Title: Precision Partnering:
1Precision 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 katek_at_sfsu.edu (707) 473-9030
2 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
3Workshop 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)
4Setting Up Precision Partnering
5Precision Partnering in Action Video 6 Gr. 8
Read 180Identifying Main Ideas Details
6Active Listening Vocabulary
Word Meaning Examples
authentic authentic adjective ____, genuine The bride wore authentic pearls at her ________. Authentic _____ are made in _____________.
pseudo pseudo adjective ___________ Santa gave my daughter pseudo ___ from ______.
real
wedding
Uggs
Australia
fake
Uggs
Target
7Think-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
8Check 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.
9Partnering Directions
- Partner 2 shares first. Partner 1 shares next.
- Jot down your partners idea.
- If you dont understand your partners 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 teachers idea or your partners idea
if you dont have a second idea.
10Class 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.
11Language for Classroom LearningPointing Out
Similarities
- Casual Conversational English
- Mines 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 __.
12Think-Write-Pair-Share
- Starter A partner can demonstrate active,
authentic listening by__ (verb ing)
13Language for Classroom LearningExpressing
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
14Language for Classroom LearningAsking for
Clarification Paraphrasing
- Casual Conversational English
- Huh? What? I dont get it.
- Formal Spoken English
- I dont quite understand.
- Could you explain what you mean by __.
- So what you mean is __.
- If I understand you correctly, you think that __
15Pragmatics of Precision Partnering
16Think-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 students __ (noun phrase).
- time on task
- attendance record
17Explicit Vocabulary Teachingwith a Structured
Oral Task
Word Meaning Examples
factor factor (noun) _______ A number that you can _______ into another number evenly One of ________ things that affects a situation 3 is a factor of 15 because 3 x ___ 15 2. An important factor when I buy a gift for someone is _______ _________________
divide
5
many
factor
the persons interests
18Factors to Consider When Assigning Lesson
Partners
- We decided that one important factor
- to consider is a students
- _______________________ proficiency
- _______________________ score
- _______________________ skills
- _______________________ background
- _____________________________________
- _____________________________________
- _____________________________________
19Check 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.
20Factirs to Consider When Assigning Lesson
Partners
- Attendance record
- Time on task
- _______________________ proficiency
- _______________________ score
- _______________________ skills
- _________________________________
- _________________________________
- _________________________________
Language
Reading / Lexile
Social
Cultural background
Gender comfort level with opposite sex
Behavioral issues
21Pragmatics of Precision Partnering
- 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.
22A 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
23Language 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)
24Follow-up Tasks for Partnering Fast Finishers
- Share a second idea using the starter.
- Share another idea using a challenge starter.
- Write your idea in your notebook.
- Write your partners idea in your notebook.
- Prepare to report your partners idea.
- Decide together which answer is the strongest.
- ____________________________________
- ____________________________________
25Language For Class DiscussionsReporting Someone
Elses 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
26Language For Class DiscussionsReporting A
Pairs/Groups Idea
- Casual Conversational English
- We think
- We said
- Formal Spoken and Written English
- We decided that We agreed that
- We determined that We concluded that
- We observed that We believe that
27Precision Partnering in Action Video 7 Gr. 6
Read 180Using a Newly-Taught Word
28Structure Democratic Responses AFTER Precision
Partnering
- Pre-selected initial responses Jumper Cables
- Name cards or sticks
- Random (or seemingly random) selection
- Partner nominations
- Reporting the partners 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)
29Checking for Understanding of Lesson Content or
Tasks
30Productive 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.
31Check for Understanding of Lesson Content
- Review your notes on __. Check any ideas that you
dont fully understand. - Write one or two questions you would like
answered that will help you better understand
this topic, vocabulary, etc.
32Language For Classroom LearningExpressing
Confusion About Tasks
- Casual Conversational English
- We dont get it.
- We dont know what to do.
- Formal Spoken English
- We arent quite sure what to do.
- We arent exactly sure what __ means.
- We are somewhat confused about __.
- We dont quite understand how to __.
-
33Language Functions (Purposes) Within Academic
Interaction
- Expressing an opinion
- Asking for clarification
- Paraphrasing
- Soliciting a response
- Agreeing/Disagreeing
- Affirming
- Holding the floor
- Acknowledging ideas
- Comparing ideas
- Justifying
- Predicting
- Summarizing
- Offering a suggestion
- Reporting/Citing
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35Steps in Setting UpThink-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.
36Steps in Facilitating DiscussionThink-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.
37A 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
38How 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 doesnt require overly
complex grammar and vocabulary use. -
39Tandem Goals for All LessonsAcademic 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.
40 Web Sources for Dr. Kinsellas 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