Principals Favorite
Read-Aloud Books
Education Worlds Principal Files principals have compiled a long list of favorite read-aloud books. If youre looking for good ideas so you can take an active role in promoting reading in your school, of if youre looking for new ideas for your old list, the titles below will serve as a nice starting point.
by Margaret Willey
In this delightful takeoff on Jack and the Beanstalk, a child outsmarts a giant. I love using different voices -- doing the giant in a big, booming, blustery manner and Beatrice in a sweet little British accent. And it is always fun to see a girl in the heroine role, too. (Marcia Wright, principal)
From Amazon: What happens when a very little girl makes a bet with a very large giant? Part of a Clever Beatrice series.
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by Doreen Cronin
I like this book, which was recently selected by the National Association of Elementary School Principals as the recipient of the organizations Principals Read Aloud Award. (Jason Bednar, principal)
From Amazon: Farmer Brown has a problem. His cows like to type. All day long he hears Click, clack, MOO. Click, clack, MOO. But Farmer Brown's problems really begin when his cows start leaving him notes...
by Debby Boone
This book offers a great way to introduce the Thanksgiving season, and it helps children realize that they have much for which to be thankful. Many times, Ill even create a blessing list on paper so the children can list their blessings. It helps them to take their eyes off themselves and to literally count their blessings. (Karen I. Hodges, principal)
From Amazon: Playful words and delightful artwork from Debby Boone and husband Gabri Ferrer spark young children's imaginations and give parents a colorful way to show how their little one is their very own special blessing.
by Sharon Creech
I start this chapter book and let my third- and fourth-grade teachers finish it. (Joan Pinkerton, principal)
From Amazon: Twelve-year-old Rosie and her best friend, Bailey, don't always get along, that's true. But Granny Torrelli seems to know just how to make things right again with her interesting stories and family recipes. It's easier to remember what's important about love, life, and friendship while Granny Torrelli makes soup.
by Audrey Penn
I often read this book to my kindergarten students on their first day of school. The story helps reassure them that mom is always thinking about them. I give each child a little sparkly heart sticker after I read it to remind them to tell their moms and dads about the story when they get home. (Addie Gaines, principal)
From Amazon: In this contemporary classic, Chester Raccoon seeks love and reassurance from his mother as he ventures out into the world to attend his very first day of school.
by Patricia Polacco
Patricia Polacco's wonderful new book, The Lemonade Club, deals with the topic of cancer in both children and adults with tenderness and grace. (Jim Thompson, principal)
From Amazon: Everyone loves Miss Wichelmans fifth-grade class -- especially best friends Traci and Marilyn. Thats where they learn that when life hands you lemons, make lemonade! They are having a great year until Marilyn must battle leukemia. A tough road of chemotherapy lies ahead. In a surprising and unexpected turn, the whole fifth-grade class figures out a way to say were with you. In true Polacco fashion, this book turns lemons into lemonade and celebrates amazing life itself.
by Virginia Lee Burton
This wonderful book helps children learn about the changing seasons. It also teaches that change can be difficult and sometimes even sad. The fact that the little house is happy in the end helps children sense that change is inevitable and usually not a bad thing. (Karen I. Hodges, principal)
From Amazon: The little house stood in the country, with trees and fields around her, and with the birds and flowers and children for company. In the distance twinkled the lights of the big city, and the little house wondered what it would be like to live there. One day steam shovels dug a road in front of the little house, and soon she was surrounded by houses and stores. Then tall skyscrapers rose on either side of her, elevated trains roared past her, and a subway shook the ground under her foundations. She longed for a glimpse of the stars and the scent of apple blossoms, but she was caught by the big city. Then, when she was so old and shabby that nobody wanted to live in her, she had an unexpected chance to escape. A Caldecott Honor book.
by Patricia Polacco
Mr. Lincoln's Way is about a school principal who helps a young man develop racial tolerance by befriending him and enlisting his help with a special project in the school. The book demonstrates to students that principals care deeply about their learning, but that developing compassion and understanding are also important. (Bridget Morisseau, principal)
From Amazon: Mr. Lincoln is the coolest principal ever. He knows how to do everything, from jumping rope to leading nature walks. Everyone loves him... except for Eugene Esterhause. "Mean Gene" hates everyone who's different. He's a bully, a bad student, and he calls people awful, racist names. But Mr. Lincoln knows that Eugene isn't really bad -- he's just repeating things he's heard at home. Can the principal find a way to get through to "Mean Gene" and show him that the differences between people are what make them special?
