Data Driven Teachers

Do you need students to practice the skills assessed with the DRA or DRA-2? I created this document as a way to instruct students of the components of the DRA assessment and fell in love with how easy it is to incorporate into most reading lessons. The Reading Response document asks for students to use literal and inferential skills in addition to metacognition while reading a student-selected or teacher-selected passage.

The Fifth Grade Geometry Vocabulary Book allows students to put together a picture glossary of key geometric terms. This aligns well to Houghton Mifflin Math series. Students utilize researched-based vocabulary skills by incorporating pictoral and word forms of understanding in this booklet. A wonderful math resource!

This document is a simple way to assess student knowledge of mystery elements. Either used as a pre- or post-test, the Mystery Elements Quiz fits easily into any reading or writing unit.

Students have never been so eager to write a research report! This project, used with several classes and tweaked for perfection, has students embark on a research project focusing on what they want to be when they grow up. Students research with available materials and learn to take notes. An interview is also included in this unit, giving students practice with speaking and listening skills. This culminating project ties with Lucy Calkins units and other research writing units.

Students use the website http://bensguide.gpo.gov/3-5/government/branches.html to find information about the state and national branches of government in effort to prepare for a poster project.

Reading with the Writer's Eye is a quick form that allows students to record what they learn from analyzing mentor texts. This document fits best with narrative texts and essays. I used this in conjunction with Lucy Calkins Units of Study. The students found this to be much easier than using a writers notebook to record what was learned from mentor texts. (Another document like this is available for informational text use.)

Reading with the Writer's Eye is a quick form that allows students to record what they learn from analyzing mentor texts. This document fits best with expository/informational texts and essays. I used this in conjunction with Lucy Calkins Units of Study. The students found this to be much easier than using a writers notebook to record what was learned from mentor texts. The double-sided document works well by completing one side with teacher assistance or in small groups and the other side i

Vocabulary activity to accompany chapter 7 of TCI's History Alive: America's Past

This quarter-page form can help collaborative teams (general education and special education) teachers identify what accommodations and modifications are necessary for students on particular assignments. The information can be used to inform teaching teams as well as parents and report card grading.

The best reading log! With this log, students record their at-home reading and provide a rating along with the reason they chose the reading material. A useful log that won't bog down students; it will help readers track their reading!

I created this sheet for students to record their work and answers for a morning warm-up set of math review problems. By having students show their work, record answers, and check with a parter, the student accountability of their warm-up increased significantly. I printed two copies and ran these back-to-back, used for two weeks, and recorded a participation grade in math for student effort.

How do you manage student jobs for an upper elementary classroom? These printable tags will fit any need you have! You can print, laminate, add a magnet or clothespin, or simply use in a pocket chart. Used for several years, these classroom job tags remind students of what responsibilities are included in their assigned jobs.

Use this sheet to have students match Native American cultural information. A word bank is provided.

This sheet aligns with MAISA units for informational reading and allows students to bring forth prior knowledge before critically reading informational texts.