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LanguageFocus
Two-Minute Activity
Partner Discussion Task "
1.  Make eye contact with an elbow partner."
2.  Determine partner one and partner two."
3.  Think about this question:
What challenges do teachers face writing
language objectives for their lessons?"
4.  Jot down two reasons. "
5.  At the signal, partner one will share first.
Continue sharing until I call time. "
3"
Response Frames"
One common challenge teachers face
is __ (verb + ing: identifying, grasping)
My idea is similar to __’s idea.
My idea builds upon __’s idea.
4"
Model Responses"
  One common challenge teachers face is _
not having adequate models of effectively
written language objectives to emulate.
  One common challenge teachers face is _
understanding their students’ English
proficiency levels and knowledge gaps.
5"
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
2
Challenges Teachers Experience
Writing Objectives"
  A lesson may have one content standard focus
yet include tasks that require an orchestration
of language objectives."
  The language objectives within curricula are
often vague, __________ or ____________."
  They lack the ______, _______ and ______ to
write effective language objectives."
  They attempt to write a language objective by
going directly from a ___________________. "
6"
The Goal for English Language Development:
Accurate Oral Fluency"
  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
comprehend while
listening to more
sophisticated language"
7"
What Does the Research Say? ELD Instruction should:"
  Explicitly teach elements of English"
  Be form-focused with meaningful applications "
  Include respectful and timely error-corrections"
  Emphasize oral language development, to
support academic literacy and interactions"
  Infuse meaningful, accountable, and structured
interactions with clear language targets"
"
"
"
"
"(Saunders & Goldenberg, 2010)"
8"
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
3
A Checklist An Effective Language Objective…"
 
stems from the linguistic demands of a
standards-based lesson task"
 
focuses on relevant language that will serve
students in the lesson and other contexts"
 
emphasizes expressive language domains:
speaking and writing (but doesnʼt exclude
listening and reading)"
 
uses active verbs to explain functions/tasks"
 
names the specific language students will use"
9"
Sample Language Objectives 1"
  Standard-Based Task: Identify sequence
of events in a narrative"
  Language Objective: Students will…"
–  articulate events in a sequence using past
tense verbs and sequencing words: "
!first, next, then, finally (early intermediate)"
"initially, soon after, after that (intermediate)!
10"
Sample Language Objectives 2"
  Standards-Based Task: Identify main idea
and essential details in nonfiction text"
  Language Objectives: Students will…"
–  discuss main idea in text using precise nouns:
section, topic, detail, main idea!
–  identify main idea in text using precise 3rd
person singular verbs: addresses, focuses on!
–  prioritize details in text using precise
adjectives: important, significant, essential!11"
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
4
Sample Lesson: Active Listening Behaviors Learning Objectives (for 2 lessons)"
Content Objectives: Students will…"
  identify active listening behaviors to include in
an expository paragraph"
  organize physical and verbal active listening
behaviors in a T-chart"
  select examples for use as supporting details
in an expository paragraph"
  support a topic sentence in an expository
paragraph with 3 details"
Sample Lesson: Active Listening Behaviors
12"
Learning Objectives (for 1 lesson)"
Language Objectives: Students will…"
  describe behavior using precise verb choices"
  describe a personʼs behavior using complete
sentences with 3rd person singular, simple
present tense verbs"
  refer to a person using correct subject pronoun "
  compare ideas using precise vocabulary: my
idea is similar to; my idea builds upon!
13"
Two-Minute Activity
Partner Discussion Task "
1.  Discuss this question:
How do language objectives differ from
content objectives?!
2.  Prepare a written response together using
this frame:"
!While content objectives _____________,
language objectives ________________!
14"
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
5
Non-Examples: Language Objectives"
Students will…
 
read text fluently"
 
listen to the teacher read fluently"
 
speak in complete sentences"
 
compare answers to text questions in groups"
 
follow verbal directions"
 
