© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
Kate Kinsella, Ed.D. Center for Teacher Efficacy
San Francisco State University
Participants will learn effective ways to:
Facilitate more inclusive and accountable participation
Structure accountable responses throughout lessons
Set up and monitor productive student interactions
Explicitly teach and assess lesson language targets
Develop students’ expressive command of a word
Assign sentence frames that guide accurate oral fluency
Check for understanding of task directions
Focus upon relevant language functions
How can we dramatically increase the
quality and quantity of verbal and
written engagement each student
experiences, through targeted instruction
and structured accountable responses?
3
Listen to this 7th grade long-term English Learner describe differences between cell phones and landline phones.
How would you characterize her vocabulary use?
4
5
I would characterize her vocabulary use as __ (adjective: imprecise)
Task: What are common challenges faced by U.S. immigrants?
Students’ Default Conversational Register Jobs. The language. Learning English.
Formal Academic Discussion Register One challenge faced by immigrants is learning a new language.
Formal Academic Text One challenge experienced by recent immigrants is learning an entirely different language. English communication and literacy skills are critical for adult immigrants if they want to have a well paid job or attend college.
6
1
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
Oral Fluency: ease of target language production and listening comprehension
Accurate Oral Fluency: ease of producing accurate target language forms (vocabulary, syntax, grammar) and ability to follow along and comprehend while listening to more sophisticated language
7
Only 4% of an English Learner’s school day is spent engaging in student talk.
Only 2% of an English Learner’s day is spent discussing focal lesson content, and rarely speaking in complete sentences or applying relevant academic language.
Arreaga-Mayer & Perdomo-Rivera (1996)
9
“The class where I think I’m a passive person is my English class because in English I can’t express what I want. I can’t say as many things as I want to say. Yes, I do say a little bit, but not how I would like to. I don’t feel like participate because I am afraid to say something wrong or pronounce a word badly. I don’t like to be wrong, and I think it is better to be quiet than to be wrong. That’s why I think I am a passive learner in English class, because I don’t want to be shamed.”
-Consuela, 10th grade, in U.S schools since 2nd grade
A perceived potential for success: I am up to this lesson task; I won’t be embarrassed.
Evidence of increasing competence: I am becoming more knowledgeable and skilled.
Relevance: This is actually interesting. I am learning about things that matter to me.
Validation: My views count. My teacher and peers are interested in what I have to contribute.
11
✔ Every day, in every lesson phase, we must
strive to structure rigorous, active and accountable contexts for learning and using academic language which increase the odds that every student feels competent, well supported, and up to the learning task!
12
2
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
13
Use the 4Ls:
1. L= Look at your partner.
2. L= Lean toward your partner.
3. L= Lower your voice.
4. L= Listen attentively.
14
Everyday Huh?
What?
What do you mean?
I don’t get it.
Academic English Will you please repeat that again?
Will you please restate your idea a little more slowly?
Can you explain to me what you mean by _______?
I don’t quite understand. Do you mean _______?
15
4 Ls Rationale
Look
Lean
Lower
Listen
16
Record the rationale for each of the 4 Ls.
As you observe the video clip, watch
how Dr. Kinsella reviews and provides
brief practice of the 4 Ls to check for
understanding.
17 18
One point I plan to communicate to my
students is
3
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
Lesson Objectives: Students will… identify productive partner behaviors to include
in an expository paragraph.
organize productive partner behaviors in an idea web.
19
Language Objectives: Students will…
share an example sentence using a target word. describe partner behaviors using complete
sentences and precise present tense verbs.
compare ideas and point out similarities. record a partner’s idea accurately.
20
21
Word Meaning Examples
productive pro•duc•tive (adjective)
SP: productivo
produce pro•duce (verb)
getting a lot _____; making, ________ or producing a lot
1. If workers are __________, they are usually more productive.
2. Elementary school teachers dread ___________ days because students are fidgety and less productive.
23
productive (adjective)
Verbal Practice: Students are more productive when the substitute teacher is (adjective: strict)______________________
Writing Practice: I am more ____________ working in/at ____________ when I have a difficult homework assignment.
24
A strong example I heard was __
One example that caught my attention was ______
4
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
25
Briefly record three ideas using everyday English.
Rewrite one idea from your brainstorming list using the sentence frame with a precise verb in the simple present tense.
If time permits, write a second sentence.
26
I bolster (language/writing) proficiency by __ (verb + ing: analyzing…)
A productive partner __ (verb + s: listens)
A productive partner listens attentively.
27
A productive partner listens attentively.
A productive partner follows the teacher’s directions.
Casual Verbs tells shares finishes lets helps
Academic Verbs explains contributes completes _______________ _______________
28
Replace everyday verbs with precise word choices.
29
We substituted the precise synonym __ for the everyday word __.
We replaced the everyday word __ with the precise verb __.
Copy the entire sentence frame in the space provided on your handout.
Complete the sentence frame with a precise verb in the simple present tense.
Proofread your sentence for these errors: spelling, end punctuation.
If time permits, record a second sentence.
30
5
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
31 32
Discuss your idea with your partner: 1) read it fluently; 2) make eye contact and say it with expression.
Record your partner’s name and idea.
If time permits, share a second idea.
33
Classmates’ Names Ideas
1. Alicia listens attentively
2.
3.
4.
34
Record your partner’s idea.
Record two other ideas during the discussion.
Use your public voice: 2x slower, 3x louder than your conversation private voice.
Use the sentence frame to share your idea.
Look at and listen to the person who is speaking.
Record two new ideas in your notetaking guide.
Listen for and prepare to point out similarities.
35
Casual English Mine’s the same. Me too.
Academic English My idea is similar to __’s (Monica’s). My idea builds upon __’s (Eric’s).
36
6
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
Partner #1, explain to #2 your three assigned active listening tasks.
Partner #2, listen to see if your partner left out an important task.
Ask for clarification if you are unsure. We aren’t quite sure what our __ task is. Would you please explain/repeat/review __.
37 38
A productive partner __ (verb + s: listens)
A productive partner listens attentively.
My idea is similar to __’s idea. My idea builds upon __’s idea.
39
A strong example I recorded was __.
An excellent response I recorded was __.
40
Structured Physical Responses: mark text (underline, circle, highlight) point/track with finger/object (text, directions) hand signal (thumbs up, finger rubric) Structured Written Responses: record information (notebook, text, white board) complete provided sentence starter respond to a prompt complete visual organizer/assignment
41
Structured Verbal Responses: Whole Class (chorally repeat word/phrase, read text) Partner to brainstorm and discuss Partner to share responses using frame Partner to read text passages Individually respond (preselected) Individually respond (voluntary, all partner As) Individually respond (random)
42
7
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
43
Setting Up The teacher… directs students’ attention (board, text, etc.) establishes lesson and language objectives explains and models steps for each task visibly displays a sentence starter/response frame explains language targets (plural noun, past tense)
models an appropriate response verbally & visually prompts rehearsal of frame using a model response checks for understanding of task directions assigns task for fast finishers
44
Monitoring The teacher… attends to targeted students circulates to listen to and read responses assists idle or of-task students provides corrective feedback (content & language)
and elicits accurate use preselects student(s) for initial reporting uses varied strategies to elicit additional reporting coaches students to speak audibly (public voice)
45 46
47 48
8
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
Everyday Casual Conversational Playground General Spoken Private
Academic Formal Academic Classroom Precise Written Public
49
Sentence Frame: I work effectively during lessons with a partner who is __(adjective: helpful).
