Judit Sastre – SW1 Literacy Coach

1. Accountable Talk:* helps creates a safe, supportive learning community*Values Effort*develops thinking dispositions*Practices Giving and getting feedback JuditSastre – SW1 Literacy Coach

2. We retain: • 20% of what we hear • 40% of what we see and hear • 80% of what we see, hear and do! • Knowles research

3. Features of accountable talk • Accountability to the learning community involves: • Careful listening to others • Building on each others ideas • Paraphrasing and seeking clarification • Respectful disagreement • Being specific and accurate • Resisting saying “anything that comes to mind” • Working to link clear statements, claims and evidence • Participating in the discussion

4. Rules in Judit’sClassroom • Share the airspace. • Listen for periods. • Connect to someone else’s idea. • Respectful disagree by using “I” statements. • Use the text “On page… it says that…” • Resisting saying “anything that comes to mind” • Use Teacher Talk- practice sounding super smart • Invite people into the conversation “Laura, what do you think?” • If you are mad, think first, speak third • Rewind, reword

5. Accountable talk wall chart • Accountable Talk Prompts- I wonder why…- I have a question about…- I agree with…- I disagree with…- That reminds me of…- I don’t understand…- I predict…- I figured out…- I liked/disliked….

6. Pair share & Inner/Outer Circle • Know the expectations- model, model, model • I often use fish-bowls to scaffold • Teacher or student(s) give feedback regularly, set goals • Pair-share to prepare for the discussion circle • What do you see as most useful to you as your try to spark dialogue amongst your most resistant teachers? • Inner-Outer discussion circle • Observation forms help scaffold • Less formal methods= track the conversation 2 ways

7. Vocab Review & Spectrum Lines • Pair vocabulary review • One student faces board, other has his/her back to board, student facing board gives hints without saying the vocab word • Spectrum lines- then fold in half and talk • Right=Monologue is a good way to teach and learn, prepares students • Left= Dialogue is a good way to teach and learn, engages students

8. Tableaux & Whip About • Tableaux- students freeze frame to represent a scene, word, concept etc.Tableaux generally takes the form of a frozen scene or pose that captures a physical, psychological, or emotional relationship. Students can represent vocabulary, create mental models of complex concepts and procedures, or visually translate a host of themes and ideas- then while in scene, they explain the concepts and representations to the group or teacher(s). • Whip About Procedure • Students answer question on paper, stands up, share responses by calling on each other, sit if your response is shared, hear all responses

9. 10 coins in a hat • Ten Coins in a Hat- • Group students (4-5), assign roles A-C are talkers, D is observer. • Observer keeps the talkers on task. Does not participate in conversation, but says things like “We’re getting off topic” or “B hasn’t had a turn yet” • Students are given a task such as answering a question, providing opinions, solving a problem. • Every student gets the same number of coins. When you take your turn, you put one coin in the hat. Goal= to get rid of all of your coins.

10. Retelling Rubric (narrative example) • Use a Retelling Rubric- students get it in advance • 2= exceeds standards • 1= meets standards • 0= needs improvement • Example= CHARACTERS in a story • 2= Student provides several important details about main characters. Student can explain the relationships between characters. • 1= Student provides one or two important details about main characters. Student can explain the relationships between some of the characters. • 0= Student is confused about characters or is not familiar with characters.