Swagger Assessment Skills Instructions

!
Swagger Assessment Skills Unit
Dear Reader,
is an interactive unit that works for students of all ages to teach exciting test prep strategies with high
expectations. Whether used for end of the year testing or assessments throughout the year, this unit wins students over
from the beginning. The PowerPoint helps you sympathize with the student for the repetitive test strategies lessons year
after year, but then gives students concrete instructions to learn the skills once and for all. My main motivation for creating
this unit was to find a way to hold student interest and get kids excited about learning new skills. In our classroom, we
emphasize the value of perspective and a positive attitude and this unit is one more way we can have fun and bond as we fall to
the floor laughing at our dance moves. The high expectation and increased student growth are additional components as we
also constructively critique one another on individual areas of improvement for individual assessments. The reality of current
teaching is that student scores do matter. Students need to know how to prevent mistakes so they are confident the score
they earn is actually reflective of their ability level, while simple mistakes are kept to a minimum.
This unit was originally created with my sixth grade reading students in mind, but I’ve found it can be used for both lower and
higher grades. Anyone who needs to learn strategies for taking assessments will enjoy the unit.
Use the breakdown and take your time exploring through the materials and activities for this unit. There are several
components and you have the flexibility to pick and choose what works for you and your students. The unit information is
presented in a frequently asked questions format to make it easier for you to meet your needs. Take your time and be open-minded
to how you can incorporate these skills in your classroom.
Benefits
1. Increase attention span with self checking and movement with tools
2. Build student confidence with written and multiple choice responses, reading assessments, and teaching students to
defend their answers
3. Prevent mistakes to help students earn scores reflective of ability
4. Encourages parent involvement
5. Teach students to keep the academic expectation high while balancing fun
I hope you and your students are able to have as much fun as we do! You are encouraged to contact me if I can provide
additional materials or if you have any comments and questions.
Thank you,
Miss Crosby
http://fortheloveoftweens.blogspot.com
! 1!

Table of Contents
Title Page (s)
Introduction Letter and Benefits 1
Table of Contents 2-3
Frequently Asked Questions, Overview of SAS 4-7
SWAGGER Complete Definition 8
EVIDENCE of #Swaggerskills 9
Parent Information 10-13
Parent Letter 10
Letter Template One 11
Letter Tempate Two 12
SWAGGER Definition and Toolkit Breakdown 13
The Swagger Toolkit 14-20
The Swagger Toolkit Defined 14
Swagger Toolkit 101 Teacher Notes 15
Swagger Toolkit 101 for Students 16
Miss Crosby’s Used Swagger Toolkit Shopping Organizer, Step One 17
Miss Crosby’s Used Swagger Toolkit Organizer, Step Two 18
Teacher Swagger Toolkit Shopping Organizer, Step One 19
Teacher Swagger Toolkit Organizer, Step Two 20
Suggested SAS Unit Timeline 21
SAS Graphic Organizers 22-49
SWAGGER Graphic Organizer #1- Swagger, Tool, Purpose, Connection 23
SWAGGER Graphic Organizer #2- Swagger, Tool, Purpose 24-25
SWAGGER Graphic Organizer #3- Swagger, Purpose 26-28
SWAGGER Graphic Organizer #4- Swagger Definitions Only 29-31
SWAGGER Graphic Organizer #5- Swagger Posters 32
SWAGGER Graphic Organizer #6- Swagger Fill in the Blank 33-34
SWAGGER Graphic Organizer #7- Swagger Fill in the Blank with Keybank 35
SWAGGER Graphic Organizer #8- Swagger Fill in the Blank with Answers 36
SWAGGER Graphic Organizer #9- Swagger Affirmations 37-38
!
! 2!

Table of Contents Continued
Title Page (s)
SAS Graphic Organizers Continued
SWAGGER Graphic Organizer #10- Blank Swagger Dog Tags Board 1 39
SWAGGER Graphic Organizer #11- Blank Swagger Dogs Tags Board 2 40
SWAGGER Graphic Organizer #12- Complete Swagger Dog Tags Board 1 41
SWAGGER Graphic Organizer #13- Complete Swagger Dog Tags Board 2 42
Dog Tags S-W-A-G-G-E-R 43-49
EVIDENCE Instructions 50-55
Breakdown of Skills Through Reading Stages: Before, During, After 51
Know Your Reading Role by Knowing Your Genre 52
EVIDENCE Poster 53
Student EVIDENCE Checklist One 54
Student EVIDENCE Checklist Two 55
Credits 56
!
! 3!

SAS Frequently Asked Questions (FAQ)
Where did this idea come from? The #Swaggerskills unit was created to help my students
learn specific strategies when test taking while having fun. A colleague, Laurie Bryant, thought of the
original “swagger” test prep theme when she saw the Swagger Wagon Commercial. The parents featured in
the video make driving a minivan cool by singing a catchy parody and acting out skits
with their two young children. This video ties to test prep because, while practicing
test prep skills are not fun, with a little creativity and positive attitude we can both
learn effective skills and create the most memorable time of the year.
Video Link: https://www.youtube.com/watch?v=ql-N3F1FhW4&feature=
What are ? #Swaggerskills are seven basic test strategies for any assessment or
question-based activity written through the acronym SWAGGER. In my class, after
we learn SWAGGER, we discuss what using SWAGGER looks like. So, how does the
teacher know you are using your strategies? If he/she saw your paper, what would
they see? With this question in mind, students made a list of strategies that you can
see, and thus created the second acronym of the unit: EVIDENCE. On a daily basis,
students use an EVIDENCE checklist when reading and answering questions. The
SWAGGER unit is more for general use. When referencing #Swaggerskills, we are
referring to both SWAGGER and EVIDENCE checklists.
How does SAS work? Take a look at the PowerPoint titled Swagger Assessment Skills.
The PP is set up exactly how my classroom will use the unit. Determine what aspects work for you, and how
you would like to implement the unit. For example, do you want to focus on SWAGGER only, EVIDENCE only,
or both SWAGGER and EVIDENCE together? I ask the students to make most choices for us, so I know I am
giving them the right “dosage” of swagger. Swagger Assessment Skills PowerPoint
What steps should I follow to implement the unit like your classroom? First, have an open mind.
With units like this, there is a lot of flexibility, so unless you are able to be incredibly organized and know
what you envision right away, you are going to have to feel it out as it goes. Remember, the idea is to excite
the students, not bore them, so their insight is mandatory. The example timeline below is a great starting
point.
!
What subject(s)? I designed both SWAGGER and EVIDENCE for reading and language arts
assessments. SWAGGER is more general; EVIDENCE is specific to reading and language arts assessments.
!
! 4!

