7326 Teach ClassBLM PDF

LER 7326
Grades K-6
ENCYCLOPEDIA OF
Blackline Masters
Includes 200 + Forms for New Teachers and Veterans Too!
ENCYCLOPEDIA OF
Teacher/Classroom
Blackline Masters
V E R N O N H I L L S • K I N G ’ S LY N N
INTRODUCTION
The Encyclopedia of Teacher/Classroom Blackline Masters is a convenient, ready-to-use

compilation of blackline master tools specifically designed for classroom teachers. Each page is
arranged for easy reproduction as worksheets or overhead transparencies. Tabs are used to categorize
these visual tools into five sections for quick location. The blackline masters within each tab include:
< Professional Development

< Home/School Collaboration
< Classroom Management
< Curriculum Connection
< Academic Assessment
Unlike other instructional tools, blackline masters are flexible and can be utilized for more than one
purpose. Teachers have the option to personalize the blackline masters according to their teaching
style and curriculum content. Teachers can easily incorporate these blackline masters into instructional
activities to generate visual aids and worksheets throughout the learning process. Blackline masters
make great assessment tools to check for student understanding and to quickly identify 
misconceptions. The versatility of the Encyclopedia of Teacher/Classroom Blackline Masters offers
endless possibilities for preparation, instruction, collaboration, activities, and projects. New teachers
are provided with a multitude of organizational tools to help them successfully complete their first
year of teaching. Veteran teachers are provided with practical and effective organizational tools to
supplement their collection of professional materials.
Research-based practice relies on blackline masters as powerful tools to help students organize
and extend their thinking throughout the learning process. Capturing your students’ thinking processes,
providing them with visual tools to facilitate understanding, monitoring their progress, and effectively
managing your classroom is what the Encyclopedia of Teacher/Classroom Blackline Masters is
all about.
ii
TABLE OF CONTENTS
Professional Development
Resumé Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Combination Resumé. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
Chronological Resumé. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Interview Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Interview Thank-You Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Teacher Catchphrases . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Testing Terms and Definitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Acronyms Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Acronyms Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Acronyms Part 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Acronyms Part 4. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Teacher Supply List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Teaching Suggestions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Before-the-First-Day Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Professional Development Courses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Staff Meeting Schedule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
School Personnel Roster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lesson Plan Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Website Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Website Flow Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Website Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Open House Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Open House Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Report Card Comments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Conference Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Pre-Conference Summary Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Pre-Conference Summary Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Conference Record . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Portfolio Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Portfolio Plan 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Portfolio Plan 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
End-of-Year Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Professional Notes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Teacher’s Daily Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Home/School Collaboration
Parent/Guardian Communication Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Forms of Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Communication Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Contact Letter—Blank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
About My Child. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Health Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Classroom Expectations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Parent/Guardian Information Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
iii
Good News Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Home Reinforcement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Home/School Contract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Volunteer Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Calendar Planning Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Newsletter Planning Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Sample Newsletter—Weekly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Sample Newsletter—Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Sample Newsletter—Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Meet the Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52
Open House Announcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Pre-Open House Questionnaire. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Open House Video. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
Conference Notification . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Field Trip. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
School Trip Notification Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Work Folder Communication Slip. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Homework Assignments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Make-Up Work. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
No Homework Pass. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Backpack Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Supply Request . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Behavior Letter. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Daily Conduct Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Home Contact Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 67
Behavior Communication. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Discipline Notice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Student Reflection Note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Classroom Management
Classroom Set-Up . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Bulletin Boards. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Desk Arrangement 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Desk Arrangement 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Emergency Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Helper Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
First Day Agenda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
First Day Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Essential Planning Questions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Classroom Procedures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Lesson Plan—Blank. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Lunch Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Record Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Student List. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Class Roster. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Hall Pass . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Substitute Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Substitute Notes 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
iv
Substitute Notes 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Substitute Schedule. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
All About Me. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Student of the Week. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Celebration Announcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Reading Award Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Math Award Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
MVP Award Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Act of Kindness Award. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Scholar Award Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Student Action Plan—Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Participation Tally Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100
Weekly Goals. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Group Work Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Group Planning Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Cooperative Learning Checklist—Teacher. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Cooperative Learning Checklist—Student. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Student Contract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
Student Organization Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Behavior Reflection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Behavior Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Behavior Observation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Behavior Essay. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Daily Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Curriculum Connection
Content Response Journal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
KWL Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Vocabulary Rating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Vocabulary—Social Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Vocabulary—Science. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Vocabulary—Language Arts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Vocabulary—Math . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
Daily Learning Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Video Project Plan 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Video Project Plan 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Video Calendar. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Questions Template—Video Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124
Brainstorming Template—Project. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
Project Questions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Topic Research. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Reference Facts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Multimedia Planning Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Presentation Storyboard. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
Research Support. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Research Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
Center Work Checklist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Social Studies Journal Prompts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134
Science Journal Prompts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Scientific Method . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
v
Experiment Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Math Journal Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Math Survey. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
Math Response Journal. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Symbol Representation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Multiplication Table . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142
Measurement Equivalence. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Roman Numeral Conversion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144
Main Idea/Details. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145
T-Diagram. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
T-Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
AB Comparison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Language Arts Journal Prompts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149
Parts of Speech 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Parts of Speech 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151
Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Writing Styles. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Poetry Styles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Letter Template . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Story Starters. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Writing Log . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
Writing Sample. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Reading Journal Prompts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Genres Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160
Genres Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161
Field Trip Reflection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162
Reading Response Journal . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Reading Survey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Reading Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Reading Record. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 166
Book Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Book Report. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Academic Assessment
Assessment Vocabulary 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Assessment Methods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
Assessment Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Grade Comments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 174
Test Scores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Student Diagnostic Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Diagnostic Chart. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 177
Running Reading Record. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Internet Project Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Project Rubric Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Project Rubric—2 Evaluators. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
Project Rubric—Process/Product. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
Presentation/Project Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Project Rubric 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 184
vi
Project Rubric 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Team Member Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186
Team Project Rubric Part 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187
Team Project Rubric Part 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Peer Assessment Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Number Concepts Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190
Problem-Solving Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191
Expository Writing Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192
Narrative Writing Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Persuasive Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 194
Descriptive Writing Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 195
Creative Writing Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196
Journal Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197
Handwriting Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198
Content Writing Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199
Speech Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Art Evaluation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Rubric Template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Student Self-Evaluation Rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Center Work Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204
Unit Mastery Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Homework Evaluation Log. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
Peer Editing Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Traits of Good Writing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
vii
= Your Name
= Address
= Phone Number
= Cell Phone Number
= Fax Number
= E-mail Address
= Web Page Address
= Job Objective or Career Goal
= Related Skills
= Education
= Honors
= Employment History
= Professional Societies and Organizations
= Community Service
= Military Service
© Learning Resources, Inc.
= Personal Data (if pertinent to job)
= Hobbies and Leisure Activities
Resumé Checklist 1
Name
Address
Phone Number
Cell Phone Number
Fax Number
E-mail Address
OBJECTIVE State your objective concisely.
PROFESSIONAL PROFILE
· [Discuss your professional background and education, emphasizing those experiences that
qualify you for the job.]
· [Discuss your professional background and education, emphasizing those experiences that
qualify you for the job.]
SKILLS
· [List any skills that are pertinent to the job.]
SUMMARY OF ACCOMPLISHMENTS
· Description of Accomplishments
EMPLOYMENT HISTORY
Job Title Company Start Date to End Date
EDUCATION
School Address Dates Attended
Degree Date of Graduation
REFERENCES
References available upon request.
2 Combination Resumé
Name
Address
Phone Number
Cell Phone Number
Fax Number
E-mail Address
Web Page Address
Objective
Experience [begin with most recent job]
[Company Name] [Start Date to End Date]

[Job Title]
· job responsibilities and achievements

[Job Title]

[Job Title]
Education
[School Name] [Dates of Attendance]
[Degree Earned]
· special honors
· scholastic achievements
Interests
[List interests that pertain to the job you are seeking]
References
References are available on request.
Chronological Resumé 3
4
PREPARATION CONDUCT
Familiarize yourself with the school Dress professionally
· visit their website prior to the interview · clothing should be appropriate for
Interview Checklist
· review their philosophy the teaching environment
Remember necessary paperwork · clothing should be cleaned and
· portfolio with teaching samples pressed
· extra resume and reference letter copies Be conscious of your body language
Be punctual · make frequent eye contact
· allow extra time for traffic · sit up straight in the chair
· arrive 10–15 minutes early · don’t chew gum
· smile
FOLLOW-UP
Thank the interviewer for his/her time
· shake hands firmly
· thank interviewer for the opportunity and
their consideration for the position
· supply any additional paperwork needed
· send a thank-you letter

Interviewer’s Name
Interviewer’s Title
School Name
School Address
Date
Dear Insert interviewer’s name:
Thank you for your time and consideration during our interview on
insert interview date. It was a pleasure to meet with you to discuss the position of
insert job title.
I am certain that my skills in insert applicable skills meet the needs you discussed
during our interview. Please let me know if there are any additional materials you
might need in making your decision.
Once again, thank you for your time and consideration. I look forward to hearing
from you soon.
Sincerely,
Insert your name

Interview Thank-You Letter 5

Term Meaning
In-Service Development A workshop or other staff development course offered

by the school or other qualified institution. Some of
these courses offer continuing education credits.
Open House A meet-and-greet event at school for teachers, parents,

and other caregivers. The event may include an
overview of a teacher’s long-term goals for the class.
Permanent Record A confidential record kept for each student at a 

particular school. It contains grades, reports, and other
data pertinent to a student’s academic history.
Personal Day A day off work used at an employee’s discretion for

reasons other than illness. Such days usually require
advance approval by an immediate supervisor.
Phonetic/Phonemic Learning A technique for learning reading based on the 

relationship between letters and the sounds they make
when spoken aloud.
Portfolio Samples of a student’s work collected over a specific

period of time, such as a grading period. The samples
are often reviewed by parents and guardians at an open
house.
Pull-Out Programs Special programs held outside the general classroom

for students with special needs.
Push-In/Inclusive Programs Programs that utilize modified curriculum held inside the
general classroom for students with special needs.
Room Helpers Adult volunteers who help with a variety of classroom

needs.
Stipend Money paid when a teacher takes on responsibilities

above and beyond regular duties.
Thematic Unit A set of lesson plans that coordinate concepts from

several different disciplines.
Whole-Language Learning A methodology for teaching language proficiency. It

combines phonics, memorization of words, creative
writing, and literature.
6 Teacher Catchphrases
Term Definition
A test given to a large number of subjects. The test is

standardized by comparing the scores of all the subjects
Standardized
to each other. Such tests are constructed so that half the
Test
scores fall below the fiftieth percentile every time the test is
taken, regardless of the knowledge base of the subjects.
Example: a fifth-grade student earns a score of 6.1 grade

equivalency. The score means that the subject’s score
Grade
equals that of a sixth grader after one month in grade 6. It
Equivalency
does NOT mean that the fifth grader should be placed in
sixth grade.
A score that is determined by comparing a subject’s test

National
score with the scores of ALL other test subjects. It is
Percentile
important NOT to use a student’s percentile ranking as a
Ranking (NPR)
measure of progress from year to year.
Growth is the change in a grade equivalency score from

year to year. A year showing growth in a grade equivalency
Growth
score is a better criterion for measuring progress than a
student’s percentile ranking.
The score of each subject is compared to the state’s

minimum standard, NOT the scores of the other subjects.
Norm-
A subject is successful if he or she has mastered specific
Referenced Test
skills. These tests are often used to evaluate students,
teachers, and schools.
Testing Terms and Definitions 7

ACEI Association for Childhood Education International
ACSE Advisory Commission on Special Education
ADA Americans with Disabilities Act
ADD Attention Deficit Disorder
ADHD Attention Deficit and Hyperactivity Disorder
AFT American Federation of Teachers
AP Advanced Placement
APE Adapted Physical Education
AV Audiovisual
BA Bachelor of Arts
BSP Behavior Support Plan
CISC Curriculum and Instruction Steering Committee
ED Emotional Disturbance
ECE Early Childhood Education
ELD English Language Development
8 Acronyms Part 1
ELL English Language Learner
ELP English Language Placement
EOA Equal Opportunity Act
ESL English as a Second Language
ESOL English Speakers of Other Languages
FTE Full Time Equivalent
FY Fiscal Year
GATE Gifted and Talented Education
GED General Education Development
GPA Grade Point Average
GRE Graduate Record Exam
HI Hearing Impaired
HILT High-Intensity Language Training

HLS Home Language Survey
HR Human Resources
Acronyms Part 2 9
HUD Department of Housing and Urban Development
IDEA Individuals with Disabilities Education Act
IEP Individualized Education Program
IRA International Reading Association
LAB Language Assessment Battery
LEP Limited English Proficient
LES Limited English Speaking
LD Learning Disabled
MD Multiple Disabilities
MR Mentally Retarded
NAACP National Association for the Advancement of Colored People
NAEYC National Association for the Education of Young Children
NAGC National Association for Gifted Children

NEA National Education Association
NEP Non-English Proficient
10 Acronyms Part 3
NES Non-English Speaking
OHI Other Health Impaired
OI Orthopedic Impairment
OT Occupational Therapy
PD Physically Disabled
PHLOTE Primary Home Language Other Than English
PT Physical Therapy
PTA Parent Teacher Association
PTSA Parent Teacher Student Association
SSR Sustained Silent Reading
TA Teacher’s Assistant/Aide
TBI Traumatic Brain Injury
TSA Tax Sheltered Annuity

VI Visually Impaired
Acronyms Part 4 11
manila file folders for each student
lesson plan book
daily calendar
attendance list
parent/guardian forms
notebook/notepad
pencils
sharpener
erasers
blue and black pens
red correcting pens
permanent markers
dry-erase markers and erasers
vis-à-vis markers
stapler, staples, and remover
ruler
transparent tape and dispenser
masking tape
hole puncher
large and small paper clips
scissors
highlighters
dictionary
lined writing paper

rubber bands
stickers
index cards
12 Teacher Supply List

Be receptive to any and all information.
Stay open-minded and have continuous communication, both negative and

positive, with parents/guardians.
Be flexible and have a support system.
Listen to parents/guardians and make sure they feel like their child is nurtured
and in good hands with you.
Don’t be afraid to ask for help! Teachers are always willing to

help and share ideas.
Be strict and have good discipline from the first day. It is easier to lighten up
than to make new rules that have already been broken.
Establish classroom management and expectations right away. Be consistent

and patient.
Don’t jump into everything at once. Focus on one or two goals that you can
attempt wholeheartedly.
Have high expectations and hold the students to those expectations.

