• Instructional Conversations for Equitable Participation
  • Introduction
  • Overview of ICEP
  • Guidelines for Using ICEP Rubrics
  • Observation Rubric: Domain 1. Contextualized Discourse
  • Observation Rubric: Domain 2. Collaborative Activity
  • Observation Rubric: Domain 3. Complex Ideas Using Everyday Language
  • Observation Rubric: Domain 4. Equitable Participation
  • Teacher Overview of ICEP
  • Student Overview of ICEP
  • Observation Sheet
  • Plan-Do-Analyze-Revise (PDAR) Protocol
  • ICEP Lesson Plan Template
  • Author Biographies
  • References
  • Download
  • Translations
  • Observation Rubric: Domain 3

    Complex Ideas Using Everyday Language

    Conversations between the teacher and a small group of students engenders student expression of complex ideas using students’ everyday language resources (e.g., dialects, vernaculars, creoles, homelanguages) through modeling, elicitation, and affirmation.


    Classroom Examples


    Note: Scores not included

    3a: Teacher Models Expression

    • Teacher uses lots of questioning, extending, and clarifying

    • Teacher uses terms such as “main idea”

    • Teacher consistently restates what students say and elaborates on their expression

    • Teacher uses rephrasing after students share in order to model her own thinking to help students with their idea expression

    • Teacher incorporates students’ everyday language into conversation and encourages use of students’ language of choice

    3b: Teacher Elicits Complex Expression

    • Teacher positions self as learner and aims to expand on students’ thinking and expression by speaking as if she does not understand how to make the sandwich

    • Teacher prompts students to explain their steps in more detailed, specific ways and to provide clearer instructions for making a peanut butter and jelly sandwich

    3c: Teacher Affirms and Extends Verbal and Nonverbal Expression

    • Teacher rephases for clarification and to extend students’ contributions with additional detail

    • Teacher acknowledges students’ language of choice and applies the way they speak to the activity

      • Students are allowed to use Pidgin (Hawaiʻi-creole English) when creating their own sentence about making a peanut butter and jelly sandwich

      • Teacher transcribes students’ sentences which use their everyday language

        • Example: “I like to put jelly, guava kine.” 

    3d: Students Author Ideas with Everyday Language

    • All students use their own everyday language when expressing ideas, in this case Pidgin 

    • Students respond to teacher questioning using everyday language

    • Students participate in creating sentences for their collaborative story using their everyday language

    • Students operate as “knowers” and teach the teacher how to make a peanut butter and jelly sandwich by describing the sequencing steps

    • Topic of making sandwiches is familiar to students and encourages student expression and participation

    • Overlapping speech is a natural speech pattern for Hawaiʻi students. It is viewed as a positive and valuable aspect of this conversation raising the engagement of students and indicating that students are comfortable with the topic and learning environment

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