1.0 With help, I can do some of the 2.0 and 3.0 skills. 0.5 With help, I can do some of the 2.0 skills. 0.0 Even with help, I have no success. . WICR Strategies used during each unit. Writing Inquiry Collaboration Reading Writing activities that help Questioning strategies Working together with a Any strategies in reading students understand the that help students partner or in a group of that help students content understand the content students to understand, to understand problem solve, or to complete a task/project Writing-to-Learn Higher level questioning Think Pair Share Before reading activities summaries in classes vocabulary activities • • Process writing Costa’s Level 1: Students Sharing ideas with a accessing prior knowledge • • using a rubric as evaluation find the answers right there partner or in a group making predictions • • On-demand/Timed writing in the text. writing that is completed in Carousel/Gallery Walk During reading activities • class within a set amount of Costa’s Level 2: Students marking the text • • time must figure out the answer Problem solving in groups Cornell notes • grade is evaluated using a from information in the graphic organizers • • rubric text. Projects in groups Cornell Notes After reading strategies taking notes on the most Costa’s Level 3: Students summarizing • • • important information apply what they have group projects • summarizing learned or use what they • using the notes to study have learned to evaluate or • Reflective writing create. students write about what • they have learned and what they still need Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the Allow student time to step Extended time on Read Aloud to Students student out to de-escalate assignments =1 day Visual manipulatives Check for understanding Testing in small groups Preferential seating Cooperative Learning, Allow to leave class for Use of a planner/binder for Written direction given Vocabulary, Description, assistance organization Break directions into Introduction, Extra time for exams English Language Dictionary chunks . Daily agenda Student Friendly Mathematical Practice Statements MAFS.K12.MP.1.1 Make of problems and persevere in solving them. Make a plan! • Try different approaches when your problem is hard. • Solve your problem in more than one way. •
1.0 With help, I can do some of the 2.0 and 3.0 skills. 0.5 With help, I can do some of the 2.0 skills. 0.0 Even with help, I have no success. . WICR Strategies used during each unit. Writing Writing activities that help students understand the content Inquiry Questioning strategies that help students understand the content Collaboration Working together with a partner or in a group of students to understand, to problem solve, or to complete a task/project Reading Any strategies in reading that help students understand Writing-to-Learn • summaries Process writing • using a rubric as evaluation On-demand/Timed writing • writing that is completed in class within a set amount of time • grade is evaluated using a rubric Cornell Notes • taking notes on the most important information • summarizing • using the notes to study Reflective writing • students write about what they have learned and what they still need Higher level questioning in classes • Costa’s Level 1: Students find the answers right there in the text. • Costa’s Level 2: Students must figure out the answer from information in the text. • Costa’s Level 3: Students apply what they have learned or use what they have learned to evaluate or create. Think Pair Share Sharing ideas with a partner or in a group Carousel/Gallery Walk Problem solving in groups Projects in groups Before reading activities • vocabulary activities • accessing prior knowledge • making predictions During reading activities • marking the text • Cornell notes • graphic organizers After reading strategies • summarizing • group projects Accommodations used daily on an individual basis in accordance with IEP and 504 plans and ELL Students Read directions for the student Check for understanding Allow to leave class for assistance Extra time for exams Daily agenda Allow student time to step out to de-escalate Testing in small groups Use of a planner/binder for organization English Language Dictionary Extended time on assignments =1 day Preferential seating Written direction given Break directions into chunks Read Aloud to Students Visual manipulatives Cooperative Learning, Vocabulary, Description, Introduction, . Student Friendly Mathematical Practice Statements MAFS.K12.MP.1.1 Make of problems and persevere in solving them. • Make a plan! • Try different approaches when your problem is hard. • Solve your problem in more than one way.
Algebra%201%20Lesson%20PlansOctober12-16.docx