Charting / Documentation Guide - Alliant GMCF Home

An Occupational Therapist recently provided this program for a student that had trouble with having too much energy in the classroom. The Alert Program provided a system for the student to recogniz…

Strengthen your students' reading comprehension skills with the fable, The Serpent and the Eagle.

A log creates documentation for parent communication so that you have a record of every communication you've made.

This is a sheet that I use with students who need to process their behaviors. It also serves as documentation for a student's perception so ...

Hey friends! I took Evidence last semester, and about halfway through the semester, realized there was no way I was going to understand the material unless it was in a chart. I'm not even that big of a chart person, but weirdly enough, it worked for me and Evidence! My friend Hilary introduced me to LucidChart, which is an online program where you can make charts! It gives you tons of options and I loved using the program. I don't really need charts this semester, but I have no doubt I'll need this program in the future, whether it's in law school or out in the real world! Anyway, back to Evidence! Today, I'm uploading ALL my Evidence flow charts in the hope that it will help those of you taking Evidence study and understand the material better. A few disclaimers here, because I am (almost) a lawyer: This is absolutely, 100% not legal advice - it's to help people studying law to get a different view of Evidence. Please do not use these to learn Evidence all by yourself - do the readings for class, work hard, and use these to help yourself learn some of the trickier rules. While I think the flow charts are probably 98% right, I'm human and I'm sure there's a mistake in there somewhere, so if you find a mistake, PLEASE let me know and I'll make changes to the charts! :) I had to upload the pictures in a smaller format, so to make them as big as possible and download them, click on the picture itself and it should take you to the image on it's own page! Expert & Opinion Testimony Rules Habit, Compromise, Plea Deals, Etc. Rules Hearsay Exceptions Hearsay Rules Witness Impeachment Rules Privilege Rules Relevancy Rules Witness Rules I hope these are helpful to you! Happy studying! :)

How sensory processing works across the 8 sensory systems in the body - with a look at the sensory spectrum, sensory development in infancy, and SPD.

Make learning fun for your students! Strategies, activities, freebies and more for teachers, tutors and homeschoolers. Ideas you can use today!

Differentiation and scaffolding can help students better understand and learn. Here are teaching ideas and tips to use in class.

The Parent Communication Documentation Tool will help you keep up with the important conversations you have with your students' parents. There are two forms included in this download. Digital Parent Communication Forms for GOOGLE DRIVE here! Keep the conversations you have with parents organized and documented! I typically copy two parent communication forms back to back, slide each sheet into a clear sleeve, and then file them in alphabetical order. I included an additional FREEBIE. Pink and white polka-dotted printed note cards to help you keep organized. Check out these resources: Guided Reading Planner Sub Binder Bundle Reading Logs for the Year Thank you for checking out Teacher Karma! Please contact me if you have any questions or concerns with this product. [email protected] Please visit my blog for additional learning activities and strategies: TeacherKarma.com Best Wishes! Jen Bradshaw [email protected]

Transdisciplinary Skills What do we want students to be able to do? Transdisciplinary Themes Who we are...

Faites interagir vos élèves avec notre set de dés sur les questions personnelles et permettez-leur de faire connaissance.

Creepy crawly spiders! Heights! The dark! These are some common top fears to name a few, and if you're anything like me, heck, you're not too fond of any of those three. But do you know what the number one fear is? The one that outweighs all others? Glossophobia. (Cue the eery music) Dun, da, dun! Now before we get all panicked and shriek in horror, what exactly is this dreadful phobia? In layman's terms--the fear of public speaking. Even if you don't personally suffer from glossophobia, you probably have experienced some type of symptoms like a racing heart, sweaty palms, dry mouth, or some type of mild anxiety before speaking in front of others. So how do we get better at communicating in a group setting, and how do we prepare our students, even at a young age, to do this? Like other academic skills, how to participate in a discussion is something that needs to be taught explicitly. When I was early in my teaching career, whole class discussion typically consisted of me asking the questions while my students provided the answers. Sure, the questions were good, and by good, I mean the kinds of questions that were open-ended and required critical thinking. But still, I was the one that was doing all the leading. I was doing all the asking. I was doing all the steering. I was the driver if you will. Now instead imagine a classroom where the students are the ones in the driver's seat. The students are the ones asking the questions AND providing the answers. The students are the ones steering the discussion. Over my years of teaching, I have learned (and am still learning!) to "release control," and recently, I envisioned a classroom where student-led discussion was the norm. Thus, began my quest of how to make this happen. If I wanted my students to truly lead the discussion in my classroom, then I would need to give them the skills and tools to be able to do this. This is where gradual release comes into play. Gradual release is the process in which you basically pass the baton slowly from teacher to student as students gain independence with a particular skill or concept. Here's how it works. 1) You teach the skill directly. This involves direct instruction and modeling. 2) You involve students in the process while you still support. This is often referred to as guided instruction. For example, for a math lesson involving the steps of solving a story problem, you now do a few story problems "together." 3) You give students independent practice time with the skill while you provide feedback, both affirming and adjusting (i.e. "I see you drew a picture to help you solve the problem, great job choosing a strategy. Let's double check your addition in the tens place...") . 4) You wrap up the lesson by clearing up misconceptions, going over answers from independent work, and perhaps informally assessing students through say an exit ticket or cold calling with popsicle sticks. In sum, you go from "me" to "we" to "you." So I thought, why couldn't this process be used for teaching student-led discussion? Using the idea of gradual release, I broke down teaching student-led discussion into the six steps below: The outline above involves starting in baby steps. First, introduce students to discussion stems. It is best to only start with a few at a time as well as to choose more concrete stems to begin with like, "I have a question..." or "I agree/disagree with..." first. These stems give students the language they need to jump into the discussion both in the format of asking a question as well as replying with a comment or relevant thought. I have designed 16 meaningful discussion stem posters for students to refer to. The posters come in three different sizes, one perfect for hanging up on your classroom walls, one perfect to put on a ring and use for a small group, and one perfect for students to use as their individual resource. Second, have students begin with less-academic, more fun topics vs. essential questions that require critical thinking. The goal here is that students can initially focus mostly on their communication skills vs. having to delve into deep thinking. Of course, once students have had ample practice learning the process of student-led discussion, then by all means dive head first into critical thinking guided by your academic units! For teaching student-led discussion with juicy yet "easy" topics that hook students' interest, I created 20 discussion starters to use. Third, give students time to write down their thinking and plan out what they are going to say about the topic rather than making them think and speak on the spot. I created some planning templates that can be used for any topic or essential question so that they can be used for meaty academic topics too. (P.S. They are editable so that I can type in my topic or essential question and make as many copies as I need!! Whoopee!!) Fourth, set clear expectations before you start the student-led discussion such as what respectful listening looks like. Teach, model, and have students model these expectations so that you are setting students up for success. Fifth, give students a goal as to how many times to speak and over time, increase it. For example, for the very first practice, you might say something like, "Today, everyone needs to speak at least one time. You may participate by asking a question, making a comment, or responding to someone else's comment. If you want to participate more than one time in the discussion, you may." Here's a rubric that can help students self-monitor and self-evaluate their communication skills. Sixth, the very first time students practice student-led discussion, participate as the teacher as needed, calling on students who may need some encouragement. Over time, you will participate less and less until not at all! I made some recording sheets as an assessment tool to give students feedback, celebrate sutdents' successes, and support students in making growth in their communication skills. They come in different forms where I can record specific discussion stems students used or just in general whether students asked a question or made a comment. I also made them different sizes--one for whole class, one for small group. (PPS These are editable too so that student names can be typed directly on the sheet!) The key to this whole process is baby steps. You want students to feel safe, encouraged, and confident, and the way to do this is to give students the tools they need up front and then release them slowly towards independence. To see this "How to Teach Meaningful Student-Led Discussion Pack" in detail, click on the image below! With the resources in this pack, your students certainly will not suffer from glossophobia as you create a safe and welcoming environment where students lead the discussion as your norm. Now as calming other fears like spiders... Good luck! :)

