Tool.be the Teacher

8/9/2019 Tool.be the Teacher

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• htt":..teachers$net.ga/ette.4533.wong$html "his is the link to the article +!our #irst $ay by &arry * Rosemary Wong.• htt":..teachers$net.ga/ette.56733.wong$html

"his is the link to the article +"he #irst #ive


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*%58 TH9 )%ST W99 % 9S6;79 T6:

uentlystudents sharpened their pencils or in exactly what order they were to line up. At the time, think believed that by calling myself +$ C9AT9 A S95S9 6) C6??5%TY A5* C6;;9CT%79 9SP65S%B%;%TY

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"he activities plan and the way talk about them must communicate to students that wewill succeed collectively and that none of us can be satis-ed unless all of us are makingsigni-cant progress. "his will ensure that students don8t encourage each other to distract thatclass and that they encourage each other to be on task and to be successful. "he activities plan must also give students some experience with and strategies for working together.Although we8ll go into this much more deeply in subse>uent weeks, we must begin to explorethese issues during the -rst week so they8re part of our foundation.@$ 9STAB;%SH STYST9?S.6T%59S *9;%B9AT9;Y + TH68HT);;Y T6 B%;* A

S6;%* )65*AT%65$ 8ATH9 + 68A5%9 *%A856ST%C %5)6?AT%65 AB6T ST*95TS

have the opportunity to learn so much about my student during the -rst week. mustensure that 8m collecting good data, recording what 8m observing and organi6ing theinformation in a way that makes it accessible for future re@ection. Since academic growth is thepurpose of my classroom, have to have a clear picture of where students begin in order to knowhow much they8ve grown.

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SYST9?S.6T%59S1reate Routines for A00 of the following situations. "hink strategically about whichroutines need to be introduced in the -rst day and in the -rst week. After you8veintroduced them, PRA1"1', PRA1"1', PRA1"1'. Shoot for excellence now

%$ Beginning ClassA. "aking Attendance. What to do before school starts

1. Putting away backpacks$. "urning in &W'. $o ;ow

%%$ se o' and ?o!ement %n oom.School AreasA. Shared


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#. &omework

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A C6;;9CT%65 6) = ACT%7%T%9S )6 TH9 )%ST *AY.W99 6) SCH66;8athered + ada"ted 'rom !arious locations on the we#

uilt s>uares using whatever art materials you haveavailable. "he >uilt s>uares could include% their name, favorite activity, familymember names, favorite book. &ave students glue the s>uares onto largerconstruction paper s>uares of di(erent colors. &ole punch all four corners of eachs>uare and +>uilt them together with yarn. $isplay in the room or in the hallway.

@$ 8et To now You 8ame#orm a circle. &ave each student introduce themselves based on the followingprompt% +


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$raw something that is only drawn with circles.1ount to 2HH by I8s, J8s, 2H8s, etc. =either oral or written "hink of animals that live on a farm, in the 7ungle, in water, etc. $raw as many asyou can.0ist as many words as you can using the letter of the day. Reading the room Sallowed.A #ew 9pper 5rade Sponges%0ist the continents of the world. ;ame at least one country in each continent. At

least 2 city . . .rainteasers and riddles Esee the collection of rain oosters athttp%CCschool.discovery.comCF Bokes where you provide the set4up and they create a punchlineKuickwrites$aily 'dit9se blank maps of the 9.S. Ask students to label as many of the states as theycan. Ask student to color all

the states in a particular region or all the states beginning with a given letter.$aily 5eography E1heck out

http%CCwww.geocities.comCsiliconvalleyC#oothillsC3LMLCarchive.htmlF

1hallenging math word problemKuick math drills or problem solving E1heck out% "he


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>uestions, +Who Am O "hese books should be added to the classroom library andshared throughout the week.


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#ind out how your students learn best. 5ive this inventory%http%CChome.att.netCclnetworkCco4opCmisurvey.pdf

=@$ Pla& )%95*;Y )A76%T9S "his get4to4know you game, available at http%CChome.att.netCclnetworkCco4opCfavorit.pdf , allows kids to get to know classmates who share their interests. t8salso a good opportunity to practice appropriate ways of moving around the roomand appropriate ways of talking to each other.

=$ %ntroduce.Practice Small 8rou" Wor w. T9A? TA;

$o the "eam "alk activity explained in the -rst day of school section of thehttp%CCwww.lauracandler.comCWebsite.

