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1
Accountable Talk
Pam Brewer, Tracy McGhie & Sarah Anderson
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Turn and Talk
What do you already know about accountable talk?
3 What is Accountable Talk?
“It’s not just talk about anything, it’s talk that is focused and based on an agreed upon purpose. We have
to help our students understand that.”
It is talk in which students exert effort to explain their thinking with evidence and to listen and respond
constructively to others’ ideas.
It is a set of research-based techniques to promote quality conversations about learning.
Accountable talk is structured talk that…
⧫ helps students understand new concepts
⧫ is a tool to help construct student understanding
⧫ uses standards to help students with proficiency in the listening, speaking, reading and writing domains
4 Why talk matters?
➱ Talk helps make thinking visible
➱ Serves as a window on understanding
➯ Supports learning by boosting memory
➯ Supports language and academic vocabulary development
➯ Deepens understanding
➯ Helps students learn to reason and provide evidence
➯ Learning is social!!!
➯ Helps foster written language
5 Social Benefits of Talk
Students learn to…
➪ Listen
➪ Wait and take turns
➪ Ask questions
➪ Take peers ideas seriously
➪ Challenge ideas respectfully
➪ Take risks
6 A Culture of Talk
➱Talking is valued
➱There is time for talking
➱Rich opportunities for talking abound
➱Talking is regularly modeled by the teacher
➱The process as well as the products of talking are
present in the environment.
➱Talking takes time to develop.
7 Talk in Reading
Use read-alouds and/or chapter books to assist students in practicing their
accountable talk through the use of:
↳“Buzz” Buddies
↳ Stop and Jots
↳ Turn and Talk:
“How do you already use talk in reading?”
“How else can you use it?”
https://vimeo.com/55950928
8 Talk in the Content Areas
“​Simply said, students need practice with academic language if they are to become proficient in that language: they must
learn to speak the language of science, history, mathematics, art, literature, and technical subjects if they are to become
thinkers in those disciplines,” (Fisher and Frey, 2013)
50% of instructional minutes should be student discussions using academic language
(Fisher, MRA Keynote 2016)
SL.CCR.1 Prepare for and participate e!ectively in a range of conversations and collaborations with
diverse partners, building on others’ ideas and expressing their own clearly and persuasively.*
https://vimeo.com/145312922
9 Supporting Language Learners
Accountable Talk
Pam Brewer, Tracy McGhie & Sarah Anderson
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Accountable Talk
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brewep@portlandschools.org
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