Kate Kinsella, Ed.D. - eStaffRoom - Santa Clara County Office of ...

Oral Fluency: ease of target languageproduction and listening comprehension Accurate Oral Fluency: ease ofproducing accurate target language forms(vocabulary, syntax, grammar) and ability tofollow along and comprehend while listeningto more sophisticated language7 Only 4% of an English Learner’s school dayis spent engaging in student talk. Only 2% of an English Learner’s day is spentdiscussing focal lesson content, and rarelyspeaking in complete sentences or applyingrelevant academic language.Arreaga-Mayer & Perdomo-Rivera (1996)“The class where I think I’m a passive person is myEnglish class because in English I can’t expresswhat I want. I can’t say as many things as I want tosay. Yes, I do say a little bit, but not how I would liketo. I don’t feel like participate because I am afraid tosay something wrong or pronounce a word badly. Idon’t like to be wrong, and I think it is better to bequiet than to be wrong. That’s why I think I am apassive learner in English class, because I don’twant to be shamed.”-Consuela, 10 th grade, in U.S schools since 2 nd grade9✔ A perceived potential for success: I am up tothis lesson task; I won’t be embarrassed. Evidence of increasing competence: I ambecoming more knowledgeable and skilled. Relevance: This is actually interesting. I amlearning about things that matter to me. Validation: My views count. My teacher andpeers are interested in what I have to contribute. Every day, in every lesson phase, we muststrive to structure rigorous, active andaccountable contexts for learning and usingacademic language which increase the oddsthat every student feels competent, wellsupported, and up to the learning task!1112© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission2

Use the 4Ls:1. L= Look at your partner.2. L= Lean toward your partner.3. L= Lower your voice.4. L= Listen attentively.1314Everyday Huh? What? What do youmean? I don’t get it.Academic English Will you please repeat that again? Will you please restate your idea alittle more slowly? Can you explain to me what youmean by _______? I don’t quite understand. Do youmean _______? Record the rationale for each of the 4 Ls.4 Ls RationaleLookLeanLowerListen1516 As you observe the video clip, watchhow Dr. Kinsella reviews and providesbrief practice of the 4 Ls to check forunderstanding.One point I plan to communicate to mystudents is17 18© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission3

Lesson Objectives: Students will… identify productive partner behaviors to includein an expository paragraph. organize productive partner behaviors in anidea web.Language Objectives: Students will… share an example sentence using a target word. describe partner behaviors using completesentences and precise present tense verbs. compare ideas and point out similarities. record a partner’s idea accurately.1920Word Meaning Examplesproductivepro•duc•tive(adjective)getting a lot _____;making, ________or producing a lot1. If workers are__________, theyare usually moreproductive.SP: productivoproducepro•duce(verb)2. Elementary schoolteachers dread___________ daysbecause studentsare fidgety and lessproductive.21productive (adjective) Verbal Practice: Students are moreproductive when the substitute teacher is(adjective: strict)______________________ Writing Practice: I am more ____________working in/at ____________ when I have adifficult homework assignment.A strong example I heard was __One example that caught myattention was ______2324© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission4

Briefly record three ideas using everyday English. Rewrite one idea from yourbrainstorming list using thesentence frame with a preciseverb in the simple present tense. If time permits, write a second sentence.A productive I bolster (language/writing) partner __ (verb proficiency + s: listens)by __ (verb + ing: analyzing…)A productive partner listens attentively.2526A productive partnerlistens attentively.A productive partnerfollows the teacher’s directions.Replace everyday verbs with precise word choices.Casual Verbs tells shares finishes lets helpsAcademic Verbs explains contributes completes _______________ _______________2728We replaced the everyday word __with the precise verb __.We substituted the precise synonym __for the everyday word __. Copy the entire sentence frame in the spaceprovided on your handout. Complete the sentence frame with a preciseverb in the simple present tense. Proofread your sentence for these errors:spelling, end punctuation. If time permits, record a second sentence.2930© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission5

31 32 Discuss your idea with your partner:1) read it fluently;2) make eye contact and say it with expression. Record your partner’s name and idea. If time permits, share a second idea. Record your partner’s idea. Record two other ideas during the discussion.Classmates’ Names Ideas1. Alicia listens attentively2.3.4.3334 Use your public voice: 2x slower, 3x louder thanyour conversation private voice. Use the sentence frame to share your idea. Look at and listen to the person who is speaking. Record two new ideas in your notetaking guide. Listen for and prepare to point out similarities.Casual English Mine’s the same. Me too.Academic English My idea is similar to __’s (Monica’s). My idea builds upon __’s (Eric’s).3536© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission6

Partner #1, explain to #2 your threeassigned active listening tasks. Partner #2, listen to see if your partner leftout an important task. Ask for clarification if you are unsure. We aren’t quite sure what our __ task is. Would you please explain/repeat/review __.A productive partner __ (verb + s: listens)A productive partner listens attentively.My idea is similar to __’s idea.My idea builds upon __’s idea.37 38A strong example I recorded was __.An excellent response I recorded was __.3940Structured Physical Responses: mark text (underline, circle, highlight) point/track with finger/object (text, directions) hand signal (thumbs up, finger rubric)Structured Written Responses: record information (notebook, text, white board) complete provided sentence starter respond to a prompt complete visual organizer/assignment41Structured Verbal Responses: Whole Class (chorally repeat word/phrase, read text) Partner to brainstorm and discuss Partner to share responses using frame Partner to read text passages Individually respond (preselected) Individually respond (voluntary, all partner As) Individually respond (random)42© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission7

Setting Up The teacher… directs students’ attention (board, text, etc.) establishes lesson and language objectives explains and models steps for each task visibly displays a sentence starter/response frame explains language targets (plural noun, past tense) models an appropriate response verbally & visually prompts rehearsal of frame using a model response checks for understanding of task directions assigns task for fast finishers4344 Monitoring The teacher… attends to targeted students circulates to listen to and read responses assists idle or of-task students provides corrective feedback (content & language)and elicits accurate use preselects student(s) for initial reporting uses varied strategies to elicit additional reporting coaches students to speak audibly (public voice)45 4647 48© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission8

Everyday Casual Conversational Playground General Spoken Private Academic Formal Academic Classroom Precise Written Public49 Sentence Frame:I work effectively during lessons with apartner who is __(adjective: helpful). Adjective Bank: Casual Academic nice polite good serious fast hard-working smart intelligent50 A sentence starter in appropriate registerincluding precise vocabulary A specified grammatical target for adeptlycompleting the sentence frame A targeted word bank helping students drawupon receptive vocabularyA lesson partner demonstratesactive listening when __________Potential Grammatical Challenges: ____________________________ ____________________________51 52A lesson partner demonstrates active listeningwhen he/she_ (verb + s: restates)Embedded Grammatical Targets: 3 rd person singular, simple present tense correct subject pronoun reference A well-crafted sentence frame enables ateacher to construct a model response,deconstruct the response, and guidestudents in reconstructing a response.5354© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission9

