Purposeful Talk Debrief

Debrief of Purposeful Talk PD• Careful preplanning

– Using standards and data to determine needs of class

– Comprehension skill focus in specific text– Planning levels of questions to reach skill

focus– Anticipating student responses– Talk focus

• Classroom discussion– Structure – when? how?– Facilitating discussion to reach skill focus

and deeper understanding

Debrief of Purposeful Talk PD

• What is the skill focus?• Why do we teach that skill?

Debrief of Purposeful Talk PD

• Read the story (aloud or silently) from your student edition.

• Where are natural parts of the story where this skill is illustrated/highlighted/ addressed?

• Mark these with a sticky note.

Debrief of Purposeful Talk

The attention of all the other animals caused half-chicken to become very vain.

Although sometimes being different causes people to make fun, half-chicken becomes famous.

Being vain often causes people to not care about others and want all the attention.

• Go back to each sticky note.

• What understanding would you expect the kids to come away with at that part of the story?– Consider deeper levels of

understanding beyond just the text

• Write this on the sticky note.

Debrief of Purposeful Talk• Go back to your sticky notes.

Read what you want the kids to get out of that part.

• We always start with a broad question – what are you thinking?

• List possible follow up questions if students don’t “get there”. Think about starting broad and getting more and more focused.

The attention of all the other animals caused half-chicken to become very vain.

Although sometimes being different causes people to make fun, half-chicken becomes famous.

Why is half-chicken vain?What does vain mean?What happens when someone is different?Why are the other animals interested in half-chicken?

Debrief of Purposeful Talk

• Back to your sticky notes again!• Write possible student responses to the

questions.

Debrief of Purposeful Talk• Look at your Journey’s TE.• If you were going to plan this lesson from the

TE:– What questions would you use? – What questions would you not use? – What questions would you add?

• Read the supplied answer from Journey’s.

Debrief of Purposeful Talk

• Think about the similarities and differences in planning…– What types of responses do you get from the

Journey’s supplied questions?– How are these answers the same or different from

what you would expect following the purposeful talk model?

– How is your understanding of the story the same or different?

Moving Forward….What We Know• The majority (87%) of Enatai students

fall at or above grade level (which a large % above grade level - 62). (STAR and mClass)

• Journey’s was written for on grade level students across the nation

• Careful preplanning leads to more successful differentiation for all levels of students

• Levels of questioning lead to deeper understanding

• This is one part of a complete reading curriculum and one way to show comprehension

Moving Forward….What We Have Done So Far

• We have started with a basic understanding and work with Purposeful Talk– We have seen one model– Some of us have started trying a few things– We all worked today on applying to our grade level

Moving Forward….Next Steps

• Continued PD and work around:– Where does this fit in Journeys?– Careful preplanning of discussions

• Skill focus• Planning where to ask questions and what follow up questions to

ask• Talk focus

– Structures for open-ended discussions• Facilitating the discussion to focus on specific skill• Follow up questions to guide discussion• Anticipating student responses

• Possibly have Maria and Debra out again

Voting: Fist to 5

• The Reading PLC members of the ILT are proposing we continue work with Purposeful Talk for the rest of 2012-2013 school year and continue in the 2013-2014 school year.

• Currently we do not have an alternative for a school-wide reading focus/promising practice. If purposeful talk is not chosen we will need to regroup to come up with an alternative.