Adjective Bank: Casual Academic nice polite good serious fast hard-working smart intelligent
50
A sentence starter in appropriate register including precise vocabulary
A specified grammatical target for adeptly completing the sentence frame
A targeted word bank helping students draw upon receptive vocabulary
51 52
Potential Grammatical Challenges: ____________________________ ____________________________
A lesson partner demonstrates active listening when __________
53
Embedded Grammatical Targets: 3rd person singular, simple present tense correct subject pronoun reference
A lesson partner demonstrates active listening when he/she_ (verb + s: restates)
A well-crafted sentence frame enables a
teacher to construct a model response,
deconstruct the response, and guide
students in reconstructing a response.
54
9
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
Vary pre-selection of 1-2 students to initiate class discussion.
Discourage individual hand raising until voluntary responses are invited.
Encourage partner nominations. Invite all partner As/Bs 1s/2s to stand and share.
Randomly select 1-2 students. Allow a reporter to “popcorn” to the next reporter. Ask for volunteers from sections of the classroom.
55
Use neutral but affirming language to preselect a student to be the initial reporter:
I’d like to call on you to share that reaction at the beginning of our discussion.
I am planning to call on you first to report your perspective. Reread it carefully to prepare.
You will be our “jumper cable” with this response. Reread your example sentence several times because
I plan to call you up to the document camera to explain why you included this word form and specific content.
56
Explain the reasons for reporting audibly. Conduct a “Public Voice Warm-up” Provide phrased-cued and choral rehearsal
of model responses. Coach less than audible students. Don’t repeat responses for students. Instead,
request audible restatements. Award participation points.
57 58
Word Meaning Examples
factor
fac•tor (noun)
one of many things that ___________ or influence a _______________
The ________ is often a factor in the Superbowl; If it _____, many athletes don’t perform as well.
A good night’s sleep and a nutritious ________ are factors in a student’s performance on ______.
SP: factor
60
factor (noun)
Verbal Practice: One of the most
important factors when I purchase
a gift for a friend is ____________
10
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
61
idol noun Many teens in the US
dream of becoming the next American idol, a singer people admire.
idle adjective Jeff was idle during the
school assembly and didn’t even notice his classmates had left.
62
63
Use your public voice if you are called: 3x louder and 2x slower than your partnering private voice.
Listen carefully for examples that can be your Vocabulary Velcro.
Write a second example: your own, your partner’s, or a classmate’s.
64
65
A strong example I heard was __
One example that caught my attention was ______
66
factor (noun)
Writing Practice: Two ______________
that influence my interest in a book are
________________ and _______________
11
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
____________________ proficiency ____________________ score/data ____________________ background
67 68
One factor to consider is the student’s _________
An important factor to consider is ________
A crucial factor to consider is _________
69 70
Creating a Classroom Culture for Structured Interactions
© Kate Kinsella, Ed.D., 2011 ~ all rights reserved
Arrange Classroom Seating to be Conducive to Structured Interactions Develop a seating arrangement that is conducive to alternate student pairs and groups, while maintaining visibility to you and necessary reference points (the board, displayed response frames, etc.). Arrange desks or tables so students will be able to easily partner with two different classmates. For example, students seated in desks arranged in a set of four can work in partners with the students sitting across from each other for one week, then partner students sitting next to each other the subsequent week. The following are possible seating arrangements conducive to regular structured interactions: • paired rows – one partner to the side and one partner behind • tables or desks groups - one partner across and one beside • chevron – one partner to the side and one behind Assign and Alternate Appropriate Partners Allow random partnering the first few weeks of school in order to observe student behavior and social skills, and to analyze academic needs. Provide a response frame that enables students to privately write and submit a statement about four students within the class with whom they would feel comfortable and productive working with during partner or group interactions. Tell students that you will do your best to accommodate their requests and that you will try to partner them with at least one or more of their choices over the course of the school year. Assign partners but change pairings at regular intervals so students have the opportunity to experience working with different individuals. Assigning and alternating partners will foster expectations that collaborative interactions are an integral part of your learning environment. Carefully consider the following variables when determining appropriate partners:
• English language proficiency • Communicative competence, including speaking and listening • Reading and writing proficiency (review data from multiple assessment e.g. SRI, state, and
grade-level reading and writing assessments, etc.) • Attendance record • Performance on assignments and during activities in the class • Gender and/or maturity • Personality traits (i.e. reserved, insecure, extroverted, class clown, domineering, etc.) • Background (culture, community involvements, prior experiences)
After considering the above variables, it is also crucial to avoid paring high-performing students with low- performing students in terms of academic competence. High students can be placed with other high or mid-level performing students. It is also wise to avoid partnering your weakest and neediest students together. The following process can be used occasionally to assign partners according to literacy and language skills. Rank your students numerically from highest (1, 2, 3) to lowest (28, 29, 30), then pair them at the mid point: #1 is paired with #15; #2 is paired with #16; #3 is paired with #17; and so on until #15 is paired with #30. Carefully observe how these partners work together and adjust as necessary. Avoid using literacy and language ranking as your only means to pair students as it will limit student experiences with classmates. Pair two students who are flexible, reliable, and socially competent who are willing to take on the added responsibility of substituting when a classmate is absent. When a student is absent, have one of the substitutes work with the student missing a partner. Have the remaining substitute work with a pair of students who might benefit from an extra contributor. Remember to have the additional student in all trios work as a second number 2 or second “B” in structured partnering tasks in order to keep interactions automatic and consistently paced, and avoid having to cue interactions for a random trio. Instruct and provide the means for students early to easily notify you immediately if their partner is absent, or to alert you about any issues. This will enable you to efficiently assign a substitute or adjust pairs before beginning instruction and avoiding interruptions to your prepared lessons.
Create a supportive range in ability (e.g., high with fairly high or average) rather than pairing extremes.
Include a newcomer or exceptionally low reader in a trio with capable students.
Include a chronically absent student in a trio.
Assign two “floaters” to work with classmates whose partner is absent.
71
Avoid paring . . . for more than a month/unit
impulsive, intolerant students with reticent, insecure students
a high-achiever with a low-performer
two exceptionally low, unmotivated students
a newcomer, non-reader or extremely low student with a more capable student rather than as a double #2
students early in the year with classmates who may present issues due to gender, race, language
72
12
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
Arrange seating conducive to partnering Pair students appropriately Implement a procedure for absentee partners Teach expectations for partnering (4Ls) Pre-assign partner roles (1/2, A/B) Analyze lesson for optimal partner tasks Prepare visible and lesson-specific references Prepare lesson-specific language support
(starter/frame, word bank, grammar target)
73 74
Share a second idea using the sentence frame.
Share another idea using a challenge frame. Consider how you will justify your answer. Write your idea in your notebook.
Write your partner’s idea in your notebook. Paraphrase your partner’s idea. Prepare to formally report your partner’s idea.
Decide together which answer is the strongest. 75
Expressing an opinion Asking for clarification Paraphrasing Soliciting a response Agreeing/Disagreeing Affirming Holding the floor
Acknowledging ideas Comparing ideas Justifying Predicting Summarizing Offering a suggestion Reporting/Citing
76
77
Casual English __ said that … __ told me that …
Academic English __ pointed out that … According to __, __ indicated that … __ observed that … __ emphasized that …
78
13
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
Who knows what _ means? Can anyone tell me _? Who has an example of _? Would anyone like to share? Are there any questions? Is that clear? Share your answer with your neighbor.
Discuss these questions in your group.
Structured, Accountable Instruction Engages ALL Students
Not Just the “Professional Participants”
80
81
Two strategies I will definitely use to
maximize verbal participation are
82
~
83
Guide students in reading and pronouncing the word a few times.
Have students clap/tap out the syllables. Direct students to copy the word correctly. Cue students to rate and prepare to discuss
their vocabulary knowledge with a partner Explain the meaning using familiar language. Provide two relevant, accessible examples.
