Author Archives: scotton23

Lesson Plan – Teaching the Civil Rights Movement

As we celebrate the holiday in honor of Dr. King and move into Black History month in February, I want to share one of my favorite resources for teaching the Civil Rights Movement with you. As an extra bonus, these BOOM Cards are digital, so you can use them no matter your teaching situation! Here is how I used these BOOM Cards this year in person, AND how I modified the lesson last year for remote learning. Whatever your teaching situation, I’ve got you covered!

In Person Instruction

Activate Background Knowledge:

I begin the lesson by asking students, “What are Civil Rights? Who has Civil Rights? Do you?” This question activates students’ background knowledge and also their curiosity. In truth, the phrase Civil Rights is used so frequently that it has kind of lost its meaning. So, we have a brief discussion about Civil Rights.

This year, one of my students gave a great example. He said that Civil Rights are the rights that people have but that he doesn’t have as many civil rights as adults because he is a child. He used driving as an example. My class had a great discussion about the rights, and responsibilities, of being a driver. We then talked about other examples of people who had, or did not have, Civil Rights. They mentioned voting rights, rights to an education, and the right to choose your own job.

Objective:

After we activate background knowledge and curiousity about Civil Rights, I give students the objective for the lesson. Along with this main objective, they will also have the opportunity to practice inferring and deepen their understanding of key vocabulary.

After completing these digital task cards, students will be able to summarize key events from the Civil Rights Movement and place them in order on a timeline.

Teaching the Content:

For this lesson, I ask each student to log into the BOOM Cards on their own computer, but sit in groups of three. As the lesson progresses, we will bounce back and forth from whole class to small group to independent work.

The task cards begin with the arrival of the first Africans on the White Lion. (If you want a more detailed resource about that, be sure to check out this resource – The First Africans; a leveled reading passage with comprehension questions.) I ask my students to read the text on the first task card to themselves. Then, in their group, I ask them to discuss what they see in the image on the Task Card. In this case, a picture really is worth a thousand words.

The next two Task Cards talk about the Emancipation Proclamation and Jim Crow laws. I teach students how to read Emancipation Proclamation, and then ask them to read the next two cards in their group. As a class, we discuss the mearning of the word segregation, and the students answer the question on the task card independently.

The next three task cards deal with desegregating the military, schools, and busses. Students read these task cards in their groups, and then we discuss boycotts. I begin the discussion by asking students, “Do you think a boycott can be successful at changing something in society?” It’s a good discussion because the text evidence is all about the Supreme Court making the changes, and so students are divided on whether or not they think the boycotts were effective.

-Lesson Break-

This is usually a good place to break the lesson up. One of the things I love about BOOM Cards is that they automatically save a student’s progress. I think it is more powerful to spread this content over two days than to cram it all into one day. The kids need time to process this information, and they usually come back on the second day even more eager to learn the next part of the story.

If you break the lesson up, begin the second day by projecting the task cards your students have already read. I gather the students on the rug WITHOUT their computers and we go through the first task cards together. This helps remind them of what they already know, and also gives ELLs and struggling readers a chance to revisit key vocabulary and ideas.

The next card teaches students about the sit-ins at the Woolworths counters. We discuss what it means to be denied service and then I ask, “Do you think a sit-in will be effective?” Just like with the boycotts, students are usually mixed on their views.

The next card is about the Children’s Crusade, and in my opinion, is the card that students have the strongest reaction too. For that reason, I always read that task card aloud to them. After I read the card, I turn to the next card and we analyze the photo of the Children’s Crusade as a class. Together, these two task cards really are the meat of the resource. Once we have discussed the photo, students usually have no trouble making an inference about the photographer’s purpose in taking the photo.

At this point in the lesson, it is time to release students to work independently on the rest of the task cards. I always try to gradually release responsibility to the students, and this is a good place to get them to work independently. They will answer a question about the March on Washington, organize key events on a timeline and fill in the blank to answer vocabulary questions.

Remote Learning

The basic flow of the lesson is the same, whether or not I teach in person or remotely. However, these digital tools help the lesson go better remotely.

Activate Background Knowledge:

I use a Jamboard for this. I asked each student to respond to one of the Jamboards. Engaging students remotely is very difficult. By giving them a choice (which question do you want to respond to?) and requiring their participation, I was able to hook the students. We then briefly discussed and organized their responses to group similar ideas.

Objective:

This doesn’t change for remote learning.

Teaching the Content:

For remote learning, I did not break the lesson up over two days. I began the lesson by reading the first 3 slides to the kids and working through them as a whole group. I then sent them to Breakout Rooms to work on the rest of the slides as a group of three – again, gradually releasing resposibility to the students. I checked in on the groups often to help keep them on track. And then I ask each student to complete, in addition to the BOOM Cards, a padlet answering the question, “Which event from the BOOM Cards do you think was most important in increasing Civil Rights for African Americans? Why was it important?”

