Kinsella Iowa 9.29.11 - Summit, JMS, Youth Home, …chansenedconsultantaea11.pbworks.com/w/file/fetch/...Word Meaning Examples productive pro •duc•tive (adjective) SP: productivo

© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission

Kate Kinsella, Ed.D. Center for Teacher Efficacy

San Francisco State University

Participants will learn effective ways to:

  Facilitate more inclusive and accountable participation

  Set up and monitor productive student interactions

  Explicitly communicate and teach language targets

  Assign sentence frames that guide accurate oral fluency

  Check for understanding of task directions

  Focus upon relevant lesson language functions

  Assess expressive word knowledge

  Establish a high-utility vocabulary notebook

  How can we dramatically increase the

quality and quantity of verbal and

written engagement each student

experiences, through targeted instruction

and structured accountable responses?

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  Lived most/all of their lives in the U.S.   Verbally bilingual   Inadequate academic literacy   Often passive in class   Academic performance:

  Below grade level in reading & writing   Poor grades   Grade retention common   High-risk for dropping out

  Listen to this 7th grade long-term English Learner describe differences between cell phones and landline phones.

  How would you characterize her vocabulary use?

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I would characterize her vocabulary use

as __ (adjective: imprecise)

Everyday Academic weak imprecise, ______ normal predictable, _____ casual _______________ boring _______________

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  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.

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  Academic English is not a natural language that we acquire through extensive listening and social interaction.

  Academic English—including vocabulary, syntax, and grammar—must be explicitly and systematically taught, not just caught.

  Could you please explain_____?   I don’t quite understand _______?   I’m unsure about ______?

  Will you please explain ___ again?

  I have a question about ______.

  Did you say to _______?

  If I understand you correctly, should I ___________?

  What do you mean by _______?

  Can you provide an example of __?

  the homework directions   this direction word   where I should write

  the listening task

  the word synonym

  record or restate my idea

  restate his/her idea before I write it down

  a past-tense verb, a myth

  a bias, a homonym

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Use the 4Ls:

1.   L= Look at your partner.

2.   L= Lean toward your partner.

3.   L= Lower your voice.

4.   L= Listen attentively.

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Everyday   Huh?

  What?

  What do you

mean?

  I don’t get it.

Academic English   Will you please repeat that again?

  Will you please restate your idea a

little more slowly?

  Can you explain to me what you mean by _______?

  I don’t quite understand. Do you mean _______?

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2


4 Ls Rationale

Look

Lean

Lower

Listen

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 Record the rationale for each of the 4 Ls.  As you observe the video clip, watch

how Dr. Kinsella reviews and provides

brief practice of the 4 Ls to check for

understanding.

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One point I plan to communicate to my

students is

One point I plan to communicate to my

colleagues is

Lesson Objectives: Students will…

  identify productive partner behaviors to include in an expository paragraph.

 Organize physical and verbal behaviors in a T-Chart.

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Language Objectives: Students will…

  share an example sentence using a target word.

  describe partner behaviors using complete sentences and precise present tense verbs.

  compare ideas and point out similarities.   record a partner’s idea accurately.

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3


Word Meaning Examples

productive pro•duc•tive (adjective)

SP: productivo

produce pro•duce (verb)

getting a lot _____; making, ________ or producing a lot

1.  If workers are __________, they are usually more productive.

2.  Elementary school teachers dread ___________ days because students are fidgety and less productive.

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productive (adjective)

  Verbal Practice: Students are more productive when the substitute teacher is (adjective: strict)______________________

  Writing Practice: I am more ____________ working in ______________ when I have a difficult homework assignment.

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A strong example I heard was __

One example that caught my

attention was ______

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Briefly record three ideas using everyday English.

  Rewrite one idea from your brainstorming list using the sentence frame with a precise verb in the simple present tense.

  If time permits, write a second sentence.

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I bolster (language/writing) proficiency

by __ (verb + ing: analyzing…)

A productive partner __ (verb + s: listens) A productive partner listens attentively.

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A productive partner listens attentively.

A productive partner follows the teacher’s directions.

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Everyday Verbs   tells   shares   finishes   lets   helps

Academic Verbs   explains   contributes   completes   _______________   _______________

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Replace everyday verbs with precise word choices.

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We replaced the everyday verb__

with the synonym __.

We replaced the everyday word __

with the academic verb __.

  Copy the entire sentence frame in the space provided on your handout.

  Complete the sentence frame with a precise verb in the simple present tense.

  Circle the verbs in your sentence and underline the final _s.

  If time permits, record a second sentence.

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  Discuss your idea with your partner: 1) read it fluently; 2) make eye contact and say it with expression.

  Record your partner’s name and idea.

  If time permits, share a second idea.

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Classmates’ Names Ideas

1. Alicia listens attentively

2.

3.

4.

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 Record your partner’s idea.

 Record two other ideas during the discussion.

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  Use your public voice: 2x slower, 3x louder than your conversation private voice.

  Use the sentence frame to report your idea.

  Look at and listen attentively to the reporter.

  Record two classmates’ names and ideas.

  Listen for similarities and compare ideas.

Everyday English  Mine’s the same.  Me too.

Academic English  My idea is similar to __’s (Monica’s).  I agree with __ (John Carlos).  My idea builds upon __’s (Eric’s).

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  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 __.

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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 __.

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How did Dr. Kinsella . . .

  establish expectations for partnering?

  assign a task for fast-finishers?

  check for understanding?

  initiate academically rigorous interactions?

  ensure productive collaborations?

How did Dr. Kinsella . . .

  structure responses requiring an academic register?

  clarify grammatical targets and vocabulary?

  introduce, rehearse and guide use of each frame?

  establish expectations for discussing, reporting and active listening?

How did Dr. Kinsella . . .   direct students’ attention?   establish lesson and language objectives?

  define lesson task(s)?   model appropriate responses?   check for understanding?

  monitor and support students?   elicit a wide range of responses?

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 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”

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You elicited a range of competent student

responses during the class discussion by

  Preselect 1-2 students to initiate class discussion.   Discourage individual hand-raising until voluntary

responses are invited.

  Encourage partner nominations.   Invite all partner As/Bs 1s/2s to stand and report.

  Randomly select 1-2 students using name cards.   Allow a reporter to “popcorn” to the next reporter.   Ask for volunteers from sections of the classroom.

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  I’d like to call on you to share your perspective at the beginning of our discussion.

  I am planning to call on you first to explain the steps you followed to solve this word problem. Reread it carefully to prepare.

  You will be our “jumper cable” with this response.

  Reread your example sentence several times because I plan to call you up to the document camera to explain why you included this word form and specific content.

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  Explain the reasons for reporting audibly.   Conduct a “Public Voice Warm-up”   Provide phrased-cued and choral rehearsal

of model responses.   Coach less than audible students.   Don’t repeat responses for students. Instead,

request audible restatements.   Award participation points.

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8


! !

! !

! !

!!

!! ! !!!!!!!!This certificate entitles __________ This certificate entitles _________

to select his/her partner for the month to 2 Daily Do Now Bonus points!

of __________________________

This certificate entitles __________ This certificate entitles _________


of __________________________


to _________________________ to ________________________

___________________________ __________________________

© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.

! !

! !

! !

!!

!! ! !!!!!!!!This certificate entitles __________ This certificate entitles _________


of __________________________



of __________________________


to _________________________ to ________________________

___________________________ __________________________


  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)

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Three strategies I will definitely use to

maximize verbal participation are

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  In linguistically diverse classrooms, unstructured 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 discussions with minimal cognitive or linguistic challenge and negligible academic content.

Gersten & Baker (2000) Saunders & Goldenberg (2010)

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  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;

  Active monitoring by the teacher: walking around, providing guidance, taking note of strong/weak work, etc.

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Saunders & Goldenberg (2010)

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  ____________________ proficiency   ____________________ score/data   ____________________ background        

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One factor to consider is the student’s _________

An important factor to consider is ________

Another factor to consider is _________

  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 pairing . . .   students for more than one unit / month

  impulsive, intolerant students with insecure students

  a high-achiever with a low-performer

  two exceptionally low, unmotivated students

  a newcomer, non-reader or extremely low student (include an exceptional student as a double #2)

  students who may present issues due to gender, race, etc.

