THINK SHEET

Name:________________________________ Date:__________________________

What were you feeling?

Sad

What happened?

Frustrated

Confused

Worried

Angry

(Can be dictated to adult)

What did you want?

Attention

To cause a
problem

Control

To get out
of work

Challenge a
teacher

To get even
or revenge

To talk to a
teacher

Other:
___________

How did your behavior make other people feel?

Happy

Sad

Confused

Angry

Scared

Unsafe

Worried

Frustrated

Did you use a coping strategy? Yes or No? If Yes, which one? If No, which one
could you have tried?
Take 3 deep
breaths

Ignore

Count backwards

Move somewhere
else
Think calm
thoughts

Self-talk

Do something else

Talk to teacher

Chill - Take a break

What do you need to do now to correct the problem?

Apologize
(say sorry)

Clean up

Complete work

Make a plan

Problem solve

Do something nice

Adult Signature:________________________________ Date:___________________

Time in:___________________Time out:___________________

s THINK SHEET

I can think about my choices

and how they affect ME and others.

What I chose to do:

Kick

Hit

Run

Not Work

Push

Bite

Scream

Pinch

Curse

Throw

It made ___________ feel:

Happy

Sad

Mad

Scared

Frustrated

Next time I can choose to:

Have safe feet

Have safe hands

Use kind words

Say, I need
space.

Ask someone to,

please stop.

Follow Directions

Use a safe mouth

Ask for a break

Stay in my
work area

Say, I dont
understand.

People will know

that I am kind

I will feel
proud of myself

When I make a positive choice like that:

Others will
want to be with me

Others will feel

good around me

Others want to
play with me

Dear

Im sorry for

Next time I will make

better choices by

From,

Suggestions for Use

Two versions of the Think Sheet are included based on your students
levels (reading, developmental, age, etc.). These are great tools to use to
help your students process their behavior, make reflections, and learn
replacement behaviors for the future. It is best to present this tool to the
student after their behavior has deescalated and they are ready think
about what happened. An outline for an apology letter is also included
to use as a follow up to the incident. It is recommended that students
write an apology letter to the teacher or to another student as appropriate to help them realize how their behavior affects others.

Thank you for your purchase! Please follow us on TPT

and Facebook for teaching ideas and new products.
www.astutehoot.com

Check out our BONUS sample files below...

Astute
HOOT

Astute
HOOT

See What the

Hoots
About !

A Sample of our
Most Popular
School Tools

Whoooos Hazel?
Hazel Hoot, an adorable green screech owl, is a struggling learner as
she lacks the strategies needed to help her succeed. In our
charming book, Hazel Meets the Reading Strategy Friends, Hazel
stumbles upon a magical tree in the forest. Out of the tree appear
10 colorful woodland animals that each introduce a researchbased, standards-aligned reading strategy. These animals guide
Hazel to become a proficient reader.
In the sequel, Hazel Meets the Math Strategy Friends, Hazel swoops
down to catch her dinner at the local pond when she grabs Upton,
an enchanted fish. Upton oversees Problem-Solving Pond and
promises to introduce Hazel to his animal friends, all who teach a
special problem-solving strategy. Using these strategies and Uptons
guidance, Hazel blossoms into an accomplished mathematician
who is able to tackle problems with ease.
Astute Hoots unique cast of strategy animals make learning safe
and fun while teaching critical strategies in a child-friendly way.
Students make an immediate connection to the animals and relate
to Hazels struggles. These delightful animals and rhymed text
motivate the most reluctant readers and alleviate math anxiety.
This comprehensive sample file contains a glimpse into the magical
world of Astute Hoot, guaranteed to spark enthusiasm in your
classroom. Check out our store at www.astutehoot.com for
complete units!