Let parents/guardians know about potential problems (behavioral or

academic) early on. They’ll show more support.
Teaching Suggestions 13
o Plans have been written.
o You prepared a few icebreaker activities for students to get to know you and one
another a little better.
o Bulletin boards and other areas are completely decorated.
o You have decided on and created a spot for student coats, lunchboxes, backpacks, etc.
o Seating arrangements have been decided and desks or tables are in place.
o Nametags have been created.
o Procedures have been thought through (e.g., sharpening pencils, going to the restroom,
headings for work papers, going to the library, lunch count, etc.).
o Classroom rules (or a method for developing the rules as a class) have been decided.
o An agenda for the first day has been developed.
o You have written instructions on the board for a first-day morning activity, or you have
provided a worksheet or art project and left it on students’ desks.
o You understand dismissal procedures and can explain them to your students.
o You know your lunchtime, recess time, and the times for any other activities that require
your students to leave the classroom.
o You feel organized and prepared.

o You ate breakfast or plan to eat a healthy breakfast on the morning of the first day.
o You are well-rested.
14 Before-the-First-Day Checklist
15
COURSE CREDITS
Professional Development Courses

COURSE NAME NUMBER DESCRIPTION LOCATION DATE EARNED
16
MEETING TOPIC DATE PRESENTED BY LOCATION NOTES
Staff Meeting Schedule

PHONE ADDITIONAL
NAME POSITION LOCATION/DEPT. NUMBER/EXT. INFORMATION
School Personnel Roster 17

? ?
? Does my lesson meet state learning standards?
? Is my lesson grade-level appropriate?
? Does my lesson accommodate all learning styles?
? Does my lesson have a clear objective?
? How much time should I allow for my lesson?
? How will I introduce the lesson and build upon prior student knowledge?
? Does my lesson require supplemental materials, such as manipulatives?
? How will I continuously check for student understanding throughout my lesson?
? Do I have a meaningful assessment for my lesson?
? Does my lesson challenge students to use their critical thinking skills?

?
18 Lesson Plan Preparation

Tips and Cautions:
· Plan to spend 6–8 hours setting up your web page and then 15–45 minutes
a week maintaining it.
· Get approval from your principal, board of education, superintendent, or other

leader in your school district before setting up.
· Use a template provided by your Internet service provider to simplify construction.

If you design your own page, use bold lettering, simple formatting, easy-to-read text,
and animated clip art to maximize use by younger students.
· Check out other teachers’ pages to get ideas before you start. Keep it simple.
· Make sure you have parent/guardian permission for students to use the Internet
and to post their work and pictures on your site.
· Link your grade book to your page for an extra measure of parent/guardian
communication, but be sure to use a secure program that allows the parent/guardian
or student to view only the student’s own record.
· Help your students brainstorm a list of items to include on the page. The more
ownership they have of it, the more they will use it.
· Urge your administrators to purchase filters or “watchdogs” to keep students

away from inappropriate material displayed on the Internet.
Content ideas:
· School or class logo

· Due dates for projects
· Test dates
· Homework assignments
• Link to online homework helpers
· Quote of the week
· Trivia questions for extra credit
· Brain challenges for extra credit
· Vocabulary list
· Pictures of the students at work
· Feature subject of the week
· Animated graphics
· Clip art
· Link to your e-mail account

· Digital picture diary of a typical day
· Digital tour of your classroom or school
· School calendar
· Curriculum overview for the year or quarter
Website Development 19
Page 1 Page 2
Home Page
Page 3 Page 4
Page 5
20 Website Chart
o Is my site’s objective clear?
o Is the content divided with different subject matter on different pages?
o Is the text easy to read?
o Do all links work correctly?
o Have spelling and punctuation been checked on each page?
o Is navigation simple to use?
o Are there links at the bottom of each page so the user can navigate
back to the top of the page, the home page, the table of contents, or
related information on the subject?
o Is there a balance between graphics and text?
o Is scrolling kept to a minimum?
o Are font and point sizes consistent?
o Is the design consistent?
o Are button shapes and sizes consistent?
o Do all sound and movie clips work?

Website Checklist 21
 Decide on the invitations you plan to send, and let the students begin making them.
 Decide what role your students will play in the Open House.
· Will they be present?
· Could they take part in the presentation?
· Could they create a video telling the parents/guardians about their day?
 Develop a plan for displaying student work.
 Create:
· Copies of the agenda
· Copies of a teacher biography
· Copies of the weekly and daily schedule
 Decide how and what you will tell parents/guardians about yourself.
 Decide how you will ask for parental/guardian help.

· Sign-up sheets
· Sticky notes on the bulletin board
· Specific tasks assigned ahead of time
 Prepare your classroom:

· Make sure the technological equipment you plan to use is ready
· Set up bulletin boards
· Make sure work from every student is clearly displayed
· Have students write notes to their parents/guardians

· Clean the classroom
22 Open House Checklist

o Meet and Greet o Responsibilities and Support
· P
ersonally greet each person as · Explain your responsibilities as
he/she walks through the door. a teacher.
· P
oint out their child’s desk and · Discuss the need for parental/
areas displaying their child’s work. guardian support of your efforts.
o Welcome o Answering Your Questions

· Thank everyone for coming. · T
hank parents/guardians for
· Mention your appreciation of returning your questionnaire.
their commitment to their · Spend a few moments
child’s education. answering their questions.
· Point out and explain the items
left on their child’s desk for them
to see.
o Questions, Concerns, or Comments
· E
xplain the need for supplies
and classroom help. Discuss
o Meet the Teacher your sign-up method.
· Share information about yourself, · Go over the wide variety of ways
including your e-mail address and parents/guardians might help out
the best way to contact you after in the classroom:
school hours. - contributing supplies or
materials
- helping within the classroom
- helping outside the classroom
o The Daily Schedule - being available to chaperone
· D
istribute copies of the daily and field trips or assist with larger
weekly schedules. projects
- sharing their skills and
· D
iscuss the importance of
knowledge with the class
prompt arrival at school.
· Ask once again if there are
· S
tress the importance of daily
any questions.
attendance.
· Thank parents/guardians for
coming, and re-emphasize your
appreciation of their commitment
o Classroom Rules and Expectations to their child’s education.
· R
eview the behavioral
expectations, rules,
consequences, and how you

will get in touch with parents/
guardians if a problem arises.
· Review homework expectations.
Open House Agenda 23

Accentuate the Positive
Always start with a positive comment.

This kind of wording helps the student feel positive about him or herself.
Be Specific
Tell the parents/guardians specific areas within

the curriculum that are difficult or successful for the student.
Give Examples
Telling a parent/guardian to work on long-division skills is one thing, but giving

examples of actual problems is much easier for parents/guardians to comprehend.
Include Goals
After delivering any negative news, always give specific goals

or steps a student can take to bring up a grade or improve behavior.
Personalize
It’s important that you take a few extra minutes

to personalize each report card with specific information about the student.
24 Report Card Comments

o Send out conference scheduling letters at least two weeks in advance.
o C omplete a Pre-Conference Summary for each student, which can act as a supplement
to report cards.
o P repare a portfolio or sampling of work for each student, which supports the conference
comments you plan to make.
o If you anticipate a conference being extremely difficult, arrange in advance for an
administrator to be present during the conference.
o Send home reminder slips with dates and times a few days before conferences begin.
o Keep your tone of voice even and maintain eye contact.
o Remember to listen. Don’t be the only one talking.
o Present all information in a positive, caring, and supportive manner.
o Try to avoid arguments. Be patient and diplomatic.
o B egin the conference on a positive note. Discuss the strengths of the student, share a
favorite story about the student, show an example of good work, or share one of the
student’s recent accomplishments.
o D on’t use vocabulary that a non-teacher might not understand.

o N ever compare a student with other students.
o Enjoy this chance to get to know your students’ parents/guardians a little better.
o Don’t mention a problem without giving possible solutions.
o N ever use terminology or make a diagnosis that you are not qualified to make (ADHD,
Dyslexia, etc.).
o If there are issues, try to come up with a few solutions and decide on a time when you
might meet again.
o Close the conference on a positive note.
Conference Preparation 25
Student’s Name: Teacher’s Name:
Conference Date: Conference Time:
Math
Strengths:
Weaknesses:
Suggestions:
Language Arts
Strengths:
Weaknesses:
Suggestions:
Science
Strengths:
Weaknesses:
Suggestions:
26 Pre-Conference Summary Part 1

Social Studies
Strengths:
Weaknesses:

Suggestions:
Personal and Social Conduct

Strengths:
Weaknesses:
Suggestions:
Additional Comments
Parent/Guardian Signature Date Teacher Signature Date
Pre-Conference Summary Part 2 27

Student Name:
Conference Date and Time:
Perceived Strengths Observed by Teacher:
Perceived Strengths Observed by Parent/Guardian:
Teacher Concerns:
Parent/Guardian Questions and Concerns:
Goals and Plans for the Next Grading Period:
Suggestions for Helping Student Meet Goals:


Parent/Guardian Signature
Date Teacher Signature Date
28 Conference Record
DESCRIPTION
Collection of student work
Represents a sampling of work produced over a specific period of time
Format may be a folder, box, hanging file, notebook, or CD-ROM
Documents should represent a student’s best pieces of work
May contain evaluation instruments describing

the strengths and weaknesses of the work samples
Might contain one or more “works-in-progress” that illustrate the creation of a product,
such as an essay evolving through various stages of conception, drafting, and revision
MANAGEMENT
Set aside time to plan which information you will collect and how it will be collected
Allow time to confer with students and other teachers,

time to develop strategies and materials, time to meet with individual
students and small groups, and time to review and comment on student work
As you review the students’ portfolios,

take notes on everything—areas that impress you, as well as areas that need work
STUDENT INVOLVEMENT
Involve students in all aspects of the portfolio process
Weekly or biweekly meeting to review portfolio contents and

learning objectives keep students informed and aware of what is expected of them
Instill a sense of pride and ownership over their portfolios
Portfolio Development 29
Gather in the First Two Weeks of School
Baseline data, such as:
· Most recent standardized test scores
· Informal reading record
· Writing sample
· Reading and math surveys
· Diagnostic tests for reading and math
· End of the previous year reading and math tests
· Class diagnostic information in reading and math
Gather Weekly
· Student evaluation of homework assignment
Gather Monthly
· Writing sample
Gather Bimonthly
(do half of the class one month and the other half of the class in the alternate month)
Gather Quarterly
· Student quarterly evaluation
Gather Upon Finishing a Unit or Chapter

· Pretest from series or teacher-made test
· Assessments for products/performances that demonstrate learning
· Posttest from series or teacher-made test
Gather at the End of the Year

· End of the year tests in reading and math

· Writing sample
30 Portfolio Plan 1
Gather in the First Two Weeks of School (Baseline Data)
1.
2.
3.
4.
Gather Weekly
1.
2.
3.
Gather Monthly
1.
2.
3.
Gather Bimonthly
1.
2.
Gather Quarterly
1.
2.
Gather Upon Finishing a Unit or Chapter
1.
2.
Gather at End of the Year
1.
2.
3.
4.
Portfolio Plan 2 31
o Complete and turn in permanent folder for each student to office
o Complete and turn in professional paperwork to administrator
o Finalize student portfolios
o Clean and cover shelves
o Wipe down boards and store erasers
o Collect and store supplies
o Wipe down and store textbooks
o Empty and clean desks
o Empty and clean closets/lockers
o Return all projects/papers to students
o Unplug and store AV equipment
o Clear off all tables and store manipulatives
o Secure file cabinets and teacher’s desk
o Remove bulletin board materials and staples
o Unplug and cover computers
o Turn off all lights

o Return classroom key
32 End-of-Year Checklist
Tips from This Book I’ll Use Page Number
Ideas I Have
Ideas from My Colleagues

Professional Notes 33
Things that I feel good about:
Problems and mishaps:
Personal reflections:
Notes for tomorrow:

34 Teacher’s Daily Journal

o Make sure whatever you send home is done accurately and professionally.
o Be diligent about using correct spelling and grammar in ALL forms of communication.
* Write clearly and concisely. Avoid catchphrases.
* Double-check dates, times, and monetary amounts before sending notices with this
type of information.
o Use a computer to compose a message. Advantages include readability,

professional-looking templates, spell check, a dictionary, and a thesaurus.
o Have a colleague or administrator read the communication before releasing it when:
* the message is important
* the message contains content that could be considered controversial or when it

addresses a sensitive issue
* the communication requires the permission/signature of an administrator

before its release
o Keep a paper copy of ALL your communications for the school year.
o Keep track of ALL responses to your communications including the date received.
o
Provide adequate time when sending notices that require a response.

Allow at least a week for parents/guardians to return a response.
Parent/Guardian Communication Checklist 35

Send Home a Weekly Newsletter Use the Telephone
A newsletter should be a standard part of Take a few minutes to pick up the phone
each teacher’s week. The newsletter is often and talk to a parent/guardian every once
your most successful way of keeping parents/ in a while. A quick phone call lets a parent/
guardians informed. Create a template with guardian know you care. Don’t save your
a format you like, and fill in the blank spaces phone time for problems. Call when there’s
each week with updated information. Many good news to share as well!
teachers place the newsletter in with the
student’s work for the week along with a note
about the student’s conduct and grades. Avoid Surprises
Most people do not like surprises, especially

If It’s Important, Require a Signature when they concern information about a child’s
grades or classroom behavior. This rule also
Whenever you want to make sure a parent/ applies to curriculum. Keep parents/guardians
guardian has read something you are sending in the loop about what you’re currently
home, require them to sign and return your covering in class.
correspondence.
Find Time to Meet Face-to-Face

Cover Your Bases
Find a way to invite parents/guardians into
Keeping parents/guardians informed is the
the school on a regular basis. Invite a
best offensive strategy around. Let parents/
parent/guardian to join you for lunch at school
guardians know weeks before report cards
or spend time in your classroom as a helper.
are delivered that their child is having trouble
Schedule parent/guardian meetings for tips on
in a subject, offer advice, and make a plan for
helping their children master a particular math
improvement. Playing offensively means that
skill or encouraging their children to become
being put on the spot and having to take
lifelong readers.
a defensive position will be a rare occurrence.
Listen
Create a Class Website
Often, as teachers, we are the ones doing
If possible, post a class website. It takes a
all the talking and assume that what we
little setup time in the beginning, but if you
have to say is all that needs to be heard.
update the information on the site regularly, it
Quite often, parents/guardians can provide
can save you time. Post your daily schedule,
you with information that will help you be
weekly homework assignments, curriculum
more successful teaching their children.
highlights, spelling words, upcoming events,
Educators can learn a lot by simply listening
reading lists and much more. You can even
to what parents/guardians have to say about
include a link with your e-mail address
their children.
so parents/guardians or students can

communicate with you directly. Remember
that not all families have Internet access, so
don’t use a website as your primary form of
communication.
36 Forms of Communication
Event
How will you make others aware of upcoming events?
When?
Printed Communication
What will you communicate this way?
How often?
E-Communication
What will you communicate this way?
How often?
Parent/Guardian Involvement
What would you like?
How often?
Communication Plan 37
FROM THE DESK OF …
Contact Information

E-mail:
Phone:
Contact Hours
Morning:
Afternoon:
38 Contact Letter—Blank
Name: _________________________________ Age: __________ Birthday: ___________________
Address:
Home Phone Number:
Parent or Guardian Name(s):
Parent/Guardian Cell Phone Number(s):
Parent/Guardian Work Phone Number(s):
How will your child get to and from school?:
Additional Information:
Does your child have any health concerns? If yes, what are they?
What do you feel are your child’s strengths (academic and non-academic)?
What do you feel are your child’s areas of concern (academic and non-academic)?
Is there an academic area where your child might need extra help?
Other information I should know about your child:
If you had one request for me concerning your child, what would it be?
Other:
About My Child 39
Please be aware that my child __________________________________________ has the following
(child’s name)
health conditions:
Special Notes:
Parent/Guardian Signature:
Parent/Guardian Phone Number:

40 Health Information
To avoid many problems throughout the year, you will want to start the year out right. This step
will help you communicate to parents/guardians what is going on in your classroom, what you
expect from their children, and what you expect from them at home.
Classroom Environment
Every classroom has its own

structure and operating procedures.
You will want parents/guardians and students to
understand your expectations and rules.
Classroom Rules
Will you have rules already established,

or will students have a part in creating the rules?
Keep your rules simple and positive. A smaller number of
rules will be easier for both students and parents/guardians to remember.
Once the rules have been established, send a copy of them
home and ask both the student and the parents/guardians to sign off on the rules.
It might also be a good idea to let parents/guardians know the
consequences of breaking the rules.
Discipline Expectations
Explaining your discipline plan to parents/guardians and

students must be communicated early in the school year.
The consequences should be clear and consistent for all students.

