Understanding Success Skills

Students build an understanding of how the Success Skills are applied to their work in their classroom, as they answer the question: "How did we work so well today?" and categorize their answers.  Find print-ables here.  

Students understand the specific vocabulary of the Success Skills when they annotate and create their own description of a Skillful person.

Students reflect on work that demonstrate Success Skills as they discuss the question: "What did we do today that showed our Success Skills?" and record their answers.  This example comes from Klondike Elementary.

Students reflect on work that demonstrate Success Skills as they discuss the question: "What did we do today that showed our Success Skills?" and record their answers.  Find print-ables here.

Students move magnetic Success Skills tags to Learning Targets as they discuss the question: "What Success Skills will we use to achieve our goal?" Find print-ables here.

Students predict and connect Success Skills to their Learning Targets as they discuss the question: "What Success Skills will we use to achieve our goal?" This example comes from Coral Ridge Elementary.

Students add photographs of themselves to posters describe Success Skills. This example comes from Hazelwood Elementary.

Students relate to Success Skills when they see themselves using them. This example comes from Mill Creek Elementary.

 Teachers create student friendly language as they discuss the question: "How can we talk to our students about Success Skills?" These examples come from Hazelwood Elementary.

Teachers create student friendly language as they discuss the question: "How can we talk to our students about Success Skills?" This example comes from Okolona Elementary.

When students use their work to make a claim about themselves and their Success Skills, they are reasoning in evidence-based ways. Teachers are using forms like this to scaffold thinking for Student-Led Conferences and Defenses.

When students collaborate to decide, "What are our goals for the year?" and "How will we achieve them?" their ideas can be affinity mapped to Success Skills and used as classroom norms or expectations.

When books are read aloud to students in 5th grade at Norton Elementary, they are encouraged to discuss what success skill the character possesses in the story. The teacher then puts a copy of the book cover next to the skill to help students make connections to the skill and the character. Next steps would be to allow students to add post-it notes to the board describing characters in books they are reading independently.

When student enter their classroom, the students read a morning message from the teacher. The message includes a success skill to write or think about. This may not be appropriate for everyday, but maybe after they've completed a task.