Kate Kinsella, Ed.D. academic responses across the school ... · PDF fileacademic English learners? 4 ... syntax, style, ... Complexity Progression for English Learners: OPINION WRITING

© Kate Kinsella, Ed. D. 2017 ~ All rights reserved. Do not modify or distribute electronically without permission.

Kate Kinsella, Ed.D. Center for Teacher Efficacy

San Francisco State University [email protected]

San Diego Regional CATESOL Conference Palomar College April 22, 2017

§  Language demands posed by formal writing tasks

§  The role of oral language in writing achievement §  Aspects of academic language proficiency that

must be explicitly modeled and taught

§  Limitations in traditional writing instruction §  The need for brief constructed verbal and written

academic responses across the school day

§  Instructional imperatives: writing models, targeted language pre-teaching, student-friendly rubrics, timely and productive feedback

READING Read a range of complex literary and informational texts and respond to text-dependent questions and tasks using precise academic language.

LANGUAGE Expand domain-specific and high-utility vocabulary through instruction, reading, and interaction.

WRITING Write logical arguments in academic register drawing from relevant evidence and research.

Engage in formal academic interactions in pairs, small groups, and unified class.

§  What aspects of their academic experience posed the greatest challenges for these high school bound academic English learners?

4

Everyday Nouns §  stuff §  things §  information §  ideas

Precise Academic Nouns §  sources §  citations §  references §  evidence §  data §  facts

5

“Doing my research, I couldn’t find the … things.” §  utilizing academic register: vocabulary, syntax, grammar, transitional expressions

§  writing evidence-based essays and reports

§  identifying appropriate informational text resources to support a claim

§  independent reading and analysis of texts

§  selecting and paraphrasing citations 6

1


Which “R” is missing from lessons for Academic English Learners? § Rigor § Relevance § Relationships

§ Responses!

§  State a claim using present tense persuasive verbs: believe, maintain, contend.

§  Exchange information on a topic by asking relevant questions and affirming others: What do you think makes sense? That makes sense. That would work.

§  Report a team’s consensus using past tense citation verbs + that: decided, determined.

8

§  Expressing an opinion §  Stating a claim §  Asking for clarification §  Paraphrasing §  Soliciting a response §  Agreeing/Disagreeing §  Affirming §  Holding the floor

§  Drawing conclusions §  Comparing §  Justifying §  Predicting §  Summarizing §  Offering a suggestion §  Reporting §  Citing a source

9

Everyday English § I think __. I don’t think __.

Academic English § I think __ because __. § I (firmly, strongly) believe __. § In my opinion, __. § From my perspective, __. § I am convinced__.

10

Everyday English § Because __.

Academic English § For (example, instance), __. § A relevant example I (heard, read) was__. § One (possible, convincing) reason is__. § A (key, major) reason is __. § A relevant experience I had was __.

11

Everyday English § Because __.

Academic English § After hearing __, I am convinced __. § The data on __ suggests __. § After reading __, I conclude that __. § After reviewing __, I assume that __. § Drawing from evidence, I know that __.

12

2


§  The words, syntax, style, and grammar used by speakers and writers in a particular situation or in a particular type of writing: § Writing a text message to invite a friend to a party § Writing an email message to a teacher requesting

an extension on a research report §  Asking a coach for permission to miss practice §  Asking a manager at an internship to clarify

expectations for a task

13

§  brief phrases and sentence fragments §  imprecise, quotidian word choices §  incorrect grammar §  limited/no elaboration; reliance on context

14

Teens don’t sleep enough. Cause they’re doing other stuff. Like texting or for school.

What challenges do recent immigrants face? Informal Verbal Response

Jobs. The language. Learning English. Formal Constructed Verbal Response

One challenge recent immigrants face is learning an entirely new language.

Formal, Brief Constructed Written Response One challenge recent immigrants face is learning an entirely new language. English communication and literacy skills are critical for adult immigrants if they want to have jobs that pay well or attend college.

15 16

Immigrant Challenges discrimination

paperwork housing

getting jobs

English a new school system

§  What challenges do recent immigrants face?

§  One challenge that recent immigrants face is __ (verb + ing) learning a new language.

§  Verb Bank: Everyday Precise finding locating knowing understanding dealing with adjusting to getting earning

17

Instructional Advantages of Academic Response Frames

A well-crafted response frame enables a teacher to 1) construct a model response, 2) deconstruct the response, and enables students to 3) reconstruct an independent competent response.

3


Routine Phases:

§ Brainstorm (Think)

§ Record (Write)

§ Exchange (Pair)

§ Report (Share)

19

Dr. Kate Kinsella’s ACADEMIC DISCUSSION ROUTINE ~ Step by Step

!

© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.!!

Phase 1: Brainstorm

1. Display and read aloud the discussion question

2. Students reread question aloud (phrase-cued)

3. Model brainstorming response(s) (quick list, phrases, everyday English)

4. Prompt students to think and record brief responses

5. Students check one or two preferred ideas to develop into academic responses

Phase 2: Record 1. Introduce first frame (visibly displayed, include model response)

2. Students rehearse model response (silently, phrase-cued)

3. Direct attention to potentially unfamiliar vocabulary (underline, write simple definition)

4. Direct attention to and explain the grammatical target(s) (underline, highlight)

5. Model use of precise vs. everyday words using the Precise Word Bank (if provided)

6. Direct students to write an academic response using the first frame

7. Prompt students to consider (example, reason, evidence) to elaborate verbally

8. Students record response with first frame and consider how to elaborate

9. Repeat the process with any additional frame (visibly displayed, include model response)

10. Circulate to monitor, read sentences, and provide feedback !!

Phase 3: Exchange

1. Direct students to silently reread their sentences in preparation to share

2. Cue partner (A/B) to read their response twice (then switch/A)

3. Circulate to provide feedback and preselect reporters

4. Cue partners to restate and record each other’s idea

5. Repeat phase 3 for response with second frame !!

Phase 4:!Report 1. Establish expectations for reporting using the 1st frame

2. Assign active listening task(s): take notes, identify similarities/differences

3. Record student contributions on board or organizer to display later

4. Cue preselected reporters

5. Elicit additional reporters using varied strategies (e.g., name cards, popcorn, volunteers)

6. Briefly synthesize contributions and make connections to article focus

7. Repeat phase 4 for response with second frame !

Physically: Using Body

§  leans toward me §  doesn’t look away

Verbally: Using Words

§  asks questions §  stays on topic

20

How does a lesson partner demonstrate attentive listening?

§ A partner demonstrates attentive listening when she asks clarifying questions.

For example, if she doesn’t understand my response, she might politely ask “What do you mean?”

§ A partner demonstrates attentive listening by staying on topic.

22

For instance, he doesn’t ask me about something else until we have finished our assignment.

§ Did I spell __ correctly?

§ How do you spell __?

§ Is there a better way to say __?

§ What is a precise synonym for __? § Is this grammatically correct? § May I run an idea by you?

23 24

4


§ Opinion (1-5)

§ Opinion, Argument (6-12 +)

§  Informative/Explanatory (1-12 +)

§ Text Summary & Response (4-12 +)

§ Narrative (1-12) (Least vital for College & Career Readiness)

§  Journal Entries (Random Prompts & Topics)

§  Personal Response to Literature

§  Daily Oral Language (Sentence Correction)

§  Summaries with Art Projects (e.g., Dioramas)

§  Persuasive Essay

§  Weekly Spelling List Paragraph

§ Persuade: Give convincing reasons to try to get an individual or group to do something that they may not wish to do. Appeal to the audience’s emotions.

§ Justify: Give convincing reasons and compelling evidence from sources and relevant personal experiences to support a claim, decision, action or event. Appeal to the audience’s reasoning.

27

§  Evaluate your current study place and determine whether you should make any changes to create a more productive work environment.

§  Write a thoughtful informative paragraph, including a clearly-stated topic sentence, transitions, specific reasons, concrete details, and a concluding statement.

1 2

Well actually I study in my livingroom almost sometime. Because I don’t usually do my homeworks. Every time when I pick up my pen to work on my homeworks. I got disturb from my little bros., and sister. They come into the livingroom and chasing each other aroun. Man I was like sitting in hell with a demon. In my living room I had a table. Which it is about 6 ft. by 3, a lamp, dictionary, pens and school stuff. I had a 27 inch TV in front of me.

9th grade (7 years in U.S., CELDT 3 for 5 years)

§  Imprecise vocabulary use: school stuff

§  Inconsistent and inaccurate use of present tense to describe habitual actions: I study; I had a desk

§  Errors with: §  Adverbs of frequency: almost sometime §  Count/non-count nouns: homeworks §  Verb phrases: I got disturb from §  Sentence fragments: Because I don’t do my homeworks. §  Conversational register: Well actually; Man I was like

5


§  Peer revision and editing sans oversight §  Worksheets on grammar and mechanics §  Multiple rewrites without targeted feedback §  Journaling on random topics §  Graphic organizers as a sole scaffold for a

lengthy writing assignment §  Holistic rubrics for placement/exit decisions

31 32

Study Place: Living Room big table

small lamp tv always on

noisy little brother & sister

food smells school stuff: pens, paper

Topic Words §  assignments §  concentrate §  environment §  resources, materials §  distract, distraction §  avoid §  improve, improvement §  productive, unproductive §  challenge, challenging

High-Utility Words §  complete §  strength §  weakness §  challenge §  positive §  negative §  numerous §  several §  select

33 34

§  I (regularly, typically) complete my most demanding homework assignments in __

§  I prefer to study in this location because __ §  One challenge I face working in __ is __ §  To create a more productive study

environment, I should __ and __ §  A positive change I could make would be to __

§  Students cannot be expected to write what they cannot competently articulate.

