Hallway Greetings

Welcome Mess.

Community Circles

Agendas

Building Morale Lifelines

Collaboration Books

Brain Breaks

Lifelines Lifelines

Lifelines Lifelines

INTEGRITY PATIENCE KINDNESSHONESTY INITIATIVE PERSEVERANCEEFFORT FRIENDSHIP RESPONSIBILITYCARING COURAGE SENSE OF HUMORRESPECT COMMON SENSE RESOURCEFULNESSMANNERS JOYFUL ORGANIZATIONPRIDE WELLNESS PROBLEM SOLVINGFLEXIBILITY CURIOSITY COOPERATIONGRATEFUL HUMBLE RESILLIENTGENEROSITY FORGIVE TRUSTWORTHYRESOURCEFULNESS SELF-CONTROL

INTEGRITY PATIENCE KINDNESSHONESTY INITIATIVE PERSEVERANCEEFFORT FRIENDSHIP RESPONSIBILITYCARING COURAGE SENSE OF HUMORRESPECT COMMON SENSE RESOURCEFULNESSMANNERS JOYFUL ORGANIZATIONPRIDE WELLNESS PROBLEM SOLVINGFLEXIBILITY CURIOSITY COOPERATIONGRATEFUL HUMBLE RESILLIENTGENEROSITY FORGIVE TRUSTWORTHYRESOURCEFULNESS SELF-CONTROL

INTEGRITY PATIENCE KINDNESSHONESTY INITIATIVE PERSEVERANCEEFFORT FRIENDSHIP RESPONSIBILITYCARING COURAGE SENSE OF HUMORRESPECT COMMON SENSE RESOURCEFULNESSMANNERS JOYFUL ORGANIZATIONPRIDE WELLNESS PROBLEM SOLVINGFLEXIBILITY CURIOSITY COOPERATIONGRATEFUL HUMBLE RESILLIENTGENEROSITY FORGIVE TRUSTWORTHYRESOURCEFULNESS SELF-CONTROL

INTEGRITY PATIENCE KINDNESSHONESTY INITIATIVE PERSEVERANCEEFFORT FRIENDSHIP RESPONSIBILITYCARING COURAGE SENSE OF HUMORRESPECT COMMON SENSE RESOURCEFULNESSMANNERS JOYFUL ORGANIZATIONPRIDE WELLNESS PROBLEM SOLVINGFLEXIBILITY CURIOSITY COOPERATIONGRATEFUL HUMBLE RESILLIENTGENEROSITY FORGIVE TRUSTWORTHYRESOURCEFULNESS SELF-CONTROL

What is C.L.A.S.S.?

C.L.A.S.S. (Connecting Learning Assures Successful Students) is a non-profit professional

development model for schools that teaches best practices based on brain research, to promote character, social, and academic

development. 5975 Castle Creek Parkway N. Drive Castle Creek VI – Suite 475Indianapolis, IN 46250317-572-1576 www.joyofclass.org

What is C.L.A.S.S.?

C.L.A.S.S. (Connecting Learning Assures Successful Students) is a non-profit professional

development model for schools that teaches best practices based on brain research, to promote character, social, and academic

development. 5975 Castle Creek Parkway N. Drive Castle Creek VI – Suite 475Indianapolis, IN 46250317-572-1576 www.joyofclass.org

What is C.L.A.S.S.?

C.L.A.S.S. (Connecting Learning Assures Successful Students) is a non-profit professional

development model for schools that teaches best practices based on brain research, to promote character, social, and academic

development. 5975 Castle Creek Parkway N. Drive Castle Creek VI – Suite 475Indianapolis, IN 46250317-572-1576 www.joyofclass.org

What is C.L.A.S.S.?

C.L.A.S.S. (Connecting Learning Assures Successful Students) is a non-profit professional

development model for schools that teaches best practices based on brain research, to promote character, social, and academic

development. 5975 Castle Creek Parkway N. Drive Castle Creek VI – Suite 475Indianapolis, IN 46250317-572-1576 www.joyofclass.org

The Basics of C.L.A.S.S.--Life Goals --Lifelines--Hallway Greeting --Welcome Message--Agenda --Community Circle--Behavior Procedures --Literacy Links--Learning Clubs --Multiple Intelligences--S.P.R,W. (Say it, Play it, Relay it, Weigh it)--Brain Research --Collaboration--Movement --Connections--Units of Study

The Basics of C.L.A.S.S.--Life Goals --Lifelines--Hallway Greeting --Welcome Message--Agenda --Community Circle--Behavior Procedures --Literacy Links--Learning Clubs --Multiple Intelligences--S.P.R,W. (Say it, Play it, Relay it, Weigh it)--Brain Research --Collaboration--Movement --Connections--Units of Study

