Stock Market Games
Bring Math to Life
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The CNBC SST, a free on-line stock market simulation, is a ten-week activity designed to teach students in grades 4 through 12 about investing, money management, and responsible decision making. Each team of students receives a virtual $100,000, which they use to create a stock portfolio. Based on their research of market trends, economic conditions, and business news -- as well as on personal preferences -- students select and trade common or preferred stocks listed on the New York, American, or Nasdaq stock exchanges. Portfolios "earn" interest and "pay" commissions, and students make and lose virtual money while adhering to the same rules and regulations that govern actual traders.
Easley's "Surf City" team competed with student teams from the United States and Canada in an effort to create the most valuable stock portfolio and win 200 shares of General Electric stock. The Kahakai students didn't win any prizes -- but no one seemed to mind. Easley asked the students to share their thoughts about the experience with Education World, and this is what they told us:
STOCK QUOTES
Nainoa Q. "When I was in fourth grade, my teacher allowed us to play a stock market game at school and it helped me with my math. I really enjoyed buying stocks. I was interested in Nike, Pepsi and Coca-Cola. The movement of the stock going up meant I was making money, which I liked. When the stock was going down, I was losing money, which I didn't like. I learned to have patience, to focus, and to do a lot of research in order to be successful."
Kai M. "In the fourth grade, I learned many things from playing the stock market game on the Internet. I learned how to buy and sell stocks on the Internet. I learned how to buy and sell stocks, research companies, and how to tell if a stock was good or bad. It was one of the most fun things I ever did on a computer. I found out that it isn't as easy as it looks. It was so much fun that I would recommend this to any fourth, fifth, or sixth graders who are interested in stocks."
Kaimana S. "When I was playing the game, I learned that you can make money fast on the stock market, but you can lose it just as fast. I learned what a stockbroker does. I learned that being a stockbroker is not an easy job. I also learned that being a stock buyer is not an easy job."
Kai V. "At first we bought and sold all our stock every day. I remember we bought stock and made sure the prices were high. We had to invest in GT. It was a high stock during the time we were doing this. We learned what a stockbroker does. I have stock in INTEL now. My mom tells me how it is doing or I hear about how it is doing on the radio and the printout of how much money I make comes in the mail."
Taylor Easley (stockbroker and class advisor) "The stock market game was a fun learning experience for all. The kids got a taste of the excitement of stocks, the wild price fluctuations, the complexity and simplicity of investing, and general rules of thumb. With increased knowledge, many of these young stock-slingers will become successful investors."
Does a student stock tournament sound like an activity your students might enjoy and learn from? If so, check out the CNBC SST or one of the on-line stock market simulation games featured below.
A GOLDEN LAMP WINNER
One of the best educationally based stock market games available online can be found at www.mainxed.com. The MainXed Stock Game, presented by MainXchange, Inc., includes a Teachers' Lounge that contains printable cross-curricular lesson plans, a glossary, and some eminently readable and understandable mini stock market lessons. Monthly and yearly competitions are available, as well as team competitions sponsored by Junior Achievement and the Business Professionals of America. Students can register as individuals, or compete against "buddies" in their classroom, or in classrooms across the country!
Registration for the game is free, and students compete for prizes that include computers, trips, and cash. The MainXed site also allows students to access information about a particular company or about a company in a particular business sector using authentic resources such as Hoover's Online, REUTERS, and CNN Interactive Headline News.
It's easy to integrate the MainXed Stock Game into any curriculum, but to make it even easier MainXchange offers an excellent teacher guide which can be ordered on their Web site. It is FREE when you register twenty students, (or $17.95+$3.50 shipping). This excellent resource offers lesson starters, quizzes, and many great ideas for using the simulation in the classroom. Not only is the game great fun and easy to integrate into the curriculum, it also reinforces standards set by the National Council on Economic Education (NCEE), the National Council for Social Studies (NCSS), the National Council for Teachers of Mathematics (NCTM), and the International Society for Technology Education (ISTE).
One Smithtown, New York, teacher, whose students used the game, noted that it "piqued their interest in what is happening in our economy, as well as in life in general. You see students looking up what the codes stand for; researching companies they are interested in investing in; and reading the newspaper searching for articles that might affect their stocks, as well as those that might reflect the activity of their stock. You even hear students discussing their investments in the hall between classes!"
But it was a student who gave the MainXed game the most glowing recommendation of all, saying, "I can't believe that I'm having fun in school"!
MORE GOLD CHIP SITES
Several other on-line stock market simulations offer much the same kind of fun and "real-world" educational benefits as the CNBC and MainXed games, and most operate in much the same way. However, each has individual features that may make the program more or less suitable for you and your students.
Probably the oldest and best-known on-line stock simulation is the Stock Market Game. This 20-year-old program, developed by the Securities Industry Foundation for Economic Education, includes teacher training, lesson plans, and curriculum materials designed to help teachers integrate the program into their entire curriculum. The program suggests, and helps teachers implement, activities in social studies, language arts, life skills, and technology as well as math, economics, and business education. Most SMG programs, which are administered locally, require a registration fee of about $25 per team. Visit the site and click Pre-Registration Information to find the name of an SMG coordinator in your state.
THINK QUEST STOCK RESOURCES
Look for several on-line stock market simulations at ThinkQuest sites.
