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Free World History Worksheets for Middle School & High School

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Free worksheets and activities for middle school and high school World History classrooms and teachers covering Ancient Rome, the Middle Ages, World War 2, and more.

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TIDE acronym:

Topic – State the main idea

Important – Give key ideas

Details – Add more information

Ending – Wrap it up

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 Sentence Stems to Boost Classroom Discussions

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 Sentence Stems to Boost Classroom Discussions

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25+ Sentence Stems To Support Student Voice Across Subjects | ClassPoint

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Explore 25+ sentence stems that help students express ideas clearly, build confidence, and participate meaningfully across all subjects and grade levels.

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143 Picture Prompts to Inspire Student Writing

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A school year’s worth of short, accessible image-driven posts that invite a variety of kinds of writing.

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The Science of Reading reveals the complexity of how the brain learns to read—and the Reading Rope simplifies it all, helping us visualize and understand that exceptional process.

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The Reading Rope: Breaking it all down %

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The Reading Rope is important for the Science of Reading. Understand its strands, and how it relates to the five foundational skills of reading.

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Exact Path and Scarborough’s Reading Rope: Building Language Comprehension and Word Recognition

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Exact Path and Scarborough’s Reading Rope: Building Language Comprehension and Word Recognition

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Great article on Scarborough's Reading Rope

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Scarborough's Reading Rope, developed by Dr. Hollis Scarborough, highlights the intertwined skills essential for reading success. For a deeper look at the theory, see our foundational article " Scarborough's Reading Rope Explained."

Exact Path builds on these principles by equipping students and teachers with targeted digital content, assessments, and instructional resources. Whether students are developing foundational skills or strengthening weaker strands, Exact Path provides the tools needed to support every stage of reading development and foster strategic, confident readers.

Language Comprehension Strands in Exact Path

Exact Path offers explicit instruction around all language comprehension strands represented on Scarborough's Rope, throughout the learning path. Language comprehension skills grow increasingly strategic into adulthood. The strands in language comprehension include:

Background Knowledge

Exact Path is designed to help students build the background knowledge they need for reading success. Each lesson engages students with information relevant to the topic, making new texts more accessible and easier to comprehend. Studies show that students who bring more background knowledge to a reading task understand and retain more.

Lesson Ideas found in Exact Path's Teacher Resources explicitly instruct teachers to access students' background knowledge while teaching a skill. Here is an example from a Grade 3 Lesson Idea, "Central/Main Idea and Relevant Details." It shows how teachers connect the new learning to what students already know:

Vocabulary

Exact Path vocabulary lessons offer a balanced blend between morphological and word study contextualized in reading texts. Vocabulary is one of the components of Scarborough's Reading Rope and is vital to student success because knowing what words mean is key to comprehension.

In this example from the Grade 6 lesson, "Roots and Affixes," students learn to use morphological clues contextualized in a text:

In Exact Path, students dive deeply into word analysis skills to help them figure out unfamiliar words and they are helped to use context clues while reading to figure out the meanings of unknown words.

Exact Path context clues learning modules offer both literary and informational texts. Explicit instruction is provided on context clues, then students apply it while reading texts.

In this Grade 2 lesson example, "Context Clues Rock!," students apply what they have learned while reading a text:

From Exact Path lessons like these, students learn more than the skills and strategies presented. They understand that they can learn exciting new words while reading and that they should not be deterred by encountering words they do not know.

Language Structures

Exact Path provides targeted content to help students master language structures, specifically syntax and semantics. Syntax involves the rules and grammar of English, while semantics focuses on how words are used to create meaning. By supporting both areas, Exact Path ensures students not only understand how sentences are constructed but also how writers communicate ideas. This dual focus helps students make deeper meaning from texts and become more confident readers.

This example Grade 4 lesson, "Bats in the Night," explicitly teaches prepositional phrases and how authors use them to create meaning:

Verbal Reasoning

Exact Path's Learning Path features lessons that address the Scarborough's Reading Rope component, verbal reasoning. Verbal reasoning refers to a student's ability to make inferences and understand language used both literally and figuratively. As students progress, Exact Path teaches them to make increasingly sophisticated inferences about more complex texts. Exact Path lessons help students interpret metaphors, similes, idioms, and other forms of figurative language, skills that are essential for deep text comprehension.

This Grade 4 lesson, "Calm Before the Storm," teaches students about figurative language, including similes and metaphors, and helps them develop their verbal reasoning skills:

In Grade 5, "What's the Inference?" teaches students to use textual evidence and their prior knowledge to make inferences about the text:

Literacy Knowledge

Exact Path includes lessons that tackle literacy knowledge in the early elementary learning path. Literacy knowledge includes print concepts (reading left to right, turning the page) and genres (literature, informational texts, poetry, biographies).

This Kindergarten lesson, "Cover to Cover," teaches students print concepts including where to start when reading a book:

In Grade 1, "What's the Difference?" teaches students the differences between literary and informational texts:

Word Recognition Strands in Exact Path

Exact Path strongly emphasizes the Word Recognition strands of Scarborough's Rope, especially in early elementary grades. These strands focus on word-level foundational skills such as decoding and automatic word recognition, which become increasingly essential for developing fluent readers. Exact Path's instruction is explicit and grounded in Science of Reading research, ensuring students build these critical skills and continue to strengthen them as they progress along the learning path.

Phonological Awareness

Exact Path includes research-based phonological awareness lessons to help students have the necessary foundation for learning to read. Phonological awareness develops as students begin to understand that spoken words consist of sounds.

This Grade 1 "Sound Search" lesson teaches phonological awareness skills using Elkonin boxes:

In addition to digital content on the learning path, Exact Path offers phonological awareness lesson ideas that are found in the Teacher Resource drawer. Teachers can use the lesson ideas to address the needs of students in whole group, small group, or one-on-one settings.

This Kindergarten "Individual Sounds in Words" lesson idea is designed to teach students phonological awareness skills:

Decoding

Exact Path includes research-based explicit phonics instruction to help students master decoding skills. Phonics is the ability of a student to understand the connection between sounds (phonemes) and letters (graphemes). Exact Path instruction includes both decoding and encoding, ensuring students build strong foundational literacy skills.

Kindergarten phonics instruction begins with the basics of letter-sound correspondence. This "Letter Wheel" lesson builds students' phonics skills by teaching basic letter-sound correspondence.

