Date post: | 05-Mar-2018 |
Category: |
Documents |
Upload: | trinhkhuong |
View: | 218 times |
Download: | 2 times |
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.
Kate Kinsella, Ed.D. Center for Teacher Efficacy
San Francisco State University [email protected]
San Diego Regional CATESOL Conference Palomar College April 22, 2017
§ Language demands posed by formal writing tasks
§ The role of oral language in writing achievement § Aspects of academic language proficiency that
must be explicitly modeled and taught
§ Limitations in traditional writing instruction § The need for brief constructed verbal and written
academic responses across the school day
§ Instructional imperatives: writing models, targeted language pre-teaching, student-friendly rubrics, timely and productive feedback
READING Read a range of complex literary and informational texts and respond to text-dependent questions and tasks using precise academic language.
LANGUAGE Expand domain-specific and high-utility vocabulary through instruction, reading, and interaction.
WRITING Write logical arguments in academic register drawing from relevant evidence and research.
Engage in formal academic interactions in pairs, small groups, and unified class.
§ What aspects of their academic experience posed the greatest challenges for these high school bound academic English learners?
4
Everyday Nouns § stuff § things § information § ideas
Precise Academic Nouns § sources § citations § references § evidence § data § facts
5
“Doing my research, I couldn’t find the … things.” § utilizing academic register: vocabulary, syntax, grammar, transitional expressions
§ writing evidence-based essays and reports
§ identifying appropriate informational text resources to support a claim
§ independent reading and analysis of texts
§ selecting and paraphrasing citations 6
1
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.
Which “R” is missing from lessons for Academic English Learners? § Rigor § Relevance § Relationships
§ Responses!
§ State a claim using present tense persuasive verbs: believe, maintain, contend.
§ Exchange information on a topic by asking relevant questions and affirming others: What do you think makes sense? That makes sense. That would work.
§ Report a team’s consensus using past tense citation verbs + that: decided, determined.
8
§ Expressing an opinion § Stating a claim § Asking for clarification § Paraphrasing § Soliciting a response § Agreeing/Disagreeing § Affirming § Holding the floor
§ Drawing conclusions § Comparing § Justifying § Predicting § Summarizing § Offering a suggestion § Reporting § Citing a source
9
Everyday English § I think __. I don’t think __.
Academic English § I think __ because __. § I (firmly, strongly) believe __. § In my opinion, __. § From my perspective, __. § I am convinced__.
10
Everyday English § Because __.
Academic English § For (example, instance), __. § A relevant example I (heard, read) was__. § One (possible, convincing) reason is__. § A (key, major) reason is __. § A relevant experience I had was __.
11
Everyday English § Because __.
Academic English § After hearing __, I am convinced __. § The data on __ suggests __. § After reading __, I conclude that __. § After reviewing __, I assume that __. § Drawing from evidence, I know that __.
12
2
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.
§ The words, syntax, style, and grammar used by speakers and writers in a particular situation or in a particular type of writing: § Writing a text message to invite a friend to a party § Writing an email message to a teacher requesting
an extension on a research report § Asking a coach for permission to miss practice § Asking a manager at an internship to clarify
expectations for a task
13
§ brief phrases and sentence fragments § imprecise, quotidian word choices § incorrect grammar § limited/no elaboration; reliance on context
14
Teens don’t sleep enough. Cause they’re doing other stuff. Like texting or for school.
What challenges do recent immigrants face? Informal Verbal Response
Jobs. The language. Learning English. Formal Constructed Verbal Response
One challenge recent immigrants face is learning an entirely new language.
Formal, Brief Constructed Written Response One challenge recent immigrants face is learning an entirely new language. English communication and literacy skills are critical for adult immigrants if they want to have jobs that pay well or attend college.
15 16
Immigrant Challenges discrimination
paperwork housing
getting jobs
English a new school system
§ What challenges do recent immigrants face?
§ One challenge that recent immigrants face is __ (verb + ing) learning a new language.
§ Verb Bank: Everyday Precise finding locating knowing understanding dealing with adjusting to getting earning
17
Instructional Advantages of Academic Response Frames
A well-crafted response frame enables a teacher to 1) construct a model response, 2) deconstruct the response, and enables students to 3) reconstruct an independent competent response.
3
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.
Routine Phases:
§ Brainstorm (Think)
§ Record (Write)
§ Exchange (Pair)
§ Report (Share)
19
Dr. Kate Kinsella’s ACADEMIC DISCUSSION ROUTINE ~ Step by Step
!
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.!!
Phase 1: Brainstorm
1. Display and read aloud the discussion question
2. Students reread question aloud (phrase-cued)
3. Model brainstorming response(s) (quick list, phrases, everyday English)
4. Prompt students to think and record brief responses
5. Students check one or two preferred ideas to develop into academic responses
Phase 2: Record 1. Introduce first frame (visibly displayed, include model response)
2. Students rehearse model response (silently, phrase-cued)
3. Direct attention to potentially unfamiliar vocabulary (underline, write simple definition)
4. Direct attention to and explain the grammatical target(s) (underline, highlight)
5. Model use of precise vs. everyday words using the Precise Word Bank (if provided)
6. Direct students to write an academic response using the first frame
7. Prompt students to consider (example, reason, evidence) to elaborate verbally
8. Students record response with first frame and consider how to elaborate
9. Repeat the process with any additional frame (visibly displayed, include model response)
10. Circulate to monitor, read sentences, and provide feedback !!
Phase 3: Exchange
1. Direct students to silently reread their sentences in preparation to share
2. Cue partner (A/B) to read their response twice (then switch/A)
3. Circulate to provide feedback and preselect reporters
4. Cue partners to restate and record each other’s idea
5. Repeat phase 3 for response with second frame !!
Phase 4:!Report 1. Establish expectations for reporting using the 1st frame
2. Assign active listening task(s): take notes, identify similarities/differences
3. Record student contributions on board or organizer to display later
4. Cue preselected reporters
5. Elicit additional reporters using varied strategies (e.g., name cards, popcorn, volunteers)
6. Briefly synthesize contributions and make connections to article focus
7. Repeat phase 4 for response with second frame !
Physically: Using Body
§ leans toward me § doesn’t look away
Verbally: Using Words
§ asks questions § stays on topic
20
How does a lesson partner demonstrate attentive listening?
§ A partner demonstrates attentive listening when she asks clarifying questions.
For example, if she doesn’t understand my response, she might politely ask “What do you mean?”
§ A partner demonstrates attentive listening by staying on topic.
22
For instance, he doesn’t ask me about something else until we have finished our assignment.
§ Did I spell __ correctly?
§ How do you spell __?
§ Is there a better way to say __?
§ What is a precise synonym for __? § Is this grammatically correct? § May I run an idea by you?
23 24
4
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.
§ Opinion (1-5)
§ Opinion, Argument (6-12 +)
§ Informative/Explanatory (1-12 +)
§ Text Summary & Response (4-12 +)
§ Narrative (1-12) (Least vital for College & Career Readiness)
§ Journal Entries (Random Prompts & Topics)
§ Personal Response to Literature
§ Daily Oral Language (Sentence Correction)
§ Summaries with Art Projects (e.g., Dioramas)
§ Persuasive Essay
§ Weekly Spelling List Paragraph
§ Persuade: Give convincing reasons to try to get an individual or group to do something that they may not wish to do. Appeal to the audience’s emotions.
§ Justify: Give convincing reasons and compelling evidence from sources and relevant personal experiences to support a claim, decision, action or event. Appeal to the audience’s reasoning.
27
§ Evaluate your current study place and determine whether you should make any changes to create a more productive work environment.
§ Write a thoughtful informative paragraph, including a clearly-stated topic sentence, transitions, specific reasons, concrete details, and a concluding statement.
1 2
Well actually I study in my livingroom almost sometime. Because I don’t usually do my homeworks. Every time when I pick up my pen to work on my homeworks. I got disturb from my little bros., and sister. They come into the livingroom and chasing each other aroun. Man I was like sitting in hell with a demon. In my living room I had a table. Which it is about 6 ft. by 3, a lamp, dictionary, pens and school stuff. I had a 27 inch TV in front of me.
9th grade (7 years in U.S., CELDT 3 for 5 years)
§ Imprecise vocabulary use: school stuff
§ Inconsistent and inaccurate use of present tense to describe habitual actions: I study; I had a desk
§ Errors with: § Adverbs of frequency: almost sometime § Count/non-count nouns: homeworks § Verb phrases: I got disturb from § Sentence fragments: Because I don’t do my homeworks. § Conversational register: Well actually; Man I was like
5
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.
§ Peer revision and editing sans oversight § Worksheets on grammar and mechanics § Multiple rewrites without targeted feedback § Journaling on random topics § Graphic organizers as a sole scaffold for a
lengthy writing assignment § Holistic rubrics for placement/exit decisions
31 32
Study Place: Living Room big table
small lamp tv always on
noisy little brother & sister
food smells school stuff: pens, paper
Topic Words § assignments § concentrate § environment § resources, materials § distract, distraction § avoid § improve, improvement § productive, unproductive § challenge, challenging
High-Utility Words § complete § strength § weakness § challenge § positive § negative § numerous § several § select
33 34
§ I (regularly, typically) complete my most demanding homework assignments in __
§ I prefer to study in this location because __ § One challenge I face working in __ is __ § To create a more productive study
environment, I should __ and __ § A positive change I could make would be to __
§ Students cannot be expected to write what they cannot competently articulate.
§ Writing frequently without related language instruction doesn’t produce competent writers.
§ We must equip English Learners and reticent readers with a process, models and linguistic tools for competent verbal and written communication across the subject areas.
§ When English learners are faced with a new and challenging academic task, ranging from independently reading an informational text to collaborating on a text-dependent response or making a formal presentation, the content must initially be relatively easy so students can devote their attention to the procedural and linguistic demands of the lesson task.
§ Gersten, R., & Baker, S. (June 2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66/4, 454-470.
6
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.
Complexity Progression for English Learners: OPINION WRITING
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.
OPINION PARAGRAPH OPINION ESSAY
1. Introductory Assignments (3-4) (Non Text-Dependent)
Sources: • Background Knowledge • Personal Experience
Structure: • Topic Sentence
(Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences
(Examples, Explanation) • Concluding Statement
1. Introductory Assignments (2) (Non Text-Dependent)
Sources: • One Assigned Text (Fairly Complex) • Background Knowledge/Experience Structure: • Thesis Statement (No Introduction)
(Directly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each
(Reasons, Examples, Explanation) • Concluding Statement
2. Intermediate Assignments (2-3) (Partially Text-Dependent)
Sources: • One Assigned Brief Text • Background Knowledge • Personal Experience
Structure: • Topic Sentence
(Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences
(Examples, Explanation) • One Text Citation/Quotation • Concluding Statement
2. Intermediate Assignments (2) (Partially Text-Dependent)
Sources: • 1-2 Assigned Texts
(Varied Complexity) • Background Knowledge • Personal Experience
Structure: • Introduction with Thesis Statement
(1 Directly & 1 Indirectly Stated) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each
(Reasons, Examples, Explanation) • 2-3 Text Citations/Quotations • Concluding Paragraph
3. Eventual Assignments (2) (Text-Dependent)
Sources: • 1 - 2 Assigned Brief Texts
Structure: • Topic Sentence
(Indirectly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences
(Reasons, Examples, Explanation, Quotations from Texts)
• Concluding Statement
3. Eventual Assignments (2-3) (Text-Dependent)
Sources: • 2 Assigned Texts (Varied Complexity)
Structure: • Introduction with Thesis Statement
(Indirectly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each
(Examples, Explanation) • 3-4 Text Citations (1-2 Paraphrased,
1 Directly Quoted) • Concluding Paragraph
Complexity Progression for English Learners: OPINION WRITING
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.