Nothing makes a parent/guardian or student more frustrated than
rules that are not applied to everyone in the same way.
Classroom Expectations 41
42
BEST
WORK HOME HOME E-MAIL TIME TO ADDITIONAL
NAME(S) PHONE CELL PHONE PHONE ADDRESS ADDRESS CONTACT INFORMATION
Parent/Guardian Information Log

Parent/Guardian
Date Student Contacted Good News Shared
Good News Log 43

¶ Talk with your child about school.
¶ Encourage, rather than criticize, your child.
¶ Take your child to the library.
¶ Read stories and books with your child.
¶ Discuss the stories you read with your child.
¶ Encourage your child to retell the stories.
¶ Help your child be aware of the world.
¶ Provide opportunities for problem solving.
¶ Discuss how people, places, and things are alike and different.
¶ Let your child discuss his or her daily life.
¶ Provide art materials for your child to use at home.
¶ Go on nature walks with your child.
¶ Let your child care for a plant and/or an animal.
¶ Take your child to nearby points of interest like the zoo or a museum.
¶ Point out objects as you travel by car, bus, train, or plane.
¶ Play catch with your child.
¶ Sing with your child.
¶ Ask your child riddles.
¶ Let your child help in the kitchen.

¶ Encourage your child’s independence.
44 Home Reinforcement
45
Home/School Contract
Teacher Responsibilities:
u I will provide instruction on a level appropriate for each student.
u I will assess each student and encourage his or her progress
throughout the year.
u I will manage the classroom environment effectively while 
maintaining a caring, positive atmosphere for each student.
u I will arrive at school on time and be ready to teach.
u I will maintain an open line of communication with
parents/guardians.
Parent/Guardian Responsibilities:
u My child will arrive at school on time each day and ready to learn.
u I will make sure my child receives an adequate amount of sleep
each night.
u I will provide a place free of distraction and with all the necessary
supplies required for my child to complete his/her homework
assignments each night.
u I will explain the importance of appropriate school behavior and
will support the school’s behavior policies.
u I will reply to any school correspondence within 2–3 days.
u I will maintain an open line of communication with the teacher.
u I will make sure that my child reads or is read to every night.
Teacher Signature
Dear Parents/Guardians:
We would love to have you volunteer in our classroom. The following list provides
ideas of what you can do to help us out. Volunteer for those areas where you feel
comfortable and confident.
Check the areas where you’d like to help:
_____ Reading Partner – Read with a student.
_____ Reading Recorder – Read textbooks or storybooks onto tapes. This allows
students with reading difficulties to better understand and comprehend the material.
A clear reading voice is required.
_____ Creative Room Help – Help hang room decorations, create bulletin boards,
or come up with cute student displays. A willingness to get a little messy is a must!
_____ Book Club Manager – Book orders and money need to be organized, tallied,
and faxed off to various book clubs. I also need help getting the new flyers for the
next month’s orders grouped together and handed out in an orderly fashion.
_____ Field Trip Chaperone – Ready for travel and excitement? We sponsor at
least four field trips a year, and I can always use extra hands.
_____ Tutor – Devote one half-hour to one hour per week to students who need one-
on-one help. You may be drilling flash cards, studying vocabulary words, working on
homework assignments, doing research, or proofreading writing assignments. This
is one volunteer assignment that may also be performed after school hours.
_____ Web Help – If you are an Internet-savvy parent/guardian and might be

interested in helping out on our classroom website, please let me know.
_____ Other Needs – If you see a need that I have not mentioned, please contact
me! I would be grateful to have you help in any way that you feel will be an asset
to our students. This also applies to volunteering as a guest speaker for a topic we
are studying on which you happen to be an expert, or helping students complete
in-class projects for displays.
Parent/Guardian Name__________________ Student’s Name _______________
Phone Number (Home) ___________________ (Work) _____________________
Cell: ____________________ Best time to call ___________________

I can volunteer:
Days of the week _______________________ Time______________________

46 Volunteer Survey
Month: _____________________ Year _____________________
47
Calendar Planning Template
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
Classroom Weekly
Teacher: Date:
Happening:
Remember These Dates:
The News at School:
Notes:
48 Newsletter Planning Template

CLASSROOM WEEKLY
Teacher: Mrs. Robinette Date: Oct. 13 – 17
Happenings in Room 101
Social Studies — We will begin a six-week study of Native Americans, emphasizing the
Apache tribe to continue with our theme on diversity and culture. We will then compare
and contrast their lifestyle to that of other groups, such as the Plains Indians. This unit will
last four weeks, from October 13 to November 10.
Math — We will begin Unit 3 today, which is on place value, counting money, telling time
to five-minute intervals, drawing and analyzing information on a graph, making change by
counting up, and solving multi-step problems for amounts under $1.00. Please continue to
practice your facts using the fact cards every day.
Writing Workshop — We are continuing to write stories about Halloween with a focus on
correctly using capital letters and ending punctuation.
Remember These Dates The News at School
Monday, October 13 — No school, Mr. Cecil, who came on board last year
Columbus Day in January as a substitute teacher, is
now our full-time art teacher! We are
Thursday, October 16 — Photo make-up thrilled to have him on our team!
Wednesday, October 22 — Guest speaker

for Social Studies
Friday, October 24 — Early release

Notes
Friday, October 31 — Halloween party
We are changing our bulletin boards in
November 3–7 — Parent/Guardian just a few weeks. Be sure to read over
Conferences, make your appointments your child’s Halloween stories before they
early! get tacked up on the board.
November 24 — Mrs. Kay’s last day
Sample Newsletter—Weekly 49
Welcome to______________________________ Class!
Welcome Happenings in Room ________
Write your welcome message Include your weekly curriculum goals here.
here. It will be read first, so Organize the information by curriculum area.
make your message positive List special projects here as well.
and enthusiastic.
Why I Teach
Explain why you are a teacher, and why you

Absences chose this particular grade level.
Let caregivers know if they

should provide you with a note
or doctor’s excuse for every
absence. Documentation is a
recommended practice.
Remember These Dates
Include several months’ worth of important

dates here such as days off and supplies
from home dates.
Communication
Use this space to explain how

you will be communicating with
Contact Information
parents and guardians. Explain
which documents need to be

Name
signed and returned and when
Phone #
they can expect such
E-mail
documents to come home.
50 Sample Newsletter—Part 1
Welcome to______________________________ Class!
Volunteers Lunch Procedures
Include information about the Explain your class’s and the school’s
need for helpers for special procedures and rules about lunches:
events that are approaching. * the cost
* how payment is made
* time and place your class will eat lunch
Health
Special Day Announcement
Check your school district’s
policies concerning illness Write an announcement about any special
such as the criteria for day, such as a weekly ice cream day.
sending a student home.
Be sure to have a list of
emergency phone numbers in
the event of illness or injury.
Arrival and Departure Times
Discuss arrival and departure times for students.

Give information about exact arrival and
Snack Time departure times. Be clear about the times when
supervision is available and when it is
Discuss what snacks are unavailable. Be sure parents/guardians
appropriate and list snack understand the parameters of the school’s
times in your class. responsibility for their children’s safety.
Sample Newsletter—Part 2 51
Name:
University and Degree(s):
Family:
Number of years teaching:
Schools and grades taught:
Why I decided to become a teacher:
My philosophy:
My expectations for this year:

Additional information:
52 Meet the Teacher

%
OPEN HOUSE
Date: ___________________________ Time: _________________________
Location: ____________________________________________________________

____________________________________________________________
__________________________________________________________
________________________________________________________
Teacher: _____________________________________________
_____________________________________________
Open House Announcement 53

OPEN HOUSE
I would like to address all of your questions and concerns at the Open House. Please take a moment
to record any questions you might have about our classroom, our school, or particular areas of
instruction.
Please return this form to me on or before . I will do my best to address all of

your questions and concerns.
I look forward to seeing you at our Open House on .
Thank you!
Use the space provided below to record any questions you might have.
Daily Schedule:
A Particular Curriculum Area:
School Policies:
Discipline Procedures:
Supplies:
Field Trips:
Other:
54 Pre-Open House Questionnaire

The students and I are preparing a video presentation for Open House. We would like to answer
common parent/guardian questions and address issues that you feel are important. Please read the
list of topics below. Rank them in order of importance to you from 1 to 10 with 1 as the highest and
10 as the lowest. If you have questions or want us to cover topics that are not on the list, please add
those to the bottom of the form. If you can help with shooting or editing the video, please indicate that
below too. Thank you!
______ What professional credentials does my child’s teacher have? How long has he or she been
teaching?
______ What does my child’s teacher believe about students and education?
______ What rules are students expected to follow in the classroom and at school?
______ What is the disciplinary procedure if my child breaks a rule?
______ What will my child be taught this year? How is the curriculum chosen?
______ How can I keep up with what is going on at school?
______ What is being done to keep my child as safe as possible at school?
______ How much homework is expected of my child?
______ If I have a complaint or my child has a problem at school, how can I resolve it?
Additional topics or questions:
o Yes, I can help with the video.
Contact me at M T W Th F a.m. / p.m.

Adult’s name (optional, unless you want to be contacted):
Student’s name (optional, unless you want to be contacted):
Open House Video 55

To facilitate your child’s progress in school, a conference has been scheduled for
at a.m./p.m.
At this time, you will have an opportunity to meet with each of your child’s teachers and discuss any
concerns you may have. If you cannot meet at this time, please indicate that below, and select a time
that would work better. We look forward to meeting soon.
Sincerely,
--------------------------------------------------------------------------------------------------------------------------------------
Please detach and return this portion of the notification to confirm your appointment or to request a
more convenient time.
_______ Yes, I can keep the appointment scheduled.
_______ No, I cannot keep the appointment scheduled. I would prefer to meet:
Monday (date: ) at
Tuesday (date: ) at
Wednesday (date: ) at
Thursday (date: ) at
56 Conference Notification
57
Field Trip
FIELD TRIP
Where: Curriculum Connection My child ________________
has my permission to go on
When:
the field trip. In case of an
emergency, I can be reached
Cost: at the following number:
Transportation: _______________________
Destination:
Purpose of Trip:
Day and Date:
Departure & Return Location:
Departure Time: Return Time:
Cost of Trip: Payment Due:
Student should bring the following items:
Other Important Information:
Adult Volunteers Needed YES o NO o Number Needed:
Attending Staff:
Principal’s Signature:
"
-----------------------------------------------------------------------------------------------------------------------------
PLEASE RETURN THIS PORTION TO YOUR CHILD’S HOMEROOM TEACHER BY
Student Name:
I give o I do not give o permission for my child to participate in the school trip to
Yes o I would like to volunteer as a chaperone. Please confirm details by:

Home Phone: E-mail: Cell:
58 School Trip Notification Form

Dear Parents/Guardians, Dear Parents/Guardians,
Attached you will find your child’s work for Attached you will find your child’s work for
the week of: the week of:
to to
Please take a few minutes to review the Please take a few minutes to review the
work with your child and talk about what work with your child and talk about what
we’ve been learning in school. we’ve been learning in school.
After you’ve had time to review the work, After you’ve had time to review the work,
please sign this slip and return it to me. please sign this slip and return it to me.
If you have questions or concerns, please If you have questions or concerns, please
feel free to write me a note, send me an feel free to write me a note, send me an
e-mail, or call me at school between the e-mail, or call me at school between the
hours of . hours of .
Thank you, Thank you,
-------------------------------------------------------- --------------------------------------------------------
Conduct for the Week: Conduct for the Week:
’s behavior this ’s behavior this

week has been: week has been:
excellent excellent
good good
satisfactory satisfactory
needs improvement needs improvement

Parent/Guardian Signature Date Parent/Guardian Signature

Date
Work Folder Communication Slip 59

Name:
Week of:
Here are the assignments for the week. Please show me when your parents/guardians have signed
this page.
Monday
Tuesday
Wednesday
Thursday
Friday
Misc.
60 Homework Assignments
To:
From:
While you were absent on you missed the following activities:
MATH
READING
LANGUAGE ARTS
SCIENCE
SOCIAL STUDIES

Please complete and return these activities by:
Make-Up Work 61
NO HOMEWORK PASS
This pass allow one free night from a specific homework
assignment. Please return this pass to school in place of the assignment. This pass may
not be used toward projects or studying for tests. This pass has been given because
Great job in the classroom!
(Teacher’s Signature)
" -----------------------------------------------------------------------------------------------------------------------------
NO HOMEWORK PASS
This pass allow one free night from a specific homework assignment.
Please return this pass to school in place of the assignment. This pass may not be used toward
projects or studying for tests. This pass has been given because
Great job in the classroom!

(Teacher’s Signature)
62 No Homework Pass
In an effort to get to know one another a little better, each
member of the class will take a turn bringing this backpack
home and filling it with four items. Tonight, it’s your child’s
turn!
Please help your child find four items that tell a story or give
insight into who your child is, what he or she likes to do, or
where your child has been.
n The items must fit completely into the backpack.

n The items must be nonliving.
n The items must be parent or guardian approved for
whole-class viewing.
n No more than 4 items are allowed.
Have your child spend a few minutes writing a sentence

telling why he or she chose each item. Use the space
provided below.
Item 1:
Item 2:
Item 3:
Item 4:
Backpack Letter 63
Your help providing the supplies listed below would be greatly appreciated. I will contact you when
your child needs the supplies replenished as the school year progresses.
Thank you!
Supply
Supply
Supply
Supply
Supply
Supply
Supply
64 Supply Request
I am sorry to have to inform you, but displayed the

following unacceptable behavior in school today.
_______ excessive talking
_______ inappropriate lunchroom behavior
_______ fighting on school grounds
_______ disrespectful behavior to teacher or other school personnel
_______ disrupting or distracting others
_______ mistreating another’s belongings
A note such as this is only sent home after repeated warnings. Classroom rules must be followed in
order for our room and our school to run smoothly. Appropriate behavior ensures that learning can
take place.
Please speak with your child about this behavior. Sign and return the bottom portion of this sheet to
acknowledge that you have read and are aware of the situation.
If we all work together, great things can happen. I want the best for your child.
Thank you for your help and support.
Sincerely,
" -----------------------------------------------------------------------------------------------------------------------------
I have read this letter and will speak with my child about his or her behavior.
Parent/Guardian Signature Date
o Check here to request a meeting.

Behavior Letter 65
I am providing a daily conduct report that will go home with your child. I will check the areas of
concern that need to be discussed with your child each night. Please return this checklist
every day. Consistency and communication will help us address these issues. Thank you for
your cooperation.