 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)

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  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.

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  Expressing an opinion   Asking for clarification   Paraphrasing   Soliciting a response   Agreeing/Disagreeing   Affirming   Holding the floor

  Acknowledging ideas   Comparing ideas   Justifying   Predicting   Summarizing   Offering a suggestion   Reporting/Citing

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Everyday English  So you think __.  So you’re telling me that _.

Academic English

 So your example, opinion, solution is __.  So what you are saying/suggesting is __.  In other words, you believe that __.  If I understand you correctly, you think that __.

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Everyday English  I think __. I don’t think __.

Academic English  I believe __.  In my opinion, __.  Based on my experience, __.  From my perspective, __.

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Everyday English  So what about you?  So what do you think?

Academic English

 What’s your idea/opinion?  What answer did you get?  We haven’t heard from you yet.

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Everyday English  Yeah. Right.  Uh huh.

Academic English

 I agree with you.  I understand what you mean.  I see what you are saying.  You are right.

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Casual English  Mine’s the same.  Me too.

Formal Academic English  My idea is similar to __’s (Monica’s).  My idea builds upon __’s (Eric’s).

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Everyday English   __ said that …   __ told me that …

Academic English   __ pointed out that … According to __,   __ indicated that …   __ observed that …   __ emphasized that …

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Everyday English   We think …   We said …

Academic English   We decided that … We agreed that …   We determined that … We concluded that …   We observed that … We believe that …

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 Attend to targeted students  Circulate to listen to and read responses  Assist idle or off-task students  Provide corrective feedback and elicit

accurate use  Preselect student(s) for initial reporting

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  Tending to administrative tasks   Dwelling on a single student, pair or group   Circulating excessively

  Exclusively policing behavior   Over-tending to a particular gender/race   Interrupting interactions

  Chronically repeating directions   Avoiding feedback that elicits accuracy

 Coach students to speak audibly (public voice)  Assign a listening task (similarities, paraphrasing, vocabulary)  Cue preselected students to initiate reporting

 Uses varied strategies to elicit additional reporting (partner nomination, random, all partner As, voluntary, etc.)

 Record contributions (chart, IWB, visual organizer)  Provides corrective and supportive feedback

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  Everyday   Casual   Conversational   Playground   General   Spoken   Private

  Academic   Formal   Academic   Classroom   Precise   Written   Public

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Everyday Terms   Write, Jot down   Answer   Finish   Say   Talk about   Think about

Academic Directions   Record   Respond   Complete   Restate, Report   Discuss   Consider

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Everyday Terms   Idea   Answer   Guess   Sentence

Academic Terms   Example, Experience   Response   Prediction   Reason, Justification   Opinion, Perspective   Solution, Calculation 75

Everyday English   My idea is …   My answer is …

Academic English   My example … My perspective …   My reason … My solution …   My prediction … My experience …

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  What precise synonym did you use to replace the everyday verb __?

  Can you justify your perspective with evidence from the article?

  What experience has influenced your decision?

  What prediction can you make about the author’s point of view on __ based upon the introduction?

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  Sentence starters (READ 180)

  Sentence stems (many publishers)

  Sentence scaffolds

  (Academic) Sentence frames (Dr. Kinsella)

  (Academic) Response frames (Dr. Kinsella)

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  Sentence Frame: I work effectively during lessons with a partner who is __(adjective) helpful.

  Adjective Bank: Everyday Precise  nice polite, _______  good serious, _______  fast hard-working  smart ________

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  To encourage students to live a healthier lifestyle, our school could _____ (base verb) provide a workout room to lift weights.

  Verb Bank: Everyday Precise give provide, offer

make _____, construct let _____, permit

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  A sentence starter in appropriate register including precise vocabulary

  A specified grammatical target for adeptly completing the sentence frame

  A targeted word bank helping students draw upon receptive vocabulary

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  A well-crafted sentence frame enables a

teacher to construct a model response,

deconstruct the response, and guide

students in reconstructing a response.

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Potential Grammatical Challenges:   ____________________________   ____________________________

A lesson partner demonstrates

active listening when __________

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Embedded Grammatical Targets:   3rd person singular, simple present tense   correct subject pronoun reference

A lesson partner demonstrates active listening when he/she_ (verb + s: restates)

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  What challenges do recent immigrants face?

  One challenge that immigrants face is ____ (verb + ing) learning a new language.

  Verb Bank: Everyday Precise finding ________ knowing ________ dealing with adjusting to making earning

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We brainstormed the precise

(verb, adverb, noun, adjective) __.

A precise (verb, adverb, noun, adjective)

I plan to use is __.

1.  Point out the titles: Everyday and Precise 2.  Briefly explain the rationale

3.  Use an example to explain the concept

4.  Cue partners to brainstorm precise synonyms

5.  Display the frame and cue students to read it chorally: We brainstormed the precise synonym ________.

6.  Direct students to record precise synonyms

7.  Cue students to circle or a precise word selection

8.  Display the frame and cue students to read it chorally: One precise adjective I plan to use is __________.

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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)

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She structured a (physical, verbal, written)

response when she directed the class to

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)

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“… Vocabulary knowledge is the single best predictor of second language learners’ academic achievement across subject matter domains.”

Saville-Troike, M. (1984). What really matters in second language learning for academic achievement? TESOL Quarterly 18: 199-219.

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  includes words that we recognize or understand when we see or hear them;

  is typically much larger than expressive vocabulary knowledge;

  includes words to which we assign some meaning, even if we don’t know their full range of definitions and connotations, or ever use them as we speak and write.

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  includes words we understand and can use comfortably and competently in speaking (and writing);

  is typically much smaller than our receptive word knowledge;

  for struggling readers and language users, expressive word knowledge for advanced academic and social purposes is limited.

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16



factor

fac•tor (noun)

___________

one of many things that ___________ or influence a _______________

The ________ is often a factor in the Superbowl; If it _____, many athletes don’t perform as well.

A good night’s sleep and a nutritious ________ are factors in a student’s performance on ______.

SP: factor

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factor (noun)

 Verbal Practice: One of the most

important factors when I purchase

a gift for a friend is ____________

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  Use your public voice if you are called: 3x louder and 2x slower than your partnering private voice.

  Listen for and record a strong example that can be your Vocabulary Velcro.

  Listen for and point out similarities. My example is similar to _’s.

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A strong example I heard was __

One example that caught my

attention was ______

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factor (noun)

 Writing Practice: Two ______________

that influence my interest in a book are

________________ and _______________

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How did I. . .   physically involve you in word learning?

  guide proficient pronunciation and decoding?

  build word meaning and comprehension?

  structure competent responses with the word?

  introduce, rehearse and guide completion of the frame?

  establish expectations for discussing, reporting and active listening?

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Record the steps in the teacher’s explicit vocabulary instructional routine sequence.

1.  ________________________ 2.  ________________________ 3.  ________________________ 4.  ________________________ 5.  ________________________ 6.  ________________________


portion por•tion (noun)

1.  a small ______ or section of a larger thing

2.  a serving of ____________

1.  I put a small portion of my ________ into my savings account.

2.  On Wednesdays the cafeteria serves one portion of _______

3. For dinner we eat at least one ________ of ______________

SP: porciÓn

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~

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  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.   Optional: Cue students to rate and 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.

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  Frequency: how often it is used

  Range: how widely it is used

  Context: where it is used: the subjects, professions, social situations

  Collocations: words it is widely used with

(resolve: problems, conflicts)

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  Our toolkit word accuracy is an academic word that is used regularly by scientists when referring to data and evidence.

  This lesson term 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.

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  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.

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  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

in a __ manner.   When the bell rang, I __ by immediately __.

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@@Partner Sentence:

  (use the target word and language from the prompt to write a strong response)

  Describe the way some students respond to the stress of final exams.

