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Lesson Observation Focused on Engaged Learning and Explicit Language Development Kate Kinsella, Ed.D.Center for Teacher EfficacySan Francisco State Universitykatek@sfsu.edu

Kate Kinsella, Ed.D. July 20101Dr. K. Kinsella, Dr. K. Feldman July 20101The Goal of Lessons Focused onEnglish Language DevelopmentHow 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?

2Kate Kinsella, Ed.D. 6.7.112The Goal of English Development: Accurate Oral FluencyOral Fluency: ease of target language production and listening comprehensionAccurate Oral Fluency: ease of producing accurate target language forms (vocabulary, syntax, grammar) and ability to follow along and comprehend while listening to more sophisticated language

3Kate Kinsella, Ed.D. 6.7.113Planning & Observation ToolStructured Physical Responses: direct attention as cued (looking, turning, etc.) mark text (underline, circle, highlight) point/track with finger/object (text, directions) hand signal (thumbs up, finger rubric) clap/tap (syllables, intonation, etc.) stand/sit (partner 2s stand)

4Dr. K. Kinsella, Dr. K. Feldman July 20104Scholatic NSI Summer 2008: Vocabulary Routine Stage Akfeldman@scoe.org www.scoe.org/reading4Planning & Observation ToolStructured Verbal Responses: Whole Class (chorally, phrase-cued, oral cloze) Partner/group to brainstorm and/or collaborate Partner/group to discuss responses using frame Partner/group to read text passages Individually respond as preselected reporter Individually respond as random reporter(equity sticks, name cards, popcorn, white board selector) Individually respond as volunteer reporter(pre-encouraged, raised hand, partner nomination)5Dr. K. Kinsella, Dr. K. Feldman July 20105Scholatic NSI Summer 2008: Vocabulary Routine Stage Akfeldman@scoe.org www.scoe.org/reading5Planning & Observation ToolStructured Written Responses: complete Daily Do Now/ bell-ringer initial task record information (white board, notebook, text) complete provided sentence frame incorporate precise words add details to a visual organizer record details/quotes gathered from text respond to a framed prompt (summary, etc.) complete unstructured writing assignment (journal)

6Dr. K. Kinsella, Dr. K. Feldman July 20106Scholatic NSI Summer 2008: Vocabulary Routine Stage Akfeldman@scoe.org www.scoe.org/reading6Lesson Observation Task 1As you observe this sixth grade Read 180 LBook Whole-Group lesson focusing upon instruction of multiple-meaning words in a subsequent reading, tally the number of structured student responses using the English Learner Engagement Planning and Observation Tool.

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Dr. K. Kinsella, Dr. K. Feldman July 20107Lesson Observation Reflection8She structured a (physical, verbal, written) response when she directed the class to

Structured Physical ResponsesDirecting students attention to the text: Lets first look at the word hard.Cueing students: Point to the word hard.Directing students to examine partners focus on text: Check to see that your partner found the right word.Directing students attention to the chart with the sentence frame: I know that one meaning of __ is __.9Structured Physical ResponsesCueing students to wrap up their interaction and focus on the teacher: 3, 2, 1 eyes on me.Directing students attention to the first definition for hard in the text: Point to the first meaning of hard.Cueing students to raise their hand if they discussed the first meaning of hard: Raise your hand if you and your partner discussed this meaning of hard.10Structured Verbal ResponsesStructuring a choral response: Everyone say hard. Structuring a partner interaction with a frame: I know that one meaning of __ is __. Twos, you can begin11Dr. Kinsellas Coaching NotesGuide verbal rehearsal of frames using a model response: phrase-cued, choral.Monitor targeted students representing a range of proficiency: Dont dwell on a needy or idle student.Elicit responses during reporting using a wider variety of strategies: 1) preselected; 2) random; 3) voluntary.12Lesson Observation Task 2As you observe this sixth grade Read 180 rBook Whole-Group lesson clip of explicit vocabulary instruction, tally the number of structured student responses using the English Learner Engagement Planning and Observation Tool.