Suggested SAS Unit Timeline
1. Introduce the Swagger Assessment Skills PP
2. Spend some extra time on the video. Let students watch once, discuss the second time, and then
watch a third. Get the kids hooked.
3. Explain that you are going to have a #Swaggerskills themed unit. (I might stop here and pick up the
next day to extend excitement.)
4. Go over each #Swaggerskill. Together, discuss how you could use it in your classroom. Make a
separate list if necessary.
5. Determine as a class or with your school if you will collect money and create swagger toolkits. I have
included my research in this process to save you a few hours.
6. Give students blank checklists and vote on where students should put them. I hung a few in the
classroom for students who didn’t trust themselves. (Choice is important- let the students take
ownership.)
7. Send home a parent letter explaining the unit. Ask the parents to write a secret #Swaggerskills
completion letter. When students earn their certificates, you can hand these out to them as well. I
sent home blank letters and envelopes. I also sent a parent email and a few reminders. I wrote
letters for students whose parents did not (because students are so excited, you will have parent
involvement). You could also have kids write each other letters.
8. Take a week for each letter. Do not tell the students the skill you are measuring because you want
to see them tackle all of the skills. Take time to hand out dog tags from previous weeks to those who
were absent or did not demonstrate that skill previously. Work with students who were missing dog
tags and made sure they understood how to use the skill.
9. To help students earn dog tags, create a list of things they can do that show they used a skill. When
finished brainstorming, show students the EVIDENCE checklist. Laminate a class set and put
students in charge of caring for the checklists daily: handing out checklists, handing out dry erase
markers, collecting checklists, collecting markers, cleaning checklists. The level of dependency you
will use will vary for students.
10. Use the EVIDENCE checklists, independent activities, group work, excerpt and extended questions to
give students opportunities to earn dog tags. Specific amounts of time will vary depending on
students.
11. Once everyone is finished, celebrate. Designate a #Swaggerskills party day. On this day, called
students up one at a time to show the class swagger moves in front of the class while listening to
swagger theme song. You can designate an area to be the “stage” students walk across and stand
on the other side of the stage with their certificates and swagger toolkits.
! 5!

How long does the take? You can spend two days, a week, a month, or the whole year
incorporating #Swaggerskills into your classroom. I introduced this at the beginning of fourth quarter, and
was crunched for time. I am going to try to introduce it from the beginning of the school year this time
around to give us more time and increase students confidence with assessment skills.
Swagger Terms Glossary?
#Swaggerskills = both SWAGGER and EVIDENCE skills
#Swaggerskills Master = a person who has earned all of their SWAGGER dog tags and demonstrated their
swagger dance/walk moves. You will have a certificate for this.
#Swagger toolkit = the tools that help students while taking assessments
#Swagger dog tags = individual letters cut out in the shape of dog tags to be adhered to each student
checklist
EVIDENCE = concrete tasks students can do to demonstrate understanding of #Swaggerskills
How do you teach each skill? You will see below that the type of students will determine the
amount of class instruction and guidance used. I expect all students to take their time and show me mastery
of all skills initially. Then, once demonstration has been shown, I will let students pick and choose which the
skills work best for them individually. Each student must know the importance of all of the skills, so he or she
has the choice to decide through trial and error which ones work best for him or her.
Honors and gifted students will often struggle with assuming they are right. They defend their answers,
rather than taking a step back to see where they made a mistake. These students can accomplish most of
the skills on their own simply with your explanation. You will focus on “Reread” and asking yourself where you
made a mistake. I might do one story and set of questions a week with these students.
A majority of the students will struggle in different areas, or will be confused with exactly what needs to be
on the paper. With these students, I will teach the class and show the class by example exactly what their
#Swaggerskills on the assessment should look like. You can use the EVIDENCE checklists and have students
check each others. You will need to remind students to go slow and critique because students might think
they are doing the skill correctly, even if they are not. For example, “Did you put your evidence based
reasoning next to that to show me why you slashed it out?” The words “No” on the paper do not count.
For struggling readers, these checklists are a huge help. I will teach the class and do a couple examples
together. We might practice once together. Then I will break the class into small groups and focus on
specific skills in small group settings. I will work on the passages as a class each day in small group settings. I
will work closely with all students until he or she shows independent confidence to try on his or her own.
! 6!

How do you measure each skill? I worm around the room. If a student highlighted and wrote notes
by all questions, he or she would get a “W“ dog tag. I choose whether the student earned the dog tag,
not the student. If I don’t see evidence when I am walking around, I might wait until the next day to check
again or even longer.
Do any students resist the unit? Yes. I had students who did not like the unit. I worked with
the students to figure out how they were going to survive without bringing their negativity on
others. We created alternative acronyms and a different theme (or no theme) for the skills. We kept it
between us as respect for the amount of students this unit was helping.
Do you really expect students to do all of these skills on every assessment? No. I expect
students to know and understand all skills. When you earn your #Swaggerskills certificate, you may choose
the skills that work for you.
What ages? I think any student who needs to practice assessment strategies could benefit from
this SAS Unit.
What is EVIDENCE? EVIDENCE is the acronym used to show
students exactly what their papers should look like if they are
using these skills. For example, we often tell students to answer all part
of the question, however this is a broad request. You will get vague
results and struggling students need more guidance in order to
understand your specific expectations (based off learning the hard
way). The checklist shows students how to answer all parts of the
question.
Have a different question? Please contact me!
fortheloveoftweens@gmail.com
! 7!

SWAGGER Complete Definition!
! 8!

EVIDENCE of #Swaggerskills!
! 9!

2014-2015 School Year
Swagger Assessment Skills
Dear Parents and Guardians,
We are going to learn assessment strategies and test preparation with a #Swaggerskills theme. Teaching
the students to have swagger while taking tests is a fun way to effectively review both test taking
strategies and reading skills, all while building confidence and minimizing test anxiety. In an attempt to draw
student interest, I have created a swagger toolkit for each student that motivates, helps improve
performance, and creates a relaxing environment during this high intensity time.
Your participation and reinforcement of enthusiasm and hard work will make all the difference in your child’s
success with assessments. We ask for your participation in a few ways, and encourage any additional ideas.
First, please complete the attached blank note to write a complimentary letter to your child. You can tell him
or her how proud you are, how smart he or she is, and give a few specific examples. You are welcome to use
a different paper if desired. Please return in sealed envelope by the date at the bottom. Secondly, I would
love to prepare a “Swagger Toolkit” for each child. In order for this to happen, we are asking for a five-dollar
donation from each parent. Included is a list of what will be purchased with your five dollars, how it will
help your child, and how it connects to our swagger theme. Because we need to wait for all the money to
order the tool kit, we have created the small window of time to return the five dollars by. As soon as all
money is collected, items will be ordered.
Thank you for your support in creating a positive learning environment that will encourage our students to
work hard and build confidence. Once we have all the items, they will be handed to students with certificates
when they demonstrate mastery of each #Swaggerskill. Letters from parents will be saved for the end of
the unit as well. Please email me with any questions.
Sincerely,
!!!!!
Dates to Return
Swagger $5 Donation Sealed Parent Letter to Child
! 10!

