4. Who are we?
Maya & Cataneo - Driving & Directing Meaningful Talk
Raquel Maya Carson (@raquelmaya)
M.A.T, Johns Hopkins University
4th year at Powell teaching second grade
Previously worked in education communications
Amanda Cataneo (@AmandaCataneo)
M.A., Curriculum & Instruction, University of Colorado
8 years of experience in dual language programs
2nd year at Powell teaching second grade
Previously taught 4th
& 5th grades
5. Session Objectives
Maya & Cataneo - Driving & Directing Meaningful Talk
• I can explain how student talk was
used to produce a high-quality written
product.
• I can identify at least two routines or
strategies that will incorporate
meaningful talk with students.
6. Powell Elementary School, DC
Maya & Cataneo - Driving & Directing Meaningful Talk
•English Language Learners: 55%
•Free and Reduced Lunch: 99%
•Special Education: 12%
•2015-2016 Enrollment: 518 students
• Majority of students are Latino
and/or native Spanish speakers.
• English is more dominant regardless
of home language.
• Number of English native speakers is
increasing each year
7. Powell’s Dual Language Model
Maya & Cataneo - Driving & Directing Meaningful Talk
Source: TBE, Strategic Use of Two Languages, Mulcahy, IRC, 2014
8. Students receive daily instruction
in both languages
Maya & Cataneo - Driving & Directing Meaningful Talk
Week A
Literacy
(English)
Science or Social Studies
(English)
Math
(Español)
Week B
Literacy
(Español)
Science or Social Studies
(Español)
Math
(English)
10. Unit Showcase:
Got the Message?
Essential Question:
Is the character of _______ a good character, a bad character or
just misunderstood?
Maya & Cataneo - Driving & Directing Meaningful Talk
11. Unit Objectives
Maya & Cataneo - Driving & Directing Meaningful Talk
After the month-long unit, students will be able to:
•study multiple versions to draw out key similarities and differences
•contrast fables, folktales, and fairytales from around the world
•infer to determine a central message or lesson
•make text-to-text connections
•analyze characters’ in paired traditional and/or fractured fairytales
12. Text Set: From Traditional to Fractured
Compared the texts
Maya & Cataneo - Driving & Directing Meaningful Talk
13. Standards Met
• SL2.1: Participate in collaborative conversations
with diverse partners with peers and adults in small
and larger groups.
• SL.2.2: Recount or describe key ideas or details
from a text read aloud or information presented
orally or through other media.
• SL.2.6: Produce complete sentences when
appropriate to task and situation in order to
provide requested detail or clarification.
Maya & Cataneo - Driving & Directing Meaningful Talk
14. Standards Met
• RL.2.1: Ask & answer such questions as who, what,
where, when, why, and how to demonstrate
understanding of key details in a text.
• RL.2.2: Recount stories, including fables and folktales
from diverse cultures, and determine their central
message, lesson, or moral.
• RL.2.3: Describe how characters in a story respond to
major events and challenges.
• RL.2.9: Compare & contrast two or more versions of
the same story by different authors or from different
cultures.
Maya & Cataneo - Driving & Directing Meaningful Talk
15. Standards Met
• W2.1: Write opinion pieces in which they introduce the
topic or book they are writing about, state an opinion,
supply reasons that support the opinion, use linking
words (e.g.,because, and, also) to connect opinion
and reasons, and provide a concluding statement or
section.
Maya & Cataneo - Driving & Directing Meaningful Talk
16. How were students expected to
showcase their learning and
understanding?
Is the character of the wolf guilty of being a bad
character?
Maya & Cataneo - Driving & Directing Meaningful Talk
17. Opening Statement: Exemplar
What do
students
need to be
able to
do to
accomplish
this in their
speaking
and
writing?
Maya & Cataneo - Driving & Directing Meaningful Talk
18. Share Out
What do students need to be able to
do to accomplish this in their speaking and
writing?
Maya & Cataneo - Driving & Directing Meaningful Talk
19. Building Background Knowledge
What words did our students have in their English and Spanish
lexicons to describe characters?