OPINION PARAGRAPH OPINION ESSAY
1. Introductory Assignments (3-4) (Non Text-Dependent)
Sources: • Background Knowledge • Personal Experience
Structure: • Topic Sentence
(Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences
(Examples, Explanation) • Concluding Statement
1. Introductory Assignments (2) (Non Text-Dependent)
Sources: • One Assigned Text (Fairly Complex) • Background Knowledge/Experience Structure: • Thesis Statement (No Introduction)
(Directly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each
(Reasons, Examples, Explanation) • Concluding Statement
2. Intermediate Assignments (2-3) (Partially Text-Dependent)
Sources: • One Assigned Brief Text • Background Knowledge • Personal Experience
Structure: • Topic Sentence
(Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences
(Examples, Explanation) • One Text Citation/Quotation • Concluding Statement
2. Intermediate Assignments (2) (Partially Text-Dependent)
Sources: • 1-2 Assigned Texts
(Varied Complexity) • Background Knowledge • Personal Experience
Structure: • Introduction with Thesis Statement
(1 Directly & 1 Indirectly Stated) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each
(Reasons, Examples, Explanation) • 2-3 Text Citations/Quotations • Concluding Paragraph
3. Eventual Assignments (2) (Text-Dependent)
Sources: • 1 - 2 Assigned Brief Texts
Structure: • Topic Sentence
(Indirectly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences
(Reasons, Examples, Explanation, Quotations from Texts)
• Concluding Statement
3. Eventual Assignments (2-3) (Text-Dependent)
Sources: • 2 Assigned Texts (Varied Complexity)
Structure: • Introduction with Thesis Statement
(Indirectly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each
(Examples, Explanation) • 3-4 Text Citations (1-2 Paraphrased,
1 Directly Quoted) • Concluding Paragraph
Complexity Progression for English Learners: OPINION WRITING
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.
OPINION PARAGRAPH OPINION ESSAY
1. Introductory Assignments (3-4) (Non Text-Dependent)
Sources: • Background Knowledge • Personal Experience
Structure: • Topic Sentence
(Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences
(Examples, Explanation) • Concluding Statement
1. Introductory Assignments (2) (Non Text-Dependent)
Sources: • One Assigned Text (Fairly Complex) • Background Knowledge/Experience Structure: • Thesis Statement (No Introduction)
(Directly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each
(Reasons, Examples, Explanation) • Concluding Statement
2. Intermediate Assignments (2-3) (Partially Text-Dependent)
Sources: • One Assigned Brief Text • Background Knowledge • Personal Experience
Structure: • Topic Sentence
(Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences
(Examples, Explanation) • One Text Citation/Quotation • Concluding Statement
2. Intermediate Assignments (2) (Partially Text-Dependent)
Sources: • 1-2 Assigned Texts
(Varied Complexity) • Background Knowledge • Personal Experience
Structure: • Introduction with Thesis Statement
(1 Directly & 1 Indirectly Stated) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each
(Reasons, Examples, Explanation) • 2-3 Text Citations/Quotations • Concluding Paragraph
3. Eventual Assignments (2) (Text-Dependent)
Sources: • 1 - 2 Assigned Brief Texts
Structure: • Topic Sentence
(Indirectly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences
(Reasons, Examples, Explanation, Quotations from Texts)
• Concluding Statement
3. Eventual Assignments (2-3) (Text-Dependent)
Sources: • 2 Assigned Texts (Varied Complexity)
Structure: • Introduction with Thesis Statement
(Indirectly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each
(Examples, Explanation) • 3-4 Text Citations (1-2 Paraphrased,
1 Directly Quoted) • Concluding Paragraph
§ Set Expectations for Academic Writing: § Introduce the Writing Type § Analyze a Writing Model § Review a focused scoring guide
§ Unpack the Writing Prompt
§ Teach Language/Conventions for Writing
§ Guide Drafting § Monitor Peer Feedback
§ Describe § Explain § Sequence § Narrate § Compare
§ Justify (State/Defend Claims)
§ Argue (Defend/Counter Claims)
§ Analyze ~ Cause-Effect
§ Interpret ~ Data/Evidence
§ Infer (Draw Inferences)
41
§ Describe the protagonist’s character traits that influenced her decision-making process and eventual resolution.
§ Compare the curricular reforms proposed by opponents and proponents of AP coursework.
§ Identify prevalent trends in teen smart phone usage and recommended parental directions.
42
7
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.
§ Words we recognize or understand when we see or hear them.
§ Typically much larger than productive vocabulary knowledge.
§ Words we associate with some meaning even if we don’t know the full range of definitions, connotations, or ever use when we speak and write.
§ Words we understand and can use comfortably and competently in spoken and written communication;
§ Smaller than receptive word knowledge;
§ When limited, it can be stigmatizing during advanced academic and social interactions and written discourse.
Group 1/10 (Highest Incidence): analyze assume benefit concept consist context economy environment establish estimate factor finance formula function income indicate individual interpret involve issue labor legal major method occur percent principle section significant similar source specific structure . . .
word family: assume, v. assumed, adj. assumption, n.
Source: (Averil Coxhead, 2000)
§ The major focus of this report is _
§ The author addresses the issue of _
§ An essential detail in this section is _
§ Another significant detail is _ § The most relevant evidence is _
Dr. Kinsella’s High-Utility Vocabulary Instructional Routine ~ Step by Step
© Kate Kinsella, Ed. D. 2013 ~ All rights reserved. Do not modify or distribute electronically without permission.!
Ph
ase
1: In
tro
du
cin
g W
ord
Introduce the High-Utility Academic Word 1. Establish purpose: learning a high-utility academic word 2. Pronounce the word 3. Students repeat 4. Provide part of speech 5. Syllabify 6. Students repeat 7. Provide a student-friendly definition 8. Students repeat definition and fill in blank(s) 9. Model example #1 visibly displayed 10. Students repeat example and fill in blank(s)
11. Model example #1 visibly displayed 12. Students repeat meaning and fill in blank(s)
Ph
ase
2: V
erb
al P
ract
ice
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 (twice) 6. Circulate listening, providing feedback, and preselect initial reporters
Transition to Reporting 7. Elicit reporting with frame, visibly displayed 8. Cue preselected students to report 9. Direct students to write the word and selected response in the frame
(own, partner’s or strong response) !!
Ph
ase
3Ph
Ph
asas
: W
riti
ng
Pra
ctic
e 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 appropriate word form and content in the frame
6. Cue partner (A/B, 1/2) to read response to 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 11. Elicit additional responses
!
Text: Lions vs. Humans Date
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.
1
Word Meaning Examples Images
factor fac•tor noun
________
________
one of many
things that
____________ or
affect a situation
Texting while driving is a major
factor in many teen car
________________________.
A good night’s sleep and a
nutritious breakfast are key
factors in a student’s
performance on ___________.
!Verbal Practice (Think-Pair-Share-Write):
One of the most important when I purchase a gift for a friend is the
2
Word Meaning Examples Images
protect pro•tect
verb
________
protection pro•tec•tion
noun
________
________
to stop someone
or something
from being hurt or
______________
something that
keeps a person or
thing from getting
___________ or
damaged
Bike riders should always wear
helmets to protect their
________________________.
During our class field trip to the
desert, our teacher encouraged
us wear a long-sleeved shirt,
hat and ________________ to
offer protection from the sun.
!Verbal Practice (Think-Pair-Share-Write):
One of the best ways to a laptop containing your schoolwork is to
(always/never)
Our community is donating free to offer
for people without shelter during the cold winter months.
factor
factor
cause accidents
exams
1 2
8
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.
factor (noun)
One of the most important ________ when I purchase a gift for a friend is the __________________________.
factor (noun)
One major _________ that can contribute to a ____________ grade on a test is __________ ________________________
PROMPT: What are key factors a parent must consider before leaving a child at home alone?
Construct a thoughtful response in academic register that includes relevant examples.
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 in a __ manner. § When the bell rang, I __ by immediately __.
53
Name Date
© Kate Kinsella, Ed. D. 2014 ~ All rights reserved. Do not modify or distribute electronically without permission.
1
Word Meaning Examples Images
similar sim•i•lar adjective
_________
_________
synonym:
alike
almost the
_____________
antonym:
different
An ____________ is similar to
a tangerine because they have
the same _______________
and color, and they are both
sweet-tasting citrus fruits.
My cousin and her dog look
similar because they both have
________ eyes, big _________,
and blonde hair.
Verbal Practice (Think-Pair-Share-Write):
On the first day of school, many students arrive with similar
Writing Practice (Think-Write-Pair-Share):
It’s great to have friends with interests in and
that are to mine.
2
Word Meaning Examples Images
benefit
ben•e•fit noun
________
________
synonym:
advantage
something
good or
___________
you get from
something
One benefit of living near
school is that you can _______
and get some exercise instead
of drive in rush hour traffic.
An important benefit of being
bilingual is being able to listen
and dance to music in two
different _________________.
Verbal Practice (Think-Pair-Share-Write):
One benefit of owning a pet is having a playmate when you are
Writing Practice (Think-Write-Pair-Share):
Two of growing up in Southern California are that the weather is much
than other parts of the US and we can outside year round.
benefit useful
walk
languages beneficio
54
benefit (noun)
One benefit of owning a pet is that you can __ (base verb: cuddle) when you are __ (adjective: scared).
9
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.
55
benefit (noun) § Writing Practice: Two clear _________ of using a tablet or laptop to write in class are being able to ___________ and ___________ more easily.
benefits
check spelling correct errors
§ base verb = verb with no ending (-s, -ed, -ing)
§ She needs to arrive early for practice.
§ I prefer to take notes using my tablet.
§ We forgot to bring our supplies for the project.
56
Prius owners firmly believe that their hybrid car provides them with several ________, including being able to _______________________
57
drive in the diamond lane
benefits
§ Introduce the writing type with a clear definition and student-friendly scoring guide.
§ Provide accessible models to help students grasp the essential elements.
§ Allow students to write about familiar topics before requiring text dependent tasks.
§ Pre-teach relevant syntax, grammar, and vocabulary for the writing type and topic.
§ Build fluency with a writing type through routine, brief teacher-mediated tasks.
