Turtle's Teaching Treasures

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United States - Ohio - Fairfield
Turtle's Teaching Treasures
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I've spent some time living, have plenty of people to love, but without learning...I feel incomplete!
 
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This rubric includes the categories: Listening and Following, Accuracy, and Volume. Students are scored on a 4 point scale using the key words NONE, SOME, MOST, and ALL. Teachers and Students assess their learning. Can be used in phases over
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This 2 page document is a great opener for an economic unit. The first page gives students a prompt that allows them to choose how to spend $50. A word bank is included for students who need assistance in writing. The second page gives students
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Students read and analyze the text they are reading with a focus on point of view, tone, mood, and purpose. After they determine these areas, two evaluative questions are posed for discussion.
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Students are given an ingredient necessary to make a Hawaiian pizza. They specialize in the production of this good. They must research their good and the other goods needed to make a Hawaiian pizza. A graphic organizer is provided for students
Grades:
4th, 5th, 6th
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Start by copying these bookmarks back - to- back on card stock or sturdy paper. Cut them and you're ready! Students are assigned a CAFE goal and it is written on their bookmark. They record the time/how they practiced their goal in their
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Students choose a region or state in the USA and research the product it specializes in growing/gathering. Next they choose to write either an informative or persuasive paragraph to tell about the specialization. A rubric is included to guide the
Grades:
4th, 5th, 6th
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Students are given a scenario to run an orange juice company. Show the youtube video https://www.youtube.com/watch?v=T8KJGtMGMSY to build background regarding an orange juice company. Students then make decisions for running an orange juice
Grades:
4th, 5th, 6th
Types:
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The set includes a reproducible EMOJI emotional check in sheet for students. This can be done at the beginning of a class to gauge student emotions and give you a window into how you can best teach your students. It includes a spot for daily
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Students research people/groups that have immigrated to the US. They determine if the immigration was due to political, environmental, social, or economic factors. They record their findings on a graphic organizer. They choose one immigrant to
Subjects:
Grades:
4th, 5th, 6th
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Any text can be used for this learning opportunity. Students fill in the title of the text and read looking for and recording evidence of fiction or non-fiction. Discussion can follow the reading as students analyze and share their evidence.
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A great way to introduce students to rubrics is by grading chocolate chip cookies. This rubric includes categories students must think about when giving each cookie a grade. This reinforces the idea that rubrics grade various qualities. Students
Subjects:
Grades:
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Copy the 6 Trait Mini Posters on colored paper, and you'll have organized differentiated writing goals using the VOICES acronym. The letter at the bottom of each section refers to the trait that is being focused on. The second part shows teacher
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This is a blank student self-assessment form that can be used prior to instruction and following the completion of a unit or lesson. Teachers list the focus standards for the lesson and distribute to students. Students self-assess based on the
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Divide class into partners. Partners take turns being teaching partners and student partners. The teaching partner is given a vocabulary card and is responsible to lead a game of hangman. Partners switch roles and a new vocabulary card is given.
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Students research land that is for sale on their city's multiple real estate listing service. They choose to purchase a lot. Next they complete a graphic organizer that helps them decide whether or not they should build an airport, shopping mall,
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This includes 6th Grade ELA Standards deconstructed for use with Theme 3 of Storytown / Harcourt Reading Series. Teachers can record their progress with each individual standard during the theme. It also includes a Student Self-Assessment for
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The fun begins by compiling a list of student-generated story elements, allowing for teachers to assess students' knowledge of story elements. When brainstorming is complete, a copy will be needed for each student. Distribute brainstormed list
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This bookmark has three focus areas for CLOSE reading. The first read allows students to examine ORGANIZATION for the non-fiction text. The second focus is ACTION VERBS. The last focus is to identify TEXT FEATURES. Students can use this sheet
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Use this Student Partner Map to fulfill differentiation on many different levels. The sites on this map are major cities in Ohio. Decide on what type of group you are forming: subject, goal, interest, or student choice. Record the type of group
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This tool will give students an opportunity to think about the essential question of Theme 5 in the Storytown series. They will write their ideas before they begin the theme and revisit it upon completion. It also includes a student
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3.9
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19 total vote(s)
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TEACHING EXPERIENCE

This is year 20 for me...I have taught from 2nd - 6th grade, all subjects.

MY TEACHING STYLE

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HONORS/AWARDS/SHINING TEACHER MOMENT

National Board Certified Teacher, Early/Middle Childhood: Literacy, Reading, and Language Arts 2009

MY OWN EDUCATIONAL HISTORY

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