The Basics of C.L.A.S.S.--Life Goals --Lifelines--Hallway Greeting --Welcome Message--Agenda --Community Circle--Behavior Procedures --Literacy Links--Learning Clubs --Multiple Intelligences--S.P.R,W. (Say it, Play it, Relay it, Weigh it)--Brain Research --Collaboration--Movement --Connections--Units of Study

The Basics of C.L.A.S.S.--Life Goals --Lifelines--Hallway Greeting --Welcome Message--Agenda --Community Circle--Behavior Procedures --Literacy Links--Learning Clubs --Multiple Intelligences--S.P.R,W. (Say it, Play it, Relay it, Weigh it)--Brain Research --Collaboration--Movement --Connections--Units of Study

Hallway Greeting Idea

Find a joke book from the library and write a joke for

your hallway greeting every day or week. Or let one of

your students do it.

Hallway Greeting IdeaPut a geometric shape or three-dimensional shape on your hallway greeting board and see if students can identify it.

Hallway Greeting Idea

Post an interesting comic that you think your students would enjoy on your hallway greeting. Kids love to read comics and it’s a great comprehension tool.

Hallway Greeting Idea

Put a small desk or table under your hallway greeting and write, “Check out what Mrs. __________ is reading!”

Hallway Greeting Idea

Put a math problem on your hallway greeting board for students to solve and slips of paper to put the answer

on. Kids can deposit answers into an envelope

tacked to the wall.

Hallway Greeting Idea

Put a short poem on the wall. This is a great chance to practice fluency while traveling to the restroom.

Hallway Greeting Idea

Post one word on each teacher’s hallway greeting board so that students have to walk down the entire hallway to get the whole sentence.

Hallway Greeting Idea

Find a quote about the current Lifeline you are studying. Post a quote from a famous person or from a child in your classroom about that Lifeline.

Welcome Message Idea

Make a copy of your welcome message, one for

each student. They can circle parts of speech,

capital letters, answers to literacy links questions, etc.

Welcome Message Idea

Write your welcome message in letter form to model what a friendly letter looks like.

Welcome Message Idea

Write your welcome message on chart paper and then give it to a student who has exhibited Lifelines at the end of the day to post in his/her room. It is a treasure!

Welcome Message Idea

Make your welcome message a few lines from yesterday’s read aloud. Use it to model a comprehension strategy or writing skill.

Welcome Message Idea

Make your welcome message a list of words and let the task be for students to find how the words are

related (long vowel sounds, short vowel sounds, starts

with same letter, synonymns, etc.)

Welcome Message IdeaPrint your welcome message on a piece of paper, cut it up, and put it in an envelope (one for each learning club). Have the club assemble the message and complete the task together.

Welcome Message Idea

Write your welcome message on chart paper and then give it to a student who has exhibited Lifelines at the end of the day to post in his/her room. It is a treasure!

Welcome Message Idea

Make your welcome message a few lines from yesterday’s read aloud. Use it to model a comprehension strategy or writing skill.

Community Circle Idea

Have each child bring a book to the circle. Have them identify the front cover, back cover, title

page, author, etc. You are building in repetitions that will help the brain make

patterns.

Community Circle Idea

Have students share a word that has a certain sound at the beginning or end to work on beginning or ending sounds.

Community Circle Idea

Have students set a goal for which Lifeline they will try to use more this week, Goals can be written or just shared. This is a great way to practice goal setting.

Community Circle Idea

Play the cooperation game with bean bags. Students must listen to directions to toss a bag across the circle to a person, then the game is timed.

Agenda Idea

Write your agenda as a letter. Keep it posted all

day long so students have to read to figure

out what happens next.

Agenda Idea

Put different shapes around what you will do in each subject. Have students identify shapes, find area, perimeter, etc.

Agenda IdeaWrite your agenda on a piece of copy paper and copy it for each student. They can check things off as the day advances. For homework, have them go through the day with their parents using the agenda.

Agenda Idea

Create a simple, one word agends on the board. Have students copy the agenda, writing a sentence for each subject describing what they did.

Chloe and the Lion- Mac BarnettThis is a charming and creative picture book with conversations, arguments, and schemes among and between the author, illustrator, and main character. Their misadventures will keep you in stitches. Children can learn so much about good writing by using this book as mentor text.Lifelines

PatienceFlexibilityCreativityTeamworkPerseveranceProblem Solving

ReadingMaking ConnectionsMaking ConnectionsReading with expressionReading with expressionSensory ImagesSensory ImagesSynthesizingSynthesizing

WritingVoiceStory within a storyConversations (author, MC, illus)Using dialogueOrganizationCircular ending

I Want My Hat Back- Jon Klassen

Who knew a book with such minimal text, repeated phrases, and characters with no names could be such a hoot? Reminiscent of Mo Willems, Jon Klassen gives us this gem of a book about how it feels to lose something, find it…and be happy once again (with a full tummy).