Vary pre-selection of 1-2 students to initiate classdiscussion. Discourage individual hand raising until voluntaryresponses are invited. Encourage partner nominations. Invite all partner As/Bs 1s/2s to stand and share. Randomly select 1-2 students. Allow a reporter to “popcorn” to the next reporter. Ask for volunteers from sections of the classroom.55Use neutral but affirming language to preselect astudent to be the initial reporter: I’d like to call on you to share that reaction at thebeginning of our discussion. I am planning to call on you first to report yourperspective. Reread it carefully to prepare. You will be our “jumper cable” with this response. Reread your example sentence several times becauseI plan to call you up to the document camera to explainwhy you included this word form and specific content.56 Explain the reasons for reporting audibly. Conduct a “Public Voice Warm-up” Provide phrased-cued and choral rehearsalof model responses. Coach less than audible students. Don’t repeat responses for students. Instead,request audible restatements. Award participation points.57 58factorfac•tor(noun)Word Meaning ExamplesSP: factorone of many thingsthat ___________or influence a_______________The ________ is often afactor in the Superbowl;If it _____, many athletesdon’t perform as well.A good night’s sleep anda nutritious ________ arefactors in a student’sperformance on ______.factor (noun) Verbal Practice: One of the mostimportant factors when I purchasea gift for a friend is ____________60© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission10

idol noun Many teens in the USdream of becoming thenext American idol, asinger people admire.idle adjective Jeff was idle during theschool assembly anddidn’t even notice hisclassmates had left.6162 Use your public voice if you are called:3x louder and 2x slower than your partneringprivate voice. Listen carefully for examples that can beyour Vocabulary Velcro. Write a second example: your own, yourpartner’s, or a classmate’s.6364A strong example I heard was __factor (noun) Writing Practice: Two ______________One example that caught myattention was ______that influence my interest in a book are________________ and _______________6566© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission11

Arrange Classroom Seating to be Conducive to Structured InteractionsDevelop a seating arrangement that is conducive to alternate student pairs and groups, while maintainingvisibility to you and necessary reference points (the board, displayed response frames, etc.). Arrangedesks or tables so students will be able to easily partner with two different classmates. For example,students seated in desks arranged in a set of four can work in partners with the students sitting acrossfrom each other for one week, then partner students sitting next to each other the subsequent week.The following are possible seating arrangements conducive to regular structured interactions:• paired rows – one partner to the side and one partner behind• tables or desks groups - one partner across and one beside• chevron – one partner to the side and one behindAssign and Alternate Appropriate PartnersAllow random partnering the first few weeks of school in order to observe student behavior and socialskills, and to analyze academic needs. Provide a response frame that enables students to privately writeand submit a statement about four students within the class with whom they would feel comfortable andproductive working with during partner or group interactions. Tell students that you will do your best toaccommodate their requests and that you will try to partner them with at least one or more of their choicesover the course of the school year. Assign partners but change pairings at regular intervals so studentshave the opportunity to experience working with different individuals. Assigning and alternating partnerswill foster expectations that collaborative interactions are an integral part of your learning environment.Carefully consider the following variables when determining appropriate partners:• English language proficiency• Communicative competence, including speaking and listening• Reading and writing proficiency (review data from multiple assessment e.g. SRI, state, andgrade-level reading and writing assessments, etc.)• Attendance record• Performance on assignments and during activities in the class• Gender and/or maturity• Personality traits (i.e. reserved, insecure, extroverted, class clown, domineering, etc.)• Background (culture, community involvements, prior experiences)After considering the above variables, it is also crucial to avoid paring high-performing students with lowperformingstudents in terms of academic competence. High students can be placed with other high ormid-level performing students. It is also wise to avoid partnering your weakest and neediest studentstogether. The following process can be used occasionally to assign partners according to literacy andlanguage skills. Rank your students numerically from highest (1, 2, 3) to lowest (28, 29, 30), then pairthem at the mid point:#1 is paired with #15;#2 is paired with #16;#3 is paired with #17; and so on until #15 is paired with #30.Carefully observe how these partners work together and adjust as necessary. Avoid using literacy andlanguage ranking as your only means to pair students as it will limit student experiences with classmates.Pair two students who are flexible, reliable, and socially competent who are willing to take on the addedresponsibility of substituting when a classmate is absent. When a student is absent, have one of thesubstitutes work with the student missing a partner. Have the remaining substitute work with a pair ofstudents who might benefit from an extra contributor. Remember to have the additional student in all trioswork as a second number 2 or second “B” in structured partnering tasks in order to keep interactionsautomatic and consistently paced, and avoid having to cue interactions for a random trio.Instruct and provide the means for students early to easily notify you immediately if their partner isabsent, or to alert you about any issues. This will enable you to efficiently assign a substitute or adjustpairs before beginning instruction and avoiding interruptions to your prepared lessons.© Kate Kinsella, Ed.D., 2011 ~ all rights reserved ____________________ proficiency ____________________ score/data ____________________ backgroundOne factor to consider isthe student’s _________An important factor toconsider is ________A crucial factor to consideris _________67 68Creating a Classroom Culture for Structured Interactions69 70 Create a supportive range in ability (e.g., high withfairly high or average) rather than pairing extremes. Include a newcomer or exceptionally low reader ina trio with capable students. Include a chronically absent student in a trio. Assign two “floaters” to work with classmateswhose partner is absent.71Avoid paring . . . for more than a month/unit impulsive, intolerant students with reticent, insecure students a high-achiever with a low-performer two exceptionally low, unmotivated students a newcomer, non-reader or extremely low student with amore capable student rather than as a double #2 students early in the year with classmates who may presentissues due to gender, race, language72© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission12

Arrange seating conducive to partnering Pair students appropriately Implement a procedure for absentee partners Teach expectations for partnering (4Ls) Pre-assign partner roles (1/2, A/B) Analyze lesson for optimal partner tasks Prepare visible and lesson-specific references Prepare lesson-specific language support(starter/frame, word bank, grammar target)73 74 Share a second idea using the sentence frame. Share another idea using a challenge frame. Consider how you will justify your answer. Write your idea in your notebook. Write your partner’s idea in your notebook. Paraphrase your partner’s idea. Prepare to formally report your partner’s idea. Decide together which answer is the strongest. Expressing an opinion Asking for clarification Paraphrasing Soliciting a response Agreeing/Disagreeing Affirming Holding the floor Acknowledging ideas Comparing ideas Justifying Predicting Summarizing Offering a suggestion Reporting/Citing7576Casual English __ said that … __ told me that …Academic English __ pointed out that … __ indicated that … __ observed that … __ emphasized that …According to __,7778© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission13

Structured, Accountable InstructionEngages ALL StudentsNot Just the “Professional Participants” Who knows what _ means? Can anyone tell me _? Who has an example of _? Would anyone like to share? Are there any questions? Is that clear? Share your answer with yourneighbor. Discuss these questions inyour group.80~Two strategies I will definitely use tomaximize verbal participation are8182 Guide students in reading and pronouncingthe word a few times. Have students clap/tap out the syllables. Direct students to copy the word correctly. Cue students to rate and prepare to discusstheir vocabulary knowledge with a partner Explain the meaning using familiar language. Provide two relevant, accessible examples. Structure a verbal task with an engaging context tocreate some “vocabulary velcro”. Model an appropriate response with a sentence frame. Lead students in chorally repeating your response. Partner students to share before calling on individuals. Guide making a quick, simple sketch of abstract words. Assign a writing task with a frame that requires theappropriate form of the word and relevant content.8384© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission14

