Exit ticket by Adriana Smith-Vargas

e20161677 — 2024-09-10 19:47:22 UTC

•Example 1: Reading Comprehension

• - Break a complex text into paragraphs or sections and have students partner read, annotate the text, and take notes in a graphic organizer

e20161677 — 2024-09-10 19:49:22 UTC

•Example 2: Math Problem Solving

Teach vocabulary from scenario as first chunk
Teach one type of problem or step at a time before moving to the next.

e20161677 — 2024-09-10 19:54:52 UTC

•Example 3: Science Experiments

• - Explain one part of the experiment at a time (e.g., hypothesis, procedure, results, vocabulary).

2024-09-11 13:10:48 UTC

Creating pair/share activities to allow collaborative thinking/processing.

2024-09-11 13:11:16 UTC

Writing Process

My students are starting a narrative. To start, I broke down making a character, choosing a setting, and setting up a plot diagram. Each section is then subdivided to give them processing time and time to discuss with peers as I walk around and check in.

2024-09-11 13:12:01 UTC

I chunk the assignments when students are working. As an MLL teacher, I find this to be very successful. For example, I give students instructions on the top half of the assignment and give them 10-15 minutes to work on it. Then I pause them and give them directions on the bottom half, give them 10-15 minutes to work on it. It helps them focus and understand what’s expected

2024-09-11 13:12:04 UTC

I’m thinking of suggesting a vocabulary chunk that can be appended onto the openings we already do in class, one word a day attached that students will define, as a lower cognitive load question that MLLs can still research and respond to if they are not confident in their other answer(s).

2024-09-11 13:12:06 UTC

Reading comprehension: students are assigned a chapter of our book to read and respond to guided teacher-generated questions )Think). Students transition into pairs or small groups to discuss their answers (Pair). Teacher leads a seminar discussion with the class where each pair or small group conveys their take always (Share).

2024-09-11 13:12:28 UTC

Anticipation Guides are used aquiant the students with themes or motifs that they encounter during the assigned reading.

2024-09-11 13:12:33 UTC

Ms. Swint & I used an expert jigsaw in EVS for students to teach each other about examples of the tragedy of the commons. They had to complete a graphic organizer about their peers’ examples. 💁‍♀️ Dr. Hagan

2024-09-11 13:12:36 UTC

I like to show a video (max 10 min) and do not have them write anything, listening only. Then have a repeat of the video and have them answer questions the SECOND time.

2024-09-11 13:12:57 UTC

One- introduce students to vocabulary

Two -group read aloud

Three- answer comprehensive questions

2024-09-11 13:13:06 UTC

In my class we often annotate texts in order to focus on one strategy such as syntax. We analyze the syntax in order to find how syntax relates to an author’s purpose.

2024-09-11 13:13:23 UTC

9/11 story

KWL Chart

All students were born post-9/11. Activate prior / background knowledge about that day and the days after.

Students read short text about it.

Share stories of kids their age that were involved. Can also share stories of rescue workers including search and rescue dogs that were involved. Students draw a scene and describe it

2024-09-11 13:14:11 UTC

We read together with frequent stops for vocabulary and discussion. Doing this reinforces what we have read and puts it in perspective.

e20142911 — 2024-09-11 13:14:44 UTC

For reading, I break part of the text up and have students annotate for specific information before moving to the next section of the text. I allow students to make connections and ask questions of what they have read so far.

2024-09-11 13:14:55 UTC

Reading passage:

Preview vocabulary

Share an ai chat summary of story on a lower lexile level

I read the first page of passage

-pair read with expresión

Students pair read

2024-09-11 14:33:47 UTC

Example 2: word problems; going through my process out loud with my students; defining vocabulary, identifying variables, rearranging equations, etc.

Then have students work through another example; review; students work together and then on their own

2024-09-11 14:36:04 UTC

I'm using low stakes quizzes more often that are mostly DOK 1, recall to try to get the students to commit vocabulary and simple concepts to memory so we can build higher DOK skills

2024-09-11 14:36:41 UTC

I would give a text to read with the graphic organizer.

The strategy would be: I do/We do.

2024-09-11 14:36:59 UTC

For vocab learning, I like students to take 3-5 terms and do the following:

Define by writing
Use term in a proper context based example,. Students can be creative and relate term to their life
Students will get in groups of 2-4 and compare term example and then share with whole class

2024-09-11 14:37:23 UTC

I like to have students use and draw models to show that they understand the symbols. Students confuse the meaning of coefficients, subscripts, superscripts, and Roman numerals in chemistry. If the number changes, how does the model/drawing change in chemistry.

2024-09-11 14:37:40 UTC

When chunking , I delivery new vocabulary over two days. I also show the students how word one aspect of an equation per day.

2024-09-11 14:38:04 UTC

Low stakes quiz:

Sometimes I’ll have students do a self-assessment using PearDeck to help them practice with new concepts. For example, projecting different types of maps and they identify the map type in PearDeck before I reveal the correct answer. This helps them improve as we progress through the different map types

2024-09-11 14:38:12 UTC

The use of PowerPoint, videos and New vocabulary words, are use daily for students to have a better understanding of the concepts.

