§ Language demands posed by formal writing tasks § The role of oral language in writing achievement § Aspects of academic language proficiency that must be explicitly modeled and taught San Diego Regional CATESOL Conference Palomar College April 22, 2017 § Limitations in traditional writing instruction Kate Kinsella, Ed.D. § The need for brief constructed verbal and written academic responses across the school day Center for Teacher Efficacy San Francisco State University [email protected] § Instructional imperatives: writing models, targeted language pre-teaching, student-friendly rubrics, timely and productive feedback READING Read a range of complex literary and informational texts and respond to text-dependent questions and tasks using precise academic language. LANGUAGE Expand domain-specific and high-utility vocabulary through instruction, reading, and interaction. WRITING Write logical arguments in academic register drawing from relevant evidence and research. Engage in formal academic interactions in pairs, small groups, and unified class. § What aspects of their academic experience posed the greatest challenges for these high school bound academic English learners? 4 “Doing my research, I couldn’t find the … things.” Everyday Nouns § stuff § things § information § ideas Precise Academic Nouns § sources § citations § references § evidence § data § facts 5 § utilizing academic register: vocabulary, syntax, grammar, transitional expressions § writing evidence-based essays and reports § identifying appropriate informational text resources to support a claim § independent reading and analysis of texts § selecting and paraphrasing citations 6 © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission. 1 Which “R” is missing from lessons for Academic English Learners? § Rigor § Relevance § Relationships § Responses! § § § § § § § § Expressing an opinion Stating a claim Asking for clarification Paraphrasing Soliciting a response Agreeing/Disagreeing Affirming Holding the floor § § § § § § § § § State a claim using present tense persuasive verbs: believe, maintain, contend. § Exchange information on a topic by asking relevant questions and affirming others: What do you think makes sense? That makes sense. That would work. § Report a team’s consensus using past tense citation verbs + that: decided, determined. 8 Drawing conclusions Comparing Justifying Predicting Summarizing Offering a suggestion Reporting Citing a source Everyday English § I think __. I don’t think __. Academic English § I think __ because __. § I (firmly, strongly) believe __. § In my opinion, __. § From my perspective, __. § I am convinced__. 9 Everyday English 10 Everyday English § Because __. § Because __. Academic English Academic English § For (example, instance), __. § A relevant example I (heard, read) was__. § One (possible, convincing) reason is__. § A (key, major) reason is __. § A relevant experience I had was __. § After hearing __, I am convinced __. § The data on __ suggests __. § After reading __, I conclude that __. § After reviewing __, I assume that __. § Drawing from evidence, I know that __. 11 12 © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission. 2 § The words, syntax, style, and grammar used by speakers and writers in a particular situation or in a particular type of writing: § Writing a text message to invite a friend to a party § Writing an email message to a teacher requesting an extension on a research report § Asking a coach for permission to miss practice § Asking a manager at an internship to clarify expectations for a task Teens don’t sleep enough. Cause they’re doing other stuff. Like texting or for school. § brief phrases and sentence fragments § imprecise, quotidian word choices § incorrect grammar § limited/no elaboration; reliance on context 13 14 What challenges do recent immigrants face? Informal Verbal Response Jobs. The language. English Learning English. Formal Constructed Verbal Response One challenge recent immigrants face is learning an entirely new language. Formal, Brief Constructed Written Response One challenge recent immigrants face is learning an entirely new language. English communication and literacy skills are critical for adult immigrants if they want to have jobs that pay well or attend college. getting jobs housing a new school system Immigrant Challenges discrimination paperwork 16 15 Instructional Advantages of § What challenges do recent immigrants face? § One challenge that recent immigrants face is __ (verb + ing) learning a new language. § Verb Bank: Everyday finding knowing dealing with getting Precise locating understanding adjusting to earning Academic Response Frames A well-crafted response frame enables a teacher to 1) construct a model response, 2) deconstruct the response, and enables students to 3) reconstruct an independent competent response. 17 © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission. 3 Dr. Kate Kinsella’s ACADEMIC DISCUSSION ROUTINE ~ Step by Step ! Phase 1: Brainstorm Routine Phases: 1. Display and read aloud the discussion question 2. Students reread question aloud (phrase-cued) 3. Model brainstorming response(s) (quick list, phrases, everyday English) 4. Prompt students to think and record brief responses 5. Students check one or two preferred ideas to develop into academic responses § Brainstorm (Think) Phase 2: Record 1. Introduce first frame (visibly displayed, include model response) 2. Students rehearse model response (silently, phrase-cued) 3. Direct attention to potentially unfamiliar vocabulary (underline, write simple definition) § Record (Write) 4. Direct attention to and explain the grammatical target(s) (underline, highlight) 5. Model use of precise vs. everyday words using the Precise Word Bank (if provided) 6. Direct students to write an academic response using the first frame 7. Prompt students to consider (example, reason, evidence) to elaborate verbally § Exchange (Pair) How does a lesson partner demonstrate attentive listening? 8. Students record response with first frame and consider how to elaborate 9. Repeat the process with any additional frame (visibly displayed, include model response) 10. Circulate to monitor, read sentences, and provide feedback ! ! Phase 3: Exchange 1. Direct students to silently reread their sentences in preparation to share § Report (Share) 2. Cue partner (A/B) to read their response twice (then switch/A) 3. Circulate to provide feedback and preselect reporters Physically: Using Body Verbally: Using Words § leans toward me § doesn’t look away § asks questions § stays on topic 4. Cue partners to restate and record each other’s idea 5. Repeat phase 3 for response with second frame ! ! Phase 4:!Report 1. st Establish expectations for reporting using the 1 frame 2. Assign active listening task(s): take notes, identify similarities/differences 3. Record student contributions on board or organizer to display later 4. Cue preselected reporters 5. Elicit additional reporters using varied strategies (e.g., name cards, popcorn, volunteers) 6. Briefly synthesize contributions and make connections to article focus 7. Repeat phase 4 for response with second frame ! ! 19 20 © Kate Kinsella, Ed. D. 2016 ~ All rights reserved.! § A partner demonstrates attentive listening when she asks clarifying questions. For example, if she doesn’t understand my response, she might politely ask “What do you mean?” § A partner demonstrates attentive listening by staying on topic. For instance, he doesn’t ask me about something else until we have finished our assignment. 22 § Did I spell __ correctly? § How do you spell __? § Is there a better way to say __? § What is a precise synonym for __? § Is this grammatically correct? § May I run an idea by you? 23 24 © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission. 4 § Opinion (1-5) § Journal Entries (Random Prompts & Topics) § Opinion, Argument (6-12 +) § Personal Response to Literature § Daily Oral Language (Sentence Correction) § Informative/Explanatory (1-12 +) § Summaries with Art Projects (e.g., Dioramas) § Text Summary & Response § Narrative (1-12) (4-12 +) § Persuasive Essay (Least vital for College & Career Readiness) § Persuade: Give convincing reasons to § Weekly Spelling List Paragraph 1§ Evaluate your current study place and 2 determine whether you should make any changes to create a more productive work environment. try to get an individual or group to do something that they may not wish to do. Appeal to the audience’s emotions. § Justify: Give convincing reasons and compelling evidence from sources and relevant personal experiences to support a claim, decision, action or event. Appeal to the audience’s reasoning. § Write a thoughtful informative paragraph, including a clearly-stated topic sentence, transitions, specific reasons, concrete details, and a concluding statement. 27 Well actually I study in my livingroom almost sometime. Because I don’t usually do my homeworks. Every time when I pick up my pen to work on my homeworks. I got disturb from my little bros., and sister. They come into the livingroom and chasing each other aroun. Man I was like sitting in hell with a demon. In my living room I had a table. Which it is about 6 ft. by 3, a lamp, dictionary, pens and school stuff. I had a 27 inch TV in front of me. 9th grade (7 years in U.S., CELDT 3 for 5 years) § Imprecise vocabulary use: school stuff § Inconsistent and inaccurate use of present tense to describe habitual actions: I study; I had a desk § Errors with: § § § § § Adverbs of frequency: almost sometime Count/non-count nouns: homeworks Verb phrases: I got disturb from Sentence fragments: Because I don’t do my homeworks. Conversational register: Well actually; Man I was like © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission. 5 § Peer revision and editing sans oversight food smells § Worksheets on grammar and mechanics § Multiple rewrites without targeted feedback § Journaling on random topics § Graphic organizers as a sole scaffold for a lengthy writing assignment noisy little brother & sister school stuff: pens, paper Study Place: Living Room tv always on big table small lamp § Holistic rubrics for placement/exit decisions 31 Topic Words § assignments § concentrate § environment § resources, materials § distract, distraction § avoid § improve, improvement § productive, unproductive § challenge, challenging High-Utility Words § complete § strength § weakness § challenge § positive § negative § numerous § several § select 32 § I (regularly, typically) complete my most demanding homework assignments in __ § I prefer to study in this location because __ § One challenge I face working in __ is __ § To create a more productive study environment, I should __ and __ § A positive change I could make would be to __ 33 § Students cannot be expected to write what they cannot competently articulate. § Writing frequently without related language instruction doesn’t produce competent writers. § We must equip English Learners and reticent readers with a process, models and linguistic tools for competent verbal and written communication across the subject areas. 34 § When English learners are faced with a new and challenging academic task, ranging from independently reading an informational text to collaborating on a text-dependent response or making a formal presentation, the content must initially be relatively easy so students can devote their attention to the procedural and linguistic demands of the lesson task. § Gersten, R., & Baker, S. (June 2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66/4, 454-470. © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission. 6 Complexity Progression for English Learners: OPINION WRITING OPINION PARAGRAPH 1. Introductory Assignments (3-4) (Non Text-Dependent) Complexity Progression for English Learners: OPINION WRITING Complexity Progression for English Learners: OPINION WRITING OPINION PARAGRAPH OPINION ESSAY OPINION PARAGRAPH 1. Introductory Assignments (3-4) 1. Introductory Assignments (3-4) (Non Text-Dependent) (Non Text-Dependent) OPINION ESSAY 1. Introductory Assignments (2) 1.