Word Meaning Examplesappropriateap•pro•pri•ate(adjective)1 2 3inappropriatein•ap•pro•pri•ate(adjective)correct or _____for a _________,situation or timeThe movie ________isappropriate for all ages.The movie _________is more appropriatefor _______________than for children.___________ during alesson is inappropriate. 3 I am familiar with the word __.It means __. 2 I recognize the word __.It has something to do with __. 1 I am unfamiliar with the word __.Do you know what it means?appropriate (adjective) Verbal Practice: An appropriate high schoolgraduation gift for a student going away tocollege would be a ___________________ Writing Practice: During an assembly, theprincipal removes students with _________behavior such as _____________________ Efficient lesson delivery and use of time Both students and teachers devote“cognitive capital” to the content ratherthan the process Maximized student engagement andthereby learning8788 Everyday Casual Conversational General Practical Low-Utility Commonly Used Academic Formal Written Precise Technical High-Utility Rarely Used Our Target Word accuracy is an academicword that is used regularly by scientistswhen referring to data and evidence. This Word to Know conspicuous is rarelyused in academic material. A scientist orhistorian would probably use the termobvious or noticeable instead. In this shortstory, the author was probably trying to usea colorful adjective to convey mood.8990© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission15

Each time you introduce a grammaticaltarget, state the part of speech using thetechnical term and then define it using aconsistent student-friendly phrase. Noun Verba person, a place, a thing, an ideaan action word The word we are learning, evaluate, is averb, an action word. This verb or actionword is commonly used by teachers todiscuss student work . Adjective Adverba word that describes a person,place, or thinga word that describes an action9192Target Word: portion (noun) I wish the cafeteria served two __ of __. A healthy diet includes several __ of __. For dinner we usually eat one __ of __.Target word: respond (verb) A kind teacher always __ to students’questions __. When the bell rang, I __ by immediately __.Casual Language Cues two, three, four, etc. some many a lot of, lots of a few of the/my one of the … (reasons) plenty of a group ofAcademic Language Cues several numerous various diverse a number of a variety of a collection of a percentage of9394Casual Language Cues yesterday last week last year earlier before a long time ago when I was (little, a kid)Academic Language Cues in the past previously recently formerly prior beforehand while I was …Casual Language Cues now often usually mostly mainly sometimes neverAcademic Language Cues frequently generally regularly habitually occasionally seldom rarely9596© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission16

97 98Partner Sentence: (use the target word and language from theprompt to write a strong response) Describe the way some students respondto the stress of final exams.99100Review Sentence: (use the target word and language from theprompt to write a strong response) Describe a time when someone you knowresponded courageously in a dangeroussituation.Design writing tasks that require providing:1) the appropriate form of the word (e.g., plural, past tense);2) content that illustrates their conceptual grasp of the word. DEMONSTRATE: A classmate ___________ respect toa lesson partner by _____________ and ______________. REDUCE: Students in our school have _______________the amount of trash they produce by __________________. FACTOR: Two major ____________ influencing a teen’sdriving insurance premium are _______________________.101 102© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission17

1. Open your vocabulary notebook andreview your notes for the target word.2. Complete the sentence frame, addingthe target word and relevant content.3. Underline clues that helped youdetermine the correct form of the word.4. If time permits, write a bonus “showyou know” sentence for extra points.1031041. Read your sentence to your partner andpay attention to the feedback.2. Listen to your partner’s sentence to see ifthe content make sense and providesupportive feedback3. Re-read your sentence and check yourgrammar, spelling and content.4. Compare your sentence to the models.5. Circle the score that you deserve.6. Circle the score for your bonus sentence. Dr. Kate Kinsella grants permission for thematerials included in this presentation to be usedwithout modification and including credit to theauthor for district school use. These materials may not be published, presentedat conferences, distributed on the internet or usedby any publisher or professional developmentprovider without securing prior written permissionvia: katek@sfsu.edu105106 Santa Clara County Office of Educationwww.sccoe.org/depts/ell/kinsella.aspwww.sccoe.org/depts/ell/teacherresources.asp California Department of EducationOffice of Middle and High School Supportarchived webinars:http://pubs.cde.ca.gov/TCSII Kinsella/Dutro 2.9.11 webinar on ELDhttp://www.schoolsmovingup.net/webinarsKate Kinsella, Ed.D.San Francisco State UniversityCenter for Teacher Efficacykatek@sfsu.edu (707) 473-9030107 108© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission18

OBSERVATION TOOL: Structured Student EngagementNotes for Post-Observation DebriefTeacher actions that supported productive partner interactions and competent language use:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Instructional goals:____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.20

OBSERVATION & PLANNING TOOL: Partner InteractionsTeacher: Observer: Date:Period: Duration: minutes √Check: ❒Whole Group and/or ❒Small GroupDirections: Check each observation of productive teacher actions that support partner interactions. In the right-hand column,briefly record notes to expand upon and establish instructional goals during a post-observation debrief (see reverse).Teacher . . . √ Notesarranges seating conducive to partneringpairs students appropriatelyPreparationhas a procedure for absentee partnershas previously taught expectations for partnering (4Ls)pre-assigns partner roles (1/2, A/B)has analyzed lesson for optimal partner taskshas prepared visible and lesson-specific referenceshas prepared lesson-specific language support(starter/frame, word bank, grammar target)directs students’ attention (board, text, etc.)establishes lesson and language objectivesexplains and models steps for each taskvisibly displays a sentence starter/response frameSetting Upclarifies unfamiliar vocabularyexplains language targets (plural nouns, past-tense verbs, etc.)models an appropriate response verbally and visiblyprompts rehearsal of the frame using the model response(silently tracking, phrase-cued, chorally using public voice)checks for understanding of task directionsassigns task(s) for fast finisherscues partner A/B or 1/2 to beginattends to targeted studentsMonitoringcirculates to listen to and read responsesassists idle or off-task studentsprovides corrective feedback and elicits accurate usepreselects student(s) for initial reportingcoaches students to speak audibly (public voice)Reportingassigns a listening task (similarities, paraphrasing, vocabulary)cues preselected students to initiate reportinguses varied strategies to elicit additional reporting(partner nomination, random, all partner As, voluntary, etc.)records contributions (chart, IWB, visual organizer)provides corrective feedback21© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.

OBSERVATION & PLANNING TOOL: Partner InteractionsNotes for Post-Observation DebriefTeacher actions that supported productive partner interactions and competent language use:__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Instructional goals:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.22

