Feedback
This type of feedback tells the student what they did right or wrong
Descriptive
Overall purpose of language used in a lesson
Language funcion
Directs students' attention to the lesson or material covered
Focus question
Hook, activating strategy, check for understanding, link
Anticipatory Set
How the learner will perform the desired behavior
Condition
This type of feedback does not encourage the student
Negative
Parts of Academic Language
Function, Demand, Vocabulary
Gives hints, clues, aids
Prompting question
Getting students interested in the lesson
Hook
How much or what the quality is in the lesson plan
Criteria
Feedback tells how poorly or how well a student performed
Evaluative
Students using language from the standard
disclosure
Questions that help clarify a response
Probing Question
Moving from one activity to another
Transition
This is what the student will be able to do specifically
Behavior
Feedback directly related to what the student is focused on
Congruency
Academic language includes
oral and written language used in instruction (content area)
Analyzing, Evaluating and Creating Skills
Higher order questions
Bringing the lesson to an end, including EQ, student summary of learning, and forecasting
Closure
must be written using user friendly language
I can statement
Feedback not specific to the lesson
Incongruent
What is academic language
Language that a school uses for content and classroom
Remembering, Understanding, and Applying Skills
Low order questions
provokes deep thought about the content being taught---application of learning, connections that allow students to transfer to new learning and/or situations, promote discussions
Essential question
Criteria includes
qualitative and quantitative