Children First Site – Student Supervisor Toolkit
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Table of Contents
Overview
Introduction………………………………………………………………………………………………………………………………………………..2
What to Expect/How to Prepare………………………………………………………………………………………………………………….3
Messaging to Students………………………………………………………………………………………………………………………………...4
Classroom Management
Classroom Management 1 Pager…………………………………………………………………………………………………….……………5
Classroom Procedures………………………………………………………………………………………………………………………………….6
Day One- Setup…………………………………………………………………………………………………………………………………………….7
Sample Schedules
Primary: Prek-2nd Grade……………………………………………………………………………………………………………………………….8
Intermediate: 3rd-8th…………………………………………………………………………………………………………………………………….10
High School………………………………………………………………………………………………………………………………………………….13
Resource Lists
Computer Lab……………………………………………………………………………………………………………………………………………..15
Physical Education………………………………………………………………………………………………………………………………………16
Journal Prompts………………………………………………………………………………………………………………………………………….17
Support for Diverse Learners
English Language Learners………………………………………………………………………………………………………………………….19
Students with Disabilities……………………………………………………………………………………………………………………………20
Students in Temporary Living Situations…………………………………………………………………………………………………….21
Medically Fragile Student Populations……………………………………………………………………………………………………….22
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Introduction
You have been assigned as a Student Supervisor at a Children First site. In this role, you will provide a safe classroom
environment for students by leading and directing them in non-instructional activities. All Children First sites will be
managed by a Site Leader who will serve as the “principal” of the building. Your Site Leader will provide you with all
specifics regarding your particular site, including procedures for your site, information about how to access materials etc.
Everything; including conditions, materials, and operating procedures , will vary greatly from site to site and extenuating
circumstances (number of students, number of staff) could fluctuate daily within sites, so it is extremely important that you
remain flexible and adapt to directives and updates from your Site Leader.
When you arrive at your school site, you will meet with the administrative team who will give you explicit instructions and
schedules for the day. Your Site Leader will provide you with a “School Quick Facts” one-pager like the one below.
It is possible that your site will restructure the day to provide for large group activities, or that they will have planned
activities ready to go for you. Again, you will need to be flexible. However, this guide is created to prepare you for planning
and directing the entire day for your students if necessary.
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School Quick Facts
School Name:
Key Contacts (Names, Phone numbers):
Breakfast plan (where will students pick up, where will they eat):
o Pick up location:
o Eat in cafeteria or classroom?:
Supplies
o You’ll find the following in classrooms:
o Please bring the following:
o If you need more, please do the following:
Books
o Books available in the Classroom (yes or no)?
o Process for checking out books from the resource room/library:
Bathrooms
o Guidelines:
Building Features/hazards to note
o Sections of the building where students could be lost/at risk:
Problem Escalation
o Severe behavioral issues protocol:
o Health emergencies:
Emergency Exit Plan
o Basic plans by floor/section:
Dismissal
o Where to bring students:
o What to do if students are not picked up:
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What to Expect/How to Prepare:
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What to wear: Dress in comfortable, but business casual clothing, especially comfortable shoes. Please remember
that many schools are NOT air conditioned. Wear a watch- your room may not have a functioning clock, and you
need to monitor time in the hallways.
Food/Drink: You will need to bring your own breakfast and lunch. Please note that you cannot rely on access to
refrigerators or microwaves while you are supervising students.
Personal Items: Keep personal items to a minimum. It is possible you will be able to lock purses etc. in the
classroom, but that option may not be available.
Schedule: Children First Sites are operational for students from 8:30-12:30 . However, you should be sure to arrive
as early as possible (as directed by your Site Leader) to ensure you have enough time to set-up and prepare. After
12:30, you will also likely have responsibilities including: attending site staff meetings, monitoring students who
are still on site “after hours”, or preparing/planning for the following day’s activities.
What to bring: Materials will vary from site to site. Site leaders will do their best to provide basic classroom
materials for each supervisor. However- we strongly recommend equipping yourself with basic supplies :
o Basic Supply List:
 Pack of pens (~30)
 Pack of sharpened pencils (~30)
 Notebook paper
 White paper
 Read Aloud books (any books you have access to that you could use for read aloud.)
 Clipboard (to hold onto your class roster, incident forms,)
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Additional Supply List
 Art supplies (crayons, markers, construction paper , tape)
 Personal pencil sharpener
 Stickers or other small inexpensive incentive items
 Copies of puzzles, games, activities, packets
 Independent reading books
 Post it notes
 Copies of short stories or poems that you can duplicate for each student
 Puzzles, games
 Supplies for games during Physical Education
 Old copies of magazines, newspapers
 Poster paper and tape (you can prepare poems, passages, classroom rules, etc. ahead of time on
poster paper )
 Timer/stopwatch
What to prepare ahead of time:
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Internalize classroom management one-pagers
Determine your classroom procedures, and practice explaining them
Create your Day One sample schedule of activities (make it as grade-band neutral as possible)
Determine your supply list, collect materials
Attend trainings
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Making Students Feel Comfortable:
Remember that most of your students will be in an unfamiliar environment, and most will not know each other. Students
may feel nervous and uncomfortable, so it is important that you create a structured environment where they feel safe. You
can do this by appearing confident and calm, by being firm but friendly. You can also accomplish this by writing out a
general schedule on the board, so students know there is a structure, and have a sense of what is coming next.
