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TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided
Instruction
I do it
We do it
You do ittogether
Collaborative
Independent You do it
alone
A Structure for Instruction that Works
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In some classrooms TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus LessonI do it
Independent
You do it
alone
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In some classrooms TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Independent
You do it
alone
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And in some classrooms
TEACHER RESPONSIBILITY
STUDENT RESPONSIBILITY
Focus Lesson
Guided
Instruction
I do it
We do it
Independent
You do it
alone
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Quality Indicators for
Linking Purpose to
Outcomes
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purpose
focuseson
studentlearning, rather
than an activity,assignment, or
task.
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The established purpose contains both
contentand languagecomponents.
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Studentsunderstand the
relevanceof the established
purpose.
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making connections between thesubject and its application outside of the
classroom walls.
Relevance
requires
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What is a language purpose?
An analysis of the language demands of
the task
An understanding of the way studentsdemonstrate their thinking through
spoken or written language
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Three Types of Language Purposes
Vocabulary: (specialized, technical)
Structure: (the way the vocabulary is
used in sentences to express ideas)
Function: (the intended use of those
ideas)
These language purposes build upon one
another over a series of lessons.
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Vocabulary
Specialized
Words whose meaning changes depending on the
context (problem, simplify, value) Multiple meaning words (run, place)
These can be brickor mortarwords
Technical
Words that represent one concept only(denominator, photosynthesis)
These are the bricksof language
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Language Structure
Grammar/syntax: rules for language use
(e.g., plurals, noun/verb agreement)
Signal words: guideposts to supportunderstanding of listener/reader (e.g., If/then,
first, last, compared to)
Frames and templates: scaffolds for
apprentice language users (On the one
hand, ________. But on the other hand,
_______.)
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Language Function
Halliday identified 7 language functions
(Instrumental, regulatory, interactional,
personal, imaginative, heuristic,representational)
These are translated into classroom interactions
(express an opinion, summarize, persuade,
question, entertain, inform, sequence, disagree,debate, evaluate, justify)
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Relevance
requires
opportunities to
learn about oneself as
a learner.
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Relevance
requires
learning for
learnings sake.
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Students can
explaintheestablished purpose
in their own
words.
Physical properties: Characteristics or
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Physical properties: Characteristics or
properties that can be observed without
changing the identify of the substance are
called physical properties.
Shape
Electricity conductivity
ColorMagnetism
Volume
Mass
Buoyancy
Classify objects (e.g., rocks, plants, leaves) in accordance
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How would you want your
students to respond to thequestion:
What are you learning from this
lesson?
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The teacherdesigns meaningful
experiencesand outcomesaligned with the established purpose.
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Quality Indicator #3
Argumentation not arguing:Student use accountable talkto
persuade, provide evidence, askquestions of one another, and disagreewithout being disagreeable.
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Quality Indicator #4
Language support:Written,verbal, teacher, andpeer supportsare available to boost academiclanguageusage.
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Quality Indicator #5
Grouping:Small groups of2-5studentsarepurposefullyconstructed to maximize individualstrengths without magnifying areas of
needs (heterogeneousgrouping).
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Quality Indicator #6
Teacher role:What is the teacherdoingwhile productive group work isoccurring?
t h
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The teacherhas a plan for
determiningwhen the established purpose
has been met.
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Error Period 1 Period 2 Period 3 Period 4 Period 5
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Error Period 1 Period 2 Period 3 Period 4 Period 5
Mid-sentence capitalization JC AA
Colons and semicolons JC, JT,
AG, DL,
TV
EC,
MV,
WK
AA,
SK,
MG,
EM,
BA, TS
HH, DP,
MR, CH
Ending punctuation JC, AG,SL
WK,MW
AA, BA MR
Subject-verb JC, JT,DL,
MM,SL, ST,
ND
RT, VE,VD, CC
AA,MG,
SC,PM, LG
DP, DE
Tense - consistency DS SJ, JM AA,
TR, PC
DE
Spelling JC, MM WK,RT, AG,
SJ
AA,MG,
BA,
GL, PT,DO,
DE, LR
SR, DC,MF
Supporting evidence JC, JT,
MM
EC, SJ AA,
MG,
BA,
GL, PT,
DO,DE, LR,
SK,
EM,
TS, LG,
PM,
DP, RT,
HA, KJ,
DE,
RC,DW,
DL, KS,
DE, MR,
DC, AT
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Purpose = Expectation
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Taking it Back
Discuss with your elbow partner how you will
infuse this discussion on PURPOSE with your
current work.
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