Creating a Classroom Culture for Structured InteractionsArrange Classroom Seating to be Conducive to Structured InteractionsDevelop a seating arrangement that is conducive to alternate student pairs and groups, while maintainingvisibility to you and necessary reference points (the board, displayed response frames, etc.). Arrangedesks or tables so students will be able to easily partner with two different classmates. For example,students seated in desks arranged in a set of four can work in partners with the students sitting acrossfrom each other for one week, then partner students sitting next to each other the subsequent week.The following are possible seating arrangements conducive to regular structured interactions:• paired rows – one partner to the side and one partner behind• tables or desks groups - one partner across and one beside• chevron – one partner to the side and one behindAssign and Alternate Appropriate PartnersAllow random partnering the first few weeks of school in order to observe student behavior and socialskills, and to analyze academic needs. Provide a response frame that enables students to privately writeand submit a statement about four students within the class with whom they would feel comfortable andproductive working with during partner or group interactions. Tell students that you will do your best toaccommodate their requests and that you will try to partner them with at least one or more of their choicesover the course of the school year. Assign partners but change pairings at regular intervals so studentshave the opportunity to experience working with different individuals. Assigning and alternating partnerswill foster expectations that collaborative interactions are an integral part of your learning environment.Carefully consider the following variables when determining appropriate partners:• English language proficiency• Communicative competence, including speaking and listening• Reading and writing proficiency (review data from multiple assessment e.g. SRI, state, andgrade-level reading and writing assessments, etc.)• Attendance record• Performance on assignments and during activities in the class• Gender and/or maturity• Personality traits (i.e. reserved, insecure, extroverted, class clown, domineering, etc.)• Background (culture, community involvements, prior experiences)After considering the above variables, it is also crucial to avoid paring high-performing students with lowperformingstudents in terms of academic competence. High students can be placed with other high ormid-level performing students. It is also wise to avoid partnering your weakest and neediest studentstogether. The following process can be used occasionally to assign partners according to literacy andlanguage skills. Rank your students numerically from highest (1, 2, 3) to lowest (28, 29, 30), then pairthem at the mid point:#1 is paired with #15;#2 is paired with #16;#3 is paired with #17; and so on until #15 is paired with #30.Carefully observe how these partners work together and adjust as necessary. Avoid using literacy andlanguage ranking as your only means to pair students as it will limit student experiences with classmates.Pair two students who are flexible, reliable, and socially competent who are willing to take on the addedresponsibility of substituting when a classmate is absent. When a student is absent, have one of thesubstitutes work with the student missing a partner. Have the remaining substitute work with a pair ofstudents who might benefit from an extra contributor. Remember to have the additional student in all trioswork as a second number 2 or second “B” in structured partnering tasks in order to keep interactionsautomatic and consistently paced, and avoid having to cue interactions for a random trio.Instruct and provide the means for students early to easily notify you immediately if their partner isabsent, or to alert you about any issues. This will enable you to efficiently assign a substitute or adjustpairs before beginning instruction and avoiding interruptions to your prepared lessons.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.23

Ways to Encourage Use of a “Public Voice” During Lessons• Emphasize register distinctions between casual, everyday English about familiartopics and more formal classroom uses for English: reporting important informationduring a lesson discussion; making a presentation to the Student Council; solicitingdonations for a canned food drive in front of the local supermarket; asking a clarifyingquestion in class about an upcoming assignment.• Help children understand the function of our public voice: A “public voice” should bethree times louder and two times slower than everyday speech. We speak louder andslower because the audience is larger and many people are not near enough to heara casual tone of voice. If the teacher has to ask a student to repeat because theanswer or question was inaudible, lesson time is wasted and the other classmatesbecome irritated and bored.• Conduct a public voice choral warm-up exercise at the beginning of every class:o Chorally read the lesson objective(s) to wake up their public voice.o Assign a brief vocabulary review task as a “Do Now” bell-ringer and guide allstudents in chorally reading the sentence frame in their public voice: e.g.,Eating more _ and less _ would significantly improve my diet.• Remind students before each unified-class interaction to use their public voice.• Guide students in chorally reading aloud in public voice: directions, sentence frames,oral cloze routine, example sentences including new target words.• Provide an incentive for painfully shy or reserved students: e.g., they get to selecttheir partner for the next month; they get redeemable participation points.• After assigning a collaborative partner task, have a painfully shy student read aloud aresponse with his/her partner. Pre-select the response and alert the students to thefact that you intend to call on them at the beginning of the discussion.• Remind students that they have an active listening and note-taking task during classdiscussions so everyone must use their public voice to facilitate note-taking.• Be kind and encouraging when asking students to repeat responses:o You read that so fluently. Now read it again using your public voice.• After students have prepared a response mentally or in writing, give them 15 seconds tomentally rehearse their answer (“Read aloud silently”) and build composure inanticipation of potentially sharing with the unified-class.• Pass a play microphone and remind students to project to the other side of the room.• Use a popcorn restating procedure to debrief responses: student 1 states response;student 2 restates #1’s response before stating his/her own response, etc.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.24

Language Strategies for Academic InteractionExpressing an OpinionI think/believe thatIn my opinionFrom my perspectiveFrom my point of viewDrawing ConclusionsBased on my experience, it seems thatThe data suggests thatBased on __, I assume thatAfter reading __, I conclude thatAgreeingI agree with (a person) thatI share your point of view.My perspective/experience is similar to _’s.My idea builds upon _’s.DisagreeingI don’t quite agree.I disagree (somewhat, completely).I see it differently.I have a different point of view.Asking for ClarificationWhat do you mean by __?Will you explain that again?I have a question about __.I don’t quite understand __ (the directions).ParaphrasingSo what you are saying is thatIn other words, you thinkIf I understand you correctly,your opinion/suggestion is thatReporting a Partner’s Idea__ indicated that__ pointed out to me that__ emphasized that__ shared with me thatReporting a Group’s IdeaWe decided/agreed/determined thatWe concluded thatOur group sees it differently.We had a different approach.Soliciting a ResponseWhat do you think?We haven’t heard from you yet.Do you agree?What are your thoughts?Holding the FloorAs I was sayingWhat I was trying to say wasIf I could finish my thoughtI’d like to complete my thought.Offering a SuggestionMaybe we could try __.You/We might think about __.You/We might consider trying __.Interjecting an IdeaCan I say something?Can I add an idea?I have another approach/idea.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.25

Academic Language to Discuss Nonfiction TextKey Vocabulary for Main Idea and Details in a Nonfiction Text:main idea point/message topic sentence titlemainly primarily addresses focuses ondetails support/supporting examples of reasons forKey Vocabulary for Referring to a Nonfiction Text:paragraph section chapter article reading selectionselection text report informational text nonfiction textQ & A for Main Idea and Supporting DetailsQ: What is the topic of this article/report/paragraph/section?A: The topic of this __________________ is ___________________.Q: What is this paragraph/section/selection/article/report mainly about?A: It is mainly about __________________.A: This _________________ focuses on ___________________.A: This ______________ is primarily about ________________.A: This ______________ addresses the topic of/reasons for _________.Q: What is the author’s main idea/point?A: The author’s main idea/point is that __________________.Q: What is/are the most important detail(s) in this paragraph/section?A: One important detail in this paragraph/section is _______________.A: An essential detail in this paragraph/section is .A: Another significant detail in this paragraph/section is ____________.A: The most critical/vital detail in this paragraph/section is __________.A: An interesting but nonessential detail in this paragraph/section is ___.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.26

Guidelines for Writing Sentence Frames to Scaffold “Academic Talk”Identify the various tasks you will have students engage in during the lesson/unit that warranta competent verbal response.Example Lesson Tasks: Brainstorming prior knowledge about a topic Identifying main ideas and details in a non-fiction text Analyzing character traits in a short story Justifying perspectives on a historical issue/event Drawing conclusions from evidence Interpreting a graph Generating examples of newly taught concepts/termsAnalyze the linguistic demands of your tasks and prepare academic response starters. Includetarget vocabulary, sentence structure and grammar, while taking into consideration theEnglish language and literacy levels in your class. Begin by responding to the task yourself ina complete sentence, then extract a response base and determine how you could enhance ormodify this frame for your class. In a mixed-ability class, provide two starters that willappropriately stretch more and less proficient students. Assign the first starter to the entireclass and require more proficient students (and/or fast finishers) to prepare an additionalresponse using the second starter.Chapter Pre-Reading Task: Brainstorm reasons so many people decide to immigrate to the U.S.Differentiated Sentence Frames with Tandem Content Objectives and Language ObjectivesBeginningPeople come for a better/safer __ (noun: job, home, school, neighborhood, city, country)Early Intermediate Some people immigrate to have a better __ (noun: salary). Some people immigrate to have a __ (adjective: safer) life.Intermediate Many people decide to immigrate because __ (sentence: they want to join relatives) Many immigrants come to the U.S. for __ (noun phrase: a better job)Early Advanced People from diverse countries decide to immigrate because __(sentence: they are victims of war in their homeland) Some families decide to immigrate in order to __ (verb phrase: escape war)Advanced Families apply for U.S. immigration for various reasons, including __ (noun phrase) Due to __ (noun phrase: poverty), many individuals decide to immigrate to the U.S.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.27

