http://www.standards.dfes.gov.uk/keystage3/
http://www.wiseman.com.hk/topics/useful_sites.htm
http://www.standards.dfes.gov.uk/keystage3/respub/ws_lil_ts
You might consider identifying some key phrases to introduce to pupils, perhapsdisplaying them for pupils’ reference as a way of encouraging them to extend therange of language structures they use to discuss the thinking they have beendoing. Here are some examples:
Thinking words
adapt evidence predict analogy examine prioritise apply experience realisation assess experiment recall assumption explain recognise attitude extrapolate reconstruct belief formulate refine clarify hypothesise reflect classify identify reorganise combine image response compare imagine scan compose implement sequence consider interpret short-term memory context interrelate skim contradict(ion) judge specification contrast justify stereotype convert juxtapose stimulus/stimulate decide link structure decipher long-term memory summarise decode meaning symbol define metaphor synthesise design model transform develop negotiate translate differentiate organise trigger distinguish paraphrase visualise evaluate plan
Thinking phrases
I think this…because…’‘We could use this strategy in…’‘Another reason for this is…’‘As I did this, I was thinking about…’‘If...then...’‘What I have learned is...’‘The most difficult part was...because...’‘The most challenging part was...’‘I found the strategy helpful because...’‘At first we thought...but later decided...’‘Although I thought...Sam made the point that...’‘We couldn’t agree about...but eventually decided...’‘We found...puzzling because...’‘We had to change our ideas because...’‘It didn’t make sense until we...’‘What made the difference was when...’‘There were three components to the task...’‘We tried three different ways of...before...’‘When we compared our ideas with...’