by Chris Van Allsburg
I love reading The Polar Express to students. I keep a bell hidden in my lap as I read and then ring it secretly at the end of the book. The students ooh and aah. Its wonderful to see the magic of innocence in the students eyes. (Kathy Crowley, principal)
From Amazon: One couldn't select a more delightful and exciting premise for a children's book than the tale of a young boy lying awake on Christmas Eve only to have Santa Claus sweep by and take him on a trip with other children to the North Pole. And one couldn't ask for a more talented artist and writer to tell the story than Chris Van Allsburg, who won the 1986 Caldecott Medal for this book.
by Mike Thaler
Especially with younger students, the principalship is a bit of a mystery, and this book helps clear it up. (Bonita Henderson, principal)
From Amazon: The only thing scarier than having to go the principal's office is finding out that the principal is the former "Teacher from the Black Lagoon". This is a humorous sequel to the bestseller, The Teacher from the Black Lagoon." Part of the Black Lagoon series.
by Beverly Cleary
This is my all-time favorite chapter book to read aloud to younger children. There are times when I cant stop laughing as I read it. The students understand the humor as well. (Kathy Crowley, principal)
From Amazon: Ramona is off to kindergarten, and it's the greatest day of her life. So why is she sitting on the bench while the rest of the students play a game of Gray Duck? Laughs and minor upsets abound in an enormously popular story starring the one and only Ramona Quimby. Part of the Ramona series.
by Sean Covey
This book is being used as the primary focus of the middle school advisement program at our school. For that matter, all three of the Covey -- Stephen and Sean -- books are fundamental to preparing students and adults for personal effectiveness. I recommend the second Stephen Covey book for Principal Study Groups. (Frank Hagen, principal)
From Amazon: Being a teenager is both wonderful and challenging. In an entertaining style, Covey provides a step-by-step guide to help teens improve self-image, build friendships, resist peer pressure, achieve their goals, get along with their parents, and much more. In addition, this book is stuffed with cartoons, clever ideas, great quotes, and incredible stories about real teens from all over the world.
by Judith Byron Schachner
One of my first-grade teachers got me started on the Skippyjon Jones books. The first time I read one, it was so funny and I kept cracking up so much that it was hard to read. (Addie Gaines, principal)
This little book takes only 15 minutes to read aloud. It is about a Siamese cat who thinks he is a Chihuahua and uses his power of imagination to battle a bumble bee, which turns out to be his birthday piata in the closet. For multicultural appeal, there are plenty of opportunities in the story to try out your best Mexican accent. When I read this book, I bring with me maracas, castanets, a poncho, and a sombrero. I do a fiesta dance when I get to that part in the story, and the students and I take a siesta when we get to that part of the story. I have read the story with just about every grade level and it has been a hit with them all. (George Guy, principal)
From Amazon: Make room for Skippyjon Jones, a Siamese kittenboy who can't resign himself to being an ordinary cat. Having a time-out in his room, he resorts to his imagination. Taking on the superhero persona of the great Spanish sword fighter Skippito, he has the adventure of his life, and readers are invited along. Zany, wild, and over-the-top, this utterly original book truly begs to be read aloud. Part of the Skippyjon Jones series.
by Ogden Nash
I love to read to students, and if I am given a choice I have one book in particular that I love to read: The Tale of Custard the Dragon. I have it memorized, and I use different character voices as I read it. I believe that reading this story helps excite students about poetry as they have a bit of fun. There is a sequel, and I will sometimes read that to the same class a couple weeks later. (Gretchen Schlie, principal)
From Amazon: Do you remember brave Belinda and her "realio, trulio, little pet dragon"? Artist Lynn Munsinger has rejuvenated the poem with her chuckle-inducing illustrations of no-nonsense Belinda and the cowardly green and purple dragon Custard. Belinda was a brave role model for young girls back when females weren't encouraged to stand up for themselves, and Custard's hidden reserve of strength has no doubt inspired children for several generations. Hooked on Custard? The next adventure unfolds in Custard the Dragon and the Wicked Knight, which followed this popular picture book.