§  Writing frequently without related language instruction doesn’t produce competent writers.

§  We must equip English Learners and reticent readers with a process, models and linguistic tools for competent verbal and written communication across the subject areas.

§  When English learners are faced with a new and challenging academic task, ranging from independently reading an informational text to collaborating on a text-dependent response or making a formal presentation, the content must initially be relatively easy so students can devote their attention to the procedural and linguistic demands of the lesson task.

§  Gersten, R., & Baker, S. (June 2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66/4, 454-470.

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Complexity Progression for English Learners: OPINION WRITING

© Kate Kinsella, Ed. D. 2016 ~ All rights reserved.

OPINION PARAGRAPH OPINION ESSAY

1. Introductory Assignments (3-4) (Non Text-Dependent)

Sources: • Background Knowledge • Personal Experience

Structure: • Topic Sentence

(Directly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences

(Examples, Explanation) • Concluding Statement

1. Introductory Assignments (2) (Non Text-Dependent)

Sources: • One Assigned Text (Fairly Complex) • Background Knowledge/Experience Structure: • Thesis Statement (No Introduction)

(Directly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each

(Reasons, Examples, Explanation) • Concluding Statement

2. Intermediate Assignments (2-3) (Partially Text-Dependent)

Sources: • One Assigned Brief Text • Background Knowledge • Personal Experience



(Examples, Explanation) • One Text Citation/Quotation • Concluding Statement

2. Intermediate Assignments (2) (Partially Text-Dependent)

Sources: • 1-2 Assigned Texts

(Varied Complexity) • Background Knowledge • Personal Experience

Structure: • Introduction with Thesis Statement

(1 Directly & 1 Indirectly Stated) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each

(Reasons, Examples, Explanation) • 2-3 Text Citations/Quotations • Concluding Paragraph

3. Eventual Assignments (2) (Text-Dependent)

Sources: • 1 - 2 Assigned Brief Texts


(Indirectly Stated Opinion) • 2-3 Detail Sentences • 1-2 Supporting Sentences

(Reasons, Examples, Explanation, Quotations from Texts)

• Concluding Statement

3. Eventual Assignments (2-3) (Text-Dependent)

Sources: • 2 Assigned Texts (Varied Complexity)


(Indirectly Stated Opinion) • 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each

(Examples, Explanation) • 3-4 Text Citations (1-2 Paraphrased,

1 Directly Quoted) • Concluding Paragraph







































































§  Set Expectations for Academic Writing: §  Introduce the Writing Type §  Analyze a Writing Model § Review a focused scoring guide

§  Unpack the Writing Prompt

§  Teach Language/Conventions for Writing

§  Guide Drafting §  Monitor Peer Feedback

§  Describe §  Explain §  Sequence §  Narrate §  Compare

§  Justify (State/Defend Claims)

§  Argue (Defend/Counter Claims)

§  Analyze ~ Cause-Effect

§  Interpret ~ Data/Evidence

§  Infer (Draw Inferences)

41

§ Describe the protagonist’s character traits that influenced her decision-making process and eventual resolution.

§ Compare the curricular reforms proposed by opponents and proponents of AP coursework.

§  Identify prevalent trends in teen smart phone usage and recommended parental directions.

42

7


§  Words we recognize or understand when we see or hear them.

§  Typically much larger than productive vocabulary knowledge.

§  Words we associate with some meaning even if we don’t know the full range of definitions, connotations, or ever use when we speak and write.

§  Words we understand and can use comfortably and competently in spoken and written communication;

§  Smaller than receptive word knowledge;

§  When limited, it can be stigmatizing during advanced academic and social interactions and written discourse.

Group 1/10 (Highest Incidence): analyze assume benefit concept consist context economy environment establish estimate factor finance formula function income indicate individual interpret involve issue labor legal major method occur percent principle section significant similar source specific structure . . .

word family: assume, v. assumed, adj. assumption, n.

Source: (Averil Coxhead, 2000)

§ The major focus of this report is _

§ The author addresses the issue of _

§ An essential detail in this section is _

§ Another significant detail is _ § The most relevant evidence is _

Dr. Kinsella’s High-Utility Vocabulary Instructional Routine ~ Step by Step

© Kate Kinsella, Ed. D. 2013 ~ All rights reserved. Do not modify or distribute electronically without permission.!

Ph

ase

1: In

tro

du

cin

g W

ord

Introduce the High-Utility Academic Word 1. Establish purpose: learning a high-utility academic word 2. Pronounce the word 3. Students repeat 4. Provide part of speech 5. Syllabify 6. Students repeat 7. Provide a student-friendly definition 8. Students repeat definition and fill in blank(s) 9. Model example #1 visibly displayed 10. Students repeat example and fill in blank(s)

11. Model example #1 visibly displayed 12. Students repeat meaning and fill in blank(s)

Ph

ase

2: V

erb

al P

ract

ice

Transition to Verbal Practice 1. Introduce frame for verbal practice visibly displayed, include model response 2. Students repeat model response 3. Direct attention to grammatical target(s) (underline, highlight) 4. Prompt students to consider a response 5. Cue partner (A/B, 1/2) to share response with partner (twice) 6. Circulate listening, providing feedback, and preselect initial reporters

Transition to Reporting 7. Elicit reporting with frame, visibly displayed 8. Cue preselected students to report 9. Direct students to write the word and selected response in the frame

(own, partner’s or strong response) !!

Ph

ase

3Ph

Ph

asas

: W

riti

ng

Pra

ctic

e Transition to Writing Practice

1. Introduce frame for writing practice visibly displayed, include model response

2. 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 time 5. Direct students to write appropriate word form and content in the frame

6. Cue partner (A/B, 1/2) to read response to partner (twice) 7. Circulate listening, providing feedback 8. Cue partners to switch and read each other’s sentence (continue circulating)

Transition to reporting

9. Elicit reporting with frame, visibly displayed 10. Cue preselected students to report 11. Elicit additional responses

!

Text: Lions vs. Humans Date


1

Word Meaning Examples Images

factor fac•tor noun

________

________

one of many

things that

____________ or

affect a situation

Texting while driving is a major

factor in many teen car

________________________.

A good night’s sleep and a

nutritious breakfast are key

factors in a student’s

performance on ___________.

!Verbal Practice (Think-Pair-Share-Write):

One of the most important when I purchase a gift for a friend is the

2


protect pro•tect

verb

________

protection pro•tec•tion

noun

________

________

to stop someone

or something

from being hurt or

______________

something that

keeps a person or

thing from getting

___________ or

damaged

Bike riders should always wear

helmets to protect their

________________________.

During our class field trip to the

desert, our teacher encouraged

us wear a long-sleeved shirt,

hat and ________________ to

offer protection from the sun.

!Verbal Practice (Think-Pair-Share-Write):

One of the best ways to a laptop containing your schoolwork is to

(always/never)

Our community is donating free to offer

for people without shelter during the cold winter months.

factor

factor

cause accidents

exams

1 2

8


factor (noun)

One of the most important ________ when I purchase a gift for a friend is the __________________________.

factor (noun)

One major _________ that can contribute to a ____________ grade on a test is __________ ________________________

PROMPT: What are key factors a parent must consider before leaving a child at home alone?

Construct a thoughtful response in academic register that includes relevant examples.

Target 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 in a __ manner. §  When the bell rang, I __ by immediately __.

53

Name Date


1


similar sim•i•lar adjective

_________

_________

synonym:

alike

almost the

_____________

antonym:

different

An ____________ is similar to

a tangerine because they have

the same _______________

and color, and they are both

sweet-tasting citrus fruits.

My cousin and her dog look

similar because they both have

________ eyes, big _________,

and blonde hair.

Verbal Practice (Think-Pair-Share-Write):

On the first day of school, many students arrive with similar

Writing Practice (Think-Write-Pair-Share):

It’s great to have friends with interests in and

that are to mine.

2


benefit

ben•e•fit noun

________

________

synonym:

advantage

something

good or

___________

you get from

something

One benefit of living near

school is that you can _______

and get some exercise instead

of drive in rush hour traffic.

An important benefit of being

bilingual is being able to listen

and dance to music in two

different _________________.


One benefit of owning a pet is having a playmate when you are


Two of growing up in Southern California are that the weather is much

than other parts of the US and we can outside year round.

benefit useful

walk

languages beneficio

54

benefit (noun)

One benefit of owning a pet is that you can __ (base verb: cuddle) when you are __ (adjective: scared).

9


55

benefit (noun) § Writing Practice: Two clear _________ of using a tablet or laptop to write in class are being able to ___________ and ___________ more easily.

benefits

check spelling correct errors

§  base verb = verb with no ending (-s, -ed, -ing)

§  She needs to arrive early for practice.

§  I prefer to take notes using my tablet.

§  We forgot to bring our supplies for the project.

56

Prius owners firmly believe that their hybrid car provides them with several ________, including being able to _______________________

57

drive in the diamond lane

benefits

§  Introduce the writing type with a clear definition and student-friendly scoring guide.

