Classroom Expectations Answer Key

This answer key provides correct responses, step-by-step reasoning for multiple-choice questions, and a rubric with sample responses for the open-response question. Use this to guide grading and feedback.

Question 1

Prompt: Which of the following is the best definition of Readiness?

Options:
A. Arriving with materials and a positive attitude
B. Listening and speaking kindly to others
C. Completing tasks and following directions promptly
D. Using polite words like “please” and “thank you”

Correct Answer: A. Arriving with materials and a positive attitude

Step-by-Step Reasoning:

1. Recall the three classroom expectations: Respect, Responsibility, Readiness.
2. Match each option to its definition:
   • Respect involves kind words and listening. (Option B and D relate to Respect.)
   • Responsibility involves completing tasks and following directions. (Option C.)
   • Readiness involves preparation and attitude. (Option A.)
3. Option A directly describes Readiness—having materials and a positive attitude.

Scoring:

• 1 point for selecting option A.
• 0 points for any other choice.

Question 2

Prompt: Scenario: James forgot his homework but asked to stay in at recess to finish it. Which expectation is James demonstrating?

Options:
A. Respect
B. Responsibility
C. Readiness

Correct Answer: B. Responsibility

Step-by-Step Reasoning:

1. Identify the key behavior: James takes action to complete unfinished work.
2. Map behaviors to expectations:
   • Respect: listening and speaking kindly (not relevant here).
   • Responsibility: completing tasks and following directions (James is completing his homework).
   • Readiness: preparation and attitude (James forgot materials, so doesn’t match Readiness).
3. Therefore, James is showing Responsibility.

Scoring:

• 1 point for selecting option B.
• 0 points for any other choice.

Question 3 (Open-Response)

Prompt: Provide one example of how you can show Respect in our classroom. Explain why your example demonstrates respect.

Total Points Possible: 4 points

Rubric:

• Example of Respect (2 points)
  • 2 points: Example clearly illustrates a respectful behavior (e.g., raising hand, using polite words, listening when others speak).
  • 1 point: Example partially shows respect but is vague or missing specifics.
  • 0 points: Example does not demonstrate respect or is unrelated.
• Explanation of Why It Demonstrates Respect (2 points)
  • 2 points: Student explicitly connects behavior to “listening,” “speaking kindly,” or another aspect of Respect, showing clear understanding.
  • 1 point: Explanation mentions respect but lacks clarity or depth.
  • 0 points: No explanation or explanation does not relate to Respect.

Sample Full-Credit Response (4/4):
"I raise my hand and wait quietly to be called on before I speak. This shows respect because I am listening to others and not interrupting, and I’m speaking kindly when it’s my turn."

Sample Partial Response (2–3 points):
"I say ‘please’ and ‘thank you’ to my classmates. It shows respect because I’m using polite words."

• Example: clear (2 points)
• Explanation: basic but connects to politeness (1 point)
• Total: 3/4 points

Sample Low-Score Response (0–1 points):
"I do my math work quietly."

• Example shows responsibility or readiness, not respect (0 points)
• Explanation missing or unrelated (0 points)
• Total: 0/4 points

Teacher Tip:

• When reviewing open responses, circle or highlight key phrases that show understanding of Respect. Provide specific feedback where students mislabel behaviors (e.g., labeling responsibility as respect) and guide them to the correct category.

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Hallway Expectations Answer Key

Use this key to grade quickly and provide clear feedback on students’ understanding of hallway expectations.

Question 1

Prompt: Which of the following is the best definition of Quiet Voice?

Options:
A. Using a low, indoor volume to avoid disturbing other classes
B. Walking slowly and carefully in the hallway
C. Keeping at least one arm’s length from others
D. Raising your voice to be heard over noise

Correct Answer: A. Using a low, indoor volume to avoid disturbing other classes

Step-by-Step Reasoning:

1. Recall each hallway expectation:
   • Quiet Voice: low, indoor volume
   • Walk Safely: no running, keep hands to yourself
   • Respect Personal Space: maintain arm’s length distance
2. Match each option:
   • B describes safe walking, not volume.
   • C describes personal space.
   • D is the opposite of Quiet Voice.
3. Only option A matches Quiet Voice.

Scoring:

• 1 point for selecting A
• 0 points for any other choice

Question 2

Prompt: Scenario: Two students race down the hallway to be first in line. Which expectation is being broken?