As students move through foundational reading skills in the learning path, phonics instruction increases in complexity including blends, digraphs, and syllabication rules. This Grade 2 "Syllable Puzzle" teaches students how to use syllabication rules to help them decode an unknown word:

Upper elementary school students receive instruction on how to tackle decoding complex multisyllabic words using a "chunking" strategy." In Grade 4, the "Word Games" lesson helps older students decode multisyllabic words:

Exact Path offers teachers additional support materials to help with phonics instruction. These materials include lesson ideas found in the Teacher Resource drawer and progress monitoring assessments found on the teacher landing page. Progress monitoring assessments include Rapid Automized Naming, Letter Name Fluency, Letter Sound Fluency, Word Reading Fluency, Nonsense Word Fluency, and Oral Reading Fluency.

The Grade 2 "Silent Letters" lesson idea helps teachers provide phonics instruction about silent letter combinations:

Here is a progress monitoring example from Grade 1 Word Reading Fluency:

Sight Recognition

Exact Path provides students with explicit instruction on words that don't follow, or partially follow, the rules of phonics. In Exact Path, students from Kindergarten through Grade 2 learn and practice phonetically irregular words, which they will encounter frequently when reading. Decodable readers are presented in the instruction of each phonics skill on the learning path to provide students with multiple opportunities to practice reading these words within a text. This, in turn, supports students in becoming fluent readers with sight recognition for frequent words.

The Grade 2 "Irregular Words Beach Search" lesson helps students learn these words by showing how they are a combination of irregular pronunciations ("ear") and phonics patterns ("th").:

Then, the Grade 2 "A Walk in the Snow" decodable reader helps students practice reading the irregular words they learned in the lesson to develop increasingly automatic word recognition:

How does Exact Path's support of Scarborough's Reading Rope help educators?

Exact Path equips educators to support every strand of Scarborough's Reading Rope, giving students the comprehensive foundation they need to become skilled readers. With robust progress tracking and targeted Teacher Resources, Exact Path makes it easier for teachers to monitor growth, intervene effectively, and personalize instruction along each student's learning path. By aligning with Scarborough's Rope, Exact Path turns a complex process into actionable steps for reading success.

About the author
Elizabeth Tricquet has over two decades of experience in education. In her current role as Lead Learning Designer at Edmentum, Elizabeth is passionate about developing effective, high-quality resources for students and teachers.

Elizabeth has worked at Edmentum since 2016 in a variety of positions including Content Designer, Assessment Specialist, and Learning Designer. She has worked on a variety of products including Exact Path, Study Island, and Benchmark Assessments.

Prior to working at Edmentum, Elizabeth had nearly 10 years of experience in the classroom teaching grades 1, 3 and 4 with a focus on helping struggling readers and students with learning difficulties. While teaching, Elizabeth earned her National Board Certification for Early and Middle Grades Literacy. She then worked at the Florida Department of Education's Test Development Center as an ELA Content Specialist. During that time, Elizabeth worked on state-wide summative assessments.

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Exact Path and Scarborough's Reading Rope: Building Language...

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Exact Path builds on the principles of Scarborough's Reading Rope by equipping students and teachers with targeted digital content, assessments, and...

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Edmentum’s Science of Reading Toolkit offers evidence-based tools and strategies for building a strong literacy foundation aligned with the science of reading for all learners. It supports effective reading instruction and improved outcomes.

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Packed with practical tips and strategies that you can implement immediately, this comprehensive workbook provides a clear roadmap to achieve success. Use it to:

Evaluate and structure an effective reading block

Help select the right tools to support your approach

Create, define, and prepare your implementation

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Build a solid, research-based foundation for literacy that aligns with the science of reading and supports all learners.

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Offers daily writing prompts, text-to-text comparisons, and argumentative writing tasks based on current events—ideal for AP Lang. (Free access to 5 articles/month for non-subscribers)

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Teach and learn with The Times: Resources for bringing the world into your classroom

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EnglishPost.org – 13 Post-Reading Activities

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EnglishPost.org – 13 Post-Reading Activities

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Includes creative writing, peer quizzes, and character perspective rewrites—great for synthesis and reflection in AP classes.

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Post-reading activities help students understand texts further, through critically analyzing what they have read and these are carried out after you have implemented successfully Pre-Reading Activities and While-Reading Activities

Pre-reading. while-reading and post-reading activities make up the three important stages for reaching a reading lesson

Post or After Reading activities are helpful for several reasons:

It helps students use the newly learned words.

It promotes the use of the language in creative ways.

13 Examples of Post-Reading Activities

Remember that post-reading activities are freer activities that tend to focus mainly in two skills:

These are 13 examples of post-reading activities that you should check out.

1. Creative Writing

Ask students to choose 10-15 words from the text. You can provide categories for the words e.g. the most interesting words / the most important words. Students then write a text using the words.

This text could be a story, poem or newsreport.

2. Areas of Interest

Ask students to say which part of the text is the most important/interesting and which part is not interesting or important.

3. Creative Discussions

Prepare four or five simple questions and ask students to talk about those question for 3 minutes and after that ask one member of each pair to go and talk to another person of the group.

4. Quiz Your Classmates

This activity can help us determine how much students learn during the reading.

Ask your students to prepare 5 questions about what they read, once they have them ready, you can tell the students to make groups of 4 and then they can ask those questions to each other.

5. Finding Related News

After students have finished reading, they can browse on the internet for a new related to something they read

For example: if they read something about moral and values, they can find examples of altruism on the web and they can share that information with their classmates.

They can report the information they found orally or write some comments about it.

6. Prepare a Survey

Students can prepare a survey about the information they just read.

Using again the example of the moral and values reading, students can prepare questions such as:

1. What would you do if you found a wallet near to your house?

2. What would you do if you found a five dollars bill in the classroom?

They can prepare the survey in class and ask the survey to their classmates or they can go home and bring the results and report them during next class.

I recommend creating surveys using Google Forms or Microsoft forms so they can use their mobile devices as part of their learning.

7. Parts of the Speech

Ask students to spot the different parts of the speech from the reading, then they quiz their classmates asking questions such as:

why type of word is moral? How would you use that word in a sentence?

If you need to know more about the parts of the speech in preparation for the class. The Parts of the Speech website can help you with that.

8. Questions from Pictures

Teachers shows a collage and ask student to look at the collage carefully and how some of the pictures relate to the reading they did.

There are plenty of websites and apps that can help learners create a collage.

Using websites and apps such as the ones to create collages reduce the time the students spend on the task and integrate mobiles devices in the learning process.

9. Character Analysis

If you read a story, there must be one or two characters involved, analyze those characters and prepare a set of question that you would like to make them.

When all classmates have prepared their questions, ask them to give you their answers and then as a group try to answer the questions.

10. A Graphic organizer

(also known as a concept map or mind map) is usually a one-page form with blank areas for learners to complete with ideas and information which are connected in some way.'
How can Graphic Organizers Improve Learning?

