Lancett Cec4 Part3

1
PreInstructionalAssessment:AssetsasPointsofDepartureforLanguageandContentTeaching
PartThree:TryItOut!Template
BiographyDrivenPracticeRubric
TeamMember
Name
JohnLancett
Date
2/17/2016
City/Country
Xiamen/China
School
XiamenInternationalSchool
NumberofCLDStudents
Total#ofStudents
10
NumberofIdentifiedELL
Topic SustainableDevelopment
ClassroomEnvironment/Setup
GradeLevel(s)
Rowsw/individualdesks
ContentArea(s)
DesignTechnology
Groupsw/3to5desks
Pairsw/2desks
Other
#of
Student
s
ELLLanguages
Spanish
X Chinese
(mandarin)
Other
ActiveBookmarks
MiniNovela
MindMaps
AllintheBox
PicTacTell
MagicBook
Korean,
Dutch,
Portuguese,
Spanish
AllonmyClipboard
PictureThis
WordDrop
ConsequenceWheel
Pictures&Words
ListenSketchLabel
DOTSChart
RelevanceScale
VocabularyQuilt
#of
Student
s
TotalClassRace/Ethnicity
Dutch,Brazilian,
Chinese,
Taiwanese

Other:

StrategyImplemented
X
Hispanic
ExtensionWheel
StoryBag
LinkingLanguage
Foldables
ThreeFacts&anOpinion
UCME
HeartActivity
IDEA
ThumbChallenge
X TriFold
Other
KansasStateUniversity,CIMA
TeamLeadersName:
AmandaPaulus
TeamMembers:
LauraCooper,HeatherPatterson,JohnLancett
Site:
XiamenInternationalSchool
Opening[
ACTIVATE
]
(56sentencesminimumresponse)
Whatdidyoudoatthebeginningofthelessontopreassessyourstudentsunderstandingoftheconceptandthevocabularyterms?
Theconceptthatwehavebeenworkingonforsometimeissustainabilityandmorespecificallysustainablecommunitydesign.Thestudentsareworkingon
thedigitalcreationandplanningofasustainableneighborhoodandtheirnextmajorformativecheckpointdealswiththecreationofadesignspecification.
Webeganthelessonwithateacherdirectedoraldiscussionaboutwhatadesignspecificationis.Iprovidedthemwiththedefinitionandanacronym
(ACCESSFM)whichoutlinesoneformatforthecreationofadesignspecification,Ialsoprovidedthemwiththeobjectivefortheclassperiod:1.Students
willdevelopadetaileddesignspecificationbasedontheirpersonalbeliefsaboutsustainabledesign.Thenwebeganthepreassessmentstrategyusing
stageoneofthetrifoldandaskedthemtoindividuallybrainstormwhattheythoughtwerethemostimportantconceptsorpartsorconsiderationwhen
designingasustainableneighborhood?Iallowedthemtowriteineithertheirmothertongueordrawpicturessothattheycouldexpresswhatthey
understoodinsteadofwhattheyknewinonlytheEnglishlanguage.Forsomeofthestudentsthesimpleactofallowingthemtowriteintheirnative
languageallowedmetoseealotmoreworkthatiamusedtoseeingfromthem,andfromthisIwasabletobetterassesstheirknowledgeoftheconcept.
Howdoyouplanondocumentingthisinformation?Howwasthisembeddedintheinstructionalprocesses?
IdocumentedtheinformationthatIlearnedbytakingpicturesofeachofthestudentstrifoldsattheendofthelessonaswellashavingthemshareoutto
theirpartnersinstepnumbertwoinwhichtheysharedtheirbrainstormedlistandtogethertheydecidedonthe10mostimportantconceptsinanyorder.
Thisstepwasespeciallyenlighteningformetohearandforthestudentstobetterunderstandwhatsomepeopleconsideredsustainabledesignconcepts
andwhatothersdidnot.ItriedtomakesurethatIwasgettingtheirunderstandingsateachstepdocumentedontheirtrifoldsoIinstructedthemtodrawa
lineundertheirinitialentriesandaddanythingtheylearnedfromtheirpartnerdiscussions.DuringthispartofthelessonIalsoinstructedtheCLDstudents
totryandwritetheEnglishmeaningofeachoftheconceptsandtotryandusethosewordsonthenexttask.
