LINE MASTERS (LMs), for each BOOK, are clearly identified in the text with an LM symbol (LM) and number (i.e., 1.1-1) next to specific figures throughout the text. These LMs are to be downloaded as Word documents, which will allow you to manipulate the content to meet your particular needs and interests. Many LMs are only described in the text (and often not provided in full in the text), but are available online.

BOOK 1: Creating an Inclusive Classroom Atmosphere

1.1: Building Inclusion — Practical Strategies for a Proactive Approach
     LM 1.1-1 Sample Net Template
     LM 1.1-2 Identifying Social Identities
     LM 1.1-3 Questionnaire for Establishing Classroom Routines and Procedures
     LM 1.1-4 Give Me 5
     LM 1.1-5 Sample Letter to Parents about Bullying and Cyberbullying
     LM 1.1-6 People Hunt
     LM 1.1-7 People Search
     LM 1.1-8 Things in Common
     LM 1.1-9 Interactive Learning Experiences
     LM 1.1-10 T-Chart
     LM 1.1-11 Expectations for Successful Cooperative Learning
     LM 1.1-12a Give & Get
     LM 1.1-12b Give & Get Variation
     LM 1.1-13 Group Assessment Form
     LM 1.1-14 Self-Assessment Form
1.2: Ensuring Inclusion — Practical Strategies for a Responsive Approach
     LM 1.2-1 Reflecting On My Behaviour
     LM 1.2-2 Reflecting on My Behaviour (for Younger Students)
     LM 1.2-3 Sample Contract
     LM 1.2-4 Behaviour Checklist
     LM 1.2-5 Bullying Incident Report

1.4: Partnering with Parents —Establishing Good Communication
      LM 1.4-1 Class Newsletter
      LM 1.4-2 Sample Letter to Parents Re: Beginning of the Year
      LM 1.4-3 Student Information Form
      LM 1.4-4 Parent-Teacher Communication Form
      LM 1.4-5 Class Calendar
      LM 1.4-6 “Ask Me About” Newsletter
      LM 1.4-7 “Ask Me About” Newsletter for Kindergarten
      LM 1.4-8 Sample Parent Letter Re: Friday File
      LM 1.4-9 Sample Scavenger Hunt

BOOK 2: Planning an Engaging, Dynamic, and Inclusive Curriculum

2.1: Designing Your Inclusive Curriculum
      LM 2.1-1 Sample Long-Range Plan – by Curriculum Areas for Grade 3
      LM 2.1-2 Sample Long-Range Plan – By Term (Fall, Winter, Spring)
      LM 2.1-3 Sample Long-Range Plan for a Specific Curriculum Area
      LM 2.1-4 Sample Long-Range Year-at-a-Glance Plan – By Month
      LM 2.1-5 Sample Long-Range Bi-Monthly Plan
      LM 2.1-6 Planning Process - Annotated Version: Step-by-Step Process for Planning a Unit
      LM 2.1-7 Simplified Template for Unit Planning - Non-annotated Version: Step-by-Step Process for Planning a Unit
      LM 2.1-8 Sample Unit Overview Plan
      LM 2.1-9 Sample Lesson Plan (with boxes)
      LM 2.1-10 Sample Lesson Plan Template (without Boxes)
      LM 2.1-11 Sample Weekly Plan
      LM 2.1-12 Sample Week at-a-Glance Plan
      LM 2.1-13 Sample Daily Plan # 1
      LM 2.1-14 Sample Daily Plan with Rotary Subjects # 2
      LM 2.1-15) Sample Daily Plan # 3
      LM 2.1-16 Sample Daily Plan # 4
      LM 2.1-17 Sample Daily Plan # 5 Incorporating Learning Stations
      LM 2.1-18 Checklist for an Occasional Teacher Folder
      LM 2.1-19 Sample Lesson Plan for the Occasional Teacher
2.2: Establishing Appropriate Timetabling Possibilities
     LM 2.2-1 Weekly Timetable
     LM 2.2-2 Daily Timetable with Large Blocks of Time
     LM 2.2-3 Daily Rotary Timetable for Older Students
     LM 2.2-4 Detailed Daily Plan