§ Dr. Kate Kinsella grants permission for materials included in this presentation to be used as is or with slight modification for K-12 district use, only with credit to the author (source _: adapted from _).
§ These materials may not be published, presented at conferences, distributed on the internet or used or adapted by any publisher or professional development provider without securing prior written permission from the author: [email protected]
Kate Kinsella, Ed.D. San Francisco State University
Center for Teacher Efficacy [email protected] (707) 473-9030
10
Common Direction Words in Academic Writing Prompts
© Kate Kinsella, Ed. D. 2013 ~ All rights reserved. Do not modify or distribute electronically without permission.
ANALYZE Break the subject (an object, event, or concept) down into parts, and explain the various parts.
ARGUE State a claim on an issue and support it with reasons and evidence from sources while also countering possible statements or arguments from individuals who have different positions.
COMPARE Show how two things are similar and different; include details or examples.
CONTRAST Show how two things are different; include details or examples.
CRITIQUE Point out both the good and bad points of something.
DEFINE Give an accurate meaning of a term with enough detail to show that you really understand it.
DESCRIBE Write about the subject so the reader can easily visualize it; tell how it looks or happened, including how, who, where, why.
DISCUSS Give a complete and detailed answer, including important characteristics and main points.
EVALUATE Give your opinion of the value of the subject; discuss its good and bad points, strengths and weaknesses.
EXPLAIN Give the meaning of something; give facts and details that make the idea easy to understand.
ILLUSTRATE Give the meaning of something; give facts and details that make the idea easy to understand.
INTERPRET Explain the meaning of a text, statement, photo, graphic aid; discuss the results or the effects of something.
JUSTIFY Give convincing reasons and evidence from sources to support a claim, decision, action, or event.
PERSUADE Give convincing reasons in order to get someone to do or believe something; appeal to the reader’s feelings and mind.
RESPOND State your overall reaction to the content, then support your individual opinions or claims with specific reasons and relevant examples, making sure to refer back to supporting texts.
STATE Give the main points in brief, clear form.
SUMMARIZE Provide an objective overview of the topic and important details from a text; use paragraph form, key topic words, and no personal opinions about the content.
SYNTHESIZE Combine ideas from different sources in a single response.
TRACE Describe an event or process in chronological order.
11
Academic Writing Types: Secondary School
© Kate Kinsella, Ed.D. 2016. All Rights Reserved.
INFO
RM
ATI
VE T
EXT
An informative text examines a topic and conveys ideas and information without including personal opinions.
A. The introduction identifies the topic and contains a thesis statement that tells what the writer will explain.
B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that develop the topic with evidence drawn from sources
such as definitions, facts, statistics, examples, and quotations. • Transition words or phrases that introduce and connect ideas.
C. The concluding sentence follows from the information presented and explains the topic’s importance.
OPI
NIO
N E
SSA
Y
An opinion essay states a claim and supports it with clear reasons and relevant evidence from sources.
A. The introduction clearly states the writer’s thesis or claim about the topic.
B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that support the claim with clear reasons and relevant
evidence drawn from credible text sources or the writer’s experience. • Transition words or phrases that connect opinions, reasons, and evidence.
C. The concluding sentence strongly restates the writer’s claim about the topic.
AR
GU
MEN
T ES
SAY
An argument essay states a claim and one or more counterclaims, supported with clear reasons and relevant evidence from sources.
A. The introduction clearly states the writer’s thesis or claim about the topic.
B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that support the writer’s claim with clear reasons and
evidence from credible text sources or the writer’s experience. • Counterclaims that refute other common claims with strong evidence. • Transition words or phrases that connect opinions, reasons, and evidence.
C. The concluding sentence strongly restates the writer’s claim about the topic.
NA
RR
ATI
VE
A narrative tells a story from a clear point of view. Narratives can be imagined events or true experiences written from someone’s life. A personal narrative tells a story from the writer’s life, and explains how his or her life changed as a result.
A. The introduction identifies the context, characters, and purpose of the narrative.
B. Detail sentences tell the most important events of the story. • Transition words or phrases help move the reader through the events. • Descriptive language, such as action verbs, precise adjectives and adverbs,
make the story more vivid and interesting.
C. The concluding sentence explains the importance of the story.
12
Dr. Kate Kinsella’s Support Process For Formal Writing Assignments
© Kate Kinsella, Ed.D. 2015. All Rights Reserved.
PRIOR TO INSTRUCTION: 1. Prepare a clear definition of the academic writing type. 2. Identify or write an appropriate student model. 3. Identify or design a student-friendly analytic scoring guide. 4. Determine language and convention priorities for explicit instruction.
SET EXPECTATIONS FOR ACADEMIC WRITING
Phase 1: Teach the key elements of the academic writing type. 1. Introduce the academic writing type with a definition specifying its purpose,
structure, and specific elements. 2. Provide and read an appropriate student writing model that includes key
elements of the academic writing type. 3. Guide analysis of key elements in the writing model and text marking. 4. Facilitate academic discussion of key elements using response frames. 5. Review a focused scoring guide and point out how model meets criteria.
Phase 2: Unpack the writing prompt. 1. Introduce the specific assignment writing prompt. 2. Establish writing task expectations.
FRONTLOAD LANGUAGE AND CONVENTIONS FOR ACADEMIC WRITING TYPE
Phase 1: Build word knowledge for the specific writing focus.
Phase 2: Teach tenses and sentence structures for the writing type. Phase 3: Practice a convention skill required for the writing type.
GUIDE DRAFTING
Phase 1: Support students in planning to write with a focused outline or organizer. Phase 2: Model the drafting process with an interactive writing frame. Phase 3: Monitor to provide guidance as students write their own drafts.
FACILITATE SELF- AND PEER ASSESSMENT
Phase 1: Practice using the scoring guide with a writing sample in need of revision. Phase 2: Facilitate partner collaboration to write and discuss priorities for revision.
13
Complexity Progression for English Learners: OPINION WRITING
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.
OPINION PARAGRAPH OPINION ESSAY
1. INTRODUCTORY 3-4 Non Text-Dependent Assignments Sources:
• Background Knowledge • Personal Experience
Structure: • Topic Sentence (Directly Stated Opinion)
• 2-3 Detail Sentences • 1-2 Supporting Sentences (Examples, Explanation)
• Concluding Statement
1. INTRODUCTORY 2 Non Text-Dependent Assignments Sources: • One Assigned Text (Fairly Complex) • Background Knowledge/Experience Structure: • Thesis Statement (No Introduction) (Directly Stated Opinion)
• 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Reasons, Examples, Explanation)
• Concluding Statement
2. INTERMEDIATE 2-3 Partially Text-Dependent Assignments Sources:
• One Assigned Brief Text • Background Knowledge • Personal Experience
Structure: • Topic Sentence (Directly Stated Opinion)
• 2-3 Detail Sentences • 1-2 Supporting Sentences (Examples, Explanation)
• One Text Citation/Quotation • Concluding Statement
2. INTERMEDIATE 2 Partially Text-Dependent Assignments Sources:
• 1-2 Assigned Texts (Varied Complexity)
• Background Knowledge • Personal Experience
Structure: • Introduction with Thesis Statement (1 Directly & 1 Indirectly Stated)
• 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Reasons, Examples, Explanation)
• 2-3 Text Citations/Quotations • Concluding Paragraph
3. EVENTUAL 2 Text-Dependent Assignments
Sources: • 1 - 2 Assigned Brief Texts
Structure: • Topic Sentence (Indirectly Stated Opinion)
• 2-3 Detail Sentences • 1-2 Supporting Sentences (Reasons, Examples, Explanation, Quotations from Texts)
• Concluding Statement
3. EVENTUAL 2-3 Text-Dependent Assignments
Sources: • 2 Assigned Texts (Varied Complexity)
Structure: • Introduction with Thesis Statement (Indirectly Stated Opinion)
• 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Examples, Explanation)
• 3-4 Text Citations (1-2 Paraphrased, 1 Directly Quoted)
• Concluding Paragraph
14
Language Tools: Opinion and A
rgument W
riting
1 of 3 ©
Kate Kinsella, Ed.D. 2016 All R
ights Reserved
To DIR
ECTLY state your opinion . . .
To IN
DIR
ECTLY state your opinion . . .
Verbs Verb Phrases
Verbs Phrases
agree
I . . . think, believe, agree, view
conclude, contend, support, m
aintain, concur, consider
I . . . personally/honestly think firm
ly believe, continue to believe strongly agree am
/remain convinced that
fully support the notion that
agree
It is clear that It is im
portant that It is evident that It is w
orth noting that It is essential that
disagree
I . . . contend m
aintain
I . . . w
ould argue strongly that do not (think, believe) still contend still m
aintain cannot support the position disagree (som
ewhat, entirely)
in no way believe
am unconvinced
disagree
It is not entirely clear that It seem
s less important that
It is not perfectly evident that It is sim
ply not worth noting that
It is clearly not worth arguing that
It is not always (true, the case) that
The argument that __ is (invalid, illogical,
flawed, erroneous).
undecided
I’m . . .
undecided uncertain unconvinced unsure
I . . . am
somew
hat undecided whether
remain unconvinced
am m
ore inclined to believe see both sides of the issue am
still on the fence about
undecided
It remains unclear w
hether It is challenging to determ
ine whether
It cannot be easily decided whether
It continues to be problematic to state
Taking into consideration both sides of this issue, it is unclear that
Adverbs to add em
phasis: certainly, definitely, perfectly, completely, surely, clearly, w
holeheartedly, firmly, fully, honestly, still
Examples:
It is certainly true that; I can definitely (see how, understand w
hy); I wholeheartedly support; I firm
ly believe; I fully recognize; The research team
surely defends; Recent studies clearly dem
onstrate; Current data definitely points to
15
Language Tools: Opinion and A
rgument W
riting
2 of 3 ©
Kate Kinsella, Ed.D. 2016 All R
ights Reserved
Transition Words and Phrases
1. To establish your point of view
2. To introduce reasons D
rawing from
my (fam
ily, school, athletic, work) experience,
Based on m
y experience as a/an (female, athlete, im
migrant),
As a (com
petitive athlete, college-bound teenager), D
uring my (pre-school years, childhood, adolescence),
In my elem
entary school experience, W
ithin my (culture, com
munity, neighborhood),
Am
ongst my (peers, fam
ily mem
bers, classmates),
One reason I hold this position is
Another (key, m
ajor) reason (restate claim) is
A com
pelling reason for __ is It is also clear that P
erhaps the most im
portant reason for
3. To introduce a data-driven claim/position
4. To introduce examples
After reading the article, __,
After exam
ining the issues surrounding __, A
fter analyzing the research findings on __, A
fter considering the arguments in favor of __,
After exam
ining the issues surrounding __, H
aving reviewed the recent data on __,
Having thoroughly investigated the issue of __,
For example,
As an illustration,
For instance,
A
nother (example, factor, instance) is
As an exam
ple, A
s a/an (recent, additional, typical) example,
To illustrate,
5. To introduce evidence drawn from
sources 6. Transitions to introduce /connect supporting ideas
A recent study show
s According to
The data on __ clearly indicates The evidence on __ points to A
bundant data illustrates There is strong evidence to suggest
First, Second,
In addition, Furtherm
ore, A
lso, Additionally,
Moreover, M
ost importantly,
7. Transitions to conclude
In conclusion, . . .Overall, . . .Finally, . . .Thus, . . . For these reasons, . . .To conclude, . . .To sum
up, . . .To review
8. Precise Adjectives for Evidence
good = convincing, powerful, strong, com
pelling, relevant
new = recent, current, contem
porary, up-to-date scary = alarm
ing, distressing, shocking, striking, disturbing hard = difficult, troubling, challenging, com
plex, complicated
true = believable, convincing, plausible, persuasive
enough = adequate, sufficient, abundant, substantial not enough = inadequate, insufficient, scarce
stupid = absurd, ridiculous, unreasonable
16
Language Tools: Opinion and A
rgument W
riting
3 of 3 ©
Kate Kinsella, Ed.D. 2016 All R
ights Reserved
Counter A
rgument &
Refutation
Basic A
pproach: S
ome people m
ay (say, argue, advocate) that my (opinion, claim
, position) is not (true, valid, reasonable) because __. H
owever, this is (incorrect, inaccurate, m
istaken, wrong, categorically false) because __.
