Teacher Created Reading: Differentiated and Tiered Task Sheet

Name: ________________________________  Date:  _________________________

Reading:  Differentiated and Tiered Task Sheet

Direction:  Read a story or a book.  Then complete each task.  Some tasks require you to complete the tasks according to you reading group placement. 

Write the name of the story or book on the line.  _____________________________

The vocabulary words are ________________, _____________, _____________, ________________, and ____________________.

Task One:  Vocabulary/Writing

Group Blue:  Write a sentence using each vocabulary word in your small group reading journal.  Illustrate each sentence.  Then write a story using the vocabulary words in your reading journal.  Illustrate the story at the bottom of the paper. 

Group Yellow:  Write one sentence from the story for each vocabulary word.  Illustrate each sentence. Write a sentence using each vocabulary word. Then write a story using the vocabulary words in your reading journal.  Illustrate the story at the bottom of the paper.

Group Green:  Draw and label a picture to represent each vocabulary word.

Task Two:  Word Building

Make words using onsets and rimes.  Write a list of words from the book or story to identify onsets and rimes in words.  Write sentences using each word.  Illustrate each sentence.

Group Blue:  Make 4 words using onsets and rimes.

Group Yellow:  Make 3 words onsets and rimes.

Group Green:  Make 2 words onsets and rimes.

Task Three: Reading Comprehension

Write a paragraph that summarizes the plot in the story or book.

Task Four:   Graphic Organizer

Make a bubble map of words with the  _______________________ sound.  Write the words with the_________________ sound in the center of the bubble map.  Then draw bubbles and write the number of words with the  _____________________ sound around the bubble map according to your reading group placement.

Group Blue:  Write seven words with the____________________ sound around the bubble map.

Group Yellow:  Write five words with the ________________ sound around the bubble map.

Group Green:  Write four words with the  __________________ sound around the bubble map.

Write a sentences using three of the words in the bubble map. 

Task Five:

Draw and label one setting from the story or book on a page in your reading journal.

Task Six:  Sequence

Draw and label three or more pictures that sequence the plot for the story or book. 

Task Seven:  Alphabetical Order

Put the following list of words from the story or book in alphabetical order. 

The words are _______________________, _______________________, ______________________, and ________________________________.

1.  _________________ 

2.  _________________  

3.  _________________

4.  _________________

Task Eight:  Dictionary Skills/ Glossary Skills

Use the dictionary or the glossary in the book to define the word ___________________.

________________________________________________________________________

Write a sentence using the word ______________________________.

_______________________________________________________________________

Task Nine:  Performance Task

Use several sheets of construction paper to draw pictures that represent the reason the author wrote the story or book. On a sheet of typing paper, make a collage with the pictures that represent the reason the author wrote the story.

Task Ten:  Paragraph

Write a paragraph that explains the reason the author wrote the story or book. 

Teacher Created Reading: Differentiated and Tiered Task Sheet with Related Common Core State Standards

Know: (Reading Standards for Informational Text K-5)

4.  Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area (Common Core State Standards). 

(Reading Standards Foundational Skills K-5)

3.  Know and apply grade-level phonics and word analysis skills in decoding words (Common Core State Standards).

(Writing Standards K-5)

10.  Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames ( a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (Common Core State Standards).

Understand: (Principles)

Use your knowledge of words to determine word meanings.

Use your knowledge of words to analyze and decode words.

Use your knowledge of a text to complete differentiated and tiered reading tasks.

Do:  (Tasks)

Complete a differentiated and tiered reading task sheet.

Dianne's Insight and a Reading: Differentiated and Tiered Task Sheet

Hello, I hope the teacher –created tasks that I have provided have been useful. Today I am going to provide you with a differentiated and tiered reading task sheet.  The differentiated and tiered reading task sheet can be use as a template, so the parent or educator can change the standards according to a student or students’ academic needs.   The reading task sheet is a tired and differentiated task sheet that is implemented based on  a student or students’ academic needs.  The task sheet is a template that can be change based on the standards that the parent or educator wants the student or students’ to master. 