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http://home.att.net/~clnetwork/co-op/misurvey.pdfhttp://home.att.net/~clnetwork/co-op/favorit.pdfhttp://home.att.net/~clnetwork/co-op/favorit.pdfhttp://www.lauracandler.com/http://home.att.net/~clnetwork/co-op/misurvey.pdfhttp://home.att.net/~clnetwork/co-op/favorit.pdfhttp://home.att.net/~clnetwork/co-op/favorit.pdfhttp://www.lauracandler.com/


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?onda& Tuesda& Wednesda&Be'oreG:33

Put back4pack away1omplete student information sheet

"urn in &WPut back4pack awayRead silently


G:33 LG:>3

ntroduce procedure for $aily 'dit1omplete $aily 'dit1orrect $aily 'ditSay the 0earner8s 1reed * Reader8s:ath$iscuss 1reed * :ath

Review procedure for $aily 'dit1omplete $aily 'dit1orrect $aily 'dit01 * R:What does creed meanO What8s anoathO

$aily 'dit01 * R:What does capable of greatnessmeanO

G:>3 L:33 ntroduce self = be brief Rules, conse>uences, and card chart

Practice changing cards

Review rule T2 * rule TIrainstorm what following this rulelooks like * doesn8t look likerainstorm scenarios

Review rule T * rule TJrainstorm what following this rulelooks like * doesn8t look likerainstorm scenarios

:33 L:>3

Students write letters to parents inwhich they explain the rules of our class

Set expectations for partner work.Work with partner to write a skitthat shows why rule T2 or TImatters

Review expectations for partnerwork. With partner write a skit thatshows why rule T or TJ matters

:>3 L


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Thursda& )rida&Be'oreG:33



G:33 LG:>3

$aily 'dit E2H minsF01 * R: E2H minsFWhy does the creed say + must learnO

$aily 'dit E2H minsF01 * R: E2H minsFWhat does it mean% +to do my bestO

G:>3 L:33

Review rule T Mrainstorm what following this rulelooks like * doesn8t look like

rainstorm scenarios

Review rule TQrainstorm what following this rulelooks like * doesn8t look like

rainstorm scenarios:33 L:>3

Review expectations for partner work.With partner write a skit that showswhy rule TM or TJ matters

#inish a skit from earlier in the week* rehearse.

:>3 Luestions * ideas.

:33

Silent Reading. "hinkCPairCShare.Review Reading 0og. Reviewprocedures for entering the classroomin the morning.

Silent Reading. "hinkCPairCShare.Review Reading 0og. Reviewprocedures for entering theclassroom in the morning.

Homewor Read for IH minutes and get readinglog signed.Review for #riday8s "'S"

Read for IH minutes and get readinglog sighned.

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Student %n'ormation DuestionnaireMto #e com"leted at school #& the studentN

#irst ;ame GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG 0ast ;ame GGGGGGGGGGGGGGGGGGGGGGGGGGGG

;icknames GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG


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The ;earnerKs CreedWritten by


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?S$ SCHA5;AKS C;ASS ;9S


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TH9 CA* CHAT

Students keep track of their behavior using a card chart. 'ach student has apocket on a class card chart. 'ach pocket is labeled with a student8s name and contains-ve cards. 'ach student begins the day on black. "he black card means excellentbehavior. keep a record of where students8 cards are at the end of the day. 'achafternoon, a student helper records cards in an 'xcel -le. refer back to this -le whendetermining conduct grades and when having parentCstudent conferences.

P6S%T%79 C65S9D95C9Sndividual

Any student whose card is still on black when the day ends receives uences on the card chart, also run a program called+&ands Are ;ot #or &urting. rie@y, this program re>uires that if a student is physically

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violent towards another student, sChe must spend :;' &:9R after4school on #riday usingherChis hands for helping. "he detention task might include assisting custodians withtrash collection, scouring the campus for litter, andCor cleaning the bathrooms.Whole 1lass

With the 09;1& 1&A;1'S system, students can lose their lunch chances duringthose times when the entire class fails to meet an expectation or if anyone talks orbehaves inappropriately in the hallway on the way to lunch. f they lose one or twolunches, they have to sit in alphabetical order at the lunch table but they can still talk. f

they lose all three lunch chances, they must sit in alphabetical order and have silentlunch. With the 5A


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SA?P;9 9SSAY T6P%CS Mada"ted 'rom + ins"ired #& essa& to"icsused #& Alan 8iuliani, K@N

'ssay 2% Write JH reasons why you are bright, talented and the best.

'ssay I% 'xplain why you are too bright to waste your time with distracting,unimportant matters. 'xplain how the education you get in this class will

result in your future success.

