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Grade 5 Submitted by: Alison Vail Standard: Student uses positive communication and social skills to interact effectively with others. “I will interact well with others.” Time: varies Goal: Students will practice sharing ideas and cooperative problem-solving during lessons. The skill of effective interaction and questioning a peer will be practiced. Materials : colored chips or attribute pieces Resources: Many cooperative lessons incorporate ideas for taking turns. You may find several other resources for student responses for the assessment journals or activity sheets besides my suggestions. Lesson: During a lesson requiring problem-solving as in math/science etc. students will practice listening and speaking to one another while taking turns. The idea is to get each student involved in some way with the problem-solving by asking a question or contributing an idea. Using chips or other attribute blocks helps keep the chatty students from taking over the conversation while also requiring less verbal students to participate. (you may even add taking away a chip if the group or partner hears a “put-down”). Ideas: use the chips to keep the questions to a certain number. Each time the student asks a question or makes a comment he/she puts in a chip and when the chips are gone no more comments only listening. Using color or attribute blocks to take turns with direction: i.e. everyone with a triangle or blue chip needs to add one thing to the discussion.
 * 1) 1 Social Management

Practice: This method may be altered to use with partners or a group. It works especially well with the science kit lessons. Begin the lesson with students taking turns reading instructions to their group (4 is ideal). Allow time for questions of one another. Have students decide within the group what each one will do for the group. Along the way and during the consecutive lessons students take time to debrief, make predictions, record in their science journals and make sketches as appropriate. They are allowed time to discuss, collaborate and make changes to their notes or predictions always taking turns so that everyone participates. Assessment: This works well with peer assessment. Use a form which asks for feedback in the positive from other group members, or if time does not allow for written feedback each time ask for verbal. Some comments to consider would be; I really appreciated it when you… I think you did a __job of listening when you__ _ You made me feel like part of the group when you, Next time I suggest that you_ The student receives the feedback and sets a goal accordingly. Teacher may look for several interactions; • observe the group dynamic and effectiveness • observe that students are allowing for differing opinions • encourage positive, genuine feedback • assist students in addressing new goals and incorporating challenges • emphasize the skills of interaction and acceptance by the students towards one another. You may choose to conference individually as needed.

Assessment Rubric: 4- During the lesson: takes turns, listens with honest eye contact, is able to ask questions following exchange of information, offers compliments or positive comments, and is able to express his ideas to others with enthusiasm. Beyond the lesson you will notice the student often appropriately uses and coaches peers in using language, tone, body language and listening skills while interacting. 3.- Is able to attend and take turns during the lesson but may not consistently carry the habits beyond. 2- Demonstrates understanding and ability to participate during the lesson with possible interruptions or miss-turns and does not carry lesson ideas into other areas. 1- unable to participate without interruptions, does not make eye-contact, does not hear other students, is unable to rephrase, has little to offer to group.