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  STRATEGY Two positive ______________ for making a new friend during the first weeks of school are to _________________ and ________________________________

  REDUCE Last year students in our school _________________ the amount of trash we produced by _________________________

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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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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)

  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

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Kate Kinsella, Ed.D. San Francisco State University

Center for Teacher Efficacy [email protected] (707) 473-9030

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OBSERVATION TOOL: Structured Student Engagement


Teacher: Observer: Date: Period: Duration: minutes √Check: ❒Whole Group and/or ❒Small Group

Directions: Check each observation of teacher actions that structure student engagement. In the right-hand column, briefly record notes to expand upon and establish instructional goals during a post-observation debrief (see reverse).

The teacher . . . √ Notes

directs students’ attention (board, text, etc.)

establishes lesson and language objectives

explains and models steps for each task

visibly displays a sentence starter/response frame

clarifies unfamiliar vocabulary

explains language targets (plural nouns, past-tense verbs, etc.)

models an appropriate response verbally and visibly

prompts rehearsal of frame using the model response

checks for understanding of task directions

Setti

ng U

p

assigns task(s) for fast finishers

attends to targeted students

circulates to listen to and read responses

assists idle or off-task students

provides corrective feedback and elicits accurate use

preselects student(s) for initial reporting

uses varied strategies to elicit additional reporting

Mon

itorin

g

coaches students to speak audibly (public voice)

Students . . .

mark text (underline, circle, highlight)

point / track with finger/object (text, directions, image)

Phys

ical

hand signal (thumbs up, raised hand, finger rubric)

Whole class (chorally repeat word/phrase, read text)

Partner to brainstorm and discuss

Partner to share responses using frame

Partner to read text passages

Individually respond (preselected)

Individually respond (voluntary, partner nomination, all As)

Verb

al

Individually respond (random)

record information (mini white board, notebook, text)

complete provided starter/frame

respond to a prompt Writ

ten

complete visual organizer/assignment

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OBSERVATION TOOL: Structured Student Engagement


Notes for Post-Observation Debrief

Teacher actions that supported productive partner interactions and competent language use:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

Instructional goals:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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OBSERVATION & PLANNING TOOL: Partner Interactions


Teacher: Observer: Date: Period: Duration: minutes √Check: ❒Whole Group and/or ❒Small Group

Directions: Check each observation of productive teacher actions that support partner interactions. In the right-hand column, briefly record notes to expand upon and establish instructional goals during a post-observation debrief (see reverse).

Teacher . . . √ Notes

arranges seating conducive to partnering

pairs students appropriately

has a procedure for absentee partners

has previously taught expectations for partnering (4Ls)

pre-assigns partner roles (1/2, A/B)

has analyzed lesson for optimal partner tasks

has prepared visible and lesson-specific references

Prep

arat

ion

has prepared lesson-specific language support (starter/frame, word bank, grammar target)

directs students’ attention (board, text, etc.)

establishes lesson and language objectives

explains and models steps for each task

visibly displays a sentence starter/response frame

clarifies unfamiliar vocabulary

explains language targets (plural nouns, past-tense verbs, etc.)

models an appropriate response verbally and visibly prompts rehearsal of the frame using the model response (silently tracking, phrase-cued, chorally using public voice)

checks for understanding of task directions

assigns task(s) for fast finishers

Setti

ng U

p

cues partner A/B or 1/2 to begin

attends to targeted students

circulates to listen to and read responses

assists idle or off-task students

provides corrective feedback and elicits accurate use Mon

itorin

g

preselects student(s) for initial reporting

coaches students to speak audibly (public voice)

assigns a listening task (similarities, paraphrasing, vocabulary)

cues preselected students to initiate reporting

uses varied strategies to elicit additional reporting (partner nomination, random, all partner As, voluntary, etc.)

records contributions (chart, IWB, visual organizer)

Rep

ortin

g

provides corrective feedback

24

OBSERVATION & PLANNING TOOL: Partner Interactions


Notes for Post-Observation Debrief

Teacher actions that supported productive partner interactions and competent language use:

__________________________________________________________________________

__________________________________________________________________________

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__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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__________________________________________________________________________

Instructional goals:

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

25

© Kate Kinsella, Ed.D. 2011

Lesson Observation: Common Instructional Goals and Opportunities for Support

Physical Responses:

• Structure more physical responses as you assign and model tasks to focus students’ attention and ensure they are actually reading and listening: e.g., I would like everyone to put down your pencils and direct your attention to the screen. Waiting…; Place your reading guide card underneath the directions; Circle the direct word evaluate; Point to the first transition word in the model paragraph.

• Don’t let students sit for too long listening to you explain, model, “think aloud” or read without structuring a physical response so you have a concrete evidence check that they are actually engaged: e.g., Point to…; Highlight…; Place your reading guide card under the second response frame…

Verbal Responses:

• Pre-assign lesson partners so students have someone to brainstorm with and rehearse answers to key lesson questions.

• Develop a sentence frame (and model response, when appropriate) to guide students in responding adeptly to key lesson questions.

• Clearly display lesson sentence frames and model responses.

• Guide students in developing accurate oral fluency and reading proficiency with assigned response frames by 1) providing a model response; 2) guiding them in reading the model response chorally in phrases, mimicking your expression; 3) guiding them in chorally reading the entire response; 4) pointing out any vocabulary or grammatical target.

• Students struggled with reading the sentence frame initially. Guide students in reading your model response with two choral readings: first, in phrases; second, as a complete sentence.

• Students would have benefitted from a verbal response frame to share their selected details with their partner after completing the note-taking task: One important detail I included was…; One essential detail I added to my outline was…

• Pause after each phase of the instructional routine and provide a clear transitional verbal cue to help students prepare for the next instructional phase and task.

• Partner students to share responses to your question before calling on a few students to report: one preselected, one random, one or two volunteers. Only one student had the opportunity to use the word.

• Use consistent strategies to encourage more democratic participation during whole group reporting: e.g., 1) preselect one strong response; 2) randomly call on one or two students using name cards; 3) allow students to nominate their partner; 4) open up the discussion to two voluntary responses.

• Many students’ contributions were inaudible. Begin whole-group reporting with a public voice warm-up by having students “Sit up, look smart and chorally repeat the frame in your public voice.”

Written Responses:

• Cue students to copy your model response, fill in the missing words in their note-taking guide, etc. Don’t assume they will take the initiative.

• Assign a listening and note-taking goal for partner interactions and whole-group academic discussions:

e.g., Restate your partner’s idea, then record it; During the discussion, listen carefully for and briefly record two strong arguments you could potentially use in your justification paragraph; As classmates share responses using our target word, listen carefully for the strongest example that will help you develop some “Vocabulary Velcro” and record that example on your note-taking guide.

26

© Kate Kinsella, Ed.D. 2011

Lesson Task Setup and Modeling:

• Direct students’ attention to the written task (on the board, in the text, on the handout). Don’t begin explaining until they are all focused visually and appropriately.

• Clarify the purpose of the task, how it is related to your lesson objectives and future tasks.

• Guide students in reading any written directions and dissecting the task: highlighting key words, writing meanings for new words, chorally reading, etc.

• Break more challenging lesson tasks into manageable steps and carefully model each phase of the process. Guide them in completing each step with a whole-group task before assigning a relatively complicated independent or partner task.

• Clarify potentially unfamiliar vocabulary in your directions. Direct students to record the meaning.

• Several students’ verbal responses contained errors with prepositions: “If I could go to/at a vacation…” Try to anticipate grammatical challenges students may experience using a particular frame and explicitly point out the grammatical target after they have practiced your model response. This will put you in a more productive role when monitoring their written responses and partner sharing.

• Assign a concrete follow-up task for fast finishers. Don’t let students sit idle as others complete work. (e.g., After completing your notes, prepare to tell your partner which student had the most challenging situation and two reasons to support your position…or Turn to page _ and ...)

• Check for task comprehension more productively to ensure students really know what to do. Don’t ask the following: Is that clear? Do you have any questions? Have them communicate that they understand what to do with a finger rubric or by explaining the steps to a partner. Monitor explanations carefully.

