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