Younger Students: with younger students, this nervousness might exhibit itself with students becoming shy, or students
crying or shutting down. Be sure to look out for students who are having a hard time working with others or participating.
Older Students: Older students will also feel nervous, but they might exhibit these feelings by acting out, or making fun of
other students. Cooperative activities might become difficult among students who do not know each other. Be sure to
create times in the schedule where students can work independently (or a few independent activities you pull out if the
cooperative activities are not going well.) Whenever students are working together in groups, monitor their conversations
to make sure that they treating others with respect.
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Classroom Management 1-pager
Rule #1: Create a climate of respect
1. Communicate positively on first contact
a. Be welcoming!
b. Greet students warmly as they enter the classroom; shake hands; make eye contact
2. Communicate with words
a. Use even and respectful tone of voice; do not yell, threaten, or insult, even if joking
3. Communicate with body language
a. Use your position in classroom
b. Use eye contact: smile!
Rule #2: Plan ahead, create structure
Remember STOIC:
S—Structure; T—Teach expectations; O—Observe; I—Interact Positively; C—Correct Fluently
Structure—Create routines for (see next page for suggestions):
 Entering class
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Transitioning between activities
 Getting your attention
 Moving through hallways
Teach—students need explicit instruction on your expectations
 Review
 Give verbal example
 You be the example
 A student is the example
 All students practice
 Repeat as needed; daily review is good
Observe Actively—Continually monitor if students are meeting expectations
 Circulate – move around the room while giving instructions and during activity
 Visually scan – look around the room and make eye contact or use hand signals (thumbs up, head nod) to
communicate “good work” to those meeting your expectations
 Continuously model (demonstrate) friendly, respectful behavior.
Interact Continuously—Effective feedback:
 Quick and accurate—don’t over-talk
 Specific—don’t just say “good job”
 Contingent—based on behavior
 Age-appropriate for the student
 Reasonably private
Correct--Always respond:
 Limit to 15 second one-way communication
 Give statement of desired behavior.
 Don’t ask if the student was misbehaving. Could result in argument.
 Deliver reminder calmly and slowly – lower your voice and say name.
 Keep the message brief and deliver when physically close by the student (within 3-4 feet). Do not invade the
student’s personal space.
 Move away from the student 1-2 seconds before finishing. If you don’t, you may invite a negative response
 If possible, deliver reminder privately without having an audience of other students
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Classroom Procedures 1-pager
Event/Action
Moving through the halls
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Getting student attention
Students getting teacher
attention
Transitioning to a new activity
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Cleaning up
Working in groups
Lining up
Moving in the classroom
Suggestion
PK-3: Separate boys, girls lines, Students cross arms over chests as they walk
silently. Appoint a line monitor. Have students practice, redo if they are not
meeting expectations.
4-8: Separate boys, girls lines; Students walk quietly with hands to the sides.
Have students practice, redo if they are not meeting expectations.
Give students explicit stopping points. “Walk to the third doorway and stop”.
“Walk one flight of stairs, stop at the bottom step”
Raise your hand and wait for all students to raise theirs
Clap once if you can hear me
1, 2, 3, eyes on me
Raise hand
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Use attention signal
Indicate transition will occur
Give students time to transition
Conclude activity when requested
Put activity items away
Begin next activity (indicate on board so you don’t have to repeat)
Use attention signal
Indicate clean up will occur
Define voice level allowed
Define steps and assignments for clean up – do all students do the same job or
are there specialized jobs?
 Define what students should begin doing when they finish clean up (indicate
on board so you don’t have to repeat)
 Use attention signal
 Review expectations for working in groups that you taught earlier
 No more than 4 people in a group
 Share materials
 Define voice level allowed
 Use attention signal
 Wait until you have all students’ attention
 Dismiss students to the line in small groups
 Define voice level allowed
 Create two silent lines within your classroom, and quickly transition them into
the hall- clearly stating where you would like the line leaders to stop.
Define when students are allowed to move
o Pencil sharpening
o Getting Kleenex
o Moving within a group
Define voice level allowed during movement
Define how to move respectfully – no touching other people or their desk or
properly, no disruptive noises, etc.
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Day ONE: Setting up your Classroom
 Write out a “Do Now” (link) on the board: this is the independent assignment you want your students to complete
as they enter the classroom.
 Write out a few clear, concise classroom rules on the board or poster.
 Place a pen/pencil and a piece of paper on every desk (and any materials needed for your Do Now)
 Move one desk away from the others to act as a “time out” desk if needed
 Determine where in the room you will line up students
 Assess available, basic supplies- chalk/dry erase markers, tape, stapler, computers, games etc.
 Assess classroom library:
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Immediately pull any books that you could use for read aloud (high-interest books)
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Determine a system and procedure for students to “check out books” from the library
 Look at the desk arrangement in your room to help determine the “entrance procedure” and how you will assign
seats to students:
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Option 1: You can seat students alphabetically by bringing them into the room and telling them where to
go. Pro: makes it easier to call on students throughout the day Con: it takes up a lot of time at the
beginning of the day where you need to keep students orderly and quiet.
o Option 2: If desks are in groups- number the groups, and then make corresponding numbered slips of
paper to hand out to each student to assign them to groups
o Option 3: If desks are in rows- number each desk (tape numbers, use post-its) and then make
corresponding numbered slips of paper to hand out to each student to assign them to desks. Pro:
students can walk in silently and independently to a desk. Con: takes a little bit of time to number each
desk.
