" Instructional Criteria - Tiny Woman Wordshop

Instructional Criteria

Instructional Criteria

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BIG IDEAS

Each module focuses on a fundamental concept and builds upon the concepts learned in previous modules. Students can transfer and apply these ideas to new literacy experiences.

transfer

Every module engages students in prior learning, explores a new language idea through instruction and activities, then consolidates student learning by evaluating and then expanding on these fundamental ideas.

ENGAGEMENT

Using these ‘big ideas’, students engage with language through interactive activities, open-ended discourse questions, and learner response devices.

HIGHER ORDER THINKING

Language is a study in RELATIONS, so to interact with language, the module activities encourage students to draw relations among language structures, categorize items to see relations, re-categorize to draw new relations, and relate through comparison, contrast and function. By drawing relations, students are applying their higher order thinking skills to words, sentences, texts and stories. 

OPEN ENDING QUESTIONS & DISCOURSE

Throughout each TWW module, open ended questions engage students in higher order relational thinking.

Often these questions take the form of a WHAT-IF question, which asks students to take the understandings they have now (prior knowledge) and relate them in new ways. This type of question invites students to think of possibilities and provides an excellent way to create discourse about language. 

METACOGNITION

As students develop their understanding of language, they are also developing the means by which they can talk about language. 

DESCRIPTIVE FEEDBACK & SUCCESS CRITERIA

While remaining focused on big language ideas, teachers can easily adapt their feedback to meet individual student needs. They can extend or expand ideas to further an individual student’s understanding.

Students can develop success criteria in increments, as they are introduced to or expand their understanding of the big ideas. They can use this criteria to give feedback to each other. In this way, success criteria and descriptive feedback align with instruction.

DIFFERENTIATED INSTRUCTION

By organizing instruction around language ideas, the modules make it possible for students to broaden their own level of understanding while remaining engaged with the big idea of each lesson.

Students interact with language ideas through classroom discourse, learner response devices, touch board interactions, and classroom extension activities that lead into other curriculum areas.

Open-ended questions provide a way for students with varying levels of understanding to participate.

FORMATIVE ASSESSMENT

Discourse and formative assessment questions have been embedded within each module to assist teachers in identifying which students need further instruction and which students are ready to expand or deepen their understanding. 


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