1. can help convey large chunks of information concisely.

2. encourage strategic thinking: describing, comparing and contrasting, classifying, sequencing, identifying cause and effect,etc

3. can be used to aid reading comprehension, students can brainstorm around a topic, summarize texts and do other learning activities, such as organizing and storing vocabulary, planning research, writing projects, etc

4. are easy to use with all levels and ages

5. are non-linear and thus allow for multiple connections between ideas

#11 Questioning the Author of the Book or story

Ask learners to prepare a set of questions that they would make to the author of the book or story

#12 The End of the Story

Another post-reading activity is asking learners to change the end of the story. Changing the ending of a story to something unpredictable requires some thinking.

#13 Designing a Poster to Advertise the Book

This activity could easily linked to the use of technology in the classroom. Simply ask learners to create a poster using a tool like Piktochart or Canva

Final Thoughts

Remember that teacher must start a reading lesson with a warm-up followed by pre-reading activities and while-reading activities, finally he or she must apply some of the techniques featured in this post to end that reading successfully.

What after-reading strategies do you like to use in your classroom?

Do you have favorites that work well in your classroom?

Please share with us in the comment section below, we would love to hear your thoughts.

English Teaching Related Posts

Make sure that you check some of these posts before you go

These are some posts related to teaching listening:

These are some posts for teaching methodology:

These are some assessment related posts

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13 Examples of Post-Reading Activities - EnglishPost.org

# data[].attributes.attachment_link.description
Post-reading activities help students understand texts further, through critically analyzing what they have read and these are carried out after you have implemented successfully Pre-Reading Activities and While-Reading Activities Pre-reading. while-reading and post-reading activities make up the three important stages for reaching a reading lesson Post or After Reading activities...

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Teaching Expertise – 24 Post-Reading Activities

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Teaching Expertise – 24 Post-Reading Activities

# data[].attributes.body
Creative and rigorous post-reading activities like literary debates, character analysis, and theme-based writing extensions.

# data[].attributes.attachment_link.title
24 Brilliant Post-Reading Activities - Teaching Expertise

# data[].attributes.attachment_link.description
Are you looking for new and exciting ways to engage your students after they’ve finished reading a storybook? Look no further! We’ve compiled a list of 24 post-reading activities and projects sure to spark creativity and deepen understanding of the material. From creating artwork inspired by the book to writing quiz questions for review games, …

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Provides unit-by-unit breakdowns, essay writing guides, and post-reading analysis tools for poetry, prose, and literary argument essays.

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🍬 honors algebra II 🐇 honors biology 👩🏽‍🔬 honors chemistry 💲 honors economics ⚾️ honors physics 📏 honors pre-calculus 📊 honors statistics 🗳️ honors us government 🇺🇸 honors us history 🌎 honors world history

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UWorld – AP English Language Resource List

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UWorld – AP English Language Resource List

# data[].attributes.body
Features argumentative writing guides, evidence-based writing strategies, and reflection activities for AP Lang students.

# data[].attributes.attachment_link.description
Find the top AP® English Language and Composition teacher resources, including lesson plans, practice prompts, and strategies for student success.

# data[].attributes.headline
Much Ado About Teaching – AP Lit Resources

# data[].attributes.subject
Much Ado About Teaching – AP Lit Resources

# data[].attributes.body
Includes graphic organizers, essay checklists, and a teacher toolkit for guiding students through post-writing analysis and exam prep. [muchadoabo...aching.com]

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AP LIT RESOURCES - Much Ado About Teaching

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SHORT STORY BOOT CAMP Give your students the tools they need to become confident literary analysts with this Short Story Boot Camp—a high-impact, low-prep unit that introduces or reinforces essential literary elements using engaging short stories and structured analysis activities. Perfect for grades 9–12, this flexible mini-unit helps students master key concepts like plot, characterization, conflict, setting, … Continue Reading

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ReadWriteThink – Post-Reading Strategy Guides

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ReadWriteThink – Post-Reading Strategy Guides

# data[].attributes.body
Offers lesson plans and strategy guides for literature circles, analytical writing, and text-based discussions—ideal for AP-level analysis.

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We have hundreds of standards-based lesson plans written and reviewed by educators using current research and the best instructional practices. Find the perfect one for your classroom.

# data[].attributes.headline
Facing History & Ourselves – ELA Resources

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Facing History & Ourselves – ELA Resources

# data[].attributes.body
Provides unit planning guides, text sets, and discussion-based activities that support after-reading reflection and evidence-based writing. [www.facing...istory.org]

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Explore our wide range of curricular resources and professional learning for secondary English Language Arts classrooms.

# data[].attributes.headline
Lit & More – Free AP Lit Resource Library

# data[].attributes.subject
Lit & More – Free AP Lit Resource Library

# data[].attributes.body
Includes essay brainstorming templates, rubrics, skill spotlights, and post-writing reflection tools tailored for AP Literature.

# data[].attributes.attachment_link.description
Welcome to my free resource library! Check out these teaching materials, each a free download directly from my website! Take what you need and enjoy, all I ask is that you don’t reproduce these items or share them out. Please direct others to this website to download for themselves. See the bottom for more legal ... Read More about Free Resource Library

# data[].attributes.headline
 AP Central – Teacher-Recommended Resources

# data[].attributes.subject
 AP Central – Teacher-Recommended Resources

# data[].attributes.body
A curated list of online tools recommended by AP teachers, including CommonLit, The Garden of English, and Coach Hall Writes, which offer writing prompts, reading comprehension checks, and post-reading analysis tools.

# data[].attributes.attachment_link.description
Welcome to my free resource library! Check out these teaching materials, each a free download directly from my website! Take what you need and enjoy, all I ask is that you don’t reproduce these items or share them out. Please direct others to this website to download for themselves. See the bottom for more legal ... Read More about Free Resource Library

# data[].attributes.headline
EnglishPost.org – 13 Post-Reading Activities

# data[].attributes.subject
EnglishPost.org – 13 Post-Reading Activities

# data[].attributes.body
Includes creative writing, character analysis, poster design, and peer quizzes to reinforce learning after reading.

# data[].attributes.attachment_link.readable_text
Post-reading activities help students understand texts further, through critically analyzing what they have read and these are carried out after you have implemented successfully Pre-Reading Activities and While-Reading Activities

Pre-reading. while-reading and post-reading activities make up the three important stages for reaching a reading lesson

Post or After Reading activities are helpful for several reasons:

It helps students use the newly learned words.

It promotes the use of the language in creative ways.

