Facilitate more inclusive and accountable participation
Structure accountable responses throughout lessons
Set up and monitor productive student interactions
Explicitly teach and assess lesson language targets
Develop students’ expressive command of a word
Assign sentence frames that guide accurate oral fluency
Check for understanding of task directions
Focus upon relevant language functions
How can we dramatically increase the
quality and quantity of verbal and
written engagement each student
experiences, through targeted instruction
and structured accountable responses?
3
Listen to this 7th grade long-term English Learner describe differences between cell phones and landline phones.
How would you characterize her vocabulary use?
4
5
I would characterize her vocabulary use as __ (adjective: imprecise)
Task: What are common challenges faced by U.S. immigrants?
Students’ Default Conversational Register Jobs. The language. Learning English.
Formal Academic Discussion Register One challenge faced by immigrants is learning a new language.
Formal Academic Text One challenge experienced by recent immigrants is learning an entirely different language. English communication and literacy skills are critical for adult immigrants if they want to have a well paid job or attend college.
Oral Fluency: ease of target language production and listening comprehension
Accurate Oral Fluency: ease of producing accurate target language forms (vocabulary, syntax, grammar) and ability to follow along and comprehend while listening to more sophisticated language
7
Only 4% of an English Learner’s school day is spent engaging in student talk.
Only 2% of an English Learner’s day is spent discussing focal lesson content, and rarely speaking in complete sentences or applying relevant academic language.
Arreaga-Mayer & Perdomo-Rivera (1996)
9
“The class where I think I’m a passive person is my English class because in English I can’t express what I want. I can’t say as many things as I want to say. Yes, I do say a little bit, but not how I would like to. I don’t feel like participate because I am afraid to say something wrong or pronounce a word badly. I don’t like to be wrong, and I think it is better to be quiet than to be wrong. That’s why I think I am a passive learner in English class, because I don’t want to be shamed.”
-Consuela, 10th grade, in U.S schools since 2nd grade
A perceived potential for success: I am up to this lesson task; I won’t be embarrassed.
Evidence of increasing competence: I am becoming more knowledgeable and skilled.
Relevance: This is actually interesting. I am learning about things that matter to me.
Validation: My views count. My teacher and peers are interested in what I have to contribute.
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✔ Every day, in every lesson phase, we must
strive to structure rigorous, active and accountable contexts for learning and using academic language which increase the odds that every student feels competent, well supported, and up to the learning task!
Partner #1, explain to #2 your three assigned active listening tasks.
Partner #2, listen to see if your partner left out an important task.
Ask for clarification if you are unsure. We aren’t quite sure what our __ task is. Would you please explain/repeat/review __.
37 38
A productive partner __ (verb + s: listens)
A productive partner listens attentively.
My idea is similar to __’s idea. My idea builds upon __’s idea.
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A strong example I recorded was __.
An excellent response I recorded was __.
40
Structured Physical Responses: mark text (underline, circle, highlight) point/track with finger/object (text, directions) hand signal (thumbs up, finger rubric) Structured Written Responses: record information (notebook, text, white board) complete provided sentence starter respond to a prompt complete visual organizer/assignment
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Structured Verbal Responses: Whole Class (chorally repeat word/phrase, read text) Partner to brainstorm and discuss Partner to share responses using frame Partner to read text passages Individually respond (preselected) Individually respond (voluntary, all partner As) Individually respond (random)
Setting Up The teacher… directs students’ attention (board, text, etc.) establishes lesson and language objectives explains and models steps for each task visibly displays a sentence starter/response frame explains language targets (plural noun, past tense)
models an appropriate response verbally & visually prompts rehearsal of frame using a model response checks for understanding of task directions assigns task for fast finishers
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Monitoring The teacher… attends to targeted students circulates to listen to and read responses assists idle or of-task students provides corrective feedback (content & language)
and elicits accurate use preselects student(s) for initial reporting uses varied strategies to elicit additional reporting coaches students to speak audibly (public voice)
Arrange Classroom Seating to be Conducive to Structured Interactions Develop a seating arrangement that is conducive to alternate student pairs and groups, while maintaining visibility to you and necessary reference points (the board, displayed response frames, etc.). Arrange desks or tables so students will be able to easily partner with two different classmates. For example, students seated in desks arranged in a set of four can work in partners with the students sitting across from each other for one week, then partner students sitting next to each other the subsequent week. The following are possible seating arrangements conducive to regular structured interactions: • paired rows – one partner to the side and one partner behind • tables or desks groups - one partner across and one beside • chevron – one partner to the side and one behind Assign and Alternate Appropriate Partners Allow random partnering the first few weeks of school in order to observe student behavior and social skills, and to analyze academic needs. Provide a response frame that enables students to privately write and submit a statement about four students within the class with whom they would feel comfortable and productive working with during partner or group interactions. Tell students that you will do your best to accommodate their requests and that you will try to partner them with at least one or more of their choices over the course of the school year. Assign partners but change pairings at regular intervals so students have the opportunity to experience working with different individuals. Assigning and alternating partners will foster expectations that collaborative interactions are an integral part of your learning environment. Carefully consider the following variables when determining appropriate partners:
