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Self-Assessment Tools - Responsive Classroom

Self-Assessment ToolsChecklists, rubrics, and structures for reflection are all Tools that can help students with Self-Assessment . Checklists tell students what to include in their workA checklist spells out what needs to be included in a piece of work. You mightlist, for example, the key elements of a fictional story, a plan for a science exper-iment, or the components of a commercial dra ing persuasive essays, as in the opening vignette, might consult a checklist to make sure they re including key elements of this type of writing.

Personal opinion is not clearly stated.Makes little or no refer-ence to the main points of the opinion/argument. Includes two reasons for the opinion and provides minimal evidence for each reason (facts, statistics, examples). Some transitions are used; connec-tions between ideas are not clear. Author is not clear in summa-rizing opinion/argument.

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INTRODUCTION Knowing Fifth Graders - …

www.responsiveclassroom.org

Fifth Graders C O N T I N U E D Common Characteristics School implications Language 6 the information in this chart is based on Yardsticks: Children in the Classroom Ages 4–14,3rd ed., by Chip Wood (Northeast Foundation

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INTRODUCTION Knowing Fifth Graders - Responsive …

www.responsiveclassroom.org

n Large muscles developing quickly. n Drawn to the outdoors and physical challenges. n handwriting may become messier than in fourth grade. n Due to growth spurts, frequently hungry and can tire easily. n Set up schedules to include sufficient time for recess (and other outdoor play), ener-gizers and other movement breaks, snacks, and lunch.

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16 If I Were - Responsive Classroom

www.responsiveclassroom.org

characters, fairy tale characters Animals in the jungle, in the sea, on a farm, etc. Cities in our state States, capitals Famous people Countries, rivers, mountains Sports, sport teams Things that . . . grow, are round, are green, float, are made of . . . 3. If the student is …

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INTRODUCTION Knowing Third Graders

www.responsiveclassroom.org

1 S o you’re about to teach third grade? You’re in for a treat! As I talk to teachers all over the country, I keep hearing third grade teachers make statements like these:

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Knowing Second Graders - Responsive Classroom

www.responsiveclassroom.org

6 try hard to make their work perfect. enjoy repeating tasks and reviewing learning. enjoy inquiry and hands-on tasks; often wilt under time pressure. Need frequent check-ins with the teacher. Like to classify and sort. enjoy board and computer games. expect high-quality finished products. Give open-ended assignments (write about a topic in their own words, inves-

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INTRODUCTION Knowing Fourth Graders

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most fourth graders can be successful with these sorts of tasks if we set them up for success through building a safe classroom community. To learn more about child development, see the resources listed at the end of this book. 4 From What Every 4th Grade Teacher Needs to Know About Setting Up and Running a Classroom.

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Sample Morning Meetings - Responsive Classroom

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Responsive Classroom ® ... literacy skills. Morning message helps children settle down after the lively activity and serves as a transition to the rest of the school day. ... for children to practice social-emotional and academic skills that carry over to the rest of the day.

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Responsive Classroom Approach

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Responsive Classroom Discipline Framework COMPONENT Laying the foundation for positive behavior GOAL To create and maintain a positive learning community and to teach self-regulation. PRACTICES • Teaching routines • Establishing rules and expectations • Investing students in rules • Setting goals

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Strengths and Areas of Growth Assessment Example

www.responsiveclassroom.org

Manage - ment Engaging Academics Develop-mentally Responsive Teaching Strengths and Areas of Growth Assessment Example Strengths Areas of Growth Morning Meetings are held each day Teacher speaks with a calm and respectful voice Classroom displays are mostly stu - dent work and include examples from everyone in the class

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WRITING THE STATEMENT OF THE CASE IN AN APPELLATE …

www.law.georgetown.edu

Case (often through writing the Argument portion of the brief), you can then begin editing the Statement of the Case to reflect that theory and your overall persuasive narrative. • Utilize the Statement of the Case to shape the reader’s opinion of the “correct” outcome.

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The Ontario Curriculum – Exemplars Grades 1–8 Writing

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focuses on writing only and provides teachers, parents,1 and students with a selection of representative end-of-year samples of student writing2 based on the curriculum expectations. In this provincial curriculum exemplars writing project, teachers and administrators designed writing tasks and rubrics (scoring scales), field-tested them in ...

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