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Teach For America
Teach For America Diaries
Teacher Leadership
Coaching Teachers To Be Leaders: Evelyn Cortez-Ford
Teacher Researchers
Me? A Teacher-Researcher?
Teachers
(see also
Certification
,
Classroom Management
,
First-Year Teachers
,
Professional Development
, and
Substitute Teachers
)
In Teaching, Older Is Sometimes Better
Autoimmune Diseases Hit Teachers Hard
The Pains and Pleasures of the 'Floating' Teacher
Team Teaching: Teaming Teachers Offer Tips
Have You Been Thinking About Publishing Your Best Lessons?
The Myth of Tenure and the Terrible Teacher
Dressing (Teachers) for Success
My Other Kids
Teachers, Assessment of
Teachers Take Lead in Instructional Talk Throughs
Pushing for Peer-Review
The Focus on Teacher Standards: States Raise the Bar on Teacher Standards
Making Teacher Evaluations Work
The Focus on Teacher Standards: Helping Teachers Achieve
Alleviating Appraisal Anxiety: Lessons Learned from 29 Years of Evaluations
Teachers, Background Checks
Is the Teacher in the Classroom Next Door a Convicted Felon?
Teachers, Burnout of
Catching Up With Our Bodies: Reflections on Teacher Burnout
How to Keep the Fire Burning, or Lessons Learned from Edith, the Kids, and "The Fear"
Teachers Have It Easy--NOT
Teachers, Education of
Schools of Education Work to Improve Urban Schools
Harvard's Teacher Program Moves to Urban Focus
North Carolina Grows Its Own Teachers
Schools of Education That Work!
Testing Teachers Makes Teachers Testy!
The State of Teacher Preparation: 1997
What's Going On in Teacher Education?
Ed Schools: Are Tomorrow's Teachers Making the Grade?
Teacher Education Programs
Military Veterans Proudly Serving Again, in the Classroom
Reforming the "Chaos" of Teacher Education
AACTE Defends Teacher Education
Teachers, Incentives for
In-School Daycare Benefits Faculty, Community
Teachers, Lifestyles of
In-School Daycare Benefits Faculty, Community
Cooking with Joy Archive
Home, Work Families Share Dys-Similarities
Why I Didn't Call
Teachers, Qualities of Effective
Could I Pass the Haberman "Star Teacher" Test?
Me? A Teacher-Researcher?
How Can Parents Tell If Teachers Are Doing a Good Job?
Testing Teachers Makes Teachers Testy!
What Qualities Do Principals Look for in a New Teacher?
Teachers Who Make Principals Say WOW!
Admirable Teaching Traits
Teacher Quality: Two Views
Teaching With Heart
Measuring the Effects of Effective Teaching
You Get What You Pay For
Teaching Isn't for Losers
Each Student is Someone's Special Child
My Favorite Teacher
What Makes Teachers Good?
Are You a Real Teacher?
Duhs and Don'ts for Today's Teachers
And Behold! 12 Commandments for Teachers!
Downshifting: Teaching (for Understanding) in a Lower Gear
Teachers, Recognition of
Teacher of the Year Inspires Excellence
Fitness Champ Teaches by Example
Top Teacher Ties History to Current Events
Drinking Up Inspiring Words
Teacher of the Year Aims to Celebrate Teachers, Teaching
Top Ten Picks for Great Teacher Flicks
Thank a Teacher!
Thank a Teacher -- Please!
A Teacher's Influence Is Often Lasting
Sixty-Five Ways to Recognize Teachers During Teacher Appreciation Week -- and All Year Long
Teachers Have It Easy--NOT
Teachers Receive Due Praise at Graduation
Teacher Wins $100,000 for Excellence
Teachers, Recruitment and Retention
Developing, Retaining Strong Teachers in the Schools That Need Them Most
Advice for Future Teachers: Five Questions to Consider
50 Great Questions for Teacher Interviews
Principals Hold Key to Teacher Retention
Scrambling for Staff: The Teacher Shortage in Rural Schools
The Teacher Shortage: Apply, Please!
Teachers on the Move: Relocation Resources for Educators
The Right of America's Children: An Online Conference from the NEA
NEA Offers Tips to Recruit Minority Teachers
Recruiting and Retaining Minority Teachers: Programs That Work!
Pathways Program Helps Combat Teacher Shortage
The Wild World of Teacher Recruiting
1998 Is
This
the Year of the Teacher Shortage?
NEA Seeks Corporate Support for Teacher Recruitment Campaign
It's the Principal of the Thing!
The Teacher Shortage: Solutions That Work
Help Wanted! Easing the Teacher Shortage
Online Site Aimed At Reducing Teacher Shortfall
Out-of-Field Teaching: How Qualified Is
Your
Child's Teacher?