• English language proficiency • Communicative competence, including speaking and listening • Reading and writing proficiency (review data from multiple assessment e.g. SRI, state, and
grade-level reading and writing assessments, etc.) • Attendance record • Performance on assignments and during activities in the class • Gender and/or maturity • Personality traits (i.e. reserved, insecure, extroverted, class clown, domineering, etc.) • Background (culture, community involvements, prior experiences)
After considering the above variables, it is also crucial to avoid paring high-performing students with low- performing students in terms of academic competence. High students can be placed with other high or mid-level performing students. It is also wise to avoid partnering your weakest and neediest students together. The following process can be used occasionally to assign partners according to literacy and language skills. Rank your students numerically from highest (1, 2, 3) to lowest (28, 29, 30), then pair them at the mid point: #1 is paired with #15; #2 is paired with #16; #3 is paired with #17; and so on until #15 is paired with #30. Carefully observe how these partners work together and adjust as necessary. Avoid using literacy and language ranking as your only means to pair students as it will limit student experiences with classmates. Pair two students who are flexible, reliable, and socially competent who are willing to take on the added responsibility of substituting when a classmate is absent. When a student is absent, have one of the substitutes work with the student missing a partner. Have the remaining substitute work with a pair of students who might benefit from an extra contributor. Remember to have the additional student in all trios work as a second number 2 or second “B” in structured partnering tasks in order to keep interactions automatic and consistently paced, and avoid having to cue interactions for a random trio. Instruct and provide the means for students early to easily notify you immediately if their partner is absent, or to alert you about any issues. This will enable you to efficiently assign a substitute or adjust pairs before beginning instruction and avoiding interruptions to your prepared lessons.
Create a supportive range in ability (e.g., high with fairly high or average) rather than pairing extremes.
Include a newcomer or exceptionally low reader in a trio with capable students.
Include a chronically absent student in a trio.
Assign two “floaters” to work with classmates whose partner is absent.
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Avoid paring . . . for more than a month/unit
impulsive, intolerant students with reticent, insecure students
a high-achiever with a low-performer
two exceptionally low, unmotivated students
a newcomer, non-reader or extremely low student with a more capable student rather than as a double #2
students early in the year with classmates who may present issues due to gender, race, language
Arrange seating conducive to partnering Pair students appropriately Implement a procedure for absentee partners Teach expectations for partnering (4Ls) Pre-assign partner roles (1/2, A/B) Analyze lesson for optimal partner tasks Prepare visible and lesson-specific references Prepare lesson-specific language support
(starter/frame, word bank, grammar target)
73 74
Share a second idea using the sentence frame.
Share another idea using a challenge frame. Consider how you will justify your answer. Write your idea in your notebook.
Write your partner’s idea in your notebook. Paraphrase your partner’s idea. Prepare to formally report your partner’s idea.
Decide together which answer is the strongest. 75
Expressing an opinion Asking for clarification Paraphrasing Soliciting a response Agreeing/Disagreeing Affirming Holding the floor
Who knows what _ means? Can anyone tell me _? Who has an example of _? Would anyone like to share? Are there any questions? Is that clear? Share your answer with your neighbor.
Discuss these questions in your group.
Structured, Accountable Instruction Engages ALL Students
Not Just the “Professional Participants”
80
81
Two strategies I will definitely use to
maximize verbal participation are
82
~
83
Guide students in reading and pronouncing the word a few times.
Have students clap/tap out the syllables. Direct students to copy the word correctly. Cue students to rate and prepare to discuss
their vocabulary knowledge with a partner Explain the meaning using familiar language. Provide two relevant, accessible examples.
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Structure a verbal task with an engaging context to create some “vocabulary velcro”.
Model an appropriate response with a sentence frame. Lead students in chorally repeating your response. Partner students to share before calling on individuals. Guide making a quick, simple sketch of abstract words. Assign a writing task with a frame that requires the
appropriate form of the word and relevant content.
correct or _____ for a _________, situation or time
The movie ________is appropriate for all ages.
The movie _________ is more appropriate for _______________ than for children.
___________ during a lesson is inappropriate.
1 2 3
3 I am familiar with the word __. It means __.
2 I recognize the word __. It has something to do with __.
1 I am unfamiliar with the word __. Do you know what it means?
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appropriate (adjective)
Verbal Practice: An appropriate high school graduation gift for a student going away to college would be a ___________________
Writing Practice: During an assembly, the principal removes students with _________ behavior such as _____________________
Efficient lesson delivery and use of time Both students and teachers devote
“cognitive capital” to the content rather than the process
Maximized student engagement and thereby learning
88
Everyday Casual Conversational General Practical Low-Utility Commonly Used
Academic Formal Written Precise Technical High-Utility Rarely Used
89
Our Target Word accuracy is an academic word that is used regularly by scientists when referring to data and evidence.