13 Examples of Post-Reading Activities

Remember that post-reading activities are freer activities that tend to focus mainly in two skills:

These are 13 examples of post-reading activities that you should check out.

1. Creative Writing

Ask students to choose 10-15 words from the text. You can provide categories for the words e.g. the most interesting words / the most important words. Students then write a text using the words.

This text could be a story, poem or newsreport.

2. Areas of Interest

Ask students to say which part of the text is the most important/interesting and which part is not interesting or important.

3. Creative Discussions

Prepare four or five simple questions and ask students to talk about those question for 3 minutes and after that ask one member of each pair to go and talk to another person of the group.

4. Quiz Your Classmates

This activity can help us determine how much students learn during the reading.

Ask your students to prepare 5 questions about what they read, once they have them ready, you can tell the students to make groups of 4 and then they can ask those questions to each other.

5. Finding Related News

After students have finished reading, they can browse on the internet for a new related to something they read

For example: if they read something about moral and values, they can find examples of altruism on the web and they can share that information with their classmates.

They can report the information they found orally or write some comments about it.

6. Prepare a Survey

Students can prepare a survey about the information they just read.

Using again the example of the moral and values reading, students can prepare questions such as:

1. What would you do if you found a wallet near to your house?

2. What would you do if you found a five dollars bill in the classroom?

They can prepare the survey in class and ask the survey to their classmates or they can go home and bring the results and report them during next class.

I recommend creating surveys using Google Forms or Microsoft forms so they can use their mobile devices as part of their learning.

7. Parts of the Speech

Ask students to spot the different parts of the speech from the reading, then they quiz their classmates asking questions such as:

why type of word is moral? How would you use that word in a sentence?

If you need to know more about the parts of the speech in preparation for the class. The Parts of the Speech website can help you with that.

8. Questions from Pictures

Teachers shows a collage and ask student to look at the collage carefully and how some of the pictures relate to the reading they did.

There are plenty of websites and apps that can help learners create a collage.

Using websites and apps such as the ones to create collages reduce the time the students spend on the task and integrate mobiles devices in the learning process.

9. Character Analysis

If you read a story, there must be one or two characters involved, analyze those characters and prepare a set of question that you would like to make them.

When all classmates have prepared their questions, ask them to give you their answers and then as a group try to answer the questions.

10. A Graphic organizer

(also known as a concept map or mind map) is usually a one-page form with blank areas for learners to complete with ideas and information which are connected in some way.'
How can Graphic Organizers Improve Learning?

1. can help convey large chunks of information concisely.

2. encourage strategic thinking: describing, comparing and contrasting, classifying, sequencing, identifying cause and effect,etc

3. can be used to aid reading comprehension, students can brainstorm around a topic, summarize texts and do other learning activities, such as organizing and storing vocabulary, planning research, writing projects, etc

4. are easy to use with all levels and ages

5. are non-linear and thus allow for multiple connections between ideas

#11 Questioning the Author of the Book or story

Ask learners to prepare a set of questions that they would make to the author of the book or story

#12 The End of the Story

Another post-reading activity is asking learners to change the end of the story. Changing the ending of a story to something unpredictable requires some thinking.

#13 Designing a Poster to Advertise the Book

This activity could easily linked to the use of technology in the classroom. Simply ask learners to create a poster using a tool like Piktochart or Canva

Final Thoughts

Remember that teacher must start a reading lesson with a warm-up followed by pre-reading activities and while-reading activities, finally he or she must apply some of the techniques featured in this post to end that reading successfully.

What after-reading strategies do you like to use in your classroom?

Do you have favorites that work well in your classroom?

Please share with us in the comment section below, we would love to hear your thoughts.

English Teaching Related Posts

Make sure that you check some of these posts before you go

These are some posts related to teaching listening:

These are some posts for teaching methodology:

These are some assessment related posts

# data[].attributes.attachment_link.title
13 Examples of Post-Reading Activities - EnglishPost.org

# data[].attributes.attachment_link.description
Post-reading activities help students understand texts further, through critically analyzing what they have read and these are carried out after you have implemented successfully Pre-Reading Activities and While-Reading Activities Pre-reading. while-reading and post-reading activities make up the three important stages for reaching a reading lesson Post or After Reading activities...

# data[].attributes.headline
Teaching Expertise – 24 Post-Reading Activities

# data[].attributes.subject
Teaching Expertise – 24 Post-Reading Activities

# data[].attributes.body
Engaging ideas like book reflection beach balls, story retelling, and creative writing extensions to deepen comprehension.

# data[].attributes.attachment_link.title
24 Brilliant Post-Reading Activities - Teaching Expertise

# data[].attributes.attachment_link.description
Are you looking for new and exciting ways to engage your students after they’ve finished reading a storybook? Look no further! We’ve compiled a list of 24 post-reading activities and projects sure to spark creativity and deepen understanding of the material. From creating artwork inspired by the book to writing quiz questions for review games, …

# data[].attributes.headline
Model Teaching – Check for Understanding Strategy Guide

# data[].attributes.subject
Model Teaching – Check for Understanding Strategy Guide

# data[].attributes.body
A comprehensive guide with verbal, written, and demonstration-based strategies like exit tickets, 3-2-1 reflections, and gallery walks.

# data[].attributes.body
Includes rubric templates, writing prompts, and reflection activities to support post-writing analysis and feedback.

# data[].attributes.attachment_link.title
Free English Teacher Resources 2025: Best Sites for Lesson Materials

# data[].attributes.attachment_link.description
Looking for free English teacher resources in 2025? Explore Route2Write, Twinkl, and other top sites for free ELA lessons, worksheets, and writing activities.

# data[].attributes.headline
Science and Literacy – 22 Strategies to Check for Understanding

# data[].attributes.subject
Science and Literacy – 22 Strategies to Check for Understanding

# data[].attributes.body
Offers a variety of post-instruction strategies like concept maps, peer teaching, debates, and digital quizzes to assess comprehension.

# data[].attributes.attachment_link.title
22 Effective Strategies to Check for Understanding in Classroom

# data[].attributes.attachment_link.description
Discover 22 effective strategies to check for understanding in the classroom. Enhance student learning and ensure comprehension with these practical tips.

# data[].attributes.headline
Bedrock Learning – 19 Creative Formative Assessment Activities

# data[].attributes.subject
Bedrock Learning – 19 Creative Formative Assessment Activities

# data[].attributes.body
Features engaging activities like role-play, peer interviews, and graphic organizers to check understanding during instruction.

# data[].attributes.attachment_link.title
19 Creative Activities for Formative Assessments

# data[].attributes.attachment_link.description
With built in formative assessments, Bedrock personalises learning, reteaches misunderstandings and gives meaningful feedback to every learner.