I hope that this lesson plan helps you see ways to use these BOOM Cards in your classroom, no matter what your teaching situation is. If you have never used BOOM Cards, you can get a free trial here. Start with these FREE BOOM Cards about the Women’s Suffrage Movement from my TPT store, and if you love them, grab the Civil Rights Movement BOOM Cards. I think you will find that they are a versatile tool for your classroom, no matter your teaching situation.

Happy Teaching!

Making a Spiral Thinking Strip

Making a Spiral Thinking Strip is easy! This craftivity will make a small book with 16 pages. It’s perfect for summarizing a chapter book (see this blog post on using it to summarize Bridge to Terabithia for more info on that!)

Spiral Thinking Stips are also great for:

  1. Recording math fact families
  2. Sequencing
  3. Gathering text evidence
  4. Making words with prefixes or suffixes
  5. and many more ideas!

Make sure to scroll to the bottom of this post for a video demonstration of how to make the Spiral Thinking Strip!

Materials

To make a Spiral Thinking Strip, all you need is a piece of paper and a pair of scissors. In this example, I used a standard 8.5 x 11 piece of printer paper. You can use a larger size if you want, and the size of your “pages” will be larger. It is most helpful to use thin paper because of all the folding.

Directions

  1. Fold the piece of paper in half 4 times to make 16 sections.
  2. Open the paper completely. You should see four rows and four columns.
  3. Place your scissors at the fold which separates the final column from the third column. Cut on the fold until you have cut 3/4 of the paper. Do not cut past the fold that marks the top row.
  4. Turn your scissors. Cut down the fold between the top row and the second row. Stop when you get to the first column. Do not cut all the way to the edge!
  5. Turn your scissors. Continue cutting, creating a spiral by cutting each fold until you get one space away from the edge or a cut. Then turn and cut inward again.
  6. Once your have your spiral, fold back and forth, like a fan, until you reach the final rectangle. And now you have a Spiral Thinking Strip!

I have found these little “books” to be a versatile and fun foldable for students. Give it a try and leave a comment to let us know how you used it in your classroom!

How to Video

Summarizing with a Spiral Thinking Strip

Summarizing is so key for reading success. According to Hattie’s meta-analysis, summarizing has a .79 effect size on achievement, which is almost double the average! Clearly, summarizing is an important strategy to teach kids to improve their reading achievement!

What is summarizing?

Summarizing is the skill of giving a brief statement of the main points. An important part of summarizing is discerning what is important, and what is NOT! Sometimes students go on and on and on in their summaries. That’s actually a retelling, not a summary. Retelling is a much lower cognitive skill and basically involves short term memory. Summarizing is a much more difficult skill, and involves decision making about what should be included and what should be left out. A good summary should lead the reader to the theme of a fiction work. For more information about summarizing, I higly recommend Strategies at Work by Stephanie Harvey and Anne Goudvis.

Classroom Example – Bridge to Terabithia

Right now we are reading Bridge to Terabithia in my classroom. My students are really responding to the realism in the book, and they are connecting personally to the main characters, Jess and Leslie. It is a subtle book, and the main characters have a really complex friendship. So, that makes it a perfect book to practice summarizing with. As with most summaries, the difficult decision is what to leave out of the summary. Each chapter has several events that students connect with. For example, in chapter 1, we meet Jesse’s family. He is the only boy, and he is surrounded by difficult sisters. Most students identify with Jess, but for different reasons. Some identify with him because of his mean older sisters, others because he does an outsized share of the chores, and still others sympathize because May Belle follows him everywhere. In addition to meeting his difficult family, in the first chapter, students find out Jesse’s deepest ambition – to be the fastest runner in the fifth grade. Some students identify with that goal, or have the experience of working hard to achieve a goal themselves.

As with most summaries, the difficult decision is what to leave out of the summary.

Then, I tell students that we are going to write a one sentence summary of each chapter. One sentence! You can hear them gasp, can’t you?

This is where the power of summarizing lies. Students must first identify all of those important aspects of the first chapter. Then, they have to synthesize, or put them together. Finally, they have to craft a well written sentence. Together, we decided that a compound sentence was necessary. For the first part of the sentence, we synthesized all of the difficult aspects of Jesse’s home life to read “Jess, the protagonist, has a rough home life.” We then summarized his amibition with this sentence, “He dreams of being the fastest runner in fifth grade.”

Then, we connected the two sentences to create this compound sentence, which summarizes the main aspects of the chapter nicely. “Jess, the protagonist, has a rough home life, and he dreams of being the fastest runner in fifth grade.” Students record that sentences in their Spiral Thinking Strip, and then keep it to add on to each day.

In one lesson, students have practiced:

  1. Synthesizing events
  2. Identifying important events
  3. Writing Compound Sentences

And of course, many of them have fallen in love with a new book and a new author! Not bad for 20 minutes!