(Non Introductory Assignments (2) Text-Dependent) (Non Text-Dependent) Sources: Sources: •• Background Background Knowledge Knowledge •• Personal Personal Experience Experience Structure: Structure: Topic Sentence Sentence • Topic (Directly Stated Stated Opinion) Opinion) (Directly 2-3 Detail Detail Sentences Sentences •• 2-3 • 1-2 Supporting Sentences • 1-2 Supporting Sentences (Examples, Explanation) • (Examples, Concluding Explanation) Statement • Concluding Statement 2. Intermediate Assignments (2-3) Text-Dependent) 2. (Partially Intermediate Assignments (2-3) Sources:Text-Dependent) (Partially • One Assigned Brief Text Sources: • Background Knowledge •• One Assigned Brief Text Personal Experience • Background Knowledge Structure: Topic Sentence •• Personal Experience (Directly Stated Opinion) Structure: • 2-3 Detail Sentences • Topic Sentence • 1-2 Supporting Sentences (Directly Stated Opinion) (Examples, Explanation) •• One 2-3 Detail Sentences Text Citation/Quotation • 1-2 Supporting Sentences Concluding Statement (Examples, Explanation) • One Text Citation/Quotation 3. Eventual Assignments (2) • Concluding Statement (Text-Dependent) Sources: • 1 - 2 Assigned Brief Texts 3. Eventual Assignments (2) Structure: (Text-Dependent) • Topic Sentence (Indirectly Stated Opinion) Sources: • 2-3 Detail Sentences • 1 - 2 Assigned Brief Texts • 1-2 Supporting Sentences Structure: (Reasons, Examples, Explanation, • Topic Sentence Quotations from Texts) Stated Opinion) • (Indirectly Concluding Statement Sources: Sources: • • One Complex) OneAssigned AssignedText Text(Fairly (Fairly Complex) • • Background BackgroundKnowledge/Experience Knowledge/Experience Structure: Structure: ThesisStatement Statement(No (No Introduction) • • Thesis Introduction) (DirectlyStated StatedOpinion) Opinion) (Directly 2-3 Detail Paragraphs • • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each • 2-3 Supporting Sentences for Each (Reasons, Examples, Explanation) Examples, Explanation) • (Reasons, Concluding Statement • Concluding Statement 2. Intermediate Assignments (2) 1-2 Assigned Texts Sources: (Varied Complexity) • • 1-2 Assigned Texts Background Knowledge Complexity) • (Varied Personal Experience Structure: • Background Knowledge Introduction with Thesis Statement • • Personal Experience (1 Directly & 1 Indirectly Stated) Structure: • 2-3 Detail Paragraphs • • Introduction with Statement 2-3 Supporting Thesis Sentences for Each (1(Reasons, Directly & Examples, 1 Indirectly Explanation) Stated) • • 2-3 2-3Detail Text Paragraphs Citations/Quotations Concluding • • 2-3 SupportingParagraph Sentences for Each (Reasons, Examples, Explanation) 3. Eventual Assignments (2-3) • 2-3 Text Citations/Quotations (Text-Dependent) • Concluding Paragraph Sources: • 2 Assigned Texts (Varied Complexity) 3. Eventual Assignments (2-3) Structure: (Text-Dependent) • Introduction with Thesis Statement (Indirectly Stated Opinion) Sources: • 2-3 Detail Paragraphs • 2 Assigned Texts (Varied Complexity) • 2-3 Supporting Sentences for Each Structure: (Examples, Explanation) • • Introduction with Thesis 3-4 Text Citations (1-2 Statement Paraphrased, (Indirectly Opinion) 1 DirectlyStated Quoted) • Concluding Paragraph • 2-3 Detail Paragraphs • 2-3 Detail Sentences • 1-2 Supporting Sentences Kate Kinsella, Ed. D. (Reasons, Examples,©Explanation, Quotations from Texts) • Concluding Statement 2. Intermediate Assignments (2-3) (Partially Text-Dependent) Sources: • One Assigned Brief Text • Background Knowledge • Personal Experience Structure: • Topic Sentence (Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences (Examples, Explanation) • One Text Citation/Quotation • Concluding Statement 3. Eventual Assignments (2) (Text-Dependent) (Partially Text-Dependent) 2. Intermediate Assignments (2) Sources: (Partially Text-Dependent) • Sources: • Background Knowledge • Personal Experience Structure: • Topic Sentence (Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences (Examples, Explanation) • Concluding Statement • 2-3 Supporting Sentences for Each (Examples, Explanation) • 3-4 Text Citations (1-2 Paraphrased, 1 Directly Quoted) • Concluding Paragraph 2016 ~ All rights reserved. © Kate Kinsella, Ed. D. 2016 ~ All rights reserved. OPINION ESSAY 1. Introductory Assignments (2) (Non Text-Dependent) Sources: • One Assigned Text (Fairly Complex) • Background Knowledge/Experience Structure: • Thesis Statement (No Introduction) (Directly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Reasons, Examples, Explanation) • Concluding Statement 2. Intermediate Assignments (2) (Partially Text-Dependent) Sources: • 1-2 Assigned Texts (Varied Complexity) • Background Knowledge • Personal Experience Structure: • Introduction with Thesis Statement (1 Directly & 1 Indirectly Stated) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Reasons, Examples, Explanation) • 2-3 Text Citations/Quotations • Concluding Paragraph 3. Eventual Assignments (2-3) (Text-Dependent) Sources: • 1 - 2 Assigned Brief Texts Structure: • Topic Sentence (Indirectly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences (Reasons, Examples, Explanation, Quotations from Texts) • Concluding Statement Sources: • 2 Assigned Texts (Varied Complexity) Structure: • Introduction with Thesis Statement (Indirectly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Examples, Explanation) • 3-4 Text Citations (1-2 Paraphrased, 1 Directly Quoted) • Concluding Paragraph © Kate Kinsella, Ed. D. 2016 ~ All rights reserved. § Set Expectations for Academic Writing: § Introduce the Writing Type § Analyze a Writing Model § Review a focused scoring guide § Unpack the Writing Prompt § Teach Language/Conventions for Writing § Guide Drafting § Monitor Peer Feedback § Describe § Justify (State/Defend Claims) § Explain § Argue (Defend/Counter Claims) § Sequence § Analyze ~ Cause-Effect § Narrate § Interpret ~ Data/Evidence § Compare § Infer (Draw Inferences) § Describe the protagonist’s character traits that influenced her decision-making process and eventual resolution. § Compare the curricular reforms proposed by opponents and proponents of AP coursework. § Identify prevalent trends in teen smart phone usage and recommended parental directions. 41 42 © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission. 7 § Words we recognize or understand when we see or hear them. § Typically much larger than productive vocabulary knowledge. § Words we associate with some meaning even if we don’t know the full range of definitions, connotations, or ever use when we speak and write. Group 1/10 (Highest Incidence): analyze assume benefit concept consist context economy environment establish estimate factor finance formula function income indicate individual interpret involve issue labor legal major method occur percent principle section significant similar source specific structure . . . word family: assume, v. assumed, adj. assumption, n. § Words we understand and can use comfortably and competently in spoken and written communication; § Smaller than receptive word knowledge; § When limited, it can be stigmatizing during advanced academic and social interactions and written discourse. § The major focus of this report is _ § The author addresses the issue of _ § An essential detail in this section is _ § Another significant detail is _ § The most relevant evidence is _ Source: (Averil Coxhead, 2000) Text: Lions vs. Humans Date Dr. Kinsella’s High-Utility Vocabulary Instructional Routine ~ Step by Step 1 Word Meaning Examples Images Introduce the High-Utility Academic Word Phase 1: Introducing Word 1. Establish purpose: learning a high-utility academic word 2. Pronounce the word 3. Students repeat 4. Provide part of speech one of many fac•tor things that noun 5. Syllabify 6. Students repeat 7. Provide a student-friendly definition 8. Students repeat definition and fill in blank(s) 10. Students repeat example 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 (twice) 6. Circulate listening, providing feedback, and preselect initial reporters 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) 2 nutritious breakfast are key factors in a student’s factor ________ 12. Students repeat meaning and fill in blank(s) Texting while driving is a major factor in many teen car cause or accidents ____________ ________________________. affect a situation 1 A good night’s sleep and a factor ________ 9. Model example #1 visibly displayed 11. Model example #1 visibly displayed Phase 2: Verbal Practice factor exams performance on ___________. ! Verbal Practice (Think-Pair-Share-Write): One of the most important 2 Word Meaning when I purchase a gift for a friend is the Examples Images © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission. ! ! riting Practice Transition to Writing Practice 1. Introduce frame for writing practice visibly displayed, include model response 2. Students repeat model response (silently, phrase-cued, chorally) 3. Direct attention to grammatical target(s) (underline, highlight) 4. Prompt students to consider a response, allowing adequate think time 5. Direct students to write appropriate word form and content in the frame protect to stop someone pro•tect or something verb Bike riders should always wear helmets to protect their from being hurt or ________________________. ______________ ________ protection something that During our class field trip to the 8 factor (noun) One of the most important ________ when I purchase a gift for a friend is the __________________________. Name PROMPT: What are Date key factors Meaning Examples Images aWordparent must consider before An ____________ is similar to synonym: similar leaving a child at home alone? 1 sim•i•lar a tangerine because they have alike the same _______________ adjective Construct a thoughtful response in almost the and color, and they are both _____________ academic register that includes sweet-tasting citrus fruits. _________ My cousin and her dog look relevant examples. antonym: _________ different factor (noun) One major _________ that can contribute to a ____________ grade on a test is __________ ________________________ Target Word: portion (noun) § I wish the cafeteria served two __ of __. § A healthy diet includes several __ of __. § For dinner we usually eat one __ of __. Target word: respond (verb) § A kind teacher always __ to students’ questions in a __ manner. § When the bell rang, I __ by immediately __. similar because they both have ________ eyes, big _________, and blonde hair. Verbal Practice (Think-Pair-Share-Write): On the first day of school, many students arrive with similar Writing Practice (Think-Write-Pair-Share): It’s great to have friends with interests in that are 2 and to mine. Word Meaning Examples benefit synonym: One benefit of living near ben•e•fit advantage school is that you can _______ walk noun Images benefit (noun) One benefit of owning a pet is that you can __ (base verb: cuddle) when you are __ (adjective: scared). and get some exercise instead something of drive in rush hour traffic. good or benefit ________ beneficio ________ useful ___________ An important benefit of being you get from bilingual is being able to listen something and dance to music in two languages different _________________. Verbal Practice (Think-Pair-Share-Write): 53 54 One benefit of owning a pet is having a playmate when you are Writing Practice (Think-Write-Pair-Share): Two of growing up in Southern California are that the weather is much than other parts of the US and we can outside year round. © Kate Kinsella, Ed. D. 2014 ~ All rights reserved. Do not modify or distribute electronically without permission. © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission. 9 benefit (noun) § base verb = verb with no ending (-s, -ed, -ing) § Writing Practice: benefits of using a Two clear _________ tablet or laptop to write in class are being able to ___________ check spelling correct errors and ___________ more easily. § She needs to arrive early for practice. § I prefer to take notes using my tablet. § We forgot to bring our supplies for the project. 55 Prius owners firmly believe that their hybrid car provides benefits them with several ________, including being able to drive in the diamond lane _______________________ 56 § Introduce the writing type with a clear definition and student-friendly scoring guide. § Provide accessible models to help students grasp the essential elements. § Allow students to write about familiar topics before requiring text dependent tasks. § Pre-teach relevant syntax, grammar, and vocabulary for the writing type and topic. § Build fluency with a writing type through routine, brief teacher-mediated tasks. 