This Word to Know conspicuous is rarely used in academic material. A scientist or historian would probably use the term obvious or noticeable instead. In this short story, the author was probably trying to use a colorful adjective to convey mood.
Each time you introduce a grammatical target, state the part of speech using the technical term and then define it using a consistent student-friendly phrase.
The word we are learning, evaluate, is a verb, an action word. This verb or action word is commonly used by teachers to discuss student work .
91
Noun
Verb
Adjective
Adverb
a person, a place, a thing, an idea
an action word
a word that describes a person, place, or thing
a word that describes an action
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Target Word: portion (noun) I wish the cafeteria served two __ of __. A healthy diet includes several __ of __. For dinner we usually eat one __ of __. Target word: respond (verb) A kind teacher always __ to students’
questions __. When the bell rang, I __ by immediately __.
93
Casual Language Cues two, three, four, etc. some many a lot of, lots of a few of the/my one of the … (reasons) plenty of a group of
Academic Language Cues several numerous various diverse a number of a variety of a collection of a percentage of
94
Casual Language Cues yesterday last week last year earlier before a long time ago when I was (little, a kid)
Academic Language Cues in the past previously recently formerly prior beforehand while I was …
95
Casual Language Cues now often usually mostly mainly sometimes never
Academic Language Cues frequently generally regularly habitually occasionally seldom rarely
(use the target word and language from the prompt to write a strong response)
Describe the way some students respond to the stress of final exams.
100
Review Sentence:
(use the target word and language from the prompt to write a strong response)
Describe a time when someone you know responded courageously in a dangerous situation.
101 102
DEMONSTRATE: A classmate ___________ respect to a lesson partner by _____________ and ______________.
REDUCE: Students in our school have _______________ the amount of trash they produce by __________________.
Design writing tasks that require providing: 1) the appropriate form of the word (e.g., plural, past tense); 2) content that illustrates their conceptual grasp of the word.
FACTOR: Two major ____________ influencing a teen’s driving insurance premium are _______________________.
1. Open your vocabulary notebook and review your notes for the target word.
2. Complete the sentence frame, adding the target word and relevant content.
3. Underline clues that helped you determine the correct form of the word.
4. If time permits, write a bonus “show you know” sentence for extra points.
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1. Read your sentence to your partner and pay attention to the feedback.
2. Listen to your partner’s sentence to see if the content make sense and provide supportive feedback
3. Re-read your sentence and check your grammar, spelling and content.
4. Compare your sentence to the models. 5. Circle the score that you deserve. 6. Circle the score for your bonus sentence.
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Dr. Kate Kinsella grants permission for the materials included in this presentation to be used without modification and including credit to the author for district school use.
These materials may not be published, presented at conferences, distributed on the internet or used by any publisher or professional development provider without securing prior written permission via: [email protected]
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Santa Clara County Office of Education www.sccoe.org/depts/ell/kinsella.asp www.sccoe.org/depts/ell/teacherresources.asp
California Department of Education Office of Middle and High School Support archived webinars:http://pubs.cde.ca.gov/TCSII
Kinsella/Dutro 2.9.11 webinar on ELDhttp://www.schoolsmovingup.net/webinars
107 108
Kate Kinsella, Ed.D. San Francisco State University
Teacher: Observer: Date: Period: Duration: minutes √Check: ❒Whole Group and/or ❒Small Group
Directions: Check each observation of teacher actions that structure student engagement. In the right-hand column, briefly record notes to expand upon and establish instructional goals during a post-observation debrief (see reverse).
The teacher . . . √ Notes
directs students’ attention (board, text, etc.)
establishes lesson and language objectives
explains and models steps for each task
visibly displays a sentence starter/response frame
clarifies unfamiliar vocabulary
explains language targets (plural nouns, past-tense verbs, etc.)
models an appropriate response verbally and visibly
prompts rehearsal of frame using the model response
checks for understanding of task directions
Setti
ng U
p
assigns task(s) for fast finishers
attends to targeted students
circulates to listen to and read responses
assists idle or off-task students
provides corrective feedback and elicits accurate use
preselects student(s) for initial reporting
uses varied strategies to elicit additional reporting
Mon
itorin
g
coaches students to speak audibly (public voice)
Students . . .
mark text (underline, circle, highlight)
point / track with finger/object (text, directions, image)
Phys
ical
hand signal (thumbs up, raised hand, finger rubric)
Whole class (chorally repeat word/phrase, read text)
Partner to brainstorm and discuss
Partner to share responses using frame
Partner to read text passages
Individually respond (preselected)
Individually respond (voluntary, partner nomination, all As)
Verb
al
Individually respond (random)
record information (mini white board, notebook, text)
Teacher: Observer: Date: Period: Duration: minutes √Check: ❒Whole Group and/or ❒Small Group
Directions: Check each observation of productive teacher actions that support partner interactions. In the right-hand column, briefly record notes to expand upon and establish instructional goals during a post-observation debrief (see reverse).
