Transcript Precision Partnering: Strategies to Structure Accountable Academic Interactions in Second-Language Classrooms Central Valley Dual Language Conference October 10, 2009 Dr.

Precision Partnering:
Strategies to Structure Accountable
Academic Interactions
in Second-Language Classrooms
Central Valley Dual Language Conference
October 10, 2009
Dr. Kate Kinsella
San Francisco State University
[email protected]
(707) 473-9030
Workshop Objectives
Participants will learn effective ways to:
 Structure engaged, accountable responses during lessons
 Design “precision partner” task-based interactions
 Elicit more competent and democratic verbal participation
 Explicitly teach target lesson vocabulary and language
 Utilize response frames to structure competent language use
 Check for task comprehension in mixed-ability classrooms
 Observe lessons for explicit instruction and engaged,
accountable learning and use of academic language
Workshop Setup
 Identify
a colleague who can be your
partner for any assigned partnering tasks.
 Decide who will be partner #1 and partner #2.
 Observe the “4 Ls” for working with a partner:
 Look
(Make eye contact.)
 Lean
(Turn toward your partner.)
 Low Voice (Use your private vs. public voice.)
 Listen
(Authentic vs. pseudo listening)
Setting Up Precision Partnering
Precision Partnering in Action
Video 6 Gr. 8 Read 180
Identifying Main Ideas & Details
Active Listening Vocabulary
Word
authentic
au•then•tic
adjective
pseudo
pseu•do
adjective
Meaning
Examples
real
____, genuine The bride wore
fake
___________
authentic pearls at
wedding
her ________.
Uggs
Authentic _____
are made in
Australia
_____________.
Santa gave my
daughter pseudo
Uggs
___ from Target
______.
Think-Write-Pair-Share
What are two ways a student can
demonstrate active, authentic listening
while working with a partner?
Starter: A partner can demonstrate active,
authentic listening by__ (verb + ing)
 making eye contact
 leaning toward the partner
Check for Understanding
of Task Directions
Use a hand rubric to communicate your
level of understanding:
3 I understand what to do.
I can explain the directions to the class.
2 I am a little confused.
1 I am very confused.
I do not know what to do.
Partnering Directions
 Partner #2 shares first. Partner #1 shares next.
 Jot down your partner’s idea.
 If you don’t understand your partner’s idea, say
“Will you please explain that idea?”
 If your partner spoke too quickly or softly, say
“Will you please repeat that idea?”
 Keep sharing until you hear: “1-2-3, eyes on me.”
 Share the teacher’s idea or your partner’s idea if
you don’t have a second idea.
Class Discussion Ground Rules
 Demonstrate respect for others at all times.
 No hand-raising until I ask for volunteers.
 Use your public voice: 2 x slower and 3 x
louder than your conversation private voice.
 Use the sentence starter to share your idea.
 Listen attentively and jot down one new idea.
 Point out similarities before sharing your idea.
Language for Classroom Learning:
Pointing Out Similarities
 Casual Conversational English
Mine’s the the same.
Oh yeah. Right.
Me too.
 Formal Spoken and Written English
My idea is similar to __’s.
My idea builds upon __’s.
I agree with __. I also think that __.
Think-Write-Pair-Share
Starter: A partner can demonstrate active,
authentic listening by__ (verb + ing)
Language for Classroom Learning:
Expressing Agreement
 Casual Conversational English
Yeah. Right.
Uh huh.
 Formal Spoken and Written English
I agree with __’s statement/perspective that …
I support __’s decision to/argument that …
Like __, I support …/I am in favor of …
My idea dovetails with __’s. I believe …
Language for Classroom Learning:
Asking for Clarification & Paraphrasing
 Casual Conversational English
Huh? What? I don’t get it.
 Formal Spoken English
I don’t quite understand.
Could you explain what you mean by __.
So what you mean is __.
If I understand you correctly, you think that __
Pragmatics of
Precision Partnering
Think-Write-Pair-Share
Discussion Task:
What are two important factors to consider
when partnering students in mixed-ability
classes to complete important lesson tasks?
Starter: One important factor to consider
is a student’s __ (noun phrase).
 time on task
 attendance record
Explicit Vocabulary Teaching
with a Structured Oral Task
Word
Meaning
Examples
1. A number that you 1. 3 is a factor of 15
5 = 15
because 3 x ___
can _______
into
divide
fac•tor
another number
evenly
(noun)
2. An important factor
many
when I buy a gift for
2. One of ________
someone is _______
things that affects
factor
_______
the person’s interests
_________________
a situation
factor
Factors to Consider
When Assigning Lesson Partners
We decided that one important factor
to consider is a student’s …
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
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_______________________ proficiency
_______________________ score
_______________________ skills
_______________________ background
_____________________________________
_____________________________________
_____________________________________
Check for Understanding
of Task Expectations
 Partner #1, explain to #2 what you
are supposed to do right now.
 Partner #2, listen to see if your
partner left out an important step.
Factirs to Consider
When Assigning Lesson Partners
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Attendance record
Time on task
Language
_______________________
proficiency
Reading / Lexile
_______________________
score
Social
_______________________
skills
Cultural background
_________________________________
Gender & comfort level with opposite sex
_________________________________
Behavioral issues
_________________________________
Pragmatics of
“Precision Partnering”

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Arrange seating conducive to partnering.
Assign partners thoughtfully rather than randomly.