complete a grammar exercise worksheet"
15"
Language Objective Frame 1"
Students will _______________ using ________________
(function)
(language target)
Verbs for Functions"
Language Targets"
  articulate"
  precise adjectives"
  describe"
  strong action verbs"
  predict"
  past tense verbs"
  summarize"
  sequencing words"
  justify"
  complex sentences"
16"
Language Objective Frame 2"
Students will use _____________ to ________________
(language target)
(function)
Language Targets"
Verbs for Functions"
  precise adjectives"
  articulate"
  strong action verbs"
  describe"
  past tense verbs"
  predict"
  sequencing words"
  summarize"
  complex sentences"
  justify"
17"
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
6
A Format to Teach and Have Students
Assess Knowledge of High-Utility Words"
Word
appropriate
ap•pro•pri•ate
(adjective)
1
2
3
4
inappropriate
Meaning
Examples
correct or _____ The movie ________is
for a _________, appropriate for all ages.
situation or time The movie _________
is more appropriate
for _______________
than for children.
in•ap•pro•pri•ate
(adjective)
___________ during a
lesson is inappropriate.
18"
Vocabulary Knowledge Rating
Frames for Individual Contributions"
 
4 "I am familiar with the word __. It means __.
"I can use it in a sentence: __."
 
3 "I am somewhat familiar with the word __. I
"think it means __. "
 
2 "I recognize the word __, but I donʼt
"remember what it means. "
 
1 "I donʼt recognize the word __."
I am not familiar with the word __. "
I am unfamiliar with the word __."
19"
Vocabulary Knowledge Rating Frames for Group Questions"
To elicit contributions from each group member:"
 
Do you know what __ means?"
 
Are you familiar with the word __?"
 
Do you have any idea of what __ means?"
After everyone has contributed, lead student asks:"
 
What should be our definition?"
 
What shall we write for our definition?"
20"
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
7
Vocabulary Knowledge Rating Frames for Group Reporting"
Everyday English"
 
We think it means __. "
"We donʼt know what it means."
Precise, Academic English"
 
We agreed that __ has something to do with __."
 
We decided that __ could mean __."
 
We determined that __ means __."
 
We arenʼt certain what __ means."
21"
Instructional Routine: Vocabulary Knowledge Rating Language Objectives"
 
Students will ask present tense questions using
do or are."
 
Students will qualify their word knowledge using
precise vocabulary: recognize, familiar,
somewhat familiar, unfamiliar."
 
Students will report their groupʼs word
knowledge using past tense citation verbs + that:
agreed that, decided that, determined that. !
22"
Steps for Writing an Appropriate Language Objective"
  Determine the standard to be addressed"
  Identify the lesson task(s) that will help
students attain the standard"
  Anticipate studentsʼ default responses"
  Write an ideal response (for the age,
proficiency level) and linguistic scaffolds"
  Write a language objective statement"
23"
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
8
Steps for Writing an Appropriate Language Objective"
1 Determine the standard to be addressed."
 
Grade 7 ELA Writing Standards 2.5"
 
Write a summary of nonfiction reading
material; Include the main idea and
significant details"
24"
Steps for Writing an Appropriate Language Objective"
2 Identify the lesson task(s) that will help
students attain the standard."
  Identify and discuss main idea and
essential details in the assigned text."
  Analyze a formal nonfiction text summary
for structural and linguistic features."
  Collaborate on drafting a summary using
a writing frame."
25"
Steps for Writing an Appropriate Language Objective"
3 Anticipate studentsʼ default responses "
(w/o guidance on process and language)."
  SW write an informal summary interjecting
opinions, failing to present an accurate
and succinct overview, focusing upon
memorable details rather than essential
details, and lacking author recognition.!
26"
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
9
Steps for Writing an Appropriate Language Objective"
4 Write an ideal response (for the age,
proficiency level) and linguistic scaffolds."
Planning Tool for Writing Language Objectives - Sample
Teacher:
1.
Lesson Source:
Page _____
What is the standards-based lesson focus?
Grade 7 ELA Writing Standards 2.5 (CA Standards Writing Test – CSWT)
Write a summary of reading material: include the main idea and significant details.
2.
What is the actual student task?
What are students expected to do?
3.
What verbal and written responses can I anticipate from my students, unless I
model the process, clarify the text structure, and guide language use?
Write a formal summary of an informational article
Without explicit instruction addressing the structure and linguistic features of a formal
summary of an informational article, students will approach the process as if they were
writing an informal summary of the most recent character and plot developments in a
narrative text. They are apt to inject personal opinions and fail to clearly state the main
idea and most essential details. They are likely to present the information in a random
manner, omitting cohesive transitions. Under-prepared writers will also be unfamiliar
with citation verbs and use of the habitual/historical present tense used when
summarizing information text.
4.
What would be the ideal and most linguistically adept response(s) for this age
and proficiency group?
First write a model response, then write a response
frame.
As needed, provide a word bank and/or grammatical scaffold.
In the article entitled ___, (author’s full name) ___ (verb: discusses, explores) the
topic of ___. First, (author’s last name) ___ points out that ___ (1st important detail).
The article also (verb: includes, describes) ___ (2nd important detail). In addition, the
author (verb: reports, states) that ___ (3rd important detail). Finally, (author’s last name)
___ concludes by emphasizing that ___ (author’s final point).
5.
Write a statement describing the language objective(s).
Students will …
•
summarize an informational article using citation verbs: describe, discuss, state,
report, point out, emphasize, conclude
•
cite an author in a formal summary using 3rd person singular, habitual present tense
•
introduce essential details in a formal summary using sequencing transitions: first,
also, in addition, finally
!
"!Kate
Kinsella, Ed.D. (2011)
27"
Steps for Writing an Appropriate Language Objective"
5 Write a language objective statement."
 
