Structured and Accountable Classroom Language Use Across

Structured and Accountable Classroom Language Use

Across the Curricula

Dr. Kate Kinsella San Francisco State University

kateK@sfsu.edu 707.473.9030

OHIO TESOL Conference Columbus, Ohio November 12, 2010

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Evidence of the Dire Need for Structured Cognitive and Verbal Engagement

in Linguistically Diverse Classrooms

!  Only 4% of English Learners’ school day is spent engaging in student talk.

!  Only 2% of English Learners’ day is spent discussing focal lesson content, rarely speaking in complete sentences or applying relevant academic language.

Arreaga-Mayer & Perdomo-Rivera (1996) 3

Keynote Guiding Question How can we dramatically increase the quality and quantity of verbal and written engagement all students experience within English language and literacy coursework, through targeted instruction and structured accountable responses?

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Video: Long-Term EL

!  Vocabulary

!  Sentence Structure

!  Register

!  Oral Fluency

Task: Listen to the long-term English Learner’s response to the question. How would you characterize her English use?

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I would characterize her vocabulary use as__ (adj. - hesitant)

Everyday Adjectives Academic Adjectives bad weak usual average casual conversational

Response Frame

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The Ultimate Objective of English Language Development:

Accurate Oral Fluency

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

Oral Fluency: ease of target language production and listening comprehension

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Video: Gr. 8 Strategic English

!  How many students participated?

!  What students were visibly passive?

!  How accountable were all students for participating on some level?

!  What register were students using?

!  What was students’ assigned listening task during the class discussion?

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Vocabulary Knowledge Rating Chart

Word Rating What I Think

This Word Means conflict peer resolve

Rating Scale: 4 = I can teach the word. 3 = I have some understanding. 2 = I have seen or heard it before.

1 = I have never seen or hear it before.

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What would have made this lesson more productive?

!  Structured partner/group interaction

!  A well-articulated task and modeled process

!  Individual accountability for participation

!  Carefully analyzed language objectives

!  Clear language targets for the process

!  Careful monitoring of strong/weak responses 10

The Limitations of Student-Student Interactions Lacking

Adequate Structure and Language Targets Small group and partnering activities routinely fail to produce substantive L2 oral language growth. Merely increasing student interaction without explicit, coached language instruction and accountability for application leads to discussion with minimal cognitive or linguistic challenge and negligible academic content.

Sources: Jimenez & Gersten (1999) Lee & Fradd (1996)

Saunders & O’Brien (2006) 11

Features of Student-Student Interactions that Bolster Content

Knowledge and Language Proficiency !  A focused task that involves demonstration of content

knowledge/skills and application of target language; !  A task that is preceded with “prepared participation”:

modeling, response frames, time for individual reflection and preparation, assigned partners/groups;

!  Clearly assigned roles and linguistic responsibilities/frames; !  Requirement (vs. encouragement) to apply target language

while completing task individually and with peers; !  Active monitoring by the teacher: walking around, providing

guidance, taking note of strong/weak work, etc. 12

Group Vocabulary Knowledge Rating Discussion Task

!  Number off at your table, 1-4. !  Number 1 asks the question first. !  Other group members share their

vocabulary knowledge, going clockwise. !  Number 1 shares last. !  Decide together on what the word could

mean and write your best definition. !  Number 2 asks the question next…

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Vocabulary Knowledge Rating Discussion Questions

!  Who is familiar with the word __?

!  Are you familiar with the word __?

!  Who knows what __ means?

!  Do you know what __ means?

Questions to Prompt Partner Interactions:

Questions to Prompt Group Interactions:

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Vocabulary Knowledge Rating Sentence Frames

!  4: I am familiar with the word _. It means _

!  3: I am somewhat familiar with the word _ I think it means _

!  2: I recognize the word _, but I don’t remember what it means.

!  1: I am unfamiliar with the word _ 15

What were the neglected language objectives?

!  Students will ask and answer questions using the present tense.

!  Students will discuss their knowledge of target words using precise vocabulary: familiar, unfamiliar, recognize.

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Effective Language Objectives !  Are linked to standards-based

content objectives !  Emphasize expressive language

domains: speaking and writing !  Use active verbs to explain tasks !  Specify language target(s)

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!  Content: Identify sequence of events in a narrative.

