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hey everybody I'm glad to be back with you guys at the virtual conference so sorry part of my title is covered up but basically what we're going to talk about today how do we help our English learners learn how to speak using a complete sentence all by themselves a lot of times when I train or when I'm in classrooms I see and notice that teachers are very aware having kids try to speak in a complete way because well we all know that's a good thing just intuitively I don't have to give you the reasons but certainly complete sentences equals more English complete sentences equals more practice complete sentences equals a more professional and proficient way of communicating and I've never had anybody disagree that it's a valuable thing so hopefully we're all in agreement on that premise that we would love for all of our kids English learners or otherwise but certainly our kids that are acquiring English to also acquire the skill of speaking in a complete way the question I get is how do I get them to do it they won't do it they can't do it they don't do it and I've found that there are four what I'm gonna call subtle moves that we can make is the teacher in our interactions with kids that are gonna help them acquire independent use of complete sentences so what we're going to start on before I give you the four subtle moves are what I'm gonna call the three steps like how do we help them to speak in complete sentences and the first one I think is intuitively obvious we gotta let them talk more the more opportunities kids are getting to speak using English the more likely they are to acquire it if the only opportunity they get to practice speaking in a complete sentence is when their teacher calls on them to ask a check for understanding question in front of 19 to 22 of their peers we're probably not going to have very high results so we want to have lots of them what I would call oral rehearsals lots of practice points with partners at tables with you with other adults so that minute-to-minute and given lesson they have copious opportunities to use oral language now telling kids to turn and talk or share with their partner or check-in at their table unfortunately isn't enough we're working with kids that are acquiring academic English so what usually results in turning talks is English learners are using the 100 300 600 words they're really comfortable with which may or may not have anything to do with the lesson they're learning so the next thing we have to do after we let them talk more is we have to target their talk I did a flip grab video on this about eight months ago but what do I mean by target to talk every time we let them talk in class check in with your partner talk to your group turn to your neighbor it should sound like this I'm listening for hey I want you to turn and talk to your partner it should sound like this hey when you check in with your group here's your stem that I'd like for you to use right go friend a partner at another table who has something similar to you and when you're talking I'm listening for you to use these words can you imagine how powerful it would be if every time students talked we remembered to target that talk ahead of time with that would result in is a hundred percent of student communication would involve academic language would involve the language of our lesson would ideally involve complete sentences so these two items letting them talk more in targeting the talk are really centered around all the opportunities we want them to have in class the third item is really about you the teacher and this is where we're gonna get into the four subtle moves you can make to support your students and that is coaching for the complete sentence everybody think about that word coach for a minute almost all of us have been coached either as a kid in a sport maybe as a teacher in a learning environment some of us have the experience of being a coach like coaching your kids volleyball team or chess team I want you to think about what what that job of being a coach entails here's how I often see teachers coach for a complete sentence and before you get too excited I'm going to tell you what I'm going to show you is a non-example this is hot what coaching for a complete sentence looks like you call them Marco you say what body function is responsible for the exchange of gases and when you call on him he says respiration good answer I like that answer but guess what it's not a complete sentence so when he says respiration what I say to him is you're right but please say that in a complete sentence that's not coaching that's retelling someone to do something they clearly don't know how to do yet right I want you to just think about a sports analogy if I'm coaching somebody in how to have the proper form for a layup in basketball let's pretend I'm the girls basketball coach at a middle school and we're all practicing the ledge oh there's girls lined up girl number one goes and does the layup it's perfect flawless I say nice job hop back in line call number two another really great one she hops back in line the third girl that goes has really very low skill with layups she's not very good at it at all her dribbling is not good hand-eye coordination is not good her basketball when she throws it up doesn't even hit the backboard it's bad I'm her coach could you imagine if I just said well get in line and do it right next time that's what this statement on the slide does we're basically saying you're right but you're not right enough for me we're not giving them a way forward when we do that another piece connected to that is imagine a student that really is very much struggling with this and every time you call on them they might have a right answer they're making an attempt and we're telling them you're right but please say it in a complete sentence here's a good analogy for this any of you have a husband or wife where mom or a dad or a friend brother-sister right we all have people in our lives that matter to us I'll use my husband Marshall for an example whenever I'm talking to him and he says back to me Nancy you're right but you know what he's about to tell me he's about to tell me why I'm wrong or why he's right so imagine this in a classroom scenario a steady diet of you're right but you're right but you're right but starts to be internalized as I'm wrong so instead of using the statement that's on this slide what we're going to do now is talk about oh I need to move myself let's see if I don't oh I hope I didn't mess it up all right so how do I coach for a complete sentence but I'm going to do here is click on a video in just a minute and that video is gonna be modeling how we do this but in short form