1. Kate Kinsella, Ed.D. Center for Teacher Efficacy San Francisco State University katek@sfsu.edu

2.  How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences, through explicit instruction, consistent routines, and structured, accountable responses? 2

3. www.cde.ca.gov/r e/pn/rc

4.  Explicitly teach elements of English.  Be form-focused with meaningful applications.  Include respectful and timely error-corrections.  Emphasize oral language development, to support academic literacy and interactions.  Infuse meaningful, accountable, and structured interactions with clear language targets. Saunders & Goldenberg (2010)

5. 1.Augment core English classes with a dedicated ELD period. 2.Explicitly teach language elements. 3.Utilize consistent instructional routines. 4.Orchestrate peer interactions with clear language targets. 5.Monitor language production conscientiously. Kinsella (2011)

6. Accountable Student Interaction  Academic Discussion (Think-(Write)-Pair-Share)  Numbered Heads Review Explicit Vocabulary Instruction  Toolkit Words (high-utility academic words)  Daily Do Now (brief vocabulary assessment) Explicit Reading Comprehension Instruction  Oral Cloze Reading (fluency development)  Section Shrink (nonfiction text summarization) 6 Examples of Instructional Routines

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8. 8  Structure a verbal task with an engaging context to create some “vocabulary velcro”.  Model an appropriate response with a sentence frame.  Lead students in chorally repeating your response.  Partner students to share before calling on individuals.  Guide making a quick, simple sketch of abstract words.  Assign a writing task with a frame that requires the appropriate form of the word and relevant content.

9. 9  Guide students in reading and pronouncing the word a few times.  Have students clap/tap out the syllables.  Direct students to copy the word correctly.  Optional: Cue students to rate and discuss their vocabulary knowledge with a partner.  Explain the meaning using familiar language.  Provide two relevant, accessible examples.

10.  Evidence based and classroom tested  Teacher mediated, explicit instruction  A consistent and recognizable process  Clearly-delineated student/teacher roles  Regular use vs. sporadic use 10

11.  Efficient lesson delivery and use of time  Both students and teachers devote “cognitive capital” to the content rather than the process  Maximized student engagement and thereby learning 11

12.  What was the discussion prompt?  What vocabulary needed to be clarified?  How could every student have been involved in thinking and responding?  What sentence frame(s) would have guided students in adeptly discussing responses?  What modeling would have ensured more competent and responsible interaction?

13. 13 This did not appear to be a consistent, accountable instructional routine because

14.  a more accessible discussion prompt to tap into _______________________________________.  a sentence frame with clear language targets _______________________________________.  a modeled response (verbal and ____________).  a structured partner interaction to rehearse ideas prior to _________________________________.  more varied strategies for __________________. 14

15.  Visibly display a relevant discussion prompt.  Clarify potentially unfamiliar vocabulary.  Provide model responses: verbal/written.  Provide a sentence frame for discussion with specified grammatical targets.  Build a precise word bank.  Model the partner interaction process.  Assign an active listening task.

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17. WordMeaningExamples accurate (adjective) inaccurate (adjective) right or 100% ______________ in every detail 1.The _____________ forecast from our local news station is usually __________. 1.Students can check to see if their calculations are _____________ with a _______________.

18. 18 accurate/inaccurate (adjective)  Verbal Practice: Students can check to see if their spelling is _______ with a ________.  Writing Practice: The everyday life of American teens portrayed on the television show _____________ is _______________.

19.  Write a response using the sentence frame. Include precise word choices.  Prepare to elaborate verbally to your partner. 19 One time ___ (noun) said something inaccurate about me and I was ___ (adjective). I felt this way because ________________.

20. 20 One time a counselor said something inaccurate about me and I was outraged. One time a counselor said something inaccurate about me and I was outraged. One time a close friend said something inaccurate about me and I was disappointed. One time a close friend said something inaccurate about me and I was disappointed.

21. Everyday Adjectives  bad  mad  sad Everyday Nouns  a kid  a guy  somebody Precise Adjectives  embarrassed ________  upset ________  disappointed ________ Precise Nouns  a classmate ________  a school bully ________  a coach ________ 21 Replace everyday vocabulary with precise words.

22. 22 We brainstormed the precise (verb, adverb, noun, adjective) __. We brainstormed the precise (verb, adverb, noun, adjective) __. A precise (verb, adverb, noun, adjective) I plan to use is __. A precise (verb, adverb, noun, adjective) I plan to use is __.

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24.  Use your public voice: 2x slower, 3x louder than your partnering private voice.  Use the sentence frame to report. Speaking Tasks: Listening Tasks:  Look at and listen attentively to the reporter.  Listen for and record one precise adjective that also coveys how you felt.