by Patricia Polacco
This is a wonderful book that shows students who are struggling readers that they are not alone, and that with perseverance and the dedication of teachers and a principal they will succeed. For stronger readers, hearing this story helps them develop empathy and understanding toward their peers who may be struggling. (Bridget Morisseau, principal)
From Amazon: Patricia Polacco is now one of America's most loved children's book creators, but once upon a time she was a little girl named Trisha starting school. Trisha could paint and draw beautifully, but when she looked at words on a page all she could see was jumble. It took a very special teacher to recognize little Trisha's dyslexia: Mr. Falker, who encouraged her to overcome her reading disability. Patricia Polacco will never forget him, and neither will we.
by Deborah Lee Rose
By the end of the book, my kindergarten students are reading this one with me because of its repetitive nature. (Joan Pinkerton, principal)
From Amazon: On the first day of kindergarten, my teacher gave to me...the whole alphabet from A to Z! Drawing on the rhythm and rich repetition of the familiar carol The Twelve Days of Christmas, this book is a welcoming introduction to school. Upbeat text celebrates the new adventure of school, and hilariously detailed illustrations showcase kindergarteners that every child, teacher, and parent will recognize with glee. Youngsters will enjoy singing along as the teacher's gifts accumulate, building to the twelfth day -- the day the new students settle in and discover they love school. As an added bonus, this book teaches both cardinal (one, two, three) and ordinal (first, second, third) numbers.
by Jim Grant
I usually read this one to my kindergarten students during their occupation-theme week and then let them ask me questions about my job. (Addie Gaines, principal)
This is a quick read-aloudNot only is it a great read-aloud for children, but I have used it as a read-aloud at parent workshops and when I facilitate professional development with pre-service administrators. (Bridget Morisseau, principal)
From Amazon: This book is about principals who unselfishly devote enormous amounts of time and energy to make our schools better places for children. A companion to What Teachers Do When No One is Looking, which makes a nice gift for student teachers or helpful colleagues.
by Max Lucado
This book does such a good job helping kids understand that their value is not determined by the number of trophies theyve won or by the types of talents they possess. Its nice to see a book with the message that each individual is uniquely valuable. The kids who might not be considered cool need to know that all value is not based upon how well they compare to the stars. Likewise, the students earning all the recognition need to know several things, one being that their special gifts are not what make them special. (Steve Whewell, principal)
From Amazon: Wemmicks do the same thing every day -- they stick gold stars or gray dots on one another. The pretty ones, those with smooth wood and fine paint, always get stars. So do the talented ones. Others, though, who can do little or who have chipped paint, get ugly gray dots. Punchinello is one of the latter. In this delightful children's tale, children will love hearing how Eli the woodcarver helps Punchinello understand how special he is -- marks and all. It's a vital message for children everywhere: that God cherishes them just as they are.
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Article by Gary M. Hopkins
Education World®
Copyright © 2009 Education World
Originally published 04/07/2008
Last updated 03/20/2009
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You've reached the end of another grading period, and what could be more daunting than the task of composing insightful, original, and unique comments about every child in your class? The following positive statements will help you tailor your comments to specific children and highlight their strengths.
You can also use our statements to indicate a need for improvement. Turn the words around a bit, and you will transform each into a goal for a child to work toward. Sam cooperates consistently with others becomes Sam needs to cooperate more consistently with others, and Sally uses vivid language in writing may instead read With practice, Sally will learn to use vivid language in her writing. Make Jan seeks new challenges into a request for parental support by changing it to read Please encourage Jan to seek new challenges.
Whether you are tweaking statements from this page or creating original ones, check out our Report Card Thesaurus [see bottom of the page] that contains a list of appropriate adjectives and adverbs. There you will find the right words to keep your comments fresh and accurate.
We have organized our 125 report card comments by category. Read the entire list or click one of the category links below to jump to that list.