'ssay % Write an essay on how you are college4bound, career4bound and success4bound. Write about how you will never be sidetracked by someone messingwith you because you have far too much to accomplish.

'ssay M% Write 2H nice things you could say to someone instead of +shut4up. 'xplainhow you disrespect yourself when you tell someone else to +shut4up.

'ssay J% Write an essay about the good >ualities of the person you put4down today.'xplain how you make yourself into a smaller person by trying to make

someone else feel small.

'ssay Q% 'xplain why you are too talented and special to ever let yourself down by nothaving your supplies. 1reate a plan for how you will get the supplies youneed in the future. f you have di/culty getting the supplies, what shouldyou doO

'ssay 3% $e-ne excellence. $escribe someone who you think is excellent at whatthey do. 'xplain how hard work and excellence are connected. 1reate aplan for how you will show more excellence in


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will not be accepted. f the essay is not turned in the next day, the amount due isdoubled. "he student owes me I pages the next day. f the I pages are not turned inthe following day, the amount due is doubled. "he student owes me a M page essay thenext day. f the M pages are not turned in the following day, the amount due is doubled. "he students owes me an L page essay the next day. When the amount of pages duegrows too huge, will notify the parents and schedule the student for detention tocomplete the pages assigned to himCher.

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Teaching the ules L ;esson Plan;esson Pur"ose.6#Jecti!eStudents will be able to list the six rules of


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rules that prevent us from wasting time and which keep us focused on learning. "odaywe8ve learned about the rules that we8ll be following every day in this class. will thenengage students in a brief re4cap of the days lesson by having several students sharethe letters they wrote to their parentsCguardians. #inally, will say, +When you go hometonight, please share your letters with your parentsCguardians. Also, for homeworktonight, you need to study the rules carefully in preparation for the text we8ll have on#riday. "his test will be the -rst grade that enter into my gradebook this year. t willbe worth 2HH points, and each of you will retake the test until you make a perfect

score.

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August IJ, IHH2

$ear GGGGGGGGGGGGGGGGGGGGGGGGGGG,

"his a letter to tell you a little bit about the rules in our classroom. We only have GGGGGGGGG classroom rules to follow. "he rules are%

2. GGGGGGGGGGGGGGGGGGGGGGGGGG

"his rule means that we8re supposed to GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

I. GGGGGGGGGGGGGGGGGGGGGGGGGG



. GGGGGGGGGGGGGGGGGGGGGGGGGG

"his rule means that we8re supposed GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG


M. GGGGGGGGGGGGGGGGGGGGGGGGGG



J. GGGGGGGGGGGGGGGGGGGGGGGGGG



Q. GGGGGGGGGGGGGGGGGGGGGGGGGG



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:ur class rules are important because GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

We will be having a test on these rules on GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG.

0ove,

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*66*;9S ACT%7%TY L A5 9P;A5AT%65

$roodles are apparently simple line drawings that don8t look like much of anything untilyou know their titles. Please see the examples on the next page for more clarity aboutwhat mean. n the $R::$0'S A1"N"!, you8ll begin by introducing droodles to yourstudents. t works well if you present the -rst droodle on the overhead withoutdisplaying the title. As your students what the drawing is a picture of. Push them tospeculate. "hey8ll probably come up with some &0AR:9S stu(. "hen, share the actual

title with them, +A Ship Arriving "oo 0ate "o Save A $rowning Witch. &ave a studentexplain why this is a perfect title and how hearing the title makes the picture makessense. ;ow do the same thing with the second droodle. Again, when you -nally sharethe title, make a point of emphasi6ing how the pictures is suddenly meaningful when youknow it8s called +uires that you have enough efore students begindrawing, they need to review what will make an e(ective $roodle drawing. When thedrawings are -nished = this shouldn8t take long = students should craft a great title fortheir droodle, keeping in mind everything they8ve learned so far about droodle titles. "hen students can share their drawings and allow classmates to o(er possible titles.After a few folks have o(ered titles, the artist should reveal the real title and explain,brie@y what part the depicted event played in hisCher summer.

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$roodles Sheet

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How to Choose a Boo Adapted from http%CCwww.emslibraries.comCyoungcriticsGchoosebooks.htm

#inding a good book is like -nding a best friend. $onXt give up until you -nd one &ereare some things to try when you8re looking for a book%

8et some ecommendations "his is one of the best ways to -nd a good book to read. What are your friendsX favoritebooksO Which books does your teacher really likeO Award lists and book reviews arealso ways to -nd recommended titles.