§  Provide accessible models to help students grasp the essential elements.

§  Allow students to write about familiar topics before requiring text dependent tasks.

§  Pre-teach relevant syntax, grammar, and vocabulary for the writing type and topic.

§  Build fluency with a writing type through routine, brief teacher-mediated tasks.

§  Dr. Kate Kinsella grants permission for materials included in this presentation to be used as is or with slight modification for K-12 district use, only with credit to the author (source _: adapted from _).

§  These materials may not be published, presented at conferences, distributed on the internet or used or adapted by any publisher or professional development provider without securing prior written permission from the author: [email protected]

Kate Kinsella, Ed.D. San Francisco State University

Center for Teacher Efficacy [email protected] (707) 473-9030

10

Common Direction Words in Academic Writing Prompts


ANALYZE Break the subject (an object, event, or concept) down into parts, and explain the various parts.

ARGUE State a claim on an issue and support it with reasons and evidence from sources while also countering possible statements or arguments from individuals who have different positions.

COMPARE Show how two things are similar and different; include details or examples.

CONTRAST Show how two things are different; include details or examples.

CRITIQUE Point out both the good and bad points of something.

DEFINE Give an accurate meaning of a term with enough detail to show that you really understand it.

DESCRIBE Write about the subject so the reader can easily visualize it; tell how it looks or happened, including how, who, where, why.

DISCUSS Give a complete and detailed answer, including important characteristics and main points.

EVALUATE Give your opinion of the value of the subject; discuss its good and bad points, strengths and weaknesses.

EXPLAIN Give the meaning of something; give facts and details that make the idea easy to understand.

ILLUSTRATE Give the meaning of something; give facts and details that make the idea easy to understand.

INTERPRET Explain the meaning of a text, statement, photo, graphic aid; discuss the results or the effects of something.

JUSTIFY Give convincing reasons and evidence from sources to support a claim, decision, action, or event.

PERSUADE Give convincing reasons in order to get someone to do or believe something; appeal to the reader’s feelings and mind.

RESPOND State your overall reaction to the content, then support your individual opinions or claims with specific reasons and relevant examples, making sure to refer back to supporting texts.

STATE Give the main points in brief, clear form.

SUMMARIZE Provide an objective overview of the topic and important details from a text; use paragraph form, key topic words, and no personal opinions about the content.

SYNTHESIZE Combine ideas from different sources in a single response.

TRACE Describe an event or process in chronological order.

11

Academic Writing Types: Secondary School

© Kate Kinsella, Ed.D. 2016. All Rights Reserved.

INFO

RM

ATI

VE T

EXT

An informative text examines a topic and conveys ideas and information without including personal opinions.

A. The introduction identifies the topic and contains a thesis statement that tells what the writer will explain.

B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that develop the topic with evidence drawn from sources

such as definitions, facts, statistics, examples, and quotations. • Transition words or phrases that introduce and connect ideas.

C. The concluding sentence follows from the information presented and explains the topic’s importance.

OPI

NIO

N E

SSA

Y

An opinion essay states a claim and supports it with clear reasons and relevant evidence from sources.

A. The introduction clearly states the writer’s thesis or claim about the topic.

B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that support the claim with clear reasons and relevant

evidence drawn from credible text sources or the writer’s experience. • Transition words or phrases that connect opinions, reasons, and evidence.

C. The concluding sentence strongly restates the writer’s claim about the topic.

AR

GU

MEN

T ES

SAY

An argument essay states a claim and one or more counterclaims, supported with clear reasons and relevant evidence from sources.


B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that support the writer’s claim with clear reasons and

evidence from credible text sources or the writer’s experience. • Counterclaims that refute other common claims with strong evidence. • Transition words or phrases that connect opinions, reasons, and evidence.

C. The concluding sentence strongly restates the writer’s claim about the topic.

NA

RR

ATI

VE

A narrative tells a story from a clear point of view. Narratives can be imagined events or true experiences written from someone’s life. A personal narrative tells a story from the writer’s life, and explains how his or her life changed as a result.

A. The introduction identifies the context, characters, and purpose of the narrative.

B. Detail sentences tell the most important events of the story. • Transition words or phrases help move the reader through the events. • Descriptive language, such as action verbs, precise adjectives and adverbs,

make the story more vivid and interesting.

C. The concluding sentence explains the importance of the story.

12

Dr. Kate Kinsella’s Support Process For Formal Writing Assignments


PRIOR TO INSTRUCTION: 1. Prepare a clear definition of the academic writing type. 2. Identify or write an appropriate student model. 3. Identify or design a student-friendly analytic scoring guide. 4. Determine language and convention priorities for explicit instruction.

SET EXPECTATIONS FOR ACADEMIC WRITING

Phase 1: Teach the key elements of the academic writing type. 1. Introduce the academic writing type with a definition specifying its purpose,

structure, and specific elements. 2. Provide and read an appropriate student writing model that includes key

elements of the academic writing type. 3. Guide analysis of key elements in the writing model and text marking. 4. Facilitate academic discussion of key elements using response frames. 5. Review a focused scoring guide and point out how model meets criteria.

Phase 2: Unpack the writing prompt. 1. Introduce the specific assignment writing prompt. 2. Establish writing task expectations.

FRONTLOAD LANGUAGE AND CONVENTIONS FOR ACADEMIC WRITING TYPE

Phase 1: Build word knowledge for the specific writing focus.

Phase 2: Teach tenses and sentence structures for the writing type. Phase 3: Practice a convention skill required for the writing type.

GUIDE DRAFTING

Phase 1: Support students in planning to write with a focused outline or organizer. Phase 2: Model the drafting process with an interactive writing frame. Phase 3: Monitor to provide guidance as students write their own drafts.

FACILITATE SELF- AND PEER ASSESSMENT

Phase 1: Practice using the scoring guide with a writing sample in need of revision. Phase 2: Facilitate partner collaboration to write and discuss priorities for revision.

13




1. INTRODUCTORY 3-4 Non Text-Dependent Assignments Sources:

• Background Knowledge • Personal Experience

Structure: • Topic Sentence (Directly Stated Opinion)

• 2-3 Detail Sentences • 1-2 Supporting Sentences (Examples, Explanation)


1. INTRODUCTORY 2 Non Text-Dependent Assignments Sources: • One Assigned Text (Fairly Complex) • Background Knowledge/Experience Structure: • Thesis Statement (No Introduction) (Directly Stated Opinion)

• 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Reasons, Examples, Explanation)


2. INTERMEDIATE 2-3 Partially Text-Dependent Assignments Sources:

• One Assigned Brief Text • Background Knowledge • Personal Experience

Structure: • Topic Sentence (Directly Stated Opinion)

• 2-3 Detail Sentences • 1-2 Supporting Sentences (Examples, Explanation)

• One Text Citation/Quotation • Concluding Statement

2. INTERMEDIATE 2 Partially Text-Dependent Assignments Sources:

• 1-2 Assigned Texts (Varied Complexity)

• Background Knowledge • Personal Experience

Structure: • Introduction with Thesis Statement (1 Directly & 1 Indirectly Stated)

• 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Reasons, Examples, Explanation)

• 2-3 Text Citations/Quotations • Concluding Paragraph

3. EVENTUAL 2 Text-Dependent Assignments


Structure: • Topic Sentence (Indirectly Stated Opinion)

• 2-3 Detail Sentences • 1-2 Supporting Sentences (Reasons, Examples, Explanation, Quotations from Texts)


3. EVENTUAL 2-3 Text-Dependent Assignments


Structure: • Introduction with Thesis Statement (Indirectly Stated Opinion)

• 2-3 Detail Paragraphs • 2-3 Supporting Sentences for Each (Examples, Explanation)

• 3-4 Text Citations (1-2 Paraphrased, 1 Directly Quoted)

• Concluding Paragraph

14

Language Tools: Opinion and A

rgument W

riting

1 of 3 ©

Kate Kinsella, Ed.D. 2016 All R

ights Reserved

To DIR

ECTLY state your opinion . . .

To IN

DIR

ECTLY state your opinion . . .