AttitudeBehaviorCharacterCommunication SkillsGroup WorkInterests and TalentsParticipationSocial SkillsTime ManagementWork Habits
Attitude
The student:
is an enthusiastic learner who seems to enjoy school.
exhibits a positive outlook and attitude in the classroom.
appears well rested and ready for each day's activities.
shows enthusiasm for classroom activities.
shows initiative and looks for new ways to get involved.
uses instincts to deal with matters independently and in a positive way.
strives to reach their full potential.
is committed to doing their best.
seeks new challenges.
takes responsibility for their learning.
Behavior
The student:
cooperates consistently with the teacher and other students.
transitions easily between classroom activities without distraction.
is courteous and shows good manners in the classroom.
follows classroom rules.
conducts themselves with maturity.
responds appropriately when corrected.
remains focused on the activity at hand.
resists the urge to be distracted by other students.
is kind and helpful to everyone in the classroom.
sets an example of excellence in behavior and cooperation.
Character
The student:
shows respect for teachers and peers.
treats school property and the belongings of others with care and respect.
is honest and trustworthy in dealings with others.
displays good citizenship by assisting other students.
joins in school community projects.
is concerned about the feelings of peers.
faithfully performs classroom tasks.
can be depended on to do what they are asked to do.
seeks responsibilities and follows through.
is thoughtful in interactions with others.
is kind, respectful and helpful when interacting with his/her peers
is respectful of other students in our classroom and the school community
demonstrates responsibility daily by caring for the materials in our classroom carefully and thoughtfully
takes his/her classroom jobs seriously and demonstrates responsibility when completing them
is always honest and can be counted on to recount information when asked
is considerate when interacting with his/her teachers
demonstrates his/her manners on a daily basis and is always respectful
has incredible self-discipline and always gets his/her work done in a timely manner
can be counted on to be one of the first students to begin working on the task that is given
perseveres when faced with difficulty by asking questions and trying his/her best
does not give up when facing a task that is difficult and always does his/her best
is such a caring boy/girl and demonstrates concern for his/her peers
demonstrates his/her caring nature when helping his/her peers when they need the assistance
is a model citizen in our classroom
is demonstrates his/her citizenship in our classroom by helping to keep it clean and taking care of the materials in it
can always be counted on to cooperate with his/her peers
is able to cooperate and work well with any of the other students in the class
is exceptionally organized and takes care of his/her things
is always enthusiastic when completing his/her work
is agreeable and polite when working with others
is thoughtful and kind in his/her interactions with others
is creative when problem solving
is very hardworking and always completes all of his/her work
is patient and kind when working with his/her peers who need extra assistance
trustworthy and can always be counted on to step in and help where needed
Communication Skills
The student:
has a well-developed vocabulary.
chooses words with care.
expresses ideas clearly, both verbally and through writing.
has a vibrant imagination and excels in creative writing.
has found their voice through poetry writing.
uses vivid language in writing.
writes clearly and with purpose.
writes with depth and insight.
can make a logical and persuasive argument.
listens to the comments and ideas of others without interrupting.
Group Work
The student:
offers constructive suggestions to peers to enhance their work.
accepts the recommendations of peers and acts on them when appropriate.
is sensitive to the thoughts and opinions of others in the group.
takes on various roles in the work group as needed or assigned.
welcomes leadership roles in groups.
shows fairness in distributing group tasks.
plans and carries out group activities carefully.
works democratically with peers.
encourages other members of the group.
helps to keep the work group focused and on task.
Interests and Talents
The student:
has a well-developed sense of humor.
holds many varied interests.
has a keen interest that has been shared with the class.
displays and talks about personal items from home when they relate to topics of study.
provides background knowledge about topics of particular interest to them.
has an impressive understanding and depth of knowledge about their interests.
seeks additional information independently about classroom topics that pique interest.
reads extensively for enjoyment.
frequently discusses concepts about which they have read.
is a gifted performer.
is a talented artist.
has a flair for dramatic reading and acting.
enjoys sharing their musical talent with the class.
Participation
The student:
listens attentively to the responses of others.
follows directions.
takes an active role in discussions.
enhances group discussion through insightful comments.
shares personal experiences and opinions with peers.
responds to what has been read or discussed in class and as homework.
asks for clarification when needed.
regularly volunteers to assist in classroom activities.
remains an active learner throughout the school day.