57 § Dr. Kate Kinsella grants permission for materials included in this presentation to be used as is or with slight modification for K-12 district use, only with credit to the author (source _: adapted from _). § These materials may not be published, presented at conferences, distributed on the internet or used or adapted by any publisher or professional development provider without securing prior written permission from the author: [email protected] Kate Kinsella, Ed.D. San Francisco State University Center for Teacher Efficacy [email protected] (707) 473-9030 © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission. 10 Common Direction Words in Academic Writing Prompts ANALYZE Break the subject (an object, event, or concept) down into parts, and explain the various parts. ARGUE State a claim on an issue and support it with reasons and evidence from sources while also countering possible statements or arguments from individuals who have different positions. COMPARE Show how two things are similar and different; include details or examples. CONTRAST Show how two things are different; include details or examples. CRITIQUE Point out both the good and bad points of something. DEFINE Give an accurate meaning of a term with enough detail to show that you really understand it. DESCRIBE Write about the subject so the reader can easily visualize it; tell how it looks or happened, including how, who, where, why. DISCUSS Give a complete and detailed answer, including important characteristics and main points. EVALUATE Give your opinion of the value of the subject; discuss its good and bad points, strengths and weaknesses. EXPLAIN Give the meaning of something; give facts and details that make the idea easy to understand. ILLUSTRATE Give the meaning of something; give facts and details that make the idea easy to understand. INTERPRET Explain the meaning of a text, statement, photo, graphic aid; discuss the results or the effects of something. JUSTIFY Give convincing reasons and evidence from sources to support a claim, decision, action, or event. PERSUADE Give convincing reasons in order to get someone to do or believe something; appeal to the reader’s feelings and mind. RESPOND State your overall reaction to the content, then support your individual opinions or claims with specific reasons and relevant examples, making sure to refer back to supporting texts. STATE Give the main points in brief, clear form. SUMMARIZE Provide an objective overview of the topic and important details from a text; use paragraph form, key topic words, and no personal opinions about the content. SYNTHESIZE Combine ideas from different sources in a single response. TRACE Describe an event or process in chronological order. © Kate Kinsella, Ed. D. 2013 ~ All rights reserved. Do not modify or distribute electronically without permission. 11 INFORMATIVE TEXT Academic Writing Types: Secondary School An informative text examines a topic and conveys ideas and information without including personal opinions. A. The introduction identifies the topic and contains a thesis statement that tells what the writer will explain. B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that develop the topic with evidence drawn from sources such as definitions, facts, statistics, examples, and quotations. • Transition words or phrases that introduce and connect ideas. OPINION ESSAY C. The concluding sentence follows from the information presented and explains the topic’s importance. An opinion essay states a claim and supports it with clear reasons and relevant evidence from sources. A. The introduction clearly states the writer’s thesis or claim about the topic. B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that support the claim with clear reasons and relevant evidence drawn from credible text sources or the writer’s experience. • Transition words or phrases that connect opinions, reasons, and evidence. ARGUMENT ESSAY C. The concluding sentence strongly restates the writer’s claim about the topic. An argument essay states a claim and one or more counterclaims, supported with clear reasons and relevant evidence from sources. A. The introduction clearly states the writer’s thesis or claim about the topic. B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that support the writer’s claim with clear reasons and evidence from credible text sources or the writer’s experience. • Counterclaims that refute other common claims with strong evidence. • Transition words or phrases that connect opinions, reasons, and evidence. NARRATIVE C. The concluding sentence strongly restates the writer’s claim about the topic. A narrative tells a story from a clear point of view. Narratives can be imagined events or true experiences written from someone’s life. A personal narrative tells a story from the writer’s life, and explains how his or her life changed as a result. A. The introduction identifies the context, characters, and purpose of the narrative. B. Detail sentences tell the most important events of the story. • Transition words or phrases help move the reader through the events. • Descriptive language, such as action verbs, precise adjectives and adverbs, make the story more vivid and interesting. C. The concluding sentence explains the importance of the story. © Kate Kinsella, Ed.D. 2016. All Rights Reserved. 12 Dr. Kate Kinsella’s Support Process For Formal Writing Assignments PRIOR TO INSTRUCTION: 1. 2. 3. 4. Prepare a clear definition of the academic writing type. Identify or write an appropriate student model. Identify or design a student-friendly analytic scoring guide. Determine language and convention priorities for explicit instruction. SET EXPECTATIONS FOR ACADEMIC WRITING Phase 1: Teach the key elements of the academic writing type. 1. Introduce the academic writing type with a definition specifying its purpose, structure, and specific elements. 2. Provide and read an appropriate student writing model that includes key elements of the academic writing type. 3. Guide analysis of key elements in the writing model and text marking. 4. Facilitate academic discussion of key elements using response frames. 5. Review a focused scoring guide and point out how model meets criteria. Phase 2: Unpack the writing prompt. 1. Introduce the specific assignment writing prompt. 2. Establish writing task expectations. FRONTLOAD LANGUAGE AND CONVENTIONS FOR ACADEMIC WRITING TYPE Phase 1: Build word knowledge for the specific writing focus. Phase 2: Teach tenses and sentence structures for the writing type. Phase 3: Practice a convention skill required for the writing type. GUIDE DRAFTING Phase 1: Support students in planning to write with a focused outline or organizer. Phase 2: Model the drafting process with an interactive writing frame. Phase 3: Monitor to provide guidance as students write their own drafts. FACILITATE SELF- AND PEER ASSESSMENT Phase 1: Practice using the scoring guide with a writing sample in need of revision. Phase 2: Facilitate partner collaboration to write and discuss priorities for revision. © Kate Kinsella, Ed.D. 2015. All Rights Reserved. 13 Complexity Progression for English Learners: OPINION WRITING OPINION PARAGRAPH OPINION ESSAY 1. INTRODUCTORY 3-4 Non Text-Dependent Assignments 1. INTRODUCTORY 2 Non Text-Dependent Assignments Sources: • Background Knowledge • Personal Experience Structure: • Topic Sentence (Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences (Examples, Explanation) • Concluding Statement 2. INTERMEDIATE 2-3 Partially Text-Dependent Assignments Sources: • One Assigned Brief Text • Background Knowledge • Personal Experience Structure: • Topic Sentence (Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences (Examples, Explanation) • One Text Citation/Quotation • Concluding Statement 3. EVENTUAL 2 Text-Dependent Assignments Sources: • 1 - 2 Assigned Brief Texts Structure: • Topic Sentence (Indirectly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences (Reasons, Examples, Explanation, Quotations from Texts) • Concluding Statement Sources: • One Assigned Text (Fairly Complex) • Background Knowledge/Experience Structure: • Thesis Statement (No Introduction) (Directly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Reasons, Examples, Explanation) • Concluding Statement 2. INTERMEDIATE 2 Partially Text-Dependent Assignments Sources: • 1-2 Assigned Texts (Varied Complexity) • Background Knowledge • Personal Experience Structure: • Introduction with Thesis Statement (1 Directly & 1 Indirectly Stated) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Reasons, Examples, Explanation) • 2-3 Text Citations/Quotations • Concluding Paragraph 3. EVENTUAL 2-3 Text-Dependent Assignments Sources: • 2 Assigned Texts (Varied Complexity) Structure: • Introduction with Thesis Statement (Indirectly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Examples, Explanation) • 3-4 Text Citations (1-2 Paraphrased, 1 Directly Quoted) • Concluding Paragraph © Kate Kinsella, Ed. D. 2016 ~ All rights reserved. 14 It remains unclear whether It is challenging to determine whether It cannot be easily decided whether It continues to be problematic to state Taking into consideration both sides of this issue, it is unclear that It is not entirely clear that It seems less important that It is not perfectly evident that It is simply not worth noting that It is clearly not worth arguing that It is not always (true, the case) that The argument that __ is (invalid, illogical, flawed, erroneous). It is clear that It is important that It is evident that It is worth noting that It is essential that Verbs Phrases To INDIRECTLY state your opinion . . . Language Tools: Opinion and Argument Writing Verb Phrases To DIRECTLY state your opinion . . . Verbs I... think, believe, agree, view conclude, contend, support, maintain, concur, consider I... contend maintain I’m . . . undecided uncertain unconvinced unsure 1 of 3 © Kate Kinsella, Ed.D. 2016 All Rights Reserved Examples: It is certainly true that; I can definitely (see how, understand why); I wholeheartedly support; I firmly believe; I fully recognize; The research team surely defends; Recent studies clearly demonstrate; Current data definitely points to Adverbs to add emphasis: certainly, definitely, perfectly, completely, surely, clearly, wholeheartedly, firmly, fully, honestly, still I... personally/honestly think firmly believe, continue to believe strongly agree am/remain convinced that fully support the notion that I... would argue strongly that do not (think, believe) still contend still maintain cannot support the position disagree (somewhat, entirely) in no way believe am unconvinced I... am somewhat undecided whether remain unconvinced am more inclined to believe see both sides of the issue am still on the fence about agree disagree undecided agree disagree undecided 15 4. To introduce examples For example, As an illustration, For instance, Another (example, factor, instance) is As an example, As a/an (recent, additional, typical) example, To illustrate, One reason I hold this position is Another (key, major) reason (restate claim) is A compelling reason for __ is It is also clear that Perhaps the most important reason for 2. To introduce reasons Language Tools: Opinion and Argument Writing Transition Words and Phrases 1. To establish your point of view Drawing from my (family, school, athletic, work) experience, Based on my experience as a/an (female, athlete, immigrant), As a (competitive athlete, college-bound teenager), During my (pre-school years, childhood, adolescence), In my elementary school experience, Within my (culture, community, neighborhood), Amongst my (peers, family members, classmates), 3. To introduce a data-driven claim/position After reading the article, __, After examining the issues surrounding __, After analyzing the research findings on __, After considering the arguments in favor of __, After examining the issues surrounding __, Having reviewed the recent data on __, Having thoroughly investigated the issue of __, © Kate Kinsella, Ed.D. 2016 All Rights Reserved 5. To introduce evidence drawn from sources 6. Transitions to introduce /connect supporting ideas A recent study shows According to First, Second, The data on __ clearly indicates In addition, The evidence on __ points to Furthermore, Abundant data illustrates Also, Additionally, There is strong evidence to suggest Moreover, Most importantly, 7. Transitions to conclude In conclusion, . . .Overall, . . .Finally, . . .Thus, . . . For these reasons, . . .To conclude, . . .To sum up, . . .To review 8. Precise Adjectives for Evidence good = convincing, powerful, strong, compelling, relevant new = recent, current, contemporary, up-to-date scary = alarming, distressing, shocking, striking, disturbing hard = difficult, troubling, challenging, complex, complicated