Parent Swagger Overview
# Toolkit Resource for Each Child: Cost Breakdown #1 Cost Breakdown #2 Total
S
W
A
G
G
E
R
Total / #Students= $
(Total $) __________ / (#Students) __________= $__________ = About $__________ per child
! 13!

The Swagger Toolkit Defined
The Swagger Toolkit requires a little extra work, time, and money, but is totally worth all three when your unit is twice as
successful! If you are creative, this can be done with little to no cost. You can collect money, use school funds, or think of
savvy alternatives to create a Swagger Toolkit for your classroom. I chose to do a combination of buying and making
accessories in order to keep the budget as small as possible. Students brought in $5 donations, which was a much more
convincing sell when sent home with the parent letter explaining the unit and an opportunity for parents to get involved (by
writing their child a letter).
Our Swagger Toolkit was a surprise for the students. I sent the information home with the parents, so obviously some children
started to figure out what some of the items were. Rumors and whispers spread until students actually got to see their
toolkits. The rumors actually made it more exciting, because the students couldn’t wait to see their toolkits. For some the bags
were a fun, cheesy joke as the toolkit is pretty cheap. For others, it was really exciting. The student perspective will depend
on your enthusiasm to the unit. Either way, every student found multiple excitable items I used some of the props when they
arrived. The list of items and how we used them is on the Swagger Toolkit 101 Teacher Edition (next page). The pages following
will show you how we got our final list of items. I share with you my research on the three price options on the cheapest but
worthy items. There is a blank sheet for you to use while you make the same choices. Websites and prices are there on these
as well! You will see several inexpensive items sold in bulk. I was able to get some extra goodies for extremely cheap (around $5
for 72 sharpeners…it’s just a bonus item so I am not worried about the actual functionality…although zero students
complained about them breaking…).
While saving the Swagger Toolkits for the party gives students excitement, you can find other ways to incorporate swagger
props as you are in the middle of your unit to keep the energy level up. For example, I got stamps to use and students would
put various stamps on their reading passages before starting to start positive. Sometimes they chose a stamp that related to
reading, other times an emotion. You will enjoy their faces when you persuade them to doodle a picture by the title as they
begin reading. As a second prop, I put out a class set of colored pens for us to use. We kept them in a bucket where everyone
knew their location. The students love using the different colors when taking notes.
! !Swagger Toolkit Pages Below:
1. Swagger Toolkit 101 Teacher Notes
2. Swagger Toolkit 101 for Students
3. Miss Crosby’s Used Swagger Toolkit Shopping Organizer, Step One
4. Miss Crosby’s Used Swagger Toolkit Organizer, Step Two
5. Teacher Swagger Toolkit Shopping Organizer, Step One
6. Teacher Swagger Toolkit Organizer, Step Two
!
! 14!

Swagger Toolkit 101 Teacher Notes
Toolkit Item In Class Use? Expectations Consequences
Smiley Stickers Saved for party Stickers go on paper only. [Teacher eye stare] No more
stickers.
Class Set of
Stamps
I bought a large set at Oriental
Trading to stay in room. Three
students at a time could get a stamp
for paper.
Stamps go on paper only. No exceptions. No more stamping.
Highlighters Saved for party (used class set
prior)
You get the color you get. Sorry, some are
yellow. You’re welcome. Keep yo’ highlighters!
(Don’t leave them!)
I get more. !
Post-it Notes Saved for party (These were more
damage than helpful with our
purpose. Have fun showing and
drawing different doodled thought-clouds.)
You get the color you get. Keep yo’ post it
notes! (Don’t leave them!)
I get more. !
Neon Slap
Bracelet
Saved for party Use quietly so it maintains purpose. Wear on
wrist unless using for purpose. Outside of
class, it stays on wrist or goes in locker. You
can play swords at home.
No chances – if another teacher
complains once, you must keep it
at home.
Mints Saved for party (A fellow teacher
donated a pack for class use prior.)
During testing, you must unwrap prior and set
on your desk.
The rest of us are going to cringe
at your not quiet unwrapping, and
tomorrow we will eat your share
of mints.
Gum Saved for party (I bought extra with
my own money and used as an
incentive once a week for all things
swagger related. For example, I
would randomly give a piece of gum
or mint to students who got 100% on
a swagger quiz, did homework, or
helped a classmate find text based
evidence.)
If you are given gum, you may chew in class.
Be “cool” about it… chew quietly, mouth
closed, and don’t brag. When you are
finished, put it in the trash. When you leave
the classroom, throw the gum away. It’s
pretty cool of your teacher to allow you to do
this, so say thanks and don’t abuse it.
Do not ask another teacher to chew gum.
Then he/she is mad at me because I put
him/her in a bad spot.
No chances- I am not handing out
gum to anyone I don’t trust if any
gum is found or a teacher
mentions students asking. If it was
an obnoxious chomp or bubble, spit
out for the day [insert teacher
eye stare].
Not fair if I don’t trust you? Earn
trust then. This is my job!
Colored Pens Saved for party (Order extra for
class set to use in advance. Keep a
close eye on them!)
Choose a color on the first day. Use this color
every day (using the same color is the
purpose). Yes, you can choose black or blue
if you hate color. Stick to your pen color.
The rest of us don’t have our pen
if you take it, so we are going to
be upset.
Mustache
Tattoo
Saved for party Take turns to use restroom and put them on
at school before an assessment. We waited a
couple days for this. Put it on or put it away.
Mustache
Eraser
Saved for party
BONUS
SURPSISES
Neon
Sunglasses
Saved for party Wear in class or at recess as often as you
like. Put in locker otherwise. Do not ask
another teacher if you can wear them. Wear
them on head if I ask you to.
Keep at home.
Sharpeners Saved for party
Sticky Hands Saved for party Take home after party. It’s mine.
Smile Magnets Saved for party
! 15!

