College and Career Descriptors) Expectations 1 Stage 2 Stage 3 The teacher structures Teacher is the primary driver of the Teacher initiates the conversation; students Students initiate and drive the conversation; opportunities for conversation; most exchanges are teacher to begin to engage in pairs, small group etc. teacher may use students’ thinking to students to engage in student or student to teacher propel discussions academic discourse Instruction is structured so that few students Instruction is structured so some or most Instruction is structured so all students are are actively engaged and contributing students are actively engaged and actively engaged and contributing WRITING) and teaches students contributing facilitation skills to AND Teacher explicitly teaches and uses scaffolds Teacher coaches students on how to use Students fluidly participate in conversations enhance own (e.g., sentence frames, discussion protocols) academic language and participate in using internalized protocols for academic conversations DISCOURSE to language and behaviors for academic discussions conversations (active listening, language and behavior conversations conversations (active listening, questioning, questioning, clarifying, negotiating, etc.) (active listening, questioning, clarifying, clarifying, negotiating, etc.) Students rely on Students use scaffolds as needed negotiating, etc.) scaffolds and use is stilted CONVERSATION Students construct arguments and share Students challenge and ask for clarification Students critique each other’s thinking and ACADEMIC them with peers, but rarely engage each from their classmates and use evidence (e.g., negotiate understanding using evidence other’s ideas; students may use evidence explanations, diagrams, graphs, tables, (e.g., explanations, diagrams, graphs, (e.g., explanations, diagrams, graphs, tables, examples texts, etc.) to support an idea tables, examples texts, etc.) to support an examples, texts, etc.) to support an idea idea. They create new ideas or revise their (ACADEMIC thinking. Notes
College and Career Descriptors) Expectations 1 Stage 2 Stage 3 ACADEMIC DISCOURSE (ACADEMIC CONVERSATION AND WRITING) The teacher structures opportunities for students to engage in academic discourse and teaches students facilitation skills to enhance own conversations Teacher is the primary driver of the conversation; most exchanges are teacher to student or student to teacher Teacher initiates the conversation; students begin to engage in pairs, small group etc. Students initiate and drive the conversation; teacher may use students’ thinking to propel discussions Instruction is structured so that few students are actively engaged and contributing Instruction is structured so some or most students are actively engaged and contributing Instruction is structured so all students are actively engaged and contributing Teacher explicitly teaches and uses scaffolds (e.g., sentence frames, discussion protocols) to language and behaviors for academic conversations (active listening, questioning, clarifying, negotiating, etc.) Students rely on scaffolds and use is stilted Teacher coaches students on how to use academic language and participate in discussions conversations (active listening, questioning, clarifying, negotiating, etc.) Students use scaffolds as needed Students fluidly participate in conversations using internalized protocols for academic language and behavior conversations (active listening, questioning, clarifying, negotiating, etc.) Students construct arguments and share them with peers, but rarely engage each other’s ideas; students may use evidence (e.g., explanations, diagrams, graphs, tables, examples, texts, etc.) to support an idea Students challenge and ask for clarification from their classmates and use evidence (e.g., explanations, diagrams, graphs, tables, examples texts, etc.) to support an idea Students critique each other’s thinking and negotiate understanding using evidence (e.g., explanations, diagrams, graphs, tables, examples texts, etc.) to support an idea. They create new ideas or revise their thinking. Notes
data_collection_and_feedback_tool-task_and_academic_discourse_only.docx