Language Supports by Proficiency Level Descriptor
Pick Up the Slip Up
 |
 |
 |
Pre-Production
|
Include pictures, diagrams, or symbols with the statements to support understanding. Provide simple frames such as “I think the slip up is ___ because ___.” Allow students to gesture, point, or draw to show their thinking. |
Beginning
|
Provide a structured template for analyzing each statement (e.g., Statement A: True/False? Why?). Allow students to discuss their reasoning with a partner before sharing their response. |
Intermediate
|
Encourage deeper analysis with prompts such as “What evidence supports this statement?” or “Why might someone think this statement is correct?” Provide frames such as “This is the slip up because it incorrectly states ___ instead of ___.” |
High Intermediate
|
Ask students to analyze how small wording changes or context affect accuracy. After identifying the slip up, have students rewrite the incorrect statement to make it accurate and explain their revision. |
Advanced
|
Challenge students to evaluate the reasoning behind statements, identify subtle misconceptions, and generate new examples or corrections while explaining their thinking using academic vocabulary. |