2013 Astute Hoot, All Rights Reserved

Hazels Reading Roost:

A Guided Reading Strategy Unit

Questioning

QUAIL

Visualizing

VULTURE

Rereading

RACCOON

Pointing

PORCUPINE

Chunking

CHIPMUNK

Predicting

POSSUM

Sounding Out

SNAKE

Central
Message &
Lesson
Connecting

COYOTE

Detecting

DEER

Sharon the
Summarizing Squirrel

Introducing Sharon the Summarizing Squirrel

Im Sharon the Summarizing Squirrel, understanding is my work.
Main idea and retelling are where I lurk.
Who? What? When? Where? Why?
Answer these questions to give my strategy a try.
WHAT is summarizing?
Summarizing is the process of
identifying the most important
information in the text. Summarizing
is a broad, umbrella strategy that
includes several sub-skills including
retelling literary elements
(characters, setting, problem &
solution); sequencing; comparing
and contrasting; determining cause
and effect; identifying main idea
and supporting details; and
analyzing characters.
WHY is summarizing important?
Summarizing helps student
determine and synthesize essential ideas and key points presented in the
text. Summarizing also helps students monitor comprehension of material
and understand the structure of the text.
HOW do I teach summarizing? Teach each summarizing sub-skill
separately. For each mini-lesson, introduce Sharon and explain that she
helps readers summarize, or determine key information and restate it in
their own words, to build comprehension.

2013 Astute Hoot, All Rights Reserved

Seven different types of Sharon the Summarizing Squirrel Reproducibles

and accompanying lesson plans are available. Each individual unit has
the corresponding reproducibles and lesson plans.
1) Retell: Students retell the story including naming the characters,
settings, problem and solution.

2) Central Theme & Message: Students recount stories, including fables

and folktales from diverse cultures and determine their central
message, moral, or lesson.

2013 Astute Hoot, All Rights Reserved

3) Sequence Events: Students will sequence key events or steps from a

text using ordinal or transitional words.
4) Character Analysis: Students use evidence from the text to describe
a major character in the story, including the characters words,
thoughts, feelings, actions, or responses.

5) Compare and Contrast: Students use evidence from the text to

compare and contrast two main characters, events or different
texts.
6) Main Idea and Supporting Details: Students will retell the main idea
and supporting details in meaningful sequence.

2013 Astute Hoot, All Rights Reserved

7) Cause & Effect: Students will identify cause and effect in text.

WHEN should I use summarizing? Explicit reading strategy instruction

should be included in a balanced literacy program. Sharon the
Summarizing Squirrel can be incorporated into various components of
literacy lessons. Here are some specific examples of when to use Sharon:
Guided Reading: Review the strategy by reading the Sharon
Summarizing Squirrel Poem. Using a think-aloud with your selected
guided reading text, model the selected summarizing sub-skill with
accompanying graphic organizer. Distribute Summarizing Squirrel
Reproducibles and copies of the guided reading text in which you
have pre-selected and marked stopping points with Post-It notes. It is
also helpful to number the pages if the text does not have page
numbers. This allows you to guide students to read to a specific
stopping point. At the pre-selected stopping points, promote
engaging conversation by asking essential questions aligned to
each sub-skill.

2013 Astute Hoot, All Rights Reserved

 Summarizing Squirrel Center: Create a portable reading center:

Place Summarizing Squirrel Reproducibles and a book or text at
students reading level in a large manila envelope with a copy of
the Summarizing Squirrel Poem glued onto the front. Instruct students
that during center time they are to take an envelope to their desks
and use the Summarizing Squirrel Reproducible to practice one of
the summarizing sub-skills. Create several portable Summarizing
Squirrel centers using a variety of leveled texts.
Reading Response Journal: Use the Reading Response Journals to
make independent reading accountable in school and at home.
Instruct students to log independent reading information and
respond to the text using one or more of comprehension strategy
animal prompts. To reinforce the summarizing strategy, encourage
students to use Summarizing Squirrels sentence stems in their
responses.
Helpful Hints:
Create Reading Response Journal. Print the Reading Response
Journals to create individual journals for each student. Print cover
page on cardstock and laminate. Use a blank piece of laminated
cardstock for the back cover. Print several copies of the Reading
Response Log page and staple or bind together to form a journal.
These journals can be used in class during independent reading
time or sent home to record reading time for homework. The
Reading Response Journal sets a purpose for independent reading
and promotes student ownership and accountability. Journal
responses allow teachers and parents to easily assess understanding
and engagement.
Display Summarizing Squirrel Anchor Chart. Print and post
Summarizing Squirrel Anchor Chart located in this folder. Display
near your guided reading center for easy reference. Encourage
students to use the sentence stems during discussions and in their
written responses.