WorkTime[
CONNECT
]
Whatactionsdidyoutakethroughoutthelessontoutilizetheinformationgainedfromthepreassessmenttofurtherpromotevocabulary,comprehension,
andthedevelopmentofhigherorderthinkingskills?
Atthispointthestudentswereinstructedtoreturntotheiroriginalseatsandtotaketheirnowpossiblylongerandmoreconciselistofwordsandto
prioritizethemintotheareasthattheynotonlythoughtwerethemostimportant,butthattheyalsofeltliketheywantedtofocusonintheirsustainable
neighborhooddesign.Theyweretofocusonthetop5thistimewhichrequiredthemtousenotonlyreasoningbuttoalsoevaluatewhatconceptstheyfelt
weretrulyvitaltothedesignprocess.Oncetheyweredoneprioritizingtheirlisttheythensharedouttotheirpartnersagainforfeedbackanddiscussion
(aswellsascontinuedrevisions)iftheyfeltitwasnecessary.Thefinalstepbeforethereflectionprocesscamethroughtheuseoftechnology.Allthe
studentsweregivenaniPadandaskedtofindanimageonlinethatrepresentedtheiridealsustainablecommunitydesignbasedontheprioritizedlistthey
hadcreated.Theythentookthepictureandimporteditintoadrawingappandlabelledthepartsofthepicturethatshowedwhatandwhytheychoseit.I
thenhadthemprojecttheimages(usingtheappleTV)onebyonegivingaquickpresentationontheirpicture.OncethiswasdoneIaskedthestudentsto
filloutthefinalsectionoftheirtrifoldwhichwaslabelledwhatdidIlearnaboutsustainabledesign.
Closing[
AFFIRM
]
Howdoyouplanonutilizingwhatyouhavelearnedtofocusonanyremaininggapsinthestudentsunderstanding?Whatstepswillyoutaketoaffirmwhat
hasbeenlearnedbystudents?Howwillyoutaketheinformationyougainedbacktotheinstruction?
Iplanontakingthetrifoldthateachstudentcreatedandformativelyassessingthemnotforaccuracybutfordepthofknowledge.Thiswillhelpmeto
betterunderstandifthereneedstobemoredirectinstructionfrommefortheclassasawholeonsustainabledevelopmentconcepts.But,mostlikelyIwill
beusingwhatIlearnedtosetupindividualdesignmeetingswiththestudentswhoselistswereunderdevelopedandorusingconceptsthatdonot
correlatetosustainabledesign.FromthispointIwillalsobeaskingstudentstoturnintheircompleteddesignspecificationbeforetheymoveintothe
designcreationandcomparisonportionoftheprojectinordertoseeiftheyhavemadetheconnectionbetweensustainabledesignandtheirdesign
specifications.Eachofthestudentswillhavetheopportunitytorevisittheconceptsifnecessary.
Pleasetypeyourresponsestothefollowingquestions
.
(56sentencesminimumresponsetoeachquestion).
1. Personalreflectiononwhetherthestrategygaveyouaninsightintothespecificassessmentneedsofstudents(e.g.,Doyouthinkitbenefited
yourstudents,andinwhatways?Wereyouabletoformativelyassessyourstudentsfortheiracademicneeds?Whatwouldyouchangeand
why?).
Personally,thelessonworkedwellfromanumberofperspectives.Ihaveattimesbeenunabletogetworkwithsubstantialwritingonit
fromafewontheELLstudentsintheclass,thisactivitygotthemtowritemorethanusual.Iwasverymuchabletoseethattherearesome
studentsthatneedmorestructurevocabularytoolsanddevicesinordertoaccesstheinformationmoreeffectively.IthinkthatIwas
definitelyabletoformativelyassessmystudentsinregardstoboththeirabilitytoworkwiththedesigncycleandinregardstotheirlevelof
contentawareness.ThepartthatwasmostbeneficialcameattheendofthelessonwhenIhadthestudentstransfertheirconceptual
knowledgetoavisualrepresentation.