# data[].attributes.headline
95 Percent Group – Reading Comprehension Strategies

# data[].attributes.subject
95 Percent Group – Reading Comprehension Strategies

# data[].attributes.body
Focuses on in-the-moment comprehension processes like monitoring, clarifying, and summarizing while reading.

# data[].attributes.attachment_link.title
7 High impact, evidence-based reading comprehension strategies (processes) for educators

# data[].attributes.attachment_link.description
Discover high-impact, evidence-based reading comprehension strategies for educators. Learn how conscious processes help students construct meaning, improve reading skills, and become confident, independent readers.

# data[].attributes.body
Includes strategies for during-reading and writing such as annotating texts, questioning, and summarizing, with a focus on adolescent learners. [www.adlit.org]

# data[].attributes.attachment_link.description
Browse our library of strategies that support interactive and engaging learning that helps students make stronger connections and deeper understanding of text and topics.

# data[].attributes.headline
Science and Literacy – 22 Strategies to Check for Understanding

# data[].attributes.subject
Science and Literacy – 22 Strategies to Check for Understanding

# data[].attributes.body
A practical guide with 22 formative assessment strategies like exit tickets, concept mapping, peer teaching, and digital quizzes to monitor understanding in real time.

# data[].attributes.attachment_link.title
22 Effective Strategies to Check for Understanding in Classroom

# data[].attributes.attachment_link.description
Discover 22 effective strategies to check for understanding in the classroom. Enhance student learning and ensure comprehension with these practical tips.

# data[].attributes.headline
What I Have Learned Teaching – 10 Ways to Elicit Prior Knowledge

# data[].attributes.subject
What I Have Learned Teaching – 10 Ways to Elicit Prior Knowledge

# data[].attributes.body
Engaging strategies like quick writes, brainstorming, picture walks, and word splashes to activate thinking before reading or writing.

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We know that tapping into students' prior knowledge is essential for helping them make connections with new material. But how do we draw out what our elementary students already know in a fun and effective way?

Below are 10 engaging strategies, along with examples, to help you elicit prior knowledge from your students.

1. KWL Charts

A KWL chart is a simple yet powerful tool. Divide a chart into three sections: What I Know, What I Want to Know, and What I Learned.

For example, if you're starting a unit on insects, ask your students what they already know about bugs. You might hear, "Insects have six legs!" or "Some bugs can fly!" Write these in the "K" column.

Then, have students ask questions about what they want to learn, filling in the "W" section. After the lesson, return to the chart to complete the "L" section with new learning.

2. Brainstorming Sessions

In a brainstorming session, students can collectively share their knowledge. It's an open-ended activity where all ideas are welcome.

Example: Before starting a science unit on weather, ask students to brainstorm types of weather they know about. They might say, "sunny," "rainy," "snowy," or even "thunderstorms."

Write all their responses on the board to showcase their existing knowledge. Then use it as a spring board to go deeper with those topics.

3. Picture Walks

Picture walks are a great way to introduce students to new material without overwhelming them with text. Show them images related to the lesson and encourage them to make predictions based on what they see.

Example: Before reading a book about the ocean, flip through the pages and show students the pictures. Ask, "What do you think this story will be about? What do you know about oceans?" They might say, "I see a fish!" or "The ocean is really big!"

4. Quick Write

Quick writes allow students to express their prior knowledge independently. Give them a few minutes to write down what they know about a subject.

Example: Before beginning a lesson on plants, you could say, "Take two minutes to write down everything you know about how plants grow." Responses could include, "Plants need water," or "They grow from seeds." This also gives you a quick insight into their current understanding.

5. Think-Pair-Share

Think-Pair-Share gives students time to think about what they know, then share with a partner before discussing as a whole class. This encourages more participation, even from quieter students.

Example: Before starting a math lesson on fractions, ask your students, "What do you know about halves or parts of a whole?" Let them think, then discuss their ideas with a partner before sharing with the group. They might come up with examples like sharing a pizza or splitting a cookie.

6. Concept Maps

Concept maps help students organize their thoughts by creating a visual representation of their knowledge.

Example: If you're teaching about habitats, have students draw a concept map of everything they know about the forest. They might include trees, animals like deer and squirrels, and the idea that "animals need food and water." This exercise helps them organize their existing knowledge before learning more about the topic.

7. Sentence Starters

Provide students with a sentence starter to help them recall what they know and share their thoughts.

Example: You could use the prompt, "I already know that the sun is..." before starting a unit on space. Students might respond with, "The sun is hot," or "The sun is in the sky during the day." These sentence starters make it easier for students to share what they know without feeling overwhelmed.

8. Interactive Games

Games like True or False or Four Corners can help students express what they know in a fun, engaging way.

Example: Before a unit on animals, play True or False. Say a statement like, "All birds can fly," and have students move to one side of the room if they think it's true and the other if they think it's false. This gets them moving while allowing them to share their knowledge.

9. Word Splash

A Word Splash introduces students to key terms or pictures related to the topic and encourages them to make connections.

Example: Display a set of words like "roots," "sunlight," "leaves," and "grow" when starting a unit on plants. Ask students to talk about how these words are connected and what they think they mean. This helps bring their prior knowledge to the forefront before diving into the lesson.

10. Mini Surveys or Polls

A quick survey or poll can help gauge what students know in a non-threatening way.

Example: Use a digital tool or hand out a simple paper poll with questions like, "Have you ever seen a rainbow?" or "Do you know how clouds are formed?" This can lead into a science lesson on weather and help you identify what they already know.

These methods not only activate students' prior knowledge but also make learning more interactive and engaging for second graders. By using these strategies, you'll be able to connect their existing knowledge with new material in ways that feel seamless and fun!

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10 Engaging Ways to Elicit Prior Knowledge from Kids

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Discover effective strategies to elicit prior knowledge from elementary students. Engage them with KWL charts, brainstorming sessions, and more!

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Focuses on schema-building and pre-reading strategies for English Language Learners, but applicable to all students.

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All students bring their unique backgrounds, experiences, and knowledge to the classroom. This prior knowledge, sometimes called background knowledge or schema, is foundational to the ability to learn new information.

Activating prior knowledge involves two processes: identifying what students already know and then building the background knowledge necessary for accessing instructional content. This strategy is beneficial to all students, but it is particularly helpful for English language learners (ELLs).

Our ELLs have unique and diverse life experiences. As we tap into our ELLs' prior knowledge, we can close the gap between what they know and what we want them to know-helping them master new content more easily.