2013 Astute Hoot, All Rights Reserved

 Provide scaffolded support. When first introducing each of Sharons

sub-skills or for continued support for struggling students, use the
following strategies to help students implement the skill with success.
a. Cut and paste: Type out answers to the graphic organizer and
print on colored paper. Have students cut and paste each piece
on the appropriate section of the graphic organizer. As students
become proficient with the cut and paste support, gradually
release responsibility to students, requiring them to complete part
(or all) of the graphic organizer independently.

b. Provide a word bank: Include key words and phrases from the
text that would support students in completing the graphic
organizer accurately and successfully.
c. Allow dictation: Students can dictate responses to an adult who
can record them on the graphic organizer.

2013 Astute Hoot, All Rights Reserved

Central Message or Lesson

Name:

Title:

Author/Illustrator:

Genre:

SUMMARIZING SQUIRREL

PROBLEM/CONFLICT
IO
FALLING ACT

1.

2.

5.

3.

4.

y
Ke

e
Ev

s
nt

RI

N
SI

IO
T
AC

6.
MESSAGE/LESSON
SOLUTION
7.

In a Nutshell...

C
2012 Astute Hoot, All Rights Reserved

Central Message or Lesson

Name:

Title:

Author/Illustrator:

Genre:

SUMMARIZING SQUIRREL

PROBLEM/CONFLICT
IO
FALLING ACT

1.

2.

5.

3.

4.

y
Ke

e
Ev

s
nt

RI

N
SI

IO
T
AC

6.
MESSAGE/LESSON
SOLUTION
7.

In a Nutshell...

C
2012 Astute Hoot, All Rights Reserved

I can recount a story and

determine the central
message, lesson or moral.
Sharon
the Summarizing
SQUIRREL

WHERE?

WH

O?

WHEN?
CCSS.ELA.Literacy.RL.K.2, RL.K.3, RL.1.2, RL.1.3,
RL.2.2, RL.2.3, RL.3.2, RL.3.3
2014 Astute Hoot, All RIghts Reserved

Problem-Solving Pond:
A Common Core Math Strategy Unit

Tabling

Tallying

TURTLE

TOAD

Breaking

BADGER

Equating

Fact Fluency

FOX

Understanding

FISH

Drawing

DRAGONFLY

Modeling

MOUSE

EARTHWORM

Hopping

HARE

Counting
Crocodile

Introducing Clark Counting Crocodile

"Im Clark the Counting Crocodile. Use me to help you count.
Start with the largest number and draw lines for the remaining amount.
Count on for addition, count back for subtraction;
Then circle your answer as your final action."
WHAT is counting? As students build their number sense and fluency, they
are able to solve a story problem
with counting. In this strategy,
students will learn to count on for
addition and count back for
subtraction, using a 100s chart for
support as needed.
WHY is counting important?
Counting is a crucial strategy
because it helps students explore
the relationships and patterns
between numbers. Students need
to recognize the order of numbers
so they can understand that it is
more efficient to start with bigger
number. For example, in order to
solve "4+27," they should start
counting from 27 and progress to
"28, 29, 30, 31" instead of starting
from 4 and progressing to 31,
because in the latter case, they
would have to count much more,
increasing the possibility of errors. Proficient counting lskills lay the
foundation for number sense and place value.

2014 Astute Hoot, All Rights Reserved

HOW do I teach counting? Explain that Clark helps mathematicians solve

problems by counting on to find the total or counting back to find the
difference.
Counting on for addition: Students start with largest number in the
problem; they put that number in Clarks mouth and then draw the
number of lines for the second number in the problem (if the second
number is 14, students would draw 14 lines). Students then label the
lines (below the line) and count on, writing each number above the
line. Students circle the answer and write equation below to solidify
understanding.

Counting back for subtraction: Students start with the largest number in
the problem; they put that number in Clarks mouth and then draw the
number of lines for the second number in the problem (if the second
number is 14, students would draw 14 lines). Students then label the
lines (below the line) and count back, writing each number above the
line. Students circle the answer and write equation below to solidify
understanding.

2014 Astute Hoot, All Rights Reserved

WHEN should I use counting?

