Purpose League purpose of the functions

8/11/2019 Purpose League purpose of the functions

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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


Focus LessonI do it

Independent

You do it

alone


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In some classrooms TEACHER RESPONSIBILITY


Independent

You do it

alone


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And in some classrooms

TEACHER 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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Language support:Written,verbal, teacher, andpeer supportsare available to boost academiclanguageusage.


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Grouping:Small groups of2-5studentsarepurposefullyconstructed to maximize individualstrengths without magnifying areas of

needs (heterogeneousgrouping).


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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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Documents

Purpose League purpose of the functions