Teacher Created Reading Thinking Tasks

Name:  ________________________ Date:  _______________________

Thinking Tasks:

Task One A:  Analytical Thinking Task

Direction:  Analyze, compare, and evaluate the stories ____________________________

____________________________ and _______________________________________
to explain how the stories are alike.  Write the names of the two stories on the lines.  Draw and label two pictures that demonstrate how the stories are alike, or write two sentences that demonstrate how the stories are alike.

________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

______________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

_________________________________________________________________________________

Task One B:  Analytical Thinking Task

Direction:  Analyze, compare, and evaluate the stories ____________________________

____________________________ and _______________________________________
to explain how the stories are different.  Write the names of the two stories on the line.  Draw and label two pictures that demonstrate how the two stories are different, or write two sentences that demonstrate how the stories are different.

________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

______________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________

_________________________________________________________________________________

Task Two A:  Practical Thinking Task

Direction:  Based on what you have learned about the story ___________________, explain how you can use, apply, and implement what you have learned in a real-life scenario. Draw and label one picture that demonstrates how you can use, apply, and implement what you have learned from the story into a real life scenario. 

Task Two B: Practical Thinking Task

Direction:  Write one sentence that explains how you can use, apply, and implement what you have learned from the story into a real-life scenario. 

_________________________________________________________________________________

Teacher Created Reading Problem Solving Tasks

Name:  ____________________   Date:  ____________________

Problem Solving Tasks:

Task One A:  Choice Task

Direction:  Write the name for one story that you have previously read on the line.

______________________________________________________________________

Task One B:  Choice Task

Direction:  Use the book to draw three pictures that sequence the plot for the story, or write three sentences that sequence the plot for the story.  Draw pictures/abstractions or write sentences in the plot chart to sequence the events in the story.

Plot Chart

beginning: _______________________ _______________________ _______________________ _______________________ _______________________

middle: _______________________ _______________________ _______________________ _______________________ _______________________

end: _______________________ _______________________ _______________________ _______________________ _______________________

Task Two:  Predicting Outcomes and Drawing Conclusions/Justifying Solutions

Is the story a reality or fantasy story?  Draw conclusions from the sequence of the story to write a sentence that justifies the reason that you decided the story is a reality or fantasy story.  Explain your response in a complete sentence.  __________________________________________________________________

Task Three:  Generating Ideas

Review the sequence for the plot of the story.  Generate a list of ideas that demonstrate the reason why the story is a reality or fantasy story. What evidence from the text did you use to generate the list of ideas about the story? _________________________________________________________________________________

Task Four:  Predicting Outcomes and Drawing Conclusions/Justifying Solutions

Why did the author write the story?  Draw conclusions from the sequence of the plot for the story to write a sentence that justifies the reason the author wrote the story.

_________________________________________________________________________________

Teacher Created Problem Solving Task and Thinking Task with Related Common Core State Standards

Know:   (Reading Standards for Literature K-5) 

9.  Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact) ( Common Core State Standards). 

(Reading Standard Informational Text K-5)

8.  Describe how reasons support specific points the author makes in a text. 

8.   Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s) ( Common Core State Standards). 

(Reading Standards Foundational Skills K-5)

4.  Read with sufficient accuracy and fluency to support comprehension (Common Core State Standards).

a. Read grade-level text with purpose and understanding (Common Core State Standards). 

(Writing Standard K-5)

10.  Write routinely over extended time frames (time for research, reflection, and revision)  and shorter time frames ( a single sitting or a day or two) for a range of discipline – specific tasks, purposes, and audiences (Common Core State Standards)

Understand:  (Principles) 

Use your understanding of a story or stories to demonstrate your comprehension of a story or stories.

Do:  (Tasks)

Complete reading problem solving tasks to demonstrate your understanding of a story.