Monitoring/Guidance

• Monitor students’ verbal responses more carefully as they share with partners. Get up and circulate behind them and preselect a strong response to be the discussion starter. Use name cards/sticks to randomly call one or two additional responses and close with one or two volunteers.

• Monitor students’ written responses more carefully as they are completing a frame. If you observe that your average students are experiencing difficulties, you can assume your weakest students are struggling. Intervene and provide the necessary instruction or clarification.

• Attend to targeted students first while students are completing independent or collaborative tasks. Observe the work and interactions of students with average academic skills first before attending to weaker and stronger students. If average students are experiencing difficulties, you can assume that weaker students will.

• Try to monitor the work of a variety of targeted students as it will be challenging to observe everyone.

• Don’t devote all of your time and attention to one or two needy students while the rest of the class sits idle, gets off task, etc.

• Don’t hesitate to get students to use their public voice and/or use the response frame properly during whole-group discussions and reporting. Ask them to repeat inaudible responses in a public voice.

• When appropriate, point out any grammatical or pronunciation problem a student has with a response frame and have the student repeat the response correctly.

• Take note of any common error students make while writing responses, sharing with a partner, or reporting during the whole-group discussion. Bring it to everyone’s attention in a respectful and productive manner.

27

2011 Kate Kinsella, Ed.D.

Linguistic Scaffolds for Writing Effective Language Objectives

An effectively written language objective: • Stems from the linguistic demands of a standards-based lesson task • Focuses on high-leverage language that will serve students in other contexts • Uses active verbs to name functions/purposes for using language in a specific student task • Specifies target language necessary to complete the task • Emphasizes development of expressive language skills, speaking and writing, without neglecting

listening and reading

Sample language objectives:

Students will articulate main idea and details using target vocabulary: topic, main idea, detail. Students will describe a character’s emotions using precise adjectives. Students will revise a paragraph using correct present tense and conditional verbs. Students will report a group consensus using past tense citation verbs: determined, concluded. Students will use present tense persuasive verbs to defend a position: maintain, contend.

Language Objective Frames:

Students will (function: active verb phrase) using (language target) . Students will use (language target) to (function: active verb phrase) .

Active Verb Bank to Name Functions for Expressive Language Tasks

articulate ask compose compare contrast debate

defend define describe discuss elaborate explain

express identify justify label list name

narrate predict react to read recite respond

share state summarize rephrase revise write

Language objectives are most effectively communicated with verb phrases such as the following:

Students will point out similarities between… Students will express agreement… Students will articulate events in sequence… Students will state opinions about….

Sample Noun Phrases Specifying Language Targets academic vocabulary precise adjectives citation verbs noun phrases

complete sentences complex sentences clarifying questions prepositional phrases

subject verb agreement personal pronouns past-tense verbs gerunds (verb + ing)

28

2011 Kate Kinsella, Ed.D.

Language Objectives with Expressive Verbs and Specified Language Targets

Related to Reading Standards: Students will… • make predictions using future tense, and text feature vocabulary (e.g. headings, captions). • formulate pre-reading questions using appropriate question structure. • articulate main idea and details using key vocabulary: main idea, detail. • prioritize arguments in a text using target adjectives: important, essential, significant. • specify bias in a text by identifying adjectives and opinions. • articulate cause and effect relationships within a thinking map using subordinating conjunctions:

since, because, when. • describe a character’s emotions using precise adjectives. • retell a narrative story using past tense verbs and adverbs of time (e.g. the next day, later that week) • read text passages containing target vocabulary with prosody • ask and answer “how” questions about main events using the past-tense. Related to Writing Standards: Students will… • express an opinion in a topic sentence for a persuasive paragraph using strong verbs. • write a persuasive paragraph using correct present and conditional verb tenses. • articulate a position using strong present tense verbs: support, maintain, contend, believe. • qualify a position using adverbs: agree/disagree…somewhat, entirely, absolutely, completely • justify a position using relevant details and complete sentences. • develop a supporting detail using complete and varied sentences. • replace everyday vocabulary with precise word choices. • write a personal narrative using regular and irregular past-tense verbs. • provide anecdotes to support a point using regular and irregular past-tense verbs. • summarize a non-fiction text using general present tense and citation verbs. • revise sentence fragments into complex sentences. • write habitual present tense sentences about a classmate’s routines using correct pronouns and

subject verb agreement. • provide cohesion between sentences in exposition with appropriate transitional expressions. • compose complex and simple sentences to support points in expository and persuasive writing. • utilize precise word choices to convey actions, feelings, descriptors in narrative writing. • utilize vocabulary, syntax and grammar reflective of academic register within writing. • edit final drafts of sentences and paragraphs for appropriate tense, subject-verb agreement, pronoun

reference, fragments and run-on sentences. Related to Classroom Discussion (Listening and Speaking): Students will… • restate a partner’s response using paraphrasing expressions (e.g. so what you are saying is) • listen for and point out similarities in ideas using target language: My idea is similar to/builds upon. • report a group consensus using past-tense citation verbs: determined, concluded. • articulate a perspective using strong present tense verbs: believe, agree/disagree, support • analyze word parts to determine meaning using precise terms: prefix, suffix, root word • define the unit concept stereotype using complete sentences and target vocabulary. • listen for and record precise adjectives used by classmates to describe a character’s reactions.

29

Academic Language to Discuss Nonfiction Text


Key Vocabulary for Main Idea and Details in a Nonfiction Text: Key Vocabulary for Referring to a Nonfiction Text:

Q & A for Main Idea and Supporting Details Q: What is the topic of this article/report/paragraph/section? A: The topic of this __________________ is ___________________.

Q: What is this paragraph/section/selection/article/report mainly about?

A: It is mainly about __________________.

A: This _________________ focuses on ___________________.

A: This ______________ is primarily about ________________.

A: This ______________ addresses the topic of/reasons for _________.

Q: What is the author’s main idea/point?

A: The author’s main idea/point is that __________________.

Q: What is/are the most important detail(s) in this paragraph/section?

A: One important detail in this paragraph/section is _______________.

A: An essential detail in this paragraph/section is .

A: Another significant detail in this paragraph/section is ____________.

A: The most critical/vital detail in this paragraph/section is __________.

A: An interesting but nonessential detail in this paragraph/section is ___.

paragraph section chapter article reading selection

selection text report informational text nonfiction text

main idea point/message topic sentence title

mainly primarily addresses focuses on

details support/supporting examples of reasons for

30

Language Strategies for Academic Interaction


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.

31

Creating a Classroom Culture for Structured Interactions


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.

32

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.

33

Dr. Kinsella’s Academic Discussion Routine & Sample Language


Establish purpose

1. Visibly display the discussion topic/prompt

2. Students repeat question/prompt

3. Model brainstorming process and response(s)

Phas

e 1:

Thi

nk

4. Prompt students to reflect and record brief responses

Transition to sentence writing

1. Introduce frame(s) (visibly displayed, include model response)

2. Students repeat first model response (silently, phrase-cued, chorally)

3. Direct attention to grammatical target (underline, highlight)

4. Prompt students to select an idea from the brainstorming list

5. Prompt students to include words from the academic word bank

6. Direct students to write an academic response using the first frame

7. Circulate reading sentences, providing feedback

8. OPTIONAL: Introduce second frame and repeat process

9. Circulate reading sentences, providing feedback, and to identify strong/weak responses

10. Cue students to select their strongest response

Phas

e 2:

Writ

e

11. Preselect one or two students to report

Transition to partner interaction

1. Direct students to silently reread their sentences in preparation to share

2. Cue partner (A/B, 1/2) to read their sentence to their partner (twice)

3. Circulate listening, providing feedback, and to identify strong responses for reporting phase

Phas

e 3:

Dis

cuss

4. Cue partners to restate and briefly record each other’s idea

Transition to whole group reporting

1. Elicit reporting with entire frame, (visibly displayed)

2. Assign active listening task(s): take notes, point out similarities/differences

3. Record student contributions: list on white board, graphic organizer

4. Cue identified students to report

5. Elicit additional responses using inclusive strategies (partner nomination, random, etc.) Phas

e 4:

Rep

ort

6. Briefly synthesize contributions and make connections to lesson

34


© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission. Page 1 of 1

Transitions & Steps: Sample language Establish purpose As we read the article, we will ask ourselves this question...