how do we coach for a complete sentence the first thing we're gonna do is give them all the words they need we're gonna tell them the whole complete sentence and ask them to repeat it and as they gain in skill we're gonna withdraw some support give him a sentence stem so that's only part of the sentence not the whole sentence as students gain in skill what do we do there we withdraw support so I'm no longer giving them a stem now I might just give them a keyboard or a phrase and eventually where we want to get to is that kids are speaking using a complete sentence and when they don't all we have to do is cue them with the gesture so if you'll give me just a second I'm gonna load up a video that models this process for you she's in theater arts and says she jumped at the chance to roleplay with me the first style mood would be for a student that needs a lot of support one that is not able to use academic English proficiently they might be a newcomer they might be a beginner it might be a really shy student and so this is the the greatest level of support we can provide to help kids speak in a complete sentence so you're ready to roleplay mmm all right so we're gonna pretend like we're in a classroom right now and I'm asking her a question so I'm Audrey what is the answer to a division problem call quotient you're right the answer to a division problem is called the quotient will you repeat that with me the answer to a division problem is called the quotient wait a second question smile okay now let's pretend as she gains in proficiency and the class is working on speaking in complete sentences sometimes she's able to do it especially a very familiar content but every now and then she's not able to do it maybe the language is new to her maybe the sentence structure is a little bit more difficult but what I don't want to do is live with a hundred percent support in corner response so I'm going to withdraw support as the teacher my second level of support would be the sentence stem so here's what that looks like Audrey what is the answer to a division problem call push so the answer to a division problem can you say the whole thing the answer to it's called way to say they complete a nice job notice I only gave her half of the word are how about the sentence and she brought the rest of the language on the road overtime she's gonna acquire this skill but when she doesn't what I want to be thankful thinking about our microphone is how do I withdraw support so when do I know that my kids might not need a stem this is a tricky one a good way to know that is if they go miss mommy where's my stem you know they don't need a stem anymore however if contents familiar if this is later on in the unit of study that's a good place to withdraw support and then certainly as they gain and proficiency in English you can withdraw support so the third level of support the third least supportive way to get a kid to do this would be just to provide in a key word or a phrase so here's what this looks like Audrey what is the answer to a division problem called coach so the answer the answer to two vision complements compilation awesome way to do it so what I just did there was I just gave her the phrase the answer and that was enough to kill her to respond using a complete sentence what else you might not have noticed is I also provided a gesture to cue her as well which is yes your answer is correct and I need some more information or some more language or a complete sentence now audrey has over time acquired the ability to speak in a complete sentence and now it's about creating the habit the ability for her to do it very consistently over time the fourth subtle move or the last release amount of support we can to kids is to not give them any language at all but just cue them with that gesture so here's what that looks like now Audrey what's the answer to a division problem called awesome job way to go and what she just did is what I've seen happen in hundreds of classrooms which is consistent support and consistent withdrawal of support leads to students independently using complete sentences one other credit for our roleplay I forgot to mention my second daughter ten-year-old Caroline was our videographer all right so hopefully you guys enjoyed that short little video clip with my daughter's I know they really enjoyed making it so just to recap in and finalized for today the title was something along the lines of four subtle moves that we can make to help our English learners speak using a complete sentence you saw the model that briefly exchanged explain them before that as well but to recap the four subtle moves the first one is choral response so we're gonna give we're gonna package any response that kid gives us into a complete thought and then have the whole class or the student or a combination of those repeat that complete thought and then we'll validate their ability to speak in a complete sentence because they did after that we'd need to be mindful of continually withdrawing support so maybe the next level the sense the third move would be I'm sorry the second move would be just providing a sentence stem and as they gain in skill we would draw more support and cue them with a gesture and also key words or phrases and then finally we remove all of the teacher language and just cue them with a gesture some other gestures I've seen there's a pre-k teacher I work with and she'd it goes like this and every time kids speak and every time she speaks she does this so because her learners are younger she's cueing with that gesture 100% of the time and I'll tell you her classroom is a magical place little foreign five year old students who are barely on the cusp of learning English are speaking in complete sentences in their native language and in English every time she does this I hope that this has been helpful for you and I look forward to watching all of your videos and I'm all done thanks guys pigging I forgot one other thing let me get this back up here you this might be intuitively obvious but I just wanted to make it clear do you see how these four subtle moves also allow for complete differentiation in the classroom if you have a small guided reading group with five students you might have one that you're providing a core response for you might have three that you're queuing with only a gesture and you might have one in that moment that provides a sentence them the same as in a whole class so all of these moves you get to make at the most appropriate level for an individual kid when you're interacting with them so it's not like as a whole class we all have to use a sentence I'm a hundred percent of the time we can differentiate based on the linguistic needs of our kids okay now I'm really done