Differentiated and Tiered Sequence Guided Practice and Independent Practice Tasks

Name:  ___________________  Date:  _____________________

Sequence:  Guided Practice

The students will complete the tiered and differentiated sequence tasks with the teacher.  The teacher will provide a model for each differentiated and tiered guided practice task to demonstrate sequence with the students.

Tier I: 

Direction:  Draw a graphic organizer /bubble map to pre-write a paragraph based on the sequence in the story __________________________________.  Write the following sentence in the center circle. At the beginning of the story, ______________________________________________. Then include four or more sentences around the center circle to demonstrate the sequence from the story.  Write the supporting details in the circles around the center circle.

Direction:  Write a paragraph that summarizes the sequence demonstrated in the story.  Write a main idea or topic sentence.  Write three detail sentences.  Write a concluding sentence.

Tier II: 

Direction:  Write three sentences that demonstrate the sequence from the story _______________________________________________________________________.

      At the beginning of the story,_____________________________________________.

      Next, during the middle of the story, _______________________________________.

      Finally, at the end of the story, ___________________________________________.

Tier III:

Direction:  Draw pictures to demonstrate the sequence from the story __________________________.

      Beginning:                                        Middle:                                     End: 

Name:  ___________________  Date:  __________________________

Sequence:  Independent Practice

The students will complete the tiered and differentiated sequence tasks independently.  The teacher will provide a model for each differentiated and tiered independent practice task to demonstrate sequence for the plot in the story _____________________________________ with the students.

Tier I: 

Direction:  Draw a graphic organizer /bubble map to pre-write a paragraph based on the sequence in the story _____________________________________________.  Write the following sentence in the center circle. At the beginning of the story, _________________________________________. Then include four or more sentences around the center circle to demonstrate the sequence from the story.  Write the supporting details in the circles around the center circle.

Direction:  Write a paragraph that summarizes the sequence demonstrated in the story.  Write a main idea or topic sentence.  Write three detail sentences.  Write a concluding sentence.

Tier II: 

Direction:  Write three sentences that demonstrate the sequence from the story ________________________________________________________________________.

      At the beginning of the story,_____________________________________________.

      Next, during the middle of the story, _______________________________________.

      Finally, at the end of the story, ___________________________________________.

Tier III:

Direction:  Draw pictures to demonstrate the sequence from the story _________________________________________________________________________.

      Beginning:                                        Middle:                                     End: 

Common Core Metric Units of Measurement Task/Classroom

Name:  ____________________________ Date:  __________________________

                                                                                                                      

Metric Units of Measurement Task

Direction: Select five items to measure in the classroom.  Write the name of each item.  Draw and label each item.  Estimate the length of each item.   Write the estimated length of each item in centimeters or meters.  Write the measured length for each item by measuring each item using a ruler, measuring tape, or meter stick.  Write the measured length of each item in centimeters or meters.

Metric Units of Measurement Chart

Item’s Name:	Item’ s Illustration:	Item’s Estimated Length:	Item’s Measured Length:

Direction:  Respond to the following questions in complete sentences.

1.  How long is the shortest item in the chart?

_______________________________________________________________________

2.  How long is the longest item in the chart? 

_______________________________________________________________________

3.  What is one way measuring in centimeters or meters is utilized in the world?

_______________________________________________________________________

Common Core Standard Units of Measurement Task/Home or Community

Name:  ____________________________ Date:  __________________________

                                                                                                                      

Standard Units of Measurement Task

Direction: Select five items to measure in your home or community.  Write the name of each item.  Draw and label each item.  Estimate the length of each item.   Write the estimated length of each item by writing about 1 inch, about 1 foot, or about 1 yard for each item.  Write the measured length for each item by measuring each item using a ruler, measuring tape, or yard stick.  Write the measured length of each item in inches.

Item’s Name:	Item’ s Illustration:	Item’s Estimated Length:	Item’s Measured Length:

Common Core Standard Units of Measurement Task /Classroom

Name:  ____________________________ Date:  __________________________

                                                                                                                      

Standard Units of Measurement Task

Direction: Select five items to measure in the classroom.  Write the name of each item.  Draw and label each item.  Estimate the length of each item.   Write the estimated length of each item by writing about 1 inch, about 1 foot, or about 1 yard for each item.  Write the measured length for each item by measuring each item using a ruler, measuring tape, or yard stick.  Write the measured length of each item in inches.

Item’s Name:	Item’ s Illustration:	Item’s Estimated Length:	Item’s Measured Length:

Standard Units of Measurement Task with Related Common Core State Standard

Know:  (Common Core State Standard/Measurement and Data)

2.MD.D9

(Represent and interpret Data)

9.  Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object.

Understand:  (Principles)

Use your knowledge of standard measurement to measure lengths of several objects to the nearest whole unit. 

Do:  (Task)

Complete the standard units of measurement task to measure lengths of several objects to the nearest whole unit.

Common Core Counting Money Task Sheet

Name:  _________________   Date:  _______________

Counting Money Task Sheet

Direction:  Solve the money word problem and tasks.  If it is necessary, use money manipulatives or real coins to solve the word problem.   Explain each task in a complete sentence.

