4 Essential Questions & AI Prompts

The 5th-grade team is planning their science curriculum for the year. They want to ensure they focus on the most essential standards that will equip students with the knowledge and skills needed for middle school science.

Which AI prompt would be most helpful for this team?

• Create a student-friendly rubric chart that allows students to see if their [science project] is completing mastery of Utah State Standard [5.LS2-1], grade [5].

• Analyze the following data for standard [5.PS2-1], and identify students for tier 2 interventions and provide activities to use with tier 2 interventions.

• Generate a list of the top 4 most important [science] standards for Utah [5th] grade that a student needs to know to be successful after 5th grade. Criteria to consider: endurance, leverage, readiness, assessment. Provide specific standards, not general categories.

The 1st-grade team is teaching students how to write complete sentences with a subject and a verb. They want to provide students with a clear and accessible tool to self-assess their writing and understand the components of a well-written sentence.

• Create a student-friendly rubric chart that allows students to see if their [writing] is completing mastery of Utah State Standard [1.W.1], grade [1].

• Analyze the following data for standard [1.L.1], and identify students for tier 2 interventions and provide activities to use with tier 2 interventions.

•  Provide student-facing instructions for an extension activity for students who have mastered [1.W.2] that will allow them to work together in small groups, think critically, and collaborate as a team.

The 3rd-grade team has just finished a unit on multiplication. They have collected data through quizzes, observations, and exit tickets. They now want to identify students who are struggling with multiplication facts and plan targeted interventions to support them.

• Describe standard [ 3.OA7] in student-friendly vocabulary for a [ 3rd] grade student, starting with the words "I can...”. Break it into [ 4] I can statements. Avoid specific examples.

• Provide step by step instructions for a [ 10 ] minute extension lesson lead by [para] for [ 3rd] graders who have mastered [multiplication]. Include timing/pacing in instructions.

• Analyze the following data for standard [ 3.OA7], and identify students for tier 2 interventions and provide activities to use with tier 2 interventions.

The kindergarten team is teaching a unit on life cycles. Some students demonstrate a deep understanding of the concept and are ready for more challenging activities. The teachers want these students to extend their learning through a collaborative project that encourages creativity and critical thinking.

• Which of these standards is the most important standard for [ ] grade students in Utah to master before moving to [ ] grade? [Insert 2 or 3 standards] Provide reasoning for why you choose the answer you choose.

• What scaffold support recommendations do you have to better support MLs/kinesthetic/visual/etc learners with this paragraph/story/instruction set...] [paste text]

• Provide student-facing instructions for an extension activity for students who have mastered [ _ ] that will allow to work together in small groups, think critically, and collaborate as a team?

The 5th-grade team is teaching a unit on the Civil War. They use exit tickets to assess student understanding, but they want to ensure their questions effectively target the specific historical concepts and events outlined in the Utah Social Studies standards. They aim to gain deeper insights into student learning and pinpoint areas where students might need extra support.

• Describe standard [ ] in student-friendly vocabulary for a [ ] grade student, starting with the words "I can...”. Break it into [ # ] I can statements. Avoid specific examples.

• Can you suggest specific ways to frame exit ticket questions that highlight [ ] in relation to Standard [ ] Utah [Subject] standards?

• Analyze these answers/data set to identify patterns and gaps in student thinking around [context] for [standard]. [Insert student data/responses]

The 4th-grade math team is about to start a unit on decimals. They want to make sure students have the necessary prerequisite skills to be successful with this new concept. While they know basic place value understanding is crucial, they want to identify any specific skills students should have mastered immediately before starting the unit to ensure a smooth transition and minimize potential learning gaps.

• Immediate prerequisite skills, learned shortly before instruction, differ from foundational ones, which come from prior years, not just prior months or units. What immediate prereq skills do students need before tackling Standard [ _ ].

• What are types of assessments [grade] teachers can give along with examples and how they align with the standard's targets to evaluate students' understanding & mastery of standard [ _ ]

• Tell me which Utah [content] standards it builds off of and which standards it's a prerequisite for upper grades for this standard: [insert standard]

The 6th-grade science team is about to begin a unit on plate tectonics. They have a challenging article outlining the theory of continental drift that they want students to read and understand. However, they know that some students, particularly multilingual learners and those who struggle with dense scientific texts, may need extra support to access the complex information. They want to provide scaffolding and differentiated instruction to ensure all students can grasp the key concepts.

• What scaffold support recommendations do you have to better support MLs/kinesthetic/visual/etc learners with this paragraph/story/instruction set...] [paste text]

• Do these assessment questions (copy/paste assessment questions) match the following learning targets/essential standards: [ _ ]

• Deconstruct standard [ ] into specific learning targets to create a learning progression for [ ] grade within [Time].

The 2nd-grade team is starting a new reading unit on informational texts. They want to assess student learning comprehensively and are interested in exploring diverse assessment methods that align with the different learning targets (knowledge, reasoning, performance skills, and product) outlined in the chosen standard.

• Tell me which Utah [content] standards it builds off of and which standards it's a prerequisite for upper grades for this standard: [insert standard]

• What categories does standard [ _ ] fit in?: Knowledge Targets, Reasoning Targets, Performance Skills Targets, Product Targets and provide some assessment ideas for each category that it fits into.

• Student is struggling with [ ] from [standard]. Provide a list of accommodations for this student who understands [ ] but not [ _ ].

The 2nd-grade team is planning their math instruction for the upcoming semester. They want to break down a complex standard on measurement into smaller, more manageable learning targets. This will help them create a clear learning progression and ensures they cover all the necessary skills and concepts within the allotted time frame.

• Deconstruct standard [ ] into specific learning targets to create a learning progression for [ ] grade within [Time].

• Student is struggling with [ ] from [standard]. Provide a list of accommodations for this student who understands [ ] but not [ _ ].

• Provide student-facing step by step instructions for a [ ] minute extension activity that [ ] graders who have mastered [specific skill/content area/standard] can complete independently with/without their computer.

The 4th-grade team is teaching persuasive writing and wants a student-friendly rubric for essays because they found that traditional rubrics with complex language were difficult for some students to understand. They need a rubric that clearly outlines the criteria for success in a way that is accessible to all learners.

• Which of these standards is the most important standard for [ ] grade students in Utah to master before moving to [ ] grade? [Insert 2 or 3 standards] Provide reasoning for why you choose the answer you choose.

• Provide identifiers if a student is in need of tier 2 interventions when learning standard [ _ ] is being taught.

• Create a student-friendly rubric chart that allows students to see if their [assignment] is completing mastery of Utah State Standard [ ], grade [ ].