Why use a Spiral Thinking Strip?

Well, Spiral Thinking Strips are versatile and great for many reasons!

  1. They only take one piece of paper.
  2. Students think they are fun, and teachers do too!
  3. The small size of the “pages” limits students and helps them understand that summary statements need to pack a lot of information in a small space.
  4. When students finish, the “pages” are automatically sequenced, another key aspect of a strong summary.

This video shows the completed Spiral Thinking Strip from Bridge to Terabithia.

To learn how to make a Spiral Thinking Strip, check out this How-to blog post and video!

Spiral Thinking Strips are one instructional strategy that will help your students master the key strategy of summarizing. Give it a try in your classroom today, and leave a comment to let us know how it goes!

Writing S.M.A.R.T. Goals with Students

Goal setting is an important strategy for motivating students and raising their achievement. Done correctly, it will empower your students, giving them ownership and voice over their learning. For more on how I set goals with students, check out these blog posts:

Getting into Goals

Goal Setting

In this blog post, I will go into detail about how to write S.M.A.R.T. goals with students. S.M.A.R.T. goals are Specific, Measurable, Achievable, Realistic and Time-based. That simple recipe can result in very strong goals that will motivate your students!

First, feel free to download this free SMART Goal template from my TPT store. The template walks students through the acronym and gives a sample goal. Using the template for your first lesson makes setting S.M.A.R.T. Goals a piece of cake! And if you need Data Tracking and Goal Setting Sheets, check out this Student Data Binder, which includes more than 110 Students Sheets to bring goals and data tracking to your classroom!

S = Specific

The first part of the acronym stands for specific. I find that students often make goals like, “I want to be a better reader” or “I want to get a higher grade”. Neither of those goals are specific, and so, most likely, the student will fail. What, exactly, does a student need to do to improve in reading? Are they struggling to decode multi-syllabic words? Are they reading slowly and losing meaning? Do they need more practice with inferential thinking? To be effective, a goal should be very specific. That is the reason that I DON’T set goals in the first month of school. First, we have to gather data. Then, we use the data to pinpoint a Specific area for improvement.

M = Measurement

A goal must be measurable, or the student will not know if they’ve succeeded. Measurable does not always mean percentages, though. For example, in my classroom, students often set goals around reading new genre or a certain number of books. Those are very worthwhile goals, and likely to lead to improved reading achievement. And they are completely measurable, although not a percentage or a score. In Math, my students often set a goal around time spent practicing. For example, one student set a goal of doing Multiplication by Heart at least 20 times in the month of December. I can’t wait to get back to school and find out if she met her goal! If she did, she is sure to improve in her mastery of multiplication facts!

A = Achievable

I often find that students set really large, exciting goals. For example, this year one student said they wanted to read 100 chapter books. When I asked them how many books they read last year, they thought the number was 12 books. So, I asked them if they thought 100 was achievable. Together, we decided to see if they could read 10 books in October, and they did! The student felt excited, I felt excited, and in one month they read almost as many books as they had in an entire year. That is a win! By helping them find an achievable goal, I helped that student find success! (They went on to read 11 books in November!)

R = Relevant

A common mistake I see in this category is students making a goal around increasing their reading level. The truth is, that goal is not relevant to them. While you, the teacher, know that they need to increase their fluency and comprehension by practicing their inference skills in order to reach the next level, the student does not know that. Changing reading levels is a mystery to students (and probably to parents). As teachers, we go to college to learn that type of information, but the student does not have our advantage. So, the goal needs to be relevant to the student. This also ties into being Specific. Relevant goals for students center around discrete skills or tasks, like mastering the multiplication facts, using more dialogue in their narrative writing and reading more non-fiction texts.

T = Time-based

A goal has a start and stop time. Period. This is usually pretty easy for students to understand. In my classroom, we generally set monthly goals. I find that a month is a short enough time period that students will maintain their enthusiasm and focus on the goals. But, it is a long enough time period that students can see important growth. I think quarters or trimesters also work well for goal setting time periods.

S.M.A.R.T. Goals have been such a motivator for many of my students. Use the FREE Goal Setting Student Sheet and give them a try in your classroom. I think you’ll find that, when students set meaningful goals, they generally achieve them and learning happens!

This Student Data Binder includes over 110 Student Sheets for Data Tracking and Goal Setting!
Lesson Plan – Teaching the Civil Rights Movement
As we celebrate the holiday in honor of Dr. King and move …
Making a Spiral Thinking Strip
Making a Spiral Thinking Strip is easy! This craftivity will make a …

Practicing Vocabulary with Beat the Clock

One of my favorite strategies for practicing vocabulary is Beat the Clock. This is a simple game where students compete against the clock, and themselves, to complete vocabulary tasks. It is a versatile strategy that can be used with any content and in a variety of ways, and it’s great as a final review before a test. In this blog post I will detail two variations.

