Essential Instructional Routines to Dynamically Increase Verbal Engagement for English Learners

1. Essential Instructional Routines to Dynamically Increase Verbal Engagement for English Learners Kate Kinsella, Ed.D. Center for Teacher Efficacy San Francisco State University katek@sfsu.edu

2. The Goal of Lessons Focused onEnglish Language Development • 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?

3. Based Upon the Most Current Research-Based Approaches www.cde.ca.gov/re/pn/rc

4. What Does the Research Say?ELD Instruction should: • Explicitly teach elements of English. • Be form-focused with meaningful applications. • Include respectful and timely error-corrections. • Emphasize oral language development, to support academic literacy and interactions. • Infuse meaningful, accountable, and structured interactions with clear language targets. Saunders & Goldenberg (2010)

5. Evidence-Based Principles to Guide ELD • Augment core English classes with a dedicated ELD period. • Explicitly teach language elements. • Utilize consistent instructional routines. • Orchestrate peer interactions with clear language targets. • Monitor language production conscientiously. Kinsella (2011)

6. Examples of Instructional Routines 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)

7. Vocabulary Routine Step by Step ~

8. ExplicitVocabulary Teaching Routine • 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. ExplicitVocabulary Teaching Routine • 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. Attributes of a Viable Instructional Routine • Evidence based and classroom tested • Teacher mediated, explicit instruction • A consistent and recognizable process • Clearly-delineated student/teacher roles • Regular use vs. sporadic use

11. Outcomes of a Viable Instructional Routine • 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

12. Video Observation TaskGr. 6 English Pre-reading Discussion • 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. Lesson Observation Reflection This did not appear to be a consistent, accountable instructional routine because

14. The pre-reading discussion would have been strengthened by … • 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 __________________.

15. Dr. Kinsella’s Coaching Notes • 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.

16. Academic Discussion: Think • We will be reading an essay by a Native American scholar who contends that many stories, films and texts contain information about various tribes that is not accurate. • Think of a time when someone said something inaccurate about you. How did you feel?

17. High-Utility “Toolkit” Word Instruction

18. High-Utility “Toolkit” Word Practice 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. Academic Discussion: Write • Write a response using the sentence frame. Include precise word choices. • Prepare to elaborate verbally to your partner. One time ___ (noun) said something inaccurate about me and I was ___ (adjective). I felt this way because ________________.

20. Model Sentences 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.

21. Precise Word Choices Replace everyday vocabulary with precise words. 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 ________

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

23. Partner Directions: Discuss • Discuss your idea with your partner. 1) Read it fluently using the frame. 2) Make eye contact and say it with expression. • Keep discussing until I say: “1-2-3, eyes on me.” • If you don’t have a second idea, use the teacher’s idea or repeat your idea. • Do not lookidle…or you will report first!

24. Academic Discussion: Report • 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. Sentence Frames An adjective that accurately conveyed my feelings was __ A relevant adjective that caught my attention was ______

26. Academic Discussion - Routine

27. Academic Discussion - Handout

28. Essential Routines: The Backbone of ELD Instruction • Partner & Group Interactions • Using Response Frames • Setting Up & Monitoring Tasks

29. Planning & Observation Tool 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

30. Productive Partners Use the 4 Ls: • L= Look at your partner. • L= Lean toward your partner. • L= Lower your voice. • L= Listen attentively.

31. Language for Attentive Listening 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)

32. Strategically Partner Students in Mixed-Ability Classrooms • 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.

33. Follow-up Tasks for Fast Finishers • 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.

34. Planning & Observation Tool 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

35. Lesson Task Comprehension Check • Show the number of fingers that represents your understanding of the task directions. 3 ~ I understand what to do. I can explain the directions to my partner. 2 ~ I am somewhat confused. 1 ~ I am thoroughly confused.

36. Lesson Task Comprehension Check • 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 __.

37. Planning & Observation Tool 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

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

39. A Sentence Framewith a Precise Word Bank • What challenges do recent immigrants face? • One challenge that immigrants face is ____ (verb + ing) learning a new language. • Verb Bank: Everyday Precise finding ________ knowing ________ dealing with adjusting to making earning

40. Planning & Observation Tool • MonitoringThe teacher… • attends to targeted students • circulates to listen to and read responses • redirects off-task or idle students • provides feedback thatelicits 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.)

41. Forms of Feedback on Verbal Errors • 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. Why do Recasts Fail to Develop Accurate Oral Fluency? • 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”

44. Structuring Inclusive Participation • 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.

45. Neutral Language to Preselect • 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.

46. Permission for Materials Use • 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.edu

47. Learn More about Dr. Kinsella’s Work • Santa Clara County Office of Educationwww.sccoe.org/depts/ell/kinsella.aspwww.sccoe.org/depts/ell/teacherresources.asp • California Department of Education Office of Middle and High School Supportarchived 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

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