Module 1: Unit 2, Session 2

MODULE 1: ADOLESCENT READING, WRITING, AND THINKING

Adolescent Literacy – Professional DevelopmentUnit 2, Session 2

Module 1: Unit 2, Session 2

USING TALK MOVES TO ENRICH STUDENT ACADEMIC LANGUAGE

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Module 1: Unit 2, Session 2 3

Module 1: Unit 2, Session 2

Essential Questions

Module 1 QuestionWhat do we know about how teens learn from

text and how can we use that knowledge to improve our practice?

Unit 2, Session 2 QuestionHow do we facilitate classroom discussion so

that students have a chance to provide knowledge and show their thinking?

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Module 1: Unit 2, Session 2

WarmUp

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Module 1: Unit 2, Session 2

WarmUp "In 1930, the Republican-controlled House of Representatives, in an

effort to alleviate the effects of the... Anyone Anyone... the Great Depression, passed the... Anyone…Anyone…the tariff bill the Hawley-Smoot Tariff Act which, Anyone Raised or lowered... raised tariffs, in an effort to collect more revenue for the federal government. Did it work…Anyone…Anyone…know the effects It did not work, and the United States sank deeper into the Great Depression. Today we have a similar debate over this. Anyone know what this is Class…Anyone…Anyone…Anyone seen this before? The Laffer Curve…Anyone know what this says It says that at this point on the revenue curve, you will get exactly the same amount of revenue as at this point. This is very controversial. Does anyone know what Vice President Bush called this in 1980…Anyone Something-d-o-o economics. Voodoo economics."

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Module 1: Unit 2, Session 2

Closed Questions

Closed questions elicit a right/wrong answer that typically consists of one word“How many possibilities are there?” “Okay, 3 out of 4. What percentage is that?”“What is the probability that cloning the Bb

cow will give you a brown cow?”

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Module 1: Unit 2, Session 2

Closed Questions do allow the teacher to check for understanding control the flow of discussion control classroom attention

However, they do not help kids develop higher order language and thinking skills

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Closed Questions

Module 1: Unit 2, Session 2

Open-Ended Questions

Open-ended questions elicit students’ reasoning and are often marked by “Why?” or “How?”“Why 11%? Explain.”“Can anybody help us understand what they’re

saying here?” “How about changes in density. What does that

mean to you?”This type of question generates a substantive

answer that is typically one or more sentences.

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Module 1: Unit 2, Session 2

Talk Moves

A key tool for creating rich discussion that is open-ended, but controlled Clarify student meaning Extend student contributions

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Module 1: Unit 2, Session 2

Talk Moves

Clarifying talk moves prompt students to explain their reasoning, provide evidence for their claims, or respond to one another’s ideas. “Why do you say that?”“Where did you read that in the passage?”“Does anyone disagree with what Luis is

saying?” 11

Module 1: Unit 2, Session 2

Clarifying Talk MovesExemplar 1: Are rating systems necessary?

T: Let’s hear from two more students. Let’s see. Adriana?

S: Because if there were not rating systems, young kids would get into movies they shouldn’t see.

T: Can you give me an example of what you mean by “shouldn’t see”? I think I know, but I want you to tell me.

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Module 1: Unit 2, Session 2

Clarifying Talk MovesExemplar 1: Are rating systems necessary?

T: Let’s hear from two more students. Let’s see. Adriana?

S: Because if there were not rating systems, young kids would get into movies they shouldn’t see.

T: Can you give me an example of what you mean by “shouldn’t see”? I think I know, but I want you to tell me.

Note that the talk move follows the student’s contribution; it is not an initiating question.

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Module 1: Unit 2, Session 2

Extending Talk MovesExemplar 2: Minimal requirements to sports

S: I thought this position because some people in schools are really good at sports but they struggle with their classes, like they get low grades and they can’t really play the sports they like and they wanna play. They have a C average and they can’t do that. They struggle with school classes and stuff. Bring it down to like a D.

T: So lower the requirement that they have to maintain to play the sport? Based on what Enrique said, does anyone have a comment or disagree with that in any way?