Teacher . . . √ Notes
arranges seating conducive to partnering
pairs students appropriately
has a procedure for absentee partners
has previously taught expectations for partnering (4Ls)
pre-assigns partner roles (1/2, A/B)
has analyzed lesson for optimal partner tasks
has prepared visible and lesson-specific references
Prep
arat
ion
has prepared lesson-specific language support (starter/frame, word bank, grammar target)
directs students’ attention (board, text, etc.)
establishes lesson and language objectives
explains and models steps for each task
visibly displays a sentence starter/response frame
clarifies unfamiliar vocabulary
explains language targets (plural nouns, past-tense verbs, etc.)
models an appropriate response verbally and visibly prompts rehearsal of the frame using the model response (silently tracking, phrase-cued, chorally using public voice)
checks for understanding of task directions
assigns task(s) for fast finishers
Setti
ng U
p
cues partner A/B or 1/2 to begin
attends to targeted students
circulates to listen to and read responses
assists idle or off-task students
provides corrective feedback and elicits accurate use Mon
itorin
g
preselects student(s) for initial reporting
coaches students to speak audibly (public voice)
assigns a listening task (similarities, paraphrasing, vocabulary)
cues preselected students to initiate reporting
uses varied strategies to elicit additional reporting (partner nomination, random, all partner As, voluntary, etc.)
records contributions (chart, IWB, visual organizer)
Arrange Classroom Seating to be Conducive to Structured Interactions Develop a seating arrangement that is conducive to alternate student pairs and groups, while maintaining visibility to you and necessary reference points (the board, displayed response frames, etc.). Arrange desks or tables so students will be able to easily partner with two different classmates. For example, students seated in desks arranged in a set of four can work in partners with the students sitting across from each other for one week, then partner students sitting next to each other the subsequent week. The following are possible seating arrangements conducive to regular structured interactions: • paired rows – one partner to the side and one partner behind • tables or desks groups - one partner across and one beside • chevron – one partner to the side and one behind Assign and Alternate Appropriate Partners Allow random partnering the first few weeks of school in order to observe student behavior and social skills, and to analyze academic needs. Provide a response frame that enables students to privately write and submit a statement about four students within the class with whom they would feel comfortable and productive working with during partner or group interactions. Tell students that you will do your best to accommodate their requests and that you will try to partner them with at least one or more of their choices over the course of the school year. Assign partners but change pairings at regular intervals so students have the opportunity to experience working with different individuals. Assigning and alternating partners will foster expectations that collaborative interactions are an integral part of your learning environment. Carefully consider the following variables when determining appropriate partners:
• English language proficiency • Communicative competence, including speaking and listening • Reading and writing proficiency (review data from multiple assessment e.g. SRI, state, and
grade-level reading and writing assessments, etc.) • Attendance record • Performance on assignments and during activities in the class • Gender and/or maturity • Personality traits (i.e. reserved, insecure, extroverted, class clown, domineering, etc.) • Background (culture, community involvements, prior experiences)
After considering the above variables, it is also crucial to avoid paring high-performing students with low- performing students in terms of academic competence. High students can be placed with other high or mid-level performing students. It is also wise to avoid partnering your weakest and neediest students together. The following process can be used occasionally to assign partners according to literacy and language skills. Rank your students numerically from highest (1, 2, 3) to lowest (28, 29, 30), then pair them at the mid point: #1 is paired with #15; #2 is paired with #16; #3 is paired with #17; and so on until #15 is paired with #30. Carefully observe how these partners work together and adjust as necessary. Avoid using literacy and language ranking as your only means to pair students as it will limit student experiences with classmates. Pair two students who are flexible, reliable, and socially competent who are willing to take on the added responsibility of substituting when a classmate is absent. When a student is absent, have one of the substitutes work with the student missing a partner. Have the remaining substitute work with a pair of students who might benefit from an extra contributor. Remember to have the additional student in all trios work as a second number 2 or second “B” in structured partnering tasks in order to keep interactions automatic and consistently paced, and avoid having to cue interactions for a random trio. Instruct and provide the means for students early to easily notify you immediately if their partner is absent, or to alert you about any issues. This will enable you to efficiently assign a substitute or adjust pairs before beginning instruction and avoiding interruptions to your prepared lessons.
23
Ways to Encourage Use of a “Public Voice” During Lessons
• Emphasize register distinctions between casual, everyday English about familiar topics and more formal classroom uses for English: reporting important information during a lesson discussion; making a presentation to the Student Council; soliciting donations for a canned food drive in front of the local supermarket; asking a clarifying question in class about an upcoming assignment.
