February 15th - Middle School
MS agenda 02152024.docxAgenda
Pre-Work
For your pre-work, we'd like to ask you to do a few things.
Please read the excerpt from Accountable Talk English language arts practices: Teachers guide. After you have finished reading, please compose a quick write in response to the following:
What's a new or significant understanding about talk that you took away from this excerpt?
You'll be discussing the reading in breakout rooms during our meeting.
2. Please review the video and transcript. We'll watch the video together during our meeting, but we'd like. you to watch it prior to the meeting just to get a sense of what's happening in the classroom. We've also included the text that students are discussing - you do not need to do anything with it, it's there for reference.
Copy of AT Excerpt.pdfAn Introduction to Accountable Talk
AT in Action
What is Layeville's main conflict in the story and did his actions call for this?
Johnson -AT transcript.pdfTranscript
The Pendulum text.pdfThe Pendulum
This is the text that students are discussing in the linked video. You don't have to read the text, but it is here for you to reference.
Materials for our time together in session from 6:00 to 8:00
AT in Action
What do you notice about students’ talk?
How are they accountable to the learning community?
How are they accountable to the content?
Johnson -AT transcript.pdfTranscript
Pair Trio Work
Working in breakout rooms, please do the following:
Watch the video a second time. As you watch the video, please note the following
What do you notice about students’ talk?
How are they accountable to the learning community?
How are they accountable to the content?
Discuss your notes with your partner, then work together to respond to:
What does participating in an Accountable Talk discussion require of students?
What does facilitating this type of discussion require of the teacher?
What questions are you left with?
TS Analyzing Opportunities for Talk.docxTask Sheet: Analyzing for Talk Opportunities
Edited- Lesson Only The-Greeks--Teacher's-Guide.pdfLesson as Written in Amplify
This is the task as written in Amplify. Please feel free to pull it up in the online system to get complete access to the resources.
Comp TS_Cyclops.pdfAdapted Lesson
This is the task that we engaged in during our January meeting in Task Sheet form.
Additional Resources
Copy of Cyclops segmented.pdfText
The Cyclops_Subunit 2 Lesson1.pptxSlides
Bridge to Practice
The purpose of this bridge to practice is for you to get a sense of the talk happening in the ELAR classrooms at your schools. To be successful with this bridge to practice, please do the following:
Visit one or two classrooms (or take some reflective notes about your own) to take stock of the talk happening when students engage in a whole group discussion. The below questions are meant to guide your notes, but you do not have to answer all questions:
What happened before the discussion? What were students asked to do to prepare?
How long do students have to discuss their ideas as a whole group?
What do you notice about the questions that students are asked to respond to? Do they require a one- or two-word response, or do they require elaboration?
What do you notice about who is doing the talking?
How many students respond during the discussion?
Who are the students speaking to – each other or to the teacher?
Who is doing the explaining or elaboration – are students elaborating on their ideas or is the teacher explaining for students
Once you’ve completed your visit and reviewed your notes, please respond to the following:
Who owns the learning that is happening in the classroom(s) that you visited – the teacher or the students? How do you know? Please use evidence from your notes to support your thinking.
Please let us know if you have any questions!
Sara, Glenn, & Tony