This strategy is ideal for problems that include smaller numbers. Most
teachers use this strategy with K-2 mathematicians, but this is also beneficial
for older students as it works for money, multiplication and division (included
in unit).
Helpful hints:
Create counting bags.
Create counting bags
with different numbers of
objects in each bag and
a set of appropriate
number cards. Use
common manipulatives
such as cubes, beans, tiles
for bags. Students also
love seasonal items such
as conversation hearts,
acorns, pumpkins, shamrocks, etc. Have student count objects in
each bag and then select the number card to name that amount.
Students can simply place the objects and number card back into
the baggie for checking. Mark the bags with letters or shapes to
easily check students' work.
Provide opportunities for strategy exploration. Allow students to build
conceptual understanding by having them solve a counting problem
in multiple ways. Students can solve the problem starting with the big
number first and double-check solution by starting with the smaller
number first. This exploration will guide students to recognize that while
it is more efficient to start with the larger number in the problem,
number order doesnt affect the sum. Provide templates with larger
numbers; this will help students observe that the counting strategy is
not efficient for larger numbers.

2014 Astute Hoot, All Rights Reserved

2013 Astute Hoot, All Rights Reserved

2013 Astute Hoot, All Rights Reserved

I can count on to solve an

addition word problem.

42
41 5
40
9 3 4
3
38 2
7 1

Clark
the Counting
CROCODILE

37 + 5 =
K.CC., K.OA., 1.OA., 2.OA.,
2.NBT., 3.OA., 3.NBT

2014 Astute Hoot, All RIghts Reserved

Top Ten Tools

for
Back to School

Top Ten Tools for Back to School

The new school year means endless meetings, countless hours of
preparation and the dreaded Curriculum Nightall resulting in major
stress! As veteran teachers, we understand the tension that Back to
School time brings and are here to help. Our FREE Top Ten Tools

for Back to School includes the following sample files:

1. Beginning of the School Year Checklist
2. Golden Keys to Success Responsibility Chart
3. Golden Keys to Success Parent Brochure
4. Routines and Procedures: Walking in Line
5. Icebreaker: Top Ten About Me
6. Common Core Reading Strategies Poster
7. Behavior Reflection Think Sheet
8. First Day of School Lesson Plan
9. Social Story: Following Directions
10. Parent Welcome Letter sample
Click on the links to be directed to our Astute Hoot store for more
cool tools, entire units, and additional resources.

Beginning of the School Year Checklist

Click on links for more cool tools!

Culture
o Create classroom management plan (rules & consequences)
o Set up routines and procedures
Attending Morning Meeting/circle time
Gathering at carpet or general meeting place
Unpacking/Packing up
Gathering materials and cleaning up
Freezing at teachers signal
Activating active listening
Lining up
Checking cubbies
Creating seat signals (for bathroom, drinks, pencils)
o Set up student job chart
o Create parent packet including the following:
Introduction letter
Classroom management plan
Curriculum & assessment
Grading policies and homework guidelines
Class schedule and specials schedule
Student information sheet
Classroom wish list and volunteer sign up
o Create Meet the Teacher and Curriculum Night presentation
Icebreaker activity
Presentation format
Parent handouts
o Determine home-school communication logistics
Paper newsletter
Group email
Directory
Communication log

Instruction
o Draft detailed lesson plans for first week of school
Icebreakers and classroom culture building activities
Rules and consequences
Procedures and routines
Pre-assessments
Introduction to content
o Develop curriculum map/long-term plan
o Set up assessment calendar
o Design data tracking system
o Read through student files
o Determine appropriate accommodations and modifications for
special education students

Organization
Determine classroom theme
Create and hang bulletin boards
Set up classroom furniture
Create a seating chart
Organize student materials and supplies
Organize teachers desk
Organize a filing cabinet with instructional materials
Construct a folder for each student including:
Contact information
Home-school communication log
Behavior log
Background information
Pre-assessments
IEP (if applicable)
o Set up classroom website
o Set up voicemail recording
o Create substitute folder with seating chart, transportation list and
emergency lesson plans
o
o
o
o
o
o
o
o

Intervention
Tools for
RTI and Special
Education

Resources for students with

learning disabilities,
emotional disorders, ADHD,
ELL, intellectual disabilities,
and speech/language delays

Intervention Handbook
This handbook was designed as a guide for teachers when brainstorming academic
interventions as part of the problem solving process for students experiencing academic
and/or behavioral difficulty. This handbook also provides various tools and suggestions
for data collection, which is a crucial component of the problem solving process.
Most teachers may have tried many of these strategies and interventions already in
their classrooms. One thing to keep in mind, however, is that for an intervention to be
effective, it must be used consistently over time (e.g., two to three times a week for
four to six weeks). When designing interventions, it is important to closely follow the
steps of the problem solving process.
1. Define the problem as an observable behavior and develop a hypothesis as to why the
behavior is occurring.
2. Choose an intervention directly related to the hypothesis. It is best to start with
only one or two interventions in the beginning.
3. Consistently implement the intervention over a period of several weeks.
4. Collect data regarding the effectiveness of the intervention.
5. Review the data and make changes as necessary.