 Your child needs help on the items checked below
o Showing self-control
o Working independently
o Having necessary school materials
o Having a positive attitude
o Controlling talking
o Showing good cafeteria manners
o Listening and following instructions
o Completing assignments on time
o Working and playing well in a group
o Using materials and time wisely
--------------------------------------------------------------------------------------------------------------------------------------
Please initial by the appropriate day after you have discussed the checklist with your child.
Monday Tuesday Wednesday
Thursday Friday
Comments:
66 Daily Conduct Checklist

67
Phone Note Sent Conference
Home Contact Log

Date Student Name Call Home Scheduled Notes
Establish rapport by sharing good news about the student’s progress.
Explain your expectations regarding behavior and schoolwork. Review these expectations
during the year.
Keep records that are organized and up to date. They should include grades, behavior,
interventions you have used, parent/guardian contacts, and requests for assistance.
Being organized, keeping parents/guardians informed as issues arise, and documenting

everything are important preventive and corrective measures.
Have a student write a behavior essay describing the actions that prompted a discipline note.
Send the note home for a parent/guardian to sign. Copy the signed document and give it to
appropriate school personnel.
Speak with parents/guardians when you have done all you can to maintain control and a
discipline problem continues to occur.
Document ALL communication regarding disciplinary issues. Have parents/guardians sign and
return correspondence.
Inform administrators about recurring problems with a student, criticism from a parent/guardian,
or other issues. Often these issues come to their attention over time. An informed administrator
is better able to be supportive should circumstances require their participation. It is also a
recommended practice to give your principal a copy of your classroom policies at the beginning
of the school year.
68 Behavior Communication
Date: Teacher:
Dear ,
Today, I was disciplined because I
did not follow rule # , which says
disrupted class or distracted other students by:
mistreated someone else’s belongings:
did not use good manners outside of the classroom:
other:
The consequence of my behavior is:
Next time, I will:
Student Signature Teacher Signature

o Check here to request a meeting.
Discipline Notice 69
Name: Date:
1. This quarter I have learned:
2. This quarter, I had trouble with:
3. Next quarter, I plan to:
I have read over my child’s reflection and will continue to work with the teacher to encourage and
strengthen these specific areas.
70 Student Reflection Note

Take individual photos of each student on the first day of school. Use these
photos throughout the year as a part of your bulletin board displays or when you
display a student’s work sample.
Be consistent in the placement of certain items. It is okay to change the look

and make updates, but be sure you don’t change the location. Students learn
to use items, such as the calendar, the schedule, the months of the year,
spelling words, date, and homework assignments as a quick reference tool.
During pre-planning week, layer your bulletin board with the backgrounds
you will be using throughout the school year. Put your late spring/early
summer background color on first. On top of that, place your early spring
background color, then add your late winter color, followed by your holiday
background color. The top layer will be the one you use for the beginning
of the school year. When you are ready to change your bulletin board,
simply tear off the top layer to reveal your next background. This saves
the time and frustration involved with mounting background paper.
Use as much student-created work as possible to decorate your classroom.

Students love to see their work displayed.
Use brightly colored fabric as a background instead of bulletin board paper for
displays that you plan to leave up for the entire year. Fabric will hold its color
much longer, and you don’t see the holes left by staples or pushpins.
Laminate construction paper or fabric before you use the die-cut machine to
create letters or shapes. You will be able to save the letters or shapes and use
them again the next year (and for many years to come). This is a big time saver.
When you are pleased with the final look of a bulletin board, take a photo. After
you take the board down, place the letters and other elements in a large manila
envelope and tape the photo to the outside. When you are ready to recreate the
board the next year or later in your career, you’ll have a visual aid as your guide.
Classroom Set-Up 71
Simple displays, which contain a lot of student-made artwork, are a
better choice for younger students. Using their work will give them
a sense of pride and accomplishment. When using student-made
artwork, keep in mind that the room won’t look very decorated prior
to the students arriving because the artists are not yet in residence!
On the first day of class, let students know that they will be helping
you with the bulletin boards and making the classroom theirs.
All artwork should be hung at or below eye level. If you are teaching
younger students, most of them are probably not even four feet tall.
Their eye level is drastically different than your eye level.
Anything placed high on the walls and near the ceiling won’t be
something many of the students look at very often. Important
classroom elements, such as a letter line or number line, should
be placed at the eye level of the majority of your students.
Another school of thought when designing a classroom’s decorations

is to have a theme for the room and decorate accordingly. A theme for
a younger classroom might be the farm. Everything in the room would
reflect the theme. The number line would be groups of farm animals
such as one pig, two chickens, three cows, etc. You can also use the
same animal, such as spotted cows, but each one is a different body
color. This type of decorating usually doesn’t utilize much student-made
artwork so the students don’t feel classroom ownership. However, it
does provide a more organized environment since it is planned and
carried out by you prior to the students ever entering the room.
You could also take the idea of thematic decorating and customize
it to your current unit of study. Everything can have an ocean theme
when you’re reading a story about the ocean; or the room becomes
an observatory when you’re studying the solar system! You can have
the students take ownership here by adding some interesting facts
they have heard about the topic of study.
72 Bulletin Boards
Double Horseshoe Arrangement
Front of Classroom
Desk Arrangement 1 73
Traditional Arrangement
Front of Classroom
The Pod Arrangement
Front of Classroom
74 Desk Arrangement 2
FIRE DRILL PROCEDURE:
TORNADO/HURRICANE PROCEDURE:
LOCKDOWN PROCEDURE:
EMERGENCY CONTACTS:
Emergency Procedures 75
* Calendar Monitor: changes the calendar or helps the group change it.
Student(s):
Week of:
* Line Leader: student at the head of the line whenever the class leaves the room.
Student(s):
Week of:
* Playground Equipment Monitors (2): bring playground equipment to and from recess.
Student(s):
Week of:
* Messengers (2): run errands.
Student(s):
Week of:
* Escorts (2): NEVER send students out of the room alone; escorts provide safety and security.
Student(s):
Week of:
* Restroom Monitors: make sure bathrooms are left clean and in order.
Student(s):
Week of:
* Door Monitor: student at the end of the line every time your class leaves the room; turns off
the lights and closes the door.
Student(s):
Week of:
76 Helper Chart
Meet and greet
Prepare for each student.
the new day
to come.
Take time to get

Determine how
to know each
each student is
other. Distribute
getting home.
nametags.
Have a silent
dismissal.
Explain
Review the classroom
events of the procedures to
day. students.
Discuss your
Take a break. expectations
Tour the school. and goals with
students.
First Day Agenda 77

 ·
Set up the classroom a few weeks before school starts.
If possible, get to the school and start working on your classroom environment and
lesson plans at least two weeks before the first day of meetings.

 · Over-plan your first week.
It is better to have too much to do than not enough.

 ·
Over-plan for the first few months.
One of the biggest mistakes a first year teacher makes is to assume an activity will
last longer than it actually does.

 ·
Create a play-by-play agenda for the first day.
Creating a minute-by-minute agenda will ensure that you cover all the essentials
during that all important first day.

 ·
Decide on classroom procedures.
Include procedures for sharpening pencils, going to the library, going to the bathroom,
writing a name on daily work, turning in daily work, etc.

 ·
Become familiar with students’ names and individual needs.
Review your class list and make an attempt to become familiar with each student’s
name before you actually meet him or her. Send home an information sheet for the
parents/guardians to complete, which gives them the opportunity to share information
about their child.

 ·
Spend time thinking through the first day.
Imagine how it might be and walk through each and every task you would like to
accomplish. Keep a notepad handy and make a note of anything you still need to
create or procedures you haven’t thought through completely.
78 First-Day Checklist
How do you envision your classroom functioning?
How do you want your students to behave?
How involved would you like parents/guardians to be in the day-to-day operation of your classroom?
Do you know teachers who run their classrooms in a way you’d like to emulate? If possible, make
an appointment to spend time with that teacher. Ask for advice, but remember your own style and
preferences. Use the space below to include notable methods.
Essential Planning Questions 79

Work with the class to create a classroom set of rules, also called classroom
procedures. These procedures include behavior during the day. Record the
procedures here, and then create a large sign of it to post for all to see. You
may want to limit the list to five items and create a list of procedures for other
actions, such as lining up, using the hall pass, or turning in homework.
1.
2.
3.
4.
5.
80 Classroom Procedures
Teacher Period
81
Lesson Plan—Blank
Time
Slot Monday Tuesday Wednesday Thursday Friday Notes
Class/Grade: Date:
Student Name Choice # 1 Choice # 2 Lunch Box Milk Only Other
82 Lunch Checklist
Record Chart for
Student Name
Record Chart 83
Student Name Special Notes
84 Student List
LAST NAME FIRST NAME ID # BIRTHDATE
Class Roster 85
Please excuse...
STUDENT’S NAME:
HALL PASS REASON:
DATE:
TIME:
TEACHER:
"
Please excuse...
STUDENT’S NAME:
HALL PASS REASON:
DATE:
TIME:
TEACHER:
86 Hall Pass
o Create a seating chart, and leave it in plain view.
o
Note special information about specific students on the seating chart or on
another note.
o
Leave a daily schedule for the substitute. Be sure to include times for special
area classes, lunch, and recess.
o If possible, place name cards on the students’ desks.
o
Leave lesson plans with specific information concerning how the work must be
completed (in cursive, working independently, complete sentences, etc.).
o
Leave a copy of the class rules/procedures, and ask the substitute to review
these with your students before beginning the day.
o
Ask the substitute to leave you a note reporting on the happenings of the day.
o
Tell a teacher who is familiar with your routine that you plan to be absent. This
teacher can be the substitute’s “go to” person if questions arise.
Substitute Checklist 87
Thank you for being here to teach my class. I know your day will go smoothly. I’ve attempted to
answer any questions you might have in the notes that follow.
Ask for assistance if necessary. His/Her room location is .

I’ve attached a copy of our daily schedule. Lunch is at .
We follow Ms./Mr. ’s class to lunch. Lunch is over at .
Here’s a list of students who can help you:
The following students leave the classroom for special reasons:

Child’s Name Purpose Day & Time
1.
2.
3.
4.
5.
The classroom rules are posted on the wall and are written below. Please review these rules with the
students before you begin instruction.
1.
2.
3.
4.
5.
88 Substitute Notes 1
These routines have been established for using supplies, using the pencil sharpener, leaving the room,
going to the rest room, distributing and taking papers/books, taking attendance and lunch count, and
cleaning the room before leaving in the afternoon.
1.
2.
3.
4.
5.
6.
7.
Books, supplies, and lesson plans are located:
If any students finish their work ahead of time, they may:
Just in case it rains, here are a few recess ideas the students enjoy:
In case of fire/storms/drills:
My dismissal procedures are as follows:

Thanks again!
Substitute Notes 2 89
Materials, Textbooks, and
Time Activity Page Numbers
Please leave notes about your day here.

90 Substitute Schedule
My name is .
My favorite color is .
I love eating at the movies.
My birthday is on .
I have a pet named .
If I could have any pet, it would be a .
If I could travel, I would go to .
The best book I’ve read lately is .
My friends and I like to .

My favorite activity is .
All About Me 91
Favorite Color: Birthday:
Favorite Food: Most Proud of:
Favorite Activity: Best Friend:
Favorite Book: Talent:
Fun Fact: Fun Fact:
92 Student of the Week

We’re
celebrating...
signed date
Celebration Announcement 93
94
Reading Achievement Award
Reading Award Form

This is to certify that on the day of 20 ,
read aloud with confidence and expression!
Congratulations on a job well done!
Signed Date

95
Math Award Form
Math Achievement Award
showed mastery of the following concept and/or mathematical operation:
Congratulations to you!
Signed Date
96
MVP Award Form
Class MVP Award
achieved the following:
We are proud to know you!
Signed Date

97
Act of Kindness Award
Act of Kindness Award
engaged in an act of kindness by:
Your actions help make our classroom a better place!
Thank you!
Signed Date
98
Class Scholar Award
Scholar Award Form

worked to the best of his/her ability in all subject areas.
Congratulations on your stellar performance!
Thank you!
Signed Date

Name:
Beginning Date Ending Date
1. What am I going to do to help with the project?
2. I want to do this because:
I am interested in
I want to try something new, and that is
3. The jobs I must do are: (teacher initials box when complete)
a. By this date:
I should spend hours on this job
b. By this date:
c. By this date:
d. By this date:
4. The materials I will need are: **Note cost of materials too**
Special clothes
Art materials
Writing materials
Props
Other
5. I will need help with:
Someone who can help me is
6. When the project is finished, fill out this section.
By doing this project, I learned

I wish I had done better.
I am very satisfied with my work. (0 = not satisfied 10 = satisfied)
0 2 4 6 8 10
Student Action Plan—Project 99

Name Participation Tally Total
100 Participation Tally Chart

Week of:
Group Members:
Goals for This Week Person Responsible


if Goal is Met
Weekly Goals 101

Group:
Project:
Members:
Circle Yes or No to show that your group has completed each job below.
1. Members have the materials they need to complete the project. Yes No
2. Members have a clear understanding of their jobs for the work session. Yes No
3. Members listen to others when they speak. Yes No
4. Members make contributions to the discussion. Yes No
5. Members stay on task and use time wisely. Yes No
6. Members keep the discussion on the topic. Yes No
7. Members help other team members if necessary. Yes No
8. Members keep the work area organized and tidy. Yes No
9. Members support other members’ points of view. Yes No
10. Members put supplies away at the end of the work session. Yes No
What went well for your group today?

What would your group do differently next time?
102 Group Work Checklist

Project Title:
Group Members:
1.
2.
3.
4.
5.
6.
Group Member Responsible

Tasks (Write “all” for tasks that Target Date
require the whole group)
Signature of each group member accepting these responsibilities:
1.
2.
3.
4.
5.
6.
Group Planning Sheet 103
o You identified what students are going to be learning through the projects beforehand.
o You defined expected outcomes of the project.
o You identified group members and the number of members in the group.
o The classroom arrangement allows for easy grouping of students, face-to-face

interaction, and space for working.
o Group learning techniques were taught or reviewed before starting on a new project.
o You worked together with the students to create checklists, timelines, and a rubric
to grade the group’s performance.
o You instructed the whole group whenever necessary, but made it clear that the
majority of the learning should be done through independent discovery within the
group setting.
o You listed possible jobs within the group setting and allowed individual groups to make
their own job or task assignments.
o You monitored behavior and contributions within groups and provided help
whenever needed.
o You rewarded groups for their success and hard work.
104 Cooperative Learning Checklist—Teacher

1. I am using a quiet voice.
2. I am on task.
3. I am listening to other group members.
4. I can name one thing I have worked on today.
5. I have helped another group member today.

Cooperative Learning Checklist—Student 105

Student Responsibilities:
I will take responsibility for my behavior and work at school. I agree to:
· Believe in myself and my ability to learn
· Obey the school and classroom rules
· Show respect for myself, my school, my teacher, and other students
· Work cooperatively with my classmates
· Take pride in my school
· Come to school prepared
I agree to follow the classroom rules:
1.
2.
3.
4.
5.
I promise to follow these rules and will encourage my classmates to do the same.
Student’s Name Date
106 Student Contract

Wednesday
Name:
Thursday
Tuesday
Monday
Friday
1. I have my homework sheet signed.
2. My pencils are sharpened and I have an eraser.
3. I have my books for class.
4. I have my homework.
5. I have my textbook.
6. I have my journals/notebooks for class.
7. I have my assignment notebook.
8. I have my independent reading book.
"
Wednesday
Name:
Thursday
Tuesday
Monday
Friday
1. I have my homework sheet signed.
2. My pencils are sharpened and I have an eraser.
3. I have my books for class.
4. I have my homework.
5. I have my textbook.