Maybe It's Time to Reform Demands We Put on Educators
Would You Switch Schools for More Money?
Making a Difference Is What It's All About
Principal Actions Key to Retaining Teachers
Military Veterans Proudly Serving Again, in the Classroom
Why Teachers Unions Are Needed
Teachers, Review of
Teachers Take Lead in Instructional Talk Throughs
Teachers, Salaries of
Show Me The Money!
Pay for Performance: What Are the Issues?
Pay for Performance: What Went Wrong in Cincinnati?
Pay for Performance: It Can Work -- Here's How
School Systems and Teachers Unions Mull Over Performance Pay
NEA Delegates Reject Performance Pay
Pay for Performance: More States Brave Teacher-Pay Debate
Debate in the News: Should PTAs Be Allowed to Fund Teacher Salaries?
Tenure or a Higher Salary: Which Would You Take?
Will Higher Pay Solve the Worst Teacher Shortage Ever? It Can't Hurt!
You Get What You Pay For
Does High Teacher Pay = High Achievement? A Study Says No!
Teachers at the Bottom of the Class for Professional Pay
Would You Switch Schools for More Money?
Teachers Have It Easy--NOT
Why Teachers Unions Are Needed
Teachers, Stress Relief for
Keeping Your Cool Amid Classroom Chaos
Laugh and the World Laughs with You
How Do You Spell 'Stress Relief'?
Maybe It's Time to Reform Demands We Put on Educators
Where Have All the Staff Rooms Gone?
From Chaos to Coherence: Managing Teacher Stress
Mastering the New Three R's
Teaching
(see also
Teachers;
War, Teaching About
; plus any subject area)
Teaching, Effective Strategies
Teacher of the Year Inspires Excellence
Wonder Years'
Actress Extols Wonders of Math
Top Teacher Ties History to Current Events
"You Must Remember This"Teaching with Mnemonics!
What Makes Effective Teaching Teams Tick?
Those Who Can, Do
TEACH!
Do You Have What It Takes to Teach in a High-Poverty School?
Scaffolding to Success
Teachers Learn from Looking Together at Student Work
Literature Circles Build Excitement for Books!
'Paper Swap' Strategy Helps Students Learn
Let's Cooperate! -- Teachers Share Tips for Cooperative Learning
Cooperative Learning Saves the Day! -- One Teacher's Story
The 'Jigsaw' Approach Brings Lessons to Life
Creating Rubrics: Tools You Can Use
Yearlong Themes Spur Learning and Fun!
What Makes Southdown Elementary a Great School?
From "Pretty" to Practical: Using Bulletin Boards to Teach
Video Time Machine Engages Students, Energizes Curriculum
Teachers' "Antennae" Help Them Better Understand At-Risk Students
"Fabulous Friday" Sparks Creativity and Learning
Some Classroom "Dilemmas" Are Beneficial
Ask a Teacher archive
Best Idea Ever archive
Strategies That Work archives
Teacher Feature archive
Ways to Engage, Nurture Middle Schoolers
This Is
Only
a Test
Teaching Critically Is Worth the Effort
Lesson Study Can Improve Teaching, Learning
CES Develops Engaged Students Who Demonstrate Their Learning
Using Acting Skills in the Classroom
Teaching, International Schools
Six Hundred U.S. Teachers to Travel to Japan: Want to Go?
Want to See the World? Teach Overseas!
International Teaching: What Is It Really Like?
Teaming Up to Achieve
(See also
Parkville Community School
,
Urban Schools.
)
Efforts Pay Off, Work Continues
Teaming Up To Achieve
Staff Ready to Dig In, With More Hard Work on the Horizon
A Look at Hartford and its Schools
Getting Down to Business -- in Uniform
Plunging Into Reading, Math
Parkville Celebrates Successes
Teaming Up to Achieve: Staying on Target
Getting Kids on Track Through Early Intervention
Zeroing in on Literacy
Students Hone Skills on Practice Tests
Test Prep Goes into High Gear
Cheering Classmates Send Students to Tests
"March Madness" Comes to Parkville
Literacy, School Choice Are Superintendents Priorities
In High-Stakes Year, Kids Embrace Own Learning
Staying Focused and Balanced
Technology
(see also
Distance Learning
,
Digital Divide
)
Author Says Technology Brings False Promises to Schools
Learning With Laptops: An Urban School Shows Gains
Technology an Educator Can Love
Principals Who Cant Live Without Technology
Technology, Issues Related to
Paving the Way to Internet Safety!
Debate Rages Over 'Digital Divide'
Larry Magid: Keeping Kids Safe On-Line
Technology in Schools: Some Say It Doesn't Compute!