Introducing a Counter A
rgument
Refuting the C
ounter Argum
ent
Som
e will state that (m
y claim) is not true because __.
Som
e people might contend that __.
(Opponents, P
roponents) of __ will argue that __.
Advocates of __ are likely to em
phasize that __.
Those on the other side of the issue may em
phasize __.
While it is true that __,
Adm
ittedly, __.
Defenders of __ are apt to point out that __.
That said, I would rem
ind them that __.
Nevertheless, I w
ould readily point out that __.
How
ever, they should carefully consider __.
How
ever, current data actually demonstrates __.
Although that point is true, it is not im
portant because __.
While that m
ay be the case, my point is still valid because __.
Som
e will m
aintain __ despite the fact that __.
Transition words: but, yet, how
ever, nevertheless, still
Examples:
•
Proponents of an outright ban are likely to point out the fact that a higher percentage of paper bags than plastic bags is
recycled. How
ever, current data actually demonstrates that recycling paper bags uses m
ore energy and plastic bags take up less space in landfills. (M
alik 38).
• A
dvocates for a total ban on plastic bag use may reply that these products last for up to 1,000 years in landfills despite
the fact that polls reflect a complete ban isn’t supported by m
ost Am
ericans (EcoW
atch 35).
• W
hile it is true that consumers are perfectly capable of recycling plastic bags responsibly, recent global research
suggests less than five percent of people regularly recycle bags (Malik 39).
17
Sample Language Objectives: Opinion Paragraph/Essay
© Kate Kinsella, Ed.D. 2016. All Rights Reserved.
OPI
NIO
N E
SSA
Y
An opinion essay states a claim and supports it with clear reasons and relevant evidence from sources.
A. The introduction clearly states the writer’s thesis or claim about the topic.
B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that support the claim with clear reasons and relevant
evidence drawn from credible text sources or the writer’s experience. • Transition words or phrases that connect opinions, reasons, and evidence.
C. The concluding sentence strongly restates the writer’s claim about the topic. LANGUAGE OBJECTIVES: Introduction
• State a claim directly using first-person present-tense opinion verbs: believe; maintain; conclude. • State a claim directly using advanced present tense verb phrases: firmly believe, continue to
believe, am convinced that, remain convinced that, support the notion that. • Indirectly state a claim using first-person present tense verb phrases: It is clear that, It is important
that, It is evident that, It is essential that. • Qualify a position using precise adverbs: agree/disagree…somewhat, entirely, completely. • Add emphasis to claim statements using precise adverbs: certainly, completely, definitely, fully. • Establish a point of reference when stating a claim using effective transition phrases: Based on
my experience as a/an; Drawing from my (family, school, work, athletic) experience. LANGUAGE OBJECTIVES: Body
• Use basic transition words to introduce reasons to support a claim: first, second, also, additionally, furthermore, finally.
• Use advanced transitional phrases to introduce reasons to support a claim: one major reason, Another (key, important) reason, in addition, perhaps the most compelling reason.
• Use basic transition words and phrases to introduce examples to support a claim: for example, for instance, one example is.
• Use advanced transition phrases to introduce examples to support a claim: to illustrate, as an illustration, as an example, as a/an (recent, relevant additional, typical) example.
• Provide reasons using “because of” and “as a result of” followed by a noun phrase. • Use third-person singular present-tense citation verbs to credit an author when providing
text evidence: reports, explains, points out, notes, argues. • Provide anecdotes to support a point using regular and irregular past-tense verbs. • Use modal expressions to express opinions about what is possible: maybe, probably,
certainly, can, must. • Use precise adjectives instead of “interesting” to describe the evidence provided to support a
claim: fascinating, intriguing, thought-provoking. • Use precise adjectives instead of “good” to describe the evidence provided to support a claim:
convincing, powerful, strong, compelling. • Use modal verbs to describe what is possible or preferable and propose concrete solutions:
should (limit); would (improve); could (benefit). • Articulate cause and effect relationships within complex sentences using subordinating
conjunctions: since, because, when. • Compose complex and compound sentences to support major points.
18
ANALYZING TEXT ELEMENTS
Academic Writing
Student Writing Model
After studying different forms of recess, I believe that schools should
require unstructured recess activities. One reason is that unstructured
activities provide students with a necessary break from schoolwork. In
the article “The Power of Play,” the author states that one positive effect
of 15 minutes or more of recess is that students can focus better in class.
In my experience, free choice activities allow students to exercise their
imaginations. For instance, in the article “The Power of Play,” the author
points out that one example of free play is creating a made‑up play, which
is my friends’ and my favorite recess activity. For these reasons, I conclude
that students should participate in unstructured play during recess.
Academic Writing TypeAn opinion paragraph states a claim and supports it with logical reasons and relevant evidence from the texts and the writer’s experience.
The introductory sentence clearly states the writer’s claim about the issue.
Detail sentences support the claim with reasons and evidence from the texts and the writer’s experience.
• Transition words or phrases connect opinions, reasons, and evidence.
The concluding sentence restates the writer’s claim about the issue.
A
B
C
ANALYZE TEXT ELEMENTSRead this student model to analyze the elements of an opinion paragraph.
MARK & DISCUSS ELEMENTSMark the opinion paragraph elements. Then discuss them with your partner.
1. Put brackets around the writer’s claim within the introductory sentence. The writer’s claim is .
2. Draw a box around three transition words or phrases. One transition (word/phrase) is . Another transition (word/phrase) is .
3. Underline and label two reasons that support the writer’s claim with the letter R. One reason that supports the writer’s claim is .
4. Underline and label two pieces of evidence that support the writer’s claim with the letter E. One piece of evidence that supports the writer’s claim is .
5. Star two precise topic words. Check two high‑utility academic words. An example of a (precise topic/high‑utility academic) word is .
A
B
C
38 Issue 2
E3DJrA_TEPE_I02_038-043_WR.indd 38 1/29/16 4:28 AM
Language & Writing Portfolio, Course A, Volume 1 p. 38
The STudenT experience
English 3D (2016) Houghton Mifflin Harcourt 19
Opinion Paragraph
© 2016 Kate Kinsella, Ed. D. ~ All rights reserved.
Assess Your Draft Use the following scoring guide to rate your opinion paragraph. In
suffi
cien
t
Atte
mpt
ed
Suffi
cien
t
Exem
plar
y
Rating Scale 1 2 3 4
1. Does the introductory (topic) sentence clearly state your claim? 1 2 3 4
2. Did you use transitions to connect opinions, reasons, and evidence? 1 2 3 4
3. Do the detail sentences provide reasons that support your claim? 1 2 3 4
4. Do the detail sentences provide evidence (from text, other sources, experiences, background knowledge) to support the claim? 1 2 3 4
5. Did you include precise topic words and high-utility academic words? 1 2 3 4
6. Does the concluding statement restate your claim using new wording and leave the reader with a final thought to consider? 1 2 3 4
Reflect and Revise Record specific priorities and suggestions to help you revise your draft. (Partner) Positive Feedback: I appreciate how you (used, included, described)
(Partner) Suggestion: Your opinion paragraph will be stronger if you (add, revise, check)
(Self) Priority 1: I plan to improve my opinion paragraph by (adding, changing, explaining)
(Self) Priority 2: I also need to (include, change, revise)
Check and Edit Use this checklist to proofread and edit your opinion paragraph. q Did you begin with an interesting and appropriate title?
q Did you capitalize the title(s) of any cited text, sources, and proper nouns?
q Did you use commas to separate transitions from the rest of the sentence?
q Did you express your opinion using appropriate present-tense verbs and modal verbs?
q Did you include a variety of sentences (simple, compound, complex)?
q Is each sentence complete?
q Are all words spelled correctly?
20
Opinion Essay
© 2016 Kate Kinsella, Ed. D. ~ All rights reserved.
Assess Your Draft Use the following scoring guide to rate your opinion essay. In
suffi
cien
t
Atte
mpt
ed
Suffi
cien
t
Exem
plar
y
Rating Scale 1 2 3 4
1. Does the introduction clearly state your claim? 1 2 3 4
2. Do your supporting paragraphs begin with a topic sentence that specifies a reason? 1 2 3 4
3. Did you use transitions to connect opinions, reasons and evidence? 1 2 3 4
4. Do the detail sentences provide evidence (from text, other sources, experiences, background knowledge) to support your claim? 1 2 3 4
5. Did you explain why the evidence is relevant and significant? 1 2 3 4
6. Did you include a variety of sentences (simple, compound, complex)? 1 2 3 4
7. Did you include precise topic words and high-utility academic words? 1 2 3 4
8. Does the concluding statement restate your claim using new wording and leave the reader with a final thought to consider? 1 2 3 4
Reflect and Revise Record specific priorities and suggestions to help you and your partner revise your draft.
(Partner) Positive Feedback: I appreciated how you (used/included/explained)
(Partner) Suggestion: Your opinion essay will be stronger if you (added, revised, checked)
(Self) Priority 1: I plan to improve my opinion essay by (adding, replacing, revising, checking)
(Self) Priority 2: I also need to (add, replace, revise, check) Check and Edit Use this checklist to proofread and edit your opinion essay. q Did you use commas to separate transitions from the rest of the sentence? q Did you use modal and conditional verbs appropriately? q Do present tense citation verbs end in –s? q Did you format citations correctly? q Is each sentence complete? q Are all words spelled correctly?
21
Opinion Essay: Final Draft (Personal Experience)
© Kate Kinsella, Ed.D. 2016. All Rights Reserved.
Prompt Should schools require Saturday make-up classes for students who have missed several classes or assignments?
Reclassified English Learner Grade 8 (post explicit, language-focused writing instruction)
From my perspective, schools should definitely require Saturday
make-up classes for students who have missed multiple classes or
assignments.