 Plan your schedule for the day. Take explicit notes for yourself so you feel comfortable with your plan
 Write out a general schedule on the board (writing, read aloud, lunch, game, etc.) This is very important to
establish structure for students so they feel comfortable.
Day One Sample Schedules
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PRIMARY- PreK- 2nd Grade
*When working with 2nd graders, students can likely participate in a lot of the Intermediate activities. Just be cognizant of
reading/writing limitations
1st -2nd Grade
PreK- Kindergarten
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Schedule should involve a balance of quiet and
active activities.
Activities should be ‘hands on’.
Children should not be sitting for extended periods
of time.
Most materials and software listed are available in
early childhood classrooms.
8:30-8:35
10
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Student Pickup- Entry
Procedure
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Children of this age range need a balance of
stationary and movement activities
Activities should involve children explaining their
thoughts/creations
Children will require explicit directions in short,
clear steps
Label each table with a color or a shape- and hand out slips of paper with
colors/shapes for students to find their seats.
OR if there is a carpet area in the room, direct students to the carpet area in the
line. You will want to create clear spots for students on the carpet. Ask them to sit
“criss cross apple sauce” (cross legged), ask them to hug themselves (to keep their
hands to themselves). And set a no touching rule!
Praise students who are sitting correctly, and correct students who are not.
8:35-8:50
8:50-9:05
5
mins
15
mins
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Introduce
yourself, and
introduce your
attention
getting signal,
and hand
raising
expectation.
Read Aloud
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1-2-3 eyes on me
Quiet Coyote (kids make “ok” signs with their fingers, and put them over
their eyes)
Kiss your brain: kids blow their brain a kiss, then close their mouths and
fold their hands.
Remind students how to be good listeners and stay seated while you read.
As you read, stop frequently to ask questions: “What do you think will happen?”
“How would you feel?”
And/or model active reading: “hmmm. I bet that he is feeling pretty sad that his
friends do not want to play. I think he is going to want to talk to someone about
his feelings”.
9:05-9:25
20
mins
Art Activity“My Day”
Children draw pictures of the activities that occur in a day. Have students draw a
sun on the top of paper and the moon on the bottom, and have the students draw
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pictures of everything they do during the day.
9:15-9:30
15
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Team Building“Lineups”
In Line-Ups, the teacher announces a dimension upon which students may line
up. You could have students line up by height- or line up students based on
favorite ice cream flavor or candy. This is best to prepare to walk out into the hall,
but can be used to allow students to move around. When in line, practice standing
silently.
9:30-9:50
30
mins
Art Activity
Who I Am/Who I Want to Be: Give students two pieces of paper. One is “Who I
Am”- have students draw pictures of themselves, the things they love and the
people in their lives. One the other page, have students draw pictures of who they
want to become when they grow up.
10:1010:40
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Game Activity
I Spy- “Adult says “I am looking for something blue” etc, or I Spy and students
guess. Students can also come up with clues. “
Hokey Pokey- Lead students in a song of Hokey Pokey- students should stay by
their desks unless there is a large carpet area
10:4011:20
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PE
Game Centers- If there are accessible supplies in your room (puzzles, blocks,
games), set up a few stations in the room where students can play quietly. Set
expectations for each center, and have volunteers practice how to work in the
center. Do 10 minute rotations (depending on number of activities) and then
spend the last 10 minutes doing clean up:
 Sing the clean up song
 Tell students to pretend they are astronauts, so they move slowly
throughout the room while they clean
See PE one pager
11:2011:50
30
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Computer
See Computer one pager
11:5012:10
20
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Lunch
PreK and K students will likely need assistance during lunch.
12:1012:20
10
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Bathroom
Please note that PreK and K students may need assistance in the restroom. If
there is a restroom attached to the classroom- students should complete a quiet
activity (coloring etc) while you help students. If not, pair up with another
classroom- so an adult can assist you.
12:2012:30
10
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Dismissal
Students will need additional time to gather materials.
Make sure to get explicit information from your site leader on where to take
students, and wait with them, and how to sign them out with parents or
guardians.
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Intermediate- 3rd-8th Grade
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8:308:35
3rd- 5th Grade
Children in this group value being seen as
independent and helpful. Use this to your
advantage as you look for helpers to lead activities
Children also begin to push back against adults and
question inconsistencies
5
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Student Pick-upEntry Procedure
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6th-8th Grade
Middle school students can be impulsive and
moody, but also begin to develop morals and
systems of belief
High energy, but can often be sleepy
Engaged in activities connected to the real world
High interest in current events, pop-culture
Walk students in two single file lines to your classroom. Stop at the door and give
explicit instructions on how to enter.
Walk in silently, go straight to your assigned desk (you have pre-determined the
seating procedure), and there are instructions to follow on the board. There is no
talking. Bring your coat and your bag directly to your seat.
Greet each student with a smile and a handshake as they enter. Stand in the
doorway so you can monitor the hall and the classroom.
8:358:50
15
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Do Now
Students work silently and independently on a journal assignment that is on the
board. During this time you:
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Take attendance/complete other administrative tasks
Dismiss students silently to hang up coats/bags
Finalize your plan for the day
*What is your favorite holiday and why? What are your holiday traditions?
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*What was your favorite memory from this summer?
*Write a letter to the President. Tell him the three big things you think he needs to
fix.