Beat the Clock – True/False

To prep for this version, create 15-20 True/False statements using the target vocabulary. This example comes from my Powers of Ten Prefix Unit.

I recommend trying it out and timing yourself to decide how much time to give the kids to complete the task. In this example, I was able to answer the questions in about 30 seconds, so I tripled that and gave the kids 90 seconds. Most kids are able to finish the task in that time, so they feel successful right away.

To play with students:

  1. Put students in pairs. One partner will try to “Beat the Clock” and the other will watch the timer.
  2. Partner A goes first, and completes the task. Partner B tells them how long it took to complete the task, and Partner A records their time in the upper corner.
  3. Then it’s Partner B’s turn to “Beat the Clock”. Once both partners have had a turn, show the class the correct answers. Then, the power of the strategy is in doing it all again!
  4. The second time around, I generally mix up the order of the statements or change the definitions slightly. Even so, students almost always improve their time or their accuracy on the second round.

Beat the Clock – Vocabulary Puzzles

To prep for this version of the activity, you need to create Vocabulary Puzzles, similar to these ones from my Powers of Ten Prefix Puzzle resource.

Again, before you give the task to students, time yourself doing the task. Then, double or triple your time for the kids.

  1. I like to do this one as a partner task as well, but this time, the partners are working together to complete the puzzles. There are 20 puzzles in this resource, and because the shapes help the students, it is not that difficult. I give my students 2 minutes to do this with their partner.
  2. Once the 2 minutes are up, I project the Answer Key, which is included in the resource. Then, I ask the kids to mix up their cards and pass their set on to another group. This ensures that the cards are mixed up. 🙂
  3. Once every group has a new set of prefix cards, we try again!

Beat the Clock is so effective because it’s simple to use and takes hardly any time! Your competitive kids will love it! Students who are less competitive generally don’t mind competing against the clock and themselves, so it can feel like a low risk to them.

Give Beat the Clock a try today – I think you, and your kiddos, will love it!

Five Great Ways to Use Task Cards

In my last post, I gave you some strategies for dusting off all those Google Slides you made/borrowed/bought during distance learning. Now that you are back in the classroom, they still have a place! But of course, being back in person means we have the opportunity to use Task Cards again, so this post will feature my favorite ways to use them.

Why use Task Cards?

Anytime you are planning to use a work sheet, ask yourself if you could use Task Cards instead. Task Cards give students the opportunity to move around the classroom, to collaborate, to spend time with a concept or breeze through more quickly. A worksheet is more static and less dynamic. So, if you can use Task Cards, you will most likely increase student engagement, and we all know that minds on means more learning!

I use Task Cards:

  1. To give students extra practice with a skill.
  2. To give students choice.
  3. To review before a test.
  4. To get kids using target vocabulary and communicating about Big Ideas!
  5. Anytime I want students to be engaged and on task!

So, here are some of the ways I like to use Task Cards in my classroom!

Walkabout

This is a simple way to use Task Cards and get kids moving. This strategy works great for math problems or vocabulary words. It’s perfect for these Wander Words Task Cards.

To use this strategy, simply tape the Task Cards around the room, and even out the door and down the hall. Space them a few feet apart. Then, give kids their Recording Sheet and set them loose. This strategy works great for collaboration. I often pair students up with two Recording Sheets and ask them to agree on the answers.

One thing that is great about this strategy is that the kids can go in any order, so there is no congestion. Another thing I love about this strategy is that there is built-in differentiation. I organize the Task Cards strategically, and then I start the students strategically. For example, I might put the Task Cards in order from simplest to most difficult. Then, I start students who are struggling with the first Task Card and more confident learners with the Task Cards in the middle. As students rotate, they are appropriately challenged.

Scavenger Hunt

A Scavenger Hunt can be a fun way to keep kids engaged. If the Task Cards don’t include a Scavenger Hunt, it is easy to add one. Simply find a riddle (check out a book in the library or the internet for TONS of riddles) and then put one letter of the answer on each Task Card. As students solve the problem, the answers to the questions spell out the answer to the riddle.

What’s great about this strategy is how fun it is – I love it when kids laugh in the classroom! Students do not need to solve the Task Cards in order, and it can be helpful to have them start at different places in the Scavenger Hunt so that they are not bottlenecked at one Task Card. This strategy works great with a partner, and it is self-checking! If students have the answer to the riddle, they have the correct solutions to the problems!

These Task Cards have a Scavenger Hunt all ready to use! You can get them as a printable, use them in EASEL, or grab the Google Slides version! Click to grab them on TPT.

Scoot

This is another fun way to get the kids to use the Task Cards.  Students feel like this is a game, and the Task Cards do the moving, which is fun for the kids. You will need to make several copies of the cards – enough so that each student will have one card. I really like Scoot as a test review the day before.