Maya & Cataneo - Driving & Directing Meaningful Talk
20. Interactive Gallery Walk
Maya & Cataneo - Driving & Directing Meaningful Talk
Posted Question:
How would you describe this
person or character?
• Groups of 5
• Student roles
• Students talked for 1
minute before writing
• Used characters and
people they were
familiar with
• Mirrored the activity in
our Spanish week
I would describe ________ as
_______________.
21. Inquiry Activity :
What is a character trait?
Maya & Cataneo - Driving & Directing Meaningful Talk
• Student-generated descriptive words were used for
small group sorts.
• Students were each given a word to discuss as a
group.
• Students shared their word and whether it described
someone on the outside (appearance) or the inside.
Posted Question:
What is your word? What does it
describe? My word is ____________. It
describes what someone
________
22. Inquiry Activity :
What is a character trait?
Maya & Cataneo - Driving & Directing Meaningful Talk
As a class, students would add words to
our chart throughout the week.
23. What do the traits tell us about a
character?
Maya & Cataneo - Driving & Directing Meaningful Talk
• Students were familiar with the terms positive,
negative and neutral and the color coding
we used.
• Small group discussions following routines from
the previous word sort.
Posted Question:
What kind of trait does this word describe?
This word describes a _________ trait. Someone
who is ___________ is ___________.
24. Is that a positive, negative
or neutral word?
Maya & Cataneo - Driving & Directing Meaningful Talk
Students
used all
charts as
reference
throughout
the unit.
Smaller
photos of the
charts were
also made to
increase
access for
students.
25. Applying what we learned about
character traits each week by
talking and writing.
How will students use talk each day and build up to a higher-
quality written product to the question:
Is the character of _______ a good character, a bad character or
just misunderstood?
Maya & Cataneo - Driving & Directing Meaningful Talk
26. Our Weekly Sequence for the
Unit
Maya & Cataneo - Driving & Directing Meaningful Talk
• Our sequence of objectives was
backwards planned.
• This ensured that students would be able
to respond to the essential question by the
end of the week for each version of the
fairytale.
• Lessons were conducted in parallel groups
for 45 minutes.
27. Our Weekly Sequence of Objectives
Maya & Cataneo - Driving & Directing Meaningful Talk
Monday Tuesday Wednesday Thursday Friday
I can identify
what the
character of
the wolf did or
said in the
story.
I can jot a
character trait
word that
describes the
character of the
wolf using the
character’s
words and
actions.
I can jot a
character trait
word that
describes the
character of
the wolf using
the
character’s
words and
actions.
I can say
whether I think
the character
of the wolf is
good, bad or
misunderstood
using
evidence from
the text.
I can write an
opinion essay
about why I
think the
character of the
wolf is good,
bad or
misunderstood
using evidence
from the text.
What do you notice about the progression of the week?
28. Our Weekly Sequence of
Language Objectives & Scaffolds
Maya & Cataneo - Driving & Directing Meaningful Talk
Monday Tuesday Wednesday Thursday Friday
SWBAT to use
transition words
to describe the
sequence of
events in a story.
SWBAT to describe
a character using
a character trait
word and explain
why he/she chose
that word using
the character’s
words or actions.
SWBAT to
describe a
character using
a character trait
word and
explain why
he/she chose
that word using
the character’s
words or
actions.
SWBAT state their
opinion verbally
about the
character of the
wolf and support
it using
character traits
and the
character’s
words or actions.
SWBAT state their
opinion verbally
about the
character of the
wolf and support it
using character
traits and the
character’s words
or actions.
In the beginning
In the middle
In the end
One thing…
Another thing…
The wolf is ______
because
_____________.
The wolf is ______
because
_____________.
I think the wolf is
a _______
character
because he is
________. He is
_______ because
he ___________.
29. Weekly Sequence of
Differentiated Exit Tickets
Maya & Cataneo - Driving & Directing Meaningful Talk
Monday Tuesday Wednesday Friday
What are some key
events that
happened in the
story? Be sure to
include at least one
event from the
beginning, the
middle and the end.