One key reason is that students with several absences have missed
valuable instruction and are probably behind their other classmates. By
attending make-up classes on Saturday, they can catch up on critical
lessons they have skipped and continue learning along with their
classmates the following week.
In addition, students who have not completed required coursework
typically don’t understand the assignment expectations and content. At
Saturday classes, the teacher should be able to introduce the major
concepts and practice skills again so their students gain more of an
understanding of what they need to accomplish.
Most importantly, I believe Saturday classes should be mandatory
because the struggling students who attend these classes will be there in
smaller numbers. This means that the teachers can devote their attention
to the most needy students and provide individual tutoring.
For these reasons, it seems evident that Saturday make-up classes
will enable struggling students to catch up on missing classwork so the
following week they can feel more motivated to attend and actively
participate during lessons.
22
Opinion Essay: (Text Source & Experience)
© Kate Kinsella, Ed.D. 2016. All Rights Reserved.
Prompt
Should female students be allowed to participate on a school’s male athletic teams, including contact sports?
Equal Sports Opportunities for Female Student Athletes
After reading the article “Leveling the Playing Field,” I am convinced that boys and
girls should have the same sports opportunities in school.
One reason is that schools have historically offered girls fewer sports options.
Schools have also denied girls the opportunity to participate on boys’ teams such as
wrestling. For example, my aunt attended high school in the late 1960s. She outperformed
her two older brothers in baseball, but she was unable to join the high school team. Her
only choices were badminton and archery, neither of which was her strongest or favorite
sport.
In addition, the article points out that after Title IX was passed, which allowed girls
to compete in boys’ events, girls still had to try out for an athletic team. In my experience, if
a girl is confident enough to try out for a competitive sport like basketball or golf, then she
is typically a skilled athlete who ought to be given a chance. As an example, the article
describes Annika Sorenstam who in 2003 competed in a world-class PGA golf tournament
against hundreds of male golfers. She was clearly strong enough to compete against male
peers.
Most importantly, images of what is feminine have evolved in the past decades.
Girls are now encouraged to work out regularly and build muscle mass to have more
stamina and strength while playing sports. Within my peer group, several girls are clearly
far more physically fit than many male classmates. During our annual fitness test, six
seventh grade girls in my PE class ran a mile in under seven minutes and completed thirty
or more crunches in a minute while male classmates trailed behind.
For these reasons, I conclude that girls should be allowed to try out for traditional
boys’ sports and judged based on their physical abilities not their gender.
23
Opinion/Argument: Marking and Discussion Tasks
© Kate Kinsella, Ed.D. 2016. All Rights Reserved.
Use consistent text marking tasks, symbols, and response frames to set up and monitor effective analysis and discussion of writing models.
1. Put a T next to the thesis statement within the introduction.
The thesis statement is _____. 2. Put brackets around the writer’s claim within the (topic sentence/introductory
statement/introduction). The writer’s claim is _____.
3. Circle strong verbs and verb phrases the writer uses to express opinions. An example of a strong (verb, verb phrase) expressing opinion is _____. Another strong (verb, verb phrase) I identified is _____.
4. Draw a box around four transition words or phrases.
One transition (word, phrase) is _____. Another transition (word, phrase) is _____.
5. Underline and label three reasons that support the writer’s claim with the letter R. One reason that supports the writer’s claim is _____. Another reason that supports the writer’s claim is _____.
6. Underline and label three pieces of evidence that support the writer’s claim with
the letter E. One piece of evidence that supports the writer’s claim is _____. An additional piece of evidence that supports the writer’s claim is _____.
7. Double underline a counterclaim.
One counterclaim is _____. The writer responds with evidence by _____. 8. Label three pieces of evidence that develop the topic with the letter E.
One piece of evidence that develops the topic is _____. An additional piece of evidence that develops the topic is _____.
9. Star four precise topic words and check four high-utility academic words. An example of a (precise topic word, high-utility academic word) is _____. Another (precise topic word, high-utility academic word) I identified is _____.
10. Put parentheses around the writer’s restated claim within the concluding
sentence. The writer’s restated claim is _____. The writer strongly restated his/her claim with this new phrasing: _____.
24
Opinion Essay: Marked Text Elements
© Kate Kinsella, Ed.D. 2016. All Rights Reserved.
Equal Sports Opportunities for Female Student Athletes
After reading the article “Leveling the Playing Field,” I am convinced that [boys and
girls should have the same sports opportunities in school].
One reason is that schools have historically offered girls fewer sports options.
Schools have also denied girls the opportunity to participate on boys’ teams such as
wrestling. For example, my aunt attended high school in the late 1960s. She
outperformed her two older brothers in baseball, but she was unable to join the high
school team. Her only choices were badminton and archery, neither of which was her
strongest or favorite sport.
In addition, the article points out that after Title IX was passed, which allowed girls
to compete in boys’ events, girls still had to try out for an athletic team. In my experience,
if a girl is confident enough to try out for a competitive sport like basketball or golf, then
she is typically a skilled athlete who ought to be given a chance. As an example, the
article describes Annika Sorenstam who in 2003 competed in a world-class PGA golf
tournament against hundreds of male golfers. She was clearly strong enough to compete
effectively against male peers.
Most importantly, perceptions and expectations of what is feminine have evolved in
the past decades. Girls are now encouraged to work out regularly and build muscle mass
to have more stamina and strength while playing sports. Within my peer group, several
girls are clearly far more physically fit than many male classmates. During our annual
fitness test, six seventh grade girls in my PE class ran a mile in under seven minutes and
completed thirty or more crunches in a minute while male classmates trailed behind.
For these reasons, I conclude that girls should be allowed to try out for traditional
boys’ sports and judged based on their physical abilities not their gender.
E
R
R
E
R
E
✓
✓
★
★
★
★
✓
✓ ★
25
Sample Language Objectives: Engaging in Academic Interactions
© Kate Kinsella, Ed.D. 2017. All Rights Reserved.
COLLABORATIVE DISCUSSIONS: Sample Language Objectives
Vague Statement: Engage in a range of collaborative discussions.
What this really means . . . • Discuss prior knowledge of a topic (what makes someone a good friend) prior to reading a
text, using appropriate register, complete sentences, and gerunds: helping, assisting, listening, defending, sharing, complimenting, recommending.
• Facilitate a collaborative small-group discussion of a topic by following turn-taking rules and eliciting ideas with precise questions: So, __, what are your thoughts?; (Name), what can you add?; So, __, what’s your experience?
• Exchange information on a topic by asking relevant questions and affirming others: What do you think makes sense? That makes sense. That would work.
• State an opinion on an issue by first qualifying a point of view using precise phrases: Based on my experiences as a __; Drawing on my experiences as a __.
• Listen attentively, restate a partner’s idea, and take brief notes using precise phrases: So, your (opinion, perspective, point of view) is that __?
• Compare experiences using complete sentences and key phrases: My experience is (similar to, somewhat similar to; different than; somewhat different than) yours.
• Facilitate discussion within a group by eliciting responses using appropriate phrases: I am eager to hear from __; I would like to hear from __; I’m interested in __’s response.
• Describe the effects of a person’s behavior using a complex sentence with present tense verbs: When my partner __ (verb + s), I __ (feel, understand, know) __.
• Predict informational text content and structure using a complex sentence with precise nouns to name text features and future tense: Based on the __ (title, heading, graphic aid, highlighted words), I predict the text will focus on __.
• Articulate the key idea and details in an informational text using precise academic terms: text topic, focus, key idea, detail.
• Qualify word knowledge using precise present tense verbs: use, know, understand, comprehend, recognize, don’t recognize.
• Report a group’s consensus on word knowledge using past tense citation verbs + that: agreed that, decided that, determined that, concluded that.
• Compare and contrast approaches using a complete sentence and precise adjectives: similar, comparable, identical, different.
• Negotiate with group members to construct a final collaborative response using appropriate present tense opinion statements: I think we should (say, put, use, write) __ because __; I still think __ is the strongest (choice, response, wording).
• Elicit and validate ideas while collaborating on a constructed response using appropriate questions and statements: What do you think makes sense? That makes sense. What’s your (opinion, suggestion)? That’s a great (Idea, example, suggestion).
• Evaluate interview techniques using text evidence and precise phrases for elaboration: for example, for instance, as an example, to illustrate.
26
Language for Academic Discussions
1. Stating Opinions I think__ because __. I (firmly, strongly) believe __. In my opinion, __. From my perspective, __. I am convinced __. My opinion on this (topic, issue) is __.
2. Supporting / Elaborating For (example, instance), __. A relevant example I (heard, read) was __. One (possible, convincing) reason is __. A (key, major) reason is __. A relevant experience I had was __. I experienced this when __.
3. Providing Evidence After hearing __, I am convinced __. The data on __ suggests __. After reading __, I conclude that __. After reviewing __, I assume that __. Drawing from experience, I know that __. Based on experience, it seems evident that __.
4. Comparing / Contrasting My (idea, response) is similar to (Name’s). My (opinion, perspective) is similar to (Name’s). My response is similar to that of my classmates. My response is different from (Name’s). My (approach, perspective) is different from (Name’s). My (analysis, conclusion, solution) is different from (Name’s).
5. Agreeing / Disagreeing I (completely) agree with (Name) that __. I share your perspective. My idea builds upon (Name’s). I don’t (quite, entirely) agree. I disagree (somewhat, completely). I have a different perspective on this (topic, issue).
© Kate Kinsella, Ed.D. 2016. All Rights Reserved.
------------------------------------------------------------------- fold -------------------------------------------------------------------
Language for Academic Collaboration
1. Eliciting What should we (say, put, write)? What do you think makes sense? What’s your (idea, opinion, experience)? Do you have anything to add? How would you (approach, complete) this task?
2. Contributing / Suggesting We could (say, put, write) __. What if we (say, put, write) __. I think __ makes the most sense. I think __ would work well. I think we should (add, include, consider) __.
3. Validating That would work. That makes sense. That’s a great (idea, suggestion). I see what you’re saying. That’s worth considering.
4. Negotiating Let’s (say, put, use, write) __ because __. Let’s go with (Name’s) suggestion __. I still think __ is the strongest (choice, response). Let’s combine ideas and put __. What if we (began, concluded) by __.
5. Clarifying I don’t quite understand your (idea, reason). I have a question about __. What exactly do you mean by __? If I understand you correctly, you think that _? Are you suggesting __?
6. Restating So, you think that __. So, your (idea, opinion, response) is__. So, you’re suggesting that __. Yes, that’s (right, correct). No, not exactly. What I (said, meant) was __.
7. Reporting We (decided, concluded, determined) that __ because __. One (fact, reason, piece of evidence) we considered is __. Our (point of view, response, conclusion) is that __. After reviewing __, we concluded that __. We came up with a __(similar, different) response.
8. Listening Attentively The (idea/example) I __ (added/recorded) was __. I (appreciated/related) to (Name’s) __(example/experience). The most convincing reason I heard was __. The strongest (argument/evidence) offered was __. The contribution I (appreciated, added, selected) was __.
