Silent LaunchExpectationsThis activity should be…• Silent• Independent

• Work until I say stop

• Be ready to share your answers

5 MinutesShare Using

Stand Up – Hand Up

Pair Up

• 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?

Tiered Exit Tickets

Content/Language Objective

• Today I will…• Practice creating tiered exit

tickets for a Navigator module by completing a Navigator lesson in groups.

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 google doc• Here are the tiers

o 0 – No work done or work is not connected to prompto 1 – (Unsatisfactory) Work is incorrect and shows little

understandingo 2 – (Partially Proficient) Student shows low level understandingo 3 – (Proficient) Student is able to reproduce work done in classo 4 – (Advanced) Student is able to take the concept beyond the

work in class

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:o 1. What is a denominator?

o 2. What is the common denominator between these two fractions?

o 3. Find the sum of the two fractions.

o 4. What are two other fractions that have the same sum?

34+23=?

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.

Components of DPS Content/Language

Objective• Content

What are students learning?

• Targeted DomainWhat domain will I specifically target

in this lesson?

• Language FunctionHow will students use language in the lesson?

• 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?

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; andc) levels 5 and 6

Tools for Writing Content/Language Objectives

Listening Speaking Reading Writingact, arrange, distinguish, duplicate, categorize, choose, copy, follow directions, identify, indicate, label, listen, match, order, point, recognize, role play, show, sort, tell

agree/disagree, answer, ask, converse, debate, define, describe, discuss, explain, express, give instructions, identify, name, practice, predict, pronounce, rehearse, repeat, rephrase, respond, restate, say steps in a process, share, state, summarize, tell, use vocabulary

discover, distinguish, explore, find, find specific information, identify, infer, interpret, locate, make connections, preview, predict, read, read aloud, skim

ask and answer questions, brainstorm, classify, collect, compare, contrast, create, describe, edit, evaluate, explain, illustrate, journal, label, list, order, organize, record, revise, state and justify, opine, summarize, support, take notes, write

Functions by Language Domain

5 High Yield Functions1)Describe, Explain,

Classify2)Compare and Contrast3)Sequence4)Cause & Effect5)Defend/Propose/Justify

Language Function Possible Language FORMS

Expressing needs and likes

Indirect/ direct object, subject/ verb agreement,pronouns

I like/don’t like—(object)—. I need a/some—(object)—.

Describing people, places, and things

Nouns, pronouns, adjectives

The (my, her) ____is/are____. A (it) has/have ____.

Describing spatial and temporal

relations

Prepositional phrasesnext to, beside, between, in front of, in back of,

behind, on the left/right, in the middle of, above, below, under

Describing actions

Adverbs

telling how, where or when

Retelling/relating past events

Past tense verbs, past progressive

Yesterday/Last___/On___day, (pronoun)___-ed.(pronoun) ___was/were (have/has been) ____-ing.

Sample Language Forms

Sample #1Students will orally explain, 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 graphc) using multiple systems

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:o 1. Take 10 minutes to SILENTLY work through the

problemo 2. Now… 10 minutes to discuss the math with your

partnero 3. Create a student-friendly content/language objective for this

lesson.o 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

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…”

Wrap-Up• Today we…• Practiced creating tiered exit

tickets for a Navigator module by completing a Navigator lesson in groups.

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?