The Conversation Station

A Center for Developing Oral Language and Vocabulary Skills

Stage of Literacy Development:

Stage 0: Foundation for Literacy

Ages:

3-7

Grade Range:

PreK K 1st

Food Groups:

Primary:
Oral Language & ELL, Vocabulary

Activity Description

Preparation:

Set up a small table with a few chairs
Create an eye-catching sign that reads, “Let’s talk about…” and display it at the station
1. Make the sign reusable so that you can add different topics, such as “Winter”, “your favorite food”, or “plants”
Gather a variety of books, props and/or picture cards that may stimulate discussion
1. For example, books you have recently read as a class, pictures of different foods, activities, or animals
Find a book or poem to introduce the value of conversation
1. For example: Mice Squeak We Speak by Tomie DePaola

Implementation:

Explore the value of conversation with the class
1. Read a book or poem aloud that highlights the value of conversation
2. Discuss the importance of being able to communicate ideas using words
Introduce students to the Conversation Station
1. Explain that this will be a place that students get to practice their communication skills and have special conversations with the teacher and each other Gather a variety of books, props and/or picture cards that may stimulate discussion
2. Show some of your props and explain that students may use these to give them ideas for their conversations
3. Optionally, discuss guidelines for talking and thoughtful listening
  - Have students brainstorm what “good talkers” do and what “good listeners” do
    - For example, “good talkers” speak loudly and clearly and “good listeners” pay attention and watch the talker
Choose a student volunteer and briefly model the conversation process
Spend approximately 10 minutes with individual students engaging in the Conversation Station during activity time
1. Begin by asking a caring question such as, “How are you feeling today?”
2. Invite the student to talk about anything he or she would like to talk about
3. If the student is having difficulty talking, use a class story, a recent class event, or questions about the student’s favorite activities or foods to get the discussion going
  - For example, hold up a book you have recently read and ask “What did you like best about this story?”
4. Engage in a conversation with the student and model effective conversation skills
  - Use relevant pictures or props to build vocabulary or to support the student
    - For example: “I see lots of pictures of food here. Maybe we can find some of your favorite foods in here!”
  - Elaborate on what the student says
    - For example, if the student says: “I liked when she came”, you might say “So you liked the part when Mrs. Baxter arrived to save the children from the evil candy monster?”
  - Ask follow-up questions
    - For example: “You said you love to play with your dog. What do you do together?”
  - Model adult syntax and grammar
5. When conversation time is over, summarize what the two of you talked about
  - Emphasize new or relevant vocabulary words that were discussed

Adaptations For

English Language Learners/ESL:

- Provide lots of encouragement and elaboration
- Make sure to talk about subjects students have great interest in
- Begin by using familiar vocabulary and introduce new words using props as a support

LD/Reading & Writing Difficulties:

- For students with language difficulties, focus on modeling appropriate use of language and expanding on the students speech instead of correcting him or her
- Use this time to build vocabulary for students who have difficulty in this area

Cultural Appropriateness & Diversity:

- Props should not be gender biased or depict cultural stereotypes
- Have props that will be relevant to all students, and ask them to give you ideas for things to add (for example, if a student tells you their favorite food is curry, add a picture of curry to the station for next time)

Differentiated Instruction:

- Ensure vocabulary words are appropriately challenging for each student
- Ask students questions at their own level

Related References

Source and Evidence:
Bond, M.A. and Wasik, B.A. (2009). Conversation stations: Promoting language development in young children. Early Child Education Journal, 36, 467-473.

Activity Objective

The goal of The Conversation Station: A Center for Developing Oral Language and Vocabulary Skills is to promote oral language and vocabulary development by setting up a center where students can engage in rich, meaningful conversations with an adult or peer.

What You Need

Prep Time:

15-20 minutes (one time only)
- Create a reusable sign that reads:
Lets talk about _______
- Set up the table and chairs
- Gather props and books
- Find a storybook that models conversational practices

Task Time:

30 minutes
- Teacher highlights the importance of conversation
- Teacher introduces the Conversation Station
- Teacher models a conversation
- Teacher and student(s) engage in one-on-one conversations during center time

Materials Required:

Teacher:
- Small table with at least 2 chairs
- Props
- A storybook that models conversational practices

What You Do

Teacher Role:

Direct instruction:
- when explaining Conversation Station

Facilitator:
- while discussing value of conversation, what makes a good conversation, and when speaking with students one-on-one

Modeling:
- when demonstrating how the Conversation Station will work

Student Grouping:

Whole class:
- during discussion about the importance of conversation, good conversational practice, and introduction to the Conversation Station

Individual:
- when speaking one-on-one at the Conversation Station

Assessment Ideas:

- Keep a list of student names so that you can keep track of which students have participated in the Conversation Station (make sure that all students participate)

- Keep a notebook to record things like: student interests or other information revealed during conversation, which students have difficulty with oral expression, and what vocabulary you might want to cover with the class

Quick Tips

Activity Extensions:

- Once students become familiar with the process and routines of the Conversation Station, two students can participate with an adult (could be a class volunteer)

- This gives students an opportunity to actively listen to a classmate and practice conversation skills such as turn-taking

- Eventually 2 students may be able to engage in conversation at the Conversation Station without the teacher being present

- Use the Conversation Station to discuss theme-related topics and practice specific vocabulary
Have theme-related props, books, and picture cards available

Additional Comments:

- If a student is shy or reluctant, engaging in pretend conversation may be a safe way to begin the dialogue. For example:
      a. Use dolls or action figures to have a pretend conversation
      b. Using a phone as a prop, invite the student to "speak on the phone" to a friend, modeling how to do this

- The Conversation Station can be used as a classroom management tool by redirecting off-topic conversations from class time to an individual conversation at the Conversation Station. Write student's thoughts or ideas down on a special board and the next time it is their turn at the station ask, "So we wrote down here that you wanted to talk about _____. Do you still want to talk about this?"

- Create name cards for students and display them at the center, indicating that they are to have a turn.

- The focus of the Conversation Station is not to "teach" students how to talk but to model, provide practice, to elaborate on what they've said, and to give them a chance to really communicate about things that interest them in a supportive setting. For more thoughts and tips, read the source provided.

Other Adaptations/Modifications:

- Provide lots of reinforcement for positive conversational behaviors