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Academic Discourse + Common Core

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Jodi O'Connor

on 5 February 2014

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Transcript of Academic Discourse + Common Core

Facilitating Academic Discourse with Text-Based Answers

Welcome and Setting the Context
Establish the purpose and desired outcomes of today's session.

Bottom Line:
To be prepared for college and careers, students must know what constitutes evidence, why it’s important, and how to test their claims through discussion.

Read more to find out how to facilitate those discussions.
Bottom Line:
Students need to be able to test their ideas with discussion before writing independently. Teachers and students need to be clear about the expectations of discussion-based activities.
Video Analysis
Witness text-based discussions occur within the classroom.
Connecting the CRTF to CC Anchor Standards
By the end of today's session,
we will be able to
Academic Discourse 3.3B through the lens of the Common Core through reading, discussion, video analysis and reflection as measured by completed reflection form.
Essential Questions
Pop Quiz!
Connecting CRTF to CC
Facilitating and Evaluating Text-Based Discussions
Expanding Panel Discussion
Video Analysis
Breakout Sessions
ATTACK: A Literacy Model
complex texts to teach content
key academic and domain specific vocabulary
(AGDD #1)
and model reading and close reading strategies
(AGDD #2)
text-dependent questions during reading, discussion and writing
(AGDD #3)
conversation using accountable talk with text-based answers
writing focused on evidence-based answers and multiple sources.
I've asked my text-dependent questions. Now what?
Pop Quiz!
Purpose of Quiz:
After our intensive focus on
close reading
at the last collaboration day, we wanted to clarify some misconceptions about close reading, the six shifts and reflect on
text-dependent questions

3 minutes
to complete the Pop Quiz found on
page 3
of your Session Guide.

Argue like a Lawyer
I've asked my text-dependent questions.
Now what?

In order to get our students to write like investigative reporters, they must first read like detectives and
argue like lawyers

Making Connections
Bottom Line:
The Common Core requires an increase of evidence-based discussion in our classrooms.

Take a moment to examine the Common Core Literacy Anchor Standards
(Page 7 of your Session Guide)
and the level 3 of the CRTF in Academic Discourse.

Next to each standard that relates to academic discourse, write 3.3B or .
and Reflect
Choose a Text
"Asking Questions That Prompt Discussion"
The types of questions teachers ask influence how students read.

"Show Me the Proof: Requiring Evidence in Student Responses"
To be prepared for college and careers, students must know what constitutes evidence and why it’s important.
"Task Complexity"
Group work must be carefully planned and structured to ensure learning, but it is worth the extra effort.
"Text-Based Discussions"
Students must be taught to examine texts carefully, analyze content, and use evidence to support their conclusions.
Collage Reading / Text Rendering

Collage reading consists of members of the group reading aloud quotes to each other.

1. One person reads a quote.
2. Then someone else reads another trying to build on what the previous person has read.

The readings continue in no particular order.
There are no comments about the quote.

Text Rendering is similar except someone reads a quote and states why they chose it and then someone else reads a quote.
Expanding Panel
This activity is an excellent way to stimulate discussion and give students an opportunity to identify, explain, and clarify issues while securing active participation from the entire class.
7 minutes
Expanding Panel
After the end of the discussion period, the rest of the participants will be separated into small discussion groups to continue the discussion.
Moderate - Severe Program
Resource Specialists Middle School
Resource Specialists High School
Special Day Program Middle School
Special Day Program High School

and Reflect
"There is no such thing as a mindless doodle."
-Sunni Brown from
The Doodling Revolution
Turn to an elbow partner and combine your doodles.
All resources can be found in your packet.

Alternatively, electronic resources were sent to you prior to today's session.

More importantly, you can find lots of resources on BloomBoard, including the Growth Guide for Academic Discourse.

If you have resources you'd like to
contribute to the team, please email:
Keep on exploring!
and Reflect
Breakout Sessions
Based on Jim Harvey's speech structures
How does the CRTF and Literacy Anchor Standards define what students should, understand, and be able to do?
How can I effectively facilitate academic discourse through text-based answers with my students?
Deepen our understanding of Common Core Anchor Standards and how they relate to the CRTF and text-based questions.
A Lawyer...
Has a
they are asserting.
to back that claim.
Listens to the
Develops a
How do lawyers argue a case?
What components are necessary in order to make a case as a lawyer?
Brainstorm in groups.
(60 seconds)
Indicator Language
3.3B: The teacher facilitates conversations in whole class and small group settings that require all students to consistently use the language of the discipline, discuss academic ideas,
justify their reasoning.

On page 8 of your Session Guide, answer the following reflection question:

How do the anchor standards deepen or challenge your understanding of academic discourse beyond that is written in the CRTF?
120 seconds
Share out in groups.
Share out whole group.
Where are we coming from and where are we going?
A tool for setting expectations
3 minutes
to read the
on page 24 in your Academic Discourse packet.

Reading Frame
: How could using a text-based discussion
in your classroom help students understand and internalize the expectations of arguing like a lawyer?

Essay Tagger: A free tool to help teachers create their own customized Common Core-aligned rubrics.
Four to six people were preselected to serve as a panel discussion group.
The rest of the participants will use the sample rubric to evaluate the discussion.
Opening Question

What is the role of the educator in regards to academic discourse?
Further Questions
Discuss the following questions with your small group.

• What will this mean we have to change about our teaching practice?

• How will this shift impact our students?

Throughout academic discourse, how could we support our students with learning disabilities?

How does this teacher facilitate academic discourse?

How could you use this strategy to encourage reluctant readers to participate?

Reflect for 90 seconds on page 9 of your Session Guide.
Consider the lesson, readings, discussion, and videos from today's session when responding to the following reflection questions.
Strategically doodle* your response to today's essential questions. Use the visual alphabet for guidance.
How can I effectively facilitate accountable talk/academic discourse for my students?
After that, find another pair and
combine your doodles once again.
Would anyone like to share out?
The following are generic questions to stimulate active reflection. This is also a reflection strategy to use with your students.

So What?

Now What?
Describe one important concept from the session.

Why is this important to me, my students, my school, my organization?

How can you use this concept to be a better teacher?

Academic Discourse in the Classroom
with Deborah Braxton and Jennifer Howard

Common Core Resources

with Christina Duldulao

Curriculum Based Measures

with Sarah Ferrentino and Lorena Gonzalez

Collaborating with Your Paraprofessional

with Katie Haas, Emily Kamwesa, Megan Harvey

Present Levels of Performance
with Damaris Pereda
Today's objective was to analyze Academic Discourse through the lens of the Common Core by reading articles, discussing, video analysis and reflection.

Did we meet the objective?

Reflect on challenges and implications of text-based answers for teacher planning and student growth.
All texts found in the Academic Discourse packet.
Full transcript