• Help children understand the function of our public voice: A “public voice” should be
three times louder and two times slower than everyday speech. We speak louder and slower because the audience is larger and many people are not near enough to hear a casual tone of voice. If the teacher has to ask a student to repeat because the answer or question was inaudible, lesson time is wasted and the other classmates become irritated and bored.
• Conduct a public voice choral warm-up exercise at the beginning of every class:
o Chorally read the lesson objective(s) to wake up their public voice. o Assign a brief vocabulary review task as a “Do Now” bell-ringer and guide all
students in chorally reading the sentence frame in their public voice: e.g., Eating more _ and less _ would significantly improve my diet.
• Remind students before each unified-class interaction to use their public voice.
• Guide students in chorally reading aloud in public voice: directions, sentence frames,
oral cloze routine, example sentences including new target words.
• Provide an incentive for painfully shy or reserved students: e.g., they get to select their partner for the next month; they get redeemable participation points.
• After assigning a collaborative partner task, have a painfully shy student read aloud a
response with his/her partner. Pre-select the response and alert the students to the fact that you intend to call on them at the beginning of the discussion.
• Remind students that they have an active listening and note-taking task during class
discussions so everyone must use their public voice to facilitate note-taking.
• Be kind and encouraging when asking students to repeat responses: o You read that so fluently. Now read it again using your public voice.
• After students have prepared a response mentally or in writing, give them 15 seconds to mentally rehearse their answer (“Read aloud silently”) and build composure in anticipation of potentially sharing with the unified-class.
• Pass a play microphone and remind students to project to the other side of the room.
• Use a popcorn restating procedure to debrief responses: student 1 states response;
student 2 restates #1’s response before stating his/her own response, etc.
Expressing an Opinion Drawing Conclusions I think/believe that Based on my experience, it seems that In my opinion The data suggests that From my perspective Based on __, I assume that From my point of view After reading __, I conclude that
Agreeing Disagreeing I agree with (a person) that I don’t quite agree. I share your point of view. I disagree (somewhat, completely). My perspective/experience is similar to _’s. I see it differently. My idea builds upon _’s. I have a different point of view.
Asking for Clarification Paraphrasing What do you mean by __? So what you are saying is that Will you explain that again? In other words, you think I have a question about __. If I understand you correctly, I don’t quite understand __ (the directions). your opinion/suggestion is that
Reporting a Partner’s Idea Reporting a Group’s Idea __ indicated that We decided/agreed/determined that __ pointed out to me that We concluded that __ emphasized that Our group sees it differently. __ shared with me that We had a different approach.
Soliciting a Response Holding the Floor What do you think? As I was saying We haven’t heard from you yet. What I was trying to say was Do you agree? If I could finish my thought What are your thoughts? I’d like to complete my thought.
Offering a Suggestion Interjecting an Idea Maybe we could try __. Can I say something? You/We might think about __. Can I add an idea? You/We might consider trying __. I have another approach/idea.
Key Vocabulary for Main Idea and Details in a Nonfiction Text: Key Vocabulary for Referring to a Nonfiction Text:
Q & A for Main Idea and Supporting Details Q: What is the topic of this article/report/paragraph/section? A: The topic of this __________________ is ___________________.
Q: What is this paragraph/section/selection/article/report mainly about?
A: It is mainly about __________________.
A: This _________________ focuses on ___________________.
A: This ______________ is primarily about ________________.
A: This ______________ addresses the topic of/reasons for _________.
Q: What is the author’s main idea/point?
A: The author’s main idea/point is that __________________.
Q: What is/are the most important detail(s) in this paragraph/section?
A: One important detail in this paragraph/section is _______________.
A: An essential detail in this paragraph/section is .
A: Another significant detail in this paragraph/section is ____________.
A: The most critical/vital detail in this paragraph/section is __________.
A: An interesting but nonessential detail in this paragraph/section is ___.
Identify the various tasks you will have students engage in during the lesson/unit that warrant a competent verbal response.
Example Lesson Tasks: Brainstorming prior knowledge about a topic Identifying main ideas and details in a non-fiction text Analyzing character traits in a short story Justifying perspectives on a historical issue/event Drawing conclusions from evidence Interpreting a graph Generating examples of newly taught concepts/terms
Analyze the linguistic demands of your tasks and prepare academic response starters. Include target vocabulary, sentence structure and grammar, while taking into consideration the English language and literacy levels in your class. Begin by responding to the task yourself in a complete sentence, then extract a response base and determine how you could enhance or modify this frame for your class. In a mixed-ability class, provide two starters that will appropriately stretch more and less proficient students. Assign the first starter to the entire class and require more proficient students (and/or fast finishers) to prepare an additional response using the second starter. Chapter Pre-Reading Task: Brainstorm reasons so many people decide to immigrate to the U.S. Differentiated Sentence Frames with Tandem Content Objectives and Language Objectives Beginning People come for a better/safer __ (noun: job, home, school, neighborhood, city, country) Early Intermediate
Some people immigrate to have a better __ (noun: salary). Some people immigrate to have a __ (adjective: safer) life.