Options:
A. Quiet Voice
B. Walk Safely
C. Respect Personal Space

Correct Answer: B. Walk Safely

Step-by-Step Reasoning:

1. Identify the behavior: racing (running) in the hallway.
2. Map behaviors:
   • Quiet Voice: volume—unrelated.
   • Walk Safely: no running—running violates this.
   • Respect Personal Space: has to do with distance, not running.
3. Running breaks Walk Safely.

Scoring:

• 1 point for selecting B
• 0 points for any other choice

Question 3 (Open-Response)

Prompt: Provide one example of how you can show Respect Personal Space in our hallways. Explain why your example demonstrates respect for others’ space.

Total Points: 4 points

Rubric:

• Example of Respect Personal Space (2 points)
– 2 points: Clear behavior (e.g., standing one arm’s length away, keeping backpack off others).
– 1 point: Vague or partial (e.g., “I don’t bump people” without detail).
– 0 points: Unrelated or incorrect behavior (e.g., “I use a quiet voice”).

• Explanation of Respect (2 points)
– 2 points: Explicitly connects behavior to respecting personal space (e.g., “I leave space so no one gets bumped”).
– 1 point: Mentions respect but lacks depth (e.g., “So people don’t get hit”).
– 0 points: No explanation or off-topic.

Sample Full-Credit Response (4/4):
“I stand at least one arm’s length behind the person in front of me while walking. This shows respect for personal space because it prevents bumping and lets everyone move safely.”

Sample Partial Response (2–3 points):
“I keep my backpack beside me instead of on someone’s back. It shows respect because I’m not pushing into them.”

• Example: clear (2 points)
• Explanation: basic connection (1 point)
• Total: 3/4 points

Sample Low-Score Response (0–1 points):
“I walk quietly.”

• Example: describes Quiet Voice, not personal space (0 points)
• Explanation: missing (0 points)
• Total: 0/4 points

Teacher Tip:

• Highlight or underline key words in student answers (e.g., “arm’s length,” “prevent bumping”).
• If a student confuses expectations, remind them where each behavior belongs.

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Cafeteria Expectations Answer Key

Use this key to grade quickly and provide clear feedback on students’ understanding of cafeteria expectations.

Question 1

Prompt: Which of the following is the best definition of Line Up Quietly?

Options:
A. Moving into line without pushing or shouting
B. Speaking at a low volume while eating
C. Returning trays and throwing away trash
D. Keeping at least one arm’s length from others

Correct Answer: A. Moving into line without pushing or shouting

Step-by-Step Reasoning:

1. Recall the three cafeteria expectations: Line Up Quietly, Use Inside Voices, and Clean Up After Yourself.
2. Match each option to its definition:
   • Option B describes voice volume while eating (Use Inside Voices).
   • Option C relates to cleaning up (Clean Up After Yourself).
   • Option D pertains to personal space, which isn’t one of our cafeteria expectations.
   • Option A directly describes lining up quietly without pushing or shouting.
3. Therefore, Option A is correct.

Scoring:

• 1 point for selecting A.
• 0 points for any other choice.

Question 2

Prompt: Scenario: Mia chats loudly while waiting in line. Which cafeteria expectation is being broken?

Options:
A. Line Up Quietly
B. Use Inside Voices
C. Clean Up After Yourself

Correct Answer: B. Use Inside Voices

Step-by-Step Reasoning:

1. Identify Mia’s behavior: chatting loudly.
2. Compare behaviors:
   • Line Up Quietly addresses pushing or shouting in line, not the volume of speech.
   • Use Inside Voices refers to speaking at a low volume.
   • Clean Up After Yourself concerns returning trays and trash, unrelated to talking.
3. Loud chatting violates Use Inside Voices.

Scoring:

• 1 point for selecting B.
• 0 points for any other choice.

Question 3 (Open-Response)

Prompt: Provide one example of how you can show Clean Up After Yourself in our cafeteria. Explain why your example demonstrates this expectation.

Total Points: 4 points

Rubric:

• Example of Clean Up After Yourself (2 points)
  • 2 points: Example clearly shows a cleaning-up action (e.g., returning a tray, throwing away trash, wiping a spill).
  • 1 point: Example shows a related behavior but lacks specificity (e.g., “I pick up trash” without detail).
  • 0 points: Example unrelated or missing.
• Explanation of Why It Demonstrates This Expectation (2 points)
  • 2 points: Explanation clearly connects the behavior to keeping the cafeteria clean and respectful of shared space.
  • 1 point: Explanation mentions cleaning but is vague about its impact.
  • 0 points: No explanation or explanation does not connect to the expectation.