84
Structure a verbal task with an engaging context to create some “vocabulary velcro”.
Model an appropriate response with a sentence frame. Lead students in chorally repeating your response. Partner students to share before calling on individuals. Guide making a quick, simple sketch of abstract words. Assign a writing task with a frame that requires the
appropriate form of the word and relevant content.
14
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
Word Meaning Examples
appropriate ap•pro•pri•ate
(adjective)
inappropriate in•ap•pro•pri•ate (adjective)
correct or _____ for a _________, situation or time
The movie ________is appropriate for all ages.
The movie _________ is more appropriate for _______________ than for children.
___________ during a lesson is inappropriate.
1 2 3
3 I am familiar with the word __. It means __.
2 I recognize the word __. It has something to do with __.
1 I am unfamiliar with the word __. Do you know what it means?
87
appropriate (adjective)
Verbal Practice: An appropriate high school graduation gift for a student going away to college would be a ___________________
Writing Practice: During an assembly, the principal removes students with _________ behavior such as _____________________
Efficient lesson delivery and use of time Both students and teachers devote
“cognitive capital” to the content rather than the process
Maximized student engagement and thereby learning
88
Everyday Casual Conversational General Practical Low-Utility Commonly Used
Academic Formal Written Precise Technical High-Utility Rarely Used
89
Our Target Word accuracy is an academic word that is used regularly by scientists when referring to data and evidence.
This Word to Know conspicuous is rarely used in academic material. A scientist or historian would probably use the term obvious or noticeable instead. In this short story, the author was probably trying to use a colorful adjective to convey mood.
90
15
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
Each time you introduce a grammatical target, state the part of speech using the technical term and then define it using a consistent student-friendly phrase.
The word we are learning, evaluate, is a verb, an action word. This verb or action word is commonly used by teachers to discuss student work .
91
Noun
Verb
Adjective
Adverb
a person, a place, a thing, an idea
an action word
a word that describes a person, place, or thing
a word that describes an action
92
Target Word: portion (noun) I wish the cafeteria served two __ of __. A healthy diet includes several __ of __. For dinner we usually eat one __ of __. Target word: respond (verb) A kind teacher always __ to students’
questions __. When the bell rang, I __ by immediately __.
93
Casual Language Cues two, three, four, etc. some many a lot of, lots of a few of the/my one of the … (reasons) plenty of a group of
Academic Language Cues several numerous various diverse a number of a variety of a collection of a percentage of
94
Casual Language Cues yesterday last week last year earlier before a long time ago when I was (little, a kid)
Academic Language Cues in the past previously recently formerly prior beforehand while I was …
95
Casual Language Cues now often usually mostly mainly sometimes never
Academic Language Cues frequently generally regularly habitually occasionally seldom rarely
96
16
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
97 98
99
Partner Sentence:
(use the target word and language from the prompt to write a strong response)
Describe the way some students respond to the stress of final exams.
100
Review Sentence:
(use the target word and language from the prompt to write a strong response)
Describe a time when someone you know responded courageously in a dangerous situation.
101 102
DEMONSTRATE: A classmate ___________ respect to a lesson partner by _____________ and ______________.
REDUCE: Students in our school have _______________ the amount of trash they produce by __________________.
Design writing tasks that require providing: 1) the appropriate form of the word (e.g., plural, past tense); 2) content that illustrates their conceptual grasp of the word.
FACTOR: Two major ____________ influencing a teen’s driving insurance premium are _______________________.
17
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission
103
1. Open your vocabulary notebook and review your notes for the target word.
2. Complete the sentence frame, adding the target word and relevant content.
3. Underline clues that helped you determine the correct form of the word.
4. If time permits, write a bonus “show you know” sentence for extra points.
104
1. Read your sentence to your partner and pay attention to the feedback.
2. Listen to your partner’s sentence to see if the content make sense and provide supportive feedback
3. Re-read your sentence and check your grammar, spelling and content.
4. Compare your sentence to the models. 5. Circle the score that you deserve. 6. Circle the score for your bonus sentence.
105
Dr. Kate Kinsella grants permission for the materials included in this presentation to be used without modification and including credit to the author for district school use.
These materials may not be published, presented at conferences, distributed on the internet or used by any publisher or professional development provider without securing prior written permission via: [email protected]
106
Santa Clara County Office of Education www.sccoe.org/depts/ell/kinsella.asp www.sccoe.org/depts/ell/teacherresources.asp
California Department of Education Office of Middle and High School Support archived webinars:http://pubs.cde.ca.gov/TCSII
Kinsella/Dutro 2.9.11 webinar on ELDhttp://www.schoolsmovingup.net/webinars
107 108
Kate Kinsella, Ed.D. San Francisco State University
Center for Teacher Efficacy [email protected] (707) 473-9030
18
OBSERVATION TOOL: Structured Student Engagement
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Teacher: Observer: Date: Period: Duration: minutes √Check: ❒Whole Group and/or ❒Small Group
Directions: Check each observation of teacher actions that structure student engagement. In the right-hand column, briefly record notes to expand upon and establish instructional goals during a post-observation debrief (see reverse).
The teacher . . . √ Notes
directs students’ attention (board, text, etc.)
establishes lesson and language objectives
explains and models steps for each task
visibly displays a sentence starter/response frame
clarifies unfamiliar vocabulary
explains language targets (plural nouns, past-tense verbs, etc.)
models an appropriate response verbally and visibly
prompts rehearsal of frame using the model response
checks for understanding of task directions
Setti
ng U
p
assigns task(s) for fast finishers
attends to targeted students
circulates to listen to and read responses
assists idle or off-task students
provides corrective feedback and elicits accurate use
preselects student(s) for initial reporting
uses varied strategies to elicit additional reporting
Mon
itorin
g
coaches students to speak audibly (public voice)
Students . . .
mark text (underline, circle, highlight)
point / track with finger/object (text, directions, image)
Phys
ical
hand signal (thumbs up, raised hand, finger rubric)
Whole class (chorally repeat word/phrase, read text)
Partner to brainstorm and discuss
Partner to share responses using frame
Partner to read text passages
Individually respond (preselected)
Individually respond (voluntary, partner nomination, all As)
Verb
al
Individually respond (random)
record information (mini white board, notebook, text)
complete provided starter/frame
respond to a prompt Writ
ten
complete visual organizer/assignment
19
OBSERVATION TOOL: Structured Student Engagement
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Notes for Post-Observation Debrief
Teacher actions that supported productive partner interactions and competent language use:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Instructional goals:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
20
OBSERVATION & PLANNING TOOL: Partner Interactions
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Teacher: Observer: Date: Period: Duration: minutes √Check: ❒Whole Group and/or ❒Small Group
Directions: Check each observation of productive teacher actions that support partner interactions. In the right-hand column, briefly record notes to expand upon and establish instructional goals during a post-observation debrief (see reverse).