Intermediate
Many people decide to immigrate because __ (sentence: they want to join relatives) Many immigrants come to the U.S. for __ (noun phrase: a better job)
Early Advanced
People from diverse countries decide to immigrate because __ (sentence: they are victims of war in their homeland)
Some families decide to immigrate in order to __ (verb phrase: escape war)
Advanced Families apply for U.S. immigration for various reasons, including __ (noun phrase) Due to __ (noun phrase: poverty), many individuals decide to immigrate to the U.S.
27
Dr. Kinsella’s Academic Discussion Routine & Sample Language
Transitions & Steps: Sample language Establish purpose As we read the article, we will ask ourselves this question...
1. Visibly display the discussion question Point to the discussion question on page __.
2. Students repeat question Read the discussion question with me, first silently and tracking with your pen. Now let’s read aloud together in phrases.
3. Model brainstorming response(s) The purpose of a brainstorming list is to think freely and quickly jot down as many ideas as possible in brief phrases. My initial response is that… If you share my perspective, start your list with this idea. Ph
ase 1: Think
4. Prompt students to reflect and briefly record responses
Put your pens down and reflect on this question for 30 seconds. Consider your own experiences and background knowledge. Now jot down at least two ideas.
Transition to sentence writing Now let’s select ideas from our list to write academic statements.
1. Introduce frame(s) (visibly displayed, include model response)
For today’s academic discussion, we will use two different sentence frames. I have rewritten my two strongest perspectives using the sentence frames.
2. Students repeat first model response (silently, phrase‐cued, chorally)
Read the first model response with me in phrases. Now let’s wake up your public voices by reading aloud my model response.
3. Direct attention to grammatical target (underline, highlight)
Highlight the words “should/should not”. This indicates our response should be written in the present tense. To complete the frame, the words “because they” must be followed by a present tense verb phrase and a strong reason. Be sure to include relevant content that relates to girls’ athletic ability.
4. Prompt students to select an idea from the brainstorming list
Review your brainstorming list and select the most appropriate perspective to complete this frame.
5. Direct students to write an academic response using the first frame
Quietly rewrite one idea using the first frame. If you need assistance with spelling, grammar, or word choice, raise your pen and I will gladly help you.
6. Circulate reading sentences, providing feedback Since your perspective is that girls should not be allowed to play on boys’ teams, your reason must relate to athletic ability not fashion preferences.
7. Introduce second frame (visibly displayed, include model response)
Now let’s direct our attention to the second frame and my model response.
8. Students repeat second model response (silently, phrase‐cued, chorally)
Read the first model response with me in phrases.
9. Direct attention to grammatical target(s) (underline, highlight)
Notice that after the expression “due to”, I have written a noun phrase, “a girl’s muscle mass”, a group of words naming a thing. Underline the noun phrase. “Due to” signals a cause and is followed by a noun phrase, a specific thing.
10. Prompt students to select another idea from the brainstorming list
Review your brainstorming list and select another perspective relevant to this frame.
Phase 2: W
rite
11. Direct students to write a second academic response using the frame
Quietly rewrite your idea using the second frame. If you need assistance with spelling, grammar, or word choice, raise your pen and I will assist you.
29
Dr. Kinsella’s Academic Discussion Routine & Sample Language
12. Circulate reading sentences, providing feedback, and
to preselect reporting Since you are defending your position with a childhood experience, your verbs must be in the past tense. Reread your statement and check your verb tenses.
13. Cue students to select their strongest response Reread both of your responses. Put a check mark next to the response that you consider the most convincing statement of your opinion.
14. Preselect one or two students to report I plan to call on you at the beginning of our class discussion to report that idea.
Transition to partner interaction “Now we’ll share perspectives with partners.” 1. Direct students to silently reread their sentences
in preparation to share Reread your sentence silently in preparation for sharing with your partner.
2. Cue partner (A/B, 1/2) to read their sentence to their partner (twice)
Read your sentence to your partner twice: first, read it fluently; second, make eye contact and say it with expression. Let’s begin with partner 2 this time. If you both finish sharing your selected response, share your second response until I call time (1, 2, 3, eyes on me).
3. Circulate listening, providing feedback, and to identify strong responses for reporting phase
I didn’t catch your ideas. Will you please share again making eye contact and using more expression? Thank you. Phase 3: Discuss
4. Cue partners to restate and briefly record each other’s idea in the guide
Now I’d like you to add your partner’s idea to your list. Partner 1 will go first. Restate your partner’s idea using this expression … (“So what your saying is.. If I understand you correctly,…”)If your partner confirms that this is what s/he intended to say, record the idea. Then switch roles.