Sample Full-Credit Response (4/4):
"I return my tray to the return cart, throw away my trash, and use a napkin to wipe up any spills. This shows Clean Up After Yourself because I’m leaving the cafeteria neat and helping staff keep the space clean."

Sample Partial Response (2–3 points):
"I throw my wrapper in the trash can at the end. It shows I’m cleaning up after myself."

• Example: clear (2 points)
• Explanation: basic connection (1 point)
• Total: 3/4 points

Sample Low-Score Response (0–1 points):
"I use a quiet voice."

• Example describes a different expectation (0 points)
• Explanation missing (0 points)
• Total: 0/4 points

Teacher Tip:

• Highlight key action words (e.g., “return tray,” “wipe spill”) to show students what counts as cleaning up.
• If students confuse expectations, remind them which behaviors belong to Clean Up After Yourself versus lining up or using inside voices.

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Playground Expectations Answer Key

Use this key to grade quickly and provide clear feedback on students’ understanding of playground expectations.

Question 1

Prompt: Which of the following is the best definition of Use Equipment Safely?

Options:
A. Using playground equipment as intended without pushing or jumping off
B. Inviting classmates who are alone to join your game
C. Sticking to agreed rules and boundaries during games
D. Keeping a low voice while playing

Correct Answer: A. Using playground equipment as intended without pushing or jumping off

Step-by-Step Reasoning:

1. Recall the three playground expectations:
   • Use Equipment Safely: proper use of equipment, no pushing or jumping off.
   • Include Everyone: welcoming all peers to play.
   • Follow Game Rules: adhering to agreed rules and boundaries.
2. Match each option to its definition:
   • Option B describes including peers (Include Everyone).
   • Option C describes following rules (Follow Game Rules).
   • Option D relates to voice volume (not a playground expectation).
   • Option A directly matches Use Equipment Safely.
3. Therefore, Option A is correct.

Scoring:

• 1 point for selecting A.
• 0 points for any other choice.

Question 2

Prompt: Scenario: A group plays kickball but doesn’t let Sam join. Which playground expectation is broken?

Options:
A. Use Equipment Safely
B. Include Everyone
C. Follow Game Rules

Correct Answer: B. Include Everyone

Step-by-Step Reasoning:

1. Identify the behavior: excluding a classmate from play.
2. Map behaviors to expectations:
   • Use Equipment Safely: how equipment is used (unrelated).
   • Include Everyone: inviting and welcoming all classmates (broken here).
   • Follow Game Rules: about rules of the game (not about inclusion).
3. Excluding Sam violates Include Everyone.

Scoring:

• 1 point for selecting B.
• 0 points for any other choice.

Question 3 (Open-Response)

Prompt: Provide one example of how you can show Follow Game Rules on the playground. Explain why your example demonstrates this expectation.

Total Points: 4 points

Rubric:

• Example of Following Game Rules (2 points)

  • 2 points: Example clearly shows following a specific rule or boundary (e.g., waiting for the whistle to start, staying within marked boundaries).
  • 1 point: Example mentions rules but is vague or incomplete (e.g., “I wait my turn” without connecting to a rule).
  • 0 points: Example unrelated or missing.

• Explanation of Why It Demonstrates This Expectation (2 points)

  • 2 points: Explanation explicitly connects the behavior to fairness or rule-following (e.g., “I waited for the whistle so everyone starts at the same time”).
  • 1 point: Explanation mentions rules but lacks clarity or depth (e.g., “Because it’s one of the rules”).
  • 0 points: No explanation or explanation does not relate to following rules.

Sample Full-Credit Response (4/4):
"I wait behind the baseline and only start running when I hear the whistle. This shows Follow Game Rules because I’m obeying the start-of-play signal so the game stays fair for everyone."

Sample Partial Response (2–3 points):
"I take turns tossing the ball. It shows I’m following the game rules."

• Example: partially clear (1 point)
• Explanation: basic connection to rules (1 point)
• Total: 2/4 points

Sample Low-Score Response (0–1 points):
"I include my friends."

• Example describes a different expectation (Include Everyone) (0 points)
• Explanation missing or off-topic (0 points)
• Total: 0/4 points

Teacher Tip:

• Underline or circle key phrases that show rule-following (e.g., “wait for the whistle,” “inside boundaries”).
• If students confuse expectations, refer them back to the definitions of each playground expectation.

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