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Dr. K. Kinsella, Dr. K. Feldman July 201013Target Word Instruction: READ 180 WordMeaningExamplesinternationalinternational(adjective)

Rate it: relating to two ormore ________ Child labor is aninternational _______It happens all over theworld: e.g. ___________________________

1 2 3Kate Kinsella, Ed.D. 8.10.1014Target Word Practice: READ 18015international (adjective)

Verbal Practice: If I could go on an international vacation, I would go to _________ and __________

Missed Opportunities for Developing Accurate Oral FluencyNot initially posing the discussion question and providing adequate quiet reflection timeRushing the setup of the verbal practice taskNot specifying grammatical targets in the frame Chorally reading the frame only once versus 3x: silently tracking, phrase cued, the entire sentenceNot listening carefully to partner interactionsPreselecting but not inviting other responsesNot assigning an active listening task

16Instructional GoalsVerbal ResponsesExplain the language targets in the sentence frame to guide accurate oral fluency.Rehearse the sentence frame with your model response 3x: 1st silent reading while tracking, 2nd phrase-cued reading, 3rd choral reading.Prepare sentence frames to enable students to discuss their vocabulary knowledge. Vary your strategies for eliciting reporters: pre-selected(1-2); random(1-2); volunteers(1-2).

17Instructional GoalsWritten ResponsesHave students record their sentences in their notebook after practicing verbally and hearing their partners examples.Assign an active listening and notetaking task during whole-group reporting: Listen for and record one strong additional example.18Model Verbal Response with Clarified Language TargetsWhere would you go on an international vacation?

If I could go on an international vacation, I would go to Japan and Brazil.19Language Target LessonI go on vacation every spring break.I go on vacation with my parents.My teacher went on vacation to Hawaii.

I go to San Diego on spring break because my grandparents live there.My family goes to Mexico every summerI went to San Jose last weekend to play soccer with my cousins.20

Lesson Observation Task 3As you observe this kindergarten English Language Arts lesson clip of explicit vocabulary instruction, tally the number of structured student responses using the English Learner Engagement Planning and Observation Tool.

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Dr. K. Kinsella, Dr. K. Feldman July 201021Dr. Kinsellas Coaching NotesPractice appropriate partner behaviors: 4Ls.Guide verbal rehearsal of frames using a model response: phrase-cued, choral.Monitor targeted students representing a range of proficiency: Dont remain seated as partners interact.Elicit responses during reporting using a wider variety of strategies: 1) preselected; 2) random; 3) voluntary.22Lesson Observation Task 4As you review this sixth grade Read 180 rBook Whole-Group lesson clip of explicit vocabulary instruction, focus upon the teachers setup and monitoring of the verbal practice partnering task using the Essential Routines for English Learners Planning and Observation Tool.

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Dr. K. Kinsella, Dr. K. Feldman July 201023Essential Routines: The Backbone of ELD Instruction

Partner & Group InteractionsUsing Response FramesSetting Up & Monitoring Tasks2424 Working Draft: Last revised 12/3/11TM & Scholastic Inc. All rights reserved. 9/1/11 Conclude Essential Routines To conclude our study of the Essential Routines, lets briefly review each one.Partner & Group Interactions is an Essential Routine that defines the specific steps to effectively partner and group students. This is essential to enabling students to discuss, describe, and debate with confidence and competence.The Using Response Frames routine will help you provide considerably more linguistic guidance and equip your students to produce accurate target language forms (vocabulary, syntax, and grammar), which will also support their ability to follow along and comprehend while listening to more sophisticated language.Setting Up & Monitoring Tasks can be considered inherent to good instruction. Setting Up Tasks is an Essential Routine because it provides the critical steps for you to follow when setting up every lesson: 1) directing students attention, 2) establishing lesson and language objectives, 3) defining the lesson tasks, 4) modeling a response, and 5) checking for understanding.

The other half of this Essential Routine is Monitoring Tasks, which defines the critical steps to ensure students are fully comprehending, fully engaged, and fully productive during the lesson and during all partner and group interactions. The critical steps are 1) attending to targeted students, 2) reading or listening to student responses, 3) providing corrective feedback, 4) preselecting students for reporting, and 5) eliciting additional responses.

