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DOUBLE TAP TO ZOOM WITH PHONE OR TABLET INTRODUCTION 3 This easy-to-use, fillable workbook is designed to enhance the language-learning environment by providing you with tools to plan classroom conversations. Using the Conversation Compass approach, you can plan classroom conversations that focus on higher-order reasoning and that are peer-based and culturally sensitive. This workbook can be used for independent self-study, during group trainings, or in conjunction with an online course at www.conversationcompass.com. Even after self-study, training, or the course, you can use the workbook as a reference guide and reminder of what you have learned and as a ready-made resource for conversation planning tools and activities. Reading this book will prepare you to apply this approach in your class- room. The Conversation Compass approach includes a few simple instructional approaches that build on each other to guide your classroom conversations: Conversation Feedback Loop: By practicing feedback loops, you can learn how to keep the flow of a conversation going by asking questions, listening effectively, and repeating or elaborating on what someone has said. See more about these in chapter 1. Question Trail: Understanding the Question Trail helps you choose open- ended questions that will drive children’s conceptual knowledge. The questions range in level of difficulty from who, what, when, and where questions to how and why questions. See more on this in chapter 1. Conversation Compass: The Compass itself is a visual guide that will remind you of the conceptual reasoning paths that should form the basis of your conversa- tions. It will also serve as a reminder to help you select activities and open-ended questions. More about the compass is covered in chapter 3, which discusses how to use it along with the map to plan classroom conversations. Conversation Map: The Map is a sheet that provides a place for you to write down your learning objectives and plan for the conversation. All the important elements of the Conversation Compass approach are captured on this sheet. There is space for you to jot down the conceptual reasoning path you have chosen, to jot down questions, and to assign children to peer groups for their activities. Chap- ter 3 talks about how to use the map and compass together to intentionally plan instructional conversations with children. Tracking Peer Conversations: After you have practiced the Conversation Compass approach for a while, it will be important to start tracking children’s growth and improvements in conversation skills. This progress-monitoring tool COPYRIGHTED MATERIAL