  1. Students sit in a large circle with their Recording Sheet on a clipboard.  You could also have them sit in table groups.
  2. They begin with one card and solve the problem. 
  3. Set a timer for two minutes.  At the end of the timer, the task card SCOOTS to the right, and students get two minutes to respond to a new challenge.
  4. This is a quick strategy, and sometimes students don’t finish in time, which can be frustrating for some students. Adjust the timer appropriately for your students and the task on the card.
  5. Students do not need to finish every card, so you can strategically arrange the cards to differentiate for your students.
  6. It is helpful to go over the correct answers so that students get immediate feedback.

These Task Cards give you a double whammy – learning important content and practicing prefixes at the same time! They work great for Scoot, or for your favorite Task Card strategy.

Relays

This is another great strategy for reviewing before the test. For this strategy, students work in pairs to solve problems. You will need enough copies of the Task Cards for each pair of students.

  1. Pair students, putting together one confident student and one that is still struggling to master the content. One student will be the coach and the other will be the “athlete”. The athlete has the pencil and the coach has the Task Card. The coach reads the Task Card to the athlete. The athlete has to solve the problem. The coach checks for accuracy, encourages the athlete and gives suggestions, but not the answer.
  2. Then, the athlete brings the problem to the teacher to check. If they have the right answer, the teacher gives them a new Task Card, and they become the coach for the other student. If they don’t have the right answer, the teacher asks them to to try again.
  3. Student keep switching back and forth until they’ve solved the problems and reviewed for the test.

These Task Cards also have a Scavenger Hunt, but they work great for a Relay! Students work together to solve word problems and tasks related to volume.

Small Group – Intervention and Extension

Task Cards work great when you are working with a small group. I used these Task Cards at the beginning of the year to review 4th grade place value concepts for my fifth graders. The 40 Task Cards provided plenty of variety and challenge for the different levels of my students.

If you have a good set of Task Cards with a good variety, you can easily use them for Small Groups. I sort the Task Cards in advance by challenge level. Then, I group my students according to their level. With some groups I use mostly the easier Task Cards, and with other groups I use the more difficult problems. A good set of Task Cards can easily give me a week’s worth of Small Group lesson plans!

These are my favorite ways to use Task Cards in my classroom. I hope you give one of these ideas a try and find that it helps engage your students and leads to learning!

Happy Teaching!

Susan

How to Use Google Slides in the Real Classroom

Google Slides are an extremely versatile tool, and probably saved my bacon during last year’s distance learning adventure. Maybe you feel the same, and now you are wondering, what do I do with all those Google Slides? The answer is, you use them, of course! You put blood, sweat, tears and money into creating or buying them, and they have a place in the Real Classroom! Here are four ways I am using them this year, with my real, live, in person students!

Task Cards

One thing teachers often forget is that you can print Google Slides and use them as Task Cards. And who doesn’t love a Task Card? It’s very easy to print. This 1-minute video walks you through it. I recommend using the Print Preview option so that you know what you are printing. Below the video, I’ve also included step-by step instructions.

Click here to grab the Holly-themed Volume Task Cards today!

Printing Google Slides as Task Cards

  1. Open your Google Slides.
  2. Click “File” and then “Print Settings and Preview”.
  3. Choose the print configuration you like. I prefer “Handout – 2 Slides Per Page” and “Portrait” orientation.
  4. Click “Print”.

Pass the Pencil

This is a fun game that you can play with the whole class. You will need one recording sheet for each pair of students, a timer and your computer and projector.

Prep Steps:

  • Copy one recording sheet for each pair of students.
  • Find a timer that you can set for 10-15 seconds. Choose a quicker time for multiple choice Task Cards or content that your students are comfortable with. Choose a longer time if there are steps to complete or the content is newer. For example, every year I use these Thanksgiving Order of Operations Cards with my students. Because they have to work out Order of Operations problems, I give them 15 seconds. This year, I may even give them 30 seconds since we are a little behind where we would usually be in November.
  • Put students in pairs. I group them strategically with one student who is confident in the content and one who is struggling.

Playing the Game

  1. Each pair of students has one recording sheet and one pencil, which they pass after each question. They are working together to get the highest team score possible.
  2. Project the first Task Card and read it to the students. Make sure you are in Present Mode so the students don’t see the thumbnails of the next problems. Then, start the timer.
  3. The pair of students work together to solve the first problem, but only ONE student gets to hold the pencil. The second student can “coach” them, but can’t write! Generally, the second student rereads the problem, gives pointers and hints and checks for accuracy.
  4. The first partner does the work and records the answer on the recording sheet. If a pair gets the correct answer in the time you have set, their team gets a point.
  5. Then, students “Pass the Pencil”. You project the second Task Card and read the problem to the students. Then, start the timer. Now the first partner is the “coach” and the second partner does the work.
  6. Play continues with each partner passing the pencil and doing half of the problems. The partnerships earn 1 point for each problem they solved correctly in the allotted time.
  7. At the end of the game, the team with the most points wins!

