Text Study Flow Chart

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Flow Chart: From Analysis of Student Work to “Second Chance Assessments”
Step 1: Analyze the student work, define the error and study the teaching sequence of the module of the assessment.
Analyze the
student work
using the
Mathematical
Practices
protocol.
Write
questions that
will help define
both the
error(s) and
last point of
success.
Read the
Module
Overview and
analyze the
Objective
Sequence of the
assessment
question.
Share the logic
of the module’s
sequence, its
ladder of
complexity,
with with your
table triads.
Step 2: Study teaching sequences from earlier in the year and in prior grade levels.
Analyze the
Curricular Map
to find what is
relevant to
meeting the
targeted
objective.
Read relevant
Module
Overviews and
analyze the
Objective
Sequences to
hone in on a
sequence for
your
intervention.
Research
within the
topics and
lessons to
investigate
teaching
sequences
more deeply.
Share your
learning about
the teaching
sequences
with your table
triads.
Step 3: Plan a teaching sequence. Collaborate and prepare a poster detailing your teaching sequence to share.
Determine a
starting point
for your triad’s
teaching
sequence.
Plan and write
a step-by-step
first draft of
your teaching
sequence using
the decisions
evidenced in A
Story of Units as
guidance
Share, crutique
and tweak your
triad’s
sequence with
a grade level
alike group.
Share your
teaching
sequence with
other grade
level triads..
Plan ways to
involve
students in
their own
data, their
own progress
towards
specific
objectives.
Share your
assessment
questions with
other small
groups.
Step 4: Engage students in their own growth!
Write
assessment
questions for
the different
levels of
complexity of
your sequence.
Write “second
chance”
assessment
questions
analogous to
the original
question.
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