Third to Fifth Grade Planning Instruction to Support Students - - PowerPoint PPT Presentation

▶

Jul 23, 2023 432 likes •527 views

Third to Fifth Grade Planning Instruction to Support Students Chocolate Chip Task: Cookie Dough Cookie Dough Grade Level: 3 $5 a tub Subject: Math Peanut Butter Source: NYC Clear Creek School is fundraising. They Cookie Dough Department

SLIDE 1

Third to Fifth Grade

Planning Instruction to Support Students

SLIDE 2

Task: Cookie Dough

Grade Level: 3 Subject: Math Source: NYC Department of Education

1. Jill sold 2 tubs of Oatmeal Cookie Dough. How much did she raise?
2. Joe sold 4 tubs of Peanut Butter Cookie Dough and 4 tubs of Chocolate Chip Cookie
Dough. How much money did he raise in all? Show how you figured it out.
3. Jade sold only Peanut Butter Cookie Dough. She raised $32. How many tubs did she

sell? Show how you figured it out.

4. Jermaine’s mother loves oatmeal cookies. She has $20 to spend. What is the greatest

number of tubs of Oatmeal Cookie Dough she can buy? Explain how you figured it out.

Clear Creek School is fundraising. They are selling Cookie Dough in tubs.

Chocolate Chip Cookie Dough $5 a tub Peanut Butter Cookie Dough $4 a tub Oatmeal Cookie Dough $3 a tub

SLIDE 3

Task: Cookie Dough

Grade Level: 3 Subject: Math Source: NYC Department of Education

4. Jermaine’s mother loves oatmeal cookies. She has $20 to spend. What is the greatest

number of tubs of Oatmeal Cookie Dough she can buy? Explain how you figured it out. ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ____

Clear Creek School is fundraising. They are selling Cookie Dough in tubs.

Chocolate Chip Cookie Dough $5 a tub Peanut Butter Cookie Dough $4 a tub Oatmeal Cookie Dough $3 a tub

SLIDE 4

Sample 2 Sample 1

Sample Student work

SLIDE 5

Module 4 Review

Sample 1: Focused on Standard 9: “Create clear and coherent grade-

appropriate speech and text,” and decided the focal student to be at the beginning of PLD Level 3 for this task.

Sample 2: Focused on Standard 1: “construct meaning from oral

presentations and literary and informational text through grade- appropriate listening, reading, and viewing,” and decided the focal student to be at PLD Level 2 for this task.

Interpreting Student Work

Sample 1 student: Stronger and Clearer Together; reviewing

sequence words, anchor charts

Sample 2 student: Three Reads strategy

Strategies to Support Student Learning

SLIDE 6

Lesso Lesson Pl Plan

SLIDE 7

SLIDE 8

Step 1 Examine the Identified ELP Standard(s) and Corresponding Level Descriptors

Consulting ELP Standards and Level Descriptors Examine the identified ELP Standard(s) and corresponding level descriptors for the task If there are many applicable standards, choose one or two that relate to your students’ areas of growth. Notes:

Step 2 Interpret Student Work Using the Standards Level Descriptors

Using ELP Standards Level Descriptors as rubrics to interpret student work Do the same standards apply when you examine your students’ output? What level(s) most accurately describe your students’ work? Remember that the interpretation only tells you the level of this specific piece of student work; your students’ levels might shift based on different tasks or learning

bjectives.

Identify patterns (similarities or differences) in your students’ work if you are

interpreting multiple pieces. Notes:

Step 3 Identify strategies to support student needs

Identifying instructional supports to improve student learning Use the identified level (and perhaps the next level) to provide student with formative feedback. Use the identified patterns in student work to plan for instructional adjustments. Consult relevant state/district resources for suggested strategies. Notes:

Download from Resources

Lesson plan Task Resources Lesson Plan Analysis Guide