1. Visibly display the discussion question Point to the discussion question on page __.

2. Students repeat question Read the discussion question with me, first silently and tracking with your pen. Now let’s read aloud together in phrases.

3. Model brainstorming response(s) The purpose of a brainstorming list is to think freely and quickly jot down as many ideas as possible in brief phrases. My initial response is that… If you share my perspective, start your list with this idea. Ph

ase 1: Think

4. Prompt students to reflect and briefly record responses

Put your pens down and reflect on this question for 30 seconds. Consider your own experiences and background knowledge. Now jot down at least two ideas.

Transition to sentence writing Now let’s select ideas from our list to write academic statements.

1. Introduce frame(s) (visibly displayed, include model response)

For today’s academic discussion, we will use two different sentence frames. I have rewritten my two strongest perspectives using the sentence frames.

2. Students repeat first model response (silently, phrase‐cued, chorally)

Read the first model response with me in phrases. Now let’s wake up your public voices by reading aloud my model response.

3. Direct attention to grammatical target (underline, highlight)

Highlight the words “should/should not”. This indicates our response should be written in the present tense. To complete the frame, the words “because they” must be followed by a present tense verb phrase and a strong reason. Be sure to include relevant content that relates to girls’ athletic ability.

4. Prompt students to select an idea from the brainstorming list

Review your brainstorming list and select the most appropriate perspective to complete this frame.

5. Direct students to write an academic response using the first frame

Quietly rewrite one idea using the first frame. If you need assistance with spelling, grammar, or word choice, raise your pen and I will gladly help you.

6. Circulate reading sentences, providing feedback Since your perspective is that girls should not be allowed to play on boys’ teams, your reason must relate to athletic ability not fashion preferences.

7. Introduce second frame (visibly displayed, include model response)

Now let’s direct our attention to the second frame and my model response.

8. Students repeat second model response (silently, phrase‐cued, chorally)

Read the first model response with me in phrases.

9. Direct attention to grammatical target(s) (underline, highlight)

Notice that after the expression “due to”, I have written a noun phrase, “a girl’s muscle mass”, a group of words naming a thing. Underline the noun phrase. “Due to” signals a cause and is followed by a noun phrase, a specific thing.

10. Prompt students to select another idea from the brainstorming list

Review your brainstorming list and select another perspective relevant to this frame.

Phase 2: W

rite

11. Direct students to write a second academic response using the frame

Quietly rewrite your idea using the second frame. If you need assistance with spelling, grammar, or word choice, raise your pen and I will assist you.

35


© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission. Page 2 of 2

12. Circulate reading sentences, providing feedback, and

to preselect reporting Since you are defending your position with a childhood experience, your verbs must be in the past tense. Reread your statement and check your verb tenses.

13. Cue students to select their strongest response Reread both of your responses. Put a check mark next to the response that you consider the most convincing statement of your opinion.

14. Preselect one or two students to report I plan to call on you at the beginning of our class discussion to report that idea.

Transition to partner interaction “Now we’ll share perspectives with partners.” 1. Direct students to silently reread their sentences

in preparation to share Reread your sentence silently in preparation for sharing with your partner.

2. Cue partner (A/B, 1/2) to read their sentence to their partner (twice)

Read your sentence to your partner twice: first, read it fluently; second, make eye contact and say it with expression. Let’s begin with partner 2 this time. If you both finish sharing your selected response, share your second response until I call time (1, 2, 3, eyes on me).

3. Circulate listening, providing feedback, and to identify strong responses for reporting phase

I didn’t catch your ideas. Will you please share again making eye contact and using more expression? Thank you. Phase 3: Discuss

4. Cue partners to restate and briefly record each other’s idea in the guide

Now I’d like you to add your partner’s idea to your list. Partner 1 will go first. Restate your partner’s idea using this expression … (“So what your saying is.. If I understand you correctly,…”)If your partner confirms that this is what s/he intended to say, record the idea. Then switch roles.

Transition to whole group reporting “Now let’s hear some of your responses.”

1. Elicit reporting with entire frame, (visibly displayed)

I’ll remind you to use your public voice and the sentence frame if you are called upon to report.

2. Assign active listening task(s): take notes, point out similarities/differences

I have three active listening tasks for the discussion: 1) look at the speaker; 2) record two ideas in the guide; 3) listen for similarities.

3. Record student contributions: list on white board, Thinking Map

I will record all of your contributions in phrases on the board, but you can simply jot down three additional ideas.

4. Cue identified students to report __, please share your perspective. 5. Elicit additional responses using inclusive

strategies (name cards, popcorn, volunteers) Let’s hear some other perspectives. (Pull name card.) __, please report. We have time for two contributions. I’d like one from both sides of the room. Ph

ase 4: Rep

ort

6. Briefly synthesize contributions and make connections to article focus

While listening to your academic discussion, I was impressed with the range and thoughtfulness of your responses. You have diverse opinions which you justified with convincing reasons. Many of you held the opinion that… As we delve into the article, we may find evidence to support or dispel these opinions.

36

Name Date


Academic Discussion Topic:

THINK: Briefly record your personal responses to this question:

1.

2.

3.

WRITE: Rewrite one idea using the sentence frame. Include precise academic words. If time permits, write a second sentence on the back.

Frame:

Word Bank: Casual Academic

Model Sentence:

My Sentence:

DISCUSS: Listen attentively to and record notes on your classmates’ ideas. Begin by recording your partner’s idea.

Classmates’ names

Ideas

1.

2.

3.

REPORT: Prepare to report your idea during the whole group discussion. Listen attentively, and utilize sentence frames to point out similarities.

•My idea is similar to ’s. •My idea builds upon ’s.

37

Name Date


Academic Discussion Topic: Active Listening


How does a lesson partner demonstrate active listening? 1.

2.

3.

WRITE: Rewrite one idea using the sentence frame. Include a precise academic verb. If time permits, write a second sentence on the back.

Frame: A lesson partner demonstrates active listening when she/he (third person singular, simple present tense: responds politely).

Verb Bank: Casual Academic helps lets writes records

repeats restates

Model Sentence: A lesson partner demonstrates active listening when she

asks clarifying questions.

My Sentence:

DISCUSS: Listen attentively to and record notes on your classmates’ ideas. Begin by recording your partner’s idea.

Classmates’ names

Ideas

1.

2.

3.



38

Name Date


Academic Discussion Topic: Effective Lesson Partners


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.


39

Name Date


Academic Discussion Topic: Productive Partners


How does a productive partner behave during lessons? 1.

2.

3.


Frame: A productive partner (simple present tense verb: listens, asks)

Verb Bank: Casual Academic

tells explains shares contributes lets helps finishes

Model Sentences: A productive partner listens attentively.

A productive partner asks clarifying questions.

My Sentence:


Classmates’ Names

Ideas

1.

2.

3.


•My idea is similar to ’s. •My idea builds upon ’s. 40

Name Date


Academic Discussion Topic: Reasons to Read


What are important reasons to become a strong reader? 1.

2.

3.


Frame: Becoming a strong reader will help me to (base form verb: accomplish)

Verb Bank: Casual Academic know understand

do succeed get achieve finish make Model Sentence: Becoming a strong reader will help me to accomplish my childhood

dream of owning my own restaurant.

My Sentence:


Classmates’ Names

Ideas

1.

2.

3.