Verbs Verb Phrases

Verbs Phrases

agree

I . . . think, believe, agree, view

conclude, contend, support, m

aintain, concur, consider

I . . . personally/honestly think firm

ly believe, continue to believe strongly agree am

/remain convinced that

fully support the notion that

agree

It is clear that It is im

portant that It is evident that It is w

orth noting that It is essential that

disagree

I . . . contend m

aintain

I . . . w

ould argue strongly that do not (think, believe) still contend still m

aintain cannot support the position disagree (som

ewhat, entirely)

in no way believe

am unconvinced

disagree

It is not entirely clear that It seem

s less important that

It is not perfectly evident that It is sim

ply not worth noting that

It is clearly not worth arguing that

It is not always (true, the case) that

The argument that __ is (invalid, illogical,

flawed, erroneous).

undecided

I’m . . .

undecided uncertain unconvinced unsure

I . . . am

somew

hat undecided whether

remain unconvinced

am m

ore inclined to believe see both sides of the issue am

still on the fence about

undecided

It remains unclear w

hether It is challenging to determ

ine whether

It cannot be easily decided whether

It continues to be problematic to state

Taking into consideration both sides of this issue, it is unclear that

Adverbs to add em

phasis: certainly, definitely, perfectly, completely, surely, clearly, w

holeheartedly, firmly, fully, honestly, still

Examples:

It is certainly true that; I can definitely (see how, understand w

hy); I wholeheartedly support; I firm

ly believe; I fully recognize; The research team

surely defends; Recent studies clearly dem

onstrate; Current data definitely points to

15


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Transition Words and Phrases

1. To establish your point of view

2. To introduce reasons D

rawing from

my (fam

ily, school, athletic, work) experience,

Based on m

y experience as a/an (female, athlete, im

migrant),

As a (com

petitive athlete, college-bound teenager), D

uring my (pre-school years, childhood, adolescence),

In my elem

entary school experience, W

ithin my (culture, com

munity, neighborhood),

Am

ongst my (peers, fam

ily mem

bers, classmates),

One reason I hold this position is

Another (key, m

ajor) reason (restate claim) is

A com

pelling reason for __ is It is also clear that P

erhaps the most im

portant reason for

3. To introduce a data-driven claim/position

4. To introduce examples

After reading the article, __,

After exam

ining the issues surrounding __, A

fter analyzing the research findings on __, A

fter considering the arguments in favor of __,

After exam

ining the issues surrounding __, H

aving reviewed the recent data on __,

Having thoroughly investigated the issue of __,

For example,

As an illustration,

For instance,

A

nother (example, factor, instance) is

As an exam

ple, A

s a/an (recent, additional, typical) example,

To illustrate,

5. To introduce evidence drawn from

sources 6. Transitions to introduce /connect supporting ideas

A recent study show

s According to

The data on __ clearly indicates The evidence on __ points to A

bundant data illustrates There is strong evidence to suggest

First, Second,

In addition, Furtherm

ore, A

lso, Additionally,

Moreover, M

ost importantly,

7. Transitions to conclude

In conclusion, . . .Overall, . . .Finally, . . .Thus, . . . For these reasons, . . .To conclude, . . .To sum

up, . . .To review

8. Precise Adjectives for Evidence

good = convincing, powerful, strong, com

pelling, relevant

new = recent, current, contem

porary, up-to-date scary = alarm

ing, distressing, shocking, striking, disturbing hard = difficult, troubling, challenging, com

plex, complicated

true = believable, convincing, plausible, persuasive

enough = adequate, sufficient, abundant, substantial not enough = inadequate, insufficient, scarce

stupid = absurd, ridiculous, unreasonable

16


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Counter A

rgument &

Refutation

Basic A

pproach: S

ome people m

ay (say, argue, advocate) that my (opinion, claim

, position) is not (true, valid, reasonable) because __. H

owever, this is (incorrect, inaccurate, m

istaken, wrong, categorically false) because __.

Introducing a Counter A

rgument

Refuting the C

ounter Argum

ent

Som

e will state that (m

y claim) is not true because __.

Som

e people might contend that __.

(Opponents, P

roponents) of __ will argue that __.

Advocates of __ are likely to em

phasize that __.

Those on the other side of the issue may em

phasize __.

While it is true that __,

Adm

ittedly, __.

Defenders of __ are apt to point out that __.

That said, I would rem

ind them that __.

Nevertheless, I w

ould readily point out that __.

How

ever, they should carefully consider __.

How

ever, current data actually demonstrates __.

Although that point is true, it is not im

portant because __.

While that m

ay be the case, my point is still valid because __.

Som

e will m

aintain __ despite the fact that __.

Transition words: but, yet, how

ever, nevertheless, still

Examples:

•

Proponents of an outright ban are likely to point out the fact that a higher percentage of paper bags than plastic bags is

recycled. How

ever, current data actually demonstrates that recycling paper bags uses m

ore energy and plastic bags take up less space in landfills. (M

alik 38).

• A

dvocates for a total ban on plastic bag use may reply that these products last for up to 1,000 years in landfills despite

the fact that polls reflect a complete ban isn’t supported by m

ost Am

ericans (EcoW

atch 35).

• W

hile it is true that consumers are perfectly capable of recycling plastic bags responsibly, recent global research

suggests less than five percent of people regularly recycle bags (Malik 39).

17

Sample Language Objectives: Opinion Paragraph/Essay


OPI

NIO

N E

SSA

Y

An opinion essay states a claim and supports it with clear reasons and relevant evidence from sources.


B. Each supporting paragraph includes: • A topic sentence that states what the paragraph will be about. • Detail sentences that support the claim with clear reasons and relevant

evidence drawn from credible text sources or the writer’s experience. • Transition words or phrases that connect opinions, reasons, and evidence.

C. The concluding sentence strongly restates the writer’s claim about the topic. LANGUAGE OBJECTIVES: Introduction

• State a claim directly using first-person present-tense opinion verbs: believe; maintain; conclude. • State a claim directly using advanced present tense verb phrases: firmly believe, continue to

believe, am convinced that, remain convinced that, support the notion that. • Indirectly state a claim using first-person present tense verb phrases: It is clear that, It is important

that, It is evident that, It is essential that. • Qualify a position using precise adverbs: agree/disagree…somewhat, entirely, completely. • Add emphasis to claim statements using precise adverbs: certainly, completely, definitely, fully. • Establish a point of reference when stating a claim using effective transition phrases: Based on

my experience as a/an; Drawing from my (family, school, work, athletic) experience. LANGUAGE OBJECTIVES: Body

• Use basic transition words to introduce reasons to support a claim: first, second, also, additionally, furthermore, finally.

• Use advanced transitional phrases to introduce reasons to support a claim: one major reason, Another (key, important) reason, in addition, perhaps the most compelling reason.

• Use basic transition words and phrases to introduce examples to support a claim: for example, for instance, one example is.

• Use advanced transition phrases to introduce examples to support a claim: to illustrate, as an illustration, as an example, as a/an (recent, relevant additional, typical) example.

• Provide reasons using “because of” and “as a result of” followed by a noun phrase. • Use third-person singular present-tense citation verbs to credit an author when providing

text evidence: reports, explains, points out, notes, argues. • Provide anecdotes to support a point using regular and irregular past-tense verbs. • Use modal expressions to express opinions about what is possible: maybe, probably,

certainly, can, must. • Use precise adjectives instead of “interesting” to describe the evidence provided to support a

claim: fascinating, intriguing, thought-provoking. • Use precise adjectives instead of “good” to describe the evidence provided to support a claim:

convincing, powerful, strong, compelling. • Use modal verbs to describe what is possible or preferable and propose concrete solutions:

should (limit); would (improve); could (benefit). • Articulate cause and effect relationships within complex sentences using subordinating

conjunctions: since, because, when. • Compose complex and compound sentences to support major points.

18

ANALYZING TEXT ELEMENTS

Academic Writing

Student Writing Model

After studying different forms of recess, I believe that schools should

require unstructured recess activities. One reason is that unstructured

activities provide students with a necessary break from schoolwork. In

the article “The Power of Play,” the author states that one positive effect

of 15 minutes or more of recess is that students can focus better in class.

In my experience, free choice activities allow students to exercise their

imaginations. For instance, in the article “The Power of Play,” the author

points out that one example of free play is creating a made‑up play, which

is my friends’ and my favorite recess activity. For these reasons, I conclude

that students should participate in unstructured play during recess.

Academic Writing TypeAn opinion paragraph states a claim and supports it with logical reasons and relevant evidence from the texts and the writer’s experience.

The introductory sentence clearly states the writer’s claim about the issue.

Detail sentences support the claim with reasons and evidence from the texts and the writer’s experience.

• Transition words or phrases connect opinions, reasons, and evidence.

The concluding sentence restates the writer’s claim about the issue.

A

B

C

ANALYZE TEXT ELEMENTSRead this student model to analyze the elements of an opinion paragraph.

MARK & DISCUSS ELEMENTSMark the opinion paragraph elements. Then discuss them with your partner.

1. Put brackets around the writer’s claim within the introductory sentence. The writer’s claim is .

2. Draw a box around three transition words or phrases. One transition (word/phrase) is . Another transition (word/phrase) is .

3. Underline and label two reasons that support the writer’s claim with the letter R. One reason that supports the writer’s claim is .

4. Underline and label two pieces of evidence that support the writer’s claim with the letter E. One piece of evidence that supports the writer’s claim is .

5. Star two precise topic words. Check two high‑utility academic words. An example of a (precise topic/high‑utility academic) word is .

A

B

C

38 Issue 2

E3DJrA_TEPE_I02_038-043_WR.indd 38 1/29/16 4:28 AM

Language & Writing Portfolio, Course A, Volume 1 p. 38

The STudenT experience

English 3D (2016) Houghton Mifflin Harcourt 19

theresahancock

Typewritten Text

theresahancock

Typewritten Text

theresahancock

Typewritten Text

©

theresahancock

Typewritten Text

Opinion Paragraph

© 2016 Kate Kinsella, Ed. D. ~ All rights reserved.