What makes the game so fun is the fast pace.  Both students have to look at the cards and solve the problems, even if only one of the partners writes the answer down.  This is a quick way to fit in some practice with a key concept or skill before lunch!

Using Google Slides with Menus

We all know that choice is an important motivator for kids, and grown up people too! Last year I discovered how easy it was to use Google Classroom to create digital Menus for students and I will never go back to paper! Some of the benefits of digital Menus:

  1. Motivation – They say variety is the spice of life, and menus give students plenty of variety! Students set goals and make choices, which is hugely motivating! Imagine a classroom where the kids ask for extra math time…. Yes, it does exist and Menus can help it be a reality in your classroom! (More on that in a future post!)
  2. Differentiation – You can easily put different leveled tasks and scaffolding when you go digital. For example, with my Gifted students I can offer a set of 6th Grade Google Slides, and for my struggling students, I can offer 4th Grade Google Slides. When I assign them using the Google Classroom, they don’t even have to know that there are different assignments.
  3. Fewer papers floating in the bottom of my teacher bag…. I’m sure you know what I’m talking about!

Small Groups – Intervention and Extension

We are all frantically trying to find ways to make up for missed instruction and learning time over the past two years. Google Slides can be a terrific way to help you differentiate your small group instruction to extend kids who are reading and intervene for kids who need more support. They are interactive and colorful, so there is built in engagement.

I often have my students join me for a small group with their Chromebook and a whiteboard. I assign the Google Slides to just that group of students in the Google Classroom. We use the whiteboards to work through the first few slides and then I leave them, in a group, to work together on the rest of the Google Slides. In 5-7 minutes I can get the group going and then leave them to practice while I move to the next group. That saves me time and still gives the students the practice they need to catch up!

Assigning Google Slides in Google Classroom

I buy and sell Google Slides on TPT, so these directions walk you through how to assign Google Slides you have purchased from TPT.

  1. Check out this blog post for step-by-step instructions and a video on assigning Google Forms in Google Classroom. The process is the same for Google Slides. 
  2. When you purchase Google Slides, TPT will automatically add it to a Google Drive folder called TPT Purchases.  Make sure you have logged in to TPT using the account where you want to save the resource.
  3. I recommend clicking on the Google Slides and Making a Copy.  Move the copy to the folder where you want it, and call it the Master Copy.  This will remind you NOT to delete slides from this copy.
  4. Then, make another copy, and feel free to delete slides to create the assignment you want.
  5. In the Google Classroom, Click “Create” and “Assignment”.

6. Fill in the details of the assignment, and then click the triangle icon in the bottom left corner. That will take you to your Google Drive and you can attach the slides.

Google Slides have so much utility and versatility! If you need to pick up a few, this link will take you to the Google Classroom page on my TPT site, and you can grab the resource highlighted in the video and other Google Slides and Forms.

Grab Google Slides and Forms here!

So, dust off those Google Slides and put them to use. I think you will find that they save you time and improve student learning.

Happy teaching!

Susan

Getting into Goals – 30 Days, 10 Minutes to a More Literate Classroom

Today, my students set their first reading goal of the year. I can hear your gasps. It’s October 15! One tenth of the year has gone by, goal-less! What were you thinking (I can hear you ask.)?

No, I did not fall and hit my head, nor was I abducted by aliens for the first month of school. One of the things I’ve learned over my many years of setting goals with kids is the importance of going slow to go fast. We have been very busy building reading stamina, getting to know each other as mathematicians and increasing our writing fluency. And we have gathered data. All of that work came together today to help my students write thoughtful, achievable and important goals in reading.

Here’s what happened in my classroom today. I hope that some of this vignette is useful to you, so I’ll be pretty detailed, and also let you in on my teacher moves.

As the kids came back from recess, I asked them to grab their data binders and a pencil and gather on the rug. During the first month of school we had already organized the tabs in the binders and students had tracked their reading with the Weekly Reading Record and their Quick Writes with the Writing Fluency Graph. Today, my goal was to have students look at the data they had already gathered and use that to inform their goal. Starting with the data helps students know their strengths and challenges, so they are more likely to write achievable and meaningful goals.

As the students gathered, I showed them a copy of the Book Shelf Recording form from my Student Data Binder resource (grab it on TPT today!) Immediately they connected it to the class bulletin board where we have been collecting book spines all month. Yippee! I’m always delighted when my students make connections. Makes me look like I know what I’m doing. 🙂 (I created our class bulletin board using the spines from this so-cute bulletin board resource by Lotts of Learning.)

I let the kids know that they were going to be creating their own personal Book Shelves to record their reading for the year, and I gave them copies, including the My Bookshelf Key. Then, the magic started to happen. Kids were moving around the room, checking the bulletin board, checking their reading logs on EPIC books, looking through their data binders at their Weekly Reading Records. Conversations sprung up.