© Kate Kinsella, Ed.D. 2016. All Rights Reserved. 27
Dr. Kate Kinsella’s ACADEMIC DISCUSSION ROUTINE ~ Step by Step
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.
Phase 1: Brainstorm
1. Display and read aloud the discussion question
2. Students reread question aloud (phrase-cued)
3. Model brainstorming response(s) (quick list, phrases, everyday English)
4. Prompt students to think and record brief responses
5. Students check one or two preferred ideas to develop into academic responses
Phase 2: Record 1. Introduce first frame (visibly displayed, include model response)
2. Students rehearse model response (silently, phrase-cued)
3. Direct attention to potentially unfamiliar vocabulary (underline, write simple definition)
4. Direct attention to and explain the grammatical target(s) (underline, highlight)
5. Model use of precise vs. everyday words using the Precise Word Bank (if provided)
6. Direct students to write an academic response using the first frame
7. Prompt students to consider (example, reason, evidence) to elaborate verbally
8. Students record response with first frame and consider how to elaborate
9. Repeat the process with any additional frame (visibly displayed, include model response)
10. Circulate to monitor, read sentences, and provide feedback
Phase 3: Exchange
1. Direct students to silently reread their sentences in preparation to share
2. Cue partner (A/B) to read their response twice (then switch/A)
3. Circulate to provide feedback and preselect reporters
4. Cue partners to restate and record each other’s idea
5. Repeat phase 3 for response with second frame
Phase 4: Report 1. Establish expectations for reporting using the 1st frame
2. Assign active listening task(s): take notes, identify similarities/differences
3. Record student contributions on board or organizer to display later
4. Cue preselected reporters
5. Elicit additional reporters using varied strategies (e.g., name cards, popcorn, volunteers)
6. Briefly synthesize contributions and make connections to article focus
7. Repeat phase 4 for response with second frame
28
Academic Discussion Topic: An English Learner’s Vocabulary Use
© Kate Kinsella, Ed. D. 2017 ~ All rights reserved.
Academic Discussion Topic: Attentive Listening PROMPT: How does a lesson partner demonstrate attentive listening? BRAINSTORM: List a few ways a partner can demonstrate attentive listening. Physically: Using Body Verbally: Using Words 1. 1.
2. 2.
PRECISE WORD BANK • let (verb) allow, permit, agree • nicely (adverb) politely, respectfully, collaboratively • idea (noun) response, suggestion, opinion
RECORD: Rewrite two ideas using the response frames and precise words. 1. A partner demonstrates attentive listening when ____ (she/he) ______________________________. (3rd person singular, present tense: asks clarifying questions)
2. A partner also demonstrates attentive listening by ________________________________________. (verb + ing: maintaining eye contact)
EXCHANGE: 1. Share ideas using the frames. 2. Elaborate with a relevant example. 3. Restate and record your partner’s ideas.
REPORT: Listen attentively, then record brief notes during partner and whole-class discussions.
Physical Examples Verbal Examples 1. 1.
2. 2.
3. 3.
Listen attentively, and use academic language to compare ideas.
• My response is similar to (Name’s).
• My response is comparable, but I would like to add that . . .
Elaborate: For example, __; For instance, __.
Restate: So your (opinion, experience, observation) is that __. Yes, that’s correct. No, not exactly. What I (stated, meant) was __.
29
Ten-Minute Constructed Response: Instructional Routine
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved. Do not modify or distribute electronically without permission.
A ten-minute response provides a written opportunity to practice elaborating on a significant detail or developing a point. It begins with a clearly stated claim, followed by one or two supporting sentences that elaborate with a relevant example, convincing reason, or personal experience.
Ten-Minute Response Instructional Routine Steps Phase I: Teacher-led (I’ll do it)
1. Distribute a Ten-Minute Constructed Response notetaking page.
2. Guide students in reading the (I do) model response using the echo or cloze fluency routine.
3. Analyze the response features: claim, supporting details, transitions, precise words.
4. Establish language targets for the response: e.g., precise words, subject-verb agreement.
5. Highlight the correct language targets in the model paragraph.
Phase II: Teacher and Students (We’ll do it) 1. Guide students in reading the (We do) frame using the echo or cloze fluency routine.
2. Pair students to brainstorm precise words and phrases to complete the blanks.
3. Record suggested words and phrases on the board.
4. Select appropriate content to complete the blanks: class vote, teacher’s choice, etc.
Phase III: Partners (You two will do it) 1. Pair students to collaborate on writing the (You’ll do) response.
2. Provide the initial sentence, using the sentence frame and an idea from the discussion.
3. Direct students to put down their pens and discuss their support for the claim.
4. Elicit strong contributions from a few students.
5. Direct partners to mutually decide upon their supporting sentence(s) before writing.
6. Pre-select 2-3 pairs to present their response (using a document camera, etc.).
Phase IV: Independent (You’ll do it) 1. Assign the independent (You do) response.
2. Guide students in proofreading and editing considering the assigned language targets.
3. Pair students to read their responses and provide feedback on idea development.
4. Wrap up with response presentations, one pre-selected and one volunteer.
5. Collect completed Ten-Minute Response notetaking pages.
30
Discussion Frames: Precise Word Choices
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.
I / We talked about . . .
I / We picked . . .
I / We liked . . .
Everyday English Precise, Academic English I / We . . .
thought of discussed came up with considered
We came up with the precise adverb productively.
We considered the academic verb respond.
I / We . . . agreed upon decided upon chose selected
We selected the precise noun phrase extracurricular activities.
We came to a consensus on the high-utility academic noun factor. I / We . . .
applied inserted replaced substituted
We inserted the verb phrase completing lengthy research reports.
We substituted the academic verb respond for the everyday verb answer. I / We . . .
preferred appreciated enjoyed related to
We particularly appreciated the precise adverb respectfully.
We related to the specific noun phrase highly-caffeinated sports drinks.
This (idea/content/word/phrase) . . . works effectively fits logically makes absolute sense seems reasonable
The precise adjective relevant makes absolute sense.
The idea unrealistic expectations fits logically.
I / We put . . .
Ok. That works.
31
Source: Kinsella, K. © (2016). English 3D: Course A-1: Language & Writing Portfolio. Houghton Mifflin Harcourt.
Ten-Minute Constructed Response: Reducing Plastic Waste
A ten-minute response uses academic language. It begins with a clearly stated claim, followed by two detail sentences that elaborate with a relevant example, convincing reason, or recent experience.
PROMPT: How can people reduce plastic waste at home or at school? Write a ten-minute response that supports your claim. Strengthen your response with a relevant example, convincing reason, or recent experience.
I’ll do it… Teacher
I believe that families can reduce plastic waste at home by purchasing a water pitcher with a
filter. For example, after my mother bought a Brita pitcher, we began to substitute filtered tap
water for costly bottled water. As a result, we are saving money and no longer sending hundreds
of plastic bottles to landfills where they can harm the environment.
We’ll do it… Teacher and Students
I believe that students can reduce plastic waste at _____________________ by using reusable
water bottles. For example, ____________________ at our school encourage students to
____________________ reusable water bottles and provide one for every student who
____________________ on an athletic ____________________. As a result, most students
purchase fewer bottled ___________________ on campus and at athletic __________________.
You’ll do it… Partners
I believe that administrators in our district can reduce plastic waster at school by eliminating plastic
bottles from ____________________. For example, our school banned bottled water and
____________________ from the ___________________ and installed new __________________
in many convenient ____________________ for students to _______________________________.
As a result, more teachers and students are bringing ____________________ bottles to school and
________________________________________________________________________________.
32
Academic Discussion: Animal Emotions
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.
BRAINSTORM IDEAS Write a quick list of emotions you believe some animals share with humans, for example, jealousy, joy and pride. In parentheses, write the animal you associate with this emotion. Draw from first-hand experience or background knowledge. • happiness (dog) •
• curiosity (dolphin) •
• • PRECISE WORD BANK + love, joy, sympathy, pride, desire, - anger, jealousy, nervousness, impatience, amusement, curiosity, gratitude, hope grief, panic, sadness, disapproval, fear EXCHANGE IDEAS
Use the frames to exchange ideas with your group. Support your opinion with a compelling example. Listen attentively and record ideas to complete the chart. 1. One human emotion many (adjective: household, domesticated, wild) _____ animals
(share, experience, demonstrate) is _____. For example, _____. 2. (adjective: Many, Some) _____ animals are capable of (verb + ing: feeling, showing,
expressing) _____ the common human emotion _____. For instance, _____.
ANIMAL EMOTIONS
33
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved. Do not modify or distribute electronically without permission.
Five-Minute Constructed Response: Animal Emotions
Prompt: Can animals show human emotions? Describe a pet’s actions that prove this animal is capable of showing a human emotion.
I’ll do it… Teacher
I saw my neighbor’s pet parrot, Lucy, being upset. She screeched loudly
and flapped her wings when Mrs. Delgado put her back in her cage.
We’ll do it… Teacher and Students
I saw my brother’s pit bull, Jenna, being _________________ (adjective).
She jumped up on the sofa and _______________ (verb + ed) my brother
with her paw when he got home from the ___________________ (noun)
with a broken _____________________ (noun).
We’ll do it… Teacher and Students
I saw my classmate’s energetic beagle puppy, Oscar being impatient. He
____________________ (verb + ed) loudly and carried his favorite
_________________ (noun) in his mouth to my friend because he really
wanted to leave the house and ___________________________ (verb).
You’ll do it… Partners
I saw my friend’s pet _________________ (noun) being (excited, jealous).
(She/He) _________________________________________________________
_________________________________________________________________
34
Ten-Minute Constructed Response: Animal Emotions
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.
Prompt: Are animals capable of experiencing human emotions? Write a ten-minute response expressing your opinion. Begin with a detail sentence, followed by two supporting sentences, drawing evidence from experience or sources.
✎ I’ll do it… Teacher I firmly believe that animals are capable of experiencing the common
human emotion, jealousy. As an example, when my two-year-old nephew
recently climbed on the sofa to snuggle and read with me, my bulldog puppy
Polo jumped up and wiggled his way between us, then placed his head on
my lap to show he was more important than the child. This surprising
behavior clearly demonstrated that he felt jealous of my nephew.
✎ We’ll do it… Teacher and Students In my opinion, animals are capable of experiencing the common human
emotion, joy. For example, when our family’s pet (noun)
knows she is going to (base verb) ,
she always responds by (verb + ing)
and (verb + ing) .
This predictable behavior (adverb) illustrates that our
(noun) experiences genuine .
✎ You’ll do it… With a Partner From my perspective, animals are capable of experiencing the common
human emotion, love. For instance, when
This affectionate behavior surely proves that
35
Word Selection Rationale PD23PD22 Best Practices
Academic Competency-Aligned Units
Throughout the nation, states have adopted rigorous new standards for English language arts and English language development, with complementary goals and themes. Both sets of standards aim to equip K-12 students, native English speakers, and English learners alike, with the capacities of literate, articulate young scholars. Next generation assessments place greater emphasis on close analytical reading, evidence-based discussion, and text-dependent written responses. Students will be required to articulate their text comprehension, synthesize, and justify claims using complex and varied sentences, precise vocabulary, and grammatical accuracy.
