Reading Interest Inventory: Here is a copy (feel free to use) of the RII that Eric Litwin and I share in The Power of Joyful Reading. What survey or interest inventory do you use with your students to learn more about their interests etc?
A Slinky is a wonderful early language and literacy tool - check out the video I created on different ways to use a Slinky.
https://www.canva.com/design/DAGQ-Kjh6JY/7JhAzf8qvFx_Q3JOaAa-sw/watch?utm_content=DAGQ-Kjh6JY&utm_campaign=designshare&utm_medium=link&utm_source=editor
or
https://www.ginapepin.com/blank-19-1
Hi Everyone! I work with students with disabilities in an accelerated college and career program. Do you have any ideas about the best way to choose prefixes weekly for students in a high school dental science class?
In lieu of Night of the Notables, which has historically focused too much on white men and has raised concerns about cultural appropriation, we hosted a TEDx Event to give students the opportunity to take on the role of changemakers—a major focus of our civil rights unit. This event allowed them to share their own ideas, passions, and leadership, amplifying diverse voices and meaningful, authentic storytelling.
It was truly inspiring to see these young voices confidently express their unique perspectives and innovations with the world. Rather than looking only to the past, this event empowered students to shape the future. Do other schools also host TEDx Talks? I'd love to see them!
Next week is "Celebrate Freedom Week". During that week, students will learn about different founding documents. One key statement that we discuss is, "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness.--That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed". What are some ways that your district explains the idea that government's power comes from the people. (This is a State Statute as well as a set of standards)
One of the things I've heard so frequently in my teaching career: "Kids love you. How do you do it?"
Students want a relationship with someone. They want to know that the people who they spend all day every day with care about who they are. I read a quote recently that said, "There's nothing to lose by giving a student a second chance. Nothing. Nada. Zilch. There's only the possibility of strengthening a relationship, demonstrating the power of empathy, and instilling a glimmer of hopeful recovery." --Teacher, Justin Tarte
This describes perfectly how I build relationships with students. Do I have high expectations? Yes. But do I also demonstrate that you can make mistakes and learn from them. Giving a student a second chance allows them to be exactly who they are, a child.
What are some ways you build relationships with students throughout the year to build them up?
Foundational reading skills for K-2:
How do you teach reading to a group of students of different reading levels?
To begin the school year, I use a Google spreadsheet to help organize data. I take pre and post test/assessment data from summer school assessments/projects, a student's spring and fall Acadience score (including sub test scores), and their spring, *summer (if applicable) and fall NWEA MAPs ELA score and organize, analyze etc. and arrange students by skill discrepancy, need etc... students less than 9%tile in multiple areas - and data points - are considered Tier 3 in our system and I meet with them asap for intervention. Students in Tier 3 reading intervention are grouped this way - but students in Tier 2 are grouped by classroom times (for ease of scheduling per teacher request) first, and then they are broken up into smaller groups to better align with skill gaps.
How do you find a mentor as a new teacher, without overburdening experienced teachers at your school?
https://www.buzzsprout.com/2019640/13885360
Find out some very easy ways families can incorporate reading into a morning routine!
What materials do you have in your classroom for your students to play with? We end our day with Discovery time (free play) and I am always looking for new items to add, the more open-ended, the better!
What are some of your most effective methods for building a positive classroom community?
Chemistry is too hard for elementary...or is it? Use this lesson to teach your students more about endothermic and exothermic reactions while they learn the basics of chemistry.
We host a STEAM night each year at our school and are always looking for large scale activities that families can engage in together. Have you been successful with any activities that you would recommend?
One concept that has come up in our math curriculum is the idea of inclusive and exclusive definitions. For example, our curriculum states that a trapezoid is a 2D quadrilateral with AT LEAST one pair of parallel sides. This inclusive definition would make a square to be classified as a trapezoid. What other concepts have you come across that might cause some anxiety for parents who have said, “That is not how I was taught?”
What are some do’s and don’ts for emailing parents, colleagues, and administrators?
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There are differences between teaching upper elementary and lower elementary students. Lower elementary students need more scaffolds to help with learning new skills. They really depend on you to be clear when you are explaining what they are learning each day. Having posters to help reinforce the learning is very helpful. The students also rely heavily on word walls for math and sound walls that teach students what sounds look like when you say them. Upper elementary students are more independent and don't need as much explanation when learning something new. They are usually good at working in groups and can explain what their thoughts are.