Task One A:  Tina has two quarters and three dimes.  How many cents does she have in all?

_______________________________________________________________

Task One B:  Draw and label the answer to the word problem using two different sets of coins.  Label each set of coins using the dollar sign and cent sign.

Set 1:

Set 2:

Task Two:  What conclusions did you draw about the two sets of coins that represent _____ cents?  Write two sentences that justify the reason that you drew each set of coins.

___________________________________________________________________

Task Three:  Add another coin to each set.  Make sure you add the same coin to each set.  What coin did you add?  _______________   What did you predict would happen to each set of coins when you added another coin to each set?

____________________________________________________________________

Task Four:  What would happen if you subtracted one coin from set one and set two? 

___________________________________________________________________

Task Five:  How are set one and set two alike in task one B? 

___________________________________________________________________

Task Six:  How are set one and set two different in task one B?

___________________________________________________________________

Task Seven:  How can you use what you have learned in a real-life scenario?

____________________________________________________________________

Choice Task:

Task Eight A:  Draw _______ cents in a different way to demonstrate how you used the idea, model, and solution to represent the same amount of coins in different ways to solve the word problem.

Set 3:

Task Eight B: Write one sentence that explains how the coins in set one, set two, and set three demonstrate how you used the idea, model, and solution to represent the same amount of coins in different ways.

_______________________________________________________________________

Counting Money Task Sheet with Related Common Core State Standard

Know:  (Common Core State Standard/Measurement and Data)

2.MD.C.8

(Work with Money)

8.  Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using dollar and cent symbols appropriately. 

Understand:  (Principles)

Use your knowledge of money to solve a  money word problem using dollar and cent symbols appropriately.

Do:  (Task)

Complete the counting money task sheet to solve a money word problem involving coins using dollar and cent symbols appropriately.  

Monthly Challenge

Hello Readers,

The monthly challenge this month is very important.  Stay focused on doing the right things/tasks in your life no matter the challenges that you face.  

Dedicate this month to staying focused on improving your life and the lives of others by making positive decisions to make a positive impact in the world.  Have a great day and month!   

Author’s Purpose: Group and Individual/Problem Solving and Thinking Tasks with Related Common Core State Standard

Know:  (Reading Standards for Informational Text)

(Craft and Structure)

6.  Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 

Understand:  (Principles)

Use your knowledge of previously read stories to identify the author’s purpose for stories.

Do:  (Task)

Complete a list of entertaining, information, and persuasive stories to identify the author’s purpose in stories.

Complete a 3- column chart that identifies the author’s purpose for previously read stories by analyzing the main purpose of texts.   

Author’s Purpose: Group and Individual/Problem Solving and Thinking Tasks

Name:  _____________________ Date:  _____________________

Author’s Purpose:  Group and Individual/Problem Solving and Thinking Tasks

Direction/Discussion:   Participate in a small group discussion about entertaining, information, and persuasive stories to analyze, compare, contrast, draw conclusions/justify solutions, and identify relevant/irrelevant information in order to put entertain,  information, and persuasive stories in the correct categories in lists and a 3-column chart.  During the discussion, evaluate and explain the author’s purpose for students –selected entertaining, informative, and persuasive stories. Make a list of five entertaining, five information, and five persuasive stories on a piece of chart paper. 

Direction:  Respond to each higher order question in your groups.

1. How are all of the stories alike in the entertain list?  Explain your response in complete sentences.
2. How are all of the stories alike in the information list?  Explain your response in complete sentences.
3. How are all the stories alike in the persuade list?  Explain your response in complete sentences.
4. How are the stories in the entertain, information, and persuade lists different?  Explain your response in complete sentences.
5. How will you use what you have learned about the author’s purpose to analyze the books that you select from the library?  Explain your response in complete sentences.

Direction/Group Task: Each group will draw a 3– column chart to analyze previously read stories in order to determine the author’s purpose for three or more stories in the entertain, information, and persuade categories on a piece of chart paper.  Analyze entertaining, informative, and persuasive stories and write the stories titles in the entertain, information, and persuade categories in a 3-column chart.  Select three or more stories to write on the 3 –column chart in the entertain category from the entertain stories list.  Select three or more stories to write on the 3 – column chart in the information category from the information stories list.  Select three or more stories to write on the 3 – column chart in the persuade category from the persuade stories list.  Write a sentence that explains how all the entertain stories are alike.  Write a sentence that explains how all the information stories are alike.   Write a sentence that explains how all the persuasive stories are alike. 

Direction/Individual Task:   Each student will select one story from the  3 – column chart to demonstrate the reason the author wrote one story. Write the title of the story at the top of an index card.  Draw and label one picture on the index card that demonstrates the author’s purpose for the story.   Write a sentence that explains the reason the author wrote the story at the bottom of the index card.

Monthly Challenge

Hello Readers,

The monthly challenge this month is very important.  Give someone in your life a book.  The joy of reading is very important.  Therefore, I hope you share your joy of reading with someone this month.