Teacher . . . √ Notes
arranges seating conducive to partnering
pairs students appropriately
has a procedure for absentee partners
has previously taught expectations for partnering (4Ls)
pre-assigns partner roles (1/2, A/B)
has analyzed lesson for optimal partner tasks
has prepared visible and lesson-specific references
Prep
arat
ion
has prepared lesson-specific language support (starter/frame, word bank, grammar target)
directs students’ attention (board, text, etc.)
establishes lesson and language objectives
explains and models steps for each task
visibly displays a sentence starter/response frame
clarifies unfamiliar vocabulary
explains language targets (plural nouns, past-tense verbs, etc.)
models an appropriate response verbally and visibly prompts rehearsal of the frame using the model response (silently tracking, phrase-cued, chorally using public voice)
checks for understanding of task directions
assigns task(s) for fast finishers
Setti
ng U
p
cues partner A/B or 1/2 to begin
attends to targeted students
circulates to listen to and read responses
assists idle or off-task students
provides corrective feedback and elicits accurate use Mon
itorin
g
preselects student(s) for initial reporting
coaches students to speak audibly (public voice)
assigns a listening task (similarities, paraphrasing, vocabulary)
cues preselected students to initiate reporting
uses varied strategies to elicit additional reporting (partner nomination, random, all partner As, voluntary, etc.)
records contributions (chart, IWB, visual organizer)
Rep
ortin
g
provides corrective feedback
21
OBSERVATION & PLANNING TOOL: Partner Interactions
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Notes for Post-Observation Debrief
Teacher actions that supported productive partner interactions and competent language use:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Instructional goals:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
22
Creating a Classroom Culture for Structured Interactions
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Arrange Classroom Seating to be Conducive to Structured Interactions Develop a seating arrangement that is conducive to alternate student pairs and groups, while maintaining visibility to you and necessary reference points (the board, displayed response frames, etc.). Arrange desks or tables so students will be able to easily partner with two different classmates. For example, students seated in desks arranged in a set of four can work in partners with the students sitting across from each other for one week, then partner students sitting next to each other the subsequent week. The following are possible seating arrangements conducive to regular structured interactions: • paired rows – one partner to the side and one partner behind • tables or desks groups - one partner across and one beside • chevron – one partner to the side and one behind Assign and Alternate Appropriate Partners Allow random partnering the first few weeks of school in order to observe student behavior and social skills, and to analyze academic needs. Provide a response frame that enables students to privately write and submit a statement about four students within the class with whom they would feel comfortable and productive working with during partner or group interactions. Tell students that you will do your best to accommodate their requests and that you will try to partner them with at least one or more of their choices over the course of the school year. Assign partners but change pairings at regular intervals so students have the opportunity to experience working with different individuals. Assigning and alternating partners will foster expectations that collaborative interactions are an integral part of your learning environment. Carefully consider the following variables when determining appropriate partners:
• English language proficiency • Communicative competence, including speaking and listening • Reading and writing proficiency (review data from multiple assessment e.g. SRI, state, and
grade-level reading and writing assessments, etc.) • Attendance record • Performance on assignments and during activities in the class • Gender and/or maturity • Personality traits (i.e. reserved, insecure, extroverted, class clown, domineering, etc.) • Background (culture, community involvements, prior experiences)
After considering the above variables, it is also crucial to avoid paring high-performing students with low- performing students in terms of academic competence. High students can be placed with other high or mid-level performing students. It is also wise to avoid partnering your weakest and neediest students together. The following process can be used occasionally to assign partners according to literacy and language skills. Rank your students numerically from highest (1, 2, 3) to lowest (28, 29, 30), then pair them at the mid point: #1 is paired with #15; #2 is paired with #16; #3 is paired with #17; and so on until #15 is paired with #30. Carefully observe how these partners work together and adjust as necessary. Avoid using literacy and language ranking as your only means to pair students as it will limit student experiences with classmates. Pair two students who are flexible, reliable, and socially competent who are willing to take on the added responsibility of substituting when a classmate is absent. When a student is absent, have one of the substitutes work with the student missing a partner. Have the remaining substitute work with a pair of students who might benefit from an extra contributor. Remember to have the additional student in all trios work as a second number 2 or second “B” in structured partnering tasks in order to keep interactions automatic and consistently paced, and avoid having to cue interactions for a random trio. Instruct and provide the means for students early to easily notify you immediately if their partner is absent, or to alert you about any issues. This will enable you to efficiently assign a substitute or adjust pairs before beginning instruction and avoiding interruptions to your prepared lessons.
23
Ways to Encourage Use of a “Public Voice” During Lessons
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
• Emphasize register distinctions between casual, everyday English about familiar topics and more formal classroom uses for English: reporting important information during a lesson discussion; making a presentation to the Student Council; soliciting donations for a canned food drive in front of the local supermarket; asking a clarifying question in class about an upcoming assignment.
• Help children understand the function of our public voice: A “public voice” should be
three times louder and two times slower than everyday speech. We speak louder and slower because the audience is larger and many people are not near enough to hear a casual tone of voice. If the teacher has to ask a student to repeat because the answer or question was inaudible, lesson time is wasted and the other classmates become irritated and bored.
• Conduct a public voice choral warm-up exercise at the beginning of every class:
o Chorally read the lesson objective(s) to wake up their public voice. o Assign a brief vocabulary review task as a “Do Now” bell-ringer and guide all
students in chorally reading the sentence frame in their public voice: e.g., Eating more _ and less _ would significantly improve my diet.
• Remind students before each unified-class interaction to use their public voice.
• Guide students in chorally reading aloud in public voice: directions, sentence frames,
oral cloze routine, example sentences including new target words.
• Provide an incentive for painfully shy or reserved students: e.g., they get to select their partner for the next month; they get redeemable participation points.
• After assigning a collaborative partner task, have a painfully shy student read aloud a
response with his/her partner. Pre-select the response and alert the students to the fact that you intend to call on them at the beginning of the discussion.
• Remind students that they have an active listening and note-taking task during class
discussions so everyone must use their public voice to facilitate note-taking.
• Be kind and encouraging when asking students to repeat responses: o You read that so fluently. Now read it again using your public voice.
• After students have prepared a response mentally or in writing, give them 15 seconds to mentally rehearse their answer (“Read aloud silently”) and build composure in anticipation of potentially sharing with the unified-class.
• Pass a play microphone and remind students to project to the other side of the room.
• Use a popcorn restating procedure to debrief responses: student 1 states response;
student 2 restates #1’s response before stating his/her own response, etc.
24
Language Strategies for Academic Interaction
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Expressing an Opinion Drawing Conclusions I think/believe that Based on my experience, it seems that In my opinion The data suggests that From my perspective Based on __, I assume that From my point of view After reading __, I conclude that
Agreeing Disagreeing I agree with (a person) that I don’t quite agree. I share your point of view. I disagree (somewhat, completely). My perspective/experience is similar to _’s. I see it differently. My idea builds upon _’s. I have a different point of view.
Asking for Clarification Paraphrasing What do you mean by __? So what you are saying is that Will you explain that again? In other words, you think I have a question about __. If I understand you correctly, I don’t quite understand __ (the directions). your opinion/suggestion is that
Reporting a Partner’s Idea Reporting a Group’s Idea __ indicated that We decided/agreed/determined that __ pointed out to me that We concluded that __ emphasized that Our group sees it differently. __ shared with me that We had a different approach.
Soliciting a Response Holding the Floor What do you think? As I was saying We haven’t heard from you yet. What I was trying to say was Do you agree? If I could finish my thought What are your thoughts? I’d like to complete my thought.
Offering a Suggestion Interjecting an Idea Maybe we could try __. Can I say something? You/We might think about __. Can I add an idea? You/We might consider trying __. I have another approach/idea.
25
Academic Language to Discuss Nonfiction Text
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Key Vocabulary for Main Idea and Details in a Nonfiction Text: Key Vocabulary for Referring to a Nonfiction Text:
Q & A for Main Idea and Supporting Details Q: What is the topic of this article/report/paragraph/section? A: The topic of this __________________ is ___________________.
Q: What is this paragraph/section/selection/article/report mainly about?
A: It is mainly about __________________.
A: This _________________ focuses on ___________________.
A: This ______________ is primarily about ________________.
A: This ______________ addresses the topic of/reasons for _________.
Q: What is the author’s main idea/point?
A: The author’s main idea/point is that __________________.
Q: What is/are the most important detail(s) in this paragraph/section?
A: One important detail in this paragraph/section is _______________.
A: An essential detail in this paragraph/section is .