Swagger Toolkit 101 for Students
Toolkit Item In Class Use? Expectations Consequences
Smiley Stickers Yes! Stickers go on paper only. [Teacher eye stare] No more stickers.
Class Set of
Stamps
Three students at
a time can get a
stamp for paper.
Stamps go on paper only. No exceptions. No more stamping.
Highlighters Yes! You get the color you get. Sorry, some are
yellow. You’re welcome. Keep yo’ highlighters!
(Don’t leave them!)
I get more. !
Post-it Notes Yes! You get the color you get. Keep yo’ post it
notes! (Don’t leave them!)
I get more. !
Neon Slap
Bracelet
Yes, with a
purpose to help
you focus!
Use quietly so it maintains purpose. Wear on
wrist unless using for purpose. Outside of class,
it stays on wrist or goes in locker. You can play
swords at home.
No chances – if another teacher complains
once, you must keep it at home.
Mints Yes, with a
purpose to help
you focus!
During testing, you must unwrap prior and set on
your desk.
The rest of us are going to cringe at your not
quiet unwrapping, and tomorrow we will eat
your share.
Gum Yes, with a
purpose to help
you focus!
-If you are given gum, you may chew in class.
-Be “cool” about it… chew quietly, mouth closed,
and don’t brag.
-When you are finished, put it in the trash.
-When you leave the classroom, throw the gum
away.
-Do not ask another teacher to chew gum.
Then he/she is mad at me because I put him/her
in a bad spot.
*It’s pretty cool of your teacher to allow you to
do this, so say thanks and don’t abuse it.
No chances- I am not handing out gum to
anyone I don’t trust if any gum is found or a
teacher mentions students asking.
If it was an obnoxious chomp or bubble, spit
out for the day [insert teacher eye stare].
Not fair? Earn my trust then. !
Colored Pens Yes! Choose a color on the first day. Use this color
every day (using the same color is the purpose).
Yes, you can choose black or blue if you hate
color.
The rest of us don’t have our pen if you take
it, so we are going to be upset.
Mustache
Tattoo
Wait for
Permission
Put it on or put it away.
Mustache
Eraser
Yes!
BONUS
Neon
Sunglasses
Yes! (as long as
you are still
focused)
Wear in class or at recess as often as you like.
Put in locker otherwise. Wear them on head if I
ask you to.
Keep at home.
Sharpeners Yes!
Sticky Hands No! Take home after party. It’s mine.
Smile Magnets No!
! 16!

!
Miss Crosby’s Used Swagger Toolkit Shopping Organizer, Step One
Tool Cheapest (1) Cheaper (2) Cheap (3) Option
S Smiley
stickers
1 set= $3 (8 sheets)
Smiley Stickers
Smiley Stickers
1 set=$1.95(4 sheets)
Emoticon Stickers
S My class
pricing
10 stickers each= (1 set)= $3 1 sheet each= (10 sets)= $30 1 sheet each= (19 sets)= $37.05 3=
$37.05
W Highlighters School supply room 1 pack= $13.75 (36 markers)
Mini Highlighters
1 pack= $13.66 (24 markers)
Sharpie Highlighters
W My class
pricing
Free 1 each= $27.50 1 each= (3 sets)= $40.98 1 + 3=
$40.98
A Thoughts/
post-its
Make a sheet for each student
to cut up and use. DIY
1 pack= $3.89 (10 pads)
Skinny Colors
1 pack= $4.98 (3 pads)
Thought Cloud Post Its
A My class
pricing
Free 1 each= (8 sets)= $31 .12 1 each= (24 sets) =4.98 x 24 =
$119.52
1 + 2=
$31.12
G Neon slap
bracelet
Ribbon or bookmarks 1 set= $16 (50 bracelets)
Basic Colorful
Same
G My class
pricing
Free 1 each= (2 sets)= $32 2=
$32
G Chewing
gum/ mints
1 set= $12 (308 pieces)
Mints
1 set= $11.49 (40 packs)
Wrigley's 5 packs
1 set= $12.94 (24 packs)
Mini Orbit
G My class
pricing
4 each= $12
1 each= (2 set)= $22.98 1 each= (3 sets)= $38.82 1 + 3=
$50.82
E Color pen(s) 1 set=$13.50(72 pens)
Pens
Same Same
E My class
pricing
1 each= $13.50 2 each= (2 sets)= $27 3 each= (3 sets)= $40.50 2=
$27
R Mustaches 1 set= $5 (72 tattoos)
Mustache Tattoos
1 set= $6 (49 whistles)
Mustache Whistles
1 set= $5.25 (24 erasers)
Mustache Erasers
R My class
pricing
1 each = $5 1 each (2 sets)= $12 1 each= (3 sets)= $15.75 1 + 3=
$20.75
Total:
(round up to include
shipping)
$65.50 / 72= .901…
$1 per child.
$182. 60 / 72= $2.53
$3 per child
$324.62 / 72 = $4.50
$5 per child
$240
!!
! 17!

Miss Crosby’s Used Swagger Toolkit Organizer, Step Two
Once I looked at pricing, I determined what pricing option and incentive would make the best impact with our group of sixth
graders. Here is a list of what each child would get with the options I chose:
# Here’s What Each Child Would Get: Total Cost Breakdown #1
(With 72 students)
Total Cost Breakdown #2
(with 72 students)
Total
S 1 sheet of emoticon smiley stickers 1 set (4 sheets) = $1.94
1 sheet each
(19 sets)= $37.05
$37.05
W 1 yellow highlighter from school
1 color sharpie brand highlighter
1 set (24 highlighters)
=$13.66
1 highlighter each
(3 sets)= $40.98
$40.98
A 1 DIY sheet of thought notes
1 pack of skinny post it notes
1 set (10 pads) = $3.89
2 post it note packs each
(2 sets)= $31 .12
$31.12
G 1 neon slap bracelet 1 set (50 bracelets) = $16
1 bracelet each
(2 sets)= $32
$32
G 4 mints
1 pack of mini orbit gum
1 set (24 gum packs)= $12.94
1 pack each
(3 sets)= $38.82
1 set (308 mints)= $12
4 each= $12
$60.82
E 2 colored pens (not red) 1 set (72 pens) = $13.50
2 each
(2 sets)= $27
$27
R 1 small mustache finger tattoo
1 mustache eraser
1 set (24 erasers)= $5.25
1 each
(3 sets)= $15.75
1 set (72 tattoos)= $5
1 each = $5
$20.75
Total:$239.72/72=$3.38...
Each Child: $4
$239.72
$4 each
BONUS 1 pair of neon sunglasses (If each child donated $5, we could include neon
sunglasses for each child. This prop could be included in the classroom
games and “swagger struts.”)
1 set= 12= $6.79
1 each= (6 sets)= $40.74
+$40.74
Total: $280.44 / 72= $3.95
Each Child: $5
$280.44
$5 each
! 18!