Social Skills
The student:
makes friends quickly in the classroom.
is well-liked by classmates.
handles disagreements with peers appropriately.
treats other students with fairness and understanding.
is a valued member of the class.
has compassion for peers and others.
seems comfortable in new situations.
enjoys conversation with friends during free periods.
chooses to spend free time with friends.
Time Management
The student:
tackles classroom assignments, tasks, and group work in an organized manner.
uses class time wisely.
arrives on time for school (and/or class) every day.
is well-prepared for class each day.
works at an appropriate pace, neither too quickly or slowly.
completes assignments in the time allotted.
paces work on long-term assignments.
sets achievable goals with respect to time.
completes make-up work in a timely fashion.
Work Habits
The student:
is a conscientious, hard-working student.
works independently.
is a self-motivated student.
consistently completes homework assignments.
puts forth their best effort into homework assignments.
exceeds expectations with the quality of their work.
readily grasps new concepts and ideas.
generates neat and careful work.
checks work thoroughly before submitting it.
stays on task with little supervision.
displays self-discipline.
avoids careless errors through attention to detail.
uses free minutes of class time constructively.
creates impressive home projects.
Related: Needs Improvement Report Card Comments for even more comments!
Student Certificates!
Recognize positive attitudes and achievements with personalized student award certificates!
Report Card Thesaurus
Looking for some great adverbs and adjectives to bring to life the comments that you put on report cards? Go beyond the stale and repetitive With this list, your notes will always be creative and unique.
Adjectives
attentive, capable, careful, cheerful, confident, cooperative, courteous, creative, dynamic, eager, energetic, generous, hard-working, helpful, honest, imaginative, independent, industrious, motivated, organized, outgoing, pleasant, polite, resourceful, sincere, unique
Adverbs
always, commonly, consistently, daily, frequently, monthly, never, occasionally, often, rarely, regularly, typically, usually, weekly
Copyright© 2022 Education World
Back to Geography Lesson Plan
Where Did Foods Originate?
(Foods of the New World and Old World)
Subjects
Arts & Humanities
--Language Arts
Educational Technology
Science
--Agriculture
Social Studies
--Economics
--Geography
--History
----U.S. History
----World History
--Regions/Cultures
Grade
K-2
3-5
6-8
9-12
Advanced
Brief Description
Students explore how New World explorers helped change the Old World's diet (and vice versa).
Objectives
Students will
learn about changes that occurred in the New World and Old World as a result of early exploration.
use library and Internet sources to research food origins. (Older students only.)
create a bulletin-board map illustrating the many foods that were shared as a result of exploration.
Keywords
Columbus, explorers, origin, food, timeline, plants, map, New World, Old World, colonies, colonial, crops, media literacy, products, consumer
Materials Needed:
library and/or Internet access (older students only)
outline map of the world (You might print the map on a transparency; then use an overhead projector to project and trace a large outline map of the world onto white paper on a bulletin board.)
magazines (optional)
Lesson Plan
The early explorers to the Americas were exposed to many things they had never seen before. Besides strange people and animals, they were exposed to many foods that were unknown in the Old World. In this lesson, you might post an outline map of the continents on a bulletin board. Have students use library and/or Internet resources (provided below) to research some of the edible items the first explorers saw for the first time in the New World. On the bulletin board, draw an arrow from the New World (the Americas) to the Old World (Europe, Asia, Africa) and post around it drawings or images (from magazines or clip art) of products discovered in the New World and taken back to the Old World.
Soon, the explorers would introduce plants/foods from the Old World to the Americas. You might draw a second arrow on the board -- from the Old World to the New World -- and post appropriate drawings or images around it.
Adapt the Lesson for Younger Students
Younger students will not have the ability to research foods that originated in the New and Old World. You might adapt the lesson by sharing some of the food items in the Food Lists section below. Have students collect or draw pictures of those items for the bulletin board display.
Resources
In addition to library resources, students might use the following Internet sites as they research the geographic origins of some foods:
Curry, Spice, and All Things Nice: Food Origins
The Food Timeline
Native Foods of the Americas
A Harvest Gathered: Food in the New World
We Are What We Eat Timeline (Note: This resource is an archived resource; the original page is no longer live and updated.)