SW summarize a nonfiction article using citation verbs:
discuss, describe, explore, emphasize, report,
point out, include, conclude!
 
SW cite an author in a formal written summary using
3rd person singular, simple present tense!
 
SW reference an author using precise nouns: author,
writer, reporter, journalist, researcher!
 
SW sequence details in a summary using transitions:
first, also, in addition, furthermore, finally!
28"
A Resource for Teaching Formal
Nonfiction Text Summary Writing"
Informational Text Summary ~ References
Academic Language for Summarizing
Use the following academic phrases, verbs and terms to effectively write your summary of an article.
Citation
1st: author’s full name:
first/last (Michelle Gomez)
2nd, etc.: author’s last name
(Gomez)
or
the author
the writer
the reporter
the researcher
the journalist
Verbs
Summary
discusses
examines
explores
investigates
focuses on
addresses
(the specific topic/issue)
points out
states
emphasizes
reports
describes
explains
that/how
concludes
that (conclusion)
(important detail)
Formal Written Summary For An Exam/Assignment
In the article entitled “LAUSD Goes ‘Sweatfree’,” Lawrence Gable investigates Los
Angeles Unified School District’s decision to not purchase products from vendors that were
manufactured in sweatshops. First, Gable reports that LAUSD, the second-largest school
district in the country, spends millions annually on furniture, uniforms, and equipment. The
powerful district is placing pressure upon vendors to only obtain merchandise from factories
that offer safe and legal working conditions. The article also describes the working conditions
LAUSD requires. No children may be employed, and all laborers must earn a “non-poverty”
wage and have the right to form a union. In addition, Gable explains LAUSD’s main reason for
taking this action. The large urban district serves thousands of immigrant families, with many
parents and relatives employed by sweatshops in Southern California. Finally, Gable
concludes that the district plans to enforce its “sweatfree” policy by charging a $1,000 penalty
for any violation, and by working with unions and community members who will inform the
district about any manufacturers who ignore labor laws.
© Kate Kinsella, Ed. D.
2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
29"
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
10
An ELA/ELD Reading Comprehension Lesson Task: Predicting Text Content and Structure
Source Pearson Reality Central, Grade 7 © 2010 Pearson Education, Inc.
30"
Prediction Using Text Features
Standards-Based Lesson Focus"
 
What is the standards-based lesson focus?"
 
Grade 6, CA ELA Reading Standards 2.1"
 
Identify the structural features of informational
materials (e.g., magazine articles, text chapters)
and utilize them to make predictions about text
content and obtain information."
31"
Prediction Using Text Features
Language Objectives"
  SW reference informational text features to make
predictions using precise nouns: title, heading,
image, caption, chart, graph!
  SW make predictions about informational text
content using precise verbs in the present tense: I
predict that…; I imagine that…!
  SW make predictions about text content using
precise verbs in the future tense: the article will
focus on…; this section will address…!
  SW justify predictions about text content using the
formal expression based on…!
32"
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
11
Linguistic Scaffolds for Writing
Language Objectives"
33"
Learn More about Dr. Kinsellaʼs Work"
 