)ind Boo B& An Author You ;ief you liked one book by a particular author, you may want to try another one by thesame person. #or example, if you loved 1aptain 9nderpants by $av Pilkey, you mightalso like )at )ong, another book he wrote.

se the )%79-)%589 method to "ic a “4ust ight( ead

Read any page of a book that interests you. 'very time you come to a word

you can8t read, put up a -nger. f there are -ve words you can8t pronounce orwhose meaning you don8t know, the book may need to be read to you. 1hooseanother one if you want to be able to read it.

Choose a Boo in a 8enre or A#out A Su#Ject YouKre %nterested %nWhat category of books do you likeO ecome an expert in one genre. &ere are a few tochoose from%

#iction books, including mysteries, fantasies, folktales, myths, historical -ction, andadventures

;on4#iction books about pets, wildlife, astronomy, technology, cooking, history andfamous people.

;oo 'or a 8reat Co!erOSome people say Y!ou canXt 7udge a book by its cover,Y but we do it all the time. A catchytitle and good illustration may draw our attention, but we need to look further for moreinformation. Read what is written on the back of the book, as well as the inside book@ap. #igure out what other books the author wrote. See if this book received an awardO

ead A BitRead the -rst page or two. Read a page in the middle of the book as well. $oes it capture

your attentionO !ou may want to choose another book if there are more than -ve wordson a page that you donXt understand.

ee" ;ooing#inding a good book is like -nding a best friend. )eep looking. !ou may need to read afew books before you -nd that special one 7ust for you.

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http://www.emslibraries.com/youngcritics_choosebooks.htmhttp://www.emslibraries.com/youngcritics_choosebooks.htm


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August 2M, IHH2

$ear Parents and 5uardians,

elcome to the 2001 2002 school year I am very ecite a+o*t havin) yo*r chil in my ith )rae class. Im loo-in)

orwar to wor-in) closely with yo* an yo*r chil as this year o har wor-, e*cation an achievement procees.

To +e)in o*r partnership, I want to share the answers to two very important *estions that yo* may have as the year

+e)ins:

How can my child be successful in Ms. Schankula’s class?

● Your child should complete every homework assignment.n order to make sure that all students learn as much as possible every day, % will assignhomewor 979Y night. "he homework is designed to allow students to practice whatthey8ve learned during the school day * to improve their reading ability. f your child everhas trouble with an assignment, sChe should call me at home.

● Your child should work hard and read A LOT.● Your child should follow the rules of our class.

n my class, we have six simple rules that will help to make sure that all studentscan focus on learning, and can focus on teaching. !our child received a copy ofour class rules today. SChe can show them to you and explain each rule. n my

class, we will be using a card chart to keep track of student behavior. 'ach childwill begin the day on hisCher black card. Students with excellent behavior will stayon black all day. f a student chooses to break a rule, sChe will have to change acard. !our child can tell you exactly what will happen if sChe changes a card.Students who stay on black all day, all week, or all month will receive recognitionfor their excellence

How will I know what’s going on and how my child is doing in Ms. Schankula’s class?

● I will send a letter to you every Monday.

"his letter will always come home in your child8s purple homework folder. t will beyour child8s responsibility to get it signed by you and to return it to me in on "uesday. "his will let me know that you8ve had a chance to read it. "he weekly

parentCguardian letter will contain important information for you about what we8restudying and what pro7ects are due. t will also contain homework assignments forthe entire week.

● I will send home progress reports every three weeks.● You can call me at home or stop by to talk with me during my planning period

f you would like to know about your child8s progress at any time, please call me orstop by school during my planning period which takes place every day from 22%Ja.m. = 2I%IJ p.m.

In my two years at $arver, I have wor-e with ener)etic, intelli)ent st*ents an har;wor-in), s*pportive parents. I

really appreciate the time yo* ta-e to ma-e s*re yo*r chil oes well in school. !i-e yo*, I can )reatly a+o*t yo*r chil.

If you ever have questions for me, if you want an udate on how your child is doing or if you simly want to say

hello, I can be reached at home at !!"#!$%&. I wo*l !