!  Language: Articulate events in a sequence using past-tense verbs and sequencing words.

Complementary Content and Language Objectives

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Complementary Content and Language Objectives

!  Content: Write a formal summary of a nonfiction expository article.

!  Language: Use citation verbs to introduce the author’s key points in a formal summary of a nonfiction article: state, emphasize, indicate, conclude.

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Language Objective Frame

Students will __________ using _________ (verb phrase) (language targets)

Active Verbs Language Targets articulate academic vocabulary describe precise adjectives predict strong action verbs respond past-tense verbs summarize adjective clauses justify complex sentences express citation/reporting verbs

A Tool for Writing Effective Language Objectives

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Steps for Determining a Lesson Language objective

1.  Determine the standard(s) to be addressed.

2.  Identify the task(s) that will help students attain the standards.

3.  Anticipate students’ default responses.

4.  Write an ideal response and appropriate scaffolds.

5.  Write a language objective statement. 22

Questions/Tasks Prompting Non-Accountable Responses

!  Who knows what _ means? !  Can anyone tell me _? !  Who has an example of _? !  Would anyone like to share? !  What is the best solution to

this problem? !  Are there any questions? !  Is that clear? !  Share your answer with your

neighbor. !  Discuss these questions in

your group. 23

Structured Learner Engagement Kinsella & Feldman (2006)

To attract and maintain a learner’s interest and active involvement in all lesson content and related tasks, with clearly articulated physical, verbal and written “evidence checks” of a productive, observable response to instruction.

!  Underline a significant detail. !  Track with your guide card as I read the prompt. !  Add an example to the graphic organizer. !  Share your perspective with your partner using the assigned sentence frame.

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Structured Accountable Responses Feedback & Monitoring Tool

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Video Observation Task: Reading/ELD Grade 6

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1. As you observe this lesson clip, tally the number of physical, verbal and written responses the teacher structures during pre-reading instruction of a target word.

2. Prepare to explain why these structured responses maximized engagement.

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Explicit Instruction of an rBook Read 180 Target Word: international

Word Meaning Example

international in•ter•na•tion•al (adjective)

relating to two or more _________

Child labor is an international ______. It happens all over the world: e.g.

Oral Practice: If I could go on an international vacation, I would go to _________________.

____________

Rate it: 31 2

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Missed Opportunities for Promoting Engaged Learning !  unclear transitions/verbal cues from one

phase of vocabulary instruction to the next !  not having students justify their vocabulary

knowledge ratings using precise language !  not having students edit and record their

verbal responses in their course notebook !  not specifying the grammatical target(s)

within the sentence frame

Teacher Monitoring/Guidance !  Checks for understanding of assigned task !  Uses transitions/cues betw. lesson phases !  Initially attends to targeted students !  Circulates around the entire classroom !  Listens to verbal responses !  Reads written responses !  Preselects strong responses for reporting !  Identifies opportunities for instruction !  Provides feedback to elicit accurate usage

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Accountable Responses to Check Understanding

“Show the number of fingers that best represents your understanding of the directions. . .”

3 – I know what to do, and I can explain the directions to the class.

2 – I am slightly confused.

1 – I am very confused, and I do not know what to do.

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Accountable Responses to Check Understanding

! Partner #1, explain to #2 your three assigned active listening tasks for the unified-class discussion.

! Partner #2, listen to see if your partner left out an important task.

! Ask for clarification if you are unsure: We aren’t quite certain what to do.

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To Narrow the Verbal Achievement Gap Lessons Must Include Scaffolded and Accountable Academic Talk

Academic talk is “comprehensible verbal output” addressing focal lesson content, framed in complete sentences with appropriate register, vocabulary, syntax, and grammar.

Dutro & Kinsella, 2009 Swain & Lampkin, 1998 32

How might an English Learner complete this sentence starter?

A partner demonstrates active listening when _

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Potential Grammatical Challenges: !  ____________________________ !  ____________________________

How might a L2-3 English Learner complete this sentence starter?

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Potential Grammatical Challenges:

!  when they really listen !  when nice !  when helping me !  when he look, lean, listen

Sentence Frame A partner demonstrates active

listening when she/he _ (verb + -s) pays attention to me.

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Embedded Grammatical Targets: !  3rd person singular, (habitual) present tense !  correct subject pronoun reference !  correct subject-verb agreement

Frame: I work effectively with a partner who is _ (adjective).