!
Teacher Swagger Toolkit Shopping Organizer, Step One!
Tool Cheapest (1) Cheaper (2) Cheap (3) Option
S Smiley
stickers
Smiley Stickers
Smiley Stickers
1 set=$1.95(4 sheets)
Emoticon Stickers
S My class
pricing
W Highlighters School supply room 1 pack= $13.75 (36 markers)
Mini Highlighters
1 pack= $13.66 (24 markers)
Sharpie Highlighters
W My class
pricing
A Thoughts/
post-its
Make a sheet for each student
to cut up and use. DIY
1 pack= $3.89 (10 pads)
Skinny Colors
1 pack= $4.98 (3 pads)
Thought Cloud Post Its
A My class
pricing
G Neon slap
bracelet
Ribbon or bookmarks 1 set= $16 (50 bracelets)
Basic Colorful
Same
G My class
pricing
G Chewing
gum/ mints
1 set= $12 (308 pieces)
Mints
1 set= $11.49 (40 packs)
Wrigley's 5 packs
1 set= $12.94 (24 packs)
Mini Orbit
G My class
pricing
E Color pen(s) 1 set=$13.50(72 pens)
Pens
Same Same
E My class
pricing
R Mustaches 1 set= $5 (72 tattoos)
Mustache Tattoos
1 set= $6 (49 whistles)
Mustache Whistles
1 set= $5.25 (24 erasers)
Mustache Erasers
R My class
pricing
Total:
(round up to include
shipping)
ALL CHEAPEST=
_____"/_____= $_____
= About $_____"per child
ALL CHEAPER =
_____"/_____= $_____
ALL CHEAP=
_____"/_____= $_____
ME=
$____
!!
! 19!

Teacher Swagger Toolkit Organizer, Step Two
Here is a list of the best pricing options and incentives for our students:
# Here’s What Each Child Would Get: Total Cost Breakdown #1
(with _____"students)
Total Cost Breakdown #2
(with _____"students)
Total
S
W
A
G
G
E
R
_____"/_____= $_____
$_____
$_____each
BONUS 1 pair of neon sunglasses (If each child donated extra, we could include
neon sunglasses for each child. This prop could be included in the
classroom games and “swagger struts.”)
1 set=(___"glasses)=_____
1 each=(___"sets)=$_____
+$ _____
_____"/_____= $_____
$_____
$_____each
! 20!

Suggested SAS Unit Timeline
1. Introduce the Swagger Assessment Skills PowerPoint
2. Spend some extra time on the video. Let students watch once, discuss the second time, and then
watch a third. Get the kids hooked.
3. Explain that you are going to have a #Swaggerskills themed unit. (I might stop here and pick up the
next day to extend excitement.)
4. Go over each #Swaggerskill. Together, discuss how you could use it in your classroom. Make a
separate list if necessary.
5. Determine as a class or with your school if you will collect money and create swagger toolkits.
6. Give students blank checklists and vote on where students should put them. I hung a few in the
classroom for students who didn’t trust themselves. (Choice is important; let the students take
ownership.)
7. Send home a parent letter explaining the unit. Ask the parents to write a secret #Swaggerskills
completion letter. When students earn their certificates, you can hand these out to them as well. I
sent home blank letters and envelopes. I also sent a parent email and a few reminders. I wrote
letters for students whose parents did not (because students are so excited, you will have parent
involvement). You could also have kids write each other letters.
8. Take a week for each letter (or two letters). Do not tell the students the skill you are measuring
because you want to see them tackle all of the skills. Take time to hand out dog tags from previous
weeks to those who were absent or did not demonstrate that skill previously. Work with
students who were missing dog tags and made sure they understood how to use the skill.
9. To help students earn dog tags, create a list of things they can do that show they used a skill. When
finished brainstorming, show students the EVIDENCE checklist. Laminate a class set and put
students in charge of caring for the checklists daily: handing out checklists, handing out dry erase
markers, collecting checklists, collecting markers, cleaning checklists. The level of dependency you
will use will vary for students.
10. Use the EVIDENCE checklists, independent activities, group work, excerpt and extended questions to
give students opportunities to earn dog tags. Specific amounts of time will vary depending on
students.
11. Once everyone is finished, celebrate. Designate a #Swaggerskills party day. On this day, call
students up one at a time to show the class swagger moves in front of the class while listening to
swagger theme song. You can designate an area to be the “stage” students walk across and stand
on the other side of the stage with their certificates and swagger toolkits.
Side note: The amount of time you spend completing the swagger board can vary significantly. You can
complete the whole board in one day, one week, or several months. This depends on your mood, teaching
style, and how much time you think students need to master the skills.
! 21!

SAS Graphic Organizers
There are several resources in the table below to help you make the most of your #Swaggerskills unit. You can use each for
whatever idea you have, but there is a description of the purpose of the original document.
Document Title Original Purpose Page (s)
SWAGGER Graphic Organizer #1: Swagger, Tool, Purpose, Connection Student or parent beginning handout,
poster, end of unit student resource
SWAGGER Graphic Organizer #2: Swagger, Tool, Purpose (four variations)
24-25
SWAGGER Graphic Organizer #3: Swagger, Purpose 26-28
SWAGGER Graphic Organizer #4: Swagger Definitions Only 29-31
SWAGGER Graphic Organizer #5: Swagger Poster Hang in classroom, student Resource 32
SWAGGER Graphic Organizer #6: Swagger Fill in the Blank Class, partner, student practice 33-34
SWAGGER Graphic Organizer #7: Swagger Fill in the Blank with Keybank 35
SWAGGER Graphic Organizer #8: Swagger Fill in the Blank with Answers 36
SWAGGER Graphic Organizer #9: Swagger Affirmations Examples of what students should be
23
thinking for each skill, student
resource,
37-38
SWAGGER Graphic Organizer #10: Blank Swagger Dog Tags Board 1 Give each student one copy and hand
out dog tags as they are earned
through various ways of showing
#Swaggerskills. For example, you can
incorporate these in class activities,
games, homework, quizzes, exit slips.
Dog tags should require specifics
from students.
39
SWAGGER Graphic Organizer #11: Blank Swagger Dogs Tags Board 2 40
SWAGGER Graphic Organizer #12: Complete Swagger Dog Tags Board 1 41
SWAGGER Graphic Organizer #13: Complete Swagger Dog Tags Board 2 42
Dog Tags: S-W-A-G-G-E-R 43-49
! 22!

SWAGGER Graphic Organizer #1: Swagger, Tool, Purpose, Connection!
! 23!