6. I have my journals/notebooks for class.
7. I have my assignment notebook.
8. I have my independent reading book.
Student Organization Checklist 107

Name:
In the space provided below, record how you feel about your behavior. Are you proud of yourself? Were
there times when you could have done a little better? What caused the behavior? What could you do
next time? Use this space for reflection.
Be honest. You can do it!
Monday:
Tuesday:
Wednesday:
Thursday:
Friday:
108 Behavior Reflection

Name:
Behavior Most of the Time Sometimes Never
I follow the rules.
I practice good
manners.
I am a good listener.
I do not interrupt
the teacher.
I cooperate with others.
I respect the
property of others.
I do not disrupt or
distract others.
I am pleased with
my behavior.
Behavior Checklist 109

Name: Grade
Date of Observation: Time of Observation:
Circle the appropriate indicator for behaviors observed.
Stays on Task
1. Follows directions Yes No
2. Appears attentive Yes No
3. Talks when it is his or her turn Yes No
4. Stays seated Yes No
Transition Times (bathroom, center time, moving to special areas)
1. Keeps hands to self Yes No
2. Stays in a straight line Yes No
3. Moves quietly Yes No
4. Moves to designated area as instructed Yes No
Follows Class Rules
1. Raises hand before speaking Yes No
2. Comes to class prepared to learn Yes No
3. Moves quietly within the classroom Yes No
4. Remembers to place name on paper Yes No

5. Finishes work on time Yes No
Interpersonal Skills
1. Shows respect Yes No
2. Cooperates with others Yes No
3. Has a positive attitude Yes No

110 Behavior Observation

Name:
You made the choice to misbehave today. Please spend time this evening writing about what
happened. Be sure to describe what happened and how you will choose to act differently next time.
Here’s What Happened:
Here’s What I’ll Do Next Time:

Behavior Essay 111

Entering the Classroom
(where to sharpen pencils, where to store items, where to place notes to you, how to take
attendance)
Whole-Group Instruction
(where students should be seated, what is a good conversation level, when to have independent
work vs. group work)
Small-Group Instruction or Center Time

(how many students allowed in a center or group, what is a good conversation level, what are your
cleanup expectations)
Leaving the Classroom

(what is appropriate hallway behavior, how to line up, where to line up)
Ending the Day and Dismissal

(when to review homework, where to gather belongings, how to listen for bus call, when to have the
end-of-day review)
112 Daily Expectations

My Journal
Name:
Date:
What we studied today:
My experiences with this topic:
Questions I still have:

Content Response Journal 113

Research Topic:
Group Members:
We Know We Want to Learn We Learned
Notes for our teacher:

114 KWL Chart

Name:
Vocabulary Word Definition My Rating
Rating Score Rating Definition
I understand the meaning of this word and I

3
know how to use the word in my writing.
I understand the meaning of this word, but I do

2
not know how to use the word in my writing.
I do not know the meaning of this word and I do

1
not know how to use the word in my writing.
Vocabulary Rating 115

Name:
Social Studies:
VOCABULARY
116 Vocabulary—Social Studies

Vocabulary—Science 117
VOCABULARY
Name:
Science:
Name:
Language Arts:
VOCABULARY
118 Vocabulary—Language Arts

Vocabulary—Math 119
VOCABULARY
Name:
Math:
’s Daily Learning Log
Today in Reading, I learned:
One thing that was easy for me was:
I had trouble with:
I liked:
Today in Language Arts, I learned:
I had trouble with:
I liked:
Today in Math, I learned:
I had trouble with:
I liked:
Today in Science, I learned:
I had trouble with:
I liked:
Today in Social Studies, I learned:

I had trouble with:

I liked:
120 Daily Learning Log

Title:
Part I. The format we will use for our video:
Part II. The questions we want to answer with our video:
1.
2.
3.
4.
5.
Part III. The jobs we will complete:
Narrator(s) or Speaker(s):
Camera crew:
Script writer(s):
Artists/Prop crew:
Interviewer(s):
Other:
Part IV. Titles of segments:
Introduction:
Length of segment: Best take: #
Activity 1:
Activity 2:
Video Project Plan 1 121

Activity 3:
Activity 4:
Activity 5:
Activity 6:
Activity 7:
Activity 8:
Activity 9:
Activity 10:
Part V. Teachers and others to interview: Interviewer(s):
1.
2.
3.
4.
5.
6.
122 Video Project Plan 2

Video Calendar 123
Month: Year:
Shooting Goal
for the Week Monday Tuesday Wednesday Thursday Friday
What do we do every day? What are our favorite things
at school?
1. How do we begin the day?
1. Friends

2. What subjects do we study?
2. Older students and younger

students

3. What are the rules of the

classroom?
3. Special events

4. What is special about our class?
4. Core subjects

5. What happens at lunch and
recess? 5. Art, Music, PE

124 Questions Template—Video Project

How might we design What questions will
the project? we answer?
What activities will we include? What will we need?

Brainstorming Template—Project 125

Name:
My question(s):
What I want to know:
What I need to know to answer my question(s):
My plan to find my answer(s) (may include interviews, experiments, surveys, teacher-approved

internet sites, books, and articles):
How I will share what I have done with others:

126 Project Questions

Task Target Date Completion Date
1. Surveying knowledge about topic
2. Preparing my question(s)
3. Completing research
4. Designing project
5. Creating rubric for project evaluation
6. Completing project
7. Presenting project to class
Student Signature:
Teacher Signature:
Topic Research 127

Name:
My question:
Source 1 (Write name of source):
Fact:
Fact:
Fact:

Fact:
128 Reference Facts

Topic:
Members:
Person(s)
Areas Activities Responsible Completion
Planning
Content
Design
Presentation
Multimedia Planning Chart 129

Name:
1. 2. 3.
4. 5. 6.
130 Presentation Storyboard

Name:
Topic for Research Project:
Five facts and supporting information about my topic:
Fact 1:
Detail:
Source:
Fact 2:
Detail:
Source:
Fact 3:
Detail:
Source:
Fact 4:
Detail:
Source:
Fact 5:
Detail:
Source:
Research Support 131

Name:
Subject:
Book 1:
Book 2:
Book 3:
Internet Source 1:
Internet Source 2:
Internet Source 3:
Newspaper/Magazine 1:
CD/DVD 1:
CD/DVD 2:
CD/DVD 3:
132 Research Resources

Name:
Teacher:
Language Social
Date Reading Arts Math Science Studies
Center Work Checklist 133

· Write a letter to · Pick one · Make a map of · Design a · You see
the President question from a room in your bumper sticker someone tease
of the United your social house. to teach others a friend. What
States. Tell how studies book and about pollution. would you do?
you would solve answer it in your
a problem listed journal.
in your social
studies book.
· Make a timeline · Pick one of the · Make a · What would · Write an

of someone’s people we are concept map happen if you advertisement
life that we have studying and to summarize woke up and for a new toy
studied this write a short play something you there were no store.
month. about something have learned in stores?
significant in his social studies.
or her life.
· There is a new · What does the · What does it · Pick a country · Write a poem
country being quote, “If you take to be a in your social or song to teach
formed. Design believe it, you good leader? studies book someone about
a coin for the can achieve it” and read about four things you
country. Draw mean to you? its weather. have learned in
the coin and Compare its social studies
describe it. weather to ours. this week.
· Do you think · List three · What makes a · Make a travel · Ask 10 friends
that children things you person a hero? brochure about a what their
should be able have learned in Write about it in place we studied favorite candy
to vote for the social studies your journal. in social studies bar is. Make
president of our this week, and this month. a bar graph
country? Why write why it to show your
or why not? is important results.
to know that
information.
· Draw a picture · How is freedom · Ask five people · Design a flag to · Think about how
of an invention like a rock? to tell you what represent your life would be if
that has Write your being a citizen family. Describe you lived during
changed our answer in your of the United what each thing the time period
lives. Write a journal. States means on your flag we are studying.
short essay to them. Do means. Write five diary
discussing how you agree with entries that

it has changed them? Write would describe
our lives. about their your life as a
answers. child living then.
134 Social Studies Journal Prompts

· Choose a · Make a list of · Make a concept · Design a · Describe what
favorite scientist. five new things map about the brochure you think life on
Find five facts you learned in topic you are that informs Earth might be
about the science class studying in people about like in the year
person’s life. this week. science class. the dangers of 2020.
pollution.
· Plan a healthful · Design a · Make a list of · Compare and · Describe an

evening meal for personal health patterns and contrast a invention that
your family that and wellness cycles that occur butterfly and a would make your
includes food plan. in nature. bird. life easier.
from ALL the
food groups.
· Draw and label · Create a · Write about · Draw, label, and · Write about
the different new animal. what your day describe the life what your life
layers of Earth. Describe its would be like cycle of a frog. would be like
characteristics if suddenly if you had no
and behaviors, there were no electricity or
its habitat, and materials made indoor plumbing.
how it gets what of plastic.
it needs to live.
· Make a list of · Draw, label, · Write about · Make a · Write five

five things in and describe why you do or crossword questions and
each category: the life cycle of do not recycle puzzle or word answers about
plants, animals, a flowering plant materials. search using the concepts
and minerals. such as a daisy. eight vocabulary you are currently
words from your studying.
science book.
· Make a concept · Make a list of · Create a game · Write a · Read the

map that the ten most that reviews teaching plan introduction to
explains how a difficult science the information for explaining a the next chapter
seed grows. terms for you to you learned in science concept of your science
remember. Write science class. you have book. Write
their definitions. Use the game studied to a three questions

to review facts class of younger that you think
before a test. students. will help you
when studying.
Science Journal Prompts 135

What do you want to
know? What problem Ask a question.
do you want to solve?
Gather information
about your question Do research.
or problem.
Think of a possible Formulate an

answer or solution informed guess or
to your question or hypothesis.
problem.
Design an Do a carefully
experiment to test planned step-by-step
your hypothesis. experiment.
Record your
observations. Draw a conclusion.
Is your hypothesis Formulate and test

false? a new hypothesis.
Is your hypothesis
Report your results.
true?
136 Scientific Method

Name:
Topic or Name of Experiment:
What we used:
What we did:
What happened:
Why it happened:
Use the space below or the back of this page to illustrate your findings:
Experiment Log 137

· Write one word · How many ways · Make a tally · Use a ruler to · List four
problem that will can you form chart to record find eight things examples of
require you to the number 28? the shirt in the room ways you use
use renaming. Write them in colors of your that are 1 fractions in
Write the your journal. classmates. decimeter long. everyday life.
solution.
· What · Write a short · List all of · Write a scary · Write a word

mathematical story explaining the coin story about what problem that
information why 0 should combinations would happen if could be solved
would you use to not feel less you can use to everyone had to by the equation:
get your parents important than 7. make 87 cents. use calculators 5 x 4 – 8 = 12.
to raise your for all math
allowance? activities.
· Create a timeline · What strategies · If 31 is the · How might math · Make a list of all
for your life. do you use to answer, what is be used in a fast the words you
Include at least find out if your the question? food restaurant? can form from
two events for answers are mathematics.
each year. correct? How many of the
words you made
are related to
mathematics?
· What is mental · Interview 15 · Write three word · Choose three · Think of a

math? Where classmates for problems about different-sized number and
and how do their favorite food. books off the write three clues
you use mental cookie. Organize bookshelf. Find that will help
math? the results on a the perimeter someone guess
graph. and area of your number.
each.
· a = 1 cent, · Figure out your · Make up a · List all the ways · Get a menu
b = 2 cents, age in months pattern using you can think of from a local
c = 3 cents, and then in number or that numbers are restaurant.
d = 4 cents... days. Show how shapes. used in sports. Order a meal for
to z = 26 cents. you figured out $3.00 or less.
Make eight your answer. If you spend
$0.50 words. less, how much
Now, make eight change should
$1.00 words. you receive?
How much is What would

your name? be the fewest
What is the most number of
expensive word coins you
you can make? would receive?
138 Math Journal Prompts

Name:
1. I (like/do not like) math because:
2. Something I like to do in math is:
I like it because:
3. Math is easy for me when:
4. Math is hard for me when:
5. Things that I can brag about when it comes to math are:
6. Other important things you should know about my math abilities are:
Math Survey 139

Name:
Math Concept Taught or Reviewed Today
How I Understand the Concept

(Write directions for solving this type of problem, or write how you would explain this concept to
someone else.)
Examples of This Type of Problem

(Create at least 4 examples in the space provided below or on the back of this page.)
140 Math Response Journal

Name:
Meaning Example
=
=
>
<
()
+
–
X
–
Symbol Representation 141

1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 1 2 3 4 5 6 7 8 9 10 11 12 1 1 2 3 4 5 6 7 8 9 10 11 12
2 2 4 6 8 10 12 14 16 18 20 22 24 2 2 4 6 8 10 12 14 16 18 20 22 24
3 3 6 9 12 15 18 21 24 27 30 33 36 3 3 6 9 12 15 18 21 24 27 30 33 36
4 4 8 12 16 20 24 28 32 36 40 44 48 4 4 8 12 16 20 24 28 32 36 40 44 48
5 5 10 15 20 25 30 35 40 45 50 55 60 5 5 10 15 20 25 30 35 40 45 50 55 60
6 6 12 18 24 30 36 42 48 54 60 66 72 6 6 12 18 24 30 36 42 48 54 60 66 72
7 7 14 21 28 35 42 49 56 63 70 77 84 7 7 14 21 28 35 42 49 56 63 70 77 84
8 8 16 24 32 40 48 56 64 72 80 88 96 8 8 16 24 32 40 48 56 64 72 80 88 96
9 9 18 27 36 45 54 63 72 81 90 99 108 9 9 18 27 36 45 54 63 72 81 90 99 108
10 10 20 30 40 50 60 70 80 90 100 110 120 10 10 20 30 40 50 60 70 80 90 100 110 120
11 11 22 33 44 55 66 77 88 99 110 121 132 11 11 22 33 44 55 66 77 88 99 110 121 132
12 12 24 36 48 60 72 84 96 108 120 132 144 12 12 24 36 48 60 72 84 96 108 120 132 144
1 2 3 4 5 6 7 8 9 10 11 12 1 2 3 4 5 6 7 8 9 10 11 12
1 1 2 3 4 5 6 7 8 9 10 11 12 1 1 2 3 4 5 6 7 8 9 10 11 12
2 2 4 6 8 10 12 14 16 18 20 22 24 2 2 4 6 8 10 12 14 16 18 20 22 24
3 3 6 9 12 15 18 21 24 27 30 33 36 3 3 6 9 12 15 18 21 24 27 30 33 36
4 4 8 12 16 20 24 28 32 36 40 44 48 4 4 8 12 16 20 24 28 32 36 40 44 48
5 5 10 15 20 25 30 35 40 45 50 55 60 5 5 10 15 20 25 30 35 40 45 50 55 60
6 6 12 18 24 30 36 42 48 54 60 66 72 6 6 12 18 24 30 36 42 48 54 60 66 72
7 7 14 21 28 35 42 49 56 63 70 77 84 7 7 14 21 28 35 42 49 56 63 70 77 84
8 8 16 24 32 40 48 56 64 72 80 88 96 8 8 16 24 32 40 48 56 64 72 80 88 96
9 9 18 27 36 45 54 63 72 81 90 99 108 9 9 18 27 36 45 54 63 72 81 90 99 108
10 10 20 30 40 50 60 70 80 90 100 110 120 10 10 20 30 40 50 60 70 80 90 100 110 120
11 11
11 22 33 44 55 66 77 88 99 110 121 132 11 22 33 44 55 66 77 88 99 110 121 132
12 12 24 36 48 60 72 84 96 108 120 132 144 12 12 24 36 48 60 72 84 96 108 120 132 144
142 Multiplication Table