Transitioning from the primary grades where considerable emphasis is placed on foundational literacy skills, upper-elementary students require informed and dedicated attention to advanced social and academic language, vocabulary development, and effective expression. To interact meaningfully with text, engage in curriculum-focused inquiry and collaboration, and construct competent written responses, students at every English proficiency level will benefit from explicit language and literacy instruction, and orchestrated interactions with their teachers and peers.
The Academic Vocabulary Toolkit is divided into eight units (shown on PD23) that are recursive across grades 3, 4, 5, and 6. Each unit addresses a competency required for advanced literacy tasks and skillful communication in upper-elementary and secondary curricula. The eight consistent units emerged from a detailed analysis of the shifts in new standards for literacy and language instruction and performance-based assessments. To write compelling narrative texts, students need a practical toolkit of words at their disposal to describe environments, sequence events, and interpret human behavior. Similarly, to conduct research and construct competent expository and informational responses, young writers must have an adept command of vocabulary to analyze text, make inferences, and discuss causes and effects. Engaging in data-driven debates and project-based learning with peers requires additional lexical resources for collaboration and argument.
At each grade level, the Academic Vocabulary Toolkit provides students with a new set of words to expand their communicative repertoire for the eight foundational competencies. Each unit of study is designed to engender enthusiasm for language study and equip young scholars with the communicative confidence and competence to meet the academic discourse demands of advanced elementary and secondary coursework.
Word Selection Rationale
Uni
t 8
Arg
umen
t
Uni
t 7
Infe
renc
e
Uni
t 6
Co
mp
are
and
Co
ntra
st
Uni
t 5
Cre
ate
Uni
t 4
Seq
uenc
e
Uni
t 3
Cau
sean
dEf
fect
Uni
t 2
Ana
lyze
Info
rmat
iona
lTe
xt
Uni
t 1
Des
crib
e
disc
ussi
on
belie
ve
reas
on
agre
e
disa
gre
e
expe
rien
ce
opin
ion
fact
arg
umen
t
conv
ince
evid
ence
conv
inci
ng
pers
pect
ive
pers
uade
posi
tion
reas
onab
le
supp
ort
oppo
sing
clai
m
proo
f
stat
e
emph
asiz
e
supp
ort
com
pelli
ng
deci
de
pred
ict
fig
ure
out
prob
ably
clue
pred
icti
on
conc
lude
assu
me
conc
lusi
on
assu
mpt
ion
dete
rmin
e
com
mun
icat
e
inte
rpre
t
infe
r
dedu
ce
cont
ext
pres
ume
impl
y
dete
rmin
e
log
ical
gen
eral
ize
invo
lve
gen
eral
izat
ion
assu
me
alik
e
diff
eren
t
sim
ilar
diff
eren
ce
sim
ilari
ty
oppo
site
sim
ilar
diff
eren
ce
sim
ilari
ty
diff
eren
tly
com
mon
unlik
e
com
pari
son
com
para
ble
cont
rast
iden
tica
l
uniq
ue
diff
er
diff
er
equi
vale
nt
dist
ing
uish
cont
rast
shar
e
dist
inct
com
plet
e
task
prep
are
prov
ide
org
aniz
e
resp
onse
pres
ent
deve
lop
prov
ide
revi
se
dem
onst
rate
elab
orat
e
prod
uce
prop
ose
colla
bora
te
acco
mpl
ish
crea
te
stra
teg
y
appr
oach
gen
erat
e
incl
ude
elab
orat
e
plan
desi
gn
orde
r
next
befo
re
afte
r
fina
lly
follo
win
g
proc
ess
fina
l
afte
rwar
d
follo
win
g
prev
ious
prio
r
init
ially
prev
ious
ly
subs
eque
ntly
even
tual
ly
ulti
mat
ely
prec
edin
g
afte
r
befo
reha
nd
subs
eque
ntly
even
tual
ly
curr
entl
y
prec
ede
caus
e
effe
ct
prob
lem
solu
tion
happ
en
chan
ge
resu
lt
cons
eque
nce
affe
ct
lead
occu
r
reac
tion
impa
ct
fact
or
resu
lt
alte
r
infl
uenc
e
outc
ome
infl
uenc
e
reas
on
caus
e
fact
or
lead
impa
ct
impo
rtan
t
topi
c
deta
il
info
rmat
ion
fact
exam
ple
focu
s
esse
ntia
l
emph
asiz
e
prec
ise
mes
sag
e
maj
or
sig
nifi
cant
sect
ion
disc
uss
cont
ext
exce
rpt
conc
ept
anal
ysis
posi
tion
data
evid
ence
indi
cate
conc
ept
type
beha
vior
phys
ical
pers
onal
ity
cont
ain
even
t
char
acte
r
trai
t
appe
aran
ce
incl
ude
expe
rien
ce
loca
tion
desc
ript
ion
aspe
ct
qual
ity
char
acte
rist
ic
illus
trat
e
resp
ond
char
acte
rist
ic
expl
anat
ion
desc
ript
ion
accu
rate
dem
onst
rate
feat
ure
Grade 3 Grade 4 Grade 5 Grade 6
Kinsella, K. and Hancock, T. (2015). Academic Vocabulary Toolkit, Grades 3-6. National Geographic Learning/Cengage.36
Word Selection Rationale PD23 PD22Best Practices
Academic Competency-Aligned Units
Throughout the nation, states have adopted rigorous new standards for English language arts and English language development, with complementary goals and themes. Both sets of standards aim to equip K-12 students, native English speakers, and English learners alike, with the capacities of literate, articulate young scholars. Next generation assessments place greater emphasis on close analytical reading, evidence-based discussion, and text-dependent written responses. Students will be required to articulate their text comprehension, synthesize, and justify claims using complex and varied sentences, precise vocabulary, and grammatical accuracy.
Transitioning from the primary grades where considerable emphasis is placed on foundational literacy skills, upper-elementary students require informed and dedicated attention to advanced social and academic language, vocabulary development, and effective expression. To interact meaningfully with text, engage in curriculum-focused inquiry and collaboration, and construct competent written responses, students at every English proficiency level will benefit from explicit language and literacy instruction, and orchestrated interactions with their teachers and peers.
The Academic Vocabulary Toolkit is divided into eight units (shown on PD23) that are recursive across grades 3, 4, 5, and 6. Each unit addresses a competency required for advanced literacy tasks and skillful communication in upper-elementary and secondary curricula. The eight consistent units emerged from a detailed analysis of the shifts in new standards for literacy and language instruction and performance-based assessments. To write compelling narrative texts, students need a practical toolkit of words at their disposal to describe environments, sequence events, and interpret human behavior. Similarly, to conduct research and construct competent expository and informational responses, young writers must have an adept command of vocabulary to analyze text, make inferences, and discuss causes and effects. Engaging in data-driven debates and project-based learning with peers requires additional lexical resources for collaboration and argument.
At each grade level, the Academic Vocabulary Toolkit provides students with a new set of words to expand their communicative repertoire for the eight foundational competencies. Each unit of study is designed to engender enthusiasm for language study and equip young scholars with the communicative confidence and competence to meet the academic discourse demands of advanced elementary and secondary coursework.
Word Selection Rationale
Unit 8
Arg
ument
Unit 7
Inference
Unit 6
Co
mp
are and
Co
ntrast
Unit 5
Create
Unit 4
Seq
uence
Unit 3
Cause and
Effect
Unit 2
Analy
zeInfo
rmatio
nal Tex
t
Unit 1
Describ
e
discussion
believe
reason
agree
disagree
experience
opinion
fact
argum
ent
convince
evidence
convincing
perspective
persuade
position
reasonable
support
opposing
claim
proof
state
emphasize
support
compelling
decide
predict
figure out
probably
clue
prediction
conclude
assume
conclusion
assumption
determine
comm
unicate
interpret
infer
deduce
context
presume
imply
determine
logical
generalize
involve
generalization
assume
alike
different
similar
difference
similarity
opposite
similar
difference
similarity
differently
comm
on
unlike
comparison
comparable
contrast
identical
unique
differ
differ
equivalent
distinguish
contrast
share
distinct
complete
task
prepare
provide
organize
response
present
develop
provide
revise
demonstrate
elaborate
produce
propose
collaborate
accomplish
create
strategy
approach
generate
include
elaborate
plan
design
order
next
before
after
finally
following
process
final
afterward
following
previous
prior
initially
previously
subsequently
eventually
ultimately
preceding
after
beforehand
subsequently
eventually
currently
precede
cause
effect
problem
solution
happen
change
result
consequence
affect
lead
occur
reaction
impact
factor
result
alter
influence
outcome
influence
reason
cause
factor
lead
impact
important
topic
detail
information
fact
example
focus
essential
emphasize
precise
messag
e
major
significant
section
discuss
context
excerpt
concept
analysis
position
data
evidence
indicate
concept
type
behavior
physical
personality
contain
event
character
trait
appearance
include
experience
location
description
aspect
quality
characteristic
illustrate
respond
characteristic
explanation
description
accurate
demonstrate
feature
Grade 3Grade 4Grade 5Grade 6
37
Word Selection Rationale PD23 PD22Best Practices
Academic Competency-Aligned Units
Throughout the nation, states have adopted rigorous new standards for English language arts and English language development, with complementary goals and themes. Both sets of standards aim to equip K-12 students, native English speakers, and English learners alike, with the capacities of literate, articulate young scholars. Next generation assessments place greater emphasis on close analytical reading, evidence-based discussion, and text-dependent written responses. Students will be required to articulate their text comprehension, synthesize, and justify claims using complex and varied sentences, precise vocabulary, and grammatical accuracy.
Transitioning from the primary grades where considerable emphasis is placed on foundational literacy skills, upper-elementary students require informed and dedicated attention to advanced social and academic language, vocabulary development, and effective expression. To interact meaningfully with text, engage in curriculum-focused inquiry and collaboration, and construct competent written responses, students at every English proficiency level will benefit from explicit language and literacy instruction, and orchestrated interactions with their teachers and peers.
The Academic Vocabulary Toolkit is divided into eight units (shown on PD23) that are recursive across grades 3, 4, 5, and 6. Each unit addresses a competency required for advanced literacy tasks and skillful communication in upper-elementary and secondary curricula. The eight consistent units emerged from a detailed analysis of the shifts in new standards for literacy and language instruction and performance-based assessments. To write compelling narrative texts, students need a practical toolkit of words at their disposal to describe environments, sequence events, and interpret human behavior. Similarly, to conduct research and construct competent expository and informational responses, young writers must have an adept command of vocabulary to analyze text, make inferences, and discuss causes and effects. Engaging in data-driven debates and project-based learning with peers requires additional lexical resources for collaboration and argument.