Change partners routinely (a new month, unit).
Designate who is partner 1/2, green/blue.
Designate who speaks first for a particular task.
Assign a concrete task and a specific time frame.
Check for understanding of task expectations.
Provide a clearly displayed sentence starter and
model appropriate use.
 Assign a related follow-up task for fast finishers.
A Sentence Starter in Academic Register
with a Targeted Word Bank
What challenges do immigrants face
coming to America?
One challenge that immigrants face is _
(verb + ing) learning a new language.
Word Bank: dealing with …
finding …
understanding …
Language Function: Prediction
Sentence Starters in Academic Register
I predict that the character __
will __ (base verb: study, leave) .
will be __ (adjective: upset, excited)
I made this prediction because she/he
__ (past tense verb: tried, bought)
Follow-up Tasks for
Partnering Fast Finishers
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Share a second idea using the starter.
Share another idea using a challenge starter.
Write your idea in your notebook.
Write your partner’s idea in your notebook.
Prepare to report your partner’s idea.
Decide together which answer is the strongest.
____________________________________
____________________________________
Language For Class Discussions:
Reporting Someone Else’s Idea
 Casual Conversational English
__ said that …
__ told me that …
 Formal Spoken and Written English
__ pointed out that … According to __,
__ indicated that …
__ observed that …
__ emphasized that …
Language For Class Discussions:
Reporting A Pair’s/Group’s Idea
 Casual Conversational English
We think …
We said …
 Formal Spoken and Written English
We decided that …
We determined that …
We observed that …
We agreed that …
We concluded that …
We believe that …
Precision Partnering in Action
Video 7 Gr. 6 Read 180
Using a Newly-Taught Word
Structure Democratic Responses
AFTER “Precision Partnering”
Pre-selected initial responses: “Jumper Cables”
Name cards or sticks
Random (or seemingly random) selection
Partner nominations
Reporting the partner’s idea
Popcorn: participant #1 selects #2 from another section
of the classroom, etc.
 Choose one per table group using pre-assigned
color/number codes: All greens report…
 Authentic volunteers (after partners share)
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Checking for Understanding
of Lesson Content or Tasks
Productive Ways to
Check for Understanding
of Task Expectations
 Partners quickly share what they perceive as
the task expectations and the teacher monitors.
 Partners or individuals prepare a written
question regarding the task.
 Individuals use a hand rubric or color-coded
cards to assess level of understanding:
(Green) #3
I know what to do.
(Yellow) #2
I am a little confused.
(Red)
#1
I am very confused.
Check for Understanding
of Lesson Content
 Review your notes on __. Check any
ideas that you don’t fully understand.
 Write one or two questions you would
like answered that will help you better
understand this topic, vocabulary, etc.
Language For Classroom Learning:
Expressing Confusion About Tasks
 Casual Conversational English
We don’t get it.
We don’t know what to do.
 Formal Spoken English
We aren’t quite sure what to do.
We aren’t exactly sure what __ means.
We are somewhat confused about __.
We don’t quite understand how to __.
Language Functions (Purposes)
Within Academic Interaction
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Expressing an opinion
Asking for clarification
Paraphrasing
Soliciting a response
Agreeing/Disagreeing
Affirming
Holding the floor
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Acknowledging ideas
Comparing ideas
Justifying
Predicting
Summarizing
Offering a suggestion
Reporting/Citing
Think
Pair
(Write)
Share
Steps in Setting Up:
Think-Write-Pair-Share
 Direct students’ attention to the written task.
 Provide a sentence starter to frame responses.
 Provide a word bank to bolster vocabulary use.
 Model a response, verbally and in writing.
 Clarify the sentence structure and/or grammar
necessary for an appropriate response.
 Monitor students’ writing process.
Steps in Facilitating Discussion:
Think-Write-Pair-Share
 Partner students to rehearse responses.
 Assign active listening and note-taking tasks.
 Jump-start with a “nominated volunteer.”
 Require use of public voices and the starter.
 Randomly call on a few students before soliciting
volunteers.
 Refrain from offering your perspective until
students have had ample opportunity to share.
A Sentence Starter in Academic Register
with a Targeted Word Bank
What challenges do immigrants face
coming to America?
One challenge that immigrants face is _
(verb + ing) learning a new language.
Word Bank: dealing with …
finding …
understanding …
How to Write a Sentence Starter
That Can Serve As a Response Frame
 Turn the discussion question/task into a starter.
 Write a response using as much language as
possible from the question.
 Analyze your response and decide what part will
serve as the starter (vs. the completion task).
 Make sure the starter can be completed in various
ways using either lesson content or prior knowledge.
 Make sure the starter doesn’t require overly complex
grammar and vocabulary use.
Tandem Goals for All Lessons:
Academic Content & Academic Language
 Developing critical conceptual,
linguistic and strategic foundations to
prepare students for lesson tasks;
 Improving students’ ability to
articulate lesson understandings and
perspectives in speaking and writing.
Web Sources for
Dr. Kinsella’s Resources
Scholastic Read 180 Community Web Site
www.scholastic.com/read180/community
Consortium on Reading Excellence: 2009 Summit
www.corelearn.com
Santa Clara County Office of Education
www.sccoe.org/depts/ell/kinsella.asp
California Department of Education
Office of Middle and High School Support
(4 webinars focusing on structured engagement)
http://pubs.cde.ca.gov/TCSII