§  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