The Online Math Stock Game is a great stock market activity for young beginners. In addition to the game, this site provides useful math formulas and discussions of basic investment terms and concepts. Before beginning the game, students can explore such topics as Investment, Stocks, Bonds and Mutual Funds. They can become familiar with such terms as simple and compound interest, return on investment, quotes, and net asset value. An on-line calculator is also provided!
Investing for Kids provides lots of basic information, as well as a stock market game for beginning investors and their teachers. This site includes
- Stock Learning Center, which explains how to choose stocks.
- Separate Beginner, Intermediate, and Advanced investing pages, which provide investment information based on previous knowledge and experience.
- The Financial Quiz mentioned at the beginning of this article.
- The ThinkQuest Stock Game.
- The Stock Game for Educators, a link to the Invest Smart Stock Market Simulation.
The Invest Smart Stock Market Simulation is a stock market and mutual fund simulation. The site provides a tutorial on selecting and trading stock. A Stock Research Query Form allows virtual investors to search a database for information on more than 5,000 commonly traded companies. The library consists of lists of top companies and a number of investment articles. There are also separate teacher and student message boards and a tool for obtaining current stock quotes. The site also provides several options for playing the game.
- The Smart Stock Game is the basic game, which allows students to invest a virtual $100,000 in common and preferred stock.
- The Educator allows teachers or students to create private investment groups in which individual members compete against one another.
- Investment Groups allows more experienced investors to create private groups that collaborate with one another.
- The InvestSmart Fund Challenge allows students to invest in mutual funds rather than common stock.
MORE GOOD INVESTMENTS
Other sites, though less educationally complete than the ones above, also offer stock market simulations or other valuable learning activities.
EduStock
A ThinkQuest site created by students at Winston Churchill High School, in Potomac, Maryland. Although much of the stock information here is out of date, the simulation is usable, and the site is perfect for educators who want to teach a unit on the stock market but who don't have time for a lengthy project; for students to use before beginning a stock market competition; or for individual students to use on their own. The site includes
- Company Profiles of a few businesses that might appeal to student investors, such as McDonald's, Toys 'R' Us, and Nike.
- The Stock Market, an educational tutorial containing information on the history of the stock market and how it works, discussions on selecting and trading stock, and a glossary of investment terms.
- Simulation, a free simulation that allows students to trade stock to create a personal portfolio.
- Other links to on-line financial information.
Final Bell
A free on-line simulation sponsored by Sandbox Entertainment. This is a commercial site and it contains advertising. However, unlike most sites, which run one game a semester, potential investors can register for Final Bell each month. Take the Final Bell Tour to learn more about this game.
Some simulations have a slightly different twist.
Wall Street Sports and SportShares are investment games for the sports enthusiast. Instead of buying shares in Nike or Microsoft, students purchase shares of their favorite NBA, NFL, NHL, PGA, and MLB athletes. You'll need the sports page for these games. Values rise and fall with each game! The sites include extensive links to team and sports-related sites. Wall Street Sports, a commercial site from Sandbox Entertainment, contains advertising and both sites award prizes, but registration is free and ongoing and the concept will appeal to most students.
DABBLING IN THE MARKET
These sites provide stock market-related games, rather than actual simulations.
Speedy Stocks
An interesting adjunct to a stock market game -- or a fun assessment tool. At this site, visitors predict how stocks in five different categories -- Tech Stocks, Internet Stocks, Indexes, Dow Stocks, and Player's Choice -- will perform each day. They receive one SpeedyBuck, which can be exchanged for a variety of prizes, for each correct prediction.
The Young Investor
Sponsored by Liberty Financial, this site provides several money-related games, including a money memory game, an investment trivia game, brain teasers, a rebus puzzle, and two crossword puzzles.
INVESTMENT TOOLS
These sites provide information and tools to help students and teachers who are involved in a stock market game.
Making Tomorrow's Millionaires
This site, part of an eighth-grade social studies project, includes portfolio templates for use in the classroom as well as links to sources for current stock prices.
Wall Street City
Students can enter the symbols of stocks they've invested in and create their own stock market ticker.
StockMaster Stocks By Name
At this site, students can search for a stock by name and find its ticker symbol.
ADDITIONAL RESOURCES
Researching Companies Online
"This business research tutorial presents a step-by-step process for finding free company and industry information on the World Wide Web."
Virtual Stock Exchange
This site, primarily for college students and adults, includes Crosswalk.com Stock Market Game, a "simulated securities broker."
The League of American Investors
This site provides investor information, news releases, and company updates and from a number of public companies.
General Investing Links
This site provides links to sites containing company information, stock market quotes, and on-line games.
Can Kids Buy Stocks?
This Kiplinger.com site answers kids' questions about the Stock market.
Investing 101
This PBS site contains kid-friendly information on investing and some testimonials from students who have played a stock market game.
Investing Links
This site provides links to on-line resources for stock and investment information, with a special section of links for beginners.
The Basics of Investing: A Guide for Educators
This site contains a teacher's guide on the basics of saving and investing.
Young Biz
This free on-line business newsletter for kids provides easy-to-understand information on business and investing. The site includes a Teachers Corner, with investment articles and suggestions for class projects.
International Stock Markets
Explore the New York, London, Tokyo, and Paris stock markets.
Article by Linda Starr
Education World®
Copyright © 2008 Education World
Last updated 04/14/2008
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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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