Complete reading thinking tasks to demonstrate your comprehension of stories. 

Dianne's Insight and Future Book of Tasks

Hello, I have provided several teacher –created tasks based on the common core state standards.  Now I have decided to share the reading problem solving and reading thinking task sheets that I created earlier this school year.  These reading task sheets help students’ complete reading, writing, and speaking tasks using evidence from the text.  I hope these tasks will help other students improve their reading comprehension of a story or stories too. 

I wrote a book of tasks called Two hundred One Tasks for the Modern Elementary Teacher.  I want to sell this book of tasks in the future to help all children improve their abilities to read, write, and speak by using evidence from literary and informational texts.

However, I will also continue to provide tasks on my blog as a resource that parents and teachers can use to help children succeed academically too.  I hope these tasks are helpful resources!

Continued Teacher Created Animal Tasks

Name:  _______________________________  Date:  _________________________

Task Three: Direction:  Read books about one animal and research the animal on the internet to complete the task.   Draw and label the animal.

 Direction:  Write a fact about the animal.

_________________________________________________________________________________

Task Four:  Write two or more sentences that explain what would happen if a plant or animal was unable to receive the food, water, and air that it needs to survive.

_________________________________________________________________________________

Task Five:  Direction: Compare a variety of animals to determine how they use specific structures to meet their basic needs.

Write a sentence that describes how each identified body part helps the animal meet its basic needs.

Animals’ Body Part Illustration	Write a sentence to explain how the animal uses the body part to meet its basic needs.
1.  giraffe – long neck
2.  tarsier – big eyes
3.  anteater – long snout/nose
4.  hummingbird  - long beak or wings

Teacher Created Science Plant Tasks

Name: ______________________  Date:  ________________________

Science:  Plant Tasks

Direction:  Read books about plant parts, and research plant parts on the internet to complete task one.

Task One:  Direction:  Draw each plant part.  Define each plant part in your own words.

Plants’ Part Illustration	definitions
plant
leaves
stem
roots
flower

Task Two:  Direction:  Draw and label the plant.

Direction:  Write one fact about the plant.

_________________________________________________________________________________

Teacher Created Science Plant and Animal Tasks with Related Common Core State Standard

Know:  (Reading Standards for Informational Text K-5)

9.  Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. 

Understand:  (Principles)

Use your knowledge of plants and animals to write about plants and animals.

Do:  (Task) 

Complete research on plants and animals to write about plants and animals.  

Continued Teacher Created Math: Problem Solving Tasks, Thinking Tasks, and Choice Task

Name:  _____________________ Date:  _____________________

Teacher Created Math:   Problem Solving Tasks, Thinking Tasks, and Choice Task

40+_____=100

Problem Solving Tasks and Thinking Tasks

Task One:  Solve the problem in two different ways.  Illustrate the method that you used to solve one of the problems.

Task Two:  What conclusions did you draw about the methods/strategies that you used to solve the problem in two different ways?   Write a sentence that justifies the reason that you used each strategy to solve the problem in two different ways.

____________________________________________________________________________________________

Task Three:  What would happen if you  subtracted 10 from the sum?  What do you predict would happen to the sum?  What would happen if you added 10  to the sum?  What do you predict will happen to the sum?

_____________________________________________________________________________________________

Task Four:  What ideas can you generate about each of the strategies that you used to solve the problem?

_____________________________________________________________________________________________

Task Five:  How are the two methods/strategies that you used to solve the problem alike?

_____________________________________________________________________________________________

Task Six:  How are the two methods/strategies that you used to solve the problem different?

_____________________________________________________________________________________________

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

_____________________________________________________________________________________________

Choice Task:

Task Eight A:  Solve the problem in a different way to demonstrate how you used the idea, model, and solution to represent solving the problem in a different ways than the two previous methods that you used to solve the problem.