Transition to whole group reporting “Now let’s hear some of your responses.”
1. Elicit reporting with entire frame, (visibly displayed)
I’ll remind you to use your public voice and the sentence frame if you are called upon to report.
2. Assign active listening task(s): take notes, point out similarities/differences
I have three active listening tasks for the discussion: 1) look at the speaker; 2) record two ideas in the guide; 3) listen for similarities.
3. Record student contributions: list on white board, Thinking Map
I will record all of your contributions in phrases on the board, but you can simply jot down three additional ideas.
4. Cue identified students to report __, please share your perspective. 5. Elicit additional responses using inclusive
strategies (name cards, popcorn, volunteers) Let’s hear some other perspectives. (Pull name card.) __, please report. We have time for two contributions. I’d like one from both sides of the room. Ph
ase 4: Rep
ort
6. Briefly synthesize contributions and make connections to article focus
While listening to your academic discussion, I was impressed with the range and thoughtfulness of your responses. You have diverse opinions which you justified with convincing reasons. Many of you held the opinion that… As we delve into the article, we may find evidence to support or dispel these opinions.
THINK: Briefly record your personal responses to this question:
What are the characteristics of an effective lesson partner? 1.
2.
3.
WRITE: Rewrite two ideas using the sentence frame. Include a precise academic adjective. If time permits, write a second sentence on the back.
Frame: In my opinion, an effective lesson partner is (adjective: focused). Adjective Bank: Casual Academic nice helpful, friendly respectful, good organized,
Model Sentence: In my opinion, an effective lesson partner is patient.
My Sentence:
DISCUSS: Listen attentively to and record notes on your classmates’ ideas.
Classmates’ Names
Ideas
1.
2.
3.
REPORT: Prepare to report your idea during the whole group discussion. Listen attentively, and utilize frames to point out similarities.
•My idea is similar to ’s. •My idea builds upon ’s.
Establish purpose 1. Pronounce the word 2. Students repeat 3. Provide part of speech 4. Syllabify 5. Students repeat 6. Provide a student-friendly definition 7. Model example #1 visibly displayed 8. Students point to, repeat and fill in blank(s) 9. Model example #2 visibly displayed Ph
ase
1: In
trod
ucin
g W
ord
10. Students point to, repeat and fill in blank(s)
Transition to Verbal Practice 1. Introduce frame for verbal practice visibly displayed, include model response 2. Students repeat model response 3. Direct attention to grammatical target(s) (underline, highlight) 4. Prompt students to consider a response 5. Cue partner (A/B, 1/2) to share response with partner 6. Circulate listening, providing feedback, and preselect reporting
Transition to reporting 7. Elicit reporting with frame, visibly displayed 8. Cue preselected students to report Ph
ase
2: V
erba
l Pra
ctic
e
9. Direct students to write the word and selected response in the frame (own, partner’s or strong response)
Transition to Writing Practice 1. Introduce frame for Writing Practice visibly displayed, include model response 2. Students repeat model response (silently, phrase-cued, chorally) 3. Direct attention to grammatical target(s) (underline, highlight) 4. Prompt students to consider a response, allowing adequate think time 5. Direct students to write the word and their response in the frame 6. Cue partner (A/B, 1/2) to read their sentence to their partner (twice) 7. Circulate listening, providing feedback 8. Cue partners to switch and read each other’s sentence (continue circulating)
Transition to reporting 9. Elicit reporting with frame, visibly displayed
Establish purpose Let’s learn about some of the target vocabulary words we will need for our upcoming reading.
1. Direct students’ attention Point to the target word labor. The word we are learning is labor. 2. Pronounce Pronounce it with me, labor. 3. Syllabify Listen as I tap and slowly pronounce each syllable in labor. 4. Students repeat Say the word with me again as you tap/clap each syllable labor. 5. Provide part of speech The word labor is a noun, a thing.
Phas
e 1:
Intr
oduc
ing
Each
Wor
d
6. Provide a student-friendly definition In the upcoming reading, the word labor means difficult, challenging (or hard) work.
7.Rephrase and cue students
Something that is difficult or hard work is …Now fill in the missing word: (chorally) labor.
Transitions & Steps: Sample language:
Transition to Verbal Practice Now let’s practice using the word. 1. Introduce frame for verbal practice
visibly displayed, include model response Let’s examine our first example of this target word in a sentence. One type of labor that is hard work is _____ (carpentry).
2. Students point to, and repeat and fill in blank(s)
Point to and read the first example sentence with me. One type of labor that is hard work is _____ (carpentry).
3. Cue students to think, then verbally practice applying the frame and idea with a partner.
Take a moment (30 sec) to think about another kind of work that you think is very difficult or hard to do. Then use the response frame to share your idea with your partner. Partner B go first. One type of labor that is hard work is _____ (student example).