LifelinesProblem SolvingPerseveranceCuriosityHonesty

ReadingSynthesizingInferringExpressionGood for partner readingMaking ConnectionsGreat for fluencyMaking Connections

WritingUsing different colored fonts for different character’s dialogueUsing all capitals to reflect mood

Silly Doggy!- Adam StowerLily has always wanted a dog, and one morning she wakes up to find on in her back yard. At least she thinks it’s a dog, and treats it like a dog…never realizing it’s a BEAR! This book celebrates the fearlessly positive attitude of youth, but the best part is what might happen after the END of the book!

LifelinesCaring ResponsibilityInitiative

ReadingUsing picture cuesConnectionsSensory ImagesPredictingInferringQuestioning

WritingCrafting a title: repeated phraseWord choice (adjectives)Using an ellipseCombining word bubbles with story textOrganization/layoutWriting inspired by a bookConclusion (circular)

The Duckling Gets a Cookie!?-Mo WillemsMo Willems does it again! His pigeon character steals the show in this character study…even though his name doesn’t even appear on the title…which he doesn’t care for. This is a great book to use for fluency and expression…or just for a laugh, but read some of his other pigeon books first in order to truly enjoy it.

Lifelines

Problem SolvingCaring

Reading:Connections: Expression with different types of sentencesPicture and text cues to influence comprehension, fluency, and expression

Writing:VoiceSpeech bubblesConventionsText structureOrganizationMultiple page format

Olivia’s Birds Saving the Gulf- Olivia BoulerThis is a non-fiction book written by ten year-old Olivia Bouler who sold her drawings to raise money for the Audubon Society which was used to clean up the Gulf Oil Spill. This young lady provides us with an amazing example of a mentor text for our non-fiction writers. And a great model for service projects.

WritingUsing a genre in a genreHow to create sections in NFUsing a list as a referenceVarious Leads:

LifelinesEmpathyCaring InitiativeGenerosityResourcefulness

ReadingSchemaConnectionsQuestioningSensory ImagesDetermining Imp

Arnie the Doughnut-Laurie Keller

Hilarous, entertaining, and delightful! This story is told in first person by the main character…Arnie the doughnut! Arnie loves his friends at the bakery, the French crullers, the joyous jelly filled long-johns and even the immature doughnut holes. And he finally gets chosen to be taken home…hooray! Uh-oh…you know what happens when someone chooses a doughnut. Watch Arnie problem solve his way through this situation laughing the whole time.

LifelinesJoyProblem SolvingFriendshipCaring

ReadingExpressionConnectionsPredicting

WritingText structureQuotationsCombining text and illustrationsCreating voice

Giant Steps to Change the World-Spike Lee and Tonya Lewis LeeSpike Lee tells us to “learn from those who lived before us” as he uses quotes from our ancestors who made giant steps that changed our world. He encourages us to use that same initiative, integrity, and perseverance as we take our next steps to make a difference in the world.

LifelinesInitiative PerseveranceProblem SolvingCaring

ReadingSchemaInferring

Writing Using quotationsText structureBuilding questioning in your readerBolding words to build continuity throughout textConclusion (end with a question)Varied sentence length

Where Else in the Wild-David Schwartz

This is a follow-up to David Schwartz’s first book of camouflage poetry, Where in the Wild. This book combines photography, poetry, mystery, and non-fiction as students must read poems, use their comprehension strategies, and predict what animal is hiding in the pictures. Then they get a change to learn about the animal with a page of informational text. his other pigeon books first in order to truly enjoy it.

LifelinesCuriosity

ReadingSynthesizingMaking ConnectionsSensory ImagesPredictingQuestioningDetermining Importance

WritingWord ChoiceCombining Genres (NF and poetry)Different types of poetry

Check for UnderstandingVote cards: Students have cards with, for example, the types of volcanoes. The teacher gives various descriptive traits and the students hold up the type of volcano that is associated with those traits. Color coded cards: Similar to above but with color coded cards representing the various answers.

Check for UnderstandingIndex Card Summaries:Students are given an index card. On side one, they write a summary statement regarding the big idea of the lesson.On side two, they write down a question about something they still don’t understand regarding the lesson or big idea.

Check for Understanding

Parking Lot:A chart is designated “The Parking Lot” where students can post stickies with questions, problems, or “big ahas” that need to be addressed by the teacher.

Check for UnderstandingPicture It:

This is just another term for a non-linguistic representation. Students draw the term, idea, concept, etc. on a white board or paper to demonstrate their understanding of the lesson. They can be partnered up with another student to explain the drawing.

““Brutish”Brutish”

Check for UnderstandingCell Phone Buddies:

Download a cell phone clip art and print enough for the whole class (or have them draw a phone they would like). Put numbers, words, texts on the phones and make sure there are at least two that are the same. Have students find their “Cell Phone Buddy” and go to the part of the room where they get the “best reception” and give them a topic/skill/standard to practice or process.