Intervention Action Plan

Student______________________________________ Referring Teacher____________________ Date____________
Learning or behavior concern (circle one): Reading

Writing

Target:

WHAT is the intervention?

1.

Math

Behavior

Pretest:

WHEN will it take

place?
Frequency:

Duration:

HOW will it be
delivered?
o Small group
o 1:1

Posttest:

By WHOM will it OUTCOME

be implemented?
o
o
o

o
2.

Frequency:

Duration:

3.

Frequency:

Duration:

o Small group

o 1:1

o
o

o Small group

o 1:1

o
o

Continue; Intervention strategy produced

satisfactory results.
Additional intervention strategies
needed.
Intervention strategy did not provide
satisfactory results; ROED is requested.
Continue; Intervention strategy produced
satisfactory results.
Additional intervention strategies
needed.
Intervention strategy did not provide
satisfactory results; ROED is requested.
Continue; Intervention strategy produced
satisfactory results.
Additional intervention strategies
needed.
Intervention strategy did not provide
satisfactory results; ROED is requested.

The Intervention Action Plan

This is a great tool to guide your problem solving process. The Intervention
Action Plan asks guiding questions to help design specific interventions that
could be used during the RTI process and with students with special needs.
This can be used during the pre-referral process, Teacher Assistance Team
meetings, or the IEP process. Refer to the Intervention Continuum in the
Accommodations and Modifications section of this toolbox for intervention
ideas in reading, writing, math, and behavior.

Hootin for a Great Day!

Name_____________________________ Date___________________
Target behavior 1 = __________________________________________
Target behavior 2 = __________________________________________
Target behavior 3 = __________________________________________
Subject/Time
period

Behavior # 1

Behavior # 2

Behavior # 3

Comments

TOTALS

Goal:_______________________________________
Super job! I did what I was supposed to do on my own.
Good work. I need 1-2 warnings or reminders.
Keep trying. I needed 3 or more warnings or reminders or I did not do my job.

Hootin for a Great Day! Suggestions for Use

Hootin for a Great Day! is a versatile behavior chart to encourage positive behaviors
in children. One, two, or three target behaviors can be chosen for the chart (*see
below). The student or teacher will circle the appropriate colored owl for each
subject or time period and each target behavior. Criteria for each colored owl are
described on the chart. It is important to complete the chart after each time period
so the student gets immediate feedback.
Target behaviors should be observable and measurable. The teacher should discuss,
teach and model the target behaviors to the student.
*Sample target behaviors:
1. Staying on task
2. Following directions
3. Keeping hands and feet to self
4. Staying in seat
5. Raising hand and waiting to be called on
The child earns pre-specified reward when he/she has earned the set goal. Goals
can be set in a variety of ways (e.g., 15 green owls; less than 2 red owls; etc.).

Thankyouforyourpurchase!Wedlovetohearyourfeedback. If
you like this product, please follow us on Teachers Pay Teachers and
Facebookfornewproducts,teachingtips,freebiesandmore!
See samples on following pages.
http://www.teacherspayteachers.com/Store/AstuteHoot

Please honor the time and effort put into this product by not giving it away to others.
Please read and abide by the copyright statement below. Duplication for entire
school or school district is strictly forbiden without written permission from the author.
If you would like to share this resource with another teacher, please purchase an
additional license from teachers pay teachers or email info@astutehoot.com for site
license options.
Copyright: 2013 Astute Hoot, All Rights Reserved. Permission is granted to copy
pages specifically designed for single teacher use by the original purchaser or
licensee. The reproduction of any other part of this product is strictly prohibited.
Copying any part of this product and placing it on the Internet in any form (even a
personal/classroom website) is strictly forbidden. Doing so makes it possible for an
Internet search to make the document available on the Internet, free of charge,
and is a violation of the Digital Millennium Copyright Act (DMCA).

Blog:

Jessica

www.astutehoot.com

Jennifer

Tina

Guided Reading Strategies Unit

Math Intervention Essentials Bundle

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