Silent Launch
• 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?
Expectations
This activity
should be…
• Silent
• Independent
• Work until I
say stop
• Be ready to
share your
answers
Tiered Exit
Tickets
Content/Language
Objective
• Today I will…
• Practice creating tiered exit tickets for
a Navigator module by completing a
Navigator lesson in groups.
What is a “tiered exit
ticket?”
• An exit ticket is a way of assessing a
student’s understanding on a daily
basis
• We will record these scores in a google doc
• Here are the tiers
o
o
o
o
o
0 – No work done or work is not connected to prompt
1 – (Unsatisfactory) Work is incorrect and shows little understanding
2 – (Partially Proficient) Student shows low level understanding
3 – (Proficient) Student is able to reproduce work done in class
4 – (Advanced) Student is able to take the concept beyond the work in
class
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:
3 2
o 1. What is a denominator?
+ =?
4 3
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?
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.
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?
• 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?
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
Tools for Writing
Content/Language Objectives
Functions by Language Domain
Listening
Speaking
Reading
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
Writing
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
5 High Yield Functions
1)Describe, Explain, Classify
2)Compare and Contrast
3)Sequence
4)Cause & Effect
5)Defend/Propose/Justify
Sample Language Forms
Language Function
Expressing needs and
likes
Describing people,
places, and things
Possible Language FORMS
Indirect/ direct object, subject/ verb agreement,
pronouns
I like/don’t like—(object)—. I need a/some—(object)—.
Nouns, pronouns, adjectives
The (my, her) ____is/are____. A (it) has/have ____.
Prepositional phrases
Describing spatial and
temporal relations
next to, beside, between, in front of, in back of, behind,
on the left/right, in the middle of, above, below, under
Adverbs
Describing actions
telling how, where or when
Past tense verbs, past progressive
Retelling/relating past
events
Yesterday/Last___/On___day, (pronoun)___-ed.
(pronoun) ___was/were (have/has been) ____-ing.
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
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!
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…”
Wrap-Up
• Today we…
• Practiced creating tiered exit tickets
for a Navigator module by completing
a Navigator lesson in groups.
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?