The students look at the picture and answer the questions with complete sentences.If you like this worksheet, you can find more picture descriptions here:https://en.islcollective.com/mypage/my-creations?search_key=Picture+description&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12 - ESL worksheets

Find 25 during reading activities that students enjoy and that boost comprehension through visualization, personal connection, and more!

In the history of education, assessment has always played a vital role in determining student achievement. While the advantages of gauging achievement are strongly pronounced, there are still plen…

What could teach your students more about conductors and insulators than a hands-on investigation where they test out items themselves? That's exactly what they'll do with the help of these tabbed booklets! They'll even get to practice other skills like building vocabulary, reading, and writing. File Type PDF (Acrobat) Document File Be sure that you have an application to open this file type before downloading and/or purchasing.

Critical Thinking Toolkit (Critical Thinking Toolkit | Creative and Critical Thinking Activities… http://t.co/YDYfeJSKb9 http://t.co/huATBlCRq8)... Via Nadene Canning, David Hain, Lynnette Van Dyke

Today I thought I’d share a strategy I use to help my students communicate their thinking during the inquiry process. See, Think, Wonder is a thinking routine I use with my students to help t…

Do you understand macroeconomics? This Cheat Sheet teaches you everything you need to know. Grab the 4-page document here:

Your students are bright, but they don't always sound like it. Help improve student vocabulary with these 600 ways to say common things.

When it comes to grading and assessing essay writing, it is important to aim for improvement and not perfection. There is no such thing as a perfect essay, and our grading policies need to reflect that and award effort instead of perfection. Essay writing is essential to secondary ELA, and it's im

Creating a classroom job chart

Chronicle your living books journey through botany with the SCIDAT logbook. The Official Sassafras SCIDAT Logbook: Botany Edition will help your student document their journey through The Sassafras Science Adventures Volume 3: Botany.  It is the only SCIDAT logbook authorized and approved by the Sassafras twins. This logbook gives the student space to record what they have learned as they follow the plant adventures of Blaine and Tracey Sassafras. View a sample of The Official Sassafras SCIDAT Logbook: Botany Edition or see inside this logbook in the peek inside our Sassafras Science Botany materials in the video below: Additional Required Books You will need to purchase the following books to complete the logbook. The Sassafras Science Adventures Volume 3: Botany The Sassafras Guide to Botany (optional, but recommended) Product Details  The Official Sassafras SCIDAT Logbook: Botany Edition perfect bound book (black & white interior) 8.5 by 11 inches 96 pages ISBN: 978-1-935614-31-9 SKU: SSAV3SL

I want to share my new grammar worksheet with you. The worksheet will enable your students to reinforce their knowledge on should and shouldn't. It consists of eighteen sentences and situations and has wonderful pictures. I really hope this worksheet will be useful. - ESL worksheets

Much like project-based learning, there are many reasons to use inquiry-based learning in your classroom--starting with creativity and personalization.

English Present Simple Tense; Affirmative, Negative, Interrogative Affirmative Negative Interrogative I am a doctor. I am not a doctor. Am I a doctor? You are an engineer. You are not an engineer. Are you an engineer? He is at home. He is not at home. Is he at home? She is my sister. She is not my sister. Is she my sister? It is a dog. It is not a dog. Is it a dog? We are friends. We are not friends. Are we friends? They are farmer. They are not farmer. Are they farmer?