4. Model example #2 visibly displayed Let’s examine the word labor used in a different context sentence. One type of challenging labor that I know I can do well is _____ (caring for a younger sibling)
5. Prompt students to consider a response.
Take a moment to consider how you could complete the response frame.
6. Students point to, repeat (Cue students record their example in their rBooks -- or record at step 9-11 *)
Point to and read the second example with me (in phrases). Then fill in the missing word(s) – display a word bank. One type of challenging labor…. that I know I can do well. . . is _____ (caring for a younger sibling)
7. Cue partner (A/B, 1/2) to share response with partner
Partner A, raise your hands; please share your response first. Be sure to read your entire sentence with eye contact and expression.
8. Circulate listening, providing feedback, and preselect reporting
(Initially attend to targeted students) When I ask students to report, I would like you to please share your response with the whole class.
Transition to reporting Now let’s hear some of your responses.
9. Elicit reporting with frame, visibly displayed
I’ll remind you to use your public voice and the frame when I call on you to report. Everyone listen carefully for an example that really catches your attention. After our reporting,* I will ask you to fill in the blank with a vivid example that will help you remember our key word, that will create some “vocabulary Velcro”.
10. Cue preselected students to report I’ve asked __ to share his response first. Now let’s hear from __.
Phas
e 2:
Ver
bal &
Writ
ten
Prac
tice
11. Direct students to write the word and selected response in the frame
Now record your favorite response, the one was most interesting to you. It can be yours, your partner’s, or one of the ideas just shared.
2. to do something because of something that has ________________
1. When you receive a compliment, it is _________ to respond by saying “Thank you.”
2. The team lost another game so the star player responded by ____________________ stomping off the field.
Verbal Practice 1:
When I receive a text message from a friend, I usually ________________ within _____
Verbal Practice 2:
If I saw a classmate looking at my answers during an exam, I would probably _______________ by ______
Writing Practice 1:
During a job interview, a serious teen to questions about work
experience
Writing Practice 2:
When a popular band like enters the stage, the audience
usually with
Partner Sentence: (use the key word and language from the prompt to write a strong response) Describe the way some students respond to the stress of final exams.
Review Sentence: (use the key word and language from the prompt to write a strong response) Describe a time when someone you know responded courageously in a dangerous situation.
Daily Do Now ~ Vocabulary Review and Assessment 1. Open your vocabulary notebook and review your notes for the target word. 2. Complete the sentence frame, adding the target word and relevant content. 3. Underline clues that helped you determine the correct form of the target word. 4. If you have the time, write a “show you know” bonus sentence.
_
+
0 1 2
Mon
day
strategy
1. Two positive ______________________ for making a new friend during the first weeks of school are to _____________________ and _______________________
1. When Barack Obama took office as president of the U.S., he ________________ the American people that he would try to __________________________________
1. If a classmate _____________________ with a Social Studies teacher about a current event, the student better understand _______________________________
1. If our Middle School had a new dress code, I would definitely ________________ having to wear ______________________ because _________________________
Daily Do Now ~ Vocabulary Review and Assessment 1. Open your vocabulary notebook and review your notes for the target word. 2. Complete the sentence frame, adding the target word and relevant content. 3. Underline clues that helped you determine the correct form of the target word. 4. If you have the time, write a “show you know” bonus sentence.
The Academic Word List (Averil Coxhead, 2000): a list of 570 high-incidence and high-utility academic word families
for Secondary School, Higher Education, Career
There is a very important specialized vocabulary for learners intending to pursue academic studies in English at the secondary and post-secondary levels. The Academic Word List, compiled by Coxhead (2000), consists of 570 word families that are not in the most frequent 2,000 words of English but which occur reasonably frequently over a very wide range of academic texts. These 570 words are grouped into ten sublists that reflect word frequency and range. A word like analyze falls into Sublist 1, which contains the most frequent words, while the word adjacent falls into Sublist 10 which includes the least frequent (amongst this list of high incidence and high utility words). The following ten sublists contain the headwords of the families in the Academic Word List. In other words, the ten sublists contain the most frequent form of the word, more often a noun or verb form, although there may be one or more important related word forms. For example, the headword analyze would also include analyst, analytic, analytical and analytically in the word family.
The Academic Word List is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, health, business, and law. This high utility academic word list does not contain technical words likely to appear in only one, specialized field of study such as amortization, lexicon, onomatopoeia, or cartilage. Two-thirds of all academic English words come from Latin, French (through Latin), or Greek. Understandably, knowledge of the most high incidence and high utility academic words in English can significantly boost a student’s comprehension level of school-based reading material. Secondary students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic 2000-3000 words that characterize ordinary conversation.
Sources: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238. Averil Coxhead’s website: http://language.massey.ac.nz/staff/awl/index.shtml
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(Kinsella, San Francisco State University, 8/03)
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