Assess Your Draft Use the following scoring guide to rate your opinion paragraph. In

suffi

cien

t

Atte

mpt

ed

Suffi

cien

t

Exem

plar

y

Rating Scale 1 2 3 4

1. Does the introductory (topic) sentence clearly state your claim? 1 2 3 4

2. Did you use transitions to connect opinions, reasons, and evidence? 1 2 3 4

3. Do the detail sentences provide reasons that support your claim? 1 2 3 4

4. Do the detail sentences provide evidence (from text, other sources, experiences, background knowledge) to support the claim? 1 2 3 4

5. Did you include precise topic words and high-utility academic words? 1 2 3 4

6. Does the concluding statement restate your claim using new wording and leave the reader with a final thought to consider? 1 2 3 4

Reflect and Revise Record specific priorities and suggestions to help you revise your draft. (Partner) Positive Feedback: I appreciate how you (used, included, described)

(Partner) Suggestion: Your opinion paragraph will be stronger if you (add, revise, check)

(Self) Priority 1: I plan to improve my opinion paragraph by (adding, changing, explaining)

(Self) Priority 2: I also need to (include, change, revise)

Check and Edit Use this checklist to proofread and edit your opinion paragraph. q Did you begin with an interesting and appropriate title?

q Did you capitalize the title(s) of any cited text, sources, and proper nouns?

q Did you use commas to separate transitions from the rest of the sentence?

q Did you express your opinion using appropriate present-tense verbs and modal verbs?

q Did you include a variety of sentences (simple, compound, complex)?

q Is each sentence complete?

q Are all words spelled correctly?

20

Opinion Essay


Assess Your Draft Use the following scoring guide to rate your opinion essay. In

suffi

cien

t

Atte

mpt

ed

Suffi

cien

t

Exem

plar

y

Rating Scale 1 2 3 4

1. Does the introduction clearly state your claim? 1 2 3 4

2. Do your supporting paragraphs begin with a topic sentence that specifies a reason? 1 2 3 4

3. Did you use transitions to connect opinions, reasons and evidence? 1 2 3 4

4. Do the detail sentences provide evidence (from text, other sources, experiences, background knowledge) to support your claim? 1 2 3 4

5. Did you explain why the evidence is relevant and significant? 1 2 3 4

6. Did you include a variety of sentences (simple, compound, complex)? 1 2 3 4

7. Did you include precise topic words and high-utility academic words? 1 2 3 4

8. Does the concluding statement restate your claim using new wording and leave the reader with a final thought to consider? 1 2 3 4

Reflect and Revise Record specific priorities and suggestions to help you and your partner revise your draft.

(Partner) Positive Feedback: I appreciated how you (used/included/explained)

(Partner) Suggestion: Your opinion essay will be stronger if you (added, revised, checked)

(Self) Priority 1: I plan to improve my opinion essay by (adding, replacing, revising, checking)

(Self) Priority 2: I also need to (add, replace, revise, check) Check and Edit Use this checklist to proofread and edit your opinion essay. q Did you use commas to separate transitions from the rest of the sentence? q Did you use modal and conditional verbs appropriately? q Do present tense citation verbs end in –s? q Did you format citations correctly? q Is each sentence complete? q Are all words spelled correctly?

21

Opinion Essay: Final Draft (Personal Experience)


Prompt Should schools require Saturday make-up classes for students who have missed several classes or assignments?

Reclassified English Learner Grade 8 (post explicit, language-focused writing instruction)

From my perspective, schools should definitely require Saturday

make-up classes for students who have missed multiple classes or

assignments.

One key reason is that students with several absences have missed

valuable instruction and are probably behind their other classmates. By

attending make-up classes on Saturday, they can catch up on critical

lessons they have skipped and continue learning along with their

classmates the following week.

In addition, students who have not completed required coursework

typically don’t understand the assignment expectations and content. At

Saturday classes, the teacher should be able to introduce the major

concepts and practice skills again so their students gain more of an

understanding of what they need to accomplish.

Most importantly, I believe Saturday classes should be mandatory

because the struggling students who attend these classes will be there in

smaller numbers. This means that the teachers can devote their attention

to the most needy students and provide individual tutoring.

For these reasons, it seems evident that Saturday make-up classes

will enable struggling students to catch up on missing classwork so the

following week they can feel more motivated to attend and actively

participate during lessons.

22

Opinion Essay: (Text Source & Experience)


Prompt

Should female students be allowed to participate on a school’s male athletic teams, including contact sports?

Equal Sports Opportunities for Female Student Athletes

After reading the article “Leveling the Playing Field,” I am convinced that boys and

girls should have the same sports opportunities in school.

One reason is that schools have historically offered girls fewer sports options.

Schools have also denied girls the opportunity to participate on boys’ teams such as

wrestling. For example, my aunt attended high school in the late 1960s. She outperformed

her two older brothers in baseball, but she was unable to join the high school team. Her

only choices were badminton and archery, neither of which was her strongest or favorite

sport.

In addition, the article points out that after Title IX was passed, which allowed girls

to compete in boys’ events, girls still had to try out for an athletic team. In my experience, if

a girl is confident enough to try out for a competitive sport like basketball or golf, then she

is typically a skilled athlete who ought to be given a chance. As an example, the article

describes Annika Sorenstam who in 2003 competed in a world-class PGA golf tournament

against hundreds of male golfers. She was clearly strong enough to compete against male

peers.

Most importantly, images of what is feminine have evolved in the past decades.

Girls are now encouraged to work out regularly and build muscle mass to have more

stamina and strength while playing sports. Within my peer group, several girls are clearly

far more physically fit than many male classmates. During our annual fitness test, six

seventh grade girls in my PE class ran a mile in under seven minutes and completed thirty

or more crunches in a minute while male classmates trailed behind.

For these reasons, I conclude that girls should be allowed to try out for traditional

boys’ sports and judged based on their physical abilities not their gender.

23

Opinion/Argument: Marking and Discussion Tasks


Use consistent text marking tasks, symbols, and response frames to set up and monitor effective analysis and discussion of writing models.

1. Put a T next to the thesis statement within the introduction.

The thesis statement is _____. 2. Put brackets around the writer’s claim within the (topic sentence/introductory

statement/introduction). The writer’s claim is _____.

3. Circle strong verbs and verb phrases the writer uses to express opinions. An example of a strong (verb, verb phrase) expressing opinion is _____. Another strong (verb, verb phrase) I identified is _____.

4. Draw a box around four transition words or phrases.

One transition (word, phrase) is _____. Another transition (word, phrase) is _____.

5. Underline and label three reasons that support the writer’s claim with the letter R. One reason that supports the writer’s claim is _____. Another reason that supports the writer’s claim is _____.

6. Underline and label three pieces of evidence that support the writer’s claim with

the letter E. One piece of evidence that supports the writer’s claim is _____. An additional piece of evidence that supports the writer’s claim is _____.

7. Double underline a counterclaim.

One counterclaim is _____. The writer responds with evidence by _____. 8. Label three pieces of evidence that develop the topic with the letter E.

One piece of evidence that develops the topic is _____. An additional piece of evidence that develops the topic is _____.

9. Star four precise topic words and check four high-utility academic words. An example of a (precise topic word, high-utility academic word) is _____. Another (precise topic word, high-utility academic word) I identified is _____.

10. Put parentheses around the writer’s restated claim within the concluding

sentence. The writer’s restated claim is _____. The writer strongly restated his/her claim with this new phrasing: _____.

24

Opinion Essay: Marked Text Elements


Equal Sports Opportunities for Female Student Athletes

After reading the article “Leveling the Playing Field,” I am convinced that [boys and

girls should have the same sports opportunities in school].

One reason is that schools have historically offered girls fewer sports options.

Schools have also denied girls the opportunity to participate on boys’ teams such as

wrestling. For example, my aunt attended high school in the late 1960s. She

outperformed her two older brothers in baseball, but she was unable to join the high

school team. Her only choices were badminton and archery, neither of which was her

strongest or favorite sport.

In addition, the article points out that after Title IX was passed, which allowed girls

to compete in boys’ events, girls still had to try out for an athletic team. In my experience,

if a girl is confident enough to try out for a competitive sport like basketball or golf, then

she is typically a skilled athlete who ought to be given a chance. As an example, the

article describes Annika Sorenstam who in 2003 competed in a world-class PGA golf

tournament against hundreds of male golfers. She was clearly strong enough to compete

effectively against male peers.

Most importantly, perceptions and expectations of what is feminine have evolved in

the past decades. Girls are now encouraged to work out regularly and build muscle mass

to have more stamina and strength while playing sports. Within my peer group, several

girls are clearly far more physically fit than many male classmates. During our annual

fitness test, six seventh grade girls in my PE class ran a mile in under seven minutes and

completed thirty or more crunches in a minute while male classmates trailed behind.

For these reasons, I conclude that girls should be allowed to try out for traditional

boys’ sports and judged based on their physical abilities not their gender.

E

R

R

E

R

E

✓

✓

★

★

★

★

✓

✓ ★

25

Sample Language Objectives: Engaging in Academic Interactions


COLLABORATIVE DISCUSSIONS: Sample Language Objectives

Vague Statement: Engage in a range of collaborative discussions.

What this really means . . . • Discuss prior knowledge of a topic (what makes someone a good friend) prior to reading a

text, using appropriate register, complete sentences, and gerunds: helping, assisting, listening, defending, sharing, complimenting, recommending.

• Facilitate a collaborative small-group discussion of a topic by following turn-taking rules and eliciting ideas with precise questions: So, __, what are your thoughts?; (Name), what can you add?; So, __, what’s your experience?

• Exchange information on a topic by asking relevant questions and affirming others: What do you think makes sense? That makes sense. That would work.