41


Academic Discussion: Idea Tracker

Reading Title: ________________________________________________________________ Discussion Question: __________________________________________________________

Before Reading

After Reading

42

Dr. Kinsella’s Vocabulary Routine ~ Step by Step


Establish purpose 1. Pronounce the word 2. Students repeat 3. Provide part of speech 4. Syllabify 5. Students repeat 6. Provide a student-friendly definition 7. Model example #1 visibly displayed 8. Students point to, repeat and fill in blank(s) 9. Model example #2 visibly displayed Ph

ase

1: In

trod

ucin

g W

ord

10. Students point to, repeat and fill in blank(s)

Transition to Verbal Practice 1. Introduce frame for verbal practice visibly displayed, include model response 2. Students repeat model response 3. Direct attention to grammatical target(s) (underline, highlight) 4. Prompt students to consider a response 5. Cue partner (A/B, 1/2) to share response with partner 6. Circulate listening, providing feedback, and preselect reporting

Transition to reporting 7. Elicit reporting with frame, visibly displayed 8. Cue preselected students to report Ph

ase

2: V

erba

l Pra

ctic

e

9. Direct students to write the word and selected response in the frame (own, partner’s or strong response)

Transition to Writing Practice 1. Introduce frame for Writing Practice visibly displayed, include model response 2. Students repeat model response (silently, phrase-cued, chorally) 3. Direct attention to grammatical target(s) (underline, highlight) 4. Prompt students to consider a response, allowing adequate think time 5. Direct students to write the word and their response in the frame 6. Cue partner (A/B, 1/2) to read their sentence to their partner (twice) 7. Circulate listening, providing feedback 8. Cue partners to switch and read each other’s sentence (continue circulating)

Transition to reporting 9. Elicit reporting with frame, visibly displayed

10. Cue preselected students to report

Phas

e 3:

Writ

ing

Prac

tice

11. Elicit additional responses

43

Dr. Kinsella’s Vocabulary Routine ~ Step by Step


Transition to Partner Sentence

1. Introduce context for Partner Sentence visibly displayed (no model)

2. Guide students in reading the prompt (silently, phrase-cued, chorally)


4. Point out word and phrases from the prompt that students should use in responses (underline, highlight)

5. Prompt students to think about then discuss potential responses

6. Direct students to both record the agreed-upon response

7. Cue partners (A/B, 1/2) to each read their sentence to their partner (twice)

8. Circulate listening, providing feedback, and to preselect reporting

Transition to reporting

9. Elicit reporting with entire frame, displayed

10. Cue preselected students to report (consider media to display student work)

Phas

e 4:

Par

tner

Sen

tenc

e


At an appropriate review opportunity, or on Day 5:

Establish a purpose of the Review Sentence

1. Introduce context for Partner Sentence visibly displayed (no model)

2. Guide students in reading the prompt (silently, phrase-cued, chorally)


4. Point out word and phrases from the prompt that students should use in responses (underline, highlight)

5. Prompt students to think about then discuss potential responses

6. Direct students to both record the agreed-upon response

7. Cue partners (A/B, 1/2) to each read their sentence to their partner (twice)

8. Circulate listening, providing feedback, and to preselect reporting


9. Elicit reporting with entire frame, visibly displayed

10. Cue preselected students to report (consider media to display student work)

Phas

e 5:

Rev

iew

Sen

tenc

e


44

Lesson Sample: Toolkit Word Instructional Routine


Transitions & Steps: Sample language:

Establish purpose Let’s learn about some of the target vocabulary words we will need for our upcoming reading.

1. Direct students’ attention Point to the target word labor. The word we are learning is labor. 2. Pronounce Pronounce it with me, labor. 3. Syllabify Listen as I tap and slowly pronounce each syllable in labor. 4. Students repeat Say the word with me again as you tap/clap each syllable labor. 5. Provide part of speech The word labor is a noun, a thing.

Phas

e 1:

Intr

oduc

ing

Each

Wor

d

6. Provide a student-friendly definition In the upcoming reading, the word labor means difficult, challenging (or hard) work.

7.Rephrase and cue students

Something that is difficult or hard work is …Now fill in the missing word: (chorally) labor.

Transitions & Steps: Sample language:

Transition to Verbal Practice Now let’s practice using the word. 1. Introduce frame for verbal practice

visibly displayed, include model response Let’s examine our first example of this target word in a sentence. One type of labor that is hard work is _____ (carpentry).

2. Students point to, and repeat and fill in blank(s)

Point to and read the first example sentence with me. One type of labor that is hard work is _____ (carpentry).

3. Cue students to think, then verbally practice applying the frame and idea with a partner.

Take a moment (30 sec) to think about another kind of work that you think is very difficult or hard to do. Then use the response frame to share your idea with your partner. Partner B go first. One type of labor that is hard work is _____ (student example).

4. Model example #2 visibly displayed Let’s examine the word labor used in a different context sentence. One type of challenging labor that I know I can do well is _____ (caring for a younger sibling)

5. Prompt students to consider a response.

Take a moment to consider how you could complete the response frame.

6. Students point to, repeat (Cue students record their example in their rBooks -- or record at step 9-11 *)

Point to and read the second example with me (in phrases). Then fill in the missing word(s) – display a word bank. One type of challenging labor…. that I know I can do well. . . is _____ (caring for a younger sibling)

7. Cue partner (A/B, 1/2) to share response with partner

Partner A, raise your hands; please share your response first. Be sure to read your entire sentence with eye contact and expression.

8. Circulate listening, providing feedback, and preselect reporting

(Initially attend to targeted students) When I ask students to report, I would like you to please share your response with the whole class.

Transition to reporting Now let’s hear some of your responses.

9. Elicit reporting with frame, visibly displayed

I’ll remind you to use your public voice and the frame when I call on you to report. Everyone listen carefully for an example that really catches your attention. After our reporting,* I will ask you to fill in the blank with a vivid example that will help you remember our key word, that will create some “vocabulary Velcro”.

10. Cue preselected students to report I’ve asked __ to share his response first. Now let’s hear from __.

Phas

e 2:

Ver

bal &

Writ

ten

Prac

tice

11. Direct students to write the word and selected response in the frame

Now record your favorite response, the one was most interesting to you. It can be yours, your partner’s, or one of the ideas just shared.

45

Vocabulary Notebook

Vocabulary Notebook

© Kate Kinsella, Ed. D

. 2011 ~ All rights reserved. D

o not modify or distribute electronically w

ithout permission.

Unit Start Date______________ Unit End Date______________

At the beginning of the unit, reflect and record a 1st rating of your knowledge of each word below. Later, reflect and record a 2nd rating indicating progress in your knowledge of the words. At the end of the unit, reflect and record a final rating to indicate your knowledge of each word.

Workshop __ 1st Rating

2nd Rating

Final Rating

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 2 3 1 2 3 1 2 3

1 = I don't recognize this word. I need to learn what it means.

2 = I have some understanding of this word, but I could use a review of the meaning.

3 = I know it and can use it effectively. I could teach the meaning to classmates and provide clear examples.

Vocabulary Self-Reflection: Unit

46

Name Date


Topic: Productive Partners

1

Word Meaning Example(s)

characteristic

char•ac•ter•is•tic (noun)

1

2

3

something that is typical or

_____________ about someone

or something

One important characteristic of a good

family dog is that it is ______________

Dr. Martin Luther King’s leadership

characteristics made people

______________________ him.

Verbal Practice (Think-Pair-Share-Write):

One of my positive characteristics is that I am

Writing Practice (Think-Write-Pair-Share):

Two of McDonald’s Happy Meals that concern many parents are

that they are and

2


productive pro•duc•tive (adjective) produce pro•duce (verb)

1

2

3

getting a lot done ___________;

making, producing, or

completing ________________

If workers are ____________________,

they are usually more productive.

Students are more productive working

in groups when they ______________

the directions for the assignment.


When it comes to completing assignments, I am more productive

working (in/at)


When the teacher is absent, students are (more/less)

if the substitute is 47

Name Date


Topic: Soft Drinks and Teen Health

1

Word Meaning Example(s) Image

accurate ac•cu•rate

noun

1

2

3

right or 100%

_____________ in

every detail

Students can check to see if

their calculations are accurate

with a ____________________

The __________________

forecast from our local news

station is usually accurate.


