AskMeno

📚 Discover the impact of systematic language development in classrooms. Learn how AskMeno supports educators in fostering better communication skills. We see significant growth in language comprehension and communication, an essential component in Science of Reading models!

A 2022 study analyzing read-aloud, multi-turn conversations in 93 Pre-K & Kindergarten classrooms found something the authors deemed “𝗰𝗼𝗻𝗰𝗲𝗿𝗻𝗶𝗻𝗴”¹: Specific types of verbal scaffolding strategies beyond the common 3-turn conversation occurred in concerningly low numbers.

Because oral language is a key component in Science of Reading models and because verbally scaffolded conversations are the way oral language is most effectively developed, addressing these pedagogical gaps is paramount.

The authors of the study found that 7 verbal scaffolding categories were critically underused:

☝️𝗨𝗽𝘄𝗮𝗿𝗱 𝗩𝗲𝗿𝗯𝗮𝗹 𝗦𝗰𝗮𝗳𝗳𝗼𝗹𝗱𝗶𝗻𝗴:

These are responses to learners who have answered the teacher's initial question 𝗮𝗰𝗰𝘂𝗿𝗮𝘁𝗲𝗹𝘆 where the teacher’s next conversational turn involves a more 𝗰𝗵𝗮𝗹𝗹𝗲𝗻𝗴𝗶𝗻𝗴 response.

Underutilized scaffolds:

– Causal effect questions
– Prediction questions
– Desire-based questions

👇𝗗𝗼𝘄𝗻𝘄𝗮𝗿𝗱 𝗩𝗲𝗿𝗯𝗮𝗹 𝗦𝗰𝗮𝗳𝗳𝗼𝗹𝗱𝗶𝗻𝗴:

These are responses to learners who have answered the teacher's initial question 𝗶𝗻𝗮𝗰𝗰𝘂𝗿𝗮𝘁𝗲𝗹𝘆 where the teacher’s next conversational turn involves a more 𝘀𝗶𝗺𝗽𝗹𝗶𝗳𝗶𝗲𝗱 response.

Underutilized scaffolds:

– Eliciting/modeling
– Co-participating
– Downward factual questions
– Recasts

See the images for the 16 types and their definitions if you’re interested in learning more. Although this study only involves 93 classrooms, it represents a wider need that exists.

A study by Weadman et al. sums it up best, noting that early childhood teachers' “strong willingness to support preschool children's oral language and emergent literacy skills may be hindered by 𝗴𝗮𝗽𝘀 𝗶𝗻 𝘁𝗵𝗲𝗶𝗿 𝗸𝗻𝗼𝘄𝗹𝗲𝗱𝗴𝗲; these may contribute to important and 𝗺𝗶𝘀𝘀𝗲𝗱 𝗼𝗽𝗽𝗼𝗿𝘁𝘂𝗻𝗶𝘁𝗶𝗲𝘀 for identifying and supporting preschoolers’ oral language and emergent literacy growth.”²

What upward or downward scaffolds do you find most underused in the classroom?

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Sources:

¹ https://bit.ly/45oFzmI
² https://bit.ly/4ckfhnP

𝗗𝗶𝘀𝗰𝗼𝘂𝗿𝘀𝗲 in the early learning classroom is central to learning. The 4- to 6-year-old engaged in asking questions, contributing ideas for solving problems, and actively listening to others builds a culture of relationships and belonging that activates a range of complex neural capacities necessary for emergent literacy.

For those looking to more intentionally develop and measure rich language classroom environments, I thought it would be helpful to show an inside look into our discussion-based language comprehension program for PK-1st Grade. The program consists of 25 assignments, each with 10 days of lessons about conversation and oral language development. Here's one of the assignments that incorporates evidence-based practices, data-driven differentiation, and fully leverages the teacher's unique expertise.

Visit: https://bit.ly/4e2sOSH

Measuring the language comprehension component of Science of Reading models in the early grades is really a matter of 𝗺𝗲𝗮𝘀𝘂𝗿𝗶𝗻𝗴 𝗰𝗹𝗮𝘀𝘀𝗿𝗼𝗼𝗺 𝗰𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻 𝗳𝗿𝗲𝗾𝘂𝗲𝗻𝗰𝘆 𝗮𝗻𝗱 𝗾𝘂𝗮𝗹𝗶𝘁𝘆.

It’s great to see the increasing use of language screeners and early language assessments, but we are only at the beginning of measuring the health of classroom conversation environments.

Every classroom has a conversation routine framework, developed or underdeveloped. The more district leaders prioritize measuring and fostering classroom conversation routines, the more students develop the skills necessary for reading success.

Here’s an example of where and how a classroom can have healthy conversation routines in place:

𝗜𝗻𝗳𝗼𝗿𝗺𝗮𝗹 𝗰𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻 𝘀𝗰𝗲𝗻𝗮𝗿𝗶𝗼𝘀:

🗣️Guided play (outdoor or indoor)
🗣️Meal time (snack or lunch)
🗣️Morning Meeting

𝗙𝗼𝗿𝗺𝗮𝗹 𝗰𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻 𝘀𝗰𝗲𝗻𝗮𝗿𝗶𝗼𝘀:

🗣️Interactive, dialogic read-alouds with both teacher- and student inquiry
🗣️Whole groups
🗣️Small groups

𝗖𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻 𝗿𝗼𝘂𝘁𝗶𝗻𝗲𝘀 𝘄𝗶𝘁𝗵𝗶𝗻 𝗲𝗮𝗰𝗵 𝘀𝗰𝗲𝗻𝗮𝗿𝗶𝗼:

Teacher-learner conversation
➡️ Have five or more conversational turns with at least three learners¹
➡️ Implement upward or downward conversation scaffolding
➡️ Use concrete and/or abstract questions

Peer-to-peer conversation
➡️ Turn and talk conversation starters, like "Turn to a partner and discuss your favorite dessert" or "What animals do you see in the clouds?" (Important front-loading: Class norms of conversation model²)

Tracking tips:
💡Pull from popsicle sticks with the student's name on them to have multi-turn conversations
💡Use a Conversation Routine Tracker like the one in the images below
💡Use a Chat Planner for each student indicating whether upward or downward scaffolds were used³
💡Use AskMeno’s virtual character conversation engine and toolkit to develop and track whole and small group conversations⁴

What conversation routines would you add to the tracker?

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Sources:

¹ https://bit.ly/4c2Tl0M
² https://bit.ly/3KMHQPh
³ https://bit.ly/3VObdab
⁴ https://bit.ly/3z47HQ6