true = believable, convincing, plausible, persuasive enough = adequate, sufficient, abundant, substantial not enough = inadequate, insufficient, scarce stupid = absurd, ridiculous, unreasonable 2 of 3 16 Language Tools: Opinion and Argument Writing Counter Argument & Refutation Basic Approach: Some people may (say, argue, advocate) that my (opinion, claim, position) is not (true, valid, reasonable) because __. However, this is (incorrect, inaccurate, mistaken, wrong, categorically false) because __. While it is true that __, Those on the other side of the issue may emphasize __. Advocates of __ are likely to emphasize that __. (Opponents, Proponents) of __ will argue that __. Some people might contend that __. Some will state that (my claim) is not true because __. Some will maintain __ despite the fact that __. While that may be the case, my point is still valid because __. Although that point is true, it is not important because __. However, current data actually demonstrates __. However, they should carefully consider __. Nevertheless, I would readily point out that __. That said, I would remind them that __. Refuting the Counter Argument Admittedly, __. Transition words: but, yet, however, nevertheless, still Introducing a Counter Argument Defenders of __ are apt to point out that __. • • Advocates for a total ban on plastic bag use may reply that these products last for up to 1,000 years in landfills despite the fact that polls reflect a complete ban isn’t supported by most Americans (EcoWatch 35). Proponents of an outright ban are likely to point out the fact that a higher percentage of paper bags than plastic bags is recycled. However, current data actually demonstrates that recycling paper bags uses more energy and plastic bags take up less space in landfills. (Malik 38). Examples: • © Kate Kinsella, Ed.D. 2016 All Rights Reserved While it is true that consumers are perfectly capable of recycling plastic bags responsibly, recent global research suggests less than five percent of people regularly recycle bags (Malik 39). 3 of 3 17 OPINION ESSAY Sample Language Objectives: Opinion Paragraph/Essay An opinion essay states a claim and supports it with clear reasons and relevant evidence from sources. A. The introduction clearly states the writer’s thesis or claim about the topic. B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that support the claim with clear reasons and relevant evidence drawn from credible text sources or the writer’s experience. • Transition words or phrases that connect opinions, reasons, and evidence. C. The concluding sentence strongly restates the writer’s claim about the topic. LANGUAGE OBJECTIVES: Introduction • • • • • • State a claim directly using first-person present-tense opinion verbs: believe; maintain; conclude. State a claim directly using advanced present tense verb phrases: firmly believe, continue to believe, am convinced that, remain convinced that, support the notion that. Indirectly state a claim using first-person present tense verb phrases: It is clear that, It is important that, It is evident that, It is essential that. Qualify a position using precise adverbs: agree/disagree…somewhat, entirely, completely. Add emphasis to claim statements using precise adverbs: certainly, completely, definitely, fully. Establish a point of reference when stating a claim using effective transition phrases: Based on my experience as a/an; Drawing from my (family, school, work, athletic) experience. LANGUAGE OBJECTIVES: Body • • • • • • • • • • • • • Use basic transition words to introduce reasons to support a claim: first, second, also, additionally, furthermore, finally. Use advanced transitional phrases to introduce reasons to support a claim: one major reason, Another (key, important) reason, in addition, perhaps the most compelling reason. Use basic transition words and phrases to introduce examples to support a claim: for example, for instance, one example is. Use advanced transition phrases to introduce examples to support a claim: to illustrate, as an illustration, as an example, as a/an (recent, relevant additional, typical) example. Provide reasons using “because of” and “as a result of” followed by a noun phrase. Use third-person singular present-tense citation verbs to credit an author when providing text evidence: reports, explains, points out, notes, argues. Provide anecdotes to support a point using regular and irregular past-tense verbs. Use modal expressions to express opinions about what is possible: maybe, probably, certainly, can, must. Use precise adjectives instead of “interesting” to describe the evidence provided to support a claim: fascinating, intriguing, thought-provoking. Use precise adjectives instead of “good” to describe the evidence provided to support a claim: convincing, powerful, strong, compelling. Use modal verbs to describe what is possible or preferable and propose concrete solutions: should (limit); would (improve); could (benefit). Articulate cause and effect relationships within complex sentences using subordinating conjunctions: since, because, when. Compose complex and compound sentences to support major points. © Kate Kinsella, Ed.D. 2016. All Rights Reserved. 18 Th e S t u d e n t E x p e r i e nce Academic Writing ANALYZING TEXT ELEMENTS Student Writing Model Academic Writing Type An opinion paragraph states a claim and supports it with logical reasons and relevant evidence from the texts and the writer’s experience. A The introductory sentence clearly states the writer’s claim about the issue. B Detail sentences support the claim with reasons and evidence from the texts and the writer’s experience. • Transition words or phrases connect opinions, reasons, and evidence. C The concluding sentence restates the writer’s claim about the issue. ANALYZE TEXT ELEMENTS Read this student model to analyze the elements of an opinion paragraph. A After studying different forms of recess, I believe that schools should require unstructured recess activities. One reason is that unstructured activities provide students with a necessary break from schoolwork. In the article “The Power of Play,” the author states that one positive effect B of 15 minutes or more of recess is that students can focus better in class. In my experience, free choice activities allow students to exercise their imaginations. For instance, in the article “The Power of Play,” the author points out that one example of free play is creating a made‑up play, which is my friends’ and my favorite recess activity. For these reasons, I conclude C that students should participate in unstructured play during recess. MARK & DISCUSS ELEMENTS Mark the opinion paragraph elements. Then discuss them with your partner. 1. Put brackets around the writer’s claim within the introductory sentence. The writer’s claim is . 2. Draw a box around three transition words or phrases. One transition (word/phrase) is . Another transition (word/phrase) is . 3. Underline and label two reasons that support the writer’s claim with the letter R. One reason that supports the writer’s claim is . 4. Underline and label two pieces of evidence that support the writer’s claim with the letter E. One piece of evidence that supports the writer’s claim is . 5. Star two precise topic words. Check two high‑utility academic words. An example of a (precise topic/high‑utility academic) word is . 38 Issue 2 © English 3D (2016) Houghton Mifflin Harcourt E3DJrA_TEPE_I02_038-043_WR.indd 38 Language & Writing Portfolio, Course A, Volume 19 1 p. 38 1/29/16 4:28 AM Insufficient Attempted Sufficient Exemplary Opinion Paragraph 1 2 3 4 1. Does the introductory (topic) sentence clearly state your claim? 1 2 3 4 2. Did you use transitions to connect opinions, reasons, and evidence? 1 2 3 4 3. Do the detail sentences provide reasons that support your claim? 1 2 3 4 1 2 3 4 5. Did you include precise topic words and high-utility academic words? 1 2 3 4 Does the concluding statement restate your claim using new wording and leave the reader with a final thought to consider? 1 2 3 4 Assess Your Draft Use the following scoring guide to rate your opinion paragraph. Rating Scale 4. 6. Do the detail sentences provide evidence (from text, other sources, experiences, background knowledge) to support the claim? Reflect and Revise Record specific priorities and suggestions to help you revise your draft. (Partner) Positive Feedback: I appreciate how you (used, included, described) (Partner) Suggestion: Your opinion paragraph will be stronger if you (add, revise, check) (Self) Priority 1: I plan to improve my opinion paragraph by (adding, changing, explaining) (Self) Priority 2: I also need to (include, change, revise) Check and Edit Use this checklist to proofread and edit your opinion paragraph. q Did you begin with an interesting and appropriate title? q Did you capitalize the title(s) of any cited text, sources, and proper nouns? q Did you use commas to separate transitions from the rest of the sentence? q Did you express your opinion using appropriate present-tense verbs and modal verbs? q Did you include a variety of sentences (simple, compound, complex)? q Is each sentence complete? q Are all words spelled correctly? © 2016 Kate Kinsella, Ed. D. ~ All rights reserved. 20 Insufficient Attempted Sufficient Exemplary Opinion Essay 1 2 3 4 1 2 3 4 Do your supporting paragraphs begin with a topic sentence that specifies a reason? 1 2 3 4 3. Did you use transitions to connect opinions, reasons and evidence? 1 2 3 4 Do the detail sentences provide evidence (from text, other sources, experiences, background knowledge) to support your claim? 1 2 3 4 5. Did you explain why the evidence is relevant and significant? 1 2 3 4 6. Did you include a variety of sentences (simple, compound, complex)? 1 2 3 4 7. Did you include precise topic words and high-utility academic words? 1 2 3 4 Does the concluding statement restate your claim using new wording and leave the reader with a final thought to consider? 1 2 3 4 Assess Your Draft Use the following scoring guide to rate your opinion essay. Rating Scale 1. Does the introduction clearly state your claim? 2. 4. 8. Reflect and Revise Record specific priorities and suggestions to help you and your partner revise your draft. (Partner) Positive Feedback: I appreciated how you (used/included/explained) (Partner) Suggestion: Your opinion essay will be stronger if you (added, revised, checked) (Self) Priority 1: I plan to improve my opinion essay by (adding, replacing, revising, checking) (Self) Priority 2: I also need to (add, replace, revise, check) Check and Edit Use this checklist to proofread and edit your opinion essay. q q q q q q Did you use commas to separate transitions from the rest of the sentence? Did you use modal and conditional verbs appropriately? Do present tense citation verbs end in –s? Did you format citations correctly? Is each sentence complete? Are all words spelled correctly? © 2016 Kate Kinsella, Ed. D. ~ All rights reserved. 21 Opinion Essay: Final Draft (Personal Experience) Prompt Should schools require Saturday make-up classes for students who have missed several classes or assignments? Reclassified English Learner Grade 8 (post explicit, language-focused writing instruction) From my perspective, schools should definitely require Saturday make-up classes for students who have missed multiple classes or assignments. One key reason is that students with several absences have missed valuable instruction and are probably behind their other classmates. By attending make-up classes on Saturday, they can catch up on critical lessons they have skipped and continue learning along with their classmates the following week. In addition, students who have not completed required coursework typically don’t understand the assignment expectations and content. At Saturday classes, the teacher should be able to introduce the major concepts and practice skills again so their students gain more of an understanding of what they need to accomplish. Most importantly, I believe Saturday classes should be mandatory because the struggling students who attend these classes will be there in smaller numbers. This means that the teachers can devote their attention to the most needy students and provide individual tutoring. For these reasons, it seems evident that Saturday make-up classes will enable struggling students to catch up on missing classwork so the following week they can feel more motivated to attend and actively participate during lessons. © Kate Kinsella, Ed.D. 2016. All Rights Reserved. 