How would you
describe the character
in the story? Use at least
two examples from the
beginning of the story.
How would you
describe the
character in the
story? Use at least
two examples from
the beginning of the
story.
Do you think think the
character of the wolf is
good, bad or just
misunderstood? Use
evidence from the text
to support your option.
In the beginning…
In the middle…
In the end…
I think ____________
Is _________________
because __________.
I think ____________
Is _________________
because __________
OREO Graphic
Organizer with 2 Reasons
What do you notice about the connection between the
language objectives and exit ticket?
30. Week at a Glance:
The True Story of the Three Little Pigs
by Jon Scieszka
Maya & Cataneo - Driving & Directing Meaningful Talk
31. Our Weekly Sequence of Objectives
Maya & Cataneo - Driving & Directing Meaningful Talk
Monday Tuesday Wednesday Thursday Friday
I can identify
what Silvestre
did or said in
the beginning,
middle and
end of the
“The True Story
of the Three
Little Pigs.”
I can jot
character trait
words that
describe
Silvestre using
what he did
and said
I can jot
character trait
words that
describe
Silvestre using
what he did
and said.
I can say
whether I think
Silvestre is
good, bad or
misunderstood
using
evidence from
the text.
I can write an
opinion essay
about why I
think Silvestre is
good, bad or
misunderstood
using evidence
from the text.
32. Our Weekly Sequence of
Language Objectives & Scaffolds
Maya & Cataneo - Driving & Directing Meaningful Talk
Monday Tuesday Wednesday Thursday Friday
SWBAT to use
transition words
to describe the
sequence of
events in “The
True Story of the
Three Little Pigs.”
SWBAT to describe
Silvestre using a
character trait
word and explain
why they chose
that word using
Silvestre’s words or
actions.
SWBAT to
describe
Silvestre using a
character trait
word and
explain why
they chose that
word using
Silvestre’s words
or actions.
SWBAT state their
opinion verbally
about Silvestre
and support it
using character
traits and
Silvestre’s words
or actions.
SWBAT state their
opinion verbally
about Silvestre and
support it using
character traits
and Silvestre’s
words or actions.
In the
beginning,
_______.
In the middle,
______.
In the end,
_______.
Silvestre is ______
because
_____________.
Silvestre is ______
because
_____________.
I think the wolf is
a _______
character
because he is
________. He is
_______ because
he ___________.
OREO Organizer
33. Monday
Stopping Points for Turn & Talks
After Silvestre starts making a cake for his grandmother...
T&T: What is one thing Silvestre did or said?
After Silvestre sneezes and knocks down the first little pig’s house?
T&T: What is one thing Silvestre did or said?
After Silvestre sneezes and knocks down the second little pig’s house…
T&T: What is one thing Silvestre did or said?
After Silvestre knocks on the third little pig’s house…
T&T: What is one thing Silvestre did or said?
Posted Sentence Frame
One thing Silvestre did or said was _________.
Another thing Silvestre did or said was _________.
Oral Rehearsal of Exit Ticket Question
In the beginning Silvestre ________________.
In the middle Silvestre ___________________.
In the end Silvestre ______________________.
34. Tuesday
Stopping Points for Turn & Talks
After Silvestre starts making a cake for his
grandmother...
T&T: How would you describe Silvestre?
After Silvestre sneezes and knocks down the
first little pig’s house?
T&T: How would you describe Silvestre?
Posted Sentence Frame
I would describe Silvestre as
____________ because he
_________________.
Oral Rehearsal of Exit Ticket Question
Silvestre is ___________ because he ____.
Silvestre is also ______ because he
_____.
36. Wednesday
Stopping Points for Turn & Talks
After Silvestre sneezes and knocks down the
second little pig’s house…
T&T: How would you describe Silvestre?
After Silvestre knocks on the third little pig’s
house…
T&T: How would you describe Silvestre?
Posted Sentence Frame
I would describe Silvestre as
____________ because he
_________________.
Oral Rehearsal of Exit Ticket Question
Silvestre is ___________ because he ____.
