Third to Fifth Grade Third to Fifth Grade Task & T ask & - - PowerPoint PPT Presentation

Third to Fifth Grade Third to Fifth Grade Task & T ask & Teacher Analy eacher Analysis sis

Task: C ask: Cookie Dough

• okie Dough

¡ ¡

Grade L Grade Level: 3 el: 3 Subject: Math Subject: Math Sour Source: NY e: NYC C Departmen Department of t of Education ducation

• 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 ¡Bu>er ¡ Cookie ¡Dough ¡ $4 ¡a ¡tub ¡ Oatmeal ¡ Cookie ¡Dough ¡ $3 ¡a ¡tub ¡

Task: C ask: Cookie Dough

• okie Dough

¡ ¡

Grade L Grade Level: 3 el: 3 Subject: Math Subject: Math Sour Source: NY e: NYC C Departmen Department of t of Education ducation

• 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 ¡Bu>er ¡ Cookie ¡Dough ¡ $4 ¡a ¡tub ¡ Oatmeal ¡ Cookie ¡Dough ¡ $3 ¡a ¡tub ¡

Checklist for appropriateness

• Is/does this task:

q Clear in its expectations? q Grade-level appropriate? q Aligned to the standards? q Require students to use language and analytical skills as well as demonstrate their content knowledge?

• Common pitfalls:

q Task is too narrow or too broad

Step 2 Step 3 Step 4 Step 1: Examine & Identify Appropriate Instructional Task

Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask

Task Analysis Process

Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands

Content K

• ntent Knowledge

nowledge Analytical Skills Analytical Skills Language Language Discrete content-specific knowledge or skills Analytical skills or practices that cut across content areas Language students are required to understand and use

Please ¡note ¡that ¡teachers ¡individually ¡brainstormed ¡a ¡list ¡of ¡task ¡demands ¡for ¡each ¡lens ¡BEFORE ¡ coming ¡together. ¡They ¡now ¡go ¡directly ¡to ¡the ¡three ¡lenses ¡and ¡consult ¡the ¡appropriate ¡resources. ¡

Step 2: Identify Task Demands: Content Step 3 Step 4 Step 1

Content K

• ntent Knowledge Guiding Question

nowledge Guiding Question Resourc esources es

• Common Core Content Standards or Next Generation Science Standards
• Other relevant standards (e.g., district, state, etc.)

What specific content knowledge or skills must students demonstrate in order to successfully complete this task?

Common C

• mmon Core ELA Sec
• re ELA Second Grade S
• nd Grade Standards

tandards

• CCSS.ELA.Literacy.RL.2.7

– Use information gained from the illustrations and words in a text to demonstrate understanding of its characters, setting, or plot

• CCSS.ELA.Literacy.R.L.2.10

– Read and comprehend literature in grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of range

• CCSS.ELA.Literacy.R.F.2.4

– Read with sufficient accuracy and fluency to support comprehension

• CCSS.ELA.Literacy.R.F.2.4A

– Read grade-level text with purpose and understanding

• CCSS.ELA.Literacy.L.2.6

– Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe.

Use the Standards as a Guide

Step 1 Step 2: Identify Task Demands: Content Step 3 Step 4

Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask

Task Analysis Process

Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands

Content K

• ntent Knowledge

nowledge Analytical Skills Analytical Skills Language Language Discrete content-specific knowledge or skills Analytical skills or practices that cut across content areas Language students are required to understand and use

Step 2: Identify Task Demands: Analytical Skills Step 3 Step 4 Step 1

Analytical Skills Guiding Question Analytical Skills Guiding Question Resourc esources es

• Webb’s Depth of Knowledge (DOK) chart(s)
• Framework for English Language Proficiency

Development Standards corresponding to CCSS and NGSS

• Valdes, Kibler & Walqui, 2014

What discrete analytical skills must students demonstrate when engaged in this task?

Identifying Analytical Skills: Using DOKs

(Webb, ¡2002) ¡

Step 1 Step 2: Identify Task Demands: Analytical Skills Step 3 Step 4

Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T

• priate Instructional Task

ask

Task Analysis Process

Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands

Content K

• ntent Knowledge

nowledge Analytical Skills Analytical Skills Language Language Discrete content-specific knowledge or skills Analytical skills or practices that cut across content areas Language students are required to understand and use

Step 2: Identify Task Demands: Language Step 3 Step 4 Step 1

Analytical Skills Guiding Question Analytical Skills Guiding Question Resourc esources es

• Language Functions and Forms PDF
• Framework for English Language Proficiency

Development Standards corresponding to CCSS and NGSS

• Webb’s Depth of Knowledge (DOK) chart(s)

How are students required to understand and use language? What language functions and forms are required?

Checklist for appropriateness

q Choose a “touchstone” task the first few times

• Ask yourself, is/does this task:

q Clear in its expectations? q Grade-level appropriate? q Aligned to the standards? q Require students to use language and analytical skills as well as demonstrate their content knowledge?

• Common pitfalls:

q Task is too narrow or too broad

Step 2 Step 3 Step 4 Step 1: Examine & Identify Appropriate Instructional Task