Dr. Kinsella’s Academic Discussion Routine & Sample LanguagePhase 1: ThinkEstablish purpose1. Visibly display the discussion topic/prompt2. Students repeat question/prompt3. Model brainstorming process and response(s)4. Prompt students to reflect and record brief responsesTransition to sentence writingPhase 2: Write1. Introduce frame(s) (visibly displayed, include model response)2. Students repeat first model response (silently, phrase-cued, chorally)3. Direct attention to grammatical target (underline, highlight)4. Prompt students to select an idea from the brainstorming list5. Prompt students to include words from the academic word bank6. Direct students to write an academic response using the first frame7. Circulate reading sentences, providing feedback8. OPTIONAL: Introduce second frame and repeat process9. Circulate reading sentences, providing feedback, and to identify strong/weak responses10. Cue students to select their strongest response11. Preselect one or two students to reportPhase 3: DiscussTransition to partner interaction1. Direct students to silently reread their sentences in preparation to share2. Cue partner (A/B, 1/2) to read their sentence to their partner (twice)3. Circulate listening, providing feedback, and to identify strong responses for reporting phase4. Cue partners to restate and briefly record each other’s ideaPhase 4: ReportTransition to whole group reporting1. Elicit reporting with entire frame, (visibly displayed)2. Assign active listening task(s): take notes, point out similarities/differences3. Record student contributions: list on white board, graphic organizer4. Cue identified students to report5. Elicit additional responses using inclusive strategies (partner nomination, random, etc.)6. Briefly synthesize contributions and make connections to lesson© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.28

Phase 1: ThinkPhase 2: WriteDr. Kinsella’s Academic Discussion Routine & Sample LanguageTransitions & Steps:Sample languageEstablish purposeAs we read the article, we will ask ourselves this question...1. Visibly display the discussion question Point to the discussion question on page __.2. Students repeat questionRead the discussion question with me, first silently and tracking with your pen. Nowlet’s read aloud together in phrases.The purpose of a brainstorming list is to think freely and quickly jot down as many3. Model brainstorming response(s)ideas as possible in brief phrases. My initial response is that… If you share myperspective, start your list with this idea.4. Prompt students to reflect and briefly record Put your pens down and reflect on this question for 30 seconds. Consider your ownresponsesexperiences and background knowledge. Now jot down at least two ideas.Transition to sentence writing1. Introduce frame(s) (visibly displayed, include modelresponse)2. Students repeat first model response (silently,phrase‐cued, chorally)3. Direct attention to grammatical target (underline,highlight)4. Prompt students to select an idea from thebrainstorming list5. Direct students to write an academic response usingthe first frame6. Circulate reading sentences, providing feedback7. Introduce second frame (visibly displayed, includemodel response)8. Students repeat second model response (silently,phrase‐cued, chorally)9. Direct attention to grammatical target(s) (underline,highlight)10. Prompt students to select another idea from thebrainstorming list11. Direct students to write a second academicresponse using the frameNow let’s select ideas from our list to write academic statements.For today’s academic discussion, we will use two different sentence frames.I have rewritten my two strongest perspectives using the sentence frames.Read the first model response with me in phrases. Now let’s wake up your publicvoices by reading aloud my model response.Highlight the words “should/should not”. This indicates our response should be writtenin the present tense. To complete the frame, the words “because they” must befollowed by a present tense verb phrase and a strong reason. Be sure to includerelevant content that relates to girls’ athletic ability.Review your brainstorming list and select the most appropriate perspective tocomplete this frame.Quietly rewrite one idea using the first frame. If you need assistance with spelling,grammar, or word choice, raise your pen and I will gladly help you.Since your perspective is that girls should not be allowed to play on boys’ teams, yourreason must relate to athletic ability not fashion preferences.Now let’s direct our attention to the second frame and my model response.Read the first model response with me in phrases.Notice that after the expression “due to”, I have written a noun phrase, “a girl’s musclemass”, a group of words naming a thing. Underline the noun phrase. “Due to” signalsa cause and is followed by a noun phrase, a specific thing.Review your brainstorming list and select another perspective relevant to this frame.Quietly rewrite your idea using the second frame. If you need assistance with spelling,grammar, or word choice, raise your pen and I will assist you.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission. Page 1 of 129

Dr. Kinsella’s Academic Discussion Routine & Sample Language12. Circulate reading sentences, providing feedback, andto preselect reportingSince you are defending your position with a childhood experience, your verbs must bein the past tense. Reread your statement and check your verb tenses.13. Cue students to select their strongest responseReread both of your responses. Put a check mark next to the response that youconsider the most convincing statement of your opinion.14. Preselect one or two students to report I plan to call on you at the beginning of our class discussion to report that idea.Phase 3: DiscussTransition to partner interaction1. Direct students to silently reread their sentencesin preparation to share2. Cue partner (A/B, 1/2) to read their sentence totheir partner (twice)3. Circulate listening, providing feedback, and toidentify strong responses for reporting phase4. Cue partners to restate and briefly record eachother’s idea in the guide“Now we’ll share perspectives with partners.”Reread your sentence silently in preparation for sharing with your partner.Read your sentence to your partner twice: first, read it fluently; second, make eyecontact and say it with expression. Let’s begin with partner 2 this time.If you both finish sharing your selected response, share your second response until I calltime (1, 2, 3, eyes on me).I didn’t catch your ideas. Will you please share again making eye contact and usingmore expression? Thank you.Now I’d like you to add your partner’s idea to your list. Partner 1 will go first. Restateyour partner’s idea using this expression … (“So what your saying is.. If I understandyou correctly,…”)If your partner confirms that this is what s/he intended to say, recordthe idea. Then switch roles.Phase 4: ReportTransition to whole group reporting“Now let’s hear some of your responses.”1. Elicit reporting with entire frame, (visiblydisplayed)I’ll remind you to use your public voice and the sentence frame if you are called upon toreport.2. Assign active listening task(s): take notes, pointout similarities/differencesI have three active listening tasks for the discussion: 1) look at the speaker; 2) recordtwo ideas in the guide; 3) listen for similarities.3. Record student contributions: list on white board,Thinking MapI will record all of your contributions in phrases on the board, but you can simply jotdown three additional ideas.4. Cue identified students to report __, please share your perspective.5. Elicit additional responses using inclusivestrategies (name cards, popcorn, volunteers)Let’s hear some other perspectives. (Pull name card.) __, please report.We have time for two contributions. I’d like one from both sides of the room.While listening to your academic discussion, I was impressed with the range and6. Briefly synthesize contributions and make thoughtfulness of your responses. You have diverse opinions which you justified withconnections to article focusconvincing reasons. Many of you held the opinion that… As we delve into the article, wemay find evidence to support or dispel these opinions.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission. Page 2 of 230