Check for UnderstandingFOLD IT -- Using a sheet of any size paper, students fold the paper so that it is divided into as many sections as the teachers needs (fourths, thirds, etc). FRAME IT- The teacher can then give directions on what students are to write in each section. FILL IT – Students fill in the sections based on teacher directions. FRIEND IT – Students are partnered with other students to share what they’ve written in different sections (students can add to their papers based on the collaboration or they can share with multiple partners).

Check for Understanding

Roundabout Conversations:Divide students into two equal groups. One group makes a circle around you. The other group makes a circle outside of this circle. Inside circle and outside circle are partners. You can move students to collaborate with different partners.

Check for UnderstandingYour Number is Up:

Number off all students in a learning club. Make sure that they know that all members of the group are responsible for the material discussed. Give students a specific topic to discuss, practice, or process. After processing time go to each group and call a number to stand up and report out the discussion.

Check for UnderstandingSticky Note Sorts:This can be done at any time before, during, or after the lesson. Students write key terms on sticky notes then sort and categorize them in any way they choose (understand, don’t understand) (setting, character, problem, solution).Students then label the categories that were sorted.

Check for UnderstandingGetting on the RAFT:Checking for student understanding of their reading requires getting on the raft:RR (role) –What is the role of the writer?AA (audience)- To whom is the writer writing?FF (format)-What is the format of the piece of writing?TT (topic)-What is the focus of the writing? What’s it about?

Check for Understanding

Mini- Personal Report Card

Students stop and complete a mini-report card on how well the feel they understand the current lesson

Check for UnderstandingMake Your Own Quiz:

Students write a quiz question: Students could then solve their partner’s question, or teacher could randomly select questions to practice, or….?

Check for Understanding4 Squares: Students put a circle in the center of a piece of paper and draw a large box around the circle that is divided into four quadrants. In the center the students put the general topic, in each box the students answer a question about the topic.

Check for UnderstandingCircle, Triangle, Square:(Circle) (Circle) Something that is still going around in your head (Triangle) (Triangle) Something pointed that stood out in your mind (Square) (Square) Something that “Squared” or agreed with your thinking.

Check for Understanding

Pop It (Bubble Wrap) Students write what they want to know about a topic (question) on a dot or sticker then it is placed on bubble wrap. When they find the answer to it, they pop the bubble wrap dot..

Check for UnderstandingHandprint:

Trace your handprint. In each finger write one thing you learned today.

Check for UnderstandingPut yourself on the line: Good for activities with no clear cut answer. Teacher puts extreme views at opposite ends of the room, students decide where they are on the issue and make a line from the two extremes. They share the reason they are where they are in line with those around them, then share out to the whole class. Variation: Fold the line: Same as above, but then fold the line, putting the two extremes together before discussion and sharing

Check for UnderstandingIpad Checks for Understanding Apps:http://www.edutopia.org/blog/ipad-apps-elementary-blooms-taxomony-understanding-diane-darrowLifecards PostcardsiLive Math-ShowMe Interactive White BoardStrip Designer-Bluster-Motion Math HD-

Check for Understanding

Surfboarding:Each student has a dry erase marker and white board. Teacher poses question and students write their answer on the whiteboard, students can then trade or show the answer. Students communicate only through writing.

Check for UnderstandingMoving to Music:

When the music starts, everyone pushes in their chairs and begins to move around the room. (You can practice the latest dance moves, give high fives, whatever floats your boat). When the music stops, you find the closest partner, shake their hand, then find the teacher to learn what you are to discuss with your partner.

Check for UnderstandingPut yourself on the line: Good for activities with no clear cut answer. Teacher puts extreme views at opposite ends of the room, students decide where they are on the issue and make a line from the two extremes. They share the reason they are where they are in line with those around them, then share out to the whole class. Variation: Fold the line: Same as above, but then fold the line, putting the two extremes together before discussion and sharing

Check for UnderstandingIpad Checks for Understanding Apps:http://www.edutopia.org/blog/ipad-apps-elementary-blooms-taxomony-understanding-diane-darrowLifecards PostcardsiLive Math-ShowMe Interactive White BoardStrip Designer-Bluster-Motion Math HD-

Check for Understanding

Surfboarding:Each student has a dry erase marker and white board. Teacher poses question and students write their answer on the whiteboard, students can then trade or show the answer. Students communicate only through writing.

Check for UnderstandingMoving to Music:

When the music starts, everyone pushes in their chairs and begins to move around the room. (You can practice the latest dance moves, give high fives, whatever floats your boat). When the music stops, you find the closest partner, shake their hand, then find the teacher to learn what you are to discuss with your partner.