Keep reading to learn about the importance of activating prior knowledge, planning tips for building background knowledge, and examples of schema-building activities.

What Does Research Say About Background Knowledge?

Countless studies have confirmed the important role that well-developed schema plays in acquiring new information.

Psychologists at Carnegie Mellon determined that it's easier to learn something new when we can connect it to something that we already know.

According to Lynne Reder, professor of psychology, " This [study] has implications for how to optimize instruction, specifically that concepts should be introduced to students in a way that they have a good grasp and familiarity with those concepts before trying to combine them into more complex informational structures. "

Research from Deborah Short and Jane Echevarria, developers of the SIOP Model for English learner instruction, demonstrates that background knowledge is key for English learners to acquire academic language.

In education, schemas are the building blocks for learning. When you're introducing new information to a diverse student body, tapping into their experiences will help create a bridge to make learning both meaningful and accessible for them.

Building Background Knowledge for ELLs

Building prior knowledge for your English learners includes research and intention when planning your lessons. The following steps can help you to be strategic in both activating and strengthening your students' schema ahead of your lessons.

Identify key background knowledge needed for understanding

In this step, ask yourself the following questions:

What key concepts do students need to know to understand this lesson?

Are there any cultural references that my ELLs may not know?

What vocabulary is needed to understand the content?

Determine your students' existing prior knowledge

It is important to remember that your strategies for identifying your ELLs' background knowledge should align with your students' language levels.

Newcomers may feel more comfortable representing their knowledge through drawings or identifying visuals, whereas students with higher language proficiency may choose to write their responses. Consider the following strategies:

Allow students to communicate with their peers in their native language. You may also consider using translation apps to assist in communication.

Use graphic organizers to identify what your students already know about a topic. Encourage your ELLs to share what they know using drawings or other visual representations.

Find culturally relevant resources

When choosing books for your classroom, take some time to evaluate the background of the author. Not only does this ensure authentic storytelling, but it also provides opportunities for students of diverse backgrounds to make connections with the text.

Consider going beyond the textbook to ensure culturally responsive instruction.

When considering first-person resources, Dr. Cynthia Lundgren and Giselle Lundyh-Ponce offer a word of caution:

" Consult more than one internet or library source and do not expect a student to be your sole 'ambassador' or resource for finding out about a whole culture or ethnic background. Multiple sources are always a good idea for formulating knowledge about a particular subject.

More importantly, do not put a particular student on the spot without asking them beforehand if they are comfortable sharing information with the whole class. Each student is an individual and their experiences may or may not be similar to that of the group they represent. "

7 Activities for Activating Prior Knowledge

Activating your students' prior knowledge can take many different forms-the creative possibilities are endless. The best strategies for activating background knowledge are meaningful, authentic, and engaging.

We've compiled a list of some of our favorite activities for building background knowledge for ELLs; however, native speakers will also benefit from these activities. Many of the activities below can be used for any grade level or subject area (with some adaptations).

Realia

Realia is a term used to describe real-life objects that can be used to teach a concept or idea. Not only do concrete objects ignite curiosity, they can deepen students' understanding of concepts.

Realia offers students an authentic, memorable experience for learning. Using realia is one of the best ways to support language acquisition for ELLs.

If your lesson doesn't lend itself to bringing in concrete objects, consider using pictures instead. Picture dictionaries are an excellent resource for students to build vocabulary and strengthen connections.

Visual Analysis

When realia isn't an option, visuals are your next best tool. All students benefit from multiple modalities of instruction, but visuals are especially powerful for ELLs.

There are many places where you can find databases of free stock and historical images. Our favorites include The Library of Congress, The National Archives, The Inference Collection, and Unsplash.

Display a relevant, meaningful image to the class before the lesson begins. Use questioning to help students use higher-order thinking skills.

Depending on your content and grade level, some of the following questions may be used:

What is the person thinking? What makes you say that?

What are they feeling? Why do you think that?

What type of person do you think is shown in the photograph? What makes you say that?

Why did the photographer take the photo? Why do you think that?

What happened right before the photo was taken? What makes you say that?

What happened right after the photo was taken? Why?

What time of year do you think this photograph was taken? Why?

What do the details of the image suggest?

What are the social, economic, political, and/or historical implications of the image?

Anticipation Guides

Anticipation guides help teachers formatively assess what students know before a lesson. As a reading comprehension strategy, they help students set a purpose for reading as well as pique their curiosity.

These can be adapted to any grade or language level, but the key is to keep them short and simple. Write four to six statements about key ideas in your lesson. Create a mix of true/false and yes/no questions and have students answer before you teach.

For English learners, you'll need to differentiate according to their language proficiency. You may have them complete the guides verbally or modify the number of statements you include.

After the lesson, have the students revisit the anticipation guides to evaluate their learning. Reading Rockets offers examples of different types of anticipation guides for various subjects.

Picture Walk-the-Room

You are likely already familiar with the concept of a picture walk. Get students moving and incorporate kinesthetic activity by creating a "Picture Walk-the-Room."

Instead of having students flip through their textbook or storybook, post pictures around the room for students to preview ahead of a lesson. Students can walk through the classroom with a partner, discussing the images.

At the end of the picture walk, students can write their ideas on sticky notes and place them on the whiteboard. As a class, review the ideas before and after your lesson.

This activity can be adapted to different grade levels or content areas. Teaching science? Post pictures of a plant life cycle around the room. Teaching language arts? Post pictures from your read-aloud and have students make predictions or inferences.

Concept Sorts

Depending on your objective, this activity can be done with photos or cards with words printed on them. Students can work in a whole group, in small groups, or in pairs to complete.

If you're teaching the concept of seasons, gather a selection of photos to represent the four seasons. If you're teaching vocabulary words, choose a group of key terms from the text.

You may want to provide students with categories ahead of the activity or you may do an open sort, where students put the cards into meaningful groups. There are benefits to either strategy, however, student-created groups can offer important insight into your students' existing schema.

Power Preview

Similar to a picture walk, this strategy helps students strategically preview a text before the lesson. This strategy works especially well for nonfiction texts, which use features such as headers, boldface terms, and definitions.

Point out text features and have students skim the text, focusing specifically on these features. Have students note anything that stands out to them.

You can help students make connections to previous learning by pairing this activity with a graphic organizer like a K-W-L chart. This activity can also help to reduce the cognitive load for English learners by focusing only on limited aspects of the text.

Alphabet Brainstorm

An alphabet brainstorm is a quick and easy way to activate prior knowledge before a lesson. As a bonus, it can also help to reinforce letter knowledge for newcomers and early readers.