Silvestre is also ______ because he
_____.
37. Thursday: Group Discussion
Do you think Silvestre is a good character, a bad character or a
misunderstood character?
I think Silvestre is a ____________ character.
Silvestre is a _______________ character because he __________________.
38. Visual Supports for Group Discussion
Maya & Cataneo - Driving & Directing Meaningful Talk
39. Friday: Oral Rehearsal & Writing
What is the question you are answering today?
What is your opinion of Silvestre?
How can you begin your writing?
What are some words you may want to include in
your writing?
What evidence from what Silvestre did or said are
you going to use to support your opinion? (Circle
or highlight it)
45. Student Work: Thursday
As a scaffold if students were
struggling with identifying
whether the character was good,
bad or misunderstood, we color-
coded the traits.
47. How was this implemented in
the classroom? Let’s try it!
Maya & Cataneo - Driving & Directing Meaningful Talk
48. What is something the coyote said in this
part of the story?
One thing the coyote said was ____________________.
49. How would you describe the coyote?
I would describe the coyote as __________________
because he ___________.
• As a support, some students were asked to identify the
character trait for an already identified action or
word.
• As a different support, some students were given a
character trait and asked to identify what the
character did or said that matched.
51. Guiding students to connect positive and negative
traits with a good character, bad character.or a
misunderstood character.
Maya & Cataneo - Driving & Directing Meaningful Talk
53. Additional Routines that
Encourage Student Talk
Essential Question:
Is the character of _______ a good character, a bad character or
just misunderstood?
Maya & Cataneo - Driving & Directing Meaningful Talk
54. Using Notes Gathered during
Research to Ask & Answer Questions
Maya & Cataneo - Driving & Directing Meaningful Talk
55. Turn & Talk
Maya & Cataneo - Driving & Directing Meaningful Talk
How was student talk used to produce a
high-quality written product?
One way student talk was used to
produce a high-quality written product…
56. Turn & Talk
Maya & Cataneo - Driving & Directing Meaningful Talk
What routine or strategy will you use to
incorporate meaningful talk with your
students?
•Turn & Talks
•Sentence Frames
•Silent Symbols
•Discussions
57. Questions?
Thank you for participating!
Maya & Cataneo - Driving & Directing Meaningful Talk
Week at a Glance & Student Materials:
www.tinyurl.com/mayacataneo2015
Editor's Notes
Amanda and Raquel each take turns introducing themselves
Raquel & Amanda: While this session highlights how student talk enhanced an opinion piece in our second grade classroom, we want you to think about how student talk can better a written product that your students are working on.
Raquel: Because of Powell’s successful dual language program we have seen our waitlist for enrollment increase. In the past five years our student enrollment has doubled. Powell has been recognized as a leading bilingual program both within DC and nationwide.
Raquel: Powell’s background, turnaround school, years of DL program?
Amanda:
Amanda talks about weekly model - science and social studies done in the reading language to reinforce content and concepts
Raquel
Raquel
Raquel: While this session highlights how student talk enhanced an opinion piece in our second grade classroom, we want you to think about how student talk can better a written product that your students are working on.
Fractured also to rigorous by lexile level. Taking into account language that the instruction was occuring in.
Amanda:
Amanda:
Amanda
Raquel
Amanda
Raquel scribes what they saw.
Raquel
Raquel: Include guiding questions that we prompted the students. gallery walk and roles. Inquiry - important component - talk about how they had roles, paint a picture of what it looked like. Tapping into their personal connections.
Amanda: Student generated character traits were typed up. Then we led the students through a lesson where they sorted the traits into two categories in groups. Students readily identified the words that described someone on the outside (appearance). Then we used EXPLICIT instruction to teach students that the remaining words were character traits and are used to describe someone on the inside based on their words or actions. Heavy student talk at the beginning and exploratory learning followed by explicit instruction.
Amanda; Student generated character traits were typed up. Then we led the students through a lesson where they sorted the traits into two categories in groups. Students readily identified the words that described someone on the outside (appearance). Then we used EXPLICIT instruction to teach students that the remaining words were character traits and are used to describe someone on the inside based on their words or actions. Heavy student talk at the beginning and exploratory learning followed by explicit instruction.