2. Inwhatwaysdidthestrategyprovideopportunitiesforyoutoconductstudentpreassessmentthatprovidedallstudentstheopportunityto
share/documenttheirknowledgesystems(BDP).Ifnot,thenwhatwouldyoudodifferently?
Igottoseerightawaywhichstudentshadthenecessaryknowledgebase/vocabularyandwhichonesdidnotthroughthetrifoldbrainstorm.
AndIwasalsoabletoseehowthestudentswereabletodevelopsomeofthevocabularythroughoutthelessonbysharingwithothersand
communicating.IevenheardthestudentsworkingthroughtheconceptsintheirnativelanguagesandthentransferringthemtoEnglish.I
thinkthatthistypeofactivityaccomplishedboththeshareanddocumentportionsoftheirknowledgesystems.
3. Howdidtheimplementationofthestrategyhelpyouasateacherin:
a) Ignitingyourstudentsthoughtprocesses.
Ioftenhaveahardtimewiththisparticularclasswhentryingtoconductfullclassdiscussionsbecauseithassomestudentswith
somereallanguagegaps.Thisstrategyallowedmetoseeatrueassessmentoftheirthoughtprocessabilitiesandgettingthemtothink
abouttheconceptofdesignspecificationinamoretangibleway.
b) Constantlybuildingonstudentassets.
Ithinkthatthewaythatthestrategywasscaffoldedtoallowforbrainstorming,sharing,revision,evaluationandtransferfrom
conceptualtocontextualwiththepicture.Gavethestudentsagreatopportunitytousetheirassetstoworkthroughsomeverydifficult
materialthattheyusuallystrugglewith.
4. ReviewtheBDP(BiographyDrivenPractices)rubric.Focusingonthehighlightedindicators,pleasechoosetwoindicatorsto:
1) Placeyourselfonthecontinuum(NotobservedtoIntegrating)byeitherhighlightingtheindicatorortypingyourplacement.
2) Pleasegiveexamples/evidence(
23examples
)fromyourteachingonhowyouactuallyachievedthehighlightedindicatorsinyourown
classroom.
*Note: ThecompleteBDPrubrichasbeenattachedbelow.Foryourresponsetothisquestion,
pleaseselectonly
two
fromthese5
indicators
!
BK3:
Iplacedmyselfatthe
enactinglevel
whichstates:
Conductspreassessmentthatprovidesallstudentstheopportunitytoshare/document
theirfundsofknowledge,priorknowledge,andacademicknowledgeaboutthetopicorkeycontentvocabulary.
ThisisduetothefactthatI
couldhavebetterincorporatedandorbroughttheinitialbrainstormintotheinstructionasthelessonprogressed.
A/CL:
BIO:
ACOM:
SAV:
Iplacedmyselfatthe
enactinglevel
onherewhichstates:
Providesfrequent,purposefulopportunitiesforstudentstoarticulatetheir
views/judgments/processesandproviderationales.
IthinkthatIwouldhavelikedtohavethemactuallywriteandworkontheconnections
betweentheirprioritizedlistsandprovidemorestructuredrationalesfortheirdecisions.
TeamLeadersName:
AmandaPaulus
TeamMembers:
JohnLancett,HeatherPatterson,LauraCooper
Site:
Xiamen,China
Pleaseinclude
scannedcopiesofpictures
ofthestrategybeingimplementedand/orsamplesofstudentworkwithyourcompletedtemplate.Asyou
includethepictures,pleaseinclude
abriefdescription
ofwhatisbeingshowninthepictures.
Description: ThisimageisoftheTrifoldthatastudentcreated,IincludeditherebecauseofthefactthatheworkedfromL1toL2throughoutthe
activity
Description:
ThisTrifoldwasofinteresttomebecausethestudentchangedtheirmindsetonthethemiddlepanelandreevaluatedtheirsustainabledesignideasbasedonthe
conversationtheyhadwithotherstudents.