Display a table with a cell for each letter of the alphabet. Present students with the topic of your lesson and give them time to think about what they already know. After about five minutes, have students pair up and share the ideas that they generated.

Ask students to share and fill out the alphabet grid as a whole group. Depending on the number of students in your class, their language proficiency, and the topic, this activity could be modified in several ways. You may include less than 26 cells or have students complete the activity in pairs.

Activating prior knowledge is key to bridging the gap between what students already know and what we want them to learn. By recognizing the importance of prior knowledge, we can create a more inclusive and equitable learning environment that empowers ELLs to succeed in their academic journey.

Looking for more teaching tips and resources for your English language learners (ELLs)? Check out our ESL Resource Center!

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Activating Prior Knowledge for ELLs: 7 Activities to Make Learning Meaningful | Continental Educational Publisher

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Learn about the importance of activating prior knowledge, tips for building background knowledge, and examples of schema-building activities.

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Teach Starter – Activating Prior Knowledge Resources

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Teach Starter – Activating Prior Knowledge Resources

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Includes lesson plans, task cards, and PowerPoints for helping students connect prior knowledge to new content.

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Activating Prior Knowledge Teaching Resources

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Use this collection of teaching resources to help your students activate their prior knowledge before engaging with a new text. The teaching resources in this...

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Iowa Reading Research Center – Background Knowledge Lesson Plan

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Iowa Reading Research Center – Background Knowledge Lesson Plan

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A full lesson plan for activating background knowledge using graphic organizers and discussion before reading

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Provides mini-lessons, student models, and writing prompts that can be used as warm-ups or pre-writing activities across subjects.

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The new Writers Express is the perfect resource to help 4th and 5th grade students become better writers, readers, test takers, and learners. This student handbook overflows with writing guidelines, models, checklists, tips, and much more. The 2016 edition includes updated student models and follows the latest state standards.

Learn more about the new Writers Express.

"I am a teacher of students in grades 4-5, and all of my students love your handbook. When I asked them why, they said, 'It's colorful, easy to use, and full of great stuff .'"

-Searfoss Elementary
Johnstown, Ohio

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The new Writers Express is the perfect resource to help 4th and 5th grade students become better writers, readers, test takers, and learners. This student handbook overflows with writing guidelines, models, checklists, tips, and much more. The 2016 edition includes updated student models and follows the latest state standards.

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Teach Write Now – National Writing Project

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Teach Write Now – National Writing Project

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A hub of writing resources across disciplines. Includes pre-writing prompts, mentor texts, and collaborative writing strategies to prepare students for deeper engagement.

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For teachers, it's vital to guide students in setting their own writing goals, promoting independence and self-reliance. Strategies like vision boards, goal-setting journals, and one-on-one conferences foster engagement and higher achievement in writing. Supporting individual goals alongside teacher objectives creates a nurturing learning environment.

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Teach Write Now - National Writing Project Resource Hub

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For teachers, it's vital to guide students in setting their own writing goals, promoting independence and self-reliance. Strategies like vision boards, goal-setting journals, and one-on-one conferences foster engagement and higher achievement in writing. Supporting individual goals alongside teacher objectives creates a nurturing learning environment.

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Carnegie Learning – Boost Student Math Literacy

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Carnegie Learning – Boost Student Math Literacy

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Offers six strategies to enhance math literacy, including reflective writing, vocabulary building, and rewriting word problems.

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Boost Student Math Literacy with These 6 Strategies

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Boost student engagement and math literacy with six strategies that incorporate reading, writing, and discussion into math lessons, fostering critical thinking and deeper understanding.

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Reading Rockets – Going on a Shape Hunt (K–2)

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Reading Rockets – Going on a Shape Hunt (K–2)

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A lesson plan that integrates math vocabulary, reading, and writing through a shape hunt activity.

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We have launched the new ReadWriteThink.org and we would love to get your feedback: Give Feedback

Integrating mathematics and literacy allows students to develop an understanding of the place of mathematics in their world. Students are introduced to the idea of shapes through a read-aloud session with an appropriate book. They then use models to learn the names of shapes, work together and individually to locate shapes in their real-world environment, practice spelling out the names of shapes they locate, and reflect in writing on the process. This lesson provides opportunities to engage students using many different learning modalities.

Literacy and mathematics require development of many of the same skills, including pattern recognition, classifying, organizing thoughts, and solving problems.

Literature can provide a means for mathematics and literacy skills to develop simultaneously as students read, write, listen, and talk about math.

Engagement with literature allows students to connect the abstract language of mathematics to their personal world in a natural way.

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

The Greedy Triangleby Marilyn Burns (Scholastic, 1995)

Round Tripby Ann Jonas (Greenwillow, 1983)

Eight Hands Roundby Ann Whitford Paul (HarperCollins, 1991)

Chart paper or overhead projector

Computers with Internet access

Clipboards or other portable writing surface

Two- and three-dimensional geometric models

1.

Obtain a copy of The Greedy Triangle by Marilyn Burns, Round Trip by Ann Jonas, or Eight Hands Round by Ann Whitford Paul. The first book tells the story of a triangle who wants to experience life as other shapes and is transformed into various ones. The second tells the story of a trip into the city and then back home again, encouraging readers to look at shapes in the scenery. The third book uses quilt patterns (one for each letter of the alphabet) to illustrate facts about pioneer life.

These three books are recommended by Hunsader (2004). You may wish to substitute one of your own favorite read-aloud stories that address the lesson objectives.

3.

Have two- and three-dimensional models of shapes selected for the lesson. These can be purchased from a teacher-supply store or created by you. If you are using empty containers as teaching examples, cover them with plain paper so that students can focus on the shape as opposed to the contents. For example, cover a soup can with plain paper to use as a cylinder.

4.

Pick out some classroom items that are shapes you will use in the lesson such as the door, windows, shelves, or the clock. Create labels on cardstock that can be easily read from a distance naming the items and place these labels next to them.

5.

Review the Sammy's Shapes website and bookmark it on the classroom computers.

6.

If the student handouts are appropriate for your class, make two copies of the Two-Dimensional Task Sheet and the Three-Dimensional Task Sheet and one copy of the Shape Hunt Reflection Sheet for each student. You can also modify the handouts as necessary to make them more appropriate.

Students will

Identify specific two-dimensional and three-dimensional geometric shapes appropriate for their grade level

Practice pattern recognition and classification by locating shapes in their environment

Develop literacy and critical-thinking skills by using words and pictures to describe the location of shapes

Use a variety of strategies to spell and write words

Synthesize what they have learned using a written reflection sheet

2.