22 Opinion Essay: (Text Source & Experience) Prompt Should female students be allowed to participate on a school’s male athletic teams, including contact sports? Equal Sports Opportunities for Female Student Athletes After reading the article “Leveling the Playing Field,” I am convinced that boys and girls should have the same sports opportunities in school. One reason is that schools have historically offered girls fewer sports options. Schools have also denied girls the opportunity to participate on boys’ teams such as wrestling. For example, my aunt attended high school in the late 1960s. She outperformed her two older brothers in baseball, but she was unable to join the high school team. Her only choices were badminton and archery, neither of which was her strongest or favorite sport. In addition, the article points out that after Title IX was passed, which allowed girls to compete in boys’ events, girls still had to try out for an athletic team. In my experience, if a girl is confident enough to try out for a competitive sport like basketball or golf, then she is typically a skilled athlete who ought to be given a chance. As an example, the article describes Annika Sorenstam who in 2003 competed in a world-class PGA golf tournament against hundreds of male golfers. She was clearly strong enough to compete against male peers. Most importantly, images of what is feminine have evolved in the past decades. Girls are now encouraged to work out regularly and build muscle mass to have more stamina and strength while playing sports. Within my peer group, several girls are clearly far more physically fit than many male classmates. During our annual fitness test, six seventh grade girls in my PE class ran a mile in under seven minutes and completed thirty or more crunches in a minute while male classmates trailed behind. For these reasons, I conclude that girls should be allowed to try out for traditional boys’ sports and judged based on their physical abilities not their gender. © Kate Kinsella, Ed.D. 2016. All Rights Reserved. 23 Opinion/Argument: Marking and Discussion Tasks Use consistent text marking tasks, symbols, and response frames to set up and monitor effective analysis and discussion of writing models. 1. Put a T next to the thesis statement within the introduction. The thesis statement is _____. 2. Put brackets around the writer’s claim within the (topic sentence/introductory statement/introduction). The writer’s claim is _____. 3. Circle strong verbs and verb phrases the writer uses to express opinions. An example of a strong (verb, verb phrase) expressing opinion is _____. Another strong (verb, verb phrase) I identified is _____. 4. Draw a box around four transition words or phrases. One transition (word, phrase) is _____. Another transition (word, phrase) is _____. 5. Underline and label three reasons that support the writer’s claim with the letter R. One reason that supports the writer’s claim is _____. Another reason that supports the writer’s claim is _____. 6. Underline and label three pieces of evidence that support the writer’s claim with the letter E. One piece of evidence that supports the writer’s claim is _____. An additional piece of evidence that supports the writer’s claim is _____. 7. Double underline a counterclaim. One counterclaim is _____. The writer responds with evidence by _____. 8. Label three pieces of evidence that develop the topic with the letter E. One piece of evidence that develops the topic is _____. An additional piece of evidence that develops the topic is _____. 9. Star four precise topic words and check four high-utility academic words. An example of a (precise topic word, high-utility academic word) is _____. Another (precise topic word, high-utility academic word) I identified is _____. 10. Put parentheses around the writer’s restated claim within the concluding sentence. The writer’s restated claim is _____. The writer strongly restated his/her claim with this new phrasing: _____. © Kate Kinsella, Ed.D. 2016. All Rights Reserved. 24 Opinion Essay: Marked Text Elements Equal Sports Opportunities for Female Student Athletes ✓ After reading the article “Leveling the Playing Field,” I am convinced that [boys and girls should have the same sports opportunities in school]. R ✓ One reason is that schools have historically offered girls fewer sports options. Schools have also denied girls the opportunity to participate on boys’ teams such as E wrestling. For example, my aunt attended high school in the late 1960s. She ★ outperformed her two older brothers in baseball, but she was unable to join the high school team. Her only choices were badminton and archery, neither of which was her strongest or favorite sport. In addition, the article points out that after Title IX was passed, which allowed girls ★ R to compete in boys’ events, girls still had to try out for an athletic team. In my experience, if a girl is confident enough to try out for a competitive sport like basketball or golf, then she is typically a skilled athlete who ought to be given a chance. As an example, the E article describes Annika Sorenstam who in 2003 competed in a world-class PGA golf tournament against hundreds of male golfers. She was clearly strong enough to compete ✓ against male peers. effectively Most importantly, perceptions and expectations of what is feminine have evolved in R the past decades. Girls are now encouraged to work out regularly and build muscle mass ★ to have more stamina and strength while playing sports. Within my peer group, several ★ E girls are clearly far more physically fit than many male classmates. During our annual fitness test, six seventh grade girls in my PE class ran a mile in under seven minutes and completed thirty or more crunches in a minute while male classmates trailed behind. For these reasons, I conclude that girls should be allowed to try out for traditional ✓ ★ boys’ sports and judged based on their physical abilities not their gender. © Kate Kinsella, Ed.D. 2016. All Rights Reserved. 25 Sample Language Objectives: Engaging in Academic Interactions COLLABORATIVE DISCUSSIONS: Sample Language Objectives Vague Statement: Engage in a range of collaborative discussions. What this really means . . . • Discuss prior knowledge of a topic (what makes someone a good friend) prior to reading a text, using appropriate register, complete sentences, and gerunds: helping, assisting, listening, defending, sharing, complimenting, recommending. • Facilitate a collaborative small-group discussion of a topic by following turn-taking rules and eliciting ideas with precise questions: So, __, what are your thoughts?; (Name), what can you add?; So, __, what’s your experience? • Exchange information on a topic by asking relevant questions and affirming others: What do you think makes sense? That makes sense. That would work. • State an opinion on an issue by first qualifying a point of view using precise phrases: Based on my experiences as a __; Drawing on my experiences as a __. • Listen attentively, restate a partner’s idea, and take brief notes using precise phrases: So, your (opinion, perspective, point of view) is that __? • Compare experiences using complete sentences and key phrases: My experience is (similar to, somewhat similar to; different than; somewhat different than) yours. • Facilitate discussion within a group by eliciting responses using appropriate phrases: I am eager to hear from __; I would like to hear from __; I’m interested in __’s response. • Describe the effects of a person’s behavior using a complex sentence with present tense verbs: When my partner __ (verb + s), I __ (feel, understand, know) __. • Predict informational text content and structure using a complex sentence with precise nouns to name text features and future tense: Based on the __ (title, heading, graphic aid, highlighted words), I predict the text will focus on __. • Articulate the key idea and details in an informational text using precise academic terms: text topic, focus, key idea, detail. • Qualify word knowledge using precise present tense verbs: use, know, understand, comprehend, recognize, don’t recognize. • Report a group’s consensus on word knowledge using past tense citation verbs + that: agreed that, decided that, determined that, concluded that. • Compare and contrast approaches using a complete sentence and precise adjectives: similar, comparable, identical, different. • Negotiate with group members to construct a final collaborative response using appropriate present tense opinion statements: I think we should (say, put, use, write) __ because __; I still think __ is the strongest (choice, response, wording). • Elicit and validate ideas while collaborating on a constructed response using appropriate questions and statements: What do you think makes sense? That makes sense. What’s your (opinion, suggestion)? That’s a great (Idea, example, suggestion). • Evaluate interview techniques using text evidence and precise phrases for elaboration: for example, for instance, as an example, to illustrate. © Kate Kinsella, Ed.D. 2017. All Rights Reserved. 26 Language for Academic Discussions 1. Stating Opinions 2. Supporting / Elaborating 3. Providing Evidence I think__ because __. I (firmly, strongly) believe __. In my opinion, __. From my perspective, __. I am convinced __. My opinion on this (topic, issue) is __. For (example, instance), __. A relevant example I (heard, read) was __. One (possible, convincing) reason is __. A (key, major) reason is __. A relevant experience I had was __. I experienced this when __. After hearing __, I am convinced __. The data on __ suggests __. After reading __, I conclude that __. After reviewing __, I assume that __. Drawing from experience, I know that __. Based on experience, it seems evident that __. 4. Comparing / Contrasting 5. Agreeing / Disagreeing My (idea, response) is similar to (Name’s). My (opinion, perspective) is similar to (Name’s). My response is similar to that of my classmates. My response is different from (Name’s). My (approach, perspective) is different from (Name’s). My (analysis, conclusion, solution) is different from (Name’s). I (completely) agree with (Name) that __. I share your perspective. My idea builds upon (Name’s). I don’t (quite, entirely) agree. I disagree (somewhat, completely). I have a different perspective on this (topic, issue). © Kate Kinsella, Ed.D. 2016. All Rights Reserved. ------------------------------------------------------------------- fold ------------------------------------------------------------------- Language for Academic Collaboration 1. Eliciting 2. Contributing / Suggesting 3. Validating What should we (say, put, write)? What do you think makes sense? What’s your (idea, opinion, experience)? Do you have anything to add? How would you (approach, complete) this task? We could (say, put, write) __. What if we (say, put, write) __. I think __ makes the most sense. I think __ would work well. I think we should (add, include, consider) __. That would work. That makes sense. That’s a great (idea, suggestion). I see what you’re saying. That’s worth considering. 4. Negotiating 5. Clarifying 6. Restating Let’s (say, put, use, write) __ because __. Let’s go with (Name’s) suggestion __. I still think __ is the strongest (choice, response). Let’s combine ideas and put __. What if we (began, concluded) by __. I don’t quite understand your (idea, reason). I have a question about __. What exactly do you mean by __? If I understand you correctly, you think that _? Are you suggesting __? So, you think that __. So, your (idea, opinion, response) is__. So, you’re suggesting that __. Yes, that’s (right, correct). No, not exactly. What I (said, meant) was __. 7. Reporting 8. Listening Attentively We (decided, concluded, determined) that __ because __. One (fact, reason, piece of evidence) we considered is __. Our (point of view, response, conclusion) is that __. After reviewing __, we concluded that __. We came up with a __(similar, different) response. The (idea/example) I __ (added/recorded) was __. I (appreciated/related) to (Name’s) __(example/experience). The most convincing reason I heard was __. The strongest (argument/evidence) offered was __. The contribution I (appreciated, added, selected) was __. © Kate Kinsella, Ed.D. 2016. All Rights Reserved. 27 Dr. Kate Kinsella’s ACADEMIC DISCUSSION ROUTINE ~ Step by Step Phase 1: Brainstorm 1. Display and read aloud the discussion question 2. Students reread question aloud (phrase-cued) 3. Model brainstorming response(s) (quick list, phrases, everyday English) 4. Prompt students to think and record brief responses 5. Students check one or two preferred ideas to develop into academic responses Phase 2: Record 1. Introduce first frame (visibly displayed, include model response) 2. Students rehearse model response (silently, phrase-cued) 3. Direct attention to potentially unfamiliar vocabulary (underline, write simple definition) 4. Direct attention to and explain the grammatical target(s) (underline, highlight) 5. Model use of precise vs. everyday words using the Precise Word Bank (if provided) 6. Direct students to write an academic response using the first frame 7. Prompt students to consider (example, reason, evidence) to elaborate verbally 8. Students record response with first frame and consider how to elaborate 9. Repeat the process with any additional frame (visibly displayed, include model response) 10. Circulate to monitor, read sentences, and provide feedback Phase 3: Exchange 1. Direct students to silently reread their sentences in preparation to share 2. Cue partner (A/B) to read their response twice (then switch/A) 3. Circulate to provide feedback and preselect reporters 4. Cue partners to restate and record each other’s idea 5. Repeat phase 3 for response with second frame Phase 4: Report st 1. Establish expectations for reporting using the 1 frame 2. Assign active listening task(s): take notes, identify similarities/differences 3. Record student contributions on board or organizer to display later 4. Cue preselected reporters 5. Elicit additional reporters using varied strategies (e.g., name cards, popcorn, volunteers) 6. Briefly synthesize contributions and make connections to article focus 7. Repeat phase 4 for response with second frame © Kate Kinsella, Ed. D. 2016 ~ All rights reserved. 28 Academic Discussion Topic: An English Learner’s Vocabulary Use Academic Discussion Topic: Attentive Listening PROMPT: How does a lesson partner demonstrate attentive listening? BRAINSTORM: List a few ways a partner can demonstrate attentive listening. Physically: Using Body Verbally: Using Words 1. 1. 2. 2. PRECISE WORD BANK let (verb) nicely (adverb) idea (noun) • • • allow, permit, agree politely, respectfully, collaboratively response, suggestion, opinion RECORD: Rewrite two ideas using the response frames and precise words. 1. A partner demonstrates attentive listening when ____ (she/he) ______________________________. (3rd person singular, present tense: asks clarifying questions) 2. A partner also demonstrates attentive listening by ________________________________________. (verb + ing: maintaining eye contact) EXCHANGE: 1. Share ideas using the frames. 2. Elaborate with a relevant example. 3. Restate and record your partner’s ideas. Elaborate: For example, __; For instance, __. Restate: So your (opinion, experience, observation) is that __. Yes, that’s correct. No, not exactly. What I (stated, meant) was __. REPORT: Listen attentively, then record brief notes during partner and whole-class discussions. Physical Examples Verbal Examples 1. 1. 2. 2. 3. 3. Listen attentively, and use academic language to compare ideas. • My response is similar to (Name’s). • My response is comparable, but I would like to add that . . . © Kate Kinsella, Ed. D. 2017 ~ All rights reserved. 29 Ten-Minute Constructed Response: Instructional Routine A ten-minute response provides a written opportunity to practice elaborating on a significant detail or developing a point. It begins with a clearly stated claim, followed by one or two supporting sentences that elaborate with a relevant example, convincing reason, or personal experience. Ten-Minute Response Instructional Routine Steps Phase I: Teacher-led (I’ll do it) 1. Distribute a Ten-Minute Constructed Response notetaking page. 2. Guide students in reading the (I do) model response using the echo or cloze fluency routine. 3. Analyze the response features: claim, supporting details, transitions, precise words. 4. Establish language targets for the response: e.g., precise words, subject-verb agreement. 5. Highlight the correct language targets in the model paragraph. Phase II: Teacher and Students (We’ll do it) 1. Guide students in reading the (We do) frame using the echo or cloze fluency routine. 2. Pair students to brainstorm precise words and phrases to complete the blanks. 3. Record suggested words and phrases on the board. 4. Select appropriate content to complete the blanks: class vote, teacher’s choice, etc. Phase III: Partners (You two will do it) 1. Pair students to collaborate on writing the (You’ll do) response. 2. Provide the initial sentence, using the sentence frame and an idea from the discussion. 3. Direct students to put down their pens and discuss their support for the claim. 4. Elicit strong contributions from a few students. 5. Direct partners to mutually decide upon their supporting sentence(s) before writing. 6. Pre-select 2-3 pairs to present their response (using a document camera, etc.). Phase IV: Independent (You’ll do it) 1. Assign the independent (You do) response. 2. Guide students in proofreading and editing considering the assigned language targets. 3. Pair students to read their responses and provide feedback on idea development. 4. Wrap up with response presentations, one pre-selected and one volunteer. 5. Collect completed Ten-Minute Response notetaking pages. © Kate Kinsella, Ed. D. 2016 ~ All rights reserved. Do not modify or distribute electronically without permission. 30 Discussion Frames: Precise Word Choices Everyday English I / We talked about . . . Precise, Academic English I / We . . . thought of discussed came up with considered We came up with the precise adverb productively. We considered the academic verb respond. I / We . . . I / We picked . . . agreed upon decided upon chose selected We selected the precise noun phrase extracurricular activities. We came to a consensus on the high-utility academic noun factor. I / We . . . I / We put . . . applied inserted replaced substituted We inserted the verb phrase completing lengthy research reports. We substituted the academic verb respond for the everyday verb answer. I / We . . . I / We liked . . . preferred appreciated enjoyed related to We particularly appreciated the precise adverb respectfully. We related to the specific noun phrase highly-caffeinated sports drinks. This (idea/content/word/phrase) . . . Ok. That works. works effectively fits logically makes absolute sense seems reasonable The precise adjective relevant makes absolute sense. The idea unrealistic expectations fits logically. © Kate Kinsella, Ed. D. 2016 ~ All rights reserved. 31 Ten-Minute Constructed Response: Reducing Plastic Waste A ten-minute response uses academic language. It begins with a clearly stated claim, followed by two detail sentences that elaborate with a relevant example, convincing reason, or recent experience. PROMPT: How can people reduce plastic waste at home or at school? Write a ten-minute response that supports your claim. Strengthen your response with a relevant example, convincing reason, or recent experience. I’ll do it… Teacher I believe that families can reduce plastic waste at home by purchasing a water pitcher with a filter. For example, after my mother bought a Brita pitcher, we began to substitute filtered tap water for costly bottled water. As a result, we are saving money and no longer sending hundreds of plastic bottles to landfills where they can harm the environment. We’ll do it… Teacher and Students I believe that students can reduce plastic waste at _____________________ by using reusable water bottles. For example, ____________________ at our school encourage students to ____________________ reusable water bottles and provide one for every student who ____________________ on an athletic ____________________. As a result, most students purchase fewer bottled ___________________ on campus and at athletic __________________. You’ll do it… Partners I believe that administrators in our district can reduce plastic waster at school by eliminating plastic bottles from ____________________. For example, our school banned bottled water and ____________________ from the ___________________ and installed new __________________ in many convenient ____________________ for students to _______________________________. As a result, more teachers and students are bringing ____________________ bottles to school and ________________________________________________________________________________. Source: Kinsella, K. © (2016). English 3D: Course A-1: Language & Writing Portfolio. Houghton Mifflin Harcourt. 32 Academic Discussion: Animal Emotions BRAINSTORM IDEAS Write a quick list of emotions you believe some animals share with humans, for example, jealousy, joy and pride. In parentheses, write the animal you associate with this emotion. Draw from first-hand experience or background knowledge. • happiness (dog) • • curiosity (dolphin) • • • PRECISE WORD BANK + love, joy, sympathy, pride, desire, amusement, curiosity, gratitude, hope - anger, jealousy, nervousness, impatience, grief, panic, sadness, disapproval, fear EXCHANGE IDEAS Use the frames to exchange ideas with your group. Support your opinion with a compelling example. Listen attentively and record ideas to complete the chart. 1. One human emotion many (adjective: household, domesticated, wild) _____ animals (share, experience, demonstrate) is _____. For example, _____. 2. (adjective: Many, Some) _____ animals are capable of (verb + ing: feeling, showing, expressing) _____ the common human emotion _____. For instance, _____. ANIMAL EMOTIONS © Kate Kinsella, Ed. D. 2016 ~ All rights reserved. 33 Five-Minute Constructed Response: Animal Emotions Prompt: Can animals show human emotions? Describe a pet’s actions that prove this animal is capable of showing a human emotion. I’ll do it… Teacher I saw my neighbor’s pet parrot, Lucy, being upset. She screeched loudly and flapped her wings when Mrs. Delgado put her back in her cage. We’ll do it… Teacher and Students I saw my brother’s pit bull, Jenna, being _________________ (adjective). She jumped up on the sofa and _______________ (verb + ed) my brother with her paw when he got home from the ___________________ (noun) with a broken _____________________ (noun). We’ll do it… Teacher and Students I saw my classmate’s energetic beagle puppy, Oscar being impatient. He ____________________ (verb + ed) loudly and carried his favorite _________________ (noun) in his mouth to my friend because he really wanted to leave the house and ___________________________ (verb). You’ll do it… Partners I saw my friend’s pet _________________ (noun) being (excited, jealous). (She/He) _________________________________________________________ _________________________________________________________________ © Kate Kinsella, Ed. D. 2016 ~ All rights reserved. Do not modify or distribute electronically without permission. 34 Ten-Minute Constructed Response: Animal Emotions Prompt: Are animals capable of experiencing human emotions? Write a ten-minute response expressing your opinion. Begin with a detail sentence, followed by two supporting sentences, drawing evidence from experience or sources. ✎ I’ll do it… Teacher I firmly believe that animals are capable of experiencing the common human emotion, jealousy. As an example, when my two-year-old nephew recently climbed on the sofa to snuggle and read with me, my bulldog puppy Polo jumped up and wiggled his way between us, then placed his head on my lap to show he was more important than the child. This surprising behavior clearly demonstrated that he felt jealous of my nephew. ✎ We’ll do it… Teacher and Students In my opinion, animals are capable of experiencing the common human emotion, joy. For example, when our family’s pet (noun) knows she is going to (base verb) , she always responds by (verb + ing) and (verb + ing) . This predictable behavior (adverb) (noun) experiences genuine illustrates that our . ✎ You’ll do it… With a Partner From my perspective, animals are capable of experiencing the common human emotion, love. For instance, when This affectionate behavior surely proves that © Kate Kinsella, Ed. D. 2016 ~ All rights reserved. 