• State an opinion on an issue by first qualifying a point of view using precise phrases: Based on my experiences as a __; Drawing on my experiences as a __.

• Listen attentively, restate a partner’s idea, and take brief notes using precise phrases: So, your (opinion, perspective, point of view) is that __?

• Compare experiences using complete sentences and key phrases: My experience is (similar to, somewhat similar to; different than; somewhat different than) yours.

• Facilitate discussion within a group by eliciting responses using appropriate phrases: I am eager to hear from __; I would like to hear from __; I’m interested in __’s response.

• Describe the effects of a person’s behavior using a complex sentence with present tense verbs: When my partner __ (verb + s), I __ (feel, understand, know) __.

• Predict informational text content and structure using a complex sentence with precise nouns to name text features and future tense: Based on the __ (title, heading, graphic aid, highlighted words), I predict the text will focus on __.

• Articulate the key idea and details in an informational text using precise academic terms: text topic, focus, key idea, detail.

• Qualify word knowledge using precise present tense verbs: use, know, understand, comprehend, recognize, don’t recognize.

• Report a group’s consensus on word knowledge using past tense citation verbs + that: agreed that, decided that, determined that, concluded that.

• Compare and contrast approaches using a complete sentence and precise adjectives: similar, comparable, identical, different.

• Negotiate with group members to construct a final collaborative response using appropriate present tense opinion statements: I think we should (say, put, use, write) __ because __; I still think __ is the strongest (choice, response, wording).

• Elicit and validate ideas while collaborating on a constructed response using appropriate questions and statements: What do you think makes sense? That makes sense. What’s your (opinion, suggestion)? That’s a great (Idea, example, suggestion).

• Evaluate interview techniques using text evidence and precise phrases for elaboration: for example, for instance, as an example, to illustrate.

26

Language for Academic Discussions

1. Stating Opinions I think__ because __. I (firmly, strongly) believe __. In my opinion, __. From my perspective, __. I am convinced __. My opinion on this (topic, issue) is __.

2. Supporting / Elaborating For (example, instance), __. A relevant example I (heard, read) was __. One (possible, convincing) reason is __. A (key, major) reason is __. A relevant experience I had was __. I experienced this when __.

3. Providing Evidence After hearing __, I am convinced __. The data on __ suggests __. After reading __, I conclude that __. After reviewing __, I assume that __. Drawing from experience, I know that __. Based on experience, it seems evident that __.

4. Comparing / Contrasting My (idea, response) is similar to (Name’s). My (opinion, perspective) is similar to (Name’s). My response is similar to that of my classmates. My response is different from (Name’s). My (approach, perspective) is different from (Name’s). My (analysis, conclusion, solution) is different from (Name’s).

5. Agreeing / Disagreeing I (completely) agree with (Name) that __. I share your perspective. My idea builds upon (Name’s). I don’t (quite, entirely) agree. I disagree (somewhat, completely). I have a different perspective on this (topic, issue).


------------------------------------------------------------------- fold -------------------------------------------------------------------

Language for Academic Collaboration

1. Eliciting What should we (say, put, write)? What do you think makes sense? What’s your (idea, opinion, experience)? Do you have anything to add? How would you (approach, complete) this task?

2. Contributing / Suggesting We could (say, put, write) __. What if we (say, put, write) __. I think __ makes the most sense. I think __ would work well. I think we should (add, include, consider) __.

3. Validating That would work. That makes sense. That’s a great (idea, suggestion). I see what you’re saying. That’s worth considering.

4. Negotiating Let’s (say, put, use, write) __ because __. Let’s go with (Name’s) suggestion __. I still think __ is the strongest (choice, response). Let’s combine ideas and put __. What if we (began, concluded) by __.

5. Clarifying I don’t quite understand your (idea, reason). I have a question about __. What exactly do you mean by __? If I understand you correctly, you think that _? Are you suggesting __?

6. Restating So, you think that __. So, your (idea, opinion, response) is__. So, you’re suggesting that __. Yes, that’s (right, correct). No, not exactly. What I (said, meant) was __.

7. Reporting We (decided, concluded, determined) that __ because __. One (fact, reason, piece of evidence) we considered is __. Our (point of view, response, conclusion) is that __. After reviewing __, we concluded that __. We came up with a __(similar, different) response.

8. Listening Attentively The (idea/example) I __ (added/recorded) was __. I (appreciated/related) to (Name’s) __(example/experience). The most convincing reason I heard was __. The strongest (argument/evidence) offered was __. The contribution I (appreciated, added, selected) was __.

© Kate Kinsella, Ed.D. 2016. All Rights Reserved. 27

Dr. Kate Kinsella’s ACADEMIC DISCUSSION ROUTINE ~ Step by Step


Phase 1: Brainstorm

1. Display and read aloud the discussion question

2. Students reread question aloud (phrase-cued)

3. Model brainstorming response(s) (quick list, phrases, everyday English)

4. Prompt students to think and record brief responses

5. Students check one or two preferred ideas to develop into academic responses

Phase 2: Record 1. Introduce first frame (visibly displayed, include model response)

2. Students rehearse model response (silently, phrase-cued)

3. Direct attention to potentially unfamiliar vocabulary (underline, write simple definition)

4. Direct attention to and explain the grammatical target(s) (underline, highlight)

5. Model use of precise vs. everyday words using the Precise Word Bank (if provided)

6. Direct students to write an academic response using the first frame

7. Prompt students to consider (example, reason, evidence) to elaborate verbally

8. Students record response with first frame and consider how to elaborate

9. Repeat the process with any additional frame (visibly displayed, include model response)

10. Circulate to monitor, read sentences, and provide feedback

Phase 3: Exchange

1. Direct students to silently reread their sentences in preparation to share

2. Cue partner (A/B) to read their response twice (then switch/A)

3. Circulate to provide feedback and preselect reporters

4. Cue partners to restate and record each other’s idea

5. Repeat phase 3 for response with second frame

Phase 4: Report 1. Establish expectations for reporting using the 1st frame

2. Assign active listening task(s): take notes, identify similarities/differences

3. Record student contributions on board or organizer to display later

4. Cue preselected reporters

5. Elicit additional reporters using varied strategies (e.g., name cards, popcorn, volunteers)

6. Briefly synthesize contributions and make connections to article focus

7. Repeat phase 4 for response with second frame

28

Academic Discussion Topic: An English Learner’s Vocabulary Use


Academic Discussion Topic: Attentive Listening PROMPT: How does a lesson partner demonstrate attentive listening? BRAINSTORM: List a few ways a partner can demonstrate attentive listening. Physically: Using Body Verbally: Using Words 1. 1.

2. 2.

PRECISE WORD BANK • let (verb) allow, permit, agree • nicely (adverb) politely, respectfully, collaboratively • idea (noun) response, suggestion, opinion

RECORD: Rewrite two ideas using the response frames and precise words. 1. A partner demonstrates attentive listening when ____ (she/he) ______________________________. (3rd person singular, present tense: asks clarifying questions)

2. A partner also demonstrates attentive listening by ________________________________________. (verb + ing: maintaining eye contact)

EXCHANGE: 1. Share ideas using the frames. 2. Elaborate with a relevant example. 3. Restate and record your partner’s ideas.

REPORT: Listen attentively, then record brief notes during partner and whole-class discussions.

Physical Examples Verbal Examples 1. 1.

2. 2.

3. 3.

Listen attentively, and use academic language to compare ideas.

• My response is similar to (Name’s).

• My response is comparable, but I would like to add that . . .

Elaborate: For example, __; For instance, __.

Restate: So your (opinion, experience, observation) is that __. Yes, that’s correct. No, not exactly. What I (stated, meant) was __.

29

Ten-Minute Constructed Response: Instructional Routine


A ten-minute response provides a written opportunity to practice elaborating on a significant detail or developing a point. It begins with a clearly stated claim, followed by one or two supporting sentences that elaborate with a relevant example, convincing reason, or personal experience.

Ten-Minute Response Instructional Routine Steps Phase I: Teacher-led (I’ll do it)

1. Distribute a Ten-Minute Constructed Response notetaking page.

2. Guide students in reading the (I do) model response using the echo or cloze fluency routine.

3. Analyze the response features: claim, supporting details, transitions, precise words.

4. Establish language targets for the response: e.g., precise words, subject-verb agreement.

5. Highlight the correct language targets in the model paragraph.

Phase II: Teacher and Students (We’ll do it) 1. Guide students in reading the (We do) frame using the echo or cloze fluency routine.

2. Pair students to brainstorm precise words and phrases to complete the blanks.

3. Record suggested words and phrases on the board.

4. Select appropriate content to complete the blanks: class vote, teacher’s choice, etc.

Phase III: Partners (You two will do it) 1. Pair students to collaborate on writing the (You’ll do) response.

2. Provide the initial sentence, using the sentence frame and an idea from the discussion.

3. Direct students to put down their pens and discuss their support for the claim.

4. Elicit strong contributions from a few students.

5. Direct partners to mutually decide upon their supporting sentence(s) before writing.

6. Pre-select 2-3 pairs to present their response (using a document camera, etc.).

Phase IV: Independent (You’ll do it) 1. Assign the independent (You do) response.

2. Guide students in proofreading and editing considering the assigned language targets.

3. Pair students to read their responses and provide feedback on idea development.

4. Wrap up with response presentations, one pre-selected and one volunteer.

5. Collect completed Ten-Minute Response notetaking pages.

30

Discussion Frames: Precise Word Choices


I / We talked about . . .