Description: Iincludedthisimagebecauseitshowedwhatastudentwithaveryhighlevelofconceptualknowledgemightlooklike,itnotonlygivesmea
benchmarkforotherstudentsbutalsoisagoodreminderthatImayneedtomakeaccommodationsformoredevelopedlearnersaswell.
Description:
Thisisanexampleofthefinalimagepresentationthatthestudentshadtoprovideattheendofthelesson,whichrequiredthemtofindan
imagethatrepresentedtheirprioritizeddesigncomponents.
10
I.JointProductiveActivity
NotObserved
Emerging
Theteacher:
Developing
Theteacher:
Enacting
Theteacher:
Integrating
Theteacher:
LE
A. Noevidenceofa
respectfullearning
environment
A. Createsanenvironment
that
respects
students
as
individuallearners
A. Createsa
culturallyand
linguistically
respectful
learningenvironment
A. Createsa
lowrisk
learning
environmentthat
valuesdiverse
perspectives
A. Orchestrates
conditionsandsituations
toensurethatstudentscollaborateas
equalmembers
inalowrisk
learning
community
TC
B. Nocollaboration
betweenteacherand
students
B. Collaborateswith
students
butno
evidenceofajoint
product
B. Collaborateswith
whole
class
tocreatea
joint
product
orstudents
collaborateonajoint
productin
pairsorsmall
groups
B. Collaborativelyguidessmall
groups
ofstudents,especiallythose
thatneed
higherlevelsofsupport
,
tocreatejointproducts
B. Collaborateswithstudentstocreate
jointproductsthat
integratelanguage
andcontentstandards
TPSI
C. Studentswork
independentlyofone
another
C. Provides
minimal
opportunitiesfor
studentinteraction
C. Provides
occasional
structuredopportunities
for
studentinteraction
C. Provides
frequent
structured
opportunitiesfor
purposeful
studentinteraction
C. Provides
consistent
structured
opportunitiesforpurposefulstudent
interactionthat
promotedevelopment
oftheCLDstudentbiography
PGD
D. Pairorgroupstudents
basedonrandom
groupingorstudent
selfselection
D. Pairorgroupstudents
basedon
one
dimensions
oftheCLD
studentbiography
D. Pairorgroupstudentsbased
ontwoorthreedimensions
oftheCLDstudentbiography
D. Pairorgroupstudentsbasedon
twoorthreedimensionsoftheCLD
studentbiography
asappropriate
forthetask/activity
D. Pairorgroupstudentsbasedon
allfour
dimensions
oftheCLDstudent
biographyasappropriateforthe
task/activity
AC
E. Noconnections
betweentheactivity
andthelesson
E. Makes
minimal
connections
between
thestrategy/activityand
thelesson
E. Makes
occasionalrelevant
connectionsbetweenthe
strategy/activityandthe
lesson
E. Frequentlyusesinsights
fromthe
strategy/activitytomake
connections
affirmlearning,or
modifyinstructionasneeded
E. Consistently
usesinsightsfromthe
strategy/activitytomakeconnections,
affirmlearning,
and
modifyinstruction
asneeded
Notes
:
LE=
LearningEnvironment
TC=
TeacherCollaboration
TPSI=
TotalGroup,Partner,SmallGroup,Individual
AdaptedfromCREDE(1999)StandardsforEffectivePedagogyandLearning
PGD=
Partner/GroupingDetermination;
AC=
ActivityConnections
11
II.Language&LiteracyDevelopment
NotObserved
Emerging
Theteacherprovides:
Developing
Theteacherprovides:
Enacting
Theteacherprovides:
Integrating
Theteacherprovides:
LSRW
A. Instructionis
dominatedbyteacher
talkandstudentsare
passivelisteners
A. Listening,speaking,
reading,&writing
(LSRW)activitieswith
minimal
opportunities
for
studentsacademic
languagedevelopment
A. L,S,R,&Wactivitieswith
occasional
opportunitiesfor
studentsacademiclanguage
development
A. Frequent
opportunitiesfor
student
expression
andacademiclanguage