NameDateAcademic Discussion Topic:THINK:Briefly record your personal responses to this question:1.2.3.WRITE:Rewrite one idea using the sentence frame. Include precise academic words.If time permits, write a second sentence on the back.Frame:Word Bank: Casual AcademicModel Sentence:My Sentence:DISCUSS: Listen attentively to and record notes on your classmates’ ideas.Begin by recording your partner’s idea.Classmates’ namesIdeas1.2.3.REPORT:Prepare to report your idea during the whole group discussion.Listen attentively, and utilize sentence frames to point out similarities.•My idea is similar to ’s. •My idea builds upon ’s.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.31

NameDateAcademic Discussion Topic: Active ListeningTHINK:Briefly record your personal responses to this question:How does a lesson partner demonstrate active listening?1.2.3.WRITE:Frame:Rewrite one idea using the sentence frame. Include a precise academic verb.If time permits, write a second sentence on the back.A lesson partner demonstrates active listening when she/he(third person singular, simple present tense: responds politely).Model Sentence:My Sentence:Verb Bank: Casual AcademichelpsletswritesrepeatsrecordsrestatesA lesson partner demonstrates active listening when sheasks clarifying questions.DISCUSS: Listen attentively to and record notes on your classmates’ ideas.Begin by recording your partner’s idea.Classmates’ namesIdeas1.2.3.REPORT:Prepare to report your idea during the whole group discussion.Listen attentively, and utilize sentence frames to point out similarities.•My idea is similar to ’s. •My idea builds upon ’s.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.32

NameDateAcademic Discussion Topic: Effective Lesson PartnersTHINK:Briefly record your personal responses to this question:What are the characteristics of an effective lesson partner?1.2.3.WRITE:Rewrite two ideas using the sentence frame. Include a precise academicadjective. If time permits, write a second sentence on the back.Frame: In my opinion, an effective lesson partner is (adjective: focused).Adjective Bank: Casual Academicnicehelpful,friendlyrespectful,goodorganized,Model Sentence:In my opinion, an effective lesson partner is patient.My Sentence:DISCUSS:Listen attentively to and record notes on your classmates’ ideas.Classmates’ NamesIdeas1.2.3.REPORT:Prepare to report your idea during the whole group discussion.Listen attentively, and utilize frames to point out similarities.•My idea is similar to ’s. •My idea builds upon ’s.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.33

NameDateAcademic Discussion Topic: Productive PartnersTHINK:Briefly record your personal responses to this question:How does a productive partner behave during lessons?1.2.3.WRITE:Rewrite one idea using the sentence frame. Include a precise academic verb.If time permits, write a second sentence on the back.Frame: A productive partner (simple present tense verb: listens, asks)Verb Bank: Casual AcademictellssharesletshelpsfinishesexplainscontributesModel Sentences:A productive partner listens attentively.A productive partner asks clarifying questions.My Sentence:DISCUSS: Listen attentively to and record notes on your classmates’ ideas.Classmates’ NamesIdeas1.2.3.REPORT:Prepare to report your idea during the whole group discussion.Listen attentively, and utilize sentence frames to point out similarities.•My idea is similar to ’s. •My idea builds upon ’s.© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.34

Dr. Kinsella’s Vocabulary Routine ~ Step by StepPhase 1: Introducing WordEstablish purpose1. Pronounce the word2. Students repeat3. Provide part of speech4. Syllabify5. Students repeat6. Provide a student-friendly definition7. Model example #1 visibly displayed8. Students point to, repeat and fill in blank(s)9. Model example #2 visibly displayed10. Students point to, repeat and fill in blank(s)Phase 2: Verbal PracticeTransition to Verbal Practice1. Introduce frame for verbal practice visibly displayed, include model response2. Students repeat model response3. Direct attention to grammatical target(s) (underline, highlight)4. Prompt students to consider a response5. Cue partner (A/B, 1/2) to share response with partner6. Circulate listening, providing feedback, and preselect reportingTransition to reporting7. Elicit reporting with frame, visibly displayed8. Cue preselected students to report9. Direct students to write the word and selected response in the frame(own, partner’s or strong response)Phase 3: Writing PracticeTransition to Writing Practice1. Introduce frame for Writing Practice visibly displayed, include model response2. 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 time5. Direct students to write the word and their response in the frame6. Cue partner (A/B, 1/2) to read their sentence to their partner (twice)7. Circulate listening, providing feedback8. Cue partners to switch and read each other’s sentence (continue circulating)Transition to reporting9. Elicit reporting with frame, visibly displayed10. Cue preselected students to report11. Elicit additional responses© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.35

Dr. Kinsella’s Vocabulary Routine ~ Step by StepPhase 4: Partner SentenceTransition to Partner Sentence1. Introduce context for Partner Sentence visibly displayed (no model)2. Guide students in reading the prompt (silently, phrase-cued, chorally)3. Direct attention to grammatical target(s) (underline, highlight)4. Point out word and phrases from the prompt that students should use inresponses (underline, highlight)5. Prompt students to think about then discuss potential responses6. Direct students to both record the agreed-upon response7. Cue partners (A/B, 1/2) to each read their sentence to their partner (twice)8. Circulate listening, providing feedback, and to preselect reportingTransition to reporting9. Elicit reporting with entire frame, displayed10. Cue preselected students to report (consider media to display student work)11. Elicit additional responsesAt an appropriate review opportunity, or on Day 5:Phase 5: Review SentenceEstablish a purpose of the Review Sentence1. Introduce context for Partner Sentence visibly displayed (no model)2. Guide students in reading the prompt (silently, phrase-cued, chorally)3. Direct attention to grammatical target(s) (underline, highlight)4. Point out word and phrases from the prompt that students should use inresponses (underline, highlight)5. Prompt students to think about then discuss potential responses6. Direct students to both record the agreed-upon response7. Cue partners (A/B, 1/2) to each read their sentence to their partner (twice)8. Circulate listening, providing feedback, and to preselect reportingTransition to reporting9. Elicit reporting with entire frame, visibly displayed10. Cue preselected students to report (consider media to display student work)11. Elicit additional responses© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.36