Santa Clara County Office of Education
www.sccoe.org/depts/ell/kinsella.asp
www.sccoe.org/depts/ell/teacherresources.asp http://sccoe.org/depts/ell/acountability/12thannual/
Starlight_Kinsella_120711.pdf"
  CA Dept. of Ed. 2012 English Learner Leadership Institute"
http://sccoe.org/depts/ell/acountability/ali_12thannual.asp"
  Dr. Kinsellaʼs 2.9.11 webinar on language objectives"
"http://www.schoolsmovingup.net/webinars"
34
Kate Kinsella, Ed.D.
San Francisco State University
Center for Teacher Efficacy
[email protected] (707) 473-9030
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission
12
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
Students will use
(language target) to
(language target)
.
(function: active verb phrase) .
Active Verb Bank to Name Functions for Expressive Language Tasks
articulate
defend
express
narrate
share
ask
define
identify
predict
state
compose
describe
justify
react to
summarize
compare
discuss
label
read
rephrase
contrast
elaborate
list
recite
revise
debate
explain
name
respond
write
Language objectives are most effectively communicated with verb phrases such as the following:
Students will point out similarities between…
Students will articulate events in sequence…
Students will express agreement…
Students will state opinions about….
Sample Noun Phrases Specifying Language Targets
academic vocabulary
complete sentences
subject verb agreement
precise adjectives
complex sentences
personal pronouns
citation verbs
clarifying questions
past-tense verbs
noun phrases
prepositional phrases
gerunds (verb + ing)
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission.
13
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.
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission.
14
Planning Tool for Writing Language Objectives - Sample
Teacher:
Lesson Source:
Page _____
1. What is the standards-based lesson focus?
Grade 7 ELA Writing Standards 2.5 (CA Standards Writing Test – CSWT)
Write a summary of reading material: include the main idea and significant details.
2. What is the actual student task? What are students expected to do?
Write a formal summary of an informational article
3. What verbal and written responses can I anticipate from my students, unless I
model the process, clarify the text structure, and guide language use?
Without explicit instruction addressing the structure and linguistic features of a formal
summary of an informational article, students will approach the process as if they were
writing an informal summary of the most recent character and plot developments in a
narrative text. They are apt to inject personal opinions and fail to clearly state the main
idea and most essential details. They are likely to present the information in a random
manner, omitting cohesive transitions. Under-prepared writers will also be unfamiliar
with citation verbs and use of the habitual/historical present tense used when
summarizing information text.
4. What would be the ideal and most linguistically adept response(s) for this age
and proficiency group? First write a model response, then write a response
frame. As needed, provide a word bank and/or grammatical scaffold.
In the article entitled ___, (author’s full name) ___ (verb: discusses, explores) the
topic of ___. First, (author’s last name) ___ points out that ___ (1st important detail).
The article also (verb: includes, describes) ___ (2nd important detail). In addition, the
author (verb: reports, states) that ___ (3rd important detail). Finally, (author’s last name)
___ concludes by emphasizing that ___ (author’s final point).
5. Write a statement describing the language objective(s). Students will …
•
summarize an informational article using citation verbs: describe, discuss, state,
report, point out, emphasize, conclude
•
cite an author in a formal summary using 3rd person singular, habitual present tense
•
introduce essential details in a formal summary using sequencing transitions: first,
also, in addition, finally
© Kate Kinsella, Ed.D. (2011)
15
Planning Tool for Writing Language Objectives - Sample
Teacher:
Lesson Source:
Page _____
1. What is the standards-based lesson focus?
Grade 6 ELA Reading Standards 2.1 ELD Early Advanced
Identify the structural features of informational materials (e.g., magazine articles) and
utilize them to make predictions about text content and obtain information.
2. What is the actual student task? What are students expected to do?
Make verbal predictions about text content using structural features of a news article.
3. What verbal and written responses can I anticipate from my students, unless I
model the process, clarify the text structure, and guide language use?
Without explicit instruction addressing the sentence structure for making a formal
prediction and the specific names of text features, students will do the following:
•
•
respond restating simple words and phrases in the headings
use informal, simple sentences using imprecise terms
4. What would be the ideal and most linguistically adept response(s) for this age
and proficiency group? First write a model response, then write a response
frame. As needed, provide a word bank and/or grammatical scaffold.
Based on the (title, heading, subheading, image, caption), I (predict/imagine) that
the article will (focus on, discuss) __.
