345essentials

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 independent reading. The next time you meet with them, review the bookmark together. Decide if they need a new goal or should continue work on the same goal. A wonderful way to make students accountable for their learning and a nice formative assessment pie

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 multiple days to focus on each skill, or collectively in one sitting.

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 a graphic organizer to complete after discussing how they spent the $50. Postive and negative consequences and present and future consequences are discussed.

Pizza, Pizza E17: Interdependence, Economics, Specialization Directions Directions: 1.Students are given an ingredient necessary to make a Hawaiian pizza. They will specialize in the production of this good. Possible organization: *two students work together, one “runs” the shop while the other goes to other shops to trade *four students work together: two run the shop – one in charge of advertising, the other in charge of trades two visit other shops and work together to note the competition

This activity introduces the idea of interdependence using the familiar setting of a school. Students discuss how they depend on various staff at school and how the staff depends on them. Using the familiar setting allows students to comprehend and then transfer the idea of interdependence regarding use of Ohio's natural resources within industry and the customer.

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 reader, and use as an assessment tool for the teacher.

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. Students complete the bottom after they've identified whether the text is fiction or non-fiction, which also allows for a specific genre and an explanation of their answer.

*Ongoing activity allows students to set goals in 3 areas: academic, INTERpersonal (others), and INTRApersonal (self) *Students write action steps in the BEGINNING and reflect on progress throughout the MIDDLE and END. *Can be used at the BEGINNING of the year, or the BEGINNING of any unit, month, or other time period.

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 get to sample cookies and rubrics are introduced! A short quiz is included to reinforce and assess learning.

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.

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 company. They share their plan in a 3 paragraph essay that includes the words productive resources, division of labor, and productive capacity. A word bank is provided for student assistance as needed. A rubric is included to guide student work and to u

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 recording sheets to keep students organized as they move through the traits at different levels. Boxes were made to allow for mini post-it notes to be affixed and changes as needed. The last part is a listing of all differentiated traits for students

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. Once each partner has been the teacher, students draw pictures that help them understand the meaning of the word. Lastly, they write sentences using the word. The process can be repeated with additional words. Student-led and differientiated!

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 with a copy of the graphic organizer on the reverse side. Students can work in pairs or alone, rolling dice to determine the story elements they will use for their narrative. Review the importance a plot events and how they develop a story. A rubric

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, or a new highway on the land. Lastly, they write a few sentences that tell what they chose to build and why.

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 create a poster that displays the factor that impacted their movement to the US and the impact their immigration had on the US. A rubric is available for students and teachers.