2.3: Differentiating the Learning Experiences —
Small Group Learning through Effective Learning Stations
     LM 2.3-1 Sample Planning Template for Learning Stations
     LM 2.3-2 Checklist for Planning a Station
     LM 2.3-3 Tracking Sheet for Young Students
     LM 2.3-4 Tracking Sheet – Date Started and Completed
     LM 2.3-5 Tracking Sheet: Self-Assessment Using Descriptive Faces
     LM 2.3-6 Tracking Sheet Including Comments
     LM 2.3-7 Tracking Sheet and Rating Scale
     LM 2.3-8 Tracking Sheet: Musts and Wants – For Younger Students
     LM 2.3-9 Tracking Sheet: Musts and Wants – For Older Students
     LM 2.3-10Tracking Sheet: Checklist of Learning Tasks
     LM 2.3-11 Tracking Sheet: Tasks Described
     LM 2.3-12 Tracking Sheet: Time Spent at Stations
     LM 2.3-13 Student Contract # 1
     LM 2.3-14 Student Contract # 2

2.4: Experiencing the Wider Community — Planning Out-of-classroom Excursions
     LM 2.4-1 Sample Letter to Parents Re: Upcoming Field Trip
     LM 2.4-2 Sample Letter to Field Trip Volunteers
     LM 2.4-3 Sample Plan for Out-of-Classroom Excursions
     LM 2.4-4 TEACHER'S GUIDE for a Butterfly Garden/Site Field Trip 
     LM 2.4-5 TEACHER'S GUIDE for a Holocaust Centre/Site Field Trip

2.5: Technology in a Rapidly Changing World
 LM 2.5-1 Letter to Parents Re: Use of the Internet
2.6: Partnering with Parents — Engaging Parents in the Learning Process
     LM 2.6-1 Sample Letter to Parents Re: Home-Initiated Activities
     LM 2.6-2 Sample Letter to Parents Re: Helping Young Children with Reading
     LM 2.6-3 Sample Letter to Parents Re: Helping Older Children with Reading
     LM 2.6-4 Paired Reading Guide
     LM 2.6-5 Information for Parents Re: Developmental Characteristics of Children
     LM 2.6-6 Information for Parents Re: Learning Styles
     LM 2.6-7 Information for Parents Re: Multiple Intelligences
     LM 2.6-8 Information for Parents Re: How Children Learn
     LM 2.6-9 Sample Letter to Parents Asking for Volunteers
     LM 2.6-10 Sample Letter to Volunteers Re: Confidentiality
     LM 2.6-11 Sample Letter to Volunteers Re: Discipline
     LM 2.6-12 Sample Letter for Volunteers Re: Fire Drills and Emergency Procedures
     LM 2.6-13 Sample Letter to Volunteers Re: Classroom Groupings
     LM 2.6-14 Sample Letter to Volunteers Re: Homework
     LM 2.6-15 Sample Letter to Volunteers Re: Student Planners
     LM 2.6-16 Implementing a Home Reading Program
     LM 2.6-17 Sample Letter to Parents Re: Home Reading Program
     LM 2.6-18 Types of Homework
     LM 2.6-19 Sample Letter to Parents Re: Upcoming Project
     LM 2.6-20 Homework Questionnaire