35 Word Selection Rationale compelling assume distinct design precede concept feature impact support generalization share plan currently indicate demonstrate lead emphasize involve contrast elaborate eventually evidence accurate factor state generalize distinguish include subsequently data description cause proof logical equivalent generate beforehand position explanation reason claim determine differ approach after analysis characteristic influence opposing imply differ strategy preceding concept respond outcome support presume unique create ultimately excerpt illustrate influence reasonable context identical accomplish eventually context characteristic alter position deduce contrast collaborate subsequently discuss quality result persuade infer comparable propose previously section aspect factor perspective interpret comparison produce initially significant description impact convincing communicate unlike elaborate prior major location reaction evidence determine in common common demonstrate previous message experience occur convince assumption differently revise following precise include lead argument conclusion similarity provide afterward emphasize appearance affect fact assume difference develop final essential trait consequence opinion conclude similar present process focus character result experience prediction opposite response following example event Grade 3 PD22 Best Practices change disagree clue similarity organize finally fact contain happen agree probably difference provide after information personality solution reason figure out similar prepare before detail physical problem believe predict different task next topic behavior effect discussion decide alike complete order cause important type Argument Inference Compare and Contrast Sequence Cause and Effect Analyze Informational Text Describe Create Unit 7 Unit 6 Unit 5 Unit 4 Unit 3 Unit 2 Kinsella, K. and Hancock, T. (2015). Academic Vocabulary Toolkit, Grades 3-6. National Geographic Learning/Cengage. 36 Unit 1 At each grade level, the Academic Vocabulary Toolkit provides students with a new set of words to expand their communicative repertoire for the eight foundational competencies. Each unit of study is designed to engender enthusiasm for language study and equip young scholars with the communicative confidence and competence to meet the academic discourse demands of advanced elementary and secondary coursework. Grade 4 The Academic Vocabulary Toolkit is divided into eight units (shown on PD23) that are recursive across grades 3, 4, 5, and 6. Each unit addresses a competency required for advanced literacy tasks and skillful communication in upper-elementary and secondary curricula. The eight consistent units emerged from a detailed analysis of the shifts in new standards for literacy and language instruction and performance-based assessments. To write compelling narrative texts, students need a practical toolkit of words at their disposal to describe environments, sequence events, and interpret human behavior. Similarly, to conduct research and construct competent expository and informational responses, young writers must have an adept command of vocabulary to analyze text, make inferences, and discuss causes and effects. Engaging in data-driven debates and project-based learning with peers requires additional lexical resources for collaboration and argument. Grade 5 Transitioning from the primary grades where considerable emphasis is placed on foundational literacy skills, upper-elementary students require informed and dedicated attention to advanced social and academic language, vocabulary development, and effective expression. To interact meaningfully with text, engage in curriculum-focused inquiry and collaboration, and construct competent written responses, students at every English proficiency level will benefit from explicit language and literacy instruction, and orchestrated interactions with their teachers and peers. Grade 6 Throughout the nation, states have adopted rigorous new standards for English language arts and English language development, with complementary goals and themes. Both sets of standards aim to equip K-12 students, native English speakers, and English learners alike, with the capacities of literate, articulate young scholars. Next generation assessments place greater emphasis on close analytical reading, evidence-based discussion, and text-dependent written responses. Students will be required to articulate their text comprehension, synthesize, and justify claims using complex and varied sentences, precise vocabulary, and grammatical accuracy. Unit 8 Academic Competency-Aligned Units Word Selection Rationale PD23 behavior type detail topic important solution problem effect cause finally after before next order response organize provide prepare task complete similar opposite similarity difference similar different alike assume conclude prediction clue probably figure out predict decide argument fact opinion experience disagree agree reason believe discussion Word Selection Rationale physical information happen following present difference conclusion convince Academic Competency-Aligned Units personality fact change process develop similarity assumption evidence Throughout the nation, states have adopted rigorous new standards for English language arts and English language development, with complementary goals and themes. Both sets of standards aim to equip K-12 students, native English speakers, and English learners alike, with the capacities of literate, articulate young scholars. Next generation assessments place greater emphasis on close analytical reading, evidence-based discussion, and text-dependent written responses. Students will be required to articulate their text comprehension, synthesize, and justify claims using complex and varied sentences, precise vocabulary, and grammatical accuracy. contain example result final provide differently determine convincing Transitioning from the primary grades where considerable emphasis is placed on foundational literacy skills, upper-elementary students require informed and dedicated attention to advanced social and academic language, vocabulary development, and effective expression. To interact meaningfully with text, engage in curriculum-focused inquiry and collaboration, and construct competent written responses, students at every English proficiency level will benefit from explicit language and literacy instruction, and orchestrated interactions with their teachers and peers. event focus consequence afterward revise in common common communicate perspective The Academic Vocabulary Toolkit is divided into eight units (shown on PD23) that are recursive across grades 3, 4, 5, and 6. Each unit addresses a competency required for advanced literacy tasks and skillful communication in upper-elementary and secondary curricula. The eight consistent units emerged from a detailed analysis of the shifts in new standards for literacy and language instruction and performance-based assessments. To write compelling narrative texts, students need a practical toolkit of words at their disposal to describe environments, sequence events, and interpret human behavior. Similarly, to conduct research and construct competent expository and informational responses, young writers must have an adept command of vocabulary to analyze text, make inferences, and discuss causes and effects. Engaging in data-driven debates and project-based learning with peers requires additional lexical resources for collaboration and argument. character essential affect following demonstrate unlike interpret persuade At each grade level, the Academic Vocabulary Toolkit provides students with a new set of words to expand their communicative repertoire for the eight foundational competencies. Each unit of study is designed to engender enthusiasm for language study and equip young scholars with the communicative confidence and competence to meet the academic discourse demands of advanced elementary and secondary coursework. trait emphasize lead previous elaborate comparison infer position Unit 8 appearance precise occur prior produce comparable deduce reasonable Unit 7 include message reaction initially propose contrast context support Unit 6 experience major impact previously collaborate identical presume opposing Unit 5 location significant factor subsequently accomplish unique imply claim Unit 4 description section result eventually create differ determine proof Unit 3 aspect discuss alter ultimately strategy differ logical state Unit 2 quality context influence preceding approach equivalent generalize emphasize Unit 1 characteristic excerpt outcome after generate distinguish involve support Argument illustrate concept influence beforehand include contrast generalization compelling Inference respond analysis reason subsequently elaborate share assume Compare and Contrast characteristic position cause eventually plan distinct Create explanation data factor currently design Sequence description evidence lead precede 37 Cause and Effect accurate indicate impact Grade 4 Analyze Informational Text demonstrate concept Grade 5 Describe feature Grade 6 Grade 3 PD22 Best Practices Word Selection Rationale PD23 Grade 5 Unit 5 Compare and Contrast Unit 6 Inference Unit 7 Argument Unit 8 demonstrate clarify characteristic symbolize explanation function feature description coherent accurate description respond illustrate explanation description respond aspect unique complex quality element characteristic attribute location experience characteristic character explanation trait description accurate appearance demonstrate include feature event contain description type aspect behavior quality characteristic physical illustrate personality respond concept indicate interpret analysis critical position investigate factual data present evidence summarize concept excerpt introduce significant analyze section consider indicate discuss objective context subjective major message analysis focus position essential data evidence emphasize indicate precise concept example fact significant important section topic discuss context detail excerpt information concept impact lead alternative influence obstacle reason pattern potential cause trend factor resolution outcome influence significance impact reaction factor various circumstance result influence alterto lead reaction occur influence result reason consequence cause factor affect lead lead impact change happen impact cause factor effect result alter problem influence solution outcome precede currently current after phase beforehand transition consequently subsequently eventual eventually ultimate preceding ultimately requirement initially priority previously initial series subsequently prior eventually process prior previous after process beforehand final subsequently eventually afterward currently following precede following finally initially order previously next subsequently eventually before ultimately after preceding design plan modify approach communicate generate organize preparation include option elaborate solution strategy create contribution produce develop propose select integrate collaborate solve accomplish strategy elaborate demonstrate approach present generate develop include elaborate provide plan revise design response organize produce complete propose task collaborate accomplish prepare create provide strategy distinct share aspect differ comparable equivalent draw distinction distinguish comparison contrast direct differ unique advantage comparison compatible comparable correspond distinguish contrast problematic identical viewpoint unlike in common common differ similar equivalent difference distinguish contrast similarity share differently distinct opposite similarity comparison alike comparable different contrast identical similar unique difference differ assume generalization expand determine perceive logical generalization perception generalize presume involve conclusion imply presume conclusion interpret prediction infer assumption infer deduce imply context interpretation communicate determine determine conclude logical assume generalize involve conclusion generalization assumption assume prediction clue interpret decide infer predict deduce context figure out presume probably imply compelling support crucial claim maintain proof opposition principle state resolve emphasize sufficient opposing support point perspective emphasis persuade justify logical position relevance reasonable valid convincing evidence claim opinion proof fact state emphasize argument support convince compelling experience disagree perspective discussion persuade believe position reasonable reason support agree opposing Word Selection Rationale Unit 4 Create feature 38 Academic Competency-Aligned Units Unit 3 Sequence Throughout