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3a. Models Expression
- Positions everyday language as important and appropriate
- Expresses ideas using everyday language, a variety of words, and complex grammar (e.g., connectives, precision, syntax, morphology)
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The teacher rarely uses everyday and complex language to model idea expression. |
Sometimes the teacher uses everyday and complex language to model expressions. |
The teacher consistently integrates everyday and complex language to model idea expression. |
3b. Elicits Complex Expression
- Allows for overlapping speech
- Listens actively to student expression
- Invites to expand (e.g., “tell me more”)
- Asks open-ended questions (e.g., “how/why?”)
- Asks for evidence (e.g., “tell me more,” “how did you get there?”)
- Asks students for their views, judgments or rationales (e.g., “why do you think that?”)
- Assists students to deepen ideas (e.g., “what might the opposite view be?”)
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The teacher rarely elicits student expression by questioning, listening, or asking them to explain their thinking. |
The teacher sometimes poses questions and listens to elicit student expression but rarely asks them to explain their thinking. |
The teacher often elicits student expression by questioning, listening, and asking them to explain their thinking. |
3c. Affirms and Extends Expression
- Affirms student use of everyday language
- Rephrases or clarifies student ideas (e.g., “so you are saying ___ “)
- Encourages brainstorming and creativity
- Uses wait time after asking questions to encourage thinking
- Focuses on student ideas rather than the correctness of language
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The teacher does not affirm or extend student expression. |
The teacher sometimes affirms student expression but only rarely extends their expression. |
The teacher regularly affirms and extends student expression. |
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3d. Author Ideas with Everyday Language
- Express ideas using everyday language and complex grammar
- Ask questions about complex ideas with everyday language and word variety
- Connect complex ideas with personal experiences using everyday language
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Students do not use everyday or complex language to communicate ideas. |
Students sometimes use everyday and complex language to communicate ideas. |
Students regularly use everyday and complex language to communicate ideas. |
3e. Students as Knowers
- Lead/facilitate discussion
- Assist one another’s thinking
- Direct instructional conversations
- Seek own resources for support and guidance
- Identify own thinking errors and insights
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Students rarely assume leadership roles typical of a facilitator. |
Students sometimes assume leadership roles typical of a facilitator. |
Students often assume leadership roles typical of a facilitator. |