25. 25 An adjective that accurately conveyed my feelings was __ An adjective that accurately conveyed my feelings was __ A relevant adjective that caught my attention was ______

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28. 1.Partner & Group Interactions 2.Using Response Frames 3.Setting Up & Monitoring Tasks 28

29. Partner/Group Interactions The teacher…  arranges seating conducive to partnering  has previously taught expectations for partnering  pre-assigns partner roles (1/2, A/B)  has analyzed lesson for optimal partner/group tasks  refers to visible display of expectations  refers to visible display of options for fast-finishers  cues partner 1/A or group member 1/A to start task 29

30. 1.L = Look at your partner. 2.L = Lean toward your partner. 3.L = Lower your voice. 4.L = Listen attentively. 30 Use the 4 Ls:

31. Everyday  Huh?  What?  What do you mean?  I don’t get it. Academic English  Will you please repeat your idea?  Will you please restate your idea?  Can you explain what you mean by _?  I don’t quite understand your ___ (example, opinion, response, solution) 31

32.  Create a supportive range in ability (e.g., high with fairly high or average) rather than pairing extremes.  Include a newcomer or exceptionally low reader in a trio with capable students.  Include a chronically absent student in a trio.  Assign two “floaters” to work with classmates whose partner is absent. 32

33.  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. 33

34. Setting Up The teacher…  directs students’ attention (board, text, etc.)  establishes lesson and language objectives  displays, explains and models steps for each task  checks for understanding of various lesson tasks  assigns active-listening tasks  assigns fast-finisher tasks 34

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36.  Partner #1, explain to #2 your assigned listening tasks.  Partner #2, check to see if your partner left out 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 __. 36

37. Response Frames The teacher…  explains purpose of response frame  visibly displays the frame  models an adept response verbally and visually  prompts rehearsal of frame using model response  identifies and explains unfamiliar vocabulary  guides incorporation of precise academic words  identifies and explains grammatical targets 37

38. 38 Embedded Grammatical Targets:  3 rd person singular, simple present tense  correct subject pronoun reference A lesson partner demonstrates active listening when he/she_ (verb + s: restates)

39.  What challenges do recent immigrants face?  One challenge that immigrants face is ____ (verb + ing) learning a new language.  Verb Bank: EverydayPrecise finding________ knowing________ dealing withadjusting to makingearning 39

40.  MonitoringThe teacher…  attends to targeted students  circulates to listen to and read responses  redirects off-task or idle students  provides feedback that elicits accurate use  preselects student(s) for initial reporting  coaches students to speak audibly (public voice)  uses varied strategies to elicit additional reporting  records contributions (chart, white board, etc.) 40

41. Implicit Feedback (Recasts) The teacher rearticulates what the student was trying to say with an utterance that includes a correction of the error(s) in the student’s utterance. Explicit Feedback (Prompts) The teacher explicitly draws the student’s attention to the error and encourages the student to attempt to repair the utterance.

42. perceiving that s/he is actually being affirmed rather than corrected. comprehending that the teacher is audibly repeating to verify the student’s response or enable classmates to hear the response. Merely rephrasing the student’s utterance correctly predictably results in the learner…

43. Structured, Accountable Instruction Engages ALL Students Not Just the “Professional Participants” 43

44.  Preselect 1-2 students to initiate class discussion.  Invite 1-2 students to contribute strong responses when you wrap up the discussion with volunteers.  Encourage partner nominations.  Invite all partner As/Bs 1s/2s to stand and report.  Randomly select 1-2 students using name cards.  Allow a reporter to “popcorn” to the next reporter.  Ask for volunteers from sections of the classroom. 44

45.  I’d like to call on you to start our discussion with this response.  I am planning to call on you first to explain the steps you followed to solve this word problem. Reread it carefully to prepare.  You will be our “jump starter” with this example sentence. 45

46.  Dr. Kate Kinsella grants permission for the materials included in this presentation to be used without modification and including credit to the author for district school use.  These materials may not be published, presented at conferences, distributed on the internet or used by any publisher or professional development provider without securing prior written permission via: katek@sfsu.edukatek@sfsu.edu 46

47.  Santa Clara County Office of Education www.sccoe.org/depts/ell/kinsella.asp www.sccoe.org/depts/ell/teacherresources.asp  California Department of Education Office of Middle and High School Support archived webinars: http://pubs.cde.ca.gov/TCSII  Kinsella Secondary ELD Webinar (2/9/11) http://www.schoolsmovingup.net/webinars  In the STARlight: Research and Resources for English Learner Achievement: http://www.elresearch.org 47

48. 48 Kate Kinsella, Ed.D. San Francisco State University Center for Teacher Efficacy katek@ sfsu.edu (707) 473-9030