Lesson Sample: Toolkit Word Instructional RoutinePhase 1: IntroducingEach WordPhase 2: Verbal & Written PracticeTransitions & Steps:Sample language:Establish purposeLet’s learn about some of the target vocabulary words we will needfor our upcoming reading.1. Direct students’ attention Point to the target word labor. The word we are learning is labor.2. Pronounce Pronounce it with me, labor.3. Syllabify Listen as I tap and slowly pronounce each syllable in labor.4. Students repeat Say the word with me again as you tap/clap each syllable labor.5. Provide part of speech The word labor is a noun, a thing.6. Provide a student-friendly definitionIn the upcoming reading, the word labor means difficult, challenging(or hard) work.7.Rephrase and cue studentsSomething that is difficult or hard work is …Now fill in the missingword: (chorally) labor.Transitions & Steps:Sample language:Transition to Verbal PracticeNow let’s practice using the word.1. Introduce frame for verbal practice Let’s examine our first example of this target word in a sentence.visibly displayed, include model response One type of labor that is hard work is _____ (carpentry).2. Students point to, and repeat and fill in Point to and read the first example sentence with me.blank(s)One type of labor that is hard work is _____ (carpentry).3. Cue students to think, then verbally Take a moment (30 sec) to think about another kind of work that youpractice applying the frame and idea with think is very difficult or hard to do. Then use the response frame toa partner.share your idea with your partner. Partner B go first.One type of labor that is hard work is _____ (student example).4. Model example #2 visibly displayed Let’s examine the word labor used in a different context sentence.One type of challenging labor that I know I can do well is _____(caring for a younger sibling)5. Prompt students to consider aTake a moment to consider how you could complete the responseresponse.frame.6. Students point to, repeatPoint to and read the second example with me (in phrases). Then fill(Cue students record their example in in the missing word(s) – display a word bank.their rBooks -- or record at step 9-11 *) One type of challenging labor…. that I know I can do well. . . is_____ (caring for a younger sibling)7. Cue partner (A/B, 1/2) to sharePartner A, raise your hands; please share your response first. Beresponse with partnersure to read your entire sentence with eye contact and expression.8. Circulate listening, providing feedback, (Initially attend to targeted students) When I ask students to report, Iand preselect reportingwould like you to please share your response with the whole class.Transition to reportingNow let’s hear some of your responses.I’ll remind you to use your public voice and the frame when I call onyou to report. Everyone listen carefully for an example that really9. Elicit reporting with frame, visiblycatches your attention. After our reporting,* I will ask you to fill indisplayedthe blank with a vivid example that will help you remember ourkey word, that will create some “vocabulary Velcro”.10. Cue preselected students to report I’ve asked __ to share his response first. Now let’s hear from __.11. Direct students to write the word and Now record your favorite response, the one was most interesting toselected response in the frameyou. It can be yours, your partner’s, or one of the ideas just shared.37© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.

NameDateTopic:Productive Partners1 Word Meaning Example(s)characteristicchar•ac•ter•is•tic(noun)1 2 3something that is typical or_____________ about someoneor somethingOne important characteristic of a goodfamily dog is that it is ______________Dr. Martin Luther King’s leadershipcharacteristics made people______________________ him. Verbal Practice (Think-Pair-Share-Write):One of my positive characteristics is that I am Writing Practice (Think-Write-Pair-Share):Twothat they areof McDonald’s Happy Meals that concern many parents areand2 Word Meaning Example(s)productivepro•duc•tive(adjective)producepro•duce(verb)1 2 3getting a lot done ___________;making, producing, orcompleting ________________If workers are ____________________,they are usually more productive.Students are more productive workingin groups when they ______________the directions for the assignment. Verbal Practice (Think-Pair-Share-Write):When it comes to completingworking(in/at)assignments, I am more productive Writing Practice (Think-Write-Pair-Share):When the teacher is absent, students are(more/less)if the substitute is© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.38

NameDateTopic:Soft Drinks and Teen Health1 Word Meaning Example(s) Imageaccurateac•cu•ratenounright or 100%_____________ inevery detailStudents can check to see iftheir calculations are accuratewith a ____________________1 2 3The __________________forecast from our local newsstation is usually accurate. Verbal Practice (Think-Pair-Share-Write):Students can check to see if their spelling is accurate with a Writing Practice (Think-Write-Pair-Share):The everyday life of American teens portrayed on the television showis pretty2 Word Meaning Example(s) Imageimpactim•pactnoun1 2 3the ___________that an experienceor ____________has on someoneor somethingThe recent _______________in our state had a seriousimpact on family farms.Many parents believe thatviolent video games have a_________________________impact on children’s behavior. Verbal Practice (Think-Pair-Share-Write):Eating a nutritious breakfast will have a positive impact on a student’s Writing Practice (Think-Write-Pair-Share):Soft drinks have several negativeandon a teen’s health such as39© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.

NameDateWorkshop _____:Reading Selection:Word Meaning Example(s) Image(s)respondre•spondverb1. to________________2. to do somethingbecause ofsomething that has________________1. When you receive acompliment, it is_________ to respond bysaying “Thank you.”2. The team lost anothergame so the star playerresponded by____________________stomping off the field. Verbal Practice 1:When I receive a text message from a friend, I usually ________________ within_____ Verbal Practice 2:If I saw a classmate looking at my answers during an exam, I would probably _______________by______ Writing Practice 1:During a job interview, a serious teento questions about workexperience Writing Practice 2:When a popular band likeenters the stage, the audienceusuallywithPartner Sentence: (use the key word and language from the prompt to write a strong response)Describe the way some students respond to the stress of final exams. Review Sentence: (use the key word and language from the prompt to write a strong response)Describe a time when someone you know responded courageously in a dangerous situation.40© 2010 Kate Kinsella, EdD, all rights reserved

NameDateTopic:1 Word Meaning Example(s) Verbal Practice (Think-Pair-Share-Write): Writing Practice (Think-Write-Pair-Share):2 Word Meaning Example(s) Verbal Practice (Think-Pair-Share-Write): Writing Practice (Think-Write-Pair-Share):41© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.

Workshop: __ Reading Selection:Date:# Word Meaning Examples Picture Verbal Practice: Writing Practice: Academic author:# Word Meaning Examples Picture Verbal Practice: Writing Practice: Academic author:© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.42

NameDateWorkshop __, Reading Selection:Word Meaning Example(s) Verbal Practice: Writing Practice:Partner Sentence: (use the target word and language from the prompt to write a strong response)Prompt:Review Sentence: (use the target word and language from the prompt to write a strong response)Prompt:© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.43

Dr. Kinsella’s “Daily Do Now” Routine ~ Step by StepPhase 1: Assess UnderstandingEstablish purpose(set expectations that this is a daily starter activity —after week one, students should begin without any teacher prompting)1. Visibly display the word and provided response frame2. Students read and record response frame quietly on blank “Do Now” page3. Encourage students to review Vocabulary Notes4. Prompt students to consider a response (allow adequate think time)5. Cue students to complete the frame (stress form of the word and relevant content)6. Circulate reading student responses to assess understanding and opportunitiesfor reteaching7. Cue bonus (for students who have accurately completed 1st response frame)8. Circulate reading to preselect 2 model responses to reportPhase 2: VerbalPracticeTransition to brief Verbal Practice1. Cue partner (A/B, 1/2) to share response with partner2. Cue partner (A/B, 1/2) to provide supportive feedback and a verbal ratingTransition to reporting3. Circulate to monitor discussions4. Cue two preselected students to reportPhase 3: Self-RateTransition to self-rating1. Direct students to re-read their response, checking grammar and content2. Review rating (- no attempt, word or content correct, + word and content correct)3. Cue students to quickly circle the score that reflects their self-rating4. Cue students with bonus sentences to circle the score that reflects their self-rating5. Circulate to confirm accuracy and provide corrective feedback on scoring© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.44

