Begin with the End in Mind

All Successful Engagement is based on these 3 Rules:

Respect:

Relationship: Hope:

You show respect first, BEFORE they give it to you. You cannot DEMAND respect, but you can earn it. Show you care about them, first, BEFORE theyll care about you. You must never, ever, give up on them; theyll sense it and give up on you too. (Jensen, E.)

Notes:

Time Schedule

8:30-8:45 8:45-9:35 9:40-9:55 9:55-10:40 10:45-11:30 11:30-11:55 12:00-12:20 12:25-1:15 1:15 1:45 1:45-2:05 2:10-2:40 2:45-3:00 3:00-3:30

Morning Message Math Warm-Ups Special Class Finish/Grade Morning Work Reading

Daily Minutes:
Math: 60 Language Arts: 150 Science: 30 Social Studies: 30 Total: 270 minutes

Writers Workshop
Lunch Recess Math Science Recess SSR Spelling Social Studies

Planning Template
Learning Goal: Know Goals: Understand Goals: Do Goals:

Pre-assessment Strategy:

Students who know a lot:

Students who know some:

Students who have a lot to learn:

Lesson Ideas:

Formative Assessment Idea:

Formative Assessment Idea:

Adjusted Lesson Ideas Based on Formative Assessment Data:

Anchor Activities for Enrichment:

Summative Assessment Idea:

Descriptive Feedback: Guide students to find what theyre doing well and what they need to work on.

Assessment Menu
Pre-Assessment Ideas (Ungraded) Multiple-Choice Questions Student Response System (Clickers) Constructed Response or Essay Questions K-W-L Chart (K and W Sections) Every-Pupil Response Fist-to-Five Whiteboard Response Anticipation Guide Nonverbal Cues Word Splash Entrance Slip Four Corners Formative Assessment Ideas (Ungraded) Multiple-Choice Questions Student Response System (Clickers) Constructed Response or Essay Questions K-W-L Chart (K and W Sections) Every-Pupil Response Fist-to-Five Whiteboard Response Anticipation Guide Nonverbal Cues Word Splash Exit Slip Four Corners Muddiest Point Lesson Summary Lesson Summary Word Splash Visual Display Exit Slip Think-Tac-Toe Anticipation Guide Summative Assessment Ideas (Graded) Multiple-Choice Questions Student Response System (Clickers) Constructed Response or Essay Questions K-W-L Chart (L Section)

Quick Check
Skill: Cause and Effect 9-2 Name 10-27 Date 8-15 8-16 8-19 9-15 10-4

4 3+ 3+ 4 4 3+ 4 3+ 4 3+ 3 2+ 3 3 3- 3 3 3 3 3+ 3+ 4 4 4 4 4 4 4 4 4 4 4 4 4 4 2- 2 2 2 2 2+ 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 2 1 1 1 1 2 2+ 4 4 4 3 3 4 4 3 3 3 3 4 4 4 3 3 3 3 4 4 4 3 3 3 3 3 3 4 2 2 2 2 2 1+ 1+ 1+ 2 2 2 3 3 3 2 2 2 2 3 3 3 3 3 3 3 3 4 4 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 4 4 4 4 4 4 1 1 1 2 2 2 2 1 1+ 1+ 1+ 2 2 2+ 4 4 4 4 4 4 4 4 = Advanced 3= Proficient 2=Basic 1=Below Basic

1. Jonathan 2. Billy 3. Juanita 4. Phyllis 5. Monica 6. Renee 7. Lawrence 8. Johnna 9. Enrique 10. Phillip 11. Frankie 12. Bernica 13. Liam 14. Grant 15. Shirley 16. Nicolas 17. Frances 18. Timothy 19. Lindsey 20. Ferdinan 21. d Lao 22. Dimas 23. Jackson 24. Hailey

Advanced (4) Demonstrates indepth understanding and application beyond information that was taught.

Generic Scoring Guide Proficient (3) Basic (2) Demonstrates Demonstrates understanding and partial application of understanding of information taught. information taught.

Below Basic (1) With assistance, demonstrates partial understanding of information taught.

Good class rituals are thoughtful, short, prearranged events.

100% Dependable Simple Engage EVERYONE End in a positive state Solve a recurring problem

Examples of Rituals: Clap, clap, whoosh! Come to the carpet song Visitor: Time to stretch Good job, good job, clap, clap Turn to your partner and say, Lets have a great day!

Jensen, E. (2008)

Notes:

References and Research-Based Citations

Allen, R. (2010). High-Impact Teaching Strategies for the XYZ Era of Education. Boston, MA: Pearson Education, Inc. Allen, R. (2008). Green Light Classrooms: Teaching Techniques that Accelerate Learning. Corwin Press. Allington, R. (2006). What Really Matters for Struggling Readers: Designing Research-Based Programs. Second Edition. Boston, MA: Pearson Education, Inc. Arens, A., Loman, K., Cunningham, P., Hall, D. (2005). The Teachers Guide to Big Blocks. Greensboro, NC: Carson-Dellosa Publishing. Cunningham, P., Hall, D., Cunningham, J. (2000). Guided Reading the Four-Blocks Way. Greensboro, NC: Carson-Dellosa Publishing Dorn, L., Soffos, C. (2012). Interventions That Work: A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3. Boston, MA: Pearson Education, Inc. Elliott, L. (2011). Teach Like a Techie: 20 Tools for Reaching the Digital Generation. Peterborough, NH: Crystal Springs Books. Fisher, D., Frey, N. (2007). Checking for Understanding: Formative Assessment Techniques for Your Classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Hollas, B. (2005). Differentiating Instruction in a Whole-Group Setting. Peterborough, NH: Crystal Springs Books. Jensen, E. (2006). Enriching the Brain: How to Maximize Every Learners Potential. San Francisco, CA: John Wiley & Sons. Kagan, S., Kagan, M. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Marzano, R.J. (2007). The Art and Science of Teaching: A Comprehensive Framework for Effective Instruction. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. (2006). Classroom and Assessment and Grading that Work. ASCD. Alexandria, VA Marzano, R.J. (2001). Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement. ASCD. Tomlinson, C. (1999). The Differentiated Classroom, Responding to the Needs of All Learners. Danvers, MA: Association for Supervision and Curriculum Development. Clip Art: www.toonaday.com and/or www.pppst.com