Read aloud the book that you have selected. The story should be read aloud in its entirety, pausing only to allow students to predict upcoming events. Predicting allows students to focus attention on reasoning, patterns, and problem solving while incorporating what they already know about geometric shapes with the ideas presented in the book.

It is important for this first reading to focus on enjoyment of the story and not on the mathematical content in order to take full advantage of literature's motivating influence on students.

3.

Following the story, have students pair up and visit the Sammy's Shapes website where they can identify specific shapes appropriate for their grade level and locate and describe the shapes.

3.

Introduce the Shape Hunt Chant. As you say the chant, hold up the model of a circle you have prepared for student reference. When you reach the line that says, "Do you see a circle?" ask students to point to a circle in the classroom. Finish the song.

You may wish to have students get up and move to the object they have selected instead of sitting on the carpet pointing. For example, when you say, "Do you see a circle?" pause and allow them to move to a location in the classroom where a circle is located. Once almost everyone is sitting by something, go on with "Yes, we see a circle." This is especially beneficial for students who are kinesthetic learners.

4.

Start a list of objects that are circles in the classroom on chart paper. Model various strategies for spelling words. For example, "Maria is pointing at the clock. Can you all point to the word clock in our classroom? Right, it's on a red card beside the clock. You read the letters while I print them on the chart. Jose is pointing at a plate in our house center. I don't see that word anywhere in our classroom. Let's try to write it together. P-p-plate. What letter do I need to print at the beginning of the word plate?" Another strategy is to point out words that are on the classroom word wall or located on posters or in other environmental print.

5.

Repeat the shape hunt chant. You can use the same shape and ask them to choose different objects. Or you can change the shape. If you do this, start a new list on another piece of chart paper.

You may want to limit the number of shapes to four or five, depending on how long each "hunt" takes the students. You might also choose to focus only on two-dimensional or only on three-dimensional shapes.

6.

When you have gone through four or five shapes, you may choose to have students complete either the Two-Dimensional Task Sheet or the Three-Dimensional Task Sheet, depending on what is most appropriate. Remind them to use classroom labels, the word wall, personal dictionaries, the charts just created, and their ability to sound out words to help them complete their work.

Note: This session will take at least 60 minutes.

3.

You may choose to give each student a clipboard or portable writing surface, a pencil, and either the Two-Dimensional Task Sheet or the Three-Dimensional Task Sheet or both, depending on what they used in Session 2. Review with them how to complete the sheets.

Ask students to choose different objects on this shape hunt than they chose during Session 2. Bring along the models of the shapes you used in Session 2.

Note: As a courtesy, you may wish to send an e-mail or note to teachers and other staff to let them know about the timing and objective of this lesson. Some teachers will close their doors so you don't disturb them, while others will welcome you to visit their classrooms. Office and custodial staff usually enjoy these visits by students but will appreciate the advance warning.

6.

If it is appropriate for your class, have students complete the Shape Hunt Reflection Sheet, which you can then discuss as a group. You might also choose to simply gather students together and complete the reflection sheet orally, recording some of their responses on a piece of chart paper or on an overhead copy of the reflection sheet.

Send home copies of the Two-Dimensional Task Sheet or the Three-Dimensional Task Sheet and have students go on a shape hunt at home.

Use geometric cutouts to create pictures.

Use a digital camera to take pictures of all the shapes found in your classroom or your school and create a book of shapes. The book could have a section for each shape and each student could be responsible for writing the text for one page of the book.

Student Assessment / Reflections

Observe students during all sessions. You want to see if they:

Can correctly identify shapes in the story you read

Understand the connection between the shapes in the book and the real-life shapes in the classroom

Can correctly match the shapes you model with objects in the classroom

Are able to apply the spelling strategies you model

Review any handouts you had students fill out. You will want to check not only their spelling, but also whether they have selected appropriate objects for each shape.

File the Shape Hunt Reflection Sheets in each student's portfolio for use in assessing math objectives as well as evidence of his or her ability to use a variety of strategies to spell and write words. You may wish to have a conference with each student to review the strategies he or she used.

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Going on a Shape Hunt: Integrating Math and Literacy

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We have launched the new ReadWriteThink.org and we would love to get your feedback: Give Feedback Integrating mathematics and literacy allows students to develop an understanding of the place of mathematics in their world. Students are introduced to the idea of shapes through a read-aloud session with an appropriate book.

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WAC Clearinghouse – Writing Across the Curriculum

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WAC Clearinghouse – Writing Across the Curriculum

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A comprehensive hub for writing-to-learn strategies across disciplines, including math, with open-access journals and teaching guides.

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Resources – Association for Writing Across the Curriculum

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AWAC seeks to make resources available that promote WAC program development, research, and pedagogy. Some of the resources listed under the Resources menu were developed outside of AWAC and are available to the broader WAC community, such as the WAC Clearinghouse, WAC Statement of Principles and Practices, and the WAC email list. Others were created by AWAC, such as the AWAC Board of Consultants and the AWAC Virtual Workshops.

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What Works Clearinghouse – Evidence-Based Math & Literacy Resources

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What Works Clearinghouse – Evidence-Based Math & Literacy Resources

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Research-backed guides and tips for integrating reading and writing into math instruction, including algebra and problem-solving strategies.

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The Math Learning Center – Free Lessons and Publications

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The Math Learning Center – Free Lessons and Publications

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Offers story-based math lessons, visual models, and reading-rich activities for grades K–12.

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Box It or Bag It is a math program for K-2 teachers who want to surround children with a language-enriched, activity-centered learning environment. Students enjoy hands-on experiences with a variety of materials and are encouraged to learn from each other as well as the teacher.

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Free, standards-aligned K–12 math curriculum with embedded reading and writing tasks, including unit story videos and problem-based learning.

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Welcome to the IM Resource Hub, where you can explore a variety of useful documents, on-demand videos, and presentations that are useful to the IM Community.

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Edutopia – 6 Ways to Merge Literacy With Mathematics

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Edutopia – 6 Ways to Merge Literacy With Mathematics

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Offers classroom-tested strategies for blending reading and writing into math instruction to deepen understanding and engagement.

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6 Ways to Merge Literacy With Mathematics

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When teachers find creative ways to integrate reading and writing with math curricula, it humanizes the subject matter and allows kids to process unfamiliar material linguistically.

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The Owl Teacher – 11 Ideas for Bringing Writing into Math

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The Owl Teacher – 11 Ideas for Bringing Writing into Math

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Creative prompts and strategies for encouraging students to write about math concepts, justify solutions, and reflect on learning.

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Writing in math is much more than copying down an equation and then solving it. And it's much more than just answering a quick question in a journal near the end of a lesