3-2-1 Reflection and Assessment Exit Ticket
Strategies for beginning language learners in content classrooms
How many of you have used exit tickets?
A 3-2-1 Exit Ticket is a simple and effective way for teachers to determine a student's understanding and a chance for students to reflect. The task is for students to provide three items of information they learned, two ideas they find interesting, and one question they have about the topic at the end of a class session.
Working with beginning Multilingual Learners (MLs) in a mainstream content area classroom can be challenging. I appreciate open-ended tasks like this because students from all levels can answer with simple to more elaborate answers. It’s a less time-consuming way to differentiate.
I adapted this template from The Template Lab. *Note: there are many other templates on the internet.
Link for editable 3-2-1 template
Remember that writing tasks for students at the early stages of language development focus just on foundational language skills and may include labeling or one or two-word responses or drawing. It’s also acceptable for them to answer in their home languages. The key in a content area class is for them to have access to the content. I share some examples from WIDA Levels 1 & 2 in the content area of science to illustrate this point.
Here are examples of what WIDA Level 1 MLs in a science class learning about photosynthesis might look like:
Three Things I Learned:
"Plants make food."
"Sun helps plants."
"Green leaves."
Two Things I Found Interesting:
"Plants need sun to eat."
"Leaves are green."
One Question I Still Have:
"Why leaves green?"
They might not even be able to write this much. But you can have them draw a simple diagram or label a diagram based on what you are discussing.
From the Biology Corner
At Level 2, MLs have a slightly broader vocabulary and can form more complete sentences compared to Level 1.
Here are examples of what WIDA Level 2 MLs in a science class learning about photosynthesis might look like:
Three Things I Learned:
"Plants need sunlight."
"Leaves make food."
"Oxygen from trees."
Two Things I Found Interesting:
"Photosynthesis helps plants live."
"Sunlight is like plant food."
One Question I Still Have:
"How do leaves make food?"
Here are some great reasons to use and adapt the 3-2-1 Exit Ticket when working with Multilingual Learners:
Multilingual Expression: 3-2-1 exit tickets allow MLs to express themselves in multiple languages, acknowledging and valuing their language diversity. This can help these students feel more connected to the material and the class.
Language Development: MLs can use exit tickets to practice and develop their proficiency in a new language or their dominant one. This is especially important for maintaining and enhancing their skills in their heritage language(s) while acquiring proficiency in the language of instruction.
Assessment of Understanding: Exit tickets help teachers assess MLs' comprehension of the content. This is especially useful when MLs learn content in a language other than their first language.
Differentiation: Teachers can use exit tickets to differentiate instruction. By reviewing their responses, teachers can identify MLs' language needs and adjust their teaching strategies accordingly.
Encouraging Bilingualism: Exit tickets can support the development of bilingualism by providing opportunities to reflect on content in both languages at times.
Formative Assessment: Exit tickets are a formative assessment tool, allowing teachers to make real-time adjustments to better support MLs. This is crucial for ensuring that their language needs are met.
Metacognition: Reflecting on the material through the 3-2-1 format encourages MLs to think about their learning process. This promotes metacognition and self-directed learning.
Promoting Translanguaging: Exit tickets can be an opportunity for students to use translanguaging, which is using multiple languages to make meaning. This can help students bridge their languages and facilitate a deeper understanding of the content.
In summary, 3-2-1 exit tickets can be a versatile and inclusive tool for multilingual learners, allowing them to engage with content in various languages, promote language development, and foster a sense of cultural inclusion. It acknowledges and values their linguistic diversity while supporting their academic progress.
How have you used exit tickets?
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