Task Eight B: Write one sentence that explains how the strategy/method that you used to solve the choice task problem demonstrated how you used the idea, model, and solution to represent the strategy/method used to solve the problem in different ways.

_____________________________________________________________________________________________

Teacher- Created Math: Problem Solving Tasks, Thinking Tasks, and Choice Task

Know:  (Numbers and Operations in Base Ten)
Use place value understanding and properties of operations to add and subtract.

5.  Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. (Common Core State Standards)

7.  Add and subtract within 1000,  using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method method.  Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds. (Common Core State Standards)

9. Explain why addition and subtraction strategies work, using place value and the properties of operations.
(Common Core State Standards)

Understand (Principles)
Use your knowledge of place value understanding and properties to add or subtract to solve a problem.

Do:  (Task)
Complete the problem solving tasks, thinking tasks, and choice task to demonstrate your understanding of place value and properties of operations to add or subtract to solve a problem.

Question Stems Task

Name:  ________________________________  Date:  __________________________________

Question Stems:

Direction:  Write questions with the following question words to gain an understanding of a story, topic, or a concept.

Who:_____________________________________________________________________________

What:_____________________________________________________________________________

Where:____________________________________________________________________________

When:____________________________________________________________________________

Why:_____________________________________________________________________________

How:_____________________________________________________________________________

Question Stems and Related Common Core State Standards

 Know:  (  Reading Standard for Literature K - 5)


1.  Ask and answer questions as who, what, why, when, why, and how to demonstrate understanding of key details in a text.  (Common Core State Standards for English Language Art and Literacy)


(Speaking and Listening K-5)


3.  Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.  (Common Core State Standards for English Language Art and Literacy) 


(Speaking and Listening K-5)


6.  Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.  (Common Core State Standards for English Language Arts and Literacy)


Understand:  ( Principles)


Use your knowledge of questioning techniques to demonstrate your understanding of different topics or concepts.


Do:  (Task)


Complete the question stems to demonstrate your understanding of different topics or concepts.

Sequenced Sentence Stems Task

Name:  ________________________________  Date:  ___________________________

Sequenced Sentence Stems:

Direction:  Complete the following sentences to sequence events from a story to write a narrative paragraph.

At the beginning of the story, ___________________________________________________________

Then_____________________________________________________________________________

Next, during the middle of the story, ______________________________________________________

Later_____________________________________________________________________________

Finally, at the end of the story, __________________________________________________________

Sequenced Sentence Stems with Related Common Core State Standards

Know:  (Reading Standards for Literature K-5)
5  Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.  (Common Core State Standards for English Language Arts)


(Writing Standard s K-5)
3.  Write narratives in which they recount a well elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal events order, and provide a sense of closure.  (Common Core State Standards for English Language Arts)


(Speaking and Listening K-5)
2.  Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.  (Common Core State Standards for English Language Arts)


(Speaking and Listening K-5)
6.  Produce complete sentence when appropriate to task and situation in order to provide requested detail or clarification.  (  Common Core State Standards for English Language Arts)


Understand:  (Principle)


Use your knowledge of the plot in a book or other media to complete the sequence sentence stems to describe the plot for a book or other media. 


Do:  (Task)
Complete the sequence sentence stems to sequence the plot for a book or other media.  Then use the sentence stems to write a narrative paragraph about a book or other media.

Continued Addition and Subtraction One -and Two -Step Word Problems

Name:  _________________________________  Date:  __________________________

Solve each one- and two-step word problem.  Write the subtraction number sentence or subtraction number sentence on the line.  In order to solve each problem, decide if the result, change, or start is unknown. Illustrate the word problem using pictures or base ten representations in the box. Write a sentence or sentences that explain your answer. 

 

1.  Tina has twelve dolls.  Lisa has seven dolls.  How many more dolls does Tina have than Lisa?  _____________

_____________________________________________________________________

 

2.  Tony bought 12 red toy cars.  He bought 11 green toy cars.  How many toy cars did Tony buy in all? _____________

________________________________________________________________________

Tony gave his brother 9 toy cars.  How many toy cars does Tony have left?