Adjective Bank: Everyday Precise nice helpful, polite fair respectful good serious fast hard-working smart creative

A Sentence Frame with a Targeted Word Bank

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Simple Sentence Starters Can Be Turned Into Potent Response Frames

A scaffolded response frame begins as a sentence starter, but adds critical grammatical and lexical clarification and support, enabling students to produce a competent response in an appropriate register.

Instructional Advantages of Academic Sentence Frames

A well-crafted sentence frame enables a teacher to effectively:

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Construct a model response Deconstruct the model response Reconstruct a response (with students)

Pragmatics of “Precision Partnering”

!  Arrange seating conducive to partnering. !  Assign partners thoughtfully rather than randomly. !  Change partners every month. !  Designate who is partner 1/2, A/B. !  Designate who speaks first for a particular task. !  Assign a concrete task and a specific time frame. !  Check for understanding of task expectations. !  Provide a sentence frame and model correct use. !  Assign a follow-up task for fast finishers.

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Strategically Partner Students in Mixed-Ability Classrooms

!  Create a supportive range in ability (e.g., high with fairly high or middle, middle with low) rather than pairing extremes or equally low students.

!  Include a newcomer or exceptionally low reader in a trio with responsible students who share first.

!  Include a chronically absent student in a trio with more reliably present students.

!  Assign two “floaters” each month who fill in and work with a classmate whose partner is absent.

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Follow-up Tasks for Partnering “Fast Finishers”

!  Share a second idea using the starter. !  Share another idea using a challenge starter. !  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.

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Language for Classroom Learning: Paraphrasing to Check Understanding

! Casual Conversational English So you think __. So you’re telling me that _.

!  Formal Spoken English So what you are saying is __. So what you are suggesting is __. In other words, you believe that __. If I understand you correctly, you think that __.

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Language For Classroom Learning: Reporting Someone Else’s Idea

!  Casual Conversational English __ said that … __ told me that …

!  Formal Spoken and Written English __ pointed out that … According to __, __ indicated that … __ observed that … __ emphasized that …

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Language For Classroom Learning: Reporting A Pair’s/Group’s Idea

!  Casual Conversational English We think … We said …

!  Formal Spoken and Written English We decided that … We agreed that … We determined that … We concluded that …

We observed that … We believe that …

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Communicative Language Functions

Structured, Accountable Instruction Engages ALL Students

Nor Just the “Professional Participants”

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Structure Democratic Responses AFTER “Precision Partnering”

!  Pre-selected initial response(s): jumper cables !  Random selection: name cards or sticks !  Partner nominations !  Reporting the partner’s idea using citation verbs !  Popcorn : participant #1 selects #2 from another

section of the classroom, etc. !  Choose one per table group using pre-assigned

color/number codes: All greens report… !  Solicited volunteers (after partners discuss)

Sample Participation Incentives (For Voluntary Discussion Contributions

and Spontaneous Use of Academic Language)

This assignment pass entitles ________ to not turn in one Reading Journal entry or Vocabulary Quiz. This pass is not valid for a unit paragraph or project.

This coupon entitles ________ to select his/her lesson partner for the month of _________.

This coupon entitles ________ to a 20-minute writing conference with ________.

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References !  August, D. & Shanahan, T., (Eds.). (2006). Developing Literacy in

Second-Language Learners: Report of the National Literacy Panel on Language-Minority Youth. Lawrence Erlbaum.

!  Goldenberg, C. (Summer 2008). Teaching English Learners: What the Research Does-and Does Not-Say. American Educator.

!  California Department of Education. (2010). Improving Education for English Learners: Research-Based Approaches.

!  Dutro, S. & Kinsella, K. (2010). English Language Development: Issues and Implementation in Grades 6-12. In CDE (Fall 2009).

!  Norris, J. & Ortega, L. (2006). Synthesizing Research on Language Learning and Teaching. John Benjamin.

!  Olsen, L. (2010). Reparable Harm: Fulfilling the Unkept Promise of Educational Opportunity for California’s Long Term English Learners. Californians Together (www.californians together.org)

Sources for Dr. Kinsella’s Resources

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 (4 webinars focusing on structured engagement) http://pubs.cde.ca.gov/TCSII

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