaborative
  work.
• Feedback from teacher and peers.
• Metacognitive awareness and self-reflection.

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Learning Involves Talk
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Video Clip Language Development in Math

• Look for evidence of
• Establishing purpose
• Vocabulary focus
• Student-to-student interaction
• Use of academic language
• Opportunities to write

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• Video available soon at heinemann.com website for
  Learning Words Inside and Out Grades 1-6 by
  Nancy Frey and Doug Fisher

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Barrier Games

• Find the Difference
• Listen for the Difference
• Describe and Draw
• Find the Sequence

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Find the Difference

• Partner A looks at a picture.
• Partner B looks at a similar picture with some
  difference(s).
• Without showing the pictures the partners talk
  about what is in their picture and find the
  difference(s).

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Find the Difference

• Choose partner.
• Partner A Turn to 2nd to last page in packet.
• Partner B Turn to last page.
• Without showing your picture, describe and find
  the differences.

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Sentence Frames

• I see a __________________ and some _________.
• I think that my picture shows __________ while
  your picture shows _____________.
• I think my picture comes first because ____
  _________________________________.

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Hendrickson, N. (2003). San Diego Then and Now.
PRC Publishing.
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Hendrickson, N. (2003). San Diego Then and Now.
PRC Publishing.
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Some day.

• Dear Mrs. Calderón,Alicia has been talking more
  in class.

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For more ideas