MEASUREMENT EQUIVALENT
12 inches 1 foot
3 feet 1 yard
1,760 yard 1 mile
10 millimeters 1 centimeter
100 centimeters 1 meter
1,000 meters 1 kilometer
8 fluid ounces 1 cup
2 cups 1 pint
2 pints 1 quart
4 quarts 1 gallon
1,000 milliliters 1 liter
16 ounces 1 pound
2,000 pounds 1 ton
1,000 grams 1 kilogram
Measurement Equivalence 143

DIGIT ROMAN NUMERAL
1 I
2 II
3 III
4 IV
5 V
6 VI
7 VII
8 VIII
9 IX
10 X
11 XI
12 XII
13 XIII
14 XIV
15 XV
16 XVI
17 XVII
18 XVIII
19 XIX
20 XX
30 XXX
40 XL
50 L
60 LX
70 LXX
80 LXXX
90 XC
100 C
500 D
1,000 M
144 Roman Numeral Conversion

Name:
Text or Source:
Main Idea Details

Main Idea/Details 145

146 T-Diagram
Name:

T-Chart 147
Name:
Name:
A. B.
148 AB Comparison
· Practice writing · Explain what · Review your · Describe · Write a set of
the letters of the a weak verb last piece of your favorite step-by-step
alphabet in your is and give writing. Find television or directions for
best handwriting. four examples. your spelling movie character. making a peanut
Practice both Replace each errors. Write the Tell why you like better and jelly
capital letters weak verb with misspelled word the character. sandwich.
and lowercase a strong verb. and the correct
letters. spelling in your
journal.
· Make a list of · Find ten word · How many · Make a list of ten · Write ten
five new words pairs that have words can you adjectives that adjectives in
you found the same make using the best describe your journal.
while reading meaning such as letters in the your best friend. Find a word
today. Find their big/large. Write word character? that means the
definitions. Write the word pairs in Write the words opposite of each
a sentence for your journal. in your journal. adjective.
each word.
· Write a · Tell what · Find ten pairs · Find a word in · Write a short
newspaper interrogative, of words that the dictionary paragraph
article about declarative, sound the that is new about a topic
an upcoming imperative, and same but mean to you. Write of your choice.
event in your exclamatory something the word, its Underline the
classroom. sentences different such as definition, topic sentence.
Tell who, what, are. Write an hair/hare. Write pronunciation, Include three
when, where, example of each the word pairs in and part of supporting
why, and how. kind of sentence. your journal. speech. Use sentences. Draw
the word in a a box around
sentence. the closing
sentence.
· Write ten nouns · Make a list of · Write ten proper · Make a list of · Think about a
in your journal. ten compound nouns in your five pronouns decision you
Add an adjective words that relate journal. in your journal. must make.
to each noun. to your school or Write the Make a list of
classroom. possessive form pros and cons
of each pronoun. for each of your
choices.
· Find ten words · Find ten words · Write ten root · Write five · Write a letter
that have a that have a words. Add two sentences. Draw to a friend
prefix. Write the suffix. Write the different endings a line under the describing
root word next root word next to each word. subject of the something funny
to each word to each word Explain how the sentence and that happened
with a prefix. with a suffix. ending affects a circle around to you.
the meaning of the verb in the
each word. sentence.
Language Arts Journal Prompts 149

Person: teacher
Place: school
A noun is the name of
Thing: notebook
a person, place, thing,
Idea: happiness
or idea.
In our notebooks that we had brought
to school, the teacher asked us to
write about happiness.
Action: run
A verb is a word that State of Being: think
expresses action or a
state of being. I think that I run best when the air is
cold.
How: easily
When: often
An adverb describes or Where: nearby
modifies a verb, adjective, How Much: generously
or another adverb and Jada often and easily wins the
tells how, when, where, foot races at a nearby track and
or how much. generously shares her rewards with
friends.
Modifies: tall
An adjective describes Describes: red
or modifies a person or
thing in the sentence. The tall boy in the red shirt is my
brother.
Connection: below, at, with

A preposition shows
We will meet below the bridge at
the connection between
twelve o’clock to eat lunch with our
words in a sentence.
friends.
150 Parts of Speech 1

Pronouns: I, me, she, he, it, they,
hers, their, ours
A pronoun stands for, or
replaces, a noun.
“Jim and Sally put their skates in the
bag with ours,” he said.
Words That Join: until, because, and

A conjunction is a word
that connects the parts of We will wait until Paco returns
a sentence. because he has the keys to the door
and the code for the alarm.
Words of Emotion: wow, oh, hurray

Interjections are words
used to express emotion Shouts of Wow!, Oh!, and Hurray!
or give a command. were heard when our team won.
Articles: the, an, a

An article is the word
that comes before a noun The policeman stopped an out-of-
and describes it. state driver for a traffic violation.
A direct object receives Receives the Action of Verb (hit):

the action of the verb in ball
a sentence.
Serge hit the ball.
Parts of Speech 2 151

Kinds of Sentences
Declarative sentences state an idea. They end with a period.
Jeremy took a ride in a hot air balloon.
Exclamatory sentences show strong emotions. They end with an exclamation mark.
Wow, I won first prize!
Imperative sentences give orders or directions. Their subject is always “you,” which is understood
rather than written or spoken. They end with a period.
Form a straight line and walk quietly to the gymnasium.
Interrogative sentences ask a question. They end with a question mark.

Would you like a piece of apple pie?
Parts of Sentences
Subject: what or whom a sentence is about.
Jane ate an orange.
Predicate: The predicate tells something about the subject and expresses actions, events, or
states of being.
Mike drove his car from Chicago to New York City.
Phrase: a group of two or more grammatically related words without a subject or without a
predicate is called a phrase.
Alice heard the voices of her friends.
Clause: clauses are the building blocks of sentences; every sentence consists of one of more
clauses.
My father went to a car dealership because we need a new car .

(independent clause) (dependent clause)
152 Grammar
Expository Writing Tips
The purpose of expository writing is to transfer information from

the writer to the reader.
* Choose an interesting subject.

* Know your subject BEFORE you write.
* Plan how much information you will give.
* Decide how you will present your subject.
* Introduce your subject at the beginning.
* Connect all your main ideas at the end.
Persuasive Writing Tips
The purpose of persuasive writing is to convince a reader to give support

to a certain point of view, make a decision, or take action about an issue.
* Know your subject beforehand.

* Know the viewpoints of BOTH sides.
* State the subject and your viewpoint at the beginning.
* Give several examples that support your viewpoint.
* Present your ideas in a clear and orderly way.
* At the end, encourage readers to support a certain point of view, to
make a decision, or to take action.
Narrative Writing Tips
The purpose of narrative writing is to tell a story that has a plot,

characters, a setting, and a strong ending.
* Decide what event your story will be about.

* Describe the characters in a vivid way.
* Describe the setting of the story with colorful details.

* Build up the action in the story to keep the reader interested.
* Resolve the conflict or problem at the end of the story.
Writing Styles 153

Acrostic Diamante
A poetry form that A diamante poem is a seven
is composed of an line poem in the shape of a
arrangement of words in Clerihew diamond. It does not have to rhyme
154 Poetry Styles

which a series of initial or A clerihew is a but each line uses specific types of
other corresponding letters humorous verse about words like adjectives and -ing words.
stand in a set order to form a person whose name It can be about one topic or two
a word. usually serves as one of opposite topics.
the rhymes.
Salty Dead.
Nutty Droopy. Faded.
Appetizing 1. They are four lines long. Dying. Decaying. Wilting.
Calories 2. The first and second lines rhyme The seed promises new life.
Keep eating with each other, and the third and Germinating. Growing. Changing.
Vibrant. Colorful.
fourth lines rhyme with each other.
Life.
3. The first line names a person, and
the second line ends with something
Haiku that rhymes with the name of Limerick
A haiku is a popular the person. Limerick poems are a
form of Japanese poetry. 4. A clerihew should be funny. short form of poetry known
It first appeared in the for being funny.
You should meet my friend Andy,
fourteenth century.
With words he is very handy. 1. There are five lines in a limerick poem.
I am gleefully proud to say,
1. A haiku is split into three lines. 2. The first and last lines have seven to
He can spot mistakes from a mile away.
2. The first line has five syllables ten syllables and rhyme with each other.
3. The second line has seven 3. The third and fourth lines have five to
syllables seven syllables and rhyme with
4. The third line has five syllables. each other.
Cat feet in the night, Bridget Fashion came riding into town,
Mister B. stalking a mouse, Wearing a smile and golden gown,
Creatures in my house. Girls watched with envious eyes
Lads gathered eager but shy,
While Bridget simply adjusted her crown.

(Your Name)
(Street Address)
(City, State, Zip Code)
(Date)
(Recipient’s Name)
(Recipient’s Title)
(Business/Company Name)
(Street Address)
(City, State, Zip Code)
Dear , (Recipient’s Name)

(Greeting)
(Body)
,
(Closing)
(Your name)
Letter Template 155

Name:
t My favorite present...
t I remember a dream about...
t The best birthday party...
t If I had $1 million, I would...
t I want a career as a ...
t If I could fly, I would...
t I would like to meet...
t If I had three wishes...
t My dream vacation...
156 Story Starters

’s Writing Log
Date Status Comments

Status:
PW—Prewriting
D 1, D 2, etc. —Draft Number
ED 1, ED 2, etc. —Editing Number
PUB—Published
Writing Log 157

Name: Grade:
Month the Sample was Collected:
Content Area: Topic:
158 Writing Sample

· What problem · List two quotes · Write a letter · Which character · Write a short
is a character by your favorite to your favorite in the story story for younger
facing in the character. What character in the reminds you of students. Write
story you are do the quotes book. Tell why your best friend? an outline of the
reading? How tell you about you admire him Give reasons for story including
would you help your character? or her. your answer. characters,
the character setting, and plot.
solve the
problem?
· Summarize the · Draw a picture · Use a story map · Tell five reasons · Select a
plot of the story of your favorite to retell the story you like or do newspaper
so far in your part of the story. you have read. not like the story article. Tape it
journal. Predict Write about why you read today. in your journal.
what you think it is your favorite Use it to answer
will happen next. part. the following
questions: who,
what, when,
where, why,
and how.
· What character · Draw a map of · If you were · Describe your · Write a
in the story is the story setting. the author of favorite kind newspaper
the antagonist? Identify where the story, what of book. review of the
Describe this the characters would you story you read.
character. live and what change? Include who,
their homes what, when,
look like. where, why,
and how.
· Compare and · Become a · Write a letter to · Describe · Suppose you

contrast two character in the the author of the the funniest were a clerk in
characters from story. Tell how story reviewing character you a bookstore.
the story. you might have his or her story. have ever read How would you
acted differently. about. help a customer
find a book to
read?
· Select an event · What would · Add a new · Choose a · What is the best
from the story you tell a character to the character from story you have
you are reading. friend about story. Describe each of the last ever read? Give
Identify the your favorite the character’s two stories you a reason for
cause and effect character in the appearance and read. If they ever your answer.
of the event. story? personality. met, would they
be friends?
Reading Journal Prompts 159

Autobiography: a true story of a real person’s life written by that same person
Biography: a true story of a real person’s life written by another person
Drama: a story usually presented by actors in a theater; conflict and feelings are expressed
through the dialogue and actions of the actors
Essay: a composition written from the author’s viewpoint
Fable: a legend or supernatural story that demonstrates a useful truth; generally, animals
speak as humans in a fable
Fairy Tale: a story for children about imaginary creatures such as fairies and goblins
Fantasy: a story made up of unusual characters or strange places
Fiction: writing whose content is created by the imagination of the author
Folklore: any song, story, myth, or proverb handed down by word of mouth
Historical Fiction: a story with fictional characters and events in a historical setting
Horror: a form of fiction that tries to evoke feelings of fear in the reader
160 Genres Part 1

Legend: a story of a national hero that is based in fact but also includes fictional material
Mystery: a story that deals with solving crime or unraveling secrets
Mythology: a story based partly on historical events that explain behavior or natural events
through the use of symbolism
Narrative Nonfiction: contains actual facts in a story format
Nonfiction: contains fact-based text dealing with a real-life subject
Poetry: a form of writing that sometimes appears in rhyming verse
Realistic Fiction: a story that can actually happen in real life
Science Fiction: a story based on actual or imagined science; often takes place in the future
Short Story: a story with a main plot but no subplots
Speech: a public address to a group

Tall Tale: a humorous story with exaggerated events and characters such as Paul Bunyan and Babe
Genres Part 2 161

Name:
Date:
Place:
On our field trip, we
On our field trip, I learned
I liked or disliked our field trip because

162 Field Trip Reflection

Name:
Title of Book:
Author(s):
Pages or Chapter(s) Read Today:
My Thoughts:
Favorite Part:
Similar Experiences I Have Had, Heard About, or Read About:

Reading Response Journal 163

Name:
1. My favorite kinds of stories to read or hear are:
2. I (like/do not like) reading because:
3. A good book that I have read is:
I liked it because:
4. My favorite place to read is:
5. Reading is easy for me when:
6. Reading is hard for me when:
7. Things that I can brag about when it comes to reading are:

8. Other important things you should know about my reading abilities are:
164 Reading Survey

’s Reading Log
Number of
Date Pages Read Title Level Comments
Reading Log 165

Name:
Teacher:
Start Finish
Date Title of Book Author’s Name Date
166 Reading Record

Name
Book Title
Author
Summary
Book Review 167

Genre
168 Book Report

Setting
Main Character
Name:
Book Title
Author
Summary

tests designed to measure how much students have learned in
achievement test
different content areas
used to describe a variety of tasks students do to “show what

alternative assessment they know;” often used to differentiate assessment from traditional
quizzes and tests
notes based on casual observations or indications rather than rigorous

anecdotal records
or scientific analysis
aptitude tests tests designed to predict the potential for future learning
assessment process of gathering evidence of what a student can do
tasks that are worthwhile, significant, and meaningful; often involves

authentic assessment
performance behaviors in lifelike role applications
initial information gathered that will serve as the standard by which

baseline data
future performances are measured or compared
standards by which something can be measured or judged; measuring

benchmarks or comparing one’s own performance or product to specified standards
to determine achievement and identify areas for improvement
an undesirable characteristic in evaluation that occurs when a

bias preference or inclination limits the ability for someone to make an
impartial judgment
extent to which a test measures what it says it is measuring