developmentinactivitiesthat
integrate
L,S,R,&W
A. Consistent
opportunitiesforstudent
expressionandacademiclanguage
developmentin
higherorderthinking
activitiesthatintegrateL,S,R,&W
QRM
B. Nouseofquestioning
(Q),rephrasing(R),or
modeling(M)toassist
languageandliteracy
development
B. Minimal
useofQ,R,or
Mtoassistlanguageand
literacydevelopment
B. Occasional
useofQ,R,orM
toassistlanguageand
literacydevelopment
B. Frequent
useof
purposeful
Q,R,
and
Mtoassistlanguageand
literacydevelopment
B. Consistent
useofpurposefulQ,R,and
Mtoassistacademiclanguageand
literacydevelopmentandtobuild
studentscapacitiesto
posequestions
abouttheirownthinking
L1
C. Noevidenceofnative
languagein
environmentor
instruction
C. Minimal
evidenceof
nativelanguage
in
environmentand/or
instruction
C. Occasional
opportunitiesfor
studentstousetheirnative
language
duringthelesson
C. Frequent,explicit,purposeful
opportunitiesforstudentstouse
theirnativelanguageduringthe
lesson
inwaysthatsupport
academiclearning
C. Consistent,systematic
opportunities
forstudentstousetheirnative
languageduringthelessoninwaysthat
support
academiclanguageand
literacydevelopment
LBK
D. Noreferencesto
studentsprior
knowledgeand
background
experiencesrelatedto
languageandliteracy
development*
D. Minimal
referencesto
priorknowledgeand
backgroundexperiences
relatedtolanguageand
literacydevelopment*
D. Occasional
referencesto
priorknowledgeand
backgroundexperiences
relatedtolanguageand
D. Frequent
referencestoprior
knowledgeandbackground
experiencesrelatedto
academic
language
andliteracy
development*
D. Consistent
useof
students
cultureboundwaysof
comprehending,communicating,and
expressingthemselvesasa
springboard
foracademiclanguageand
Notes
:
*
PA=PhonemicAwareness;P=Phonics;V=Vocabulary;F=Fluency;C=Comprehension
LSRW=
Listening,Speaking,Reading,Writing
QRM
=Questioning,Rephrasing,Modeling
L1=
NativeLanguage
LBK=
BackgroundKnowledgeofLanguage/Literacy
12
III.Contextualization
NotObserved
Emerging
Theteacher:
Developing
Theteacher:
Enacting
Theteacher:
Integrating
Theteacher:
BK3
A. Nopreassessmentof
studentsacademic
knowledgeaboutthe
topic
A. Conducts
preassessmentofonly
studentsacademic
knowledge
aboutthe
topic
A. Conductspreassessmentof
students
fundsof
knowledge,prior
knowledge,andacademic
knowledge
aboutthetopic
or
keycontentvocabulary
A. Conductspreassessmentthat
provides
all
students
the
opportunityto
share/document
theirfundsofknowledge,prior
knowledge,andacademic
knowledgeaboutthetopicorkey
contentvocabulary
A. Conductspreassessmentthat
providesallstudentstheopportunity
toshare/documenttheirfundsof
knowledge,priorknowledge,and
academicknowledgeaboutthetopic
and
keycontentvocabulary;
teacher
documentsstudentsbackground
knowledgeforusethroughoutthe
lesson
A/CL
B. Focusissolelyon
contentdelivery
B. Provides
minimal
opportunitiesfor
studentstosharewith
peerscontentrelated
connectionstotheir
backgroundknowledge
B. Provides
occasional
opportunitiesforstudentsto
sharewithpeers
contentrelatedconnections
totheirbackground
knowledge
B. Provides
frequent
opportunities
forstudentsto
share/document
theircontentrelatedconnections
totheirbackgroundknowledge
and
purposefullylistens/observes
asstudentsshare/document
B. Provides
consistent
opportunitiesfor
studentstoshare/documenttheir
contentrelatedconnectionstotheir
backgroundknowledge
anduses
insightsgleanedtohighlightstudent
