345essentials

E + R = O represents the phrase Event Plus Response Equals Outcome. This phrase is easily used in a classroom setting to help students process daily events as they occur. The file includes a list of ways to help Responses bring good outcomes. The first page is great to role play scenarios and allow students to draw and/or write about possible ways to handle Events. The following pages are posters that list strategies you can use to Respond in order to have the Outcome you desire.

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 reflection, as well weekly reflection and a goal setting spot for the upcoming week. A good conversational tool for student and teacher and/or student and administrator and/or student and parent. The set includes posters that show the EMOJIs used on the

This flow chart is a wonderful resource for readers and writers. Beginning at #1 students identify a text they will read or want to write. Moving to #2 students determine what the purpose of the text is/will be. At #3 students determine if the text is/will be Fiction or Non-Fiction. Candy is the hook in #4. I use OREOs to teach persuasive form (opinion, reason, examples, opinion), M&M's to teach informative form (main idea=big M&M, supporting details=M&M minis), and SKITTLES to teach narr

This document is blank for you to edit. The first page includes an area for you to list the unit Essential Question. Students respond BEFORE you begin the unit. The question is the foundation for the unit and can be displayed and discussed throughout instruction. The second page includes an area for you to list the standards being taught. Students self-assess in the BEFORE column using a 0 - 5 ranking. They highlight an area they want to focus on. Use this data to form groups throughout t

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 given standards. They highlight an area of growth. Teachers use this list of the standards as a reference throughout instruction. Once instruction is complete, students revisit and self-assess again. Differentiated groups can be formed during instruc

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 on the Teacher Recording Sheet. Either assign student's to groups, or allow them to choose. Students keep the Student Partner Map for reference during group work, all the while learning the names and locations of major cities in Ohio. Record the fi