A: Another significant detail in this paragraph/section is ____________.
A: The most critical/vital detail in this paragraph/section is __________.
A: An interesting but nonessential detail in this paragraph/section is ___.
paragraph section chapter article reading selection
selection text report informational text nonfiction text
main idea point/message topic sentence title
mainly primarily addresses focuses on
details support/supporting examples of reasons for
26
Guidelines for Writing Sentence Frames to Scaffold “Academic Talk”
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Identify the various tasks you will have students engage in during the lesson/unit that warrant a competent verbal response.
Example Lesson Tasks: Brainstorming prior knowledge about a topic Identifying main ideas and details in a non-fiction text Analyzing character traits in a short story Justifying perspectives on a historical issue/event Drawing conclusions from evidence Interpreting a graph Generating examples of newly taught concepts/terms
Analyze the linguistic demands of your tasks and prepare academic response starters. Include target vocabulary, sentence structure and grammar, while taking into consideration the English language and literacy levels in your class. Begin by responding to the task yourself in a complete sentence, then extract a response base and determine how you could enhance or modify this frame for your class. In a mixed-ability class, provide two starters that will appropriately stretch more and less proficient students. Assign the first starter to the entire class and require more proficient students (and/or fast finishers) to prepare an additional response using the second starter. Chapter Pre-Reading Task: Brainstorm reasons so many people decide to immigrate to the U.S. Differentiated Sentence Frames with Tandem Content Objectives and Language Objectives Beginning People come for a better/safer __ (noun: job, home, school, neighborhood, city, country) Early Intermediate
Some people immigrate to have a better __ (noun: salary). Some people immigrate to have a __ (adjective: safer) life.
Intermediate
Many people decide to immigrate because __ (sentence: they want to join relatives) Many immigrants come to the U.S. for __ (noun phrase: a better job)
Early Advanced
People from diverse countries decide to immigrate because __ (sentence: they are victims of war in their homeland)
Some families decide to immigrate in order to __ (verb phrase: escape war)
Advanced Families apply for U.S. immigration for various reasons, including __ (noun phrase) Due to __ (noun phrase: poverty), many individuals decide to immigrate to the U.S.
27
Dr. Kinsella’s Academic Discussion Routine & Sample Language
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Establish purpose
1. Visibly display the discussion topic/prompt
2. Students repeat question/prompt
3. Model brainstorming process and response(s)
Phas
e 1:
Thi
nk
4. Prompt students to reflect and record brief responses
Transition to sentence writing
1. Introduce frame(s) (visibly displayed, include model response)
2. Students repeat first model response (silently, phrase-cued, chorally)
3. Direct attention to grammatical target (underline, highlight)
4. Prompt students to select an idea from the brainstorming list
5. Prompt students to include words from the academic word bank
6. Direct students to write an academic response using the first frame
7. Circulate reading sentences, providing feedback
8. OPTIONAL: Introduce second frame and repeat process
9. Circulate reading sentences, providing feedback, and to identify strong/weak responses
10. Cue students to select their strongest response
Phas
e 2:
Writ
e
11. Preselect one or two students to report
Transition to partner interaction
1. Direct students to silently reread their sentences in preparation to share
2. Cue partner (A/B, 1/2) to read their sentence to their partner (twice)
3. Circulate listening, providing feedback, and to identify strong responses for reporting phase
Phas
e 3:
Dis
cuss
4. Cue partners to restate and briefly record each other’s idea
Transition to whole group reporting
1. Elicit reporting with entire frame, (visibly displayed)
2. Assign active listening task(s): take notes, point out similarities/differences
3. Record student contributions: list on white board, graphic organizer
4. Cue identified students to report
5. Elicit additional responses using inclusive strategies (partner nomination, random, etc.) Phas
e 4:
Rep
ort
6. Briefly synthesize contributions and make connections to lesson
28
Dr. Kinsella’s Academic Discussion Routine & Sample Language
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission. Page 1 of 1
Transitions & Steps: Sample language Establish purpose As we read the article, we will ask ourselves this question...
1. Visibly display the discussion question Point to the discussion question on page __.
2. Students repeat question Read the discussion question with me, first silently and tracking with your pen. Now let’s read aloud together in phrases.
3. Model brainstorming response(s) The purpose of a brainstorming list is to think freely and quickly jot down as many ideas as possible in brief phrases. My initial response is that… If you share my perspective, start your list with this idea. Ph
ase 1: Think
4. Prompt students to reflect and briefly record responses
Put your pens down and reflect on this question for 30 seconds. Consider your own experiences and background knowledge. Now jot down at least two ideas.
Transition to sentence writing Now let’s select ideas from our list to write academic statements.
1. Introduce frame(s) (visibly displayed, include model response)
For today’s academic discussion, we will use two different sentence frames. I have rewritten my two strongest perspectives using the sentence frames.
2. Students repeat first model response (silently, phrase‐cued, chorally)
Read the first model response with me in phrases. Now let’s wake up your public voices by reading aloud my model response.
3. Direct attention to grammatical target (underline, highlight)
Highlight the words “should/should not”. This indicates our response should be written in the present tense. To complete the frame, the words “because they” must be followed by a present tense verb phrase and a strong reason. Be sure to include relevant content that relates to girls’ athletic ability.
4. Prompt students to select an idea from the brainstorming list
Review your brainstorming list and select the most appropriate perspective to complete this frame.
5. Direct students to write an academic response using the first frame
Quietly rewrite one idea using the first frame. If you need assistance with spelling, grammar, or word choice, raise your pen and I will gladly help you.
6. Circulate reading sentences, providing feedback Since your perspective is that girls should not be allowed to play on boys’ teams, your reason must relate to athletic ability not fashion preferences.
7. Introduce second frame (visibly displayed, include model response)
Now let’s direct our attention to the second frame and my model response.
8. Students repeat second model response (silently, phrase‐cued, chorally)
Read the first model response with me in phrases.
9. Direct attention to grammatical target(s) (underline, highlight)
Notice that after the expression “due to”, I have written a noun phrase, “a girl’s muscle mass”, a group of words naming a thing. Underline the noun phrase. “Due to” signals a cause and is followed by a noun phrase, a specific thing.
10. Prompt students to select another idea from the brainstorming list
Review your brainstorming list and select another perspective relevant to this frame.
Phase 2: W
rite
11. Direct students to write a second academic response using the frame
Quietly rewrite your idea using the second frame. If you need assistance with spelling, grammar, or word choice, raise your pen and I will assist you.
29
Dr. Kinsella’s Academic Discussion Routine & Sample Language
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission. Page 2 of 2
12. Circulate reading sentences, providing feedback, and
to preselect reporting Since you are defending your position with a childhood experience, your verbs must be in the past tense. Reread your statement and check your verb tenses.
13. Cue students to select their strongest response Reread both of your responses. Put a check mark next to the response that you consider the most convincing statement of your opinion.
14. Preselect one or two students to report I plan to call on you at the beginning of our class discussion to report that idea.
Transition to partner interaction “Now we’ll share perspectives with partners.” 1. Direct students to silently reread their sentences
in preparation to share Reread your sentence silently in preparation for sharing with your partner.
2. Cue partner (A/B, 1/2) to read their sentence to their partner (twice)
Read your sentence to your partner twice: first, read it fluently; second, make eye contact and say it with expression. Let’s begin with partner 2 this time. If you both finish sharing your selected response, share your second response until I call time (1, 2, 3, eyes on me).
3. Circulate listening, providing feedback, and to identify strong responses for reporting phase
I didn’t catch your ideas. Will you please share again making eye contact and using more expression? Thank you. Phase 3: Discuss
4. Cue partners to restate and briefly record each other’s idea in the guide
Now I’d like you to add your partner’s idea to your list. Partner 1 will go first. Restate your partner’s idea using this expression … (“So what your saying is.. If I understand you correctly,…”)If your partner confirms that this is what s/he intended to say, record the idea. Then switch roles.