assets,supportacademiclearning,
andmaximizethecommunityof
learners
BIO
C. Newinformationis
presentedinan
abstract,disconnected
manner
C. Makes
minimal
connectionsbetween
students
sociocultural,
linguistic,cognitive,and
academicdimensions
andnewacademic
concepts
C. Makes
occasional
connectionsbetween
studentssociocultural,
linguistic,cognitive,and
academicdimensionsand
thenewacademicconcepts
C. Makes
frequent
andpurposeful
connectionsbetweenstudents
individualbiographies
,including
whatwaslearnedabouttheir
knowledgeandexperiencesfrom
home,community,andschool,and
thenewacademicconcepts
C. Systematically
makes
consistent
and
purposefulconnectionsbetween
studentsindividualbiographies,
includingwhatwaslearnedabout
theirknowledgeandexperiencesfrom
home,community,andschool,and
thenewacademicconcepts,
with
applicationstotherealworld
Notes
:
BK3=
FundsofKnowledge(family),PriorKnowledge(community),AcademicKnowledge(school)
A/CL=
Assets/CommunityofLearners BIO=
CLD
BiographyConnections
13
IV.ChallengingActivities
NotObserved
ACOM
A. Noaccommodations
forlinguisticor
academiclevels
CO/LO
Emerging
Teacherinstructionand
strategyuse:
Developing
2
Teacherinstructionandstrategy
use:
Enacting
3
Teacherinstructionandstrategyuse:
Integrating
Teacherinstructionandstrategyuse:
A. Provides
minimal
accommodationsbased
onstudentslinguistic
andacademiclevels
A. Provides
occasional,
structured
accommodations
basedonstudentslinguistic
andacademiclevels
A. Provides
frequent,
structured
accommodationsbasedon
studentslinguisticandacademic
levelsthatbuildupon
cultureboundpatternsof
knowing,learning,andapplying
A. Provides
consistent,systematic,
structuredaccommodationsbasedon
studentslinguisticandacademic
levelsthatbuilduponculturebound
patternsofknowing,learning,and
applying
B. Makesnoreferenceto
lessonobjectives
B. Includes
verballystated
orposted
lesson
objectivesthatreflect
contentstandards
B. Includesverballystated
and
posted
contentandlanguage
objectives
thatreflect
contentstandards
B. Includescontentandlanguage
objectivesthat(1)areverbally
statedandposted,
(2)reflect
content
andlanguagestandards,
and(3)arerevisitedduringthe
lesson
B. Includescontentandlanguage
objectivesthat(1)areverballystated
andposted,(2)reflectcontentand
languagestandards,and
(3)
are
interwoventhroughoutthelesson
S/E
C. Strategies/activitiesare
notalignedto
standardsanddonot
reflectexpectations
C. Includesstrategies/
activities
thatare
alignedtostandards
andthatreflectvague
expectations
C. Includesstrategies/activities
thatarealignedtostandards
andthatreflect
clear
expectations
C. Includes
challenging
strategies/
activitiesthatarealignedto
standardsandthatreflectclear
expectations
C. Includeschallengingstrategies/
activitiesthatreflect
skillful
integrationofmultiplestandards
,
clearexpectations,andhigherorder
thinkingskills
AF
D. Doesnotconsider
studentsstatesof
mind/affectivefilter
D. Minimally
attendsto
studentsstatesof
D. Occasionally
monitors
studentsstatesof
mind/affectivefilterand
adjustsinstruction
accordingly
D. Frequently
monitorsstudents
statesofmind/affectivefilterand
adjusts
instructionalconditions
accordingly
D. Consistently
monitorsthestatesof
ofindividual
studentsandofthewholegroup
and
adjustsinstructionalconditions
and
situations
accordingly
FB
E. Providesnofeedback
onstudent
performance
E. Provides
minimal
feedbackonstudent
performance
E. Provides
occasional
feedback