Planning & Observation ToolPartner/Group Interactions The teacherarranges seating conducive to partneringhas previously taught expectations for partneringpre-assigns partner roles (1/2, A/B)has analyzed lesson for optimal partner/group tasksrefers to visible display of expectationsrefers to visible display of options for fast-finisherscues partner 1/A or group member 1/A to start task

25Planning & Observation ToolSetting Up The teacherdirects students attention (board, text, etc.)establishes lesson and language objectivesdisplays, explains and models steps for each taskchecks for understanding of various lesson tasksassigns active-listening tasksassigns fast-finisher tasks

26Instructional Goals: Setting UpCheck for understanding of task directions.Assign a task for idle fast finishers.Assign a listening task during reporting.

27Follow-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 partners idea in your notebook.Paraphrase your partners idea.Prepare to formally report your partners idea.Decide together which answer is the strongest.28Kate Kinsella, Ed.D. 6.7.1128Planning & Observation ToolResponse Frames The teacherexplains purpose of response framevisibly displays the framemodels an adept response verbally and visuallyprompts rehearsal of frame using model responseidentifies and explains unfamiliar vocabularyguides incorporation of precise academic wordsidentifies and explains grammatical targets

29Instructional Goals: FramesExplain language targets in sentence frame to guide accurate oral fluency.Rehearse sentence frame with the model response 3x: 1st silent reading while tracking, 2nd phrase-cued reading, 3rd choral reading.Prepare language frames to enable students to discuss their vocabulary knowledge. 30Vocabulary Knowledge Rating Group (or Partner) ProcessNumber off at your table, 1-4.Number 1 asks the question about the first word.Everyone responds, going clockwise.Number 1 shares last.Decide together on what the word could mean and all write the agreed upon word meaning.Number 2 asks the question about the next word, etc.The lead student for each word prepares to report the groups word knowledge.

Vocabulary Knowledge Rating Frames for Group QuestionsTo elicit contributions from each group member:Do you know what __ means?Are you familiar with the word __?

After everyone has contributed, lead student asks:What should be our definition?What shall we write for our definition?

Vocabulary Knowledge RatingFrames to Discuss Word Knowledge 3I am familiar with the word __. It means __. I can use it in a sentence:

2I recognize the word __.It has something to do with __.

1I am unfamiliar with the word __.Do you know what it means?

Vocabulary Knowledge Rating Frames for Group ReportingEveryday EnglishIt means __.We dont know what __ means.

Academic EnglishWe determined that __ means __.We agreed that __ has something to do with __.We decided that __ could mean __.We arent certain what __ means.We arent familiar with the word __.

Vocabulary Knowledge Rating Language ObjectivesStudents will ask present tense questions using do or are.Students will discuss their word knowledge using precise vocabulary: recognize, familiar, somewhat familiar, unfamiliar.Students will report their groups word knowledge using past tense citation verbs + that: agreed that, decided that, determined that. Planning & Observation ToolMonitoringThe teacherattends to targeted studentscirculates to listen to and read responsesredirects off-task or idle studentsprovides feedback that elicits accurate usepreselects student(s) for initial reportingcoaches students to speak audibly (public voice)uses varied strategies to elicit additional reportingrecords contributions (chart, white board, etc.)

36Instructional Goals: MonitoringAttend to targeted students: 1st average, 2nd exceptional (low, high).Circulate to listen to and read responses.Provide corrective feedback and elicit accurate use.Use varied strategies to elicit contributions: preselected, random, volunteers, etc.37Consistent Observation Issueslimited or no structured peer interactionsinsufficient modeling of task expectationsinsufficient guidance with response framean unproductive check for comprehension of the assigned task and performance outcomesinsufficient monitoring of student responses during independent and collaborative worklimited strategies to elicit varied responses3839Observation Prioritiescommunication of learning objectivesstructured, accountable responsesguidance with tasks: I do, We do, You domaximized verbal engagementuse of structured, productive partneringstrategies to elicit democratic responsesproductive comprehension checksconscientious monitoring of responses Kate Kinsella, Ed.D. 3/3/1139Establishing Observation Goals40As I observe teachers serving English Learners, I will focus initially on and be prepared to provide feedback on

Permission for Materials UseDr. 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.edu4142The EndKate Kinsella, Ed.D.San Francisco State UniversityCenter for Teacher Efficacykatek@sfsu.edu (707) 473-9030Kate Kinsella, Ed.D. 6.7.1142