8:508:55
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Greeting/Classroom
Rules
*We found some extra land and want to build a brand new city. You get to design
and plan the entire thing. What would you name your city? What would people do
in your city? What would it look like?
Introduce yourself. Firmly state the following:
• When I talk, you do not talk.
• If you want to say something you must raise your hand.
Share some interesting facts about yourself (praise students who are listening
quietly).
Read through Classroom Rules (have students help).
• As an extension activity you can draw a Tchart Rule-Purpose , and have
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students independently write and/or share out why the rules are
important.
8:559:15
20
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Get to Know You
Activity
9:159:30
15
mins
Read Aloud
9:3010:10
30
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Art Activity
Model and Practice your attention getting signal. Challenge students to do it as
quickly as possible.
Skittle Game: give each student a skittle (or assign them one of 4 or 5 colors).
Each color is attached to a get to know you question “what is your favorite food?”
“what do you want to be when you grow up?” students share their answer to
their color.
Two truths and a lie: Teacher models the game by sharing three facts about
themselves, two of them true and one of them a lie. Students guess which one is
the lie. Students play the game in small groups.
See corresponding list of age appropriate books and short stories.
Before reading- review how students actively listen.
During reading- students can make a t-chart of their questions and comments.
Model some questions you could have “I wonder if Jack will get in trouble?” and
comments “If I were Jack, I would not have taken the magic beans”. Stop in
specific places to give students time to write their questions and comments, you
can also have students share out before you move forward.
Acrostic Poem – Students create and decorate an acrostic poem of descriptive
words about themselves using the letters in their first (and last name). You can
participate as well.
Who I Am/Who I want to Be- Give students two pieces of paper. One is “Who I
Am”- have students draw pictures of themselves, the things they love and the
people in their lives. One the other page, have students draw pictures of who
they want to become when they grow up.
10:1010:40
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Game Activity
Business Owner- Tell students they are going to build and run a business. They
need to draw a picture of their storefront (and interior), and draw a magazine ad,
selling their business). You can really extend this activity by having students write
out an article about their business, a persuasive essay of why their business
needs to be in the community, or have students work in groups to figure out
what businesses they need.
I’m the Greatest Math Game: Tell students to draw 3 "blank lines" on their
paper. Tell them you will randomly call out three numbers. Every time you call
out a number, the student needs to write that number on one of their blanks
spaces. Their goal is to create the GREATEST number possible, but the trick is,
they have to assign each digit to a blank space BEFORE they hear all the numbers.
After you state all numbers, if students think they "won" and created the greatest
number- they should raise their hands and say (not shout) "I'm the Greatest!"
check to see who won.
Story Pass: Each student starts with a piece of paper in a group or a row
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10:4011:20
30
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PE
Oprah: Toss out a debate question to the class. *Hold a pretend microphone and
go through the aisles to get student opinion on the debate question. Students
must talk into the “mic”, and must raise their hands so Oprah can call on them.
 Should students wear uniforms to schools?
 Should schools be forced to serve healthy lunches?
 Should you be able to watch as much tv as you want?
 Should little kids have cell phones?
*Ask students to write their answers with supporting evidence before you move
around the class “I believe____ The first reason I believe this is ______. “
See PE one pager
11:2011:50
30
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Computer
See Computer one pager
11:5012:10
20
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Lunch
Try to filter students directly into seats so they aren’t fighting over where to go.
Your classroom should sit as a unit.
Use your attention-getting signal at the end of lunch so students are silent.
Students can try silent lineup- see who did it the fastest/quietest.
12:1012:20
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Bathroom
Line students up in two single sex lines. If each student has an independent
reading book, they should bring them in the hall to read while they wait.
You should situate yourself near the bathroom door to monitor.
You may need to bring toilet paper and soap from your classroom.
12:2012:30
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Dismissal
Save enough time to put away all supplies. (time students to compel them to
move quickly and silently) Only a group of students should be moving around the
room at one time.
Close out the day in a moment of silence and line up students silently. (play a line
up game ---- line up by favorite ice cream flavors or birthday months).
Walk your students out in single file lines.
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High School
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We anticipate most of the high school students coming to the site will be 9 th or 12th graders and have focused on
relevant activities for those groups. The high school readiness activities are targeted towards freshmen and the
college / career readiness activities are targeted towards 10th-12th graders.
Below is a list of possible activities. Check the appendix for HS handouts.
Activity
Name
Description
Type
High
School
Readiness
College /
Career
Readiness
Time
estimate
Materials needed
1. Human barometer
activity
Students express and discuss
their opinions about high
school
55 minutes
Paper to make
signs, cards,
masking tape
(optional)
2. Short term planning
Students use a 4-step process
to create a daily schedule
40 minutes
Copies of 4
handouts
3. Your High School Plan
Students will make their own
high school graduation plans
50 minutes
Copies of 2
handouts, chart
paper, markers
4. How I learn/Grow Your
Intelligence
Students will identify their own
abilities and strengths as
learners
60 minutes
Copies of 5
handouts,
markers, tape
5. Success Lesson
Students discuss what success
will look like
60 minutes
Paper, copies of 1
handout
1. Options after high school
Students explore postsecondary options
55 minutes
Chart paper,
copies of 2
handouts
2. Build Your Resume
Students will create their own
resume and practice
interviewing each other
50 minutes
Copies of handout
3. Designing Your Own
Business
Students brainstorm new
business ideas and develop a
marketing campaign for a
sneaker design
55 minutes
Butcher paper or
large poster
board, markers,
crayons, or
colored pencils
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4.Intro to College
Applications
Students will learn about the
college application process and
practice writing a personal
essay
60 minutes
Paper, pens,
copies of the
common
application
5. Admissions Panel
Students will pretend to be an
admissions panel and select
applications
45 minutes
Copies of 1
handout
Team
Building
1. Giant Knot
Students form a knot by
holding hands and need to
untangle themselves without
unclasping hands
15-20
minutes
None
Gym
1. Group sports
Basketball, volleyball, etc.