Technology in the Schools: It *Does* Make a Difference!
The School of the Future
The Internet Safety Debate
Getting Started on the Internet: Safe Surfing
Getting Started on the Internet: Developing an Acceptable Use Policy (AUP)
Virtual High Schools: The High Schools of the Future?
Is Technology Just for Boys? -- An e-Interview With Sherry Turkle
E-Rate Narrowing Digital Divide
How Teachers View Technology
Eliminating Lunch Money Messes
Learn to Accessorize: Hardware and Software Essentials
Today's Computer Buyers: Advice From The Experts
The Changing Face of Classroom Technology
Eight Pillars Of Successful Technology Implementation
What Every Teacher Should Know About Technology
Systems Let Schools Call More Parents Faster
Schools and Online Social Networking
Judging, Regulating Student Online Content
Brendas Blog: Brenda Dyck
TechProof: Doug Johnson
Bernie Poole
Cyber Savvy: Supporting Safe and Responsible Internet Use: Nancy Willard
Enlisting Students to Make the Internet Safer
Technology, Planning for
(see also
Technology Planning Archive
)
Paving the Way to Internet Safety!
AASA Launches Internet Discussion Group for Superintendents
Technology in Schools: Some Say It Doesn't Compute!
Technology in the Schools: It *Does* Make a Difference!
Assessing Staff Technology Needs: Do the Current Tools Work?
Golden Nuggets: Seven Tips for Technology Success
Technology Standards for School Leaders Released
Principals Talk Tech: How Is Technology Integration Going?
Motivating Teachers to Use Technology
The School of the Future
Laptop Computers for Every Student!
Keyboarding Skills: When Should They Be Taught?
Getting Started on the Internet: Developing an Acceptable Use Policy (AUP)
Desktop Videoconferencing: Novelty or Legitimate Teaching Tool?
Training Teachers Who Are Terrorized by Technology!
Laptops Change Curriculum -- and Students
Eight Pillars Of Successful Technology Implementation
Today's Computer Buyers: Advice From The Experts
Technology, Security
Safeguarding Laptops and Their Contents
Technology, Teaching With
(see also
Technology Lesson Plans
,
Teacher-Submitted Technology Lesson Plans
,
Technology Projects Archive
,
Using Technology Archive
,
Technology Tools Archive
,
TechTorial (Technology Tutorials) Archive
,
Technology Subject Center
)
What Will the New Year Bring?
Assessing Technology Integration
Assessing Technology Integration
Using Web 2.0 Tools to Breathe New Life into Old Projects
The One-Afternoon SecondLife Tour
Learning 2.0: Built for the Next Generation
Tracing the Start of the Laptop Revolution in Schools
Tech & Teaching: Principals Share Best Uses of Technology
Professional Development Via E-Mail: All You Need is a Keyboard!
On-Line Mentoring: Teachers Buddy-Up to Learn!
Incorporating Technology Into Classroom Curriculum
Getting Started On the Internet: Start Simply!
Getting Started on the Internet: Searching the Web Is as Easy as ABC!
Laptop Computers for Every Student!
Take a Museum Field Trip -- Without Leaving Your Classroom!
Getting Started on the Internet: Add YOUR Name to a Listserv -- Today!
Getting Started on the Internet: Safe Surfing
Keyboarding Skills: When Should They Be Taught?
Getting Started on the Internet: Developing an Acceptable Use Policy (AUP)
Virtual High Schools: The High Schools of the Future?
Desktop Videoconferencing: Novelty or Legitimate Teaching Tool?
Getting Started on the Internet: The Key to Keypal Success!
Senior Pals: Bridging the Generation Gap with Technology
First-Time Computer Buyers: Advice from the Experts
In the Classroom, Computers Often Yield More Glitz Than Guts
Seeing Is Believing -- Harnessing Online Video Clips to Enhance Learning
Computer Sabotage: A Lesson Plan
Becoming a Wired Teacher
Building My First Web Project and Web Page
Technology in the Classroom: Games or Learning Tools?
I Read It on the Internet: Teaching About Web Literacy
The MindsEye Monster Exchange Project: Monsters Made to Order
Journey Into Spring: An Internet Project for Everyone!
Following Fall: A Free On-Line Project Is Getting Noticed
Log On to a Blog
Gaga Over Google: Photo Images Bring Lessons to Life
Discover Mars
How Teachers View Technology
Experience: The Best Teacher
GIS Brings "Real Life" to Learning
Is PowerPoint Evil?
Using the Internet
Accessibility Tools
The Best Search Engines
Searching with Savvy
Time-Saving Search Strategies
Technology an Educator Can Love
What Every Teacher Should Know About Technology
Tech Conferences: For Geeks Only?
