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A Realize 'retake' for just one student, or just a few.

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A Realize 'retake' for just one student, or just a few.

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16 minutes: Want to assign a re-take assessment? Did a student accidentally submit an assign before done? Withdrawing or re-setting an assignment for just ONE student who already submitted.

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with guided planning questions for backward mapping essential content (downloadable)

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Can share this downloadable document with families for hyperlinked 'how to' videos!

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And how you as a teacher see them

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Naming assignments differently in order to chunk the activities/tasks that go with each text

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Naming assignments differently in order to chunk the activities/tasks that go with each text

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Check out this 5 minute video tutorial

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Defining the Purpose of your Virtual Spaces 

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Defining the Purpose of your Virtual Spaces 

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This is step one to getting organized for virtual teaching and learning

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An entire year of plans, Savvas recommended

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An entire year of plans, Savvas recommended

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Extra resources to support your text specific lesson

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Extra resources to support your text specific lesson

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3 minutes: Where are the extra activities/lessons/practice that go with each reading selection in Realize, outside of what's found in the TE and SE?

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Adding your own content to Realize & finding the "media connection" videos that accompany some texts.

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Adding your own content to Realize & finding the "media connection" videos that accompany some texts.

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4 mins: How to add your own content to Realize and where to find the 'media connection' videos that correspond to specific text selections.

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How Students Write On Word Docs and send to you via Realize

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How Students Write On Word Docs and send to you via Realize

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Using "open ed" in Realize to find interesting media and resources

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Using "open ed" in Realize to find interesting media and resources

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5 minutes: Assign any resources found on the internet, based on searchable grammar, topic, vocabulary, etc., directly through Realize.

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12 mins: Here is a video tutorial of what you might find useful to assign from myPerspectives + in these 5 weeks (and all year).

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Realize Tech Support features and other program "how to"

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Realize Tech Support features and other program "how to"

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10 minutes: what to do for a quick self-troubleshoot when Realize isn't working right, how to get help beyond that, and where to find 'how to' information for MyPerspectives.

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Credit: Brittany Steffes, Grand Rapids University Prep Academy

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An example of lesson creation using google slides and myPerspectives materials

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An example of lesson creation using google slides and myPerspectives materials

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credit: Heather Quamme, Dickinson
13 mins

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How to Edit/Customize Realize worksheets

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How to Edit/Customize Realize worksheets

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for students to view videos and listen to text on their phone

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Adding your own google docs anywhere you want in Realize

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Adding your own google docs anywhere you want in Realize

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video tutorial: 2 minutes

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Editing any of the documents found in Realize

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Editing any of the documents found in Realize

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Adding your own google docs anywhere you want within a unit in Realize

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Adding your own google docs anywhere you want within a unit in Realize

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video tutorial: 2 minutes

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Full resource list for what's in MyP Plus

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Full resource list for what's in MyP Plus

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Read this thoroughly to start to help you wrap your brain around the fall!

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Save your sanity and the kids' by naming assignments differently in order to chunk the activities/tasks that go with each text

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Save your sanity and the kids' by naming assignments differently in order to chunk the activities/tasks that go with each text

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Check out this 5 minute video tutorial

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Using Google Meet to so easily record instruction and send a video to students

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Using Google Meet to so easily record instruction and send a video to students

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No exporting, no downloading -- it will automatically put your video in google drive to share with anyone! See this how-to tutorial.

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using google slides and a community space

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Find additional 'how to' videos and handouts that correspond to myPerspectives and Realize.

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Find additional 'how to' videos and handouts that correspond to myPerspectives and Realize.

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Watch this quick tutorial.

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Anchor Standards and our GRPS Literacy Vision

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Anchor Standards and our GRPS Literacy Vision

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The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.

They demonstrate independence.

Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker's key points, request clarification, and ask relevant questions. They build on others' ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

They build strong content knowledge.

Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.

They respond to the varying demands of audience, task, purpose, and discipline.

Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).

They comprehend as well as critique.

Students are engaged and open-minded-but discerning-readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author's or speaker's assumptions and premises and assess the veracity of claims and the soundness of reasoning.

They value evidence.

Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others' use of evidence.

They use technology and digital media strategically and capably.

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

They come to understand other perspectives and cultures.

Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.

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English Language Arts Standards " Introduction " Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language

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The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.

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Prioritizing Content in the 2020-2021 school year. (ELA begins on page 61.)

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The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.

They demonstrate independence.

Students can, without significant scaffolding, comprehend and evaluate complex texts across a range of types and disciplines, and they can construct effective arguments and convey intricate or multifaceted information. Likewise, students are able independently to discern a speaker's key points, request clarification, and ask relevant questions. They build on others' ideas, articulate their own ideas, and confirm they have been understood. Without prompting, they demonstrate command of standard English and acquire and use a wide-ranging vocabulary. More broadly, they become self-directed learners, effectively seeking out and using resources to assist them, including teachers, peers, and print and digital reference materials.

They build strong content knowledge.

Students establish a base of knowledge across a wide range of subject matter by engaging with works of quality and substance. They become proficient in new areas through research and study. They read purposefully and listen attentively to gain both general knowledge and discipline-specific expertise. They refine and share their knowledge through writing and speaking.

They respond to the varying demands of audience, task, purpose, and discipline.

Students adapt their communication in relation to audience, task, purpose, and discipline. They set and adjust purpose for reading, writing, speaking, listening, and language use as warranted by the task. They appreciate nuances, such as how the composition of an audience should affect tone when speaking and how the connotations of words affect meaning. They also know that different disciplines call for different types of evidence (e.g., documentary evidence in history, experimental evidence in science).

They comprehend as well as critique.

Students are engaged and open-minded-but discerning-readers and listeners. They work diligently to understand precisely what an author or speaker is saying, but they also question an author's or speaker's assumptions and premises and assess the veracity of claims and the soundness of reasoning.

They value evidence.

Students cite specific evidence when offering an oral or written interpretation of a text. They use relevant evidence when supporting their own points in writing and speaking, making their reasoning clear to the reader or listener, and they constructively evaluate others' use of evidence.

They use technology and digital media strategically and capably.

Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

They come to understand other perspectives and cultures.

Students appreciate that the twenty-first-century classroom and workplace are settings in which people from often widely divergent cultures and who represent diverse experiences and perspectives must learn and work together. Students actively seek to understand other perspectives and cultures through reading and listening, and they are able to communicate effectively with people of varied backgrounds. They evaluate other points of view critically and constructively. Through reading great classic and contemporary works of literature representative of a variety of periods, cultures, and worldviews, students can vicariously inhabit worlds and have experiences much different than their own.

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English Language Arts Standards " Introduction " Students Who are College and Career Ready in Reading, Writing, Speaking, Listening, & Language

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The descriptions that follow are not standards themselves but instead offer a portrait of students who meet the standards set out in this document. As students advance through the grades and master the standards in reading, writing, speaking, listening, and language, they are able to exhibit with increasing fullness and regularity these capacities of the literate individual.

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Doesn't have to be an actual test. Can also use as formative "exit tickets." Saves in your "My Library."

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this example: chunking a test to give it over a course of time

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Check out this video to see all that's new

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Check out this video to see all that's new