Students can check to see if their spelling is accurate with a


The everyday life of American teens portrayed on the television show

is pretty

2

Word Meaning Example(s) Image

impact im•pact noun

1

2

3

the ___________

that an experience

or ____________

has on someone

or something

The recent _______________

in our state had a serious

impact on family farms.

Many parents believe that

violent video games have a

_________________________

impact on children’s behavior.


Eating a nutritious breakfast will have a positive impact on a student’s


Soft drinks have several negative on a teen’s health such as

and

48

Name Date

© 2010 Kate Kinsella, EdD, all rights reserved

Workshop _____: Reading Selection:

Word Meaning Example(s) Image(s)

respond

re•spond verb

1. to ________________

2. to do something because of something that has ________________

1. When you receive a compliment, it is _________ to respond by saying “Thank you.”

2. The team lost another game so the star player responded by ____________________ stomping off the field.

Verbal Practice 1:

When I receive a text message from a friend, I usually ________________ within _____

Verbal Practice 2:

If I saw a classmate looking at my answers during an exam, I would probably _______________ by ______

Writing Practice 1:

During a job interview, a serious teen to questions about work

experience

Writing Practice 2:

When a popular band like enters the stage, the audience

usually with

Partner Sentence: (use the key word and language from the prompt to write a strong response) Describe the way some students respond to the stress of final exams.

Review Sentence: (use the key word and language from the prompt to write a strong response) Describe a time when someone you know responded courageously in a dangerous situation.

49

Name Date


Topic:

1




2




50


Workshop: __ Reading Selection: Date: # Word Meaning Examples Picture

Verbal Practice:

Writing Practice:

Academic author:

# Word Meaning Examples Picture

Verbal Practice:

Writing Practice:

Academic author:

51

Name Date


Workshop __, Reading Selection:


Verbal Practice:

Writing Practice:

Partner Sentence: (use the target word and language from the prompt to write a strong response) Prompt:

Review Sentence: (use the target word and language from the prompt to write a strong response) Prompt:

52

Dr. Kinsella’s “Daily Do Now” Routine ~ Step by Step


Establish purpose (set expectations that this is a daily starter activity —after week one, students should begin without any teacher prompting)

1. Visibly display the word and provided response frame

2. Students read and record response frame quietly on blank “Do Now” page

3. Encourage students to review Vocabulary Notes

4. Prompt students to consider a response (allow adequate think time)

5. Cue students to complete the frame (stress form of the word and relevant content)

6. Circulate reading student responses to assess understanding and opportunities for reteaching

7. Cue bonus (for students who have accurately completed 1st response frame)

Phas

e 1:

Ass

ess

Und

erst

andi

ng

8. Circulate reading to preselect 2 model responses to report

Transition to brief Verbal Practice

1. Cue partner (A/B, 1/2) to share response with partner

2. Cue partner (A/B, 1/2) to provide supportive feedback and a verbal rating


3. Circulate to monitor discussions

Phas

e 2:

Ver

bal

Prac

tice

4. Cue two preselected students to report

Transition to self-rating

1. Direct students to re-read their response, checking grammar and content

2. Review rating (- no attempt, word or content correct, + word and content correct)

3. Cue students to quickly circle the score that reflects their self-rating

4. Cue students with bonus sentences to circle the score that reflects their self-rating

Phas

e 3:

Sel

f-Rat

e

5. Circulate to confirm accuracy and provide corrective feedback on scoring

53

Dr. Kinsella’s “Daily Do Now” Routine ~ Sample “Show You Know” Tasks


Date

Daily Do Now ~ Vocabulary Review and Assessment 1. Open your vocabulary notebook and review your notes for the target word. 2. Complete the sentence frame, adding the target word and relevant content. 3. Underline clues that helped you determine the correct form of the target word. 4. If you have the time, write a “show you know” bonus sentence.

_

+

0 1 2

Mon

day

strategy

1. Two positive ______________________ for making a new friend during the first weeks of school are to _____________________ and _______________________

2. Bonus

___________________________________________________________________ 0 1 2

0 1 2

Tues

day

inform

1. When Barack Obama took office as president of the U.S., he ________________ the American people that he would try to __________________________________

2. Bonus

___________________________________________________________________ 0 1 2

0 1 2

Wed

nesd

ay

debate

1. If a classmate _____________________ with a Social Studies teacher about a current event, the student better understand _______________________________

2. Bonus

___________________________________________________________________ 0 1 2

0 1 2

Thur

sday

portion

1. A healthy school lunch menu includes two _________________ of ___________ and only a small __________________ of dessert.

2. Bonus

___________________________________________________________________ 0 1 2

0 1 2

Frid

ay

oppose

1. If our Middle School had a new dress code, I would definitely ________________ having to wear ______________________ because _________________________

2. Bonus

___________________________________________________________________ 0 1 2

Weekly Total Points

54

Name Date


Date

Daily Do Now ~ Vocabulary Review and Assessment 1. Open your vocabulary notebook and review your notes for the target word. 2. Complete the sentence frame, adding the target word and relevant content. 3. Underline clues that helped you determine the correct form of the target word. 4. If you have the time, write a “show you know” bonus sentence.

_

+

0 1 2

Mon

day

_______________ 1. _________________________________________________________________

__________________________________________________________________

2. Bonus

___________________________________________________________________ 0 1 2

0 1 2

Tues

day

_______________ 1. _________________________________________________________________

__________________________________________________________________

2. Bonus

___________________________________________________________________ 0 1 2

0 1 2

Wed

nesd

ay

_______________ 1. _________________________________________________________________

__________________________________________________________________

2. Bonus

___________________________________________________________________ 0 1 2

0 1 2

Thur

sday

_______________ 1. _________________________________________________________________

__________________________________________________________________

2. Bonus

___________________________________________________________________ 0 1 2

0 1 2

Frid

ay

_______________ 1. _________________________________________________________________

__________________________________________________________________

2. Bonus

___________________________________________________________________ 0 1 2

Weekly Total Points

55

(Kinsella, San Francisco State University, 8/03)

The Academic Word List (Averil Coxhead, 2000): a list of 570 high-incidence and high-utility academic word families

for Secondary School, Higher Education, Career

There is a very important specialized vocabulary for learners intending to pursue academic studies in English at the secondary and post-secondary levels. The Academic Word List, compiled by Coxhead (2000), consists of 570 word families that are not in the most frequent 2,000 words of English but which occur reasonably frequently over a very wide range of academic texts. These 570 words are grouped into ten sublists that reflect word frequency and range. A word like analyze falls into Sublist 1, which contains the most frequent words, while the word adjacent falls into Sublist 10 which includes the least frequent (amongst this list of high incidence and high utility words). The following ten sublists contain the headwords of the families in the Academic Word List. In other words, the ten sublists contain the most frequent form of the word, more often a noun or verb form, although there may be one or more important related word forms. For example, the headword analyze would also include analyst, analytic, analytical and analytically in the word family.

The Academic Word List is not restricted to a specific field of study. That means that the words are useful for learners studying in disciplines as varied as literature, science, health, business, and law. This high utility academic word list does not contain technical words likely to appear in only one, specialized field of study such as amortization, lexicon, onomatopoeia, or cartilage. Two-thirds of all academic English words come from Latin, French (through Latin), or Greek. Understandably, knowledge of the most high incidence and high utility academic words in English can significantly boost a student’s comprehension level of school-based reading material. Secondary students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic 2000-3000 words that characterize ordinary conversation.

