Douglas Fisher www.fisherandfrey.com
YouTube channel: fisherandfrey

Feed up: establishing purpose
Check for understanding : daily monitoring of learning
Feed back: providing students with information about their success and needs
Fisher & Frey, 2009
Feed forward: using student performance for “ next steps ” instruction and feeding this into an instructional model

Feedback is not enough

Instruction and assessment must be linked …

TEACHER RESPONSIBILITY
Focus Lesson
Guided
Instruction
“
“
I do it ”
We do it ”
Collaborative
Independent
“ You do it together ”
“ You do it alone ”
STUDENT RESPONSIBILITY
A Structure for Instruction that Works

Two Components:
Content Purpose and
Language Purpose

What is a content purpose?
• An analysis of the content standard
• Focuses on what can be accomplished toward the grade-level standard
TODAY (in other words, it ’ s not the standard)
• Is a learning goal, not an activity (can be written as a goal or objective)

What is a language purpose?
• An analysis of the language demands of the task
• An understanding of the way students demonstrate their thinking through spoken or written language

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.

• Specialized
– Words whose meaning changes depending on the context (problem, simplify, value)
– Multiple meaning words (run, place)
These can be “ brick ” or “ mortar ” words
• Technical
– Words that represent one concept only
(denominator, photosynthesis)
These are the “ bricks ” of language

• Grammar/syntax : rules for language use
(e.g., plurals, noun/verb agreement)
• Signal words : guideposts to support understanding 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,
_______.
” )

Language Function
• Halliday identified 7 language functions
(Instrumental, regulatory, interactional, personal, imaginative, heuristic, representational) that can be translated into classroom interactions
– express an opinion, summarize, persuade, question, entertain, inform, sequence, disagree, debate, evaluate, justify

The same content objective can have many different language purposes
CO: Identify the phases of the moon.
LP #1: Name the phases of the moon. ( vocabulary )
LP #2: Use sequence words (first, next, last) to describe the phases of the moon. ( structure )
LP #3: Explain how the moon, earth, and sun move through the phases. ( function )

Everybody got that?
Any questions?
Does that make sense?
OK?

• Oral language
• Questioning
• Written language
• Projects and performance
• Tests
• Common assessments and consensus scoring

Generative Sentences
• Given a word and conditions about the placement of the word, write a sentence.
• Forces attention to grammar and word meaning.
• Use student examples for editing.

“ Volcanoes ” in the 4th Position

“ Volcanoes ” in the 4th Position

cell
Word Position Length
3rd > 6
Because 1st
Constitution last
< 10
= 10

Misconception analysis
Error analysis
Error coding

Date: 1 0 / 1 2
Error
Mid-sentence capitalization
Colons and semicolons
Ending punctuation
Subject-verb
T opic: Who Am I draft essay, focus on mechanic s
Period 1
JC
JC, JT,
AG, DL,
TV
JC, AG,
SL
JC, JT,
DL,
MM,
SL, ST,
ND
DS
Period 2
EC,
MV,
WK
WK,
MW
RT, VE,
VD, CC
SJ, JM
Period 3 Period 4 Period 5
AA
AA,
SK,
MG,
EM,
BA, TS
AA, BA MR
AA,
MG,
SC,
PM, LG
HH, DP,
MR, CH
DP, DE
Tense - consistency
Spelling
Supporting evidence
JC, MM WK,
JC, JT,
MM
RT, AG,
SJ
EC, SJ
AA,
TR, PC
AA,
MG,
BA,
GL, PT,
DO,
DE, LR
AA,
MG,
BA,
GL, PT,
DO,
DE, LR,
SK,
EM,
TS, LG,
PM,
DP, RT,
HA, KJ,
DE,
RC,
DW,
DL, KS,
IP, SN,
MW,
DE
SR, DC,
MF
DE, MR,
DC, AT

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