Transition to whole group reporting “Now let’s hear some of your responses.”
1. Elicit reporting with entire frame, (visibly displayed)
I’ll remind you to use your public voice and the sentence frame if you are called upon to report.
2. Assign active listening task(s): take notes, point out similarities/differences
I have three active listening tasks for the discussion: 1) look at the speaker; 2) record two ideas in the guide; 3) listen for similarities.
3. Record student contributions: list on white board, Thinking Map
I will record all of your contributions in phrases on the board, but you can simply jot down three additional ideas.
4. Cue identified students to report __, please share your perspective. 5. Elicit additional responses using inclusive
strategies (name cards, popcorn, volunteers) Let’s hear some other perspectives. (Pull name card.) __, please report. We have time for two contributions. I’d like one from both sides of the room. Ph
ase 4: Rep
ort
6. Briefly synthesize contributions and make connections to article focus
While listening to your academic discussion, I was impressed with the range and thoughtfulness of your responses. You have diverse opinions which you justified with convincing reasons. Many of you held the opinion that… As we delve into the article, we may find evidence to support or dispel these opinions.
30
Name Date
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Academic Discussion Topic:
THINK: Briefly record your personal responses to this question:
1.
2.
3.
WRITE: Rewrite one idea using the sentence frame. Include precise academic words. If time permits, write a second sentence on the back.
Frame:
Word Bank: Casual Academic
Model Sentence:
My Sentence:
DISCUSS: Listen attentively to and record notes on your classmates’ ideas. Begin by recording your partner’s idea.
Classmates’ names
Ideas
1.
2.
3.
REPORT: Prepare to report your idea during the whole group discussion. Listen attentively, and utilize sentence frames to point out similarities.
•My idea is similar to ’s. •My idea builds upon ’s.
31
Name Date
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Academic Discussion Topic: Active Listening
THINK: Briefly record your personal responses to this question:
How does a lesson partner demonstrate active listening? 1.
2.
3.
WRITE: Rewrite one idea using the sentence frame. Include a precise academic verb. If time permits, write a second sentence on the back.
Frame: A lesson partner demonstrates active listening when she/he (third person singular, simple present tense: responds politely).
Verb Bank: Casual Academic helps lets writes records
repeats restates
Model Sentence: A lesson partner demonstrates active listening when she
asks clarifying questions.
My Sentence:
DISCUSS: Listen attentively to and record notes on your classmates’ ideas. Begin by recording your partner’s idea.
Classmates’ names
Ideas
1.
2.
3.
REPORT: Prepare to report your idea during the whole group discussion. Listen attentively, and utilize sentence frames to point out similarities.
•My idea is similar to ’s. •My idea builds upon ’s.
32
Name Date
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Academic Discussion Topic: Effective Lesson Partners
THINK: Briefly record your personal responses to this question:
What are the characteristics of an effective lesson partner? 1.
2.
3.
WRITE: Rewrite two ideas using the sentence frame. Include a precise academic adjective. If time permits, write a second sentence on the back.
Frame: In my opinion, an effective lesson partner is (adjective: focused). Adjective Bank: Casual Academic nice helpful, friendly respectful, good organized,
Model Sentence: In my opinion, an effective lesson partner is patient.
My Sentence:
DISCUSS: Listen attentively to and record notes on your classmates’ ideas.
Classmates’ Names
Ideas
1.
2.
3.
REPORT: Prepare to report your idea during the whole group discussion. Listen attentively, and utilize frames to point out similarities.
•My idea is similar to ’s. •My idea builds upon ’s.
33
Name Date
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Academic Discussion Topic: Productive Partners
THINK: Briefly record your personal responses to this question:
How does a productive partner behave during lessons? 1.
2.
3.
WRITE: Rewrite one idea using the sentence frame. Include a precise academic verb. If time permits, write a second sentence on the back.
Frame: A productive partner (simple present tense verb: listens, asks)
Verb Bank: Casual Academic
tells explains shares contributes lets helps finishes
Model Sentences: A productive partner listens attentively.
A productive partner asks clarifying questions.
My Sentence:
DISCUSS: Listen attentively to and record notes on your classmates’ ideas.
Classmates’ Names
Ideas
1.
2.
3.
REPORT: Prepare to report your idea during the whole group discussion. Listen attentively, and utilize sentence frames to point out similarities.
•My idea is similar to ’s. •My idea builds upon ’s. 34
Dr. Kinsella’s Vocabulary Routine ~ Step by Step
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Establish purpose 1. Pronounce the word 2. Students repeat 3. Provide part of speech 4. Syllabify 5. Students repeat 6. Provide a student-friendly definition 7. Model example #1 visibly displayed 8. Students point to, repeat and fill in blank(s) 9. Model example #2 visibly displayed Ph
ase
1: In
trod
ucin
g W
ord
10. Students point to, repeat and fill in blank(s)
Transition to Verbal Practice 1. Introduce frame for verbal practice visibly displayed, include model response 2. Students repeat model response 3. Direct attention to grammatical target(s) (underline, highlight) 4. Prompt students to consider a response 5. Cue partner (A/B, 1/2) to share response with partner 6. Circulate listening, providing feedback, and preselect reporting
Transition to reporting 7. Elicit reporting with frame, visibly displayed 8. Cue preselected students to report Ph
ase
2: V
erba
l Pra
ctic
e
9. Direct students to write the word and selected response in the frame (own, partner’s or strong response)
Transition to Writing Practice 1. Introduce frame for Writing Practice visibly displayed, include model response 2. Students repeat model response (silently, phrase-cued, chorally) 3. Direct attention to grammatical target(s) (underline, highlight) 4. Prompt students to consider a response, allowing adequate think time 5. Direct students to write the word and their response in the frame 6. Cue partner (A/B, 1/2) to read their sentence to their partner (twice) 7. Circulate listening, providing feedback 8. Cue partners to switch and read each other’s sentence (continue circulating)
Transition to reporting 9. Elicit reporting with frame, visibly displayed
10. Cue preselected students to report
Phas
e 3:
Writ
ing
Prac
tice
11. Elicit additional responses
35
Dr. Kinsella’s Vocabulary Routine ~ Step by Step
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Transition to Partner Sentence
1. Introduce context for Partner Sentence visibly displayed (no model)
2. Guide students in reading the prompt (silently, phrase-cued, chorally)
3. Direct attention to grammatical target(s) (underline, highlight)
4. Point out word and phrases from the prompt that students should use in responses (underline, highlight)
5. Prompt students to think about then discuss potential responses
6. Direct students to both record the agreed-upon response
7. Cue partners (A/B, 1/2) to each read their sentence to their partner (twice)
8. Circulate listening, providing feedback, and to preselect reporting
Transition to reporting
9. Elicit reporting with entire frame, displayed
10. Cue preselected students to report (consider media to display student work)
Phas
e 4:
Par
tner
Sen
tenc
e
11. Elicit additional responses
At an appropriate review opportunity, or on Day 5:
Establish a purpose of the Review Sentence
1. Introduce context for Partner Sentence visibly displayed (no model)
2. Guide students in reading the prompt (silently, phrase-cued, chorally)
3. Direct attention to grammatical target(s) (underline, highlight)
4. Point out word and phrases from the prompt that students should use in responses (underline, highlight)
5. Prompt students to think about then discuss potential responses
6. Direct students to both record the agreed-upon response
7. Cue partners (A/B, 1/2) to each read their sentence to their partner (twice)
8. Circulate listening, providing feedback, and to preselect reporting
Transition to reporting
9. Elicit reporting with entire frame, visibly displayed
10. Cue preselected students to report (consider media to display student work)
Phas
e 5:
Rev
iew
Sen
tenc
e
11. Elicit additional responses
36
Lesson Sample: Toolkit Word Instructional Routine
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Transitions & Steps: Sample language:
Establish purpose Let’s learn about some of the target vocabulary words we will need for our upcoming reading.
