REINFORCING EFFORT AND PROVIDING RECOGNITION
Classroom Example
Subject: Physical Education
Content Objective: To understand the relationship between effort and achievement when running 100 meters.
For two weeks, students in Ms. Pickering’s physical education class kept track of their level of effort using the rubric in Figure 1 They also tracked their times for running 100 meters. At the end of the two-week period, they discussed what they had learned about themselves.
Preproduction
Students will need your help understanding the effort rubric. You can use pantomime, gestures, and body language to aid understanding. Students can participate in the discussion by showing, pointing, or nodding.
Early Production
Students will initially need help understanding the effort chart as well, but they will then be able to complete effort and achievement charts independently. As for discussion, you will not hear whole sentences from them, but you can expect to hear key words. To include Early Production students in the discussion, plan to ask questions that require one- or two-word answers.
Speech Emergence
Students can complete their effort and achievement charts with little or no assistance. They are able to produce whole sentences and can be engaged in producing language to describe and report. Some question starters to draw these students into the discussion could include “What did you do when . . . ?” and “How did you react when . . . ?”
Intermediate and Advanced Fluency
Students can independently complete the charts and participate in the discussion. Ask “why” questions to solicit their opinions, judgments, and creative replies.