SWAGGER Graphic Organizer #2: Swagger, Tool, Purpose!
! 24!

SWAGGER Graphic Organizer #2: Swagger, Tool, Purpose!
! 25!

SWAGGER Graphic Organizer #3: Swagger, Purpose!
! 26!

SWAGGER Graphic Organizer #3: Swagger, Purpose (no pictures)!
! 27!

SWAGGER Graphic Organizer #3: Swagger, Purpose!
! 28!

SWAGGER Graphic Organizer #4: Swagger Definitions Only!
! 29!

SWAGGER Graphic Organizer #4: Swagger Definitions Only!
! 30!

SWAGGER Graphic Organizer #5: Swagger Poster!
! 32!

SWAGGER Graphic Organizer #6: Swagger Fill in the Blank!
! 33!

SWAGGER Graphic Organizer #6: Swagger Fill in the Blank!
! 34!

SWAGGER Graphic Organizer #7: Swagger Fill in the Blank with Keybank
patience rewritten difficult smile focused correct notes defend
topic reasoning active evidence maintain retain hunt courage
!
! 35!

SWAGGER Graphic Organizer #8: Swagger Fill in the Blank with Answers!
! 36!

SWAGGER Graphic Organizer #9: Swagger Affirmations
! 37!

SWAGGER Graphic Organizer #9: Swagger Affirmations!
! 38!

SWAGGER Graphic Organizer #10: Blank Swagger Dog Tags Board 1!
! 39!

SWAGGER Graphic Organizer #11: Blank Swagger Dog Tags Board 2!
! 40!

SWAGGER Graphic Organizer #12: Complete Swagger Dog Tags Board 1!
! 41!

SWAGGER Graphic Organizer #13: Complete Swagger Dog Tags Board 2!
! 42!

Dog Tags S-W-A-G-G-E-R!
! 43!

! 44!

! 45!

! 46!

! 47!

! 48!

! 49!

EVIDENCE Instructions!
While the SWAGGER theme is a great way to remember skills, sometimes students struggle with knowing specifically how to
execute strategies. For example, telling a student to break down a question into parts or read the questions before reading
the passage both make sense on the outside, but you aren’t going to see a change in student strategies unless you show the
students what it looks like. So, if I (the teacher) were looking at your (the student) test, how would I know you broke down the
extended question? Did you mark how many points each individual question is worth or make a graphic organizer to the side to
divide the questions by point value? If number 5 on a test is worth five points, you should be figuring out where each of the
five points comes from. Following the same pattern, how would I see that you read the questions ahead of time? You would
know this because each question has words highlighted and quick notes about what standard the question is measuring. You
would also circle or take note of the subject or information to keep an eye out for in the passage.
You can buy the EVIDENCE resources on another document, but below are the main documents that will allow you to implement
EVIDENCE with the #Swaggerskills unit.
Basic EVIDENCE Implementation Instructions:
1. Create a list as a class of assessment strategies before, during, and after reading.
2. One of those strategies should be to determine the genre of the passage. As a reader, you will want to pay close
attention to the way you approach poetry, nonfiction, and fiction. This is another chart you can create as a class.
3. Once you have a completed list of before, after and during strategies, go through each skill one at a time looking for
strategies that can be seen by someone else. You will have some good discussion debating these.
4. The EVIDENCE acronym was developed around the before, during, and after strategies that you can see. With your
class, compare the list you created to the EVIDENCE acronym. Have students track how many are on both lists. Are
there any that you have that need to be added?
5. Teach students what each EVIDENCE strategy looks like. Practice with examples. Have students grade each other’s
passages using the checklist (not paying attention to the answers). You can do activities with one skill at time, all at
once, or any combination in between.
The Following Pages:
EVIDENCE Resource Page
Breakdown of Skills Through Reading Stages: Before, During, After 51
Know Your Reading Role by Knowing Your Genre 52
EVIDENCE Poster 53
Student EVIDENCE Checklist One 54
Student EVIDENCE Checklist Two 55
! 50!

EVIDENCE Instructions!
!
Stage # #Swaggerskill
!
Before 1 Trick your brain to be positive about the selection.
2 Read the questions before reading the passage.
3 Underline, highlight or circle important words in a question.
4 Break apart the question in your own words.
!
During 1 Highlight key info in passage.
2 Reread confusing sentences and paragraphs.
3 Use context clues when answering questions and reading.
4 If you cannot focus, get up and stretch and then try to get back on task.
!
After:
Multiple Choice
1 Think about the question by answering it on your own prior to looking at answer options.
2 Write your thoughts next to your answer choices, narrowing answers down with “YNM” (yes,
no, maybe)
3 Find text based evidence for your correct answer choice.
4 Look over all your answers at the end by rereading the question and answer options.
Short Answer/
Extended Response
1 Write down what you are answering to earn each point.
2 Use formal writing: complete sentences, proper punctuation, neat handwriting, and formal
language.
3 RSQ.
!!
! 51!

Know Your Reading Role by Knowing Your Genre!
Genre Characteristics Put Emphasis on
These Strategies
Fiction (fake/made up story)
• Realistic
• Science
• Historical
• Folklore
• Fantasy
• Mystery
1. Dialogue
2. Elements of fiction
(characters, setting, plot)
3. Drawings
4. Could put yourself in the
story
5. Imagery/ figurative
language
1. Visualize.
2. Make connections.
3. Underline elements of
fiction.
4. Create mental summary
or quick notes.
Nonfiction (not fake/ real)
• Autobiography
• Informational
• Biography
• Textbook
• Periodical
• Newspaper
1. Facts
2. Quotes
3. Captions/ features
4. Details
5. People
6. Footnotes/ glossary
7. No figurative language
9. Technical vocabulary/
jargon
1. Get excited!
2. Take notes next to
paragraphs.
3. Underline important
terms, facts, details
4. Create mental summary
or quick note summary
5. Read slower and reread.
6. Pay attention to
footnotes.
Poetry
• Fiction
• Nonfiction
1. Stanzas
2. Rhyme scheme/ alliteration
3. Figurative language
4. Rhythm/ beat/ meters
5. Appeals to the five senses
(imagery)
1. Reread and reread again.
2. Analyze in parts.
3. Write notes to the side to
understand plot.
!
! 52!

Student EVIDENCE Checklist One!
! 54!