1. Direct students’ attention Point to the target word labor. The word we are learning is labor. 2. Pronounce Pronounce it with me, labor. 3. Syllabify Listen as I tap and slowly pronounce each syllable in labor. 4. Students repeat Say the word with me again as you tap/clap each syllable labor. 5. Provide part of speech The word labor is a noun, a thing.
Phas
e 1:
Intr
oduc
ing
Each
Wor
d
6. Provide a student-friendly definition In the upcoming reading, the word labor means difficult, challenging (or hard) work.
7.Rephrase and cue students
Something that is difficult or hard work is …Now fill in the missing word: (chorally) labor.
Transitions & Steps: Sample language:
Transition to Verbal Practice Now let’s practice using the word. 1. Introduce frame for verbal practice
visibly displayed, include model response Let’s examine our first example of this target word in a sentence. One type of labor that is hard work is _____ (carpentry).
2. Students point to, and repeat and fill in blank(s)
Point to and read the first example sentence with me. One type of labor that is hard work is _____ (carpentry).
3. Cue students to think, then verbally practice applying the frame and idea with a partner.
Take a moment (30 sec) to think about another kind of work that you think is very difficult or hard to do. Then use the response frame to share your idea with your partner. Partner B go first. One type of labor that is hard work is _____ (student example).
4. Model example #2 visibly displayed Let’s examine the word labor used in a different context sentence. One type of challenging labor that I know I can do well is _____ (caring for a younger sibling)
5. Prompt students to consider a response.
Take a moment to consider how you could complete the response frame.
6. Students point to, repeat (Cue students record their example in their rBooks -- or record at step 9-11 *)
Point to and read the second example with me (in phrases). Then fill in the missing word(s) – display a word bank. One type of challenging labor…. that I know I can do well. . . is _____ (caring for a younger sibling)
7. Cue partner (A/B, 1/2) to share response with partner
Partner A, raise your hands; please share your response first. Be sure to read your entire sentence with eye contact and expression.
8. Circulate listening, providing feedback, and preselect reporting
(Initially attend to targeted students) When I ask students to report, I would like you to please share your response with the whole class.
Transition to reporting Now let’s hear some of your responses.
9. Elicit reporting with frame, visibly displayed
I’ll remind you to use your public voice and the frame when I call on you to report. Everyone listen carefully for an example that really catches your attention. After our reporting,* I will ask you to fill in the blank with a vivid example that will help you remember our key word, that will create some “vocabulary Velcro”.
10. Cue preselected students to report I’ve asked __ to share his response first. Now let’s hear from __.
Phas
e 2:
Ver
bal &
Writ
ten
Prac
tice
11. Direct students to write the word and selected response in the frame
Now record your favorite response, the one was most interesting to you. It can be yours, your partner’s, or one of the ideas just shared.
37
Name Date
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Topic: Productive Partners
1
Word Meaning Example(s)
characteristic
char•ac•ter•is•tic (noun)
1
2
3
something that is typical or
_____________ about someone
or something
One important characteristic of a good
family dog is that it is ______________
Dr. Martin Luther King’s leadership
characteristics made people
______________________ him.
Verbal Practice (Think-Pair-Share-Write):
One of my positive characteristics is that I am
Writing Practice (Think-Write-Pair-Share):
Two of McDonald’s Happy Meals that concern many parents are
that they are and
2
Word Meaning Example(s)
productive pro•duc•tive (adjective) produce pro•duce (verb)
1
2
3
getting a lot done ___________;
making, producing, or
completing ________________
If workers are ____________________,
they are usually more productive.
Students are more productive working
in groups when they ______________
the directions for the assignment.
Verbal Practice (Think-Pair-Share-Write):
When it comes to completing assignments, I am more productive
working (in/at)
Writing Practice (Think-Write-Pair-Share):
When the teacher is absent, students are (more/less)
if the substitute is 38
Name Date
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Topic: Soft Drinks and Teen Health
1
Word Meaning Example(s) Image
accurate ac•cu•rate
noun
1
2
3
right or 100%
_____________ in
every detail
Students can check to see if
their calculations are accurate
with a ____________________
The __________________
forecast from our local news
station is usually accurate.
Verbal Practice (Think-Pair-Share-Write):
Students can check to see if their spelling is accurate with a
Writing Practice (Think-Write-Pair-Share):
The everyday life of American teens portrayed on the television show
is pretty
2
Word Meaning Example(s) Image
impact im•pact noun
1
2
3
the ___________
that an experience
or ____________
has on someone
or something
The recent _______________
in our state had a serious
impact on family farms.
Many parents believe that
violent video games have a
_________________________
impact on children’s behavior.
Verbal Practice (Think-Pair-Share-Write):
Eating a nutritious breakfast will have a positive impact on a student’s
Writing Practice (Think-Write-Pair-Share):
Soft drinks have several negative on a teen’s health such as
and
39
Name Date
© 2010 Kate Kinsella, EdD, all rights reserved
Workshop _____: Reading Selection:
Word Meaning Example(s) Image(s)
respond
re•spond verb
1. to ________________
2. to do something because of something that has ________________
1. When you receive a compliment, it is _________ to respond by saying “Thank you.”
2. The team lost another game so the star player responded by ____________________ stomping off the field.
Verbal Practice 1:
When I receive a text message from a friend, I usually ________________ within _____
Verbal Practice 2:
If I saw a classmate looking at my answers during an exam, I would probably _______________ by ______
Writing Practice 1:
During a job interview, a serious teen to questions about work
experience
Writing Practice 2:
When a popular band like enters the stage, the audience
usually with
Partner Sentence: (use the key word and language from the prompt to write a strong response) Describe the way some students respond to the stress of final exams.
Review Sentence: (use the key word and language from the prompt to write a strong response) Describe a time when someone you know responded courageously in a dangerous situation.
40
Name Date
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Topic:
1
Word Meaning Example(s)
Verbal Practice (Think-Pair-Share-Write):
Writing Practice (Think-Write-Pair-Share):
2
Word Meaning Example(s)
Verbal Practice (Think-Pair-Share-Write):
Writing Practice (Think-Write-Pair-Share):
41
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Workshop: __ Reading Selection: Date: # Word Meaning Examples Picture
Verbal Practice:
Writing Practice:
Academic author:
# Word Meaning Examples Picture
Verbal Practice:
Writing Practice:
Academic author:
42
Name Date
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Workshop __, Reading Selection:
Word Meaning Example(s)
Verbal Practice:
Writing Practice:
Partner Sentence: (use the target word and language from the prompt to write a strong response) Prompt:
Review Sentence: (use the target word and language from the prompt to write a strong response) Prompt:
43
Dr. Kinsella’s “Daily Do Now” Routine ~ Step by Step
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Establish purpose (set expectations that this is a daily starter activity —after week one, students should begin without any teacher prompting)
1. Visibly display the word and provided response frame
2. Students read and record response frame quietly on blank “Do Now” page
3. Encourage students to review Vocabulary Notes
4. Prompt students to consider a response (allow adequate think time)
5. Cue students to complete the frame (stress form of the word and relevant content)
6. Circulate reading student responses to assess understanding and opportunities for reteaching
7. Cue bonus (for students who have accurately completed 1st response frame)
Phas
e 1:
Ass
ess
Und
erst
andi
ng
8. Circulate reading to preselect 2 model responses to report
Transition to brief Verbal Practice
1. Cue partner (A/B, 1/2) to share response with partner
2. Cue partner (A/B, 1/2) to provide supportive feedback and a verbal rating
Transition to reporting
3. Circulate to monitor discussions
Phas
e 2:
Ver
bal
Prac
tice
4. Cue two preselected students to report
Transition to self-rating
1. Direct students to re-read their response, checking grammar and content
2. Review rating (- no attempt, word or content correct, + word and content correct)
3. Cue students to quickly circle the score that reflects their self-rating
4. Cue students with bonus sentences to circle the score that reflects their self-rating
Phas
e 3:
Sel
f-Rat
e
5. Circulate to confirm accuracy and provide corrective feedback on scoring
44
Dr. Kinsella’s “Daily Do Now” Routine ~ Sample “Show You Know” Tasks
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Date
Daily Do Now ~ Vocabulary Review and Assessment 1. Open your vocabulary notebook and review your notes for the target word. 2. Complete the sentence frame, adding the target word and relevant content. 3. Underline clues that helped you determine the correct form of the target word. 4. If you have the time, write a “show you know” bonus sentence.