Free Online Teacher Tools
Integrating Technology and Science
Best of the Web
Brendas Blog: Brenda Dyck
TechProof: Doug Johnson
Bernie Poole
Podcast for Free on a PC
Terrorism
(see also
Schools, Safety and Security
;
War, Teaching About
)
Preparing For The Worst: Why Schools Need Terrorism Plans
Student Books Capture Feelings About 9/11
Attack on America: Explaining the Inexplicable to Your Students
Remembering September 11
American Teachers: A Strength Exposed
Patriotism and Prayer: Can You Have One Without the Other?
Putting American History in the Forefront
September 11, 2001: A Personal View Just Blocks from the Attack
Paige Urges Schools to Join Simultaneous National Pledge of Allegiance
Teaching Multiculturalism in a Country at War
When Terrorism Is the Teacher
Discussions, Reassurances Mark Teachers' Responses to Attacks
Testing
Big Test Pep Rallies: 2, 4, 6, 8 -- Taking Tests and Feeling Great!
Parents Try High-Stakes Tests
Quia: The Quintessential Teacher's Helper
Teacher Diary: Do Teaching and Testing Go Hand-in-Hand?
Teacher Diary: A Fine Line
Close-Up: Voluntary National Tests
National Testing: Prepare for a Battle
Welcome to Idyllia: A Hypothetical Community Deals With School Test Scores
Voice of Experience: Time to Teach
State Tests Don't Make the Grade
Tossing and Turning at Test Time
Reality Check:
No Sign of Testing Backlash
NEA Urges End to High-Stakes Testing
Standards and High-Stakes Tests: Apples and Oranges
Cautions Issued About High-Stakes Tests
Some Teachers, Students, Parents Say No to Tests!
What Do Tests Test? (A Commentary by Howard Gardner)
How Important Should One Test Be?
Are High-Stakes Tests Punishing Some Students?
Should Standardized Tests Determine Who Is Held Back?
More (Short) Tests Can Help Learning
This Is
Only
a Test
Test-Stressed Out: Strategies for Improving Attitudes, Scores
Beyond Standardized Testing: District Focuses on Assessing the
Whole
Child
Somebody Needs You: Larry Bell
Teaming Up To Achieve
Thinking Skills
(see also
Study Skills
)
Time Management
Principals Share "Best Meetings of the Year"
Teacher Diary: No Time Today!
The School Day: It's Not a Race; Let's Change the Pace!
Beat the Clock! -- Lessons in Time Management for Middle Graders
Mastering the New Three R's
Principals Offer Practical, Timely "Time Management" Tips
Principals as Leader-Managers
Help Students Rise Above the Clutter
Principals Who Cant Live Without Technology
Marriage, Family, and the Principalship: Making It All Work
Title I
Saying 'No' to Title I -- Why Three Districts Did It
Tolerance
Growing Up Gay: Are Schools Doing Enough to Support Gay Students?
The Diversity Bus: On the Road to Understanding
Middle School Teachers, Students, Combat Teasing
Lessons of the Holocaust
Teaching @ Tolerance (Five Lesson Plans)
Gay-Straight Alliances: Ground Zero for School Tolerance
School, Town Create Holocaust Memorial
Tragedy
(see also
Terrorism
;
Violence
; and
War, Teaching About
)
Repaying the Kindness of Strangers
Developing 9/11 Lessons That Are Informative, Sensitive
Kids Can Help Too
Helping Kids Deal With the Space Shuttle Tragedy
Helping Children Cope: Teacher Resources for Talking About Tragedy
When Tragedy Strikes: What Schools Should Do
Arms Open Wide for "Katrina's Kids"
NYC Teachers Recall 9/11
Transitions
Film
A Day in the Life
Eases Sixth Graders' Fears
Make Graduation Day a Special Day Across the Grades
A Call for Better Middle School Transitions
Colleges Go to High Schools
California Colleges, High Schools Collaborate
A Smooth Transition Can Mean a Smooth Year
Rounding Up Pre-K Kids, Parents
Transitions Focus of Inclusion Week
Truancy
(see also
Attendance
)
Triumph Over Truancy: Tips for Improving Student Attendance
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125 Report Card Comments It's report card time and you face the prospect of writing constructive, insightful, and original comments on a couple dozen report cards or more. Here are 125 positive report card comments for you to use and adapt! Struggling Students? Check out our Needs Improvement Report Card Comments for even more comments!
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
125 Report Card Comments
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
Where Did Foods Originate? (Foods of the New World and Old World)
50 "Needs Improvement" Report Card Comments
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. Related: 125 Report Card Comments for positive comments! Student Award Certificates! Recognize positive attitudes and achievements with personalized student award certificates! Copyright© 2020 Education World
50 Needs Improvement Report Card Comments