2. ACADEMIC LANGUAGE DECEMBER ESL JOB-ALIKE

3. Participants will explore and plan for instructional routines to set up and monitor productive conversations in the academic register. Think about your student that you are here for this year.

4. AGENDA 1. Academic Discussions Setting up productive partners: 4Ls Consistently monitoring language production: academic response frames 2. Make and Take: planning and charts 3. Outcomes and evaluation

5. DEMANDS OF AN ACADEMIC REGISTER: TURN AND TALK What challenges do Emergent Bilingual students (in particular your focus student) face at school and in their future professional life? One challenge that Emergent Bilingual students face is_______(verb+ing) ________.

6. LET’S OBSERVE: SETTING UP STRUCTURED ACADEMIC DISCUSSIONS Observe the teacher explaining an interaction strategy to ELL students. Notice what instructional routines she is using to show and tell the students how they have to interact with a partner and what she expects from their partner work. With your elbow partner choose who will be partner A and partner B. A Partner: Take note of the precise language and examples the teacher uses to model productive interaction between partners. B Partner: What is the effect of the teacher’s explicit modeling? What were the outcomes for interactions between students? What kind of language did they produce? Credit: Based on work by Dr. Kate Kinsella.

7. STRUCTURED ACADEMIC DISCUSSION

8. VIDEO DEBRIEF: INTERACT 1Think: Briefly review your personal notes. 2Write: your response in 2-3 sentences using the response frame or your own. The instructional routine _________________________ students’ engagement and language production because _______. 3Interact: Share your ideas with your partner. How did the instructional routines effect students’ engagement and language production? Credit: Based on work by Dr. Kate Kinsella.

9. THE GOAL OF LESSONS FOCUSED ON ELD How can we dramatically increase the quality and  quantity of verbal and written engagement each student experiences using academic language? How can we dramatically increase the quality and  quantity of verbal and written engagement each student experiences using academic language? Based on work by Dr. Kate Kinsella. Brainstorm and Record 3-4 ideas using everyday English: 1. _______________________________________________________________ 2. _______________________________________________________________ 3. _______________________________________________________________

10. FROM EVERYDAY ENGLISH TO ACADEMIC LANGUAGE How could we change the responses from everyday English to academic English? How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences using academic language?

11. ACADEMIC LANGUAGE INCLUDES VOCABULARY, SYNTAX AND REGISTER Vocabulary Syntax and Grammar Credit: Based on Dr. Kinsella How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences using academic language? Register

12. STRUCTURED ACADEMIC DISCUSSION: WRITE Rewrite one of your ideas using the academic response frames. Include precise verbs. From my perspective, we can encourage students to actively engage in conversation using academic language by _________ (verb+ing) __________. Based on work by Dr. Kate Kinsella How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences using academic language?

13. VOCABULARY WORD BANK: WRITE Casual, Everyday EnglishAcademic, Precise English giving letting showing

14. VOCABULARY WORD BANK Casual, Everyday EnglishAcademic, Precise English givingproviding, __________ letting showing

15. VOCABULARY WORD BANK Casual, Everyday EnglishAcademic, Precise English givingproviding, __________ lettingallowing, ___________ showing

16. VOCABULARY WORD BANK Casual, Everyday EnglishAcademic, Precise English givingproviding, __________ lettingallowing, ___________ showingmodeling, __________

17. MODEL SENTENCE: CHORAL READ, THEN WRITE YOUR OWN From my perspective, we can encourage students to actively engage in a conversation using academic language by modeling precise language in the academic register.

18. STRUCTURED ACADEMIC DISCUSSION: SHARE WITH 4LS The 4Ls set up partners to share productively. Look at your partner’s eyes. Lean toward your partner. Lower your voice. Listen attentively. Credit: Developed by Dr. Kate Kinsella

19. EYE CONTACT: A VITAL SOFT SKILL IN THE US WEAK eye contact signals:STRONG eye contact signals: DisinterestInterest DisrespectRespect DiscomfortComfort InsecurityConfidence ImpolitenessPoliteness Self-centerednessConsideration BoredomWillingness to listen DistractionFocused attention Credit: Developed by Dr. Kate Kinsella.

20. THE 4Ls: PRODUCTIVE PARTNERS Look at your partner’s eyes. Lean toward your partner. Lower your voice. Listen attentively. Credit: Developed by Dr. Kate Kinsella

21. THE 4Ls: PRODUCTIVE PARTNERS Look at your partner’s eyes. Lean toward your partner. Lower your voice. Listen attentively. Credit: Developed by Dr. Kate Kinsella

22. THE 4Ls: PRODUCTIVE PARTNERS Look at your partner’s eyes. Lean toward your partner. Lower your voice. Listen attentively. Credit: Developed by Dr. Kate Kinsella

23. LANGUAGE FOR ATTENTIVE LISTENING EverydayAcademic English Huh?Will you please repeat that? What?Will you please restate your idea? What do you mean?Can you explain what you mean by ____? I don’t get it.I don’t quite understand your ____ (response, suggestion, example). Credit: Developed by Dr. Kate Kinsella.

24. STRUCTURED ACADEMIC DISCUSSION: INTERACT Discuss your idea with your partner. 1) Read it fluently using the academic response frame. 2) Make eye contact and repeat it with expression. Record your partner’s name and ideas. Keep discussing until I say: “1-2-3, eyes on me” If you don’t have a second idea, use the facilitator’s idea. How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences using academic language?

25. STRUCTURED ACADEMIC DISCUSSION: REPORT Use your public voice if you are called: 3X louder and 2X slower than your partnering private voice. Listen attentively and record notes on your classmates ideas. Listen for and point out similarities and differences using academic language. My example is similar to___’s. My idea builds upon ______’s. My example is different from_______’s. How can we dramatically increase the quality and quantity of verbal and written engagement each student experiences using academic language?

26. FORMAL AND INFORMAL: LANGUAGE SORT Formal register is important for student academic success.

27. INCLUSIVE PARTICIPATION IN ACADEMIC DISCUSSION: REVIEW Set up productive partners Establish expectations Monitor partners and language use Elicit reporters during class discussion (preselected, random, voluntary)

28. INSTRUCTIONAL ROUTINES USED TODAY To set up productive partners: 4L To structure productive conversations: Academic response frames To monitor productive conversations: Brainstorming in pairs Voluntary reporters Preselected reporters Randomly selected reporters

29. MAKE AND TAKE OPTIONS 1.Planning for academic language: viable instructional routines 2.Make your own charts 3.Explore Kinsella’s internet resources

30. KINSELLA’S INTERNET RESOURCES www.sccoe.org/depts/ell/kinsella.asp www.sccoe.org/depts/ell/teacherresources.asp http://sccoe.org/depts/ell/accountability/12thannual/Starlight_Kinsella_120711.pd f

31. PLANNING FOR ACADEMIC LANGUAGE Using your own curriculum materials and/or plans consider how you would infuse these routines into your instruction. Take some time to develop a plan that you can use in the next few weeks.

32. FEEDBACK SHEET Three strategies I will definitely use to maximize verbal participation are: 1._________________________________________________________________ 2._________________________________________________________________ 3._________________________________________________________________

33. HAVE A GOOD NIGHT THANKS FOR COMING