Attendance Teacher Resources

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Young mathematicians record and analyze data. They will take attendance for their class and compare to other days. Then discuss ways to count who is present. They may also show the amount of students present using fractions.
I really like this idea. Upper graders discover the connection between art and theatre by first analyzing the artists' choices and motivation in creating the installation piece, Four Purple Velvet Bathrobes. In groups, they write one-act plays, each taking on the persona of one of the bathrobes attending an opera. They then perform their plays for the class. 
Explore punctuality by participating in a daily class activity. They will choose a classmate to be the attendance monitor for a week and he or she becomes responsible for keeping track of who has missed school on which days. They create statistics from each day and analyze the data.
In this ESL reading comprehension worksheet, students read a short text about a woman who attends a "Green House Conference," then complete a variety of comprehension activities, answering questions and interpreting charts showing conference attendees and programs.
One of the five legal duties of children in most states is to attend school until age 16. In 1869, to justify the funding of compulsory, public education, the Superintendent of Public Instruction of North Carolina declared, “The State may be poor, but a poor State can, least of all, afford to be ignorant. Poverty without intelligence, becomes degradation, misery, crime; no State can afford such results.” Using the provided worksheet to focus their attention, class members read the full text of the superintendent’s report. They then discuss whether states should require students to attend school until the age of 16. Consider concluding the discussion with a class debate or by having individuals craft letters to the current superintendent stating their position on compulsory attendance.
What is it like to be the first person in your family to attend a four-year college? Learners interview a first-generation college student and write a biographical essay. They read a case study, develop interview questions, conduct an interview, then use gathered information to write their papers. 
By engaging in small and large group discussions, learners consider the importance of attending college. After discussion, small groups reconvene and create posters based on their findings.
Students evaluate reasons why someone would attend their school and create a marketing campaign to attract students. In this school welcome lesson, students analyze the marketing process and survey public sectors about their school. Students create a marketing campaign to attract students to their school.
Students share opinions about importance of milestone events they might host or attend. They then prepare estimated budgets for parties based on established budget totals, and compare their estimates against the real costs.
Students begin process of selecting suitable colleges by exploring colleges in foreign countries and reflecting on a possible future life far from their native countries. They rank various criteria for selecting colleges, discuss rewards and obstacles facing Afghani women attending American colleges, and compare several foreign colleges and universities.
Students investigate a possible health problem in the local school district through inquiry into attendance records, activities, maps, graphs, and data tables. The simulation continues as solutions for the problem are sought.
Fourth graders work with patterns while using large numbers. In this patterning instructional activity, 4th graders go over the definitions of the words: predict, estimate, attendance, increase, and decrease. They complete worksheets in which they track attendance data for the Big E (Eastern State Exposition). They create charts and graphs that show the data for three years.
Fifth graders complete a variety of activities involving one-room schoolhouses. They create a diorama and interview family members who actually attended a one-room schoolhouse. Finally, they visit a one-room schoolhouse in their area.
Students act as historians by, first, reading and analyzing oral histories of professional baseball players to become familiar with baseball figures. Then, they proceed to interview family members, relatives, or neighbors who have attended baseball games in the past. Students share their recorded interviews with the entire class.
Students demonstrate listening behaviors. They assume appropriate listening position, minimize/avoid behaviors that interfere with listening, and attend to speaker. They distinguish between real and make believe and cite 2 or more examples of real events from the story and 2 or more examples of "make believe events" from the story.
All parties involved benefit when general education teachers attend and contribute to IEP meetings.
Help your future college graduates prepare for higher education with this series of lessons. High schoolers complete research projects about the colleges they would like to attend, and create PowerPoint presentations about their careers of choice. This unit would be a great way to help juniors and seniors with college applications, or to help younger students learn about their options.
Students attend a variety of school concerts and performances to determine how to act at them. In class, they role-play audience members as well as describing the role of performers, composers and conductors. They repeat the lesson whenever there is another performance at their school.
Students practice appropriate concert etiquette by role-playing and attending concerts, They identify musicians by exploring the roles of musicians including performers, conductors and composers.
Students compare and contrast school life today with that of Pennsylvania in the 1900's. In this school life instructional activity students create a description of a typical one-room schoolhouse. They think critically about attending school in a multi-grade one-room schoolhouse in the 1900's in Pennsylvania.

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