Get started right now by deciding on at least one person that you want to give a book.   Dedicate this month to making someone smile by giving him or her a book this month.  Have a great day and month!   

Tier I, Tier II, and Tier III: Plane Shapes (Two-Dimensional Shapes): Differentiated and Tiered Tasks

Name:  ________________________ Date:  _______________________

Shapes Are All Around Us

Tier I:  Identify plane shapes (two –dimensional shapes) and describe the number of sides and vertices for each shape.

Direction:  Complete the plane shapes chart by finding five plane shapes in your environment (home, school, or community) to identify attributes to complete the chart.  Draw and label each plane shape.  Can you identify the number of sides and vertices for each plane shape?

Plane Shapes Chart

Draw and label five plane shapes.	How many sides does the shape have in all?	How many vertices does the shape have in all?

Conclusion:  What did you learn about the plane shapes?

___________________________________________________________

Name:  __________________________  Date:  _____________________

Shapes Are All Around Us

Tier II:  Identify plane shapes (two –dimensional shapes) and describe the number of sides and vertices for each shape.

Direction:  Complete the plane shapes chart by finding five plane shapes in your environment (home, school, or community) to identify attributes to complete the chart.  Make a collage of the plane shapes that you find in your environment by drawing and labeling the plane shapes on a sheet of construction paper.   Can you identify the number of sides and vertices for each shape? 

Plane Shapes Chart

Draw and label five plane shapes.	How many sides does the shape have in all?	How many vertices does the shape have in all?

Conclusion:  What did you learn about the plane shapes?

_____________________________________________________________

Name:  ______________________ Date:  ___________________________

Shapes Are All Around Us

Tier III:  Identify plane shapes (two-dimensional shapes).

Direction:  Can you identify the plane shapes (two-dimensional shapes) in your environment (home, school, or community)?   Write the names of five plane shapes in your environment on the lines in the plane shapes chart.   Draw each plane shape that you identify in the plane shapes chart.

Plane Shapes Chart

Shape’s Name	Shape’s Illustration

Conclusion:  What did you learn about the plane shapes?

Plane Shapes (Two - Dimensional Shapes): Differentiated and Tiered Tasks with Related Common Core Standard

Know:  (Geometry)

(Reason with shapes and their attributes.)

1.  Identify triangles, quadrilaterals, pentagons, hexagons, and circles (Common Core State Standards).

Understand:  (Principles)

Use your knowledge of plane shapes in your environment to draw plane shapes having specified attributes that represent shapes in the environment (home, school, or community).

Do:  (Task)

Complete a plane shape chart by drawing plane shapes with specified attributes that represent plane shapes in the environment (home, school, or community). 

Tier III: Solid Shapes (Three-Dimensional Shapes) Differentiated and Tiered Task

Name:  _______________________________  Date:  ____________________________

Shapes Are All Around Us

Tier III:  Identify solid shapes (three-dimensional shapes).

Direction:  Can you identify the solid shapes (three-dimensional shapes) in your environment (home, school, or community)?   Write the names of five solid shapes in your environment on the lines in the solid shapes chart.   Draw each shape that you identify in the solid shape chart.

Solids Shapes Chart

Shape’s Name	Shape’s Illustration

Conclusion:  What did you learn about the solid shapes?
_________________________________________________________________________________

Tier II: Solid Shapes (Three-Dimensional Shapes) Differentiated and Tiered Task

Name:  _______________________________  Date:  ____________________

Shapes Are All Around Us

Tier II:  Identify solid shapes (three-dimensional shapes) and describe the number of flat surfaces or faces, edges, and vertices for each shape. Make a collage of the solid shapes that you find in your environment by drawing and labeling the solid shapes on a sheet of construction paper.

Direction:  Complete the solid shapes chart by finding five solid shapes in your environment (home, school, or community) to identify attributes to complete the chart.  Draw and label each solid shape.  Can you identify the number of surfaces or faces, edges, and vertices for each shape in the solid shapes chart? 

                                                          Solid Shapes Chart  

Draw and label each shape.	How many flat surfaces or faces does the shape have in all?	How many edges does the shape have in all?	How many vertices does the shape have in all?

Conclusion:  What did you learn about the solid shapes? 

_________________________________________________________________________________

Tier I: Solid Shapes (Three-Dimensional Shapes) Differentiated and Tiered Task

Name:  _____________________________  Date:  ______________________________

Shapes Are All Around Us

Tier I:  Identify solid shapes (three-dimensional shapes) and describe the number of flat surfaces or faces, edges, and vertices for each shape.

Direction:  Complete the solid shapes chart by finding five solid shapes in your environment (home, school, or community) to identify attributes to complete the chart. Draw and label each solid shape.  Can you identify the number of surfaces or faces, edges, and vertices for each shape in the solid shapes chart?

Solid Shapes Chart

Draw and label each shape.	How many flat surfaces or faces does the shape have in all?	How many edges does the shape have in all?	How many vertices does the shape have in all?

Conclusion:  What did you learn about the solid shapes?
_______________________________________________________________________________