I / We picked . . .

I / We liked . . .

Everyday English Precise, Academic English I / We . . .

thought of discussed came up with considered

We came up with the precise adverb productively.

We considered the academic verb respond.

I / We . . . agreed upon decided upon chose selected

We selected the precise noun phrase extracurricular activities.

We came to a consensus on the high-utility academic noun factor. I / We . . .

applied inserted replaced substituted

We inserted the verb phrase completing lengthy research reports.

We substituted the academic verb respond for the everyday verb answer. I / We . . .

preferred appreciated enjoyed related to

We particularly appreciated the precise adverb respectfully.

We related to the specific noun phrase highly-caffeinated sports drinks.

This (idea/content/word/phrase) . . . works effectively fits logically makes absolute sense seems reasonable

The precise adjective relevant makes absolute sense.

The idea unrealistic expectations fits logically.

I / We put . . .

Ok. That works.

31

Source: Kinsella, K. © (2016). English 3D: Course A-1: Language & Writing Portfolio. Houghton Mifflin Harcourt.

Ten-Minute Constructed Response: Reducing Plastic Waste

A ten-minute response uses academic language. It begins with a clearly stated claim, followed by two detail sentences that elaborate with a relevant example, convincing reason, or recent experience.

PROMPT: How can people reduce plastic waste at home or at school? Write a ten-minute response that supports your claim. Strengthen your response with a relevant example, convincing reason, or recent experience.

I’ll do it… Teacher

I believe that families can reduce plastic waste at home by purchasing a water pitcher with a

filter. For example, after my mother bought a Brita pitcher, we began to substitute filtered tap

water for costly bottled water. As a result, we are saving money and no longer sending hundreds

of plastic bottles to landfills where they can harm the environment.

We’ll do it… Teacher and Students

I believe that students can reduce plastic waste at _____________________ by using reusable

water bottles. For example, ____________________ at our school encourage students to

____________________ reusable water bottles and provide one for every student who

____________________ on an athletic ____________________. As a result, most students

purchase fewer bottled ___________________ on campus and at athletic __________________.

You’ll do it… Partners

I believe that administrators in our district can reduce plastic waster at school by eliminating plastic

bottles from ____________________. For example, our school banned bottled water and

____________________ from the ___________________ and installed new __________________

in many convenient ____________________ for students to _______________________________.

As a result, more teachers and students are bringing ____________________ bottles to school and

________________________________________________________________________________.

32

Academic Discussion: Animal Emotions


BRAINSTORM IDEAS Write a quick list of emotions you believe some animals share with humans, for example, jealousy, joy and pride. In parentheses, write the animal you associate with this emotion. Draw from first-hand experience or background knowledge. • happiness (dog) •

• curiosity (dolphin) •

• • PRECISE WORD BANK + love, joy, sympathy, pride, desire, - anger, jealousy, nervousness, impatience, amusement, curiosity, gratitude, hope grief, panic, sadness, disapproval, fear EXCHANGE IDEAS

Use the frames to exchange ideas with your group. Support your opinion with a compelling example. Listen attentively and record ideas to complete the chart. 1. One human emotion many (adjective: household, domesticated, wild) _____ animals

(share, experience, demonstrate) is _____. For example, _____. 2. (adjective: Many, Some) _____ animals are capable of (verb + ing: feeling, showing,

expressing) _____ the common human emotion _____. For instance, _____.

ANIMAL EMOTIONS

33


Five-Minute Constructed Response: Animal Emotions

Prompt: Can animals show human emotions? Describe a pet’s actions that prove this animal is capable of showing a human emotion.

I’ll do it… Teacher

I saw my neighbor’s pet parrot, Lucy, being upset. She screeched loudly

and flapped her wings when Mrs. Delgado put her back in her cage.


I saw my brother’s pit bull, Jenna, being _________________ (adjective).

She jumped up on the sofa and _______________ (verb + ed) my brother

with her paw when he got home from the ___________________ (noun)

with a broken _____________________ (noun).


I saw my classmate’s energetic beagle puppy, Oscar being impatient. He

____________________ (verb + ed) loudly and carried his favorite

_________________ (noun) in his mouth to my friend because he really

wanted to leave the house and ___________________________ (verb).

You’ll do it… Partners

I saw my friend’s pet _________________ (noun) being (excited, jealous).

(She/He) _________________________________________________________

_________________________________________________________________

34

Ten-Minute Constructed Response: Animal Emotions


Prompt: Are animals capable of experiencing human emotions? Write a ten-minute response expressing your opinion. Begin with a detail sentence, followed by two supporting sentences, drawing evidence from experience or sources.

✎ I’ll do it… Teacher I firmly believe that animals are capable of experiencing the common

human emotion, jealousy. As an example, when my two-year-old nephew

recently climbed on the sofa to snuggle and read with me, my bulldog puppy

Polo jumped up and wiggled his way between us, then placed his head on

my lap to show he was more important than the child. This surprising

behavior clearly demonstrated that he felt jealous of my nephew.

✎ We’ll do it… Teacher and Students In my opinion, animals are capable of experiencing the common human

emotion, joy. For example, when our family’s pet (noun)

knows she is going to (base verb) ,

she always responds by (verb + ing)

and (verb + ing) .

This predictable behavior (adverb) illustrates that our

(noun) experiences genuine .

✎ You’ll do it… With a Partner From my perspective, animals are capable of experiencing the common

human emotion, love. For instance, when

This affectionate behavior surely proves that

35

Word Selection Rationale PD23PD22 Best Practices

Academic Competency-Aligned Units

Throughout the nation, states have adopted rigorous new standards for English language arts and English language development, with complementary goals and themes. Both sets of standards aim to equip K-12 students, native English speakers, and English learners alike, with the capacities of literate, articulate young scholars. Next generation assessments place greater emphasis on close analytical reading, evidence-based discussion, and text-dependent written responses. Students will be required to articulate their text comprehension, synthesize, and justify claims using complex and varied sentences, precise vocabulary, and grammatical accuracy.

Transitioning from the primary grades where considerable emphasis is placed on foundational literacy skills, upper-elementary students require informed and dedicated attention to advanced social and academic language, vocabulary development, and effective expression. To interact meaningfully with text, engage in curriculum-focused inquiry and collaboration, and construct competent written responses, students at every English proficiency level will benefit from explicit language and literacy instruction, and orchestrated interactions with their teachers and peers.

The Academic Vocabulary Toolkit is divided into eight units (shown on PD23) that are recursive across grades 3, 4, 5, and 6. Each unit addresses a competency required for advanced literacy tasks and skillful communication in upper-elementary and secondary curricula. The eight consistent units emerged from a detailed analysis of the shifts in new standards for literacy and language instruction and performance-based assessments. To write compelling narrative texts, students need a practical toolkit of words at their disposal to describe environments, sequence events, and interpret human behavior. Similarly, to conduct research and construct competent expository and informational responses, young writers must have an adept command of vocabulary to analyze text, make inferences, and discuss causes and effects. Engaging in data-driven debates and project-based learning with peers requires additional lexical resources for collaboration and argument.

At each grade level, the Academic Vocabulary Toolkit provides students with a new set of words to expand their communicative repertoire for the eight foundational competencies. Each unit of study is designed to engender enthusiasm for language study and equip young scholars with the communicative confidence and competence to meet the academic discourse demands of advanced elementary and secondary coursework.

Word Selection Rationale

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Grade 3 Grade 4 Grade 5 Grade 6

Kinsella, K. and Hancock, T. (2015). Academic Vocabulary Toolkit, Grades 3-6. National Geographic Learning/Cengage.36

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Word Selection Rationale PD23 PD22Best Practices







Unit 8

Arg

ument

Unit 7

Inference

Unit 6

Co

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Unit 5

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Unit 4

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Unit 2

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provide

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topic

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precise

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context

excerpt

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contain

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appearance

include

experience

location

description

aspect

quality

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illustrate

respond

characteristic

explanation

description

accurate

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feature

Grade 3Grade 4Grade 5Grade 6

37

aostenso

Text Box

in common

Word Selection Rationale PD23 PD22Best Practices







Unit 8

Arg

ument

Unit 7

Inference

Unit 6

Co

mp

are and

Co

ntrast

Unit 5

Create

Unit 4

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Unit 3

Cause and

Effect

Unit 2

Analy

zeInfo

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nal Tex

t

Unit 1

Describ

e

discussion

believe

reason

agree

disagree

experience

opinion

fact

argum

ent

convince

evidence

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perspective

persuade

position

reasonable

support

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claim

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predict

figure out

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conclude

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Grade 5 Grade 6Grade 7Grade 8

38

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Kinsella, K. and Hancock, T. (2015). Academic Vocabulary Toolkit, Grades 3-6. National Geographic Learning/Cengage.