_
+
0 1 2
Mon
day
strategy
1. Two positive ______________________ for making a new friend during the first weeks of school are to _____________________ and _______________________
2. Bonus
___________________________________________________________________ 0 1 2
0 1 2
Tues
day
inform
1. When Barack Obama took office as president of the U.S., he ________________ the American people that he would try to __________________________________
2. Bonus
___________________________________________________________________ 0 1 2
0 1 2
Wed
nesd
ay
debate
1. If a classmate _____________________ with a Social Studies teacher about a current event, the student better understand _______________________________
2. Bonus
___________________________________________________________________ 0 1 2
0 1 2
Thur
sday
portion
1. A healthy school lunch menu includes two _________________ of ___________ and only a small __________________ of dessert.
2. Bonus
___________________________________________________________________ 0 1 2
0 1 2
Frid
ay
oppose
1. If our Middle School had a new dress code, I would definitely ________________ having to wear ______________________ because _________________________
2. Bonus
___________________________________________________________________ 0 1 2
Weekly Total Points
45
Name Date
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
Date
Daily Do Now ~ Vocabulary Review and Assessment 1. Open your vocabulary notebook and review your notes for the target word. 2. Complete the sentence frame, adding the target word and relevant content. 3. Underline clues that helped you determine the correct form of the target word. 4. If you have the time, write a “show you know” bonus sentence.
_
+
0 1 2
Mon
day
_______________ 1. _________________________________________________________________
__________________________________________________________________
2. Bonus
___________________________________________________________________ 0 1 2
0 1 2
Tues
day
_______________ 1. _________________________________________________________________
__________________________________________________________________
2. Bonus
___________________________________________________________________ 0 1 2
0 1 2
Wed
nesd
ay
_______________ 1. _________________________________________________________________
__________________________________________________________________
2. Bonus
___________________________________________________________________ 0 1 2
0 1 2
Thur
sday
_______________ 1. _________________________________________________________________
__________________________________________________________________
2. Bonus
___________________________________________________________________ 0 1 2
0 1 2
Frid
ay
_______________ 1. _________________________________________________________________
__________________________________________________________________
2. Bonus
___________________________________________________________________ 0 1 2
Weekly Total Points
46
(Kinsella, San Francisco State University, 8/03)
The Academic Word List (Averil Coxhead, 2000): a list of 570 high-incidence and high-utility academic word families
for Secondary School, Higher Education, Career
There is a very important specialized vocabulary for learners intending to pursue academic studies in English at the secondary and post-secondary levels. The Academic Word List, compiled by Coxhead (2000), consists of 570 word families that are not in the most frequent 2,000 words of English but which occur reasonably frequently over a very wide range of academic texts. These 570 words are grouped into ten sublists that reflect word frequency and range. A word like analyze falls into Sublist 1, which contains the most frequent words, while the word adjacent falls into Sublist 10 which includes the least frequent (amongst this list of high incidence and high utility words). The following ten sublists contain the headwords of the families in the Academic Word List. In other words, the ten sublists contain the most frequent form of the word, more often a noun or verb form, although there may be one or more important related word forms. For example, the headword analyze would also include analyst, analytic, analytical and analytically in the word family.
The Academic Word List is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, health, business, and law. This high utility academic word list does not contain technical words likely to appear in only one, specialized field of study such as amortization, lexicon, onomatopoeia, or cartilage. Two-thirds of all academic English words come from Latin, French (through Latin), or Greek. Understandably, knowledge of the most high incidence and high utility academic words in English can significantly boost a student’s comprehension level of school-based reading material. Secondary students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic 2000-3000 words that characterize ordinary conversation.
Sources: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238. Averil Coxhead’s website: http://language.massey.ac.nz/staff/awl/index.shtml
1. analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method occur percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary 2. achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate
perceive positive potential previous primary purchase range region regulate relevant reside resource restrict secure seek select site strategy survey text tradition transfer 3. alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude fund framework illustrate immigrate imply initial instance interact justify layer link locate maximize minor negate outcome partner philosophy physical proportion publish react register rely remove scheme sequence sex shift specify sufficient task technical technique technology valid volume 47
(Kinsella, San Francisco State University, 8/03)
4. access adequacy annual apparent approximate attitude attribute civil code commit communicate concentrate confer contrast cycle debate despite dimension domestic emerge error ethnic goal grant hence hypothesis implement implicate impose integrate internal investigate job label mechanism obvious occupy option output overall parallel parameter phase predict prior principal professional project promote regime resolve retain series statistic status stress subsequent sum summary undertake 5. academy adjust alter amend aware capacity challenge clause compound conflict consult contact decline discrete draft enable energy enforce entity equivalent evolve expand expose external facilitate fundamental generate generation image liberal license logic margin mental medical modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style substitute sustain symbol target transit trend version welfare whereas 6. abstract acknowledge accuracy aggregate allocate assign attach author bond brief capable cite cooperate discriminate display diverse domain edit enhance estate exceed expert explicit federal fee flexible furthermore gender ignorance incentive incorporate incidence index inhibit initiate input instruct intelligence interval lecture migrate minimum ministry motive neutral nevertheless overseas precede presume rational recover reveal scope subsidy tape trace transform transport underlie utilize 7. adapt adult advocate aid channel chemical classic comprehensive comprise confirm contrary convert couple decade definite deny differentiate dispose dynamic equip eliminate empirical extract file finite foundation globe grade guarantee hierarchy identical ideology infer innovate insert intervene isolate
media mode paradigm phenomenon priority prohibit publication quote release reverse simulate sole somewhat submit successor survive thesis topic transmit ultimate unique visible voluntary 8. abandon accompany accumulate ambiguous appendix appreciate arbitrary automate bias chart clarify commodity complement conform contemporary contradict crucial currency denote detect deviate displace drama eventual exhibit exploit fluctuate guideline highlight implicit induce inevitable infrastructure inspect intense manipulate minimize nuclear offset paragraph plus practitioner predominant prospect radical random reinforce restore revise schedule tense terminate theme thereby uniform vehicle via virtual visual widespread 9. accommodate analogy anticipate assure attain behalf cease coherent coincide commence compatible concurrent confine controversy converse device devote diminish distort duration erode ethic found format inherent insight integral intermediate manual mature mediate medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine relax restrain revolution rigid route scenario sphere subordinate supplement suspend team temporary trigger unify violate vision 10. adjacent albeit assemble collapse colleague compile conceive convince depress encounter enormous forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding odd ongoing panel persist pose reluctance so-called straightforward undergo whereby
48