1. Silent Launch Expectations This activity should be… Silent Independent Work until I say stop Be ready to share your answersExpectations This activity should be… Silent Independent Work until I say stop Be ready to share your answers 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?

2. Tiered Exit Tickets

3. Content/Language Objective Today I will… Practice creating tiered exit tickets for a Navigator module by completing a Navigator lesson in groups.

4. What is a tiered exit ticket? An exit ticket is a way of assessing a students 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 prompt o 1 – (Unsatisfactory) Work is incorrect and shows little understanding o 2 – (Partially Proficient) Student shows low level understanding o 3 – (Proficient) Student is able to reproduce work done in class o 4 – (Advanced) Student is able to take the concept beyond the work in class

5. 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?

6. 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.

7. Components of DPS Content/Language Objective Content What are students learning? Targeted Domain What domain will I specifically target in this lesson? Language Function How will students use language in the lesson?

8. 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?

9. 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; and c) levels 5 and 6

10. Tools for Writing Content/Language Objectives ListeningSpeakingReadingWriting act, 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

11. 5 High Yield Functions 1)Describe, Explain, Classify 2)Compare and Contrast 3)Sequence 4)Cause & Effect 5)Defend/Propose/Justify

12. Language FunctionPossible Language FORMS Expressing needs and likes Indirect/ direct object, subject/ verb agreement, pronouns I like/dont 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 phrases next 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

13. Sample #1 Students 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 graph c) using multiple systems

14. 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 problem o 2. Now… 10 minutes to discuss the math with your partner o 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!

15. 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…

16. Wrap-Up Today we… Practiced creating tiered exit tickets for a Navigator module by completing a Navigator lesson in groups.

17. 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?