“Is Ada Twist, Scientist a Science Fiction book?”

“What about Loser? It is Realistic Fiction?”

“Where would I put this book about Theodore Roosevelt?”

All the work we have done with genre was coming together in the focused buzz from every corner of the room and kids were talking about BOOKS!

Then I asked them to leave the data binders behind but bring their brain to the rug. And I said, “Has anyone ever talked to you about setting goals?” Of course, they all nodded and some kids piped up with examples from school and sports.

So, then I asked, “And, did the goals work? Did you improve?” This time the responses were mixed. Some kids said yes, and others said no.

Finally, I asked them what they knew about New Year’s Resolutions. One of my boys explained what they were, and then another boy blurted out, “But most people don’t keep them! My mom always says she is going to start going to the gym, and she never does!” I promise I didn’t ask him to say that, but it was too, too perfect!

“Well, they say a goal without a plan is just a wish,” I replied. “So, today, we are going to learn how to set meaningful goals and achieve them!” I then asked them what they thought might make a good goal area for Reading. They came up with this list:

  1. Number of books read in a year
  2. Speed
  3. Trying new Genre/Wide Reading
  4. Minutes spent reading

Not one kid said they thought they should make a goal about their reading level. Of course they didn’t! Reading levels are for teachers, not kids! (For more on that, be sure to check out this blog post.) Then we had a conversation about how many books they read last year. Five books seemed to be the general consensus. I told them that smart people who studied education had learned that about 40 books is the right number to help a student be ready for the next grade level. I was very clear. Thirty-five books is good, sixty is also good. And if they only read 5 last year, then 10 as also good! The goal should be based on their data, including number of books read last year and number of books read so far this year.

Next, we focused on genre. One girl said she thought she could read 5 books in each genre category. There are 15 categories, so we did some math and decided that was too much! She decided to read one book from each genre category, and then choose two favorite genre to read more widely. She then broke the goal down by month, and decided that in the month of October she would read at least three different genre.

Finally, we talked about a goal based on minutes. The kids agreed that would be easy to track on the Weekly Reading Record. As for fluency, no one wanted to set a goal around that because we decided that you might reach a maximum speed and not be able to go any faster, no matter how much you practiced. The last 15 minutes before lunch, you could have heard a pin drop in my classroom. Kids were moving their pencils, flipping the pages of their data binder and THINKING!

The students are really taking their goals seriously, and I couldn’t be more proud of them! I said at the beginning of this blog post that it’s important to go slow to go fast. We certainly have rolled out the goal setting slowly. Next week I will continue to move slowly through the data tracking process, and we will revisit the goals at least once a week. In November, my students will take their data binders home for their first student-led conference. It will probably be January before they are setting and tracking goals in all the academic areas. I have learned over many years of experimenting with goal setting that the slower I go in the beginning, the more ownership the kids develop and the faster they will go in the end.

I hope this post has helped you think about a few things to try in your classroom. Goal setting is so powerful, and if you roll it out carefully and thoughtfully, your kids will soar.

Happy teaching!

Using Digital Escape Rooms to Connect with Content

It’s Monday morning, and I spent a few minutes this morning mulling over my weekend reading. Saturday morning found me, coffee in hand, perusing the New York Times for the latest news. Saturday I also reviewed some websites about fixing a running toilet and finished a mystery I’ve been working on this week. Sunday I spent some time reading about how to fix florescent lights, started reading a book on life for Colonial Women, researched a fix for a problem with my Google Classroom, read some lesson plans on teaching language skills and read the first few pages of a new mystery. You may be noticing a trend – three fourths of my weekend reading was non-fiction. Take a minute and think about your own life as a reader. How much non-fiction do you typically read compared to fiction? Most adults read more non-fiction, so I suspect you will find that to be true for yourself as well.

When I was reading those websites about fixing things in my house, I used lots of essential skills like skimming and scanning that don’t work well in fiction but are essential for non-fiction reading. I don’t have time to read an entire blog post that won’t answer my questions, so I skimmed the headings, scanned the text and found my answers. (If you’re wondering, the toilet is fixed and the electrician will be here Wednesday!). I used the Table of Contents to help me find the lesson plans that my students need, and the captions and photos helped me digest and understand the news in the newspaper. The CCSS call for equal reading of fiction and non-fiction, and even if your standards don’t include that requirement, it’s important that intermediate grades step up with non-fiction to prepare our students for a successful adult life.

I’ve written about the importance in other posts. Be sure to check out Nab Some Non-fiction – a post about 5 essential non-fiction picture books to start with and also some of my reviews of other great non-fiction texts (Click the Biblio-files tab for all the links!) And this post from the ASCD website clearly explains why non-fiction matters. Non-fiction reading not only helps students prepare for their adult life, it improves their reading comprehension, builds vocabulary, and increases grades in science and social studies classes. And still, most of us struggle to bring in enough non-fiction. My district adopted reading program includes only about 10% non-fiction, nowhere near the 50% required my state standards.