(e.g., if the test is designed to measure second grade math skills,
content validity
check if the content reflects that or if the content is inconsistent with
the test’s focus)
assessment designed to estimate a student’s status in relation to

criterion referenced relevant criteria; many states have criterion-referenced tests based on
state-established learning objectives
written set of indicators or signs; these guidelines are designed to

descriptor help determine a student’s level of achievement in a performance
or product
Assessment Vocabulary 1 169

tests designed to assess an individual’s strengths and weaknesses
diagnostic tests
of specific skills
process of interpreting the evidence gathered through a variety

evaluation
of assessments
authentic assessment activity that involves students demonstrating

or performing what was learned; this could take the form of a project,
exhibition
essay, an oral or written report or performance, a portfolio, or even a
piece of artwork
process of systematically gathering information on students’ progress

formative evaluation and using it to improve or revise planning and classroom instruction to
enhance student learning
scores obtained by comparing the performance of groups at different

grade equivalent
grade levels on the same test
measures that are gathered in an informal, or non-test, way on student

informal measurement progress; this could include observation, checklists, an interview, or
journal piece
type of reliability established when product/test scores are scored by

inter-relater reliability
different evaluators; the goal is for the scores to be consistent
ongoing written record of goals mastered, to be mastered, or currently

being mastered; questions and experiences related to learning; and
learning log
ideas on learning (the goal for a learning log is for students to reflect,
analyze, describe, and evaluate their learning experiences)
product or performance that is used as a standard or example for

model
imitation or comparison
process by which one identifies needs and decides upon priorities

needs assessment
among them
student’s performance is measured by comparing it to the performance

norm-referenced
of others who make up the standard
170 Assessment Vocabulary 2

objectivity consistency in scoring performance without bias
assessment instruments that contain descriptions of dimensions that

observational checklists
must be observed for an acceptable performance
required with problems that have no right or wrong answers but

open-ended thinking can be solved in a variety of ways; most traditional tests are not
open-ended
outcome culminating product or performance
way of evaluating students’ products or performances based on a set

performance assessment
of predetermined standards
collection of work that is reviewed against preset criteria to evaluate a

portfolio
student’s progress or performance
steps students take to create a product or act out a performance;

process includes all strategies, decisions, rough drafts and rehearsals whether
deliberate or not used to complete the task
result of a performance or task; can often tell a great deal about a

product
student’s ability and the process gone through to create the product
extent to which an assessment is consistent, accurate, and

reliability
dependable in measuring the characteristics it purports to measure
instrument used to evaluate a student’s product or performance;

usually contains a list of qualities to use as criteria for rating the
rubric
quality of the work and a numerical scale to indicate the degree to
which each quality is present
records used to identify, analyze, and use students’ reading miscues

running records
for future reading instruction
a test that gathers samples of student performance under set

standardized test
conditions
validity extent to which a test measures what it’s supposed to measure
Assessment Vocabulary 3 171

Test
Observation Checklist
Essay
Written Report
Rubric
Response Journal
Experiment Log
Project
Play
Portfolio
Art Work
Cooperative Learning Activity
Oral Presentation
Cartoon
Invention
Story
Graphic Organizer
Conference
Running Record
Survey
Anecdotal Record
172 Assessment Methods

EXPERIMENT LOGS ESSAYS AND REPORTS
· Great way to gauge a · Requires students to build

student’s understanding of upon their prior knowledge by
scientific concepts utilizing the information you
have provided
· Gives you clear feedback on
whether the student understood · You can decide what format the
the scientific concept associated report or essay should take
with the experiment
· Rubrics or checklists help define
· Important for students to write the parameter for determining a
down exactly what they did, fair grade on an essay or report
what materials they used, what
the results were, and what
they feel the reasons were for
the outcome
CHECKLISTS RUBRICS
· Make a list with your students’ · Allows students and teachers

names down the left side and to record their perceptions and
the goals to be accomplished opinions of the performance
or skills to be mastered listed
across the top · Encourage honest reporting if
there is a group project section
· Check off the skill or goal of the rubric
when you see a student has
mastered it
Assessment Descriptions 173

Student Name:
Grading Period:
Reading:
Language Arts:
Math:
Science:
Social Studies:
Conduct:
174 Grade Comments

Name:
Section Percentile Rank Grade Equivalent
Reading
Reading Vocabulary
Reading Comprehension
Total Reading
Mathematics
Problem Solving
Procedures
Total Math
Language
Writing
Grammar
Total Language
Science
Social Studies
Listening
Use a colored pencil to complete the following:
· Circle all scores below the 70th percentile ranking

· Star all scores above the 80th percentile ranking
1. What areas need improvement?
2. What are your areas of strength?
3. What goals might you work on this year?
Test Scores 175

Name: Date:
READING
Objectives Mastered Date Objectives Mastered Date
MATH
Objectives Mastered Date Objectives Mastered Date
176 Student Diagnostic Information

Class: Subject:
Quarter/Semester:
Objective
Color Key
___ Beginning of the Year
___ Fall
___ Winter
___ Spring
___ End of Year
NE – Not Evident
P – Progressing
M – Mastering
Student
Diagnostic Chart 177

Name: Date:
Title of Book: Pages: Level:
Directions: Have the student read 100 words from the book. Make a check for each word read correctly. Write errors under
Text. Write SC (student corrects) or TC (teacher corrects) for any word corrected.
Use a / mark for a pause in reading. Use the bottom of the page to write in vocabulary words and comprehension and
inferential questions. Keep track of student answers here too.
Text #SC #TC
To determine accuracy rate: 100 - ______________ = _____________

(Words Read) - (number of errors) = Accuracy Rate
Vocabulary Words Correct
Definition
1. Yes No
2. Yes No
3. Yes No
4. Yes No
5. Yes No
Comprehension Questions Correct

Answer
1. Yes No
2. Yes No
3. Yes No
Inferential Questions Correct
1. Yes No
2. Yes No
Notes:
178 Running Reading Record

Name:
Title of Project
Category 3 2 1 Score
My Plan I made a plan that I had a plan that I did not make a
included all the listed some of plan. I thought I
important details the details of the could remember
of the project. project I thought I the important
would enjoy doing. details of the
project.
My Work I worked at the I worked at the I waited until the

project for a set project when I had week the project
period of time extra time. was due and did it
every day. all at one time.
My Completed I completed all I completed I completed the

Project the requirements most of the requirements of
of the project. requirements the project that I
My work was on my list. I felt could remember.
organized. I felt satisfied with what
proud of what I did. I did.
Total Points Earned out of Possible Points
Student Comments
Teacher Comments
Internet Project Rubric 179

Name:
Project:
Group Members:
Choose 5 items you feel are important to include in your project and write them in the criteria column.
Next, describe what characteristics are needed for the project to get a 3 (the best grade), a
2 (average work), or a 1 (unsatisfactory work) for each criterion. Write the descriptions in the row
next to the criteria.
Criteria 3 2 1 Score
Total Points:
180 Project Rubric Criteria
Name:
Title of Project:
Score Score
Content 4 3 2 1 Evaluator 1 Evaluator 2
· Has at least · Has at least · Has at least · Has no facts
Content 5 facts 3 facts 1 fact · None of the
· Facts are · Most facts are · Some facts are information is
related to the related to the related to the related to the
topic topic topic topic
· Facts are · Most facts are · Some facts are · None of the
correct correct correct facts are
· Main idea · Main idea is · Main idea is accurate
is clear and clear but not unclear and · Doesn’t have
backed up backed up not backed up any main idea
by additional by additional by additional about the topic
information information information · Did not
· Correctly · Correctly · Correctly correctly
answered all answered answered only answer any
questions some 1 question questions
questions
· Paper is well · Most of the · Some of the · Paper is not

Organization organized information information is organized and
and makes is organized organized and does not make
sense and the paper makes sense sense
makes sense
· Turned · Turned project · Turned project · Turned project

Technical project in in 1 day late in 2 days late in more than 2
on time · Has 2 or 3 · Has 4 or 5 days late
· Has no punctuation punctuation · Has more than
punctuation errors errors 5 punctuation
errors · Has 2 or 3 · Has 4 or 5 errors
· Has no misspelled misspelled · Has more than
misspelled words words 5 misspelled
words · Most of the · Some of the words
· The sentences are sentences are · Most of the
sentences correct correct sentences are
are correct not correct
· Visual aid · Visual aid looks · Visual aid looks · Visual aid looks
Presentation looks great good okay sloppy
· Looked at · Looked at · Looked at · Never
the audience the audience the audience looked at the
· Spoke most of the some of the audience when
clearly time when time when presenting
presenting presenting · No one could
· Spoke clearly · Spoke clearly understand the
most of the some of the presentation
time time
Total Score:
Evaluator 1 Comments:
Evaluator 2 Comments:
Project Rubric—2 Evaluators 181
Name: Date:
Circle 1–5, 5 being the highest score and 1 being the lowest score!
I. Process/participation
a. You shared ideas with the class.
1 2 3 4 5
b. You used time well.

1 2 3 4 5
c. You fulfilled your responsibilities.

1 2 3 4 5
d. You cooperated with classmates.
1 2 3 4 5
e. You did your work on time.

1 2 3 4 5
Sum of points ______ x 2 = ______
II. Product
a. Your work was thoughtful and original.
1 2 3 4 5
b. Your work was thorough—I could tell you spent time on it.
1 2 3 4 5
c. You used standard English in written and oral work. 1 2 3 4 5

d. Your work had a neat, high-quality appearance.
1 2 3 4 5
e. You turned in all required components. 1 2 3 4 5
Sum of points ______ x 2 = ______
Total points:
Teacher comments:
182 Project Rubric—Process/Product

Expectations Actual Performance and Point Assignment
Poor Fair Good Great Points
Organization 1 point 2 points 3 points 4 points
Content 1 point 2 points 3 points 4 points
Mechanics 1 point 2 points 3 points 4 points
Design 1 point 2 points 3 points 4 points
Presentation 1 point 2 points 3 points 4 points
Other: 1 point 2 points 3 points 4 points
Total Points
Group Members:
Subject’s Name:
Teacher’s Comments:
Organization:
Content:
Mechanics:
Design:
Presentation:
Presentation/Project Rubric 183

Name:
Category Criteria 4 3 2 1
Content Topic focused and

appropriate; well researched
Mechanics Attention given to correct

grammar, spelling,
punctuation, and
capitalization
Appearance Paper and visual products

are attractive and neat
Originality Project shows imagination

and innovation
Presentation Showed a high

degree of effort; was
original/interesting; held
audience attention
Scoring Key
4 Exceptional
3 Well done
2 On grade level
1 Some categories need improvement
184 Project Rubric 1

Name: Date
Project Topic
Criteria 10 points 8 points 6 points 4 points
Content Topic explicitly Topic clearly Topic stated; topic Topic stated in
stated; topic stated; focus maintained opening; focus
focus clear and topic focus best in opening and not maintained
maintained maintained summary statement throughout;
throughout throughout lacked a summary
statement
Research Topic covered Topic covered Topic coverage Topic coverage

in appropriate in depth as showed some showed minimal
depth; research expected at research had research had
detailed and this grade been done; been done;
included level; research documentation documentation
documentation of included lacking or lacking
sources documentation inconsistent
of sources
Originality Topic idea Topic idea Topic idea was Needed assistance
innovative and/or innovative; topic adequate for in selecting and
topic developed developed in assignment; topic developing an
in an innovative an engaging developed in an appropriate topic
manner manner interesting manner idea
Mechanics No mechanical No mechanical Few mechanical Many mechanical

errors; showed errors; used errors; used errors; language
advanced above average language skills skills below grade
language skills language skills appropriate to grade level
level
Presentation Reflected an Reflected an Reflected an Reflected a

understanding understanding understanding of the superficial
and control of the of the topic, topic, audience, and knowledge of
topic, audience, audience, and objective(s) of the the topic and
and objective(s) objective(s) of project appropriate objective(s) of the
of the project the project to grade level project

Comments
Project Rubric 2 185

Project:
Time
Team Members Content Research Presentation Management Teamwork
Scoring Key
4 Exceptional
3 Well done
2 On grade level
1 Some categories need improvement

186 Team Member Rubric
Name:
Criteria Score % Value Total Comments
Content
* Appropriate topic
* Topic clearly stated
* Consistent level of
development/difficulty
Research
* Accurate
* Well-documented
* Detailed
Mechanics
* Grammar
* Spelling
* Punctuation
* Capitalization
Team Project Rubric Part 1 187

Organization
* Smooth transitions
* Logical flow of ideas
* Good closing summary
Presentation
* Original
* Innovative
* Interesting
Teamwork
* Used time productively
* Worked well together
* All members participated

Total Score:
188 Team Project Rubric Part 2

Expectations Actual Performance
Never Sometimes Frequently Always Points
My teammate was helpful. 1 point 2 points 3 points 4 points
My teammate listened 1 point 2 points 3 points 4 points

to the ideas presented
and participated in group
decisions.
My teammate contributed 1 point 2 points 3 points 4 points

a fair amount of work
toward the final outcome.
My teammate accepted 1 point 2 points 3 points 4 points

criticism and redirection in
a positive manner.
Other: 1 point 2 points 3 points 4 points
Total Points
Evaluator’s Name:
Comments:
Subject’s Name:
Comments:
Teacher’s Comments:
Peer Assessment Rubric 189

Name:
All of the Time Some of the Time Never
J K L
I used the manipulatives and
supplies correctly.
J K L
I made at least 8 number sets
for my number.
J K L
I recorded at least 5 of my
designs on paper.
J K L
I wrote number sentences for
my number sets.
J K L
I put manipulatives and
supplies away correctly.
J K L
I used my time wisely.
J K L
My work was neat.
190 Number Concepts Rubric

Name:
Skill Exemplary Proficient Novice Try Again

Able to do the Able to do the Able to do the Able to do the
task successfully task successfully task successfully task successfully
9 out of 10 8 out of 10 7 out of 10 fewer than 7 out
times times times of 10 times
3 points 2 points 1 point 0 points
Can explain the

skill
Recognizes when
the skill is to be
used
Can explain how

he or she got the
answer
Applies the skill

in a variety of
situations
Accurately
uses the skill
(computation)
Applies the skill in

problem-solving
situations
Total Points:
Problem-Solving Rubric 191

Name: Date
Criteria 4 3 2 1
Content Writing shows Writing shows Writing shows Writing gives
an in-depth an accurate an accurate no proof of
understanding understanding but superficial understanding
of the topic, the of the topic, the understanding of the topic;
audience, and audience, and of the topic, the does not provide
purpose of the purpose of the audience, and enough accurate
assignment assignment purpose of the information; does
assignment not understand
purpose of the
assignment
Topic Ideas are Ideas are Ideas are Some ideas
Development developed in accurately accurately are presented
depth and clearly presented; presented; used inaccurately;
presented; student used only one source for research sources
student used several sources factual information; are vague;
several sources for research; all student could not student could not
for research; information used always distinguish distinguish between
used information was relevant to between relevant relevant/irrelevant
relevant to the the topic and irrelevant information
topic information
Organization Writing maintains Writing maintains Writing has focus Writing lacks focus
focus throughout; focus throughout; at opening but is and organization;
progression of progression of not maintained; ideas lack a logical
ideas is logical ideas is logical progression and coherent
and coherent of ideas is not progression
consistent
throughout
Word Use Language is Language is Language used Language used is
skillfully used and accurately used is basic and mostly incoherent
shows control of and shows an reflects a limited or inappropriate;
the purpose of the understanding of understanding of student does not
assignment and the purpose of the purpose of the understand the
awareness of the the assignment assignment and purpose of the
audience and awareness awareness of the assignment or
of the audience audience the needs of the
audience
Mechanics Writing shows Writing shows Writing shows Basic knowledge
knowledge knowledge and basic knowledge of language
and skillful use accurate use of language conventions is
of language of language conventions; lacking; errors
conventions; no conventions; few frequent errors hinder reading or

errors present errors present present comprehending the
writing
Total Points:
192 Expository Writing Rubric
Name: Date
Criteria 4 3 2 1
Content Subject and Subject and Subject and central Subject and
central event are central event are event must be central event are
clearly stated stated in opening inferred by reader vague or missing
and maintained and closing
throughout paragraphs
Topic Subject and Subject and Subject and Subject and