!
Student EVIDENCE Student Checklist Two
EVIDENCE Checklist
Evaluator:_________________ Student’s Work:_________________
# Evidence of Ski ll !
E Every question highlighted, underlined, or circled
V Veer confusing question to simple one in your own words.
I Information in passage highlighted, underlined, or circled
D Dissect each question by writing your reasoning to options with a YNM (yes, no, maybe).
E Evidence from text given for your correct answer
N Need to break down extended answer questions by point
C Complete sentences, proper punctuation, neat handwriting, and formal language for
extended answers
E Extended answers need RSQ (restate the question)
EVIDENCE Checklist
Evaluator:_________________ Student’s Work:_________________
# Evidence of Skill
E Every question highlighted, underlined, or circled
V Veer confusing question to simple one in your own words.
I Information in passage highlighted, underlined, or circled
D Dissect each question by writing your reasoning to options with a YNM (yes, no, maybe).
E Evidence from text given for your correct answer
N Need to break down extended answer questions by point
C Complete sentences, proper punctuation, neat handwriting, and formal language for
extended answers
E Extended answers need RSQ (restate the question)
! 55!

!!
Credits
Go to the PowerPoint are click on
icons to be taken the each designer’s
Etsy page.
! 56!

UHDWHGE0LVVURVE
OLFN0H
,QVSLUHGE0UV/DXULH%UDQWŕVRULJLQDO
ŗ6ZDJJHU7HVW3UHSŘLGHD
(GLWHGDQG7HVWHGE0LVVURVEŕV6WXGHQWV
0XFKWKDQNVWRWKHJUDSKLFGHVLJQHUVWKDW
DOORZHGWKLVXQLWWREHVRDSSHDOLQJWR
VWXGHQWV$OVRWKDQNRXWR6LHQQDIDPLOZKR
LQVSLUHGWKHXQLW

VWD
IRFXVHG
DQGKDYH
IXQ
%HFRPHD
SUHYHQW
PLVWDNHV
UHIOHFW
RXUWUXH
DELOLW
EXLOGRXU
FRQILGHQFH
EOHDUQLQJKRZWR

1RWWR
PHQWLRQ
RXZLOO
KDYH
6:$-LN
QVXSHUQDWXUDO
VZDJSRZHUV
OLNHWKLV
JX
KDYH

ŏ2KWKDWōVULJKW0VZDJJHU
QHYHUWXUQVRIIŐ
RXÑOOEH
OLNH
OLNHWKLV
JLUO

RXURZQ

FHUWLILFDWH
%HFRPHD
EUDJJLQJ
ULJKWV
XVHIXO
UHDGLQJ
WRROV
ZHOORX
ZLOOJHW
FUHGLWIRU
WKH
DVVLJQPHQW
RXŕUHZHOFRPH

$VRXZDWFKWKH
IROORZLQJYLGHRWKLQN
DERXWZKDUHWKHVHJXV
6ZDJJHUVNLOOV0DVWHUV
+LQW:KHQRXWKLQNŗYDQŘGRRX
WKLQNFRRODQGRUKRW1RRX
VKRXOGQŕW

KHFNRXWWKHVH
,IRXŕUH
OXFNRX
FDQEH
WKLVFRRO
WRR

:DLWZKDW
+DYLQJDVDIHFDULV
PRUHLPSRUWDQWWKDQ
ORRNLQJŗFRROŘDQGŗKRWŘ
ZKLOHGULYLQJ7KHVH
SDUHQWVKDYHWZR
RXQJFKLOGUHQDQGQHZ
SULRULWLHV,QVWHDGRI
ORRNLQJFRROWKHZDQW
WREHVDIH7KHVH
SDUHQWVILQGDZDWR
WXUQVDIHLQWRFRRO
6RRRRZKDUH
WKHVHJXV

6RRRZKDWŕVWKH
SXQFKOLQH
5HJDUGOHVVRIRXUDJHVXEMHFW
LQWHUHVWVRUVFKRRORXZLOODOZDVKDYH
DVVHVVPHQWV7DNHRXUWLPHQRZWRPDVWHU
XQGHUVWDQGLQJDVVHVVPHQWVWUDWHJLHV
*UDGXDOOWKHVHVWHSVZLOOEHFRPHDTXLFN
KDELWIRURX)URPKHUHRQRXWOHWWKH
VFRUHVRXHDUQUHIOHFWRXUDFWXDODELOLW
7KXVLIRXPXVWOHDUQWKHVHVNLOOVRX
PXVW

RXPLJKWDVZHOOKDYHDOLWWOHIXQ6R
EHFKHHVODXJKKDYHIXQVWDSRVLWLYHDQG
OHDUQWRORYHZRUNLQJKDUG

8VHWKHDFURQP
6:$**(5WRUHPHPEHU
WKHVNLOOVDQGUHVRXUFHVWR
EHFRPHD6ZDJJHUVNLOOV0DVWHU
7KHIROORZLQJVOLGHVEUHDNGRZQ
HDFKOHWWHU

6 6WDSRVLWLYH
$QDO]HJHQUH
DQGWRSLF7KLQN
DERXWZKDWRX
DOUHDGNQRZDQG
ZKDWRXZDQW
WROHDUQHYHQLI
SUHWHQGLQJ

7ULFNRXU
EUDLQWREH
LQWHUHVWHG
RXUHWDLQ
PRUHLI
RXDUH
SRVLWLYH
2NDEXWKRZ
LVWKLVVZDJJHU
7KHFRRONLGV
DUHDOZDV
ODXJKLQJDQG
KDYLQJIXQ

H[SODLQHG
7UXVLQJVWDPSV
VWLFNHUVRUGRRGOHV

: :DLWWRUHDG
:DLWWRUHDG
WKHSDVVDJH
XQWLORXŕYH
UHDGKLJKOLJKWHG
DQGUHZULWWHQ
HDFKTXHVWLRQLQ
RXURZQZRUGV
8VLQJD
KLJKOLJKWHU
ZLOOKHOS
EUHDNGRZQ
TXHVWLRQV
DQGNHHS
IRFXV
2NDEXWKRZ
LVWKLVVZDJJHU
3HRSOHZLWK
VZDJNQRZKRZ
WRKLJKOLJKW
WKHLUVWUHQJWKV
KRRVHRQHFRORU
WRDOZDVXVH

H[SODLQHG

$ $OZDVWKLQNUHDG
$OZDVXVH
FRQWH[WFOXHV
VFULEEOHWKRXJKWV
DQGLPSRUWDQW
QRWHVYLVXDOL]H
DQGPDNH
FRQQHFWLRQV
8VLQJVWLFN
QRWHVWKRXJKW
EXEEOHVDQG
FUHDWLYH
FDSWLRQV
ZLOOHQVXUH
DFWLYH
UHDGLQJ
2NDEXWKRZ
LVWKLVVZDJJHU
20*/2/
*QDUOH5DG
+8+1RZD
7RWHV
:KHQVWUXJJOLQJ
WRIRFXVWDNHWKH
PRVWQRWHV