After sorting the words, we re-introduced the terms positive and negative (from unit 3 - weather) and students talked about which traits were positive and which were negative, then we put them on our anchor chart. Students had copies of this anchor chart at their desks, plus we added words during the unit (such as tramposo and taimado)
After sorting the words, we re-introduced the terms positive and negative (from unit 3 - weather) and students talked about which traits were positive and which were negative, then we put them on our anchor chart. Students had copies of this anchor chart at their desks, plus we added words during the unit (such as tramposo and taimado)
Raquel: As you can see, we build on each day using student talk so by the end of the week the students are prepared to write an essay using the language structures and scaffolds we’ve provided through sentence frames and oral rehearsal. This is an overwhelming slide, so we will break it down day by day using the text: The True Story of the Three Little Pigs.
Raquel: While this session highlights how student talk enhanced an opinion piece in our second grade classroom, we want you to think about how student talk can better a written product that your students are working on.
Amanda: What do you notice about the progession of the week? How do you think the previous activity supported their ability to be successful?
Have as a handout - this is our week at a glance. As you can see, we build on each day using student talk so by the end of the week the students are prepared to write an essay using the language structures and scaffolds we’ve provided through sentence frames and oral rehearsal. This is an overwhelming slide, so we will break it down day by day using the text: The True Story of the Three Little Pigs.
Amanda
Amanda
Raquel
Raquel: What do you notice about the progession of the week? How do you think the previous activity supported their ability to be successful?
Have as a handout - this is our week at a glance. As you can see, we build on each day using student talk so by the end of the week the students are prepared to write an essay using the language structures and scaffolds we’ve provided through sentence frames and oral rehearsal. This is an overwhelming slide, so we will break it down day by day using the text: The True Story of the Three Little Pigs.
Raquel
Amanda: Let’s look at Monday. On Monday, we incorporated student talk by having students identify what the character said or did throughout the text. We identified places to stop in the story and ask “What is one thing Silvestre said or did?” Students then did turns and talks after each stopping point and talked about what he said or did.
Amanda: Day 2: After identifying the characters words and actions on Monday, on Tuesday we went back to those same stopping points. This time, the turn and talk was focused on how they would describe Silvestre in that moment. Students had the sentence frames and the character trait person anchor chart to help them. Students then orally rehearsed how they would described Silvestre before completing the exit ticket.
Amanda; Day 2: After identifying the characters words and actions on Monday, on Tuesday we went back to those same stopping points. This time, the turn and talk was focused on how they would describe Silvestre in that moment. Students had the sentence frames and the character trait person anchor chart to help them. Students then orally rehearsed how they would described Silvestre before completing the exit ticket.
Amanda: On Wednesday we continued with the rest of story, students once again engaged in turn and talks using the posted graphic organizer that had the character’s word and actions. They then filled out a second exit ticket where they stated how they would describe Silvestre and why.
Raquel: Day 4: After their initial turn and talks and writing, students were now ready to talk about the essential question, was the character good, bad, or misunderstood? Students were divided into two mixed groups, each student had a chip (red one side, white the other) and took turns sharing their opinion and why they thought that, using the sentence frames. During this time, teachers were silent and only took notes of what students said. At times, there would be hang time when nobody talked, but we were firm when we told the students beforehand that we would not be helping the discussion along, even if the silence got uncomfortable.
Raquel: Students have been talking all week… now time to write!
Teacher posed questions to set students up for a successful writing product.
On Day 5, after all that talk and writing, students applied what they knew by writing an essay. As with every day, Ms. Maya and I first had the students talk about what question they were answering and orally rehearse what they were going to say.
Raquel: Students have been talking all week… now time to write!
Teacher posed questions to set students up for a successful writing product.
Raquel
Amanda
While this session highlights how student talk enhanced an opinion piece in our second grade classroom, we want you to think about how student talk can better a written product that your students are working on.
While this session highlights how student talk enhanced an opinion piece in our second grade classroom, we want you to think about how student talk can better a written product that your students are working on.