30-45
minutes
Sports equipment
(available in gym)
Computer
Lab
1. Living the Life You Want
Students research how much
their desired lifestyle costs and
how they’ll pay for it
40 minutes
Copies of 2
handouts, internet
access to do
research
2. College Search
Students use
www.whatsnextillinois.org to
continue or begin postsecondary planning
45-60
minutes
Internet access
1. Jody Williams, United
States, Page 62
32-lesson human rights
curriculum that uses the
experiences of courageous
defenders from around the
world to educate students and
others about human rights, and
urge them to take action.
80+
minutes,
customizabl
e depending
on how
much
activities are
chosen
Print lesson and
reading from:
http://www.cps.e
du/Programs/Aca
demic_and_enric
hment/Document
s/ChicagoSTTPC
urriculum.pdf
Speak
Truth to
Power
2. Jimmy Carter, United
States, Page 88
3. Jimmy Carter, United
States, Page 134
4. Van Jones, United States,
Page 216
Make copies of the
reading
5. Jamie Nabozny, United
States, Page 270
6. Other international
leaders
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Computer Lab One-Pager:
When students arrive in the computer lab, do not let students touch computers until you give them instructions. Pre-select
a website for ALL students to use. You may incorporate another choice within the lesson, but do not let students surf freely.
Primary
http://coolmath.com
Multiplication.com
http://illuminations.nctm.org/ActivityDetail.aspx?ID=74
http://illuminations.nctm.org/ActivityDetail.aspx?ID=35
This interactive website is “an amusement part of math and
more!” There are lessons and games designed for learning and
fun, along with integrated reading, spelling and geography
games.
Adapted Mind is a developed system with games, videos, and
worksheets that enhance learning math concepts including
multiplication tables for all K-8 grades.
From NCTM’s Illuminations page. Math counting game.
From NCTM’s Illuminations page. Math game to create any
geometric shape, using pattern blocks. You can flip, rotate,
mirror image, etc. to create a pattern.
Intermediate
1. www.vocabhead.com
2. www.piclits.com
3. http://coolmath.com
4. http://kids.discovery.com/
5. Education through Exploration
7. www.concord.org/activities
8. Center for History and New
Media
9. www.toondo.com
10.
http://www.gameclassroom.com/
11. Ekoloko USA
Vocabulary Activities for students to advance English Language, Reading and Writing
Skills.
Students can create their own pictures with stories or quotes.
This interactive website is “an amusement part of math and more!” There are lessons
and games designed for learning and fun, along with integrated reading, spelling and
geography games.
Discovery Kids inspires kids to explore the awesome world around them and satisfy
their curiosity with innovative games, activities, quizzes and articles.
www.jason.org/games Online simulations and games for science. Requires an email
address for sign up.
Online simulation games for science.
http://chnm.gmu.edu/teaching-and-learning/ A wide variety of history activities for
students to interact with and learn.
Online Animation and Comic Creator
Learning games to help reinforce learning through games (K-6)
http://us.ekoloko.com/ekoloko/login.html Educational, virtual community where kids
discover the world, virtual and real, through fun games and quests, while absorbing
the values, knowledge and skills that will help them become more responsible and
involved individuals.
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Physical Education One-Pager
When students enter the gym, have them sit first on the bleachers until you explain the rules. The classroom rules remain
the same in the gym as well. Establish the consequence that the student will need to sit for a timeout if they are rough
housing or arguing.
Farmer in the Dell
Duck Duck Goose
Freeze (red light/green light)
Simon Says
Mother May I
Four Corners: We play four corners. One student is picked as it. We use
the four corners, of the room, or designated “corners”. When the
student who is it puts their head down and closes their eyes, I call four
corners and count to ten. The remaining students choose a corner and
go to it, trying to be as quiet as possible so “it” doesn’t know which
corners have students in them. When time is up I say freeze and then
tell “it” to pick a corner. Any students in that corner are out and the
game continues until only one person is left in a corner. If the last two
students are eliminated, then “it” gets to be “it” for the next round.
Hokey Pokey
Hula Hoop Race
Crab Tag
A few students are “it” and have to crabwalk on the floor to try to capture others. As soon as
they tag someone, that person becomes a crab and joins the crabs on the floor.
Chicken and hawk game
Mark out the boundaries for the game by drawing two lines about 10 ft apart. Choose two of
the children to be the hawks; they stand in the middle of the two lines while the rest of the
players – the chickens – stand behind one of the lines. When you say “go” the chickens must
run across to the other line, trying to avoid being caught by one of the hawks. Any of the
players who are caught (one or less per hawk) join the hawks until all the children have been
caught. The last child to be caught becomes the next hawk and choose a friend to help them.
