Teaching Tools

Tumblebooks Theme Chart

  • Aug. 15, 2011, 7 p.m.
Theme chart for Tumblebooks.

Record of Individual Conferences

  • Aug. 14, 2011, 7 p.m.
This is a form for keeping track of the dates of each 1:1 conferring session conducted with each student. On average, you should confer with each student at least once every 5 days. These sessions last from 3-10 minutes per student. Some students will be met with more often, depending on need. Keep this page in the front of your data binder for easy reference.

Literacy Block Lesson Plans

  • Aug. 14, 2011, 7 p.m.
This document is a fillable form for literacy block lesson plans that include whole group, small group, 1:1, Tier interventions, and independent work activities.

Strategy Group Planning form

  • Aug. 14, 2011, 7 p.m.
This is a form to use when planning and documenting strategy group instruction. Keep this in the front of your data binder for quick reference.

Student Conference Form

  • Aug. 14, 2011, 7 p.m.
This form is for documenting student conferences. Place a copy of this form in each student's section of the data binder. As you meet with students for 1:1 conferring, record observations and next steps here.

Class Record Form

  • Aug. 10, 2011, 7 p.m.
This is a form you can use for documenting the dates of individual conferences. Keep a copy of this form in the front of your data binder.

Diagnostic Interviews

  • Aug. 8, 2011, 7 p.m.
Conferring with students is one of the best assessment practices. During diagnostic interviews, teachers have many opportunities to build a relationship with each student. This circle map shows the benefits of diagnostic interviews.

Accuracy Strategies for CAFE Board

  • July 25, 2011, 7 p.m.
These word reading accuracy strategy cards can be laminated, cut out, and placed on the CAFE board as focus lessons are taught.

Cafe Strategies for Comprehension

  • July 25, 2011, 7 p.m.
These comprehension strategy cards can be laminated, cut out, and placed on the CAFE board as focus lessons are taught.

Work Reflection Log

  • May 29, 2011, 7 p.m.
After students complete a work assignment, ask them to reflect on what the work shows that they know or can do. This helps students understand that the work is part of a plan for mastering important objectives and not just something to do and turn in. Once a week, have students select one journal entry, one math assignment, one reading response activity, or any work that shows the student's independent use of strategies, skills, or conceptual knowledge.