5. Write a statement describing the language objective(s). Students will …
•
make predictions about informational text content using precise verbs in the first
person, present tense: I predict that…, I imagine that…
•
make predictions about text content using precise formal verbs in the future tense:
the article will focus on…the article will discuss…
•
justify predictions about text content using the formal expression based on…
•
reference text features to make predictions using precise nouns: title, heading,
image, caption, chart, graph
© Kate Kinsella, Ed.D. (2011)
16
Source Pearson Reality Central, Grade 7  2010 Pearson Education, Inc.
1. What is the actual student task? What are students expected to do? Students will need to read each statement and express agreement or disagreement. 2. How will students’ default responses look and sound, unless I explicitly model and guide language use? Students will write T or F next to each statement, and not say anything to anyone. 3. What would be the ideal and most linguistically adept response(s) for this age and proficiency group? First write a model response, then write a response frame. As needed, provide a word bank and/or grammatical scaffold. Students discuss each statement in accountable partner roles. Partner 1 reads the first statement and asks, Do you agree with this statement? Partner 2 reflects and responds with one of the following: • I completely agree with this statement. I agree because so many young adults don’t have jobs. • I partially agree with this statement. I partially agree because _________ • I also disagree because _________ • I disagree with this statement. I disagree because _______ Alternate response options using the language “true” and “false:” From my perspective, this statement is true/false. I believe this because _____ 4. Write a statement describing the language objective. Students will discuss degrees of agreement using adverbs, and justify their opinions using complete sentences. 17
Planning Tasks – Writing Effective Language Objectives
Source Pearson Reality Central, Grade 7  2010 Pearson Education, Inc. Fast finishers, plan a language objective for the “Connect to the Big Question.”
Source: Pearson Reality Central, Grade 7  2010 Pearson Education, Inc.
18
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
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
’s.
19
Academic Discussion: Idea Tracker
Lesson Topic: Active Listening Behaviors
Question: How does a lesson partner demonstrate active listening?
Before Reading
Physical Behaviors
Verbal Behaviors
makes eye contact
asks clarifying questions
sits up straight
stays on topic
After Reading
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission.
20
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.
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
21
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 ___.
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.
22
Informational Text Summary ~ References
Academic Language for Summarizing
Use the following academic phrases, verbs and terms to effectively write your summary of an article.
Citation
1st: author’s full name:
first/last (Michelle Gomez)
2nd, etc.: author’s last name
(Gomez)
or
the author
the writer
the reporter
the researcher
the journalist
Verbs
Summary
discusses
examines
explores
investigates
focuses on
addresses
(the specific topic/issue)
points out
states
emphasizes
reports
describes
explains
that/how (important detail)
concludes
that (conclusion)
Formal Written Summary For An Exam/Assignment
In the article entitled “LAUSD Goes ‘Sweatfree’,” Lawrence Gable investigates Los
Angeles Unified School District’s decision to not purchase products from vendors that were
manufactured in sweatshops. First, Gable reports that LAUSD, the second-largest school
district in the country, spends millions annually on furniture, uniforms, and equipment. The
powerful district is placing pressure upon vendors to only obtain merchandise from factories
that offer safe and legal working conditions. The article also describes the working conditions
LAUSD requires. No children may be employed, and all laborers must earn a “non-poverty”
wage and have the right to form a union. In addition, Gable explains LAUSD’s main reason for
taking this action. The large urban district serves thousands of immigrant families, with many
parents and relatives employed by sweatshops in Southern California. Finally, Gable
concludes that the district plans to enforce its “sweatfree” policy by charging a $1,000 penalty
for any violation, and by working with unions and community members who will inform the
district about any manufacturers who ignore labor laws.
© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission. 23
Name
Date
Informational Text Summary ~ Writing Frame
entitled (title)
In the (article/essay/chapter/report)
A
(the author/writer/reporter)
(verb: explores, investigates, discusses)
(topic)
First, (the author/writer)
(verb)
(important detail)
B
The reading also (verb: includes, compares, describes)
(important detail)
In addition,
(verb)
(important detail)
C
Moreover, (writer/author)
(verb)
(important detail)
Finally, (the author/writer)
concludes that
D
© Kate Kinsella, Ed. D. 2012 ~ All rights reserved. Do not modify or distribute electronically without permission. 24