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Silent Launch

Silent Launch. On a sheet of paper jot down some ideas about the following (be ready to share) 1. Think of a situation where it might be helpful to start with the end in mind. 2. How does starting with the end in mind affect the process?

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Silent Launch

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  1. Silent Launch • On a sheet of paper jot down some ideas about the following (be ready to share) • 1. Think of a situation where it might be helpful to start with the end in mind. • 2. How does starting with the end in mind affect the process? • 3. What do you think the phrase “backwards planning” mean? Expectations This activity should be… • Silent • Independent • Work until I say stop • Be ready to share your answers Share Using Stand Up – Hand Up Pair Up 5 Minutes

  2. Tiered Exit Tickets

  3. Content/Language Objective • Today I will… • Practice creating tiered exit tickets for a Navigator module by completing a Navigator lesson in groups.

  4. What is a “tiered exit ticket?” • An exit ticket is a way of assessing a student’s understanding on a daily basis • We will record these scores in a googledoc • Here are the tiers • 0 – No work done or work is not connected to prompt • 1 – (Unsatisfactory) Work is incorrect and shows little understanding • 2 – (Partially Proficient) Student shows low level understanding • 3 – (Proficient) Student is able to reproduce work done in class • 4 – (Advanced) Student is able to take the concept beyond the work in class

  5. An Example • This ticket is directly connected to the content objective of the day • Objective: SWBAT explain the steps verbally to each other for adding fractions with unlike denominators. • Exit Ticket: • 1. What is a denominator? • 2. What is the common denominator between these two fractions? • 3. Find the sum of the two fractions. • 4. What are two other fractions that have the same sum?

  6. Rationale for DPS Content/Language Objective: In planning for all students to be able to access ambitious new core content, we recognized that teachers needed a structure to be deliberate about student access to content.

  7. Components of DPS Content/Language Objective • Content What are students learning? • Targeted Domain What domain will I specifically target in this lesson? • Language Function How will students use language in the lesson?

  8. Language Form What grammatical structures of the language and what academic vocabulary will be used? • Differentiated Supports What supports will my levels 1-2 students need to understand the content? What supports will my levels 3-4 students need to understand the content? What supports will my on-grade-level students need to understand the content?

  9. DPS Content/Language Objective Structure A language function articulated to a language domain,a language form, content, and language supports that are differentiated according to language proficiency levels to support flexible groups: a) levels 1 and 2; b) levels 3 and 4; and c) levels 5 and 6

  10. Tools for Writing Content/Language Objectives Functions by Language Domain

  11. 5 High Yield Functions • Describe, Explain, Classify • Compare and Contrast • Sequence • Cause & Effect • Defend/Propose/Justify

  12. Sample Language Forms

  13. Sample #1 Students will orallyexplain,using sequential words (first, second, …), how to solve a system of linear equations by graphing with their partners: a) using labeled cards b) using poster and graph c) using multiple systems

  14. Creating Tiered Exit Tickets • Turn & Talk: What reasons are there for creating tiered exit tickets? • Activity #1 – With a partner, find a Navigator lesson to create a tiered exit ticket for: • 1. Take 10 minutes to SILENTLY work through the problem • 2. Now… 10 minutes to discuss the math with your partner • 3. Create a student-friendly content/language objective for this lesson. • 4. Take 15 minutes to: • A) Create a 4-tiered exit ticket • B) Write down the objective and exit ticket on chart paper • C) Be prepared to SHARE OUT! 35 Minutes

  15. Share Out • After each group shares out… use these sentence starters/stems to give constructive feedback • “One thing I think you did really well was…” • “One thing I thought could use some more refining was…” • “I really learned _______________ from your idea of using _______________________.” • “I was unclear about…”

  16. Wrap-Up • Today we… • Practiced creating tiered exit tickets for a Navigator module by completing a Navigator lesson in groups.

  17. Exit Task • From Fist-to-Five what is your understanding of tiered exit tickets? • From Fist-to-Five how comfortable are you right now with creating tiered exit tickets?

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