3–2–1 Language Exit Ticket
Use a 3–2–1 exit ticket to capture what learners remember, which language they can use and what still needs attention.
Worked model: 3–2–1 Language Exit Ticket
- 1Three things
- 2Two useful words
- 3One question
- 4Plan the next step
Science: Use a Frayer-style model for evaporation: define it, sketch it, give a puddle example and distinguish it from boiling.
Teach the move
Prepare · 5 minutes
Use the four steps with a short task from this week’s subject lesson; collect one response from every learner.
- 1
Three things: Write three points from today’s learning without looking at notes.
- 2
Two useful words: Choose two words and use each in a subject sentence.
- 3
One question: Add one question that would help with the next lesson.
- 4
Plan the next step: Scan responses for a shared gap and choose one retrieval prompt.
EAL upgrade
Keep the subject goal and source intact. Offer one brief model, visual or language prompt, then give learners time to try it independently.
Keep the subject challenge. Offer one model, visual or language prompt where needed, then check a fresh independent response.
Try it tomorrow
Use the four steps with a short task from this week’s subject lesson; collect one response from every learner.
Three things: Write three points from today’s learning without looking at notes. Two useful words: Choose two words and use each in a subject sentence.
Look for an independent response that shows the subject relationship, not only repetition of the model. Compare it with the task goal and identify the next useful teaching step.
Keep the subject goal and source intact. Offer one brief model, visual or language prompt, then give learners time to try it independently.
What to look for
Look for an independent response that shows the subject relationship, not only repetition of the model. Compare it with the task goal and identify the next useful teaching step.
Teacher language
Adapt these prompts to the task and your learners.
Our purpose is: Use a 3–2–1 exit ticket to capture what learners remember, which language they can use and what still needs attention.
What helped you make sense of that?” “Show how your evidence supports your answer.
Try the new case on your own. Show the detail or reasoning that supports your answer.
Which support do you still need, and which part can you now do independently?
Across subjects
Maths: Sort examples of equivalent fractions and explain why 2/3 and 4/6 belong together.
Humanities: Compare two sources about migration and name one useful similarity and difference.
English: Build a word network for “isolated” using a quotation, image, synonym and original sentence.
Adjust language support
Use a small word bank, visuals and partner rehearsal when needed. Extend with precise explanations and qualifications. Judge the support from the response to this task.