S: Yeah, well I think that...T: David, you want to add to that?S: [Response]

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Module 1: Unit 2, Session 2

Extending Talk MovesExemplar 2: Minimal requirements to sports

S: I thought this position because some people in schools are really good at sports, but they struggle with their classes, like they get low grades and they can’t really play the sports they like and they wanna play. They have a C average and they can’t do that. They struggle with school classes and stuff. Bring it down to like a D.

T: So lower the requirement that they have to maintain to play the sport? Based on what Enrique said, does anyone have a comment or disagree with that in any way?

S: Yeah, well I think that ….T: David, you want to add to that?S: [Response]

Note that the talk move

extends the student’s

contribution; it is not an

initiating question.15

Module 1: Unit 2, Session 2

Other Talk MovesModeling is “thinking aloud” to help students understand

what skilled readers do as they are reading, and thus provide explicit guidance on how to do the same (Collins & Smith, 1982; Kucan & Beck, 1997).

Marking A strategy described in Questioning the Author (QtA) in which the teacher responds to a student’s question or comment in a way that highlights specific aspects of the text. Turning back is a similar move, also described in QtA, in which the teacher turns the conversation back to the text by asking students “What does the author say about that?”

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Module 1: Unit 2, Session 2

Looking into the Classroom

Take a look at this classroom footage, along with its transcript. Circle places where the teacher uses talk moves in the discussion. How do these moves shape students’ thinking?

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Module 1: Unit 2, Session 2

ReferencesBereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of reading comprehension

strategies. Cognition and instruction, 2(2), 131-156.

Chapin, S., O'Connor, M., & Anderson, N. (2003). Classroom discussions: Using math talk to help students learn: Grades 1-6. Sausalito, CA: Math Solutions Publications.

Collins, A., & Smith, E. (1982). Teaching the process of reading comprehension. In D. K. Detterman & R. J. Sternberg (Eds.), How and how much can intelligence be increased. Norwod, NJ: Ablex.

Gee, J. (2001). Reading as situated language: A sociocognitive perspective. [Article]. Journal of Adolescent & Adult Literacy, 44(8), 714.

Gee, J. (2006). Social linguistics and literacies: Ideology in discourses. Abingdon; New York: Routledge.

Greenleaf, C. L., Schoenbach, R., & Cziko, C. (2001). Apprenticing adolescent readers to academic literacy. Harvard Educational Review, 71(1), 79-130.

Heyman, R. (1983). Clarifying meaning through classroom talk. Curriculum Inquiry, 13(1), 23-42.

Kucan, L., & Beck, I. (1997). Thinking aloud and reading comprehension research: Inquiry, instruction, and social interaction. Review of Educational Research, 67(3), 271.

Lawrence, J., & Snow, C. (2010). Oral discourse and reading comprehension. In M. Kamil, D. Pearson, E. Moje, P. Aflerback & P. Mosenthal (Eds.), Handbook of Reading Research (Vol. IV). London: Routledge.

Michaels, S., O’Connor, C., & Resnick, L. (2008). Deliberative discourse idealized and realized: Accountable talk in the classroom and in civic life. Studies in Philosophy and Education, 27(4), 283-297.

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ReferencesMoje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third

space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39(1), 38 - 70.

Moll, L. C. (1992). Literacy research in community and classrooms: A sociocultural approach. In R. Beach, J. L. Green, M. L. Kamil & T. Shanahan (Eds.), Multidisciplinary Perspectives on Literacy Research (pp. 179-207). Urbana, Ill.: National Council of Teachers of English.

O'Connor, M. (2001). ``Can any fraction be turned into a decimal?''A case study of a mathematical group discussion. Educational Studies in Mathematics, 46(1), 143-185.

O'Connor, M., & Michaels, S. (1996). Shifting participant frameworks: Orchestrating thinking practices in group discussion. In D. Hicks (Ed.), Discourse, learning, and schooling. New York: University of Cambridge Press.

Schoenbach, R., Greenleaf, C., Cziko, C., & Hurwitz, L. (1999). Reading for understanding. San Francisco, CA: Jossey-Bass.

Wolf, M., Crosson, A., & Resnick, L. (2004). Classroom talk for rigorous reading comprehension instruction. Reading Psychology, 26(1), 27-53.

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