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'arent)uardian Signature/

00000000000000000000000000000000000000000000000000000000000000

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Parent.8uardian %n'ormation Duestionnaire

Mto #e com"leted at home #& the "arent or guardianN

Student8s ;ame% GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

ParentEsFC5uardianEsF ;ameEsF% GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

;ighttime Phone ;umberEsF%GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG $aytime Phone ;umbers% GGGGGGGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

1ell Phone ;umberEsF% GGGGGGGGGGGGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

Phone number of a family member or friend for emergencies%

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

What is the best time of day for me to call homeO

GGGG ; "&'


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s there anything else that you would like to tell me that might help me to teach your

childO

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

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#riendly #avorites Sheet

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'xplanation of &A;$S AR' ;:" #:R &9R";5

At the beginning of the school year, use the ideas from the +&ands Are ;ot #or &urtingprogram to introduce students to the ideas of nonviolence and con@ict resolution. Webuild on these ideas throughout the year. $uring my -rst year of teaching, hadstudents change cards when they were physically violent towards each other.'ventually, decided this didn8t make sense because didn8t think that students shouldhave the same conse>uence for hitting a classmate as sChe would receive for not

bringing a pencil to class. want to create an extreme conse>uence for violence so thatstudents would have a clear incentive for making the choice not to be violent.

While talking to 'mily &arris V, heard about +&ands Are ;ot #or &urting. now dothe following introductory activity at the beginning of every school year%

#RS"% Students brainstorm a list of ways that hands can be used for hurting. "heycome up with all kinds of things = hitting, pinching, stealing, etc. We list allof their ideas on a piece of paper at the front of the room.

S'1:;$% We talk about the negative e(ects of using hands for hurting. &ow do

victims of violence feelO What are some possible negative conse>uences forperpetrators of violenceO &ow does violence make the classroom anunpleasant way to beO &ow does violence distract from our progresstowards our academic goalsO

"&R$% Students brainstorm a list of ways that hands can be used for helping.

#:9R"&% We talk about the many bene-ts of using hands for helping. &ow do peoplefeel when they8re

helping othersO &ow does it feel to be helpedO &ow can our communities behelped by people

7oining together to make improvementsO &ow can we reach our academicgoals more >uickly if we

help each otherO

##"&% Students trace their hands on construction paper and write all over them thehelpful things they can

do with their hands. We then create a bulletin board in the classroom ofeverybody8s colorful, decorated paper hands. "hen students sign a copy ofthe +&ands Are ;ot #or &urting pledge. t says + will not use my hands ormy words for helping myself or others. "he poster with the pledge *everybody8s signature also becomes part of the bulletin board.

0AS"% inform everyone that in my class, for all the reasons we8ve alreadydiscussed, we will ;:" use our hands for hurting * that anyone whochooses to disobey this rule will be re>uired to stay after school on #riday *spend one hour using their hands for helping.

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nfnished Sentence %nterest %n!entor&

;ame GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG$ate GGGGGGGGGGGGGGGGGG

2. Sometimes like to GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG.

I. 0ast summer GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG.

. hope 8ll never GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG.

M. When read GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG.

J.


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GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG

"aken #rom% 0iteracy Portfolios% 9sing Assessment to 5uide nstruction by Roberta . Wiener and Budith &. 1ohen

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92"lanation o' Crun Part& u#ric ;esson PlanCreated #& 4erem& Beard QE

"he 1runk Party Rubric 0esson plan is designed to introduce students to the concept ofrubrics * to set them up for creating and using rubrics to evaluate their own work

#RS" "he teacher introduces the concept of rubricsS'1:;$ "he teacher tells students that they8re going to make a rubric to

evaluate a party. "&R$ "he teacher asks the students to think about all the di(erentcategories of things that make a

good party. Some suggestions might be% the music, the food, thepeople, the location, etc.

#:9R"& When the class has agreed on the important categories, the teacherwrites the categories on a

blank rubric form.##"& "he student begin describing levels of performance for each of thecategories. #or example,

they might determine what a M would be for music, what a would be,

what a I would beand what a 2 would be. "he teacher might divide the categories

between small groups ofstudents, let them work on the ranking system * then bring the class

back together to talkabout * agree on their -ndings.

SZ"& When the rubric is complete, the teacher will hand out descriptions ofvarious di(erent parties * students will use the rubric to evaluate theparties. #inally the whole class will share their -ndings and rank thedescribed parties from bestCmost fun to worstCleast fun.

0AS" "he teacher will relate the 1runk Party Rubric to rubrics that thestudents will use later in

the school year to evaluate their own school work.

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Samle (ubric for Indeendent (eading

1 2 % $

&lways chooses a =*stri)ht> rea

"s*ally chooses a =*stri)ht> rea

(ometimes has a hartime inin) a

=*st ri)ht> rea

ten cant in a =*stri)ht> rea

&lways ins materials

*ic-ly an )ets

to wor-

"s*ally ins materials

*ic-ly an )ets

to wor-

ins materials +*t )ets

to wor- slowly

ten cant in

materials ?