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produce propose collaborate accomplish create strategy

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comparison comparable contrast identical unique differ

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interpret infer deduce context presume imply

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perspective persuade position reasonable support opposing

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characteristic explanation description accurate demonstrate feature

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analysis position data evidence indicate concept

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influence reason cause factor lead impact

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after beforehand subsequently eventually currently precede

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approach generate include elaborate plan design

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differ equivalent distinguish contrast share distinct

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determine logical generalize involve generalization assume

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claim proof state emphasize support compelling

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explanation respond unique complex element attribute

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introduce analyze consider indicate objective subjective

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significance reaction various circumstance influence lead to

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requirement priority initial series prior process

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contribution develop select integrate solve strategy

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Dr. Kinsella’s High-Utility Vocabulary Instructional Routine ~ Step by Step


Introduce the High-Utility Academic Word 1. Establish purpose: learning a high-utility academic word 2. Pronounce the word 3. Students repeat 4. Provide part of speech 5. Syllabify 6. Students repeat 7. Provide a student-friendly definition 8. Students repeat definition and fill in blank(s) 9. Model example #1 visibly displayed 10. Students repeat example and fill in blank(s)

11. Model example #1 visibly displayed

Pha

se 1

: Int

rodu

cing

Wor

d

12. Students repeat meaning and fill in blank(s)

Transition to Verbal Practice 1. Introduce frame for verbal practice visibly displayed, include model response 2. Students repeat model response 3. Direct attention to grammatical target(s) (underline, highlight) 4. Prompt students to consider a response 5. Cue partner (A/B, 1/2) to share response with partner (twice) 6. Circulate listening, providing feedback, and preselect initial reporters

Transition to Reporting 7. Elicit reporting with frame, visibly displayed 8. Cue preselected students to report P

hase

2: V

erba

l Pra

ctic

e

9. Direct students to write the word and selected response in the frame (own, partner’s or strong response)

Transition to Writing Practice 1. Introduce frame for writing practice visibly displayed, include model response

2. 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 time 5. Direct students to write appropriate word form and content in the frame

6. Cue partner (A/B, 1/2) to read response to partner (twice) 7. Circulate listening, providing feedback 8. Cue partners to switch and read each other’s sentence (continue circulating)

Transition to reporting

9. Elicit reporting with frame, visibly displayed 10. Cue preselected students to report

Pha

se 3

: Wri

ting

Pra

ctic

e

11. Elicit additional responses

39

Name Date


1


similar sim•i•lar adjective

_________

_________

synonym:

alike

almost the

_____________

antonym:

different

An ____________ is similar to

a tangerine because they have

the same _______________

and color, and they are both

sweet-tasting citrus fruits.

My cousin and her dog look

similar because they both have

________ eyes, big _________,

and blonde hair.


On the first day of school, many students arrive with similar


It’s great to have friends with interests in and

that are to mine.

2


benefit

ben•e•fit noun

________

________

synonym:

advantage

something

good or

___________

you get from

something

One benefit of living near

school is that you can _______

and get some exercise instead

of drive in rush hour traffic.

An important benefit of being

bilingual is being able to listen

and dance to music in two

different _________________.


One benefit of owning a pet is that you can when you are


Two of using a laptop or tablet to write in class are being able to

and more easily.

40

Structured Constructed Response Options for Newly-Taught Words



factor fac•tor noun

_________

_________

one of many

things that

____________ or

affect a situation

Texting while driving is a major

factor in many teen car

________________________.

A good night’s sleep and a

nutritious breakfast are key

factors in a student’s

performance on ___________.

v Sentence Frame (including the word but requiring appropriate content)

Not wearing ______________________________ is often a major factor in skateboarding injuries.

The main factor in my decision not to go to the ________________________________________

was that I had _________________________________________________________________.

v Sentence Frame (requiring the correct form of the word and appropriate content)

One of the most important _________________________________ when I purchase a gift for a

close friend is the ______________________________________________________________.

One major factor that can contribute to a ________________________________ grade on a test

is ___________________________________________________________________________.

v Prompt with a Writing Frame (requiring the correct of the word and appropriate content)

Read the prompt and construct a thoughtful response that includes relevant examples.

PROMPT: What are key factors a parent must consider before leaving a child at home alone?

Parents must consider several __________________________ before leaving a child at home alone.

One key ________________ is the child’s _______________________________. Another equally

important ________________________ is how _______________________________ the child is.

v Prompt (requiring correct word use and appropriate content in a 2-3 sentence response)

Read the prompt and construct a thoughtful 2-3 sentence response that includes relevant examples.

PROMPT: What are key factors you consider when selecting a book to read for pleasure?

41

Secondary Vocabulary Tasks: Brief Constructed Responses


1. respond Read the prompt and construct a thoughtful response. Include relevant examples to strengthen your response. Students respond to the stress of final exams in different ways. Describe how you generally respond to exam pressure, either positively or negatively. 2. complex Read the prompt and construct a thoughtful response. Include a clear explanation to strengthen your response. Communities throughout the United States grapple with different issues, from inadequate affordable housing to outdated public transportation. Identify a complex issue that faces members of your community. 3. element Read the prompt and construct a thoughtful response. Include relevant examples to strengthen your response. You know a really great story when you read one. What are some of the most essential elements of a well-crafted story? 4. attribute Read the prompt and construct a thoughtful response. Include relevant examples to strengthen your response. Many would argue that teaching five-year olds who are just starting school requires a very special person. What are the essential attributes of an effective kindergarten teacher? 5. priority Read the prompt and construct a thoughtful response. Include specific reasons to strengthen your response. At age sixteen, teenagers in the United States can legally apply for a part-time job. What will be your two top priorities when seeking a weekend or summer job to earn some income? 6. strategy Read the prompt and construct a thoughtful response. Include a personal experience to strengthen your response. Supermarkets have various strategies to encourage customers to spend more money. What are two effective strategies your local grocery store uses to target children shopping with their parents?

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Resources for Academic Language and Literacy Development Dictionaries Elementary (Grades 3-5). Longman elementary dictionary and thesaurus. (2010). Pearson Longman. Beg. (grades 4-9). Oxford picture dictionary for the Content Areas, 2e. (2010). Oxford. Beg./Primary (grades 1-4). Oxford picture dictionary for the Content Areas for Kids, 2e. (2012). Oxford. Beginning – Intermediate (grades 4-12). Longman study dictionary, 2e. (2010). Pearson Longman. High Intermediate (grades 5-12): Longman dictionary of American English. (2004). Pearson Longman. Advanced (grades 7-12): Longman thesaurus of American English. (2013). Pearson Longman. Advanced (grades 7-12): Longman advanced American dictionary, 2e. (2007). Pearson Longman. Advanced (for instructors) Oxford Collocations Dictionary. 2e. (2009). Oxford University Press. Supplemental Informational Text Selections Gable, L. What’s happening in the USA/World/California? (fax: 831-426-6532) www.whpubs.com newsela: Nonfictional Literacy and Current Events https://newsela.com The New York Times Upfront Magazine. Scholastic, Inc. (grades 9-12) National Geographic Magazine for Kids. (grades 2-5) Time Magazine for Kids. (grades 2-5) Scholastic News. (grades 3-5) Scholastic Action. (grades 6-8) Scholastic Scope. (grades 6-8)

Curriculum to Accelerate Academic Language Knowledge and Skills Dr. Kinsella’s Supplemental Program for Teaching High-Utility Academic Words: The Academic Vocabulary Toolkit (2012). Cengage-National Geographic Learning. (Grades 7-12) The Academic Vocabulary Toolkit (2015). Cengage-National Geographic Learning. (Grades 3-6) Dr. Kinsella’s 4-12 ELD Program for Accelerating Academic English Proficiency and Writing: English 3D: Describe, Discuss, Debate (2016). Houghton Mifflin Harcourt. (Grades 4-12) English 3D: Course A 1 & 2 (2016). (Elementary) Houghton Mifflin Harcourt. (Grades 4-6) English 3D: Course B 1 & 2 (2016). (Middle School) Houghton Mifflin Harcourt. (Grades 6-8) English 3D: Course C (2013). (High School) Houghton Mifflin Harcourt. (Grades 9-12) Related Professional Articles and Research Briefs by Dr. Kinsella Kinsella, K. (Dec. 2012). Communicating on the same wavelength. Language Magazine, 18-25 Kinsella, K. (Oct. 2012). Disrupting discourse. Language Magazine, 18-23. Kinsella, K. (May 2013). The benefits of narrow reading units for English learners, Language Magazine, 18-23. Kinsella, K. (Aug. 2013). Making vocabulary number one. Language Magazine, 18-23. Kinsella, K. (Oct. 2014). Analyzing informational text. Language Magazine, 18-26. Kinsella, K. (Mar. 2015). Fostering academic interaction. Language Magazine, 24-31. Kinsella, K. (Mar. 2016). Attentive Listening: An Overlooked Component of Academic Interaction. Language, 24-31. Kinsella, K. (Mar. 2017). Helping academic English learners develop productive word knowledge. Language Mag. Kinsella, K. (2011). Research to inform English language development in secondary schools. In the STARlight:

Research and Resources for English Learner Achievement (http://www.elresearch.org). Kinsella, K. (2013). English 3D: Research Overview. Scholastic, Inc. Kinsella, K. (2012). Explicit, interactive instruction of high-utility words for academic achievement. The Academic Vocabulary Toolkit (2012). Cengage-National Geographic Learning. Dutro, S. & Kinsella, K. (2010). English language development: Issues and implementation in grades 6-12. In Improving education for English learners: Research-based approaches. CA Dept. of Education.

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Kate Kinsella, Ed.D. academic responses across the school ... · PDF fileacademic English learners? 4 ... syntax, style, ... Complexity Progression for English Learners: OPINION WRITING

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