Food Lists Our research uncovered the Old and New World foods below. Students might find many of those and add them to the bulletin board display. Notice that some items appear on both lists -- beans, for example. There are many varieties of beans, some with New World origins and others with their origins in the Old World. In our research, we found sources that indicate onions originated in the New and sources that indicate onions originated in the Old World. Students might create a special question mark symbol to post next to any item for which contradictory sources can be found
Note: The Food Timeline is a resource that documents many Old World products. This resource sets up a number of contradictions. For example:
Many sources note that tomatoes originated in the New World; The Food Timeline indicates that tomatoes were introduced to the New World in 1781.
The Food Timeline indicates that strawberries and raspberries were available in the 1st century in Europe; other sources identify them as New World commodities.
Foods That Originated in the New World: artichokes, avocados, beans (kidney and lima), black walnuts, blueberries, cacao (cocoa/chocolate), cashews, cassava, chestnuts, corn (maize), crab apples, cranberries, gourds, hickory nuts, onions, papayas, peanuts, pecans, peppers (bell peppers, chili peppers), pineapples, plums, potatoes, pumpkins, raspberries, squash, strawberries, sunflowers, sweet potatoes, tobacco, tomatoes, turkey, vanilla, wild cherries, wild rice.
Foods That Originated in the Old World: apples, bananas, beans (some varieties), beets, broccoli, carrots, cattle (beef), cauliflower, celery, cheese, cherries, chickens, chickpeas, cinnamon, coffee, cows, cucumbers, eggplant, garlic, ginger, grapes, honey (honey bees), lemons, lettuce, limes, mangos, oats, okra, olives, onions, oranges, pasta, peaches, pears, peas, pigs, radishes, rice, sheep, spinach, tea, watermelon, wheat, yams.
Extension Activities
Home-school connection. Have students and their parents search their food cupboards at home; ask each student to bring in two food items whose origin can be traced to a specific place (foreign if possible, domestic if not). Labels from those products will be sufficient, especially if the products are in breakable containers. Place those labels/items around a world map; use yarn to connect each label to the location of its origin on the map.
Media literacy. Because students will research many sources, have them list the sources for the information they find about each food item. Have them place an asterisk or checkmark next to the food item each time they find that item in a different source. If students find a food in multiple sources, they might consider it "verified"; those foods they find in only one source might require additional research to verify.
Assessment
Invite students to agree or disagree with the following statement:The early explorers were surprised by many of the foods they saw in the New World.
Have students write a paragraph in support of their opinion.
Lesson Plan Source
Education World
Submitted By
Gary Hopkins
National Standards
LANGUAGE ARTS: EnglishGRADES K - 12NL-ENG.K-12.2 Reading for UnderstandingNL-ENG.K-12.8 Developing Research SkillsNL-ENG.K-12.9 Multicultural UnderstandingNL-ENG.K-12.12 Applying Language Skills
SOCIAL SCIENCES: EconomicsGRADES K - 4NSS-EC.K-4.1 Productive ResourcesNSS-EC.K-4.6 Gain from TradeGRADES 5 - 8NSS-EC.5-8.1 Productive ResourcesNSS-EC.5-8.6 Gain from TradeGRADES 9 - 12NSS-EC.9-12.1 Productive ResourcesNSS-EC.9-12.6 Gain from Trade
SOCIAL SCIENCES: GeographyGRADES K - 12NSS-G.K-12.1 The World in Spatial TermsNSS-G.K-12.2 Places and Regions
SOCIAL SCIENCES: U.S. HistoryGRADES K - 4NSS-USH.K-4.1 Living and Working together in Families and Communities, Now and Long AgoNSS-USH.K-4.3 The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political HeritageNSS-USH.K-4.4 The History of Peoples of Many Cultures Around the WorldGRADES 5 - 12NSS-USH.5-12.1 Era 1: Three Worlds Meet (Beginnings to 1620)NSS-USH.5-12.2 Era 2: Colonization and Settlement (1585-1763)NSS-WH.5-12.6 Global Expansion and Encounter, 1450-1770
TECHNOLOGYGRADES K - 12NT.K-12.1 Basic Operations and ConceptsNT.K-12.5 Technology Research Tools
Find many more great geography lesson ideas and resources in Education World's Geography Center.