*s*ally )ets to

wor- slowly ornot at all

&lways sits own*ietly an reas

the whole time

witho*t tal-in) orinterr*ptin) others

"s*ally sits own*ietly an reas

the whole time@

tries not to tal- orinterr*pt others

aners aro*n, reas alittle@ may tal-

an interr*pt

others

aners aro*n@ tal-s,interr*pts others,

an -eeps them

rom reain)

&lways *ses reain)strate)ies to

ma-in) meanin)

rom the wors

"s*ally *ses reain)strate)ies to ma-e

meanin) rom the

wors

Aoesnt always *sereain) strate)ies

to ma-e meanin)

rom the wors

(elom *ses reain)strate)ies

Becors reain) inreain) lo) every

ay

Becors reain) inreain) lo) almost

every ay

ten or)ets to recorsreain) in reain)

lo)

(elom remem+ers torecor reain) in

reain) lo)

Ta-es &ccelerate

Beaer test onevery +oo- that is

inishe

Ta-es &ccelerate

Beaer tests onmost +oo-s that

are inishe

(elom ta-es

&ccelerateBeaer tests on

+oo-s that are

inishe

Aoesnt inish +oo-s@

oesnt ta-e&ccelerate

Beaer tests

As you8re teaching students about independent reading, it8s important to teach mini4

lessons that cover the following issues%

%ow to choose a +oo-

&ow to care for a bookWhat to do if the book doesn8t work for you&ow to record books in your reading logWhere to sitChow to sitWhat do to do if someone is distracting youWhat is Accelerated ReaderWhen to take Accelerated Reader "ests

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9A*%58 ;68 )6 GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG Write your name here

!ou must read for IH


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y#riday


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Where %Km )romB& 8eorge 9lla ;&on

am from clothespins,from 1lorox and carbon4tetrachloride. am from the dirt under the back porch.Elack, glisteningit tasted like beets.F am from the forsythia bush,the $utch elmwhose long gong limbs rememberas if they were my own.

am from fudge and eyeglasses,from mogene and Alafair.8m from the know4it4alls

And the pass4it4ons,from perk up and pipe down.8m from &e restoreth my soulwith cottonball lamband ten verses can say myself.

8m from Artemus and illie8s ranch,fried corn and strong co(ee.#rom the -nger my grandfather lost

to the augerthe eye my father shut to keep his sight.9nder my bed was a dress boxspilling old pictures,a sift of lost facesto drift beneath my dreams. am from those moments =snapped before budded =leaf fall from the family tree.

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Where 8m #rom Activity

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92"lanation o' Team Tal Duestion Cards

Print one copy of the "eam "alk Kuestion 1ards for each group of four students in yourclass. 1ut the >uestion cards apart and stack the cards face down in the middle of eachteam. "ell one person in each group to be the Kuestion Reader. "hat person should turnover the -rst cards and read it aloud. "he Kuestion Reader should give everyone time tothink about their answer. When everyone is ready, they should nod at the KuestionReader. "he Kuestion Reader should give hisCher answer -rst, followed by each team

member. At the end of the round, the person to the left of the -rst Kuestion Readerbecomes the new Kuestion Reader. "he new Kuestion Reader turns over the secondcard and the process begins again. "he group should continue to answer >uestions untilthey8ve moved through all the cards.

"he -nal component of this activity is to have a small group * whole class discussionabout what people did that constituted a good choice for team work and what they didthat constituted a bad choice for team work. #rom that, that class should extrapolatesome norms or key principles for how to work together in small groups or teams.

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"eam talk Kuestion 1ards

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T'(T #' ; B"!'( A $#('D"'#$'(

;ame GGGGGGGGGGGGGGGGGGGGGGGGGGGG $ate GGGGGGGGGGGGGGGG ;umber GGGGGGGGGG

$ ;ist three wa&s &ou can "re"are 'or this class$ ME "ointsN

GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG



@$ When &our teacher wants &our attention, what will she doI M "ointsN GGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGGG


$ When are &ou allowed to tal in the hallwa&I M "ointsN



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E$ What ha""ens i' &ou sta& on &our #lac card all weeI M "ointsN




F$ What ha""ens i' &ou get to &our #lue cardI M "ointsN




G$ What does creed meanI M= "ointsN


$ Wh& do we sa& the ;earnerKs Creed e!er& da&I




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