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SESSION OBJECTIVE

Participants will explore and plan for instructional routines to set up and monitor productive conversations in the academic register.

Think about your student that you are here for this year.

AGENDA

1. Academic Discussions • Setting up productive partners: 4Ls• Consistently monitoring language

production: academic response frames

2. Make and Take: planning and charts

3. Outcomes and evaluation

DEMANDS OF AN ACADEMIC REGISTER: TURN AND TALK

What challenges do Emergent Bilingual students (in particular your focus student) face at school and in their future professional life?

One challenge that Emergent Bilingual students face is_______(verb+ing) ________.

LET’S OBSERVE: SETTING UP STRUCTURED ACADEMIC DISCUSSIONSObserve the teacher explaining an interaction strategy to ELL

students. Notice what instructional routines she is using to show and tell the students how they have to interact with a partner and what she expects from their partner work.

With your elbow partner choose who will be partner A and partner B.

A Partner: Take note of the precise language and examples the teacher uses to model productive interaction between partners.

B Partner: What is the effect of the teacher’s explicit modeling? What were the outcomes for interactions between students? What kind of language did they produce?

Credit: Based on work by Dr. Kate Kinsella.

STRUCTURED ACADEMIC DISCUSSION

VIDEO DEBRIEF: INTERACT

1 Think: Briefly review your personal notes.

2 Write: your response in 2-3 sentences using the response frame or your own.

The instructional routine _________________________

students’ engagement and language production because _______.

3 Interact: Share your ideas with your partner.

How did the instructional routines effect students’ engagement and language production?

Credit: Based on work by Dr. Kate Kinsella.

THE GOAL OF LESSONS FOCUSED ON ELD

How can we dramatically increase the quality and quantity of verbal and written engagement each

student experiences using academic language?

Based on work by Dr. Kate Kinsella.

Brainstorm and Record 3-4 ideas using everyday English:1. _______________________________________________________________2. _______________________________________________________________3. _______________________________________________________________

FROM EVERYDAY ENGLISH TO ACADEMIC LANGUAGE

How could we change the responses from everyday English to academic English?

How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences using academic language?

ACADEMIC LANGUAGE INCLUDES VOCABULARY, SYNTAX AND REGISTER

Vocabulary

Syntax and Grammar

Credit: Based on Dr. Kinsella

How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences using academic language?

Register

STRUCTURED ACADEMIC DISCUSSION: WRITE

Rewrite one of your ideas using the academic response frames. Include precise verbs.

From my perspective, we can encourage students to actively engage in conversation using academic language by _________ (verb+ing) __________.

Based on work by Dr. Kate Kinsella

How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences using academic language?

VOCABULARY WORD BANK: WRITE

Casual, Everyday English Academic, Precise English

giving

letting

showing

VOCABULARY WORD BANK

Casual, Everyday English Academic, Precise English

giving providing, __________

letting

showing

VOCABULARY WORD BANK

Casual, Everyday English Academic, Precise English

giving providing, __________

letting allowing, ___________

showing

VOCABULARY WORD BANK

Casual, Everyday English Academic, Precise English

giving providing, __________

letting allowing, ___________

showing modeling, __________

MODEL SENTENCE: CHORAL READ, THEN WRITE YOUR OWN

From my perspective, we can encourage students to actively engage in a conversation using academic language by modeling precise language in the academic register.

STRUCTURED ACADEMIC DISCUSSION:SHARE WITH 4LSThe 4Ls set up partners to share productively. Look at your partner’s eyes. Lean toward your partner. Lower your voice. Listen attentively.

Credit: Developed by Dr. Kate Kinsella

EYE CONTACT: A VITAL SOFT SKILL IN THE US

WEAK eye contact signals: STRONG eye contact signals:

Disinterest Interest

Disrespect Respect

Discomfort Comfort

Insecurity Confidence

Impoliteness Politeness

Self-centeredness Consideration

Boredom Willingness to listen

Distraction Focused attention

Credit: Developed by Dr. Kate Kinsella.

THE 4Ls: PRODUCTIVE PARTNERS

Look at your partner’s eyes. Lean toward your partner. Lower your voice. Listen attentively.

Credit: Developed by Dr. Kate Kinsella

THE 4Ls: PRODUCTIVE PARTNERS

Look at your partner’s eyes. Lean toward your partner. Lower your voice. Listen attentively.

Credit: Developed by Dr. Kate Kinsella

THE 4Ls: PRODUCTIVE PARTNERS

Look at your partner’s eyes. Lean toward your partner. Lower your voice. Listen attentively.

Credit: Developed by Dr. Kate Kinsella

LANGUAGE FOR ATTENTIVE LISTENING

Everyday Academic English

Huh? Will you please repeat that?

What? Will you please restate your idea?

What do you mean? Can you explain what you mean by ____?

I don’t get it. I don’t quite understand your ____ (response, suggestion, example).

Credit: Developed by Dr. Kate Kinsella.

STRUCTURED ACADEMIC DISCUSSION: INTERACT

Discuss your idea with your partner.

1) Read it fluently using the academic response frame.

2) Make eye contact and repeat it with expression.

• Record your partner’s name and ideas.

• Keep discussing until I say: “1-2-3, eyes on me”

• If you don’t have a second idea, use the facilitator’s idea.

How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences using academic language?

STRUCTURED ACADEMIC DISCUSSION: REPORT • Use your public voice if you are called: 3X

louder and 2X slower than your partnering private voice.

• Listen attentively and record notes on your classmates ideas.

• Listen for and point out similarities and differences using academic language.

My example is similar to___’s.

My idea builds upon ______’s.

My example is different from_______’s.

How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences using academic language?

FORMAL AND INFORMAL: LANGUAGE SORTFormal register is important for student academic

success.

INCLUSIVE PARTICIPATION IN ACADEMIC DISCUSSION: REVIEW

• Set up productive partners

• Establish expectations

• Monitor partners and language use

• Elicit reporters during class discussion (preselected, random, voluntary)

INSTRUCTIONAL ROUTINES USED TODAY

• To set up productive partners:

4L

• To structure productive conversations:

Academic response frames

• To monitor productive conversations:

Brainstorming in pairs

Voluntary reporters

Preselected reporters

Randomly selected reporters

MAKE AND TAKE OPTIONS

1. Planning for academic language: viable instructional routines

2. Make your own charts

3. Explore Kinsella’s internet

resources

KINSELLA’S INTERNET RESOURCES

www.sccoe.org/depts/ell/kinsella.asp

www.sccoe.org/depts/ell/teacherresources.asp

http://sccoe.org/depts/ell/accountability/12thannual/Starlight_Kinsella_120711.pdf

PLANNING FOR ACADEMIC LANGUAGE

• Using your own curriculum materials and/or plans consider how you would infuse these routines into your instruction.

• Take some time to develop a plan that you can use in the next few weeks.

FEEDBACK SHEET

Three strategies I will definitely use to maximize verbal participation are:

1._________________________________________________________________

2._________________________________________________________________

3._________________________________________________________________

HAVE A

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