Embedded Files
Classroom Practice:
Opinion Continuum
Classroom Practice:
Opinion Continuum
Intended Purpose:
Intended Purpose:
Opportunity to practice oral language
Structured conversation to ensure equity of voice – every student gets the opportunity to practice language
Opportunity to express opinion
Opportunity for students to learn how to develop an opinion further
Dialogue or discussion versus a one-time exchange
Benefit for LTELs
Benefit for LTELs
This strategy from Academic Conversations: Classroom talk that fosters critical thinking and content understandings. (2011) Stenhouse supports students in writing about their opinions. Structured oral language practice, institutional conversations, and multiple opportunities for speaking are a means of practicing academic language, actively participating in authentic academic discussion, and processing the language prior to writing. The building of oracy lays the foundation for writing.
ELD.PI.1 Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics
ELD.PI.3 Offering and justifying opinions, negotiating with and persuading others in communicative exchanges
ELD.PI.5 Listening actively to spoken English in a range of social and academic contexts
SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively
RI.7 Integrate information from different formats (e.g., visual, quantitative, textual)
Use Content Standards for the conversation.
Teacher Moves
Teacher Moves
Before Activity
Teaching content vocabulary
Model the strategy
Introduce & model the sentence frames and how they might be used
Analyze the text and tasks of the unit of study – how does the Opinion Continuum support the needs
Collaborate with the Designated ELD teacher about how he/she might support language Teaching content vocabulary
Model the strategy
Introduce & model the sentence frames and how they might be used
Analyze the text and tasks of the unit of study – how does the Opinion Continuum support the needs
Collaborate with the Designated ELD teacher about how he/she might support language
During Activity:
Observe
Listen
Coach Language
Take note of success and challenges with the content and challenges with the language
After Activity:
Collaborate with the Designated ELD teacher about success and challenges
Support meaning meaning-making of the content
Connect Opinion Continuum conversation & findings to next steps of the unit
Student Moves
Student Moves
Use a sticky note to identify where they are on the continuum (half-sheet of paper); they may use the back of the continuum to take a few notes about why.
Meet with a peer to discuss where you are on the continuum and why.
In between partners, you have the opportunity to change the location of their sticky note and to add notes onto the back of their continuum.
Meet with a new peer to discuss where you are on the continuum and why; you MUST include information that you gained from your last partner, and the information may be a counter-claim.
Meet with a total of 3-5 partners following the above steps.
With your last partner, explain where you started and where you ended up on the continuum and WHY you moved or did not.
Write about your opinion.
Resources/ Teacher Examples
Resources/ Teacher Examples
Opinion Continuum High-Impact Strategy Slide Deck for supporting teaching the strategy
Implementation supports:
RESOURCE: What a School Leader Needs to Know About Second Language and Dual-language Development from California English Learner Roadmap Implementation Guide and Toolkit for Administrators Volume 3
TOOLS What to Look For from California English Learner Roadmap Implementation Guide and Toolkit for Administrators Volume 3
READING The Foundational Role of Oral Language Development Are they Talking from California English Learner Roadmap Implementation Guide and Toolkit for Administrators Volume 3
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