At each grade level, the Academic Vocabulary Toolkit provides students with a new set of words to expand their communicative repertoire for the eight foundational competencies. Each unit of study is designed to engender enthusiasm for language study and equip young scholars with the communicative confidence and competence to meet the academic discourse demands of advanced elementary and secondary coursework.
Word Selection Rationale
Unit 8
Arg
ument
Unit 7
Inference
Unit 6
Co
mp
are and
Co
ntrast
Unit 5
Create
Unit 4
Seq
uence
Unit 3
Cause and
Effect
Unit 2
Analy
zeInfo
rmatio
nal Tex
t
Unit 1
Describ
e
discussion
believe
reason
agree
disagree
experience
opinion
fact
argum
ent
convince
evidence
convincing
perspective
persuade
position
reasonable
support
opposing
claim
proof
state
emphasize
support
compelling
decide
predict
figure out
probably
clue
prediction
conclude
assume
conclusion
assumption
determine
comm
unicate
interpret
infer
deduce
context
presume
imply
determine
logical
generalize
involve
generalization
assume
alike
different
similar
difference
similarity
opposite
similar
difference
similarity
differently
comm
on
unlike
comparison
comparable
contrast
identical
unique
differ
differ
equivalent
distinguish
contrast
share
distinct
complete
task
prepare
provide
organize
response
present
develop
provide
revise
demonstrate
elaborate
produce
propose
collaborate
accomplish
create
strategy
approach
generate
include
elaborate
plan
design
order
next
before
after
finally
following
process
final
afterward
following
previous
prior
initially
previously
subsequently
eventually
ultimately
preceding
after
beforehand
subsequently
eventually
currently
precede
cause
effect
problem
solution
happen
change
result
consequence
affect
lead
occur
reaction
impact
factor
result
alter
influence
outcome
influence
reason
cause
factor
lead
impact
important
topic
detail
information
fact
example
focus
essential
emphasize
precise
messag
e
major
significant
section
discuss
context
excerpt
concept
analysis
position
data
evidence
indicate
concept
type
behavior
physical
personality
contain
event
character
trait
appearance
include
experience
location
description
aspect
quality
characteristic
illustrate
respond
characteristic
explanation
description
accurate
demonstrate
feature
Grade 5 Grade 6Grade 7Grade 8
38
Dr. Kinsella’s High-Utility Vocabulary Instructional Routine ~ Step by Step
© Kate Kinsella, Ed. D. 2013 ~ All rights reserved. Do not modify or distribute electronically without permission.
Introduce the High-Utility Academic Word 1. Establish purpose: learning a high-utility academic word 2. Pronounce the word 3. Students repeat 4. Provide part of speech 5. Syllabify 6. Students repeat 7. Provide a student-friendly definition 8. Students repeat definition and fill in blank(s) 9. Model example #1 visibly displayed 10. Students repeat example and fill in blank(s)
11. Model example #1 visibly displayed
Pha
se 1
: Int
rodu
cing
Wor
d
12. Students repeat meaning 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 (twice) 6. Circulate listening, providing feedback, and preselect initial reporters
Transition to Reporting 7. Elicit reporting with frame, visibly displayed 8. Cue preselected students to report P
hase
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 appropriate word form and content in the frame
6. Cue partner (A/B, 1/2) to read response to 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
Pha
se 3
: Wri
ting
Pra
ctic
e
11. Elicit additional responses
39
Name Date
© Kate Kinsella, Ed. D. 2014 ~ All rights reserved. Do not modify or distribute electronically without permission.
1
Word Meaning Examples Images
similar sim•i•lar adjective
_________
_________
synonym:
alike
almost the
_____________
antonym:
different
An ____________ is similar to
a tangerine because they have
the same _______________
and color, and they are both
sweet-tasting citrus fruits.
My cousin and her dog look
similar because they both have
________ eyes, big _________,
and blonde hair.
Verbal Practice (Think-Pair-Share-Write):
On the first day of school, many students arrive with similar
Writing Practice (Think-Write-Pair-Share):
It’s great to have friends with interests in and
that are to mine.
2
Word Meaning Examples Images
benefit
ben•e•fit noun
________
________
synonym:
advantage
something
good or
___________
you get from
something
One benefit of living near
school is that you can _______
and get some exercise instead
of drive in rush hour traffic.
An important benefit of being
bilingual is being able to listen
and dance to music in two
different _________________.
Verbal Practice (Think-Pair-Share-Write):
One benefit of owning a pet is that you can when you are
Writing Practice (Think-Write-Pair-Share):
Two of using a laptop or tablet to write in class are being able to
and more easily.
40
Structured Constructed Response Options for Newly-Taught Words
© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.
Word Meaning Examples Images
factor fac•tor noun
_________
_________
one of many
things that
____________ or
affect a situation
Texting while driving is a major
factor in many teen car
________________________.
A good night’s sleep and a
nutritious breakfast are key
factors in a student’s
performance on ___________.
v Sentence Frame (including the word but requiring appropriate content)
Not wearing ______________________________ is often a major factor in skateboarding injuries.
The main factor in my decision not to go to the ________________________________________
was that I had _________________________________________________________________.
v Sentence Frame (requiring the correct form of the word and appropriate content)
One of the most important _________________________________ when I purchase a gift for a
close friend is the ______________________________________________________________.
One major factor that can contribute to a ________________________________ grade on a test
is ___________________________________________________________________________.
v Prompt with a Writing Frame (requiring the correct of the word and appropriate content)
Read the prompt and construct a thoughtful response that includes relevant examples.
PROMPT: What are key factors a parent must consider before leaving a child at home alone?
Parents must consider several __________________________ before leaving a child at home alone.
One key ________________ is the child’s _______________________________. Another equally
important ________________________ is how _______________________________ the child is.
v Prompt (requiring correct word use and appropriate content in a 2-3 sentence response)
Read the prompt and construct a thoughtful 2-3 sentence response that includes relevant examples.
PROMPT: What are key factors you consider when selecting a book to read for pleasure?
41
Secondary Vocabulary Tasks: Brief Constructed Responses
© 2016 Kate Kinsella, Ed. D. ~ All rights reserved.
1. respond Read the prompt and construct a thoughtful response. Include relevant examples to strengthen your response. Students respond to the stress of final exams in different ways. Describe how you generally respond to exam pressure, either positively or negatively. 2. complex Read the prompt and construct a thoughtful response. Include a clear explanation to strengthen your response. Communities throughout the United States grapple with different issues, from inadequate affordable housing to outdated public transportation. Identify a complex issue that faces members of your community. 3. element Read the prompt and construct a thoughtful response. Include relevant examples to strengthen your response. You know a really great story when you read one. What are some of the most essential elements of a well-crafted story? 4. attribute Read the prompt and construct a thoughtful response. Include relevant examples to strengthen your response. Many would argue that teaching five-year olds who are just starting school requires a very special person. What are the essential attributes of an effective kindergarten teacher? 5. priority Read the prompt and construct a thoughtful response. Include specific reasons to strengthen your response. At age sixteen, teenagers in the United States can legally apply for a part-time job. What will be your two top priorities when seeking a weekend or summer job to earn some income? 6. strategy Read the prompt and construct a thoughtful response. Include a personal experience to strengthen your response. Supermarkets have various strategies to encourage customers to spend more money. What are two effective strategies your local grocery store uses to target children shopping with their parents?
42
Resources for Academic Language and Literacy Development Dictionaries Elementary (Grades 3-5). Longman elementary dictionary and thesaurus. (2010). Pearson Longman. Beg. (grades 4-9). Oxford picture dictionary for the Content Areas, 2e. (2010). Oxford. Beg./Primary (grades 1-4). Oxford picture dictionary for the Content Areas for Kids, 2e. (2012). Oxford. Beginning – Intermediate (grades 4-12). Longman study dictionary, 2e. (2010). Pearson Longman. High Intermediate (grades 5-12): Longman dictionary of American English. (2004). Pearson Longman. Advanced (grades 7-12): Longman thesaurus of American English. (2013). Pearson Longman. Advanced (grades 7-12): Longman advanced American dictionary, 2e. (2007). Pearson Longman. Advanced (for instructors) Oxford Collocations Dictionary. 2e. (2009). Oxford University Press. Supplemental Informational Text Selections Gable, L. What’s happening in the USA/World/California? (fax: 831-426-6532) www.whpubs.com newsela: Nonfictional Literacy and Current Events https://newsela.com The New York Times Upfront Magazine. Scholastic, Inc. (grades 9-12) National Geographic Magazine for Kids. (grades 2-5) Time Magazine for Kids. (grades 2-5) Scholastic News. (grades 3-5) Scholastic Action. (grades 6-8) Scholastic Scope. (grades 6-8)
Curriculum to Accelerate Academic Language Knowledge and Skills Dr. Kinsella’s Supplemental Program for Teaching High-Utility Academic Words: The Academic Vocabulary Toolkit (2012). Cengage-National Geographic Learning. (Grades 7-12) The Academic Vocabulary Toolkit (2015). Cengage-National Geographic Learning. (Grades 3-6) Dr. Kinsella’s 4-12 ELD Program for Accelerating Academic English Proficiency and Writing: English 3D: Describe, Discuss, Debate (2016). Houghton Mifflin Harcourt. (Grades 4-12) English 3D: Course A 1 & 2 (2016). (Elementary) Houghton Mifflin Harcourt. (Grades 4-6) English 3D: Course B 1 & 2 (2016). (Middle School) Houghton Mifflin Harcourt. (Grades 6-8) English 3D: Course C (2013). (High School) Houghton Mifflin Harcourt. (Grades 9-12) Related Professional Articles and Research Briefs by Dr. Kinsella Kinsella, K. (Dec. 2012). Communicating on the same wavelength. Language Magazine, 18-25 Kinsella, K. (Oct. 2012). Disrupting discourse. Language Magazine, 18-23. Kinsella, K. (May 2013). The benefits of narrow reading units for English learners, Language Magazine, 18-23. Kinsella, K. (Aug. 2013). Making vocabulary number one. Language Magazine, 18-23. Kinsella, K. (Oct. 2014). Analyzing informational text. Language Magazine, 18-26. Kinsella, K. (Mar. 2015). Fostering academic interaction. Language Magazine, 24-31. Kinsella, K. (Mar. 2016). Attentive Listening: An Overlooked Component of Academic Interaction. Language, 24-31. Kinsella, K. (Mar. 2017). Helping academic English learners develop productive word knowledge. Language Mag. Kinsella, K. (2011). Research to inform English language development in secondary schools. In the STARlight:
Research and Resources for English Learner Achievement (http://www.elresearch.org). Kinsella, K. (2013). English 3D: Research Overview. Scholastic, Inc. Kinsella, K. (2012). Explicit, interactive instruction of high-utility words for academic achievement. The Academic Vocabulary Toolkit (2012). Cengage-National Geographic Learning. Dutro, S. & Kinsella, K. (2010). English language development: Issues and implementation in grades 6-12. In Improving education for English learners: Research-based approaches. CA Dept. of Education.
43