Knockout
You need two basketballs. Students all make a line at the foul line, the first two people in line
each have a basketball. The first person shoots the ball. If they make the basket, they pass the
ball to the next person in line. If they miss it, the next person in line gets to start shooting, and
the first person has to chase their ball and keep shooting (catch and shoot, no dribbling) and
try to get it in before the person behind them makes their basket. If the person behind you
gets it in first, you are “knocked out” and have to sit out.
Blob Tag
Anyone tagged by the “it” joins them by hand and an “it” blob is formed.
True or False
The players are divided into 2 equal teams standing on either side of a center line. One of
these is the “true” team, and the other is the “false” team. When the leader gives a “true”
statement such as “grass is green” the true players run to the other side chased by the false
team. IF tagged the members of the true team becomes members of the false team”
Cooperative Stand up
Have pairs of students sit on the floor pressed back to back. They must stand up without using
their hands. Then you can pair groups together, and go on until you try everyone.
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Do Now- Journal Prompts
Definition: A “Do Now” is an independent activity that students complete at the beginning of the class period. The
instructions are written on the board for students to follow, so that students can get to work immediately without further
instruction from the teacher.
Purpose: The “Do Now” sets a calm tone for the day. Students have clear instructions on what they are supposed to do first
walking into the classroom. The “Do Now” also allows the Site Supervisor to take attendance, deal with transitions in the
morning, it allows children arriving at different times to all get settled. It is a quick way to have everyone occupied as you
work to prepare for the day.
PreK-2
3-5
6-8
HS
Students cannot write a lot (if
at all, PreK, K, 1st) so ask them
to draw. You will also need to
read the prompt aloud to
them. It is best in these grades
to do a whole group activity to
start the day.
Be explicit about how much to
write. Try to break down the
questions. Ie. Instead of “what
is your favorite holiday” write
“What is your favorite holiday?
Name three reasons it is your
favorite. What does your
family do during that holiday?
Be explicit about how much to
write, ie. 3 paragraphs etc.
Persuasive essay prompts are
high-interest at this age.
Be explicit about how much to
write, ie. 3 paragraphs etc.
Persuasive essay prompts are
high-interest at this age
Sample Journal Prompts:
1.
Explain what you like and dislike about your
name.
2. What is your favorite holiday? Write the reasons
for your choice.
3. What do you like and dislike about where you
live?
4. Write freely about the bravest thing you have
ever done.
5. If you could be a superhero, what extraordinary
powers would you give yourself? Explain your
choices.
6. What is one of your pet peeves? Explain why it
bothers you.
7. What is the one food you would least like to give
up for the rest of your life? Explain why.
8. What is your favorite color? Write the reasons
for your answer.
9. Would you rather be a dog or a cat? Write the
reasons for your choice.
10. Would you like to live to be 100 years old?
Explain your answer.
11. If you could be a superstar in any sport when
you grow up, what sport would you choose?
Explain your answer.
12. Who or what makes you laugh? Explain why you
think this person or thing is funny.
13. Imagine that you drank a magic potion, and then
suddenly you started to grow smaller and
smaller. Finally, you were no larger than a fly.
What would you do?
14. If you had X-Ray vision, what would you use it
for?
15. Imagine that all television stations stopped
broadcasting for one week. What would you do
instead of watching TV that week?
16. What is your most prized possession? Explain
why it is so important to you.
17. Write about your favorite hobby. How did you
get started? What do you like about it? Would
you recommend it to others? Would you
recommend it to others? (If you don’t have a
hobby, write about the hobby you would most
like to have or explain why you are not
interested in having a hobby.)
18. What do you like most about yourself? What do
you like least about yourself? Explain your
answers.
19. What game or toy would you like to have that
you don’t have. Explain your choice.
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20. Explain the advantages and disadvantages of
being able to fly around like a bird.
21. If you could plan your next birthday party, what
would you do?
22. What’s the worst part about being sick? Explain
your answer.
23. Do you think you have a lot of self-confidence?
Explain the reasons for your answer.
24. What is the hardest decision you have ever had
to make? Looking back on your decision, do you
now think you made the right choice? Explain
your answer.
25. What is one goal or hope you have for the
future? Explain why it is so important to you.
26. How would you feel if there was a new law
forbidding the playing of any music?
27. Do you think you are shy? What advice could
you give to someone who is shy?
28. Write about a superstition you believe in.
Explain why you believe in it.
29. Who is a hero of yours? Explain why that person
means so much to you.
30. List the three most important people you know.
Then explain why these people are important
(or important to you).
31. Which would you rather be: a fish or a bird?
Explain your answer.
32. Invent a new game or a new toy you think
people your age would like.
33. Imagine that you had to go to a deserted island
for a week. In addition to food, shelter, and
other necessities that will be provided, you are
allowed to take three personal items. What
would they be? Explain the reasons for your
choices.
34. Invent something that would make doing
homework easier.
35. Make a timeline of the next twenty years of
your life. List all the things that you would like to
have happen in your life during those years.
36. Would you prefer to live in a cold climate like
Alaska’s or a hot climate like Florida’s? Explain
the reasons for your choice.
37. If you could be anything you want to be when
you graduate from college, what would you be?
Explain your choice.
38. Write a short fairy tale in which you are a
character. Begin with the words, “Once upon a
time…”
39. Invent the best dessert in the whole world.
40. What season of the year do you like best? Write
the reasons for your choice.