the nation, states have adopted rigorous new standards for English language arts and English language development, with complementary goals and themes. Both sets of standards aim to equip K-12 students, native English speakers, and English learners alike, with the capacities of literate, articulate young scholars. Next generation assessments place greater emphasis on close analytical reading, evidence-based discussion, and text-dependent written responses. Students will be required to articulate their text comprehension, synthesize, and justify claims using complex and varied sentences, precise vocabulary, and grammatical accuracy. Unit 2 Cause and Effect Transitioning from the primary grades where considerable emphasis is placed on foundational literacy skills, upper-elementary students require informed and dedicated attention to advanced social and academic language, vocabulary development, and effective expression. To interact meaningfully with text, engage in curriculum-focused inquiry and collaboration, and construct competent written responses, students at every English proficiency level will benefit from explicit language and literacy instruction, and orchestrated interactions with their teachers and peers. Unit 1 Analyze Informational Text The Academic Vocabulary Toolkit is divided into eight units (shown on PD23) that are recursive across grades 3, 4, 5, and 6. Each unit addresses a competency required for advanced literacy tasks and skillful communication in upper-elementary and secondary curricula. The eight consistent units emerged from a detailed analysis of the shifts in new standards for literacy and language instruction and performance-based assessments. To write compelling narrative texts, students need a practical toolkit of words at their disposal to describe environments, sequence events, and interpret human behavior. Similarly, to conduct research and construct competent expository and informational responses, young writers must have an adept command of vocabulary to analyze text, make inferences, and discuss causes and effects. Engaging in data-driven debates and project-based learning with peers requires additional lexical resources for collaboration and argument. Describe At each grade level, the Academic Vocabulary Toolkit provides students with a new set of words to expand their communicative repertoire for the eight foundational competencies. Each unit of study is designed to engender enthusiasm for language study and equip young scholars with the communicative confidence and competence to meet the academic discourse demands of advanced elementary and secondary coursework. Grade 6 Grade 7 PD22 Best Practices Grade 8 Word Selection Rationale PD23 Kinsella, K. and Hancock, T. (2015). Academic Vocabulary Toolkit, Grades 3-6. National Geographic Learning/Cengage. Dr. Kinsella’s High-Utility Vocabulary Instructional Routine ~ Step by Step Introduce the High-Utility Academic Word Phase 1: Introducing Word 1. Establish purpose: learning a high-utility academic word 2. Pronounce the word 3. Students repeat 4. Provide part of speech 5. Syllabify 6. Students repeat 7. Provide a student-friendly definition 8. Students repeat definition and fill in blank(s) 9. Model example #1 visibly displayed 10. Students repeat example and fill in blank(s) 11. Model example #1 visibly displayed Phase 2: Verbal Practice 12. Students repeat meaning 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 (twice) 6. Circulate listening, providing feedback, and preselect initial reporters 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 appropriate word form and content in the frame 6. Cue partner (A/B, 1/2) to read response to 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. 2013 ~ All rights reserved. Do not modify or distribute electronically without permission. 39 Name 1 Date Word Meaning Examples Images similar synonym: An ____________ is similar to sim•i•lar alike a tangerine because they have adjective _________ _________ the same _______________ almost the and color, and they are both _____________ sweet-tasting citrus fruits. antonym: My cousin and her dog look different similar because they both have ________ eyes, big _________, and blonde hair. Verbal Practice (Think-Pair-Share-Write): On the first day of school, many students arrive with similar Writing Practice (Think-Write-Pair-Share): It’s great to have friends with interests in that are 2 and to mine. Word Meaning Examples Images benefit synonym: One benefit of living near ben•e•fit advantage school is that you can _______ noun and get some exercise instead something of drive in rush hour traffic. good or ________ ________ ___________ An important benefit of being you get from bilingual is being able to listen something and dance to music in two different _________________. Verbal Practice (Think-Pair-Share-Write): One benefit of owning a pet is that you can when you are Writing Practice (Think-Write-Pair-Share): Two of using a laptop or tablet to write in class are being able to and more easily. © Kate Kinsella, Ed. D. 2014 ~ All rights reserved. Do not modify or distribute electronically without permission. 40 Structured Constructed Response Options for Newly-Taught Words Word Meaning Examples factor one of many Texting while driving is a major fac•tor things that factor in many teen car ____________ or ________________________. noun affect a situation _________ _________ Images A good night’s sleep and a nutritious breakfast are key factors in a student’s performance on ___________. v Sentence Frame (including the word but requiring appropriate content) Not wearing ______________________________ is often a major factor in skateboarding injuries. The main factor in my decision not to go to the ________________________________________ was that I had _________________________________________________________________. v Sentence Frame (requiring the correct form of the word and appropriate content) One of the most important _________________________________ when I purchase a gift for a close friend is the ______________________________________________________________. One major factor that can contribute to a ________________________________ grade on a test is ___________________________________________________________________________. v Prompt with a Writing Frame (requiring the correct of the word and appropriate content) Read the prompt and construct a thoughtful response that includes relevant examples. PROMPT: What are key factors a parent must consider before leaving a child at home alone? Parents must consider several __________________________ before leaving a child at home alone. One key ________________ is the child’s _______________________________. Another equally important ________________________ is how _______________________________ the child is. v Prompt (requiring correct word use and appropriate content in a 2-3 sentence response) Read the prompt and construct a thoughtful 2-3 sentence response that includes relevant examples. PROMPT: What are key factors you consider when selecting a book to read for pleasure? © Kate Kinsella, Ed. D. 2016 ~ All rights reserved. 41 Secondary Vocabulary Tasks: Brief Constructed Responses 1. respond Read the prompt and construct a thoughtful response. Include relevant examples to strengthen your response. Students respond to the stress of final exams in different ways. Describe how you generally respond to exam pressure, either positively or negatively. 2. complex Read the prompt and construct a thoughtful response. Include a clear explanation to strengthen your response. Communities throughout the United States grapple with different issues, from inadequate affordable housing to outdated public transportation. Identify a complex issue that faces members of your community. 3. element Read the prompt and construct a thoughtful response. Include relevant examples to strengthen your response. You know a really great story when you read one. What are some of the most essential elements of a well-crafted story? 4. attribute Read the prompt and construct a thoughtful response. Include relevant examples to strengthen your response. Many would argue that teaching five-year olds who are just starting school requires a very special person. What are the essential attributes of an effective kindergarten teacher? 5. priority Read the prompt and construct a thoughtful response. Include specific reasons to strengthen your response. At age sixteen, teenagers in the United States can legally apply for a part-time job. What will be your two top priorities when seeking a weekend or summer job to earn some income? 6. strategy Read the prompt and construct a thoughtful response. Include a personal experience to strengthen your response. Supermarkets have various strategies to encourage customers to spend more money. What are two effective strategies your local grocery store uses to target children shopping with their parents? © 2016 Kate Kinsella, Ed. D. ~ All rights reserved. 42 Resources for Academic Language and Literacy Development Dictionaries Elementary (Grades 3-5). Longman elementary dictionary and thesaurus. (2010). Pearson Longman. Beg. (grades 4-9). Oxford picture dictionary for the Content Areas, 2e. (2010). Oxford. Beg./Primary (grades 1-4). Oxford picture dictionary for the Content Areas for Kids, 2e. (2012). Oxford. Beginning – Intermediate (grades 4-12). Longman study dictionary, 2e. (2010). Pearson Longman. High Intermediate (grades 5-12): Longman dictionary of American English. (2004). Pearson Longman. Advanced (grades 7-12): Longman thesaurus of American English. (2013). Pearson Longman. Advanced (grades 7-12): Longman advanced American dictionary, 2e. (2007). Pearson Longman. Advanced (for instructors) Oxford Collocations Dictionary. 2e. (2009). Oxford University Press. Supplemental Informational Text Selections Gable, L. What’s happening in the USA/World/California? (fax: 831-426-6532) www.whpubs.com newsela: Nonfictional Literacy and Current Events https://newsela.com The New York Times Upfront Magazine. Scholastic, Inc. (grades 9-12) National Geographic Magazine for Kids. (grades 2-5) Time Magazine for Kids. (grades 2-5) Scholastic News. (grades 3-5) Scholastic Action. (grades 6-8) Scholastic Scope. (grades 6-8) Curriculum to Accelerate Academic Language Knowledge and Skills Dr. Kinsella’s Supplemental Program for Teaching High-Utility Academic Words: The Academic Vocabulary Toolkit (2012). Cengage-National Geographic Learning. (Grades 7-12) The Academic Vocabulary Toolkit (2015). Cengage-National Geographic Learning. (Grades 3-6) Dr. Kinsella’s 4-12 ELD Program for Accelerating Academic English Proficiency and Writing: English 3D: Describe, Discuss, Debate (2016). Houghton Mifflin Harcourt. (Grades 4-12) English 3D: Course A 1 & 2 (2016). (Elementary) Houghton Mifflin Harcourt. (Grades 4-6) English 3D: Course B 1 & 2 (2016). (Middle School) Houghton Mifflin Harcourt. (Grades 6-8) English 3D: Course C (2013). (High School) Houghton Mifflin Harcourt. (Grades 9-12) Related Professional Articles and Research Briefs by Dr. Kinsella Kinsella, K. (Dec. 2012). Communicating on the same wavelength. Language Magazine, 18-25 Kinsella, K. (Oct. 2012). Disrupting discourse. Language Magazine, 18-23. Kinsella, K. (May 2013). The benefits of narrow reading units for English learners, Language Magazine, 18-23. Kinsella, K. (Aug. 2013). Making vocabulary number one. Language Magazine, 18-23. Kinsella, K. (Oct. 2014). Analyzing informational text. Language Magazine, 18-26. Kinsella, K. (Mar. 2015). Fostering academic interaction. Language Magazine, 24-31. Kinsella, K. (Mar. 2016). Attentive Listening: An Overlooked Component of Academic Interaction. Language, 24-31. Kinsella, K. (Mar. 2017). Helping academic English learners develop productive word knowledge. Language Mag. Kinsella, K. (2011). Research to inform English language development in secondary schools. In the STARlight: Research and Resources for English Learner Achievement (http://www.elresearch.org). Kinsella, K. (2013). English 3D: Research Overview. Scholastic, Inc. Kinsella, K. (2012). Explicit, interactive instruction of high-utility words for academic achievement. The Academic Vocabulary Toolkit (2012). Cengage-National Geographic Learning. Dutro, S. & Kinsella, K. (2010). English language development: Issues and implementation in grades 6-12. In Improving education for English learners: Research-based approaches. CA Dept. of Education. 43
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