Sources: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238. Averil Coxhead’s website: http://language.massey.ac.nz/staff/awl/index.shtml

1. analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method occur percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary 2. achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate

perceive positive potential previous primary purchase range region regulate relevant reside resource restrict secure seek select site strategy survey text tradition transfer 3. alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude fund framework illustrate immigrate imply initial instance interact justify layer link locate maximize minor negate outcome partner philosophy physical proportion publish react register rely remove scheme sequence sex shift specify sufficient task technical technique technology valid volume 56

(Kinsella, San Francisco State University, 8/03)

4. access adequacy annual apparent approximate attitude attribute civil code commit communicate concentrate confer contrast cycle debate despite dimension domestic emerge error ethnic goal grant hence hypothesis implement implicate impose integrate internal investigate job label mechanism obvious occupy option output overall parallel parameter phase predict prior principal professional project promote regime resolve retain series statistic status stress subsequent sum summary undertake 5. academy adjust alter amend aware capacity challenge clause compound conflict consult contact decline discrete draft enable energy enforce entity equivalent evolve expand expose external facilitate fundamental generate generation image liberal license logic margin mental medical modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style substitute sustain symbol target transit trend version welfare whereas 6. abstract acknowledge accuracy aggregate allocate assign attach author bond brief capable cite cooperate discriminate display diverse domain edit enhance estate exceed expert explicit federal fee flexible furthermore gender ignorance incentive incorporate incidence index inhibit initiate input instruct intelligence interval lecture migrate minimum ministry motive neutral nevertheless overseas precede presume rational recover reveal scope subsidy tape trace transform transport underlie utilize 7. adapt adult advocate aid channel chemical classic comprehensive comprise confirm contrary convert couple decade definite deny differentiate dispose dynamic equip eliminate empirical extract file finite foundation globe grade guarantee hierarchy identical ideology infer innovate insert intervene isolate

media mode paradigm phenomenon priority prohibit publication quote release reverse simulate sole somewhat submit successor survive thesis topic transmit ultimate unique visible voluntary 8. abandon accompany accumulate ambiguous appendix appreciate arbitrary automate bias chart clarify commodity complement conform contemporary contradict crucial currency denote detect deviate displace drama eventual exhibit exploit fluctuate guideline highlight implicit induce inevitable infrastructure inspect intense manipulate minimize nuclear offset paragraph plus practitioner predominant prospect radical random reinforce restore revise schedule tense terminate theme thereby uniform vehicle via virtual visual widespread 9. accommodate analogy anticipate assure attain behalf cease coherent coincide commence compatible concurrent confine controversy converse device devote diminish distort duration erode ethic found format inherent insight integral intermediate manual mature mediate medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine relax restrain revolution rigid route scenario sphere subordinate supplement suspend team temporary trigger unify violate vision 10. adjacent albeit assemble collapse colleague compile conceive convince depress encounter enormous forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding odd ongoing panel persist pose reluctance so-called straightforward undergo whereby

57


Structured Verbal Response Task – Planning Scaffold

Teacher Name ______________________ Grade ___ Class ______________________

Reading/Lesson Material ___________________________________________________

Question/Task (pg __) _____________________________________________________

________________________________________________________________________

a. Model Response _____________________________________________________

_____________________________________________________________________

b. Sentence Frame _____________________________________________________

_____________________________________________________________________

c. Grammatical Goal (grammar required to successfully complete the sentence frame)

_____________________________________________________________________

d. Word Bank (precise vocabulary students can use to complete the sentence frame)

Everyday English: Precise English:

Question/Task (pg __) _____________________________________________________

________________________________________________________________________

a. Model Response _____________________________________________________

_____________________________________________________________________

b. Sentence Frame _____________________________________________________

_____________________________________________________________________


_____________________________________________________________________


Everyday English: Precise English:

58

Kate Kinsella, Ed.D., 2009

Structured Verbal Response Task – Planning Scaffold

Teacher Name Dr. Kinsella Grade 7 Reading Adolescent Sleep Research

Task 1 Identify 3 reasons adolescents lose critical hours of sleep during the school week.

a. Model Response Based on my experience, adolescents lose critical hours

of sleep due to excessive homework assignments.

b. Sentence Frame Based on my experience, adolescents lose critical hours of sleep

due to ___ (noun phrase)


due to (noun phrase: extensive assignments, late-night television watching)


Everyday English: Precise English: long (reports, assignments) extensive, lengthy

problems with issues with, difficulties with

work responsibilities, chores

non-stop incessant (phone calls, etc.)

Task 2 What are the potential impacts of chronic sleep loss on teen health?

a. Model Response Chronic sleep loss can lead to a decreased attention span during

the school day. A student who fails to sleep adequately struggles to stay alert in class.

b. Sentence Frame Chronic sleep loss can (lead to, result in) __ (noun phrase)

A student who fails to sleep adequately __ (verb + -s: struggles, acts, needs)


can lead to / result in __ (noun phrase: weight loss, moodiness)

(3rd person singular present tense verb - verb + -s: arrives, requires)


Everyday English: Precise English: more increased

less decreased

different altered, changes in…

bad serious, severe 59

Resources for Explicit Vocabulary Development Dictionaries Elementary (Grades 3-5). Longman elementary dictionary and thesaurus. (2010). Pearson Longman. Beg. – Intermediate (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 8-12): Longman advanced American dictionary, 2e. (2010). Pearson Longman. Dr. Kinsella’s Vocabulary Development Program for Teaching High-Utility Academic Words: The Academic Vocabulary Toolkit (January 2012). National Geographic Learning. (Grades 6-12) Expository Reading Selections - Curricula with High-Utility Academic Words Gable, L. (2001). What’s happening in the USA/world/California (fax: 831-426-6532) (www.whpubs.com). Keeler, B., & Svetcov, D. (2000). My Turn Essays: Student reflections. Newsweek Education Program. The New York Times Upfront Magazine. Scholastic, Inc. [email protected] National Geographic Magazine for Kids. Time Magazine for Kids. Scholastic News. Instructional References on Academic Vocabulary and Academic Literacy Development Beck, I.L. & McKeown, M.G. (2002). Bringing words to life: robust vocabulary instruction.. Guilford Press, Blachowicz, C., & Fisher, P. (2002). Teaching vocabulary in all classrooms. Merrill/Prentice Hall. Coxhead, A. (2006). Essentials of teaching academic vocabulary. Houghton Mifflin. Diamond, L. & Gutlohn, L. (2006). Teaching vocabulary handbook. CORE (Consortium on Reading Excellence). Graves, M.F. (2006). The vocabulary book: Learning and instruction. International Reading Ass. Stahl, S.A. (1999). Vocabulary development. Brookline Books.

Articles: Bromley, K. (2007). Nine things every teacher should know about words and vocabulary instruction. Journal of Adolescent and Adult Literacy, 50(7), 528-537. Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 2, 213-238. Cunningham, A. & Stanovich, K. (Summer 1998). What reading does for the mind. American Educator. Dutro, S., & Moran, C. (2003). Rethinking English language instruction: An architectural approach. In G. Garcia (Ed.), English learners: Reaching the highest level of English literacy. Intl. Reading Ass. Feldman, K. & Kinsella, K. (2005). Narrowing the language gap: The case for explicit vocabulary instruction. Research Monograph. Scholastic, Inc. Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66(4), 454-470. Hirsch, E.D., & Moats, L.C. (2001). Overcoming the language gap. American Federation of Teachers. Juel, C. & Deffes, R. (2004). Making words stick. Educational Leadership, 63(6), 30-34, Alexandria, VA. Association for Supervision and Curriculum Development. Kinsella, K. (Fall 2000). Reading and the need for strategic lexical development for secondary ESL students. California Social Studies Review. PREL (Pacific Resources for Education and Learning). (2005). A focus on vocabulary. Research based practices in early reading series. Available at: www.prel.org Schleppegrell, M. (2002). Linguistic features of the language of schooling, Linguistics and Education 12, 431–459. Schmitt, N., & Carter, R. (Spring 2000). The lexical advantages of narrow reading for second language learners. TESOL Journal. Websites: Download Dr. Kinsella’s MS Word files for observation tools, vocabulary development, writing support, and structured discussion at this website: www.corelearn.com (Consortium on Reading Excellence) Check out this link on Coxhead’s website: The Web Vocabulary Profiler – Tom Cobb (lextutor.ca)

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English 3D: Describe, Discuss, Debate (ELD and Writing) 2011. Scholastic. (Grades 6-9)

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Documents

Kinsella Iowa 9.29.11 - Summit, JMS, Youth Home, …chansenedconsultantaea11.pbworks.com/w/file/fetch/...Word Meaning Examples productive pro •duc•tive (adjective) SP: productivo