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Support for Diverse Populations
English Language Learners
Primer on varied ELL linguistic and cultural profiles
CPS students who are English Language Learners (ELLs) come from many different backgrounds and may be at different
stages in their ability to understand, read, write, and speak English.
ELLs may also be at different stage of development in their native language. For example, some ELLs may struggle with
reading in their native language.
Some of our ELLs were born in the U.S.; some are from families who chose to leave their countries of origin and have been
here for varying lengths of time; some were forced from their homes by wars and are newly arrived from refugee camps.
They may have been well-educated and come from highly literate families, or they may have little, or disrupted formal
schooling and parents who do not read or write in any language.
ELLs face the challenge of learning not only the social language they need to navigate day-to-day life, but also the academic
language essential for mastering academic content – with the expectation that their instruction is as rigorous, and their
pace of learning the same, as that of their native English-speaking counterparts.
ELLs may be able to speak fluently in English but this does not necessarily mean that they can understand difficult texts or
express sophisticated ideas in English. Other ELLs may not be ready to speak but this does not necessarily mean that they
are not listening or comprehending English; they may be in the “silent stage,” a natural part of language development.
In addition, ELLs may come from cultural or religious backgrounds significantly different from those of their classmates,
requiring ongoing adjustments to new behavioral norms. It is important to note that these challenges also represent
opportunities for ELLs to enrich the learning of everyone in the classroom with their intellectual, cultural, and linguistic
resources.
How to effectively/respectfully communicate with students with limited English proficiency

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Speak clearly at a natural pace – neither too quickly nor too slowly
Avoid slang and idiomatic expressions – these can be confusing
Paraphrase as necessary
Provide a visual or physical context for communication – accompany written or verbal communication with
images, non-verbal cues, gestures that help students deduce the meaning
Model what you are asking them to do
Be aware of differences in culturally-based mores for behavior (e.g. making eye contact is a sign of respect in some
cultures but is considered disrespectful in others; students may be accustomed to helping each other which may
be perceived as “cheating;” in some cultures, it is taboo to touch a child especially on the head or shoulders, even
in an encouraging manner)
Learn children’s names and do your best to pronounce them correctly
Ask them to teach you key phrases/words in their native language
Provide opportunities for ELLs to think and prepare before producing language (e.g. jot down notes or discuss an
idea with a partner before sharing with whole group)
Be tolerant of imperfect language – corrections should be well-timed, discreet, respectful.
Help ELLs find good peer partners who can provide some translation when necessary
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Suggestions for ensuring ELLs are properly integrated/supported in activities.
Engage students in activities that:
 integrate different modalities for participation and expression
 include low-risk opportunities for using English
 communicate the value of diverse cultures and reflect their cultures
 invite them to share their cultures/languages with you and their peers
 allow students to use their native language with you or with their peers
 build on ELLs’ assets – they bring knowledge, experience, and skills
 incorporate students’ interests and allow for some choice and challenge
Some ideas:
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“Chalk talk” (small or large group visual/written silent “conversation” about an interesting question or
theme on chart paper)
Invention of new versions of universal games (e.g. Bingo)
Charades/Theater games
Visual arts
Music
Dance
Meaningful engagement with technology
Athletic or physical play activities that are universal and culturally appropriate (e.g. soccer, jump rope
Storytelling (e.g. provide opportunities for ELLs to share stories in native language)
Pairing up to create bilingual books
Combine any/all of the above!
Resources for engaging with English Language Learners
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Colorin Colorado www.colorincolorado.org
Children Learning Languages http://www.childrenlearninglanguages.com
How to Say translation website http://howtosay.org
Multicultural Activities Links http://wilderdom.com/games/MulticulturalExperientialActivities.html
ASCD Research a Topic page on ELLs http://www.ascd.org/research-a-topic/english-language-learnersresources.aspx
Rethinking Schools Special Collection on Bilingual Education
http://www.rethinkingschools.org/special_reports/bilingual/resources.shtml
http://a4esl.org/ students practice vocabulary and grammar in ESL& (bilingual quizzes)
http://www.manythings.org/ fun interactive site that touch all the domains of Language acquisition
http://www.eslgamesworld.com/ interactive purposeful game site for ELLS
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Support for Diverse Populations
Students in Temporary Living Situations
Protocols
If an STLS eligible family seeks "enrollment" at a contingency site:

Enroll the student in contingency site programs without regard to documentation of address. STLS students do not
need to demonstrate proof of address, immunization, transcripts, or any other documentation.
If an STLS family seeks transportation assistance to attend contingency site:


Transportation assistance will not be provided to attend contingency site programs.
Contact STLS Citywide Coordinator or main office
Contact :
Citywide Coordinators
North: Enrique Marcano - 773-535-5832; emarcano@cps.edu
West/Central: Colleen Broderick - 773-535-8969; cjbroderick@cps.edu
South: Marcellus Summers - 773-535-8229; msummers7@cps.edu
Main office - 773-553-2242
Support for Diverse Populations
Medically Fragile Student Populations
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Asthma Management
 19,414 CPS students with asthma; severely under documented, prevalence as high as 11-44% in some
communities.
 The policy:
o Students allowed carrying and self-administer asthma inhaler with only parent permission and copy of
prescription.
o Identifies the 504 plan requirements for student with asthma
 Protocols upon student arrival
o The Medical Information form be distributed and collected
o Access to 504 plans for verification and identification of students with asthma
o Ensure medications are available and orders are correct.