Dr. Kinsella’s “Daily Do Now” Routine ~ Sample “Show You Know” TasksDateDaily Do Now ~ Vocabulary Review and Assessment1. Open your vocabulary notebook and review your notes for the target word.2. Complete the sentence frame, adding the target word and relevant content.3. Underline clues that helped you determine the correct form of the target word.4. If you have the time, write a “show you know” bonus sentence.strategy_ +Monday1. Two positive ______________________ for making a new friend during the firstweeks of school are to _____________________ and _______________________2. Bonus___________________________________________________________________0 1 20 1 2Tuesdayinform1. When Barack Obama took office as president of the U.S., he ________________the American people that he would try to __________________________________2. Bonus___________________________________________________________________0 1 20 1 2debateWednesday1. If a classmate _____________________ with a Social Studies teacher about acurrent event, the student better understand _______________________________2. Bonus0 1 2___________________________________________________________________ 0 1 2Thursdayportion1. A healthy school lunch menu includes two _________________ of ___________and only a small __________________ of dessert.2. Bonus___________________________________________________________________0 1 20 1 2Fridayoppose1. If our Middle School had a new dress code, I would definitely ________________having to wear ______________________ because _________________________2. Bonus___________________________________________________________________0 1 20 1 2Weekly Total Points© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.45

NameDateDateDaily Do Now ~ Vocabulary Review and Assessment1. Open your vocabulary notebook and review your notes for the target word.2. Complete the sentence frame, adding the target word and relevant content.3. Underline clues that helped you determine the correct form of the target word.4. If you have the time, write a “show you know” bonus sentence._______________1. __________________________________________________________________ +0 1 2Monday__________________________________________________________________2. Bonus___________________________________________________________________0 1 2Tuesday_______________1. ___________________________________________________________________________________________________________________________________2. Bonus___________________________________________________________________0 1 20 1 2Wednesday_______________1. ___________________________________________________________________________________________________________________________________2. Bonus___________________________________________________________________0 1 20 1 2Thursday_______________1. ___________________________________________________________________________________________________________________________________2. Bonus___________________________________________________________________0 1 20 1 2_______________1. _________________________________________________________________0 1 2Friday__________________________________________________________________2. Bonus___________________________________________________________________0 1 2Weekly Total Points© Kate Kinsella, Ed. D. 2011 ~ All rights reserved. Do not modify or distribute electronically without permission.46

The Academic Word List (Averil Coxhead, 2000):a list of 570 high-incidence and high-utility academic word familiesfor Secondary School, Higher Education, CareerThere is a very important specialized vocabulary for learners intending to pursue academic studies in English atthe secondary and post-secondary levels. The Academic Word List, compiled by Coxhead (2000), consists of570 word families that are not in the most frequent 2,000 words of English but which occur reasonablyfrequently over a very wide range of academic texts. These 570 words are grouped into ten sublists thatreflect word frequency and range. A word like analyze falls into Sublist 1, which contains the most frequentwords, while the word adjacent falls into Sublist 10 which includes the least frequent (amongst this list of highincidence and high utility words). The following ten sublists contain the headwords of the families in theAcademic Word List. In other words, the ten sublists contain the most frequent form of the word, more oftena noun or verb form, although there may be one or more important related word forms. For example, theheadword analyze would also include analyst, analytic, analytical and analytically in the word family.The Academic Word List is not restricted to a specific field of study. That means that the words are usefulfor learners studying in disciplines as varied as literature, science, health, business, and law. This high utilityacademic word list does not contain technical words likely to appear in only one, specialized field of study suchas amortization, lexicon, onomatopoeia, or cartilage. Two-thirds of all academic English words come from Latin,French (through Latin), or Greek. Understandably, knowledge of the most high incidence and high utilityacademic words in English can significantly boost a student’s comprehension level of school-based readingmaterial. Secondary students who are taught these high-utility academic words and routinely placed incontexts requiring their usage are likely to be able to master academic material with more confidence andefficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are onlyequipped with the most basic 2000-3000 words that characterize ordinary conversation.Sources: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.Averil Coxhead’s website: http://language.massey.ac.nz/staff/awl/index.shtml1. analyze approach area assess assumeauthority available benefit concept consistcontext constitute contract data definederive distribute economy environmentestablish estimate evident factor financeformula function income indicate individualinterpret involve issue labor legal legislatemajor method occur percent periodprinciple proceed process policy requireresearch respond role section sectorsignificant similar source specificstructure theory vary2. achieve acquire administrate affectappropriate aspect assist category chaptercommission community complex computeconclude conduct consequent constructconsume credit culture design distinctequate element evaluate feature finalfocus impact injure institute invest itemjournal maintain normal obtain participateperceive positive potential previous primarypurchase range region regulate relevantreside resource restrict secure seekselect site strategy survey text traditiontransfer3. alternative circumstance commentcompensate component consentconsiderable constant constrain contributeconvene coordinate core corporatecorrespond criteria deduce demonstratedocument dominate emphasis ensureexclude fund framework illustrateimmigrate imply initial instance interactjustify layer link locate maximize minornegate outcome partner philosophy physicalproportion publish react register relyremove scheme sequence sex shift specifysufficient task technical techniquetechnology valid volume47(Kinsella, San Francisco State University, 8/03)

4. access adequacy annual apparentapproximate attitude attribute civil codecommit communicate concentrate confercontrast cycle debate despite dimensiondomestic emerge error ethnic goal granthence hypothesis implement implicateimpose integrate internal investigate joblabel mechanism obvious occupy optionoutput overall parallel parameter phasepredict prior principal professional projectpromote regime resolve retain seriesstatistic status stress subsequent sumsummary undertake5. academy adjust alter amend awarecapacity challenge clause compound conflictconsult contact decline discrete draftenable energy enforce entity equivalentevolve expand expose external facilitatefundamental generate generation imageliberal license logic margin mental medicalmodify monitor network notion objectiveorient perspective precise prime psychologypursue ratio reject revenue stable stylesubstitute sustain symbol target transittrend version welfare whereas6. abstract acknowledge accuracyaggregate allocate assign attach authorbond brief capable cite cooperatediscriminate display diverse domain editenhance estate exceed expert explicitfederal fee flexible furthermore genderignorance incentive incorporate incidenceindex inhibit initiate input instructintelligence interval lecture migrateminimum ministry motive neutralnevertheless overseas precede presumerational recover reveal scope subsidy tapetrace transform transport underlie utilize7. adapt adult advocate aid channelchemical classic comprehensive compriseconfirm contrary convert couple decadedefinite deny differentiate disposedynamic equip eliminate empirical extractfile finite foundation globe gradeguarantee hierarchy identical ideologyinfer innovate insert intervene isolatemedia mode paradigm phenomenon priorityprohibit publication quote release reversesimulate sole somewhat submit successorsurvive thesis topic transmit ultimateunique visible voluntary8. abandon accompany accumulateambiguous appendix appreciate arbitraryautomate bias chart clarify commoditycomplement conform contemporarycontradict crucial currency denote detectdeviate displace drama eventual exhibitexploit fluctuate guideline highlight implicitinduce inevitable infrastructure inspectintense manipulate minimize nuclear offsetparagraph plus practitioner predominantprospect radical random reinforce restorerevise schedule tense terminate themethereby uniform vehicle via virtual visualwidespread9. accommodate analogy anticipate assureattain behalf cease coherent coincidecommence compatible concurrent confinecontroversy converse device devotediminish distort duration erode ethicfound format inherent insight integralintermediate manual mature mediatemedium military minimal mutual normoverlap passive portion preliminary protocolqualitative refine relax restrain revolutionrigid route scenario sphere subordinatesupplement suspend team temporarytrigger unify violate vision10. adjacent albeit assemble collapsecolleague compile conceive convincedepress encounter enormous forthcomingincline integrity intrinsic invoke levylikewise nonetheless notwithstanding oddongoing panel persist pose reluctanceso-called straightforward undergo whereby48(Kinsella, San Francisco State University, 8/03)