2024-09-11 14:38:39 UTC

Gant

You Do- Summarizing for Closing with a question then answer to focus student's on the goal of the learning activity.

2024-09-11 14:39:20 UTC

I do semantic/Word mapping, videos, sharing and discussing, New vocabulario and picture Word and phrases (comparasion)

2024-09-11 16:15:53 UTC

In the closing, giving a short summary of what we talked about helped me. I require them to write it as few words as they can so they get to the root of the concept.

2024-09-11 16:16:03 UTC

Having students write questions using question stems as they review for their coming test. They can then work to answer group member’s questions as a review.

2024-09-11 16:16:06 UTC

SWRL but I add and I for illustrate. So its SWIRL to hit all the ELL domains

2024-09-11 16:16:09 UTC

Vocabulary chunking is great with vocabulary games especially with ESL students. For AP, I use short videos on new topics for understanding and introduction on new themes.

2024-09-11 16:16:27 UTC

Question stems could be useful for my students to think about the material covered and process it.

2024-09-11 16:16:32 UTC

Review daily learning target at beginning and end. Have students summarize “proof” that they have met the learning target for the day.

2024-09-11 16:16:46 UTC

Using word mapping to describe market structure; visual demonstration using candy; quiz on characteristics of market structure

2024-09-11 16:16:58 UTC

I like to use jigsaw expert groups when beginning a new lesson. Each student takes an image to research, then teaches concepts to a small group.

2024-09-11 16:17:04 UTC

Love to use Vocabulary review games as openers and closers. Students enjoy the competition while the vocab is also being reinforced. Blooket allows makes it where the smartest kid doesn't necessarily always win, so the competitive thrill never wears off.

2024-09-11 16:17:12 UTC

You Do: This will work well for me in my content that is based off of physical performance more than anything. Summarizing what we did for a class period and how it all ties in with the bigger picture of a unit could be very useful.

2024-09-11 16:17:35 UTC

During work period students are given a we do for period 10-15 minutes. I then stop and ask them to answer a specific question on lesson (a you do). Then I add an additional part then back to a we do…

2024-09-11 16:17:47 UTC

I am using vocab practice on Cornell notes! This is one of the chunk I use to promote student’s success.

2024-09-11 16:17:50 UTC

Chucking. We are doing a Ultimate frisky unit instead of having all the skills we are breaking it down into days

2024-09-11 16:17:55 UTC

I will give students with IEPs the opportunity to practice vocabulary daily using direct instruction using 5 to 10 chunks

2024-09-11 16:18:06 UTC

I plan to utilize vocabulary chunking to help expand my MLL vocabulary and knowledge of what they should know after our lesson.

2024-09-11 16:18:14 UTC

We do big idea note-taking by default.

2024-09-11 18:30:52 UTC

Review a previous topic to connect with the new taught level. Build on that topic from just basic examples to up to word problems.

2024-09-11 18:31:09 UTC

I Do/We Do

Utilizing a few minutes of explaining a concept and then having students discuss with their elbow partner.

2024-09-11 18:31:31 UTC

In science the 5E model breaks a learning segment naturally into chunks where students engage, explore, explain, elaborate and extend on a topic.

2024-09-11 18:31:44 UTC

By chunking the work in smaller pieces to show mastery on each step.

2024-09-11 18:31:50 UTC

In math, start with a concept that students already mastered that leads into today’s concept.

If students are completing problems in class, stop them every 10-15 minutes to review answers and answer questions.

2024-09-11 18:31:53 UTC

Big picture note taking

2024-09-11 18:32:11 UTC

Graphic organizers and formatting for visual appeal are my go-to. Having an assignment in small bits, where it’s scaffolded by level, helps tremendously with my students ability to digest information.

2024-09-11 18:32:28 UTC

Break math problems up into a step by step process. Begin with simpler examples. I do an example, then break and have them try an example. Then I do a more complex example, then break and have them try a more complex example. This process chunks the content by level and chunks what they are doing between listening/watching and doing/discussing.

2024-09-11 18:32:29 UTC

I use discussing learning targets to prepare students’ minds for the lesson. I also get students to complete BIG PICTURE NOTES so they can relate past and future concepts.

2024-09-11 18:33:04 UTC

When chucking , I first gather what my students know about the topic, and from there I start to add on their basic knowledge.

2024-09-11 18:33:46 UTC

Pair share allows for collaboration and is a great strategy for chunking.

2024-09-11 18:34:11 UTC

Opening: watch video

Work period: teacher guided notes

Students practice work

Closing: summarize the today’s topic

2024-09-11 18:34:56 UTC

I used chunking in the delivery of math concepts that have multilevel definitions or with concepts that have if then conditions.

I break the chunking into each level or I chunk into the possibilities of the if then statement.

Example: the quadratic functions graphs.

First the general shape = parabola

Second the vertex trait

Third the axis of symmetry and the relation to the vertex

Fourth the y intercept

Fifth the domain

Sixth the range