 Responsibility of the Administrator
o Identify person responsible for distributing and collecting Medical Information Sheet
o Ensure 504 plan recommendations are followed
 Resources available
o Non-CTU nurses to provide nursing support and coverage
o Asthma guidelines
Diabetes Management
 There are over 600 students with diabetes type 1 or type 2 in public/charters schools
 The policy:
o Recognizes that the school nurse may not be in a school full time, the Act provides for the identification
and training of a Delegated Care Aide (DCA) for every student with diabetes.
o The DCA will be a full time staff member at the school who has volunteered to be trained to perform all of
the functions required to assist a student with diabetes.
o Functions of DCA vary and may include: check blood glucose levels, administer insulin, carb counting,
recognizing signs of hyper and hypo-glycemia, and administering glucagon in an emergency.
 Protocols upon student arrival
o The Medical Information form be distributed and collected
o Having 504 access for verification and identification of students with asthma
o Ensure medications are available and orders are correct.
 Responsibility of the Administrator
o Identify person responsible for distributing and collecting Medical Information Sheet
o Principals and AP’s are legally the default delegated care aide… mandated training
o Ensure 504 plan recommendations and diabetes management plans are followed
o Recognize that the stressors from different structure of the day may trigger fluctuations in blood glucose
of diabetic student thus warrant closer monitoring and/or additional insulin.
 Resources available
o Non-CTU nurses to provide nursing support (check blood glucose levels, administer insulin, carb counting,
recognizing signs of hyper and hypo-glycemia, and administering glucagon in an emergency) and coverage
o Parents
Food Allergy Management
 25% of first time anaphylactic episodes also occur in school
 The policy:
o Annual parent request for diagnosis (Student Medical Information Form)
o IEPs/504 Plans required for all students with documented food allergies
o Annual emergency drill program expanded to include food allergy emergencies
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o
Requires School-wide training on food allergies, the use of Epipens in emergency situation and
identification of location of Epipens
 Protocols upon student arrival
o The Medical Information form be distributed and collected
o Access to 504 plans for verification and identification of students with allergies
o Ensure medications are available and orders are correct.
 Responsibility of the Administrator
o Identify person responsible for distributing and collecting Medical Information Sheet
o Ensure 504 plan recommendations are followed
o Language in the law only allows for nurse to administer the district-issued epi-pen
o Control school setting such that neither staff or other students bring in food allergens
o Identify where the district-issued Epipen will be located.
 Resources available
o Non-CTU school staff may be trained already on Epipen use.
o Non-CTU nurses to provide nursing support and coverage
Medication Administration
 The policy:
o Allows over the counter medication access to student with parent/guardian consent
o Include staff training regarding ADHD medications
o provides and distributes district-issued Epipens to all schools in the district in accordance with state law
o Allows district-issued Epipens to be used in anaphylactic emergencies
 The new state law allows CPS to, “Authorize a school nurse to administer an epi-pen to any
student that the school nurse in good faith professionally believes is having an anaphylactic
reaction.”
 Protocols upon student arrival
o The Medical Information form be distributed and collected
o Access to 504 plans for verification and identification of students with food (latex & bee sting) allergies
o Ensure medications are available and orders are correct.
 Responsibility of the Administrator
o identify person responsible for distributing and collecting Medical Information Sheet
o ensure 504 plan recommendations are followed
o Identify where the district-issued Epipen will be located.
 Resources available
o Non-CTU school staff may be trained already on Epipen use.
o Non-CTU nurses to provide nursing support and coverage
 medication administration for students with ADHD, diabetes, asthma, etc.,
 access which students can self-administer meds and who need access to OTC medications
Physical Activity Supervision
 Responsibility of the Administrator
o Checklist for outdoor physical activity sessions:
 Access the premises before outdoor physical activity session begins
 Know the boundaries, especially when portable units are present
 Intentionally interact with students in the first 5 minutes
 Know the “rules” for games and equipment--even write them down to achieve consistency
 Watch out for strangers or vehicles on the perimeter and report immediately to the office
 Create a “transition” area where students line up before being dismissed. Identify how you expect
the students to wait
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Establish and follow a protocol for asking permission to exit the play space
Ensure that at least one supervisor brings a first aid kit and the AED is nearby and fully charged
Identify which staff members based at the school have current CPR, AED, first aid training. Ensure at
least one supervisor is trained in CPR, AED, and first aid
 Make sure that there is at least one supervisor with a walkie-talkie to contact the office in an
emergency
o Guidelines for outdoor physical activity session supervision:
 Allow individuals who did not successfully meet employee or volunteer requirements to supervise
physical activity
 Allow individuals who have not been trained on district policies, school rules and expectations, and
recess processes to supervise physical activity
 Remain stationary during recess (be mobile and continuously move throughout your assigned
location without a predictable pattern)
 Allow supervisors to gather in one single area
 Allow students to wear backpacks, bike helmets, loose fitting clothing or clothing with strings,
improper shoes or no shoes during recess, as those increase the risk of injury
 Permit contact sports, tree climbing, or fence climbing
 Let strangers or non-volunteer parents interact with students or on the playground space
 Allow students to bring objects such as pencils, pens, etc.
 Allow students to use equipment in an incorrect way or equipment that is not age-appropriate
Resources available
o The Recess Readiness guide for guidelines on outdoor supervision
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