Development central event are central event are central event are central event
developed and developed with developed with are lacking
enhanced with specific details general details appropriate
specific details details
Organization Maintains a clear Maintains a logical Presents a basic Lacks focus and
and coherent sequence of sequence of organization;
sequence of events; includes events; includes does not include
events; includes some details few or no details a sequence of
many in-depth events or details
details
Word Use Language is Language is Language use Language used is

skillfully used accurately used is very basic; mostly incoherent
to elaborate on to elaborate on elaboration or confusing; little
important details important details of details and or no elaboration
and narrator’s and narrator’s narrator’s reactions of details;
reactions to the reactions to the is limited to simple lacks narrator’s
sequence of sequence of statements reactions to
events events events

errors present errors present present comprehending
the writing
Total Points:
Narrative Writing Rubric 193

Name: Date
Criteria 4 3 2 1
Content Topic sentence Topic sentence Topic sentence Topic sentence
captures the clearly states the states the issue does not state
reader’s attention; issue and the but the writer’s the issue and the
it clearly states writer’s stand stand is unclear writer’s stand is
the issue and the unclear or missing
writer’s stand
Topic Writer uses Writer uses Writer uses Writer does not
Development many examples, some examples, few examples, use examples,
arguments, and arguments, and arguments, and arguments, or
supporting details supporting details supporting details supporting details
for his/her stand for his/her stand for his/her stand on for his/her stand
on the issue on the issue the issue on the issue
Organization Examples, Most examples, Some examples, Examples,

arguments, and arguments, and arguments, and arguments,
supporting details supporting details supporting details supporting details,
are presented in a are logical; most are logical; most and transitions
logical sequence; transitions lack transitions lack are nonexistent or
transitions are coherence coherence lack coherence
coherent
Word Use Language is Language is Language Language used is

skillfully used and accurately used is basic; mostly incoherent
shows control of used; shows an reflects a limited or inappropriate;
the purpose of the understanding understanding lacks an
assignment and of both the of both the understanding
awareness of the assignment and assignment or of both the
audience the audience the audience assignment and/
or the audience

the writing
Total Points:
194 Persuasive Writing Rubric

Name: Date
Criteria 4 3 2 1
Content Topic is clearly Topic is stated Topic is somewhat Topic is unclear
stated in opening in opening and clear and and details are
and maintained maintained supporting details lacking
throughout throughout are lacking
Topic Details are clear Details are Main idea is Main idea is
Development and logically presented in a clear but more unclear; lacks
presented; writing logical sequence; supporting details supporting details
is engaging writing is are needed
organized
Organization Writing maintains Writing maintains Writing lacks focus Writing lacks
focus throughout; focus throughout; after opening; focus and
ending pulls all ending pulls most ending does organization;
details together details together not pull details ideas lack a
together logical and
coherent
progression
Word Use Language is Language is Language used Language used is

skillfully used accurately used is basic and mostly incoherent
and shows an and shows an reflects a limited or inappropriate;
understanding of understanding of understanding of writer does not
the assignment the assignment the assignment understand the
purpose of the
assignment

the writing
Total Points:
Descriptive Writing Rubric 195

Name: Date
Criteria 5 4 3 2 1 Value
Content Topic is Topic is clear Topic exists Topic is vague Topic is

clearly stated but not stated but must be limited and/
in opening in opening identified by or confusing
paragraph paragraph inference
Organization Progression of Progression of Progression Progression Ideas are

ideas is logical ideas is logical of ideas is of ideas is presented
and smooth from beginning strongest at not smooth with no
from beginning to middle to beginning and or logical apparent
to middle to end end throughout logic or order
end
Development Ideas are Most ideas are Some Many Idea

developed with developed with ideas are ideas lack development
appropriate appropriate developed with development is lacking
details details appropriate of important and/or
throughout details details confusing
Language Demonstrates Demonstrates Demonstrates Uses language Lacks basic

a skillful a command of an awareness that is not language
command of language of basic precise or is skills
language language skills vague
Structure Demonstrates Demonstrates Demonstrates Demonstrates Unable to

a skillful use the ability to the ability to the ability to use simple
of variety of vary sentence use simple use simple sentences
sentence structures sentences sentences; or develop
structures cannot develop paragraphs
paragraphs
Mechanics Demonstrates Demonstrates Has difficulty Has difficulty Lacks basic

a skillful a command with one of in all areas: skills in
command of grammar, more of the grammar, grammar,
of grammar, punctuation, following: punctuation, punctuation,
punctuation, capitalization, grammar, capitalization, capitalization,
capitalization, spelling, and punctuation, spelling, and spelling,
spelling, and syntax; few capitalization, syntax; makes and syntax;
syntax; no errors spelling, and many errors in unable
errors syntax writing to write
coherently
Total Points:
196 Creative Writing Rubric

Name: Date
Journal Topic:
Criteria 4 points 3 points 2 points 1 point
Total Points:
Comments:
Journal Rubric 197

Name: Date
Developing Skill Skill is Not

Mastered Skill Developing Skill with Difficulty Evident
Letter Formation All letters are 70% or more of 50% or more of Less than 50%
formed correctly letters are formed letters are formed of all letters are
correctly correctly formed correctly
Letter Size All letters are the 70% or more of 50% or more of Less than 50% of
correct size letters are the letters are the all letters are the
correct size correct size correct size
Appearance of All letters are 70% or more of 50% or more of Less than 50%
Letters written neatly and letters are written letters are written of all letters are
are legible neatly and are neatly and are written neatly and
legible legible are legible
Direction of All letters are 70% or more of 50% or more of Less than 50% of
Letters written in the letters are written letters are written letters are written
correct direction in the correct in the correct in the correct
direction direction direction
Spacing of All letters are 70% or more of 50% or more of Less than 50%
Letters spaced correctly letters are spaced letters are spaced of all letters are
correctly correctly spaced correctly
Use of Lines All letters are 70% or more 50% or more Less than 50%
in Positioning written using the of letters are of letters are of all letters are
Letters appropriate lines written using the written using the written using the
appropriate lines appropriate lines appropriate lines
Notes:
Strategies on improving:
Continue to have student practice:
198 Handwriting Rubric

Name: Date
Content Topic:
3 points 2 points 1 point
Quality of –Demonstrates a –Demonstrates competency –Content is vague

Content thorough understanding with content and confusing
of content
–Small inaccuracies
–All content is accurate in content –Major inaccuracies
in content
Creativity –Presentation of –Contains some original  –Limited originality

information is very ideas
original and unique
Conventions –Work has no spelling, –Several errors in –Major errors in

grammar, and/or spelling, grammar, spelling, grammar,
punctuation errors and/or punctuation and/or punctuation
Total Score:
Notes:
Content Writing Rubric 199

Name:
CRITERIA 4 POINTS 3 POINTS 2 POINTS 1 POINT SCORE
Organization - Comments - Comments - Comments - Many of the

were organized were organized were organized comments were
and made and made and made off topic or did
sense the sense most of sense some of not make sense
entire time the time the time
- Stayed on topic - S tayed on topic - Stayed on topic
the entire time most of the time some of the
time
Content - Supported - Supported - Supported - Did not support
Knowledge contributions most of the some of the contributions
with facts contributions contributions with facts
- Facts were with facts with facts or
correct -M ost of the - Some of the - Facts were
facts were facts were not correct
correct correct
Delivery - Spoke in a -S
poke in a -Spoke in a - Difficult to
clear and easy- clear and easy- clear and easy- understand
to-understand to-understand to-understand -Did not look at
voice the voice most of voice some of the audience
entire time the time the time while speaking
- Consistent eye -E
ye contact -Eye contact
contact with with the with the
the audience audience most audience some
of the time of the time
Teacher Comments:
Student Comments:
200 Speech Rubric

Art Evaluation 201
Painting Name Interesting Pleasing Interesting Attractive
and Artist Use of Line Use of Texture Composition Use of Color Points
Name:
Points Criteria
Name: Date:
Criteria Point Value: Point Value: Point Value: Point Value:

Notes:
202 Rubric Template

Name:
Yes No
J L
I did my best work.
J L
I used my best writing.
J L
I checked my work.
J L
I cut on the lines.
J L
I used the glue correctly.
J L
My work is neat and
organized.
Student Self-Evaluation Rubric 203

Name: Date
Superior Satisfactory Needs Improvement

Criteria Score
( Points) ( points) ( points)
Following Follows all Follows directions Must be reminded to

Directions directions most of the time follow directions
immediately
Cooperating Always shares Shares materials Has difficulty sharing

with Others materials and is and is polite to materials and being
polite to others others most of the polite to others
time
Completing Is always on task Completes the Must be reminded

Task and completes the assignment and to complete the
assignment stays on task most assignment and to
of the time stay on task
Using Uses materials Uses materials Must be reminded

Materials appropriately all of appropriately most to use materials
the time of the time appropriately
Quality of Work is always Work is neat and Work is illegible and/or

Work neat and organized most of unorganized
organized the time
Accuracy of Work is between Work is between Work is less than

Work 90% and 80% and 80% correct
100% correct 90% correct
Voice Level Always uses inside Uses inside voice Must constantly be
voice most of the time reminded to use
inside voice
Total Points:
Teacher Comments:
204 Center Work Rubric

Name: Date
Unit of Study
Score Accomplishment
4 You completed all the parts of the assignment. You worked independently and met
your due dates. You did work above and beyond what was required. Congratulations!
3 You completed all the parts of the assignment. You met all the expectations set for the
assignment. You met your due dates. Well Done!
2 You completed the assignment. You met your due dates. You met some of the
requirements set for the assignment. You needed assistance with a few of the
requirements. Good Work!
1 You did/did not complete the assignment. You did/did not meet your due dates. You
needed assistance with many of the required tasks but you worked hard and did your
best. Nice Try!
Your best work was:
You had trouble with:

Areas to improve:
Unit Mastery Rubric 205

Name:
Skill Practiced:
I chose this assignment because:
This assignment helped me learn how to:
Next time I can improve my work by:

206 Homework Evaluation Log

Student Reviewer Date
Student Author Title
Criteria Yes No Comment

1. Are the main words in the
title capitalized?
2. Does the title give the reader an idea
what the writing is about?
3. Does the opening get the attention
of the reader?
4. Does each paragraph have a
main idea?
5. Does each paragraph have
supporting details?
6. Are the paragraphs connected to
each other with transition sentences?
7. Is the writing interesting and/or
enjoyable to the reader?
8. Is the information presented in a
logical order?
9. Does the writer use capital letters in
the proper places? (Circle errors.)
10. Are there misspelled words?
(Circle errors.)
11. Does the writer use complete
sentences? (Circle errors.)
12. Does the writer use correct
punctuation? (Circle errors.)
13. Does the writer use plural and
possessive forms correctly?
14. Does the writer use quotation
marks correctly? (Circle errors.)
15. Does the closing give a good
summary of the topic?
Other Comments or Suggestions
Peer Editing Form 207

Content
* I write about a particular topic.
* I write with a purpose, to express a view, or to tell a story.
* I state the purpose in the opening paragraph of my writing.
Topic Development
* I clearly present the topic, view, or story.
* I give important and interesting details about the topic.
* I stay focused on the topic throughout my writing.
Organization
* I have a main idea and supporting details in every paragraph.
* I make sure my ideas and details are connected.
* I write my ideas in an order that makes sense.
Word Use
* I use words that accurately describe the topic.
* I use words that keep the reader interested.
* I write colorful descriptions and use lively verbs.
Mechanics
* I begin sentences with a capital letter.

* I end sentences with the right punctuation.
* I spell all my words correctly.
208 Traits of Good Writing

LER 7326
E NC YCLOPEDI A OF
Teacher/Classroom
Blackline Masters
Look for additional

Blackline Masters publications
from Learning Resources®
LER 7322 LER 7323 LER 7324 LER 7325
Grades K-6 Grades K-6 Grades K-6 Grades K-6
ENCYCLOPEDIA OF ENCYCLOPEDIA OF ENCYCLOPEDIA OF ENCYCLOPEDIA OF
Blackline Masters Blackline Masters Blackline Masters Blackline Masters

Includes 200+ Science Graphic Organizers Includes 200 + Language Arts Graphic Organizers Includes 200+ Social Studies Graphic Organizers Includes 200 + Math Graphic Organizers
LER 7322 Encyclopedia of LER 7323 Encyclopedia of LER 7324 Encyclopedia of LER 7325 Encyclopedia of
Science Blackline Masters Language Arts Blackline Masters Social Studies Blackline Masters Math Blackline Masters
ISBN 978-1-56911-328-8
For a dealer near you, call:

(847) 573-8400 (U.S. & Int’l)
(800) 222-3909 (U.S. & Canada)
+44 (0)1553 762276 (U.K. & Europe)

7326 Teach ClassBLM PDF

Uploaded by

Copyright:

Available Formats

7326 Teach ClassBLM PDF

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

7326 Teach ClassBLM PDF

Uploaded by

Copyright:

Available Formats

LER 7326

The Encyclopedia of Teacher/Classroom Blackline Masters is a convenient, ready-to-use

< Professional Development

= Cell Phone Number

= Web Page Address

= Job Objective or Career Goal

= Professional Societies and Organizations

= Personal Data (if pertinent to job)

= Hobbies and Leisure Activities

OBJECTIVE State your objective concisely.

Experience [begin with most recent job]

[Company Name] [Start Date to End Date]

[Company Name] [Start Date to End Date]

[Company Name] [Start Date to End Date]

© Learning Resources, Inc.

Dear Insert interviewer’s name:

Insert your name

Interview Thank-You Letter 5

In-Service Development A workshop or other staff development course offered

Open House A meet-and-greet event at school for teachers, parents,

Permanent Record A confidential record kept for each student at a

Personal Day A day off work used at an employee’s discretion for

Phonetic/Phonemic Learning A technique for learning reading based on the

Portfolio Samples of a student’s work collected over a specific

Pull-Out Programs Special programs held outside the general classroom

Room Helpers Adult volunteers who help with a variety of classroom

Stipend Money paid when a teacher takes on responsibilities

Thematic Unit A set of lesson plans that coordinate concepts from

Whole-Language Learning A methodology for teaching language proficiency. It

A test given to a large number of subjects. The test is

Example: a fifth-grade student earns a score of 6.1 grade

A score that is determined by comparing a subject’s test

Growth is the change in a grade equivalency score from

The score of each subject is compared to the state’s

Testing Terms and Definitions 7

ACSE Advisory Commission on Special Education

ADA Americans with Disabilities Act

ADD Attention Deficit Disorder

ADHD Attention Deficit and Hyperactivity Disorder

AFT American Federation of Teachers

APE Adapted Physical Education

BSP Behavior Support Plan

CISC Curriculum and Instruction Steering Committee

ECE Early Childhood Education

ELD English Language Development

ELP English Language Placement

EOA Equal Opportunity Act

ESL English as a Second Language

ESOL English Speakers of Other Languages

FTE Full Time Equivalent

GATE Gifted and Talented Education

GED General Education Development

GPA Grade Point Average

GRE Graduate Record Exam

HILT High-Intensity Language Training

HLS Home Language Survey

IDEA Individuals with Disabilities Education Act

IEP Individualized Education Program

IRA International Reading Association

Permanent Record A confidential record kept for each student at a 

Phonetic/Phonemic Learning A technique for learning reading based on the 

o Nametags have been created.

· Get approval from your principal, board of education, superintendent, or other

· Use a template provided by your Internet service provider to simplify construction.

· Urge your administrators to purchase filters or “watchdogs” to keep students