Embedded Files
Do you want students to talk to each other about the work, but when you ask them to speak, nothing happens?
Your students might require more specific instructions and more clear structures to engage in classroom conversations! Check out the resources below for inspiration:
These resources include a ton of different types of conversation activities you can use in your classroom. The International Network Guide breaks speaking activities down into whole class, small group, and partner activities and explains what Common Core standards they align with. The second resource identifies which stage of English language development matches which strategy best. **if you are confused about any of the strategies, try to look for a video example on youtube or reach out to Ms. Zenilman for a more in-depth explanation.**
Think-Pair-Share Roles and Language Frames
Think-Pair-Share Roles and Language Frames
The Think-Pair-Share is probably the most common form of academic classroom talk students participate in. However, sometimes they still have problems talking to each other and need more support. They may need more instructions (ex. "the person whose birthday was most recent will share first") or roles ("this round partner A will be the questioner and partner be will be the solver"). The resources below provide some examples of both of these, as well as templates to help students capture their partner's ideas.
This resource has cards with language frames that students can use to take discussions in different "directions." These language frames provide students with the academic "mortar words" they need to have discussions. You can put these on key rings at each table. You can also give students poker chips or post-its and require them to put the chip in some sort of middle space everytime they talk. This gives you ability to monitor talking in a large class.
The mat is a similar resource. It can be laminated or put into acrylic menu holders like these.
This is an example of how teachers can create structure and give concrete tasks to students so that they are prepared to participate in a discussion. This example is from a discussion about a group action plan project from an American Government class. Each group recorded their discussion on a phone and uploaded the audio file to google classroom. Here are a few more resources:
-Discussion Cards (same as above)
-Small Group Discussion Tracker and Rubric
-AI integration: Have students submit voice recorded files from their phones or computers and run the file through a voice recognition software like Otter AI. It will script the conversation for you and allow you to see who said what.
Four Corners:
Four Corners:
Four Corners (description here) is an activity that allows students to take positions on issues or questions, walk around the room, and share their thinking with other students. This activity can be modified for students to sit in groups and share their thinking as well. Here are a few different examples of the activity and some structures and scaffolds you could use.
4 Corners Anticipation Guide: US History
Listening Triads
Listening Triads
Students are grouped together in triads.
Each student is given one of three roles (ideally with cards that clearly and succinctly explain the responsibilities of that role):
Talker
Questioner
Listener
The Talker is charged with talking out loud through an issue based on a prompt provided by the teacher. The prompt could ask for the Talker to figure out a problem, express an opinion, or come to some conclusion based on evidence.
The Questioner’s task is to generally direct the Talker’s line of thinking through asking questions.
The Listener writes down what was said and reports back at the end of the conversation. Ideally, there are at least three rounds of discussion whereby each student has the opportunity to occupy each role. This activity allows students to focus on discrete skills (speaking, listening, asking questions) one at a time.
Split Dictation:
Split Dictation:
In the "split dictation" strategy, a sentence or paragraph is divided, and students work in pairs, with one student dictating parts of the text to their partner who then writes it down, fostering both oral and written language skills.
Implementation:
Two copies of a text are given with different blanks. Blanks can be whole sentences or specifics words
Students take turns reading outload and listeninf to fill in the blanks.
Use a binder or folder as a physical barrier to prevent copying
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