onstudentperformance
to
confirm/disconfirmlearning
E. Provides
frequent
feedbackon
studentperformanceto
confirm/disconfirmlearningand
to
advancestudentlearning
E. Uses
systematic
formative
assessment
toprovide
consistent
feedbackonstudentperformanceto
confirm/disconfirmlearningandto
advancestudentlearning
Notes
:
ACOM=
Accommodations
CO/LO=
ContentObjectives&
LanguageObjectives
S/E=
Standards/Expectations
AF=
AffectiveFilter
FB=
Feedback(formativeassessment)
14
V.InstructionalConversation
NotObserved
ESTK
Emerging
1
Withindividualsandsmall
groupsofstudents,the
teacher:
Developing
2
Withindividualsandsmall
groupsofstudents,theteacher:
Enacting
3
Withindividualsandsmallgroupsof
students,theteacher:
Integrating
Withindividualsandsmallgroupsof
students,theteacher:
A. Lecturepredominates
A. Uses
questioningto
elicit
studenttalk
A. Elicitsstudenttalkwith
questioning,
listening,and
rephrasing
A. Elicitsstudenttalkwith
questioning,listening,rephrasing,
and
explicitmodelingof
turntakingandquestioning
structures
A. Elicitsstudenttalkaboutthecontent
through
studentleddiscussionand
questioning
KTU
B. Teacherrespondsin
waysthatvalidate
students
B. Respondsinwaysthat
minimallypromote
higherorderthinking
andindividual
connectionsfromthe
knowntotheunknown
occasionally
promote
higherorderthinkingand
individualconnectionsfrom
theknowntotheunknown
frequently
promotehigherorderthinkingand
individualconnectionsfromthe
knowntotheunknown
consistently
promotehigherorderthinking,
elaborationofconnections
fromthe
knowntotheunknown,and
applicationbeyondtheclassroom
BICS/
CALP
C. Teacherconversation
isnotontopic
C. UsesBICS
and/orCALP
todiscussthe
content/topic
;provides
minimalopportunities
foracademictalk
amongstudents
C. UsesCALP
todiscussthe
content/topicandprovides
occasional
opportunitiesfor
academictalk,
includinguse
ofkeycontentvocabulary
,
amongstudents
C. Provides
frequent
opportunities
foracademictalk,includinguseof
keycontentvocabulary,inwhich
the
teacherbridgesbetween
studenttalkandacademic
language
C. Facilitates
consistent
opportunitiesfor
studentledacademicconversations
using
keycontentvocabulary
REV
D. Incorporatesno
revoicingofstudents
learning
D. Includes
minimal
revoicingoflearning,
limitedto
repeating
studentswords
D. Includes
occasional
revoicingoflearning,limited
to
repeatingand/or
rephrasing
D. Includes
frequent
revoicingof
learningthat
challengesstudents
tosolidifyorexpandupon
connectionstotheacademic
contentandvocabulary
D. Includes
consistent
revoicingof
learningthatchallengesstudentsto
solidify,expandupon,
andmake
deeperconnections
totheacademic
contentandvocabulary
SAV
E. Doesnotinvite
studentstoarticulate
their
views/judgments/
processes
E. Provides
minimal
opportunitiesfor
studentstoarticulate
theirviews/
judgments/processes
E. Provides
occasional
opportunitiesforstudents
toarticulatetheirviews/
judgments/processes
and
providerationales
E. Provides
frequent,purposeful
opportunitiesforstudentsto
articulatetheir
views/judgments/processesand
providerationales
E. Provides
consistent,structured
opportunitiesforstudentstoarticulate
theirviews/judgments/processesand
providerationales
Notes
:
ESTK=
ElicitingStudentTalk
KTU=
KnowntoUnknown
REV=
Revoicing
SAV
=
StudentsArticulateViews
BICS/CALP=
BasicInterpersonalCommunicationSkills/CognitiveAcademicLanguageProficiency

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