___________________

________________________________________________________________________

 

3.  Lisa picked 18 yellow flowers and 8 pink flowers.  How many flowers did Lisa pick in all?  __________________________

________________________________________________________________________

Then Lisa gave 12 flowers to Tina.  How many flowers does Lisa have left now?

_____________________

________________________________________________________________________

4.  Tony has 16 toy trucks.  Tim has eight toy trucks.  How many trucks do Tony and Tim have altogether?  _________________________

_______________________________________________________

 

Continued Addition Word Problems with Common Core Math Standards

Name:  ____________________________  Date:  _______________________________

 

Addition Word problems

 

Solve each addition word problem.  Write the addition number sentence on the line.  In order to solve each problem, decide if the result, change, or start is unknown. Illustrate the word problem using pictures or base ten representations in the box. Write a sentence or sentences that explain your answer. 

 

1.  Fourteen kittens sat on the grass. Four more kittens sat on the grass.  How many kittens are sitting on the grass now?  __________________

____________________ + ___________________ = ______________________

 

 

2.  Eleven puppies sat on the grass.  Some more puppies came over and sat on the grass.  Then there were eight puppies on the grass.  How many puppies are sitting on the grass now?  ___________________

_____________________ + __________________________ = _________________

 

 

3.  Some puppies were sitting on the grass.  Ten more puppies walked over to sit on the grass.  Then there were seventeen  puppies sitting on the grass.  How many puppies were sitting on the grass before?  ____________________

_______________+ _______________________ = _______________________

 

 

4.  Seven puppies ran behind the cat.  Then three more puppies ran behind the cat.  How many puppies ran behind the cat?  ______________________________

________________________ + _______________________________ = ____________

 

Teacher Created Elementary Addition and Subtraction Word Problems with the Related Common Core State Standards

Know:   (Operation and Algebraic Thinking 2.0A)


1.  Use addition and subtraction within 100 to solve one-and -two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g, by using drawings and equations with a symbol for unknown numbers to represent the problem. (Common Core State Standards for Mathematics)




Understand: (Principles) 


Use your knowledge of addition and subtraction within 100 to solve one-and -two step word problems.




Do:  (Task)


Complete addition and subtraction word problems within 100 to solve one- and-two step word problems.


Name:  _____________________________  Date:  ______________________________

Subtraction Word problems

Solve each subtraction word problem.  Write the subtraction number sentence on the line.  In order to solve each problem, decide if the result, change, or start is unknown. Illustrate the word problem using pictures or base ten representations in the box. Write a sentence or sentences that explain your answer.  

1.  Twenty pears were on the table.  My sister and I ate five of the pears.  How many pears are on the table now?  ________________

______________________ -________________ = __________________

2.  Sixteen pennies were in a jar.  I gave some pennies to my sister.  Then there were eight pennies in the jar.  How many pennies did I give away? _________________

_____________________- _______________= _____________________

3.  Some dimes were in a jar.  I gave my brother 3 dimes.  Then there were seven dimes in the jar.  How many dimes were in the jar before I gave my brother 3 dimes? ________________

_____________________ - ____________________ = _______________________

Welcome!

     At this time, I am going to introduce myself.  My name is Dianne Dodson.  I am excited to do something new in my life to help others in  a positive way.  I decided to provide elementary resources or tips that will help children learn by writing a blog to share my ideas and strategies.


     This month I am going to provide teacher created math word problems, sequenced sentence stems, and question starters to help parents or teachers that want to utilize these strategies.  I will identify the common core state standard for each task that I provide on my blog.  I will also provide strategies to help parents or teachers implement the tasks in an effective way to help learners improve academically.  Each month I am also going to include a monthly challenge for the readers of my blog.  If I am able to help anyone, please let me know.