Essential Instructional Routines

to Dynamically Increase Verbal Engagement for

English Learners Kate Kinsella, Ed.D.Center for Teacher Efficacy

San Francisco State Universitykatek@sfsu.edu

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The Goal of Lessons Focused on

English 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?

Based Upon the Most Current Research-Based Approaches

www.cde.ca.gov/re/pn/rc

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)

Evidence-Based Principles to Guide ELD

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)

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)

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Examples of Instructional Routines

Vocabulary Routine Step by Step

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Explicit Vocabulary 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.

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Explicit Vocabulary 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.

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

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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

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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?

Lesson Observation Reflection

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This did not appear to be a consistent,

accountable instructional routine because

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 __________________.

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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.

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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?

High-Utility “Toolkit” Word Instruction

Word Meaning Examplesaccurateac•cu•rate(adjective)

inaccuratein•ac•cu•rate(adjective)

right or 100%______________in every detail

1. The _____________ forecast from our local news station is usually __________.

2. Students can check to see if their calculations are _____________ with a _______________.

High-Utility “Toolkit” Word Practice

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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 _______________.

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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 inaccurateabout me and I was ___ (adjective).I felt this way because ________________.

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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.

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Precise Word Choices

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 ________

Replace everyday vocabulary with precise words.

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Sentence Framesfor Precise Word Choices

We brainstormed the precise (verb, adverb, noun, adjective) __.

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

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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 look idle…or you will report first!

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.

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Sentence Frames

An adjective that accurately conveyed my feelings was __

A relevant adjective that caught my attention was ______

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Academic Discussion - Routine

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Academic Discussion - Handout

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Essential Routines: The Backbone of ELD

Instruction1. Partner & Group

Interactions

2. Using Response Frames

3. Setting Up & Monitoring Tasks

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Planning & Observation ToolPartner/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

Productive Partners

1. L = Look at your partner.

2. L = Lean toward your partner.

3. L = Lower your voice.

4. L = Listen attentively.

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Use the 4 Ls:

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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)

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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.

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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.

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Planning & Observation ToolSetting 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

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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.

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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 __.

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Planning & Observation ToolResponse 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

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A Sentence Frame Clarifies and Models Language Targets

Embedded Grammatical Targets: 3rd person singular, simple present tense correct subject pronoun reference

A lesson partner demonstrates active listening when he/she_ (verb + s: restates)

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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 Precisefinding ________knowing ________dealing with adjusting tomaking earning

Planning & Observation Tool Monitoring The 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.)

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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.

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…

Structured, Accountable Instruction Engages ALL Students

Not Just the “Professional Participants”

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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.

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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.

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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

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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

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The EndKate Kinsella, Ed.D.

San Francisco State UniversityCenter for Teacher Efficacy

katek@sfsu.edu (707) 473-9030