BOOK 3: Creating Effective Assessing, Evaluating, and Reporting Practices

3.1: Assessing the Learning — Assessment in a Differentiated Curriculum
     LM 3.1-1 KWL
     LM 3.1-2 Retell, Relate, Reflect as Diagnostic and Summative Assessment
     LM 3.1-3 Student Observation Chart
     LM 3.1-4 Observation Record Sheet
     LM 3.1-5 Student Summary Sheet
     LM 3.1-6 Reading Q&A
     LM 3.1-7 Interest Inventory
     LM 3.1-8 Mathematics Attitude Survey
     LM 3.1-9 Checklist Re: Completed Tasks
     LM 3.1-10 Checklist for Assessing Student Writing
     LM 3.1-11 Question Stems
     LM 3.1-12 Rubric for a Party
     LM 3.1-13 Blank Rubric
     LM 3.1-14 Self-Assessment #1
     LM 3.1-15 Self-Assessment #2
     LM 3.1-16 Checklist for Self-Assessment
     LM 3.1-17 Two Stars and a Wish Peer-Assessment
     LM 3.1-18 Sentence Prompts for Peer Feedback
     LM 3.1-19 Sample Letter to Parents Re: Portfolios
     LM 3.1-20 Sharing Your Portfolio
     LM 3.1-21 Sample Rubric for Portfolio
3.2: Evaluating the Learning — Placing a “Value” on the Learning Process and Product
      LM 3.2-1 Sample Report Card Comments
3.3: Partnering with Parents — Reporting about Student Process and Progress
      LM 3.3-1 Checklist Re: Student-Led Conferences
      LM 3.3-2 Parent Reflections on Student-Led Conferences

BOOK 4: A Student-Centred Literacy Classroom

4.1: Building a Language-rich Environment
      LM 4.1-1 Print Material
      LM 4.1-2 Materials, Resources, and Equipment to Stimulate Literacy

4.3: Understanding the Reading Process and Program
      LM 4.3-1 ng Strategies
      LM 4.3-2 Demonstrating the Reading Process (4 examples)
      LM 4.3-3 Before, During, and After a Read-Aloud
      LM 4.3-4 Guided Reading Lessons – Organized by Reading Proficiency
      LM 4.3-5 Guided Reading Lessons – Categories and Topics
      LM 4.3-6 Guided Reading Lesson Plan Template
      LM 4.3-7 Detective Clue Search
      LM 4.3-8 Sample Roles for Literature Circles
      LM 4.3-9 Sample Procedure for Literature Circles
      LM 4.3-10 Assessment Tool for Literature Circles
      LM 4.3-11 Strategies to Use When Reading Non-Fiction Texts
      LM 4.3-12 Story Summary Sheet
      LM 4.3-13 A Three-Fold Booklet as a Book Critique
      LM 4.3-14 Sample Task Card Re: Non-Fiction
      LM 4.3-15 Sample Task Card Re: A Novel Study
      LM 4.3-16 Tic-Tac-Toe Task Cards
      LM 4.3-17 Tic-Tac-Toe Student Record Sheet
      LM 4.3-18 Arts-based Reading Response Tasks
      LM 4.3-19 One Way to Organize a Reading Program - Using Reading Bins
      LM 4.3-20 Sample Reading Record Sheet #1
      LM 4.3-21 Sample Reading Record Sheet #2
      LM 4.3-22 Reading Assessment Strategies and Tools and Assessment Data

4.4: Understanding the Writing Process and Program
      LM 4.4-1 Possible Guided Writing Lessons
      LM 4.4-2 Poem – A Pattern is…
      LM 4.4-3 Possible Ways to Publish Student Writing
      LM 4.4-4a Lesson Plan: Begin with a Picture
      LM 4.4-4b Lesson Plan: Rules for Draft Writing
      LM 4.4-c Lesson Plan: Question and Answer Technique
      LM 4.4-d Lesson Plan: Editing Skills
      LM 4.4-e Lesson Plan: Publishing for an Audience
      LM 4.4-5 Writing Record Sheet
      LM 4.4-6 Writing Conference Form
      LM 4.4-7 A Spelling Notepad
      LM 4.4-8 A Spelling Strategies Chart
      LM 4.4-9 Sample Spelling and Word Study Activities
      LM 4.4-10 Sample Letter to Parents Re: Home Spelling Program
      LM 4.4-11 Spelling Tasks

BOOK 5:  Lifelong Learning - Your Career in Education

5.1: Preparing Your Application Package
     LM 5.1-2 Sample Resume Template for Teacher Education
     LM 5.1-2 Sample Application Brochure

5.2: Mastering the Interview Process
     LM 5.2-1 Practising the Use of the 3 R’s for a Dynamic Interview

5:5: Growing Professionally — A Continuum of Learning
     LM 5.5-1 Beginning Teacher’s Checklist
     LM 5.5-2 Professional Growth Journal