Teamwork That Works: Foundation Communication and Collaboration Skills

Teamwork That Works: Foundation Communication and Collaboration Skills

Grade 5 · CDOS & Career Readiness · NYS CDOS Standard 3a · Worksheet (40 min)

Teacher Note: This worksheet builds the “Universal Foundation Skills” CDOS identifies as essential across all careers — communication and teamwork.

NYS-Aligned Standard

CDOS Standard 3a — Universal Foundation Skills: communication, interpersonal skills, and teamwork. NYS Learning Standards for Career Development and Occupational Studies

Student Directions

Name: ________________________ Date: ____________

Every job — from a chef to an engineer to a nurse — needs people who can communicate clearly and work as a team. Let’s practice these “foundation skills.”

PART 1 — Good Teammate or Not?

Write G for a good teammate action and N for not helpful: _____ Listens when others are talking _____ Interrupts and says “my idea is better” _____ Shares the work fairly _____ Does all the work alone and ignores the group _____ Encourages a teammate who is stuck _____ Blames others when something goes wrong

PART 2 — Clear Communication

Rewrite each unclear or unkind message so it is clear AND respectful:

1. “You’re doing it wrong.” → ___________________________________________
2. “Whatever, I don’t care what we do.” → _______________________________
3. (Silence — saying nothing when you disagree) → _______________________

PART 3 — Team Roles

In a group project, different roles help the team succeed. Match the role to its job: A. Leader B. Recorder C. Timekeeper D. Encourager

_____ Keeps the group on schedule _____ Writes down the group’s ideas _____ Helps the group stay positive and included _____ Helps the group make decisions and stay on task

PART 4 — Reflect

Think about the last time you worked in a group.

• One thing I did well as a teammate: ____________________________________
• One foundation skill I want to improve: _______________________________
• How I will practice it next time: _____________________________________

SDI & Differentiation Block

Supports for MLLs/ELLs

Entering/Emerging (NYSESLAT Levels 1–2):

• Picture cards for team roles; thumbs-up/thumbs-down for Part 1
• Sentence frame: “A good teammate ___.”

Transitioning/Expanding (NYSESLAT Levels 3–4):

• Vocabulary: teamwork, communication, role, respectful, collaborate
• Sentence starters for Part 2 (“Could we try ___ instead?”)

Supports for Students with IEPs

SDI Adaptation Dimensions: content, methodology, delivery

• Content: Reduce Part 1 to 4 items; provide role cards pre-matched as a model
• Methodology: Role-play one team scenario; visual role chart
• Delivery: Read aloud; allow verbal responses; extended time; small-group setting

Suggested Placement: ICT, Resource Room

Answer Key

Part 1: G, N, G, N, G, N Part 3: C (Timekeeper), B (Recorder), D (Encourager), A (Leader) Parts 2 and 4 are open response — evaluate for clarity, respect, and self-reflection.

Alignment Record