Click here to return to this week's World of Learning lesson plan page.
Updated 10/11/12
Having a tough time finding the right words to come up with "areas for improvement" comments on your students' report cards? Check out our helpful suggestions to find just the right one!
The following statements will help you tailor your comments to specific children and highlight their areas for improvement.
Be sure to check out our 125 Report Card Comments for positive comments!
Needs Improvement- all topics
is a hard worker, but has difficulty staying on task.
has a difficult time staying on task and completing his/her work.
needs to be more respectful and courteous to his/her classmates.
needs to listen to directions fully so that he/she can learn to work more independently.
is not demonstrating responsibility and needs to be consistently reminded of how to perform daily classroom tasks.
works well alone, but needs to learn how to work better cooperatively with peers.
does not have a positive attitude about school and the work that needs to be completed.
struggles with completing his/her work in a timely manner.
gives up easily when something is difficult and needs extensive encouragement to attempt the task.
gets along with his/her classmates well, but is very disruptive during full group instruction.
has a difficult time using the materials in the classroom in a respectful and appropriate manner.
has a difficult time concentrating and gets distracted easily.
is having a difficult time with math. Going over _____ at home would help considerably.
is having a very difficult time understanding math concepts for his/her grade level. He/she would benefit from extra assistance.
could benefit from spending time reading with an adult every day.
is enthusiastic, but is not understanding ____. Additional work on these topics would be incredibly helpful.
is having difficulty concentrating during math lessons and is not learning the material that is being taught because of that.
understands math concepts when using manipulatives, but is having a difficult time learning to ____ without them.
is a very enthusiastic reader. He/she needs to continue to work on _____ to make him/her a better reader.
needs to practice reading at home every day to help make him/her a stronger reader.
needs to practice his/her sight words so that he/she knows them on sight and can spell them.
needs to work on his/her spelling. Practicing at home would be very beneficial.
can read words fluently, but has a difficult time with comprehension. Reading with ______ every day would be helpful.
could benefit from working on his/her handwriting. Slowing down and taking more time would help with this.
is having difficulty writing stories. Encouraging him/her to tell stories at home would help with this.
has a difficult time knowing when it is appropriate to share his/her thoughts. We are working on learning when it is a good time to share and when it is a good time to listen.
needs to work on his/her time management skills. _______is able to complete his/her work, but spends too much time on other tasks and rarely completes his/her work.
needs reminders about the daily classroom routine. Talking through the classroom routine at home would be helpful.
is having a difficult time remembering the difference between short and long vowel sounds. Practicing these at home would be very helpful.
is struggling with reading. He/she does not seem to enjoy it and does not want to do it. Choosing books that he/she like and reading them with him/her at home will help build a love of reading.
frequently turns in incomplete homework or does not hand in any homework. Encouraging _______to complete his/her homework would be very helpful.
does not take pride in his/her work. We are working to help him/her feel good about what he/she accomplishes.
does not actively participate in small group activities. Active participation would be beneficial.
has a difficult time remembering to go back and check his/her work. Because of this, there are often spelling and grammar mistakes in his/her work.
does not much effort into his/her writing. As a result, his/her work is often messy and incomplete.
is struggling to understand new concepts in science. Paying closer attention to the class discussions and the readings that we are doing would be beneficial.
is reading significantly below grade level. Intervention is required.
does not write a clear beginning, middle and end when writing a story. We are working to identify the parts of the stories that he/she is writing.
is struggling to use new reading strategies to help him/her read higher level books.
is wonderful at writing creative stories, but needs to work on writing nonfiction and using facts.
has a difficult time understanding how to solve word problems.
needs to slow down and go back and check his/her work to make sure that all answers are correct.
is not completing math work that is on grade level. Intervention is required.
is struggling to understand place value.
is very enthusiastic about math, but struggles to understand basic concepts.
has a difficult time remembering the value of different coins and how to count them. Practicing this at home would be helpful.
would benefit from practicing math facts at home.
is very engaged during whole group math instruction, but struggles to work independently.
is able to correctly answer word problems, but is unable to explain how he/she got the answer.
is having a difficult time comparing numbers.
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