H[SODLQHG

RXPXVWJR
EDFNDQG
UHUHDG
GLIILFXOW
VHQWHQFHV
$QHRQ
ERRNPDUN
ZLOOKHOS
RXUHHV
IROORZ
DORQJZLWK
WKHWH[W
%ROGFRQILGHQW
SHRSOHZLWK
VZDJZHDU
QHRQ
* *REDFNZDUGV
2NDEXWKRZ
LVWKLVVZDJJHU
RXFDQXVHSDSHU
ULEERQRUQHRQVODS
EUDFHOHWV

H[SODLQHG

* *DLQFRQILGHQFH
*DLQFRQILGHQFH
DERXWRXU
DQVZHUVE
SXWWLQJVODVKLQJ
10ZLWK
UHDVRQVQH[W
WRHDFK
DQVZHUFKRLFH
0LQWVDQG
FKHZLQJJXP
FDQKHOS
PDLQWDLQ
DWWHQWLRQ
WKURXJKRXW
FRPSOH[
WKLQNLQJ
(LWKHUFKHZ
UHVSHFWIXOORU
QRWDWDOO
2NDEXWKRZ
LVWKLVVZDJJHU
6ZDJJDOLFLRXV
IRONVNQRZWKH
LPSRUWDQFHRI
JRRGEUHDWK

H[SODLQHG

$OZDVILQG
WH[WEDVHG
HYLGHQFHDQG
VXPPDUL]HWKLV
QH[WWRRXU
FRUUHFWDQVZHU
FKRLFH
2NDEXWKRZ
LVWKLVVZDJJHU
7KHSUHWWLHVW
QRWHVDQG
FRROHVWGRRGOHV
DUHPDGHZLWK
FRORU
( (YLGHQFH
$OZDVXVLQJ
WKHVDPH
FRORUSHQWR
SURYHRXU
DQVZHUZLOO
SUHYHQW
GLVWUDFWLRQ
'LYLGHDVHWRI
FRORUHGSHQVZLWK
0)DYRULWH
3HQRORUV
IULHQGV

H[SODLQHG

5HUHDGSDVVDJH
TXHVWLRQVDQG
DQVZHUV3UHWHQG
RXDUHVWDUWLQJ
RYHURUJUDGLQJ
VRPHRQHHOVHŕV
ZRUN
RXPXVWDVN
RXUVHOI
:KHUHGLG,
PDNH
PLVWDNHV+DYH
DQHUDVHU
UHDG

3HRSOHZLWK
VZDJJHUNQRZ
KRZWRDGPLW
ZKHQWKHŕUH
ZURQJ.QRZ
LWDOOVGRQŕW
5 5HUHDG
2NDEXWKRZ
LVWKLVVZDJJHU
PXVWDVNRXUVHOI
TXHVWLRQVPXVWDFKH
*HWLW

H[SODLQHG

*$ : 6 5(*
6WDSRVLWLYH
:DLWWRUHDG
$OZDVWKLQNUHDG
*REDFNZDUGV
*DLQFRQILGHQFH
(YLGHQFH
5HUHDG

6RLIRXSXWHDFK
VZDJJHUVNLOOWRJHWKHURX
FDQFUHDWHDKHOSIXOFKHFNOLVW
KHFNRXWWKHH[DPSOHV

6
:
$
*
*
(
5
6WDSRVLWLYH
:DLWWRUHDG
$OZDVWKLQNUHDG
*REDFNZDUGV
*DLQFRQILGHQFH
(YLGHQFH
5HUHDG

)LOOLQWKH%ODQNVWUZLWKRXWSHHNLQJ

)LOOLQWKH%ODQNVRNDQRZRXFDQSHDN

PDLQWDLQ
KXQW
HYLGHQFH
GLIILFXOW
VPLOH
UHZULWWHQ
SDWLHQFH
UHDVRQLQJ
GHIHQG
QRWHV
WRSLF
DFWLYH
UHWDLQ
FRXUDJH
FRUUHFW
IRFXVHG

1RZWKDWRXXQGHUVWDQG
WKHVNLOOVLWŕVWLPHWRHDUQ
RXU6ZDJJHUVNLOOV0DVWHUVWDWXV
(DUQDGRJWDJIRUHDFKOHWWHURI
WKHDFURQPEGHPRQVWUDWLQJ
PDVWHURIWKDWVSHFLILFVNLOO

RXZLOOJHWDEODQN
VZDJJHUERDUG(YHURQH
QHHGVWRWDSHLWWRWKH
VDPHVDIHSODFH
RXJHWWKLV
:KHQRXVKRZRX
XQGHUVWDQGKRZWRVWD
SRVLWLYHRXDVNHGDTXHVWLRQDERXW
WKHWRSLFRUVWDUWHGULJKWDZDZLWKD
VPLOHRQRXUIDFH

RXZLOOHDUQ
DQÓVÔ2QOWKHWHDFKHU
GHWHUPLQHVZKHQRXÑYH
GHPRQVWUDWHGDVNLOO
6
RXHDUQ
WKLV RXWDSH
WKLVRQRXU
VZDJJHU
ERDUG

RQWLQXHXQWLORXU
HQWLUHVZDJJHUERDUG
LVIXOO
:KHQRXU
ERDUGLVIXOORX
ZLOOKHOSRWKHUV
PDVWHUWKHLUVNLOOV
6 * ( 5
RXFDQHDUQWKHGRJ
WDJVLQDQRUGHU

(YHURQHPXVWFRPSOHWH
FKHFNOLVWV
7KHILQDOVWHSWR
EHFRPLQJD
6ZDJJHUVNLOOV0DVWHULV
WRGHPRQVWUDWHRXU
DELOLWWRZDONDQGRU
GDQFHZLWKVZDJJHU

+HUHLVD
VHFRQG
YHUVLRQRI
WKH
FKHFNOLVW

$IWHURXŕYHHDUQHGDOORXUGRJ
WDJVRXŕYHVKRZQRXŕYHPDVWHUHG
WKHFHUWLILFDWH1RZDOORXQHHGWR
GRLVSUDFWLFHRXUVZDJJHUGDQFH
VNLOOVDQGKHOSRXUFODVVPDWHVEH
UHDGIRUWKHLUFHUWLILFDWHWRR

Swagger Assessment Skills Instructions

Recommended

Recommended

More Related Content

Similar to Swagger Assessment Skills Instructions

Similar to Swagger Assessment Skills Instructions (20)

Recently uploaded

Recently uploaded (20)

Swagger Assessment Skills Instructions