Kindergarten to Second Grade Planning Instruction to Support - PowerPoint PPT Presentation

Kindergarten to Second Grade Planning Instruction to Support Students

Task: Constructive conversations about Grade Level: 1 predicted animal adaptations Subject: Science/ELA Source: Understanding 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.

Sample Student work Sample 1 Sample 2 Conversation sample 1 – Day1

Module 4 Review • Teachers focused on Standard 2: “Participate in grade appropriate oral and written exchanges of information, ideas, and analysis, responding to peer, audience, or reader Interpreting Student Work comments and questions.” • Found focal students to be at levels 3 and 4 in the Standards Level Descriptors for this task • Anticipatory guide so that students could organize their Strategies to Support Student thoughts and draw out language/topics Learning • Scaffolds in Jeff Zwiers’ “Constructive Conversation Skills” poster

Lesso Lesson Pl Plan

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Step 1 Examine the Identified ELP Standard(s) and Corresponding Level Descriptors Consulting ELP � Examine the identified ELP Standard(s) and corresponding level descriptors for the Standards and task Level Descriptors � 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 � Do the same standards apply when you examine your students’ output? Standards Level � What level(s) most accurately describe your students’ work? Descriptors as � Remember that the interpretation only tells you the level of this specific piece of rubrics to student work; your students’ levels might shift based on different tasks or learning interpret student objectives. work � 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 � Use the identified level (and perhaps the next level) to provide student with instructional formative feedback. supports to � Use the identified patterns in student work to plan for instructional adjustments. improve student � Consult relevant state/district resources for suggested strategies. learning Notes: Task Resources Lesson Plan Analysis Guide Lesson plan Download from Resources