So, how do we fill the gap? How do we get kids jazzed about non-fiction, and hook them on content? One strategy I’ve used to bring more non-fiction text to my classroom is Digital Escape Rooms!

Why Digital Escape Rooms?

Well, first and foremost, Escape Rooms are fun! But why digital, you ask? Kids are already spending too much time on screens. Shouldn’t we move away from that every chance we get?

Well, yes and no. The first Escape Room I tried was a paper and pencil format. It took me approximately 2 hours to copy, cut, stuff the envelopes, place them around the room, gather the boxes, locks, etc., and get things set up. For me, that time commitment is not practical, so I turned to digital Escape Rooms. Kids get all the fun of an Escape Room and you have no prep. That’s right, no prep! Just assign through your Google Classroom (click here for a blog post with step by step instructions) or other LMS and then watch the fun! And, you get automatic results if you use a Google Form Escape Room. The digital format makes this a more practical option, which means you’ll use it frequently. Your students will be doing a lot of reading, and they will also gain practice with the riddles and ciphers embedded in Escape Rooms, helping them be more successful!

The amount of non-fiction text in a digital Escape Room can vary, so if that is your goal, make sure you check it out carefully. This digital Escape Room about the States of Matter includes an embedded non-fiction text that teaches the science content and then asks students to answer questions about the text to unlock the doors. Click the image to check it out on TPT!

This Google Form Escape Room contains both fiction and non-fiction texts in addition the story that carries students through the adventure. One fiction text is a traditional Irish myth about the formation of the Giant’s Causeway and the other is a retelling of a traditional tale about a leprechaun. The non-fiction text is a biography of St. Patrick. All of the texts include comprehension questions that help students move to the next section of the adventure. Click the image to check it out on TPT!

Adventure in the Chocolate Factory contains text and video about the history of chocolate, and the chemistry behind the making of the world’s favorite flavor. Again, the focus is on comprehension, and the questions help students focus on content. Click the image to check it out on TPT!

Digital Escape Rooms are an easy way to bring more non-fiction text into your classroom. I hope that you give one a try. I think you’ll love it, and so will your students! I’m always creating more Escape Rooms, so be sure to follow me on TPT and check back frequently to see what I’ve been cooking up!

Happy teaching!

Miss Rumphius’ Writing Territories

Have your students ever said to you, “But, I don’t know what to write!” If you’ve been teaching for a more than a day, I imagine you’ve heard that. And then you have gone through the arduous, painful process of helping them find an idea. It might sound something like this.

Teacher: Well, what do you like to do?

Student: I don’t know.

Teacher: Did you do anything fun this weekend?

Student: No.

Teacher: Have you ever gone somewhere special?

Student: My grandma’s house.

Teacher: Great! Write about that!

And then you get a minimal piece of writing because the student really doesn’t feel excited about grandma’s house and has nothing they feel like saying about it. Or, you get a blank page.

Well, if you’ve ever been there, you need to start talking to your students about their Writing Territories. A Writing Territory is something the student knows a lot about and is passionate about. I introduce the idea every year by reading “Manfish” by Jennifer Berne. This blog post and FREE download have more details about that first lesson.

Today, I want to talk about where you go next. In the first lesson, our goal was to inspire writers, to help them see that they have many areas of expertise, just like Jacques Cousteau, and that what they have to tell the world is important. That same goal carries over into this lesson. We are going to continue inspiring writers and helping them find their voice by connecting to what they love.

For the second lesson, I begin by reading Miss Rumphius by Barbara Cooney. This is a truly beautiful book about a woman who lives a life doing the things she loves. She travels, she makes friends, she lives by the sea… At the end of her life, she has one, unfulfilled goal – to make the world a more beautiful place. She isn’t sure how to do that until one day, inspiration strikes and she becomes the Lupine Lady.

The theme of the story will resonate with students differently than the the theme of Manfish. As I finish reading the book, I ask the students to consider how they make the world a more beautiful place. I tell them that I make the world beautiful by teaching , and I add that idea to my Writing Territories List. I also add in trips that I have taken and my favorite flower. Then, I ask students to return to their Writing Territory lists, and add to them.

It is important for students to revisit their Writing Territories lists often because they will learn and grow and develop new territories. It should be a messy, living document that you add to and elaborate frequently. One way to do that is to read a great book about someone who lives their passion, and then ask students to add to their lists. I often turn to books for inspiration in my own writing, and I want my students to do that same. (If you’d like a resource to help you do that, check out Make Friends with a Book Writing Prompts.)

Miss Rumphius is a beautiful book that I been reading to students for 20 years. It has inspired many great writing pieces for my students, and it will for yours too!

Happy teaching!

Susan

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