Kindergarten to Sec Kindergarten to Second Grade ond Grade Task & T ask & Teacher Analy eacher Analysis sis
Task: C ask: Constructiv onstructive c e con onversations about ersations about Grade L Grade Level: 1 el: 1 predicted animal adaptations predicted animal adaptations Subject: Science/ELA Subject: Scienc e/ELA ¡ ¡ Source: Understanding Sour e: Understanding Language Language What do you do when something wants to eat you? by Steve Jenkins Learning Goals: • Students understand how different animal adaptations help animals to survive. • Students understand that constructive conversations involve responding to a partner’s ideas and jointly creating ideas together. Conversation prompt: How do you think this puffer fish will defend itself? Come up with an idea together with your partner.
Step 1: Step 2 Step 3 Step 4 Examine & Identify Appropriate Instructional Task 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
Task Analysis Process Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T opriate Instructional Task ask Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands Content K ontent Knowledge nowledge Analytical Skills Analytical Skills Language Language Discrete content-specific Analytical skills or practices Language students are knowledge or skills that cut across content areas required to understand and use
Step 1 Step 3 Step 2: Identify Task Demands: Content Step 4 Content K ontent Knowledge Guiding Question nowledge Guiding Question What specific content knowledge or skills must students demonstrate in order to successfully complete this task? Resourc esources es • Common Core Content Standards or Next Generation Science Standards • Other relevant standards (e.g., district, state, etc.)
Step 1 Step 3 Step 2: Identify Task Demands: Content Step 4 Use the Standards as a Guide Common C ommon Core ELA Sec ore ELA Second Grade S ond 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.
Task Analysis Process Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T opriate Instructional Task ask Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands Content K ontent Knowledge nowledge Analytical Skills Analytical Skills Language Language Discrete content-specific Analytical skills or practices Language students are knowledge or skills that cut across content areas required to understand and use
Step 1 Step 3 Step 2: Identify Task Demands: Analytical Skills Step 4 Analytical Skills Guiding Question Analytical Skills Guiding Question What discrete analytical skills must students demonstrate when engaged in this task? 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
Step 1 Step 3 Step 2: Identify Task Demands: Analytical Skills Step 4 Identifying Analytical Skills: Using DOKs (Webb, ¡2002) ¡
Task Analysis Process Step 1: Ex tep 1: Examine & I amine & Iden dentify Appr tify Appropriate Instructional T opriate Instructional Task ask Step 2: I tep 2: Iden dentify T tify Task Demands ask Demands Content K ontent Knowledge nowledge Analytical Skills Analytical Skills Language Language Discrete content-specific Analytical skills or practices Language students are knowledge or skills that cut across content areas required to understand and use
Step 1 Step 3 Step 2: Identify Task Demands: Language Step 4 Analytical Skills Guiding Question Analytical Skills Guiding Question How are students required to understand and use language? What language functions and forms are required? 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)
Step 1: Step 2 Step 3 Step 4 Examine & Identify Appropriate Instructional Task 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
Teacher’s ¡TAT ¡
In Intr troduction and T oduction and Transition Slides ransition Slides
Slide T Slide Template 1 emplate 1 • Bulle Bullet H t Header 1 eader 1 • Subheader 1 • Body Text
Slide T Slide Template 2 – With Callout Bo emplate 2 – With Callout Boxes es • Bulle Bullet H t Header 1 eader 1 • Subheader 1 • Body Text PowerPoint Presentation Call Out Box 1 ¡ ¡ PowerPoint Presentation ¡ ¡ Call Out Box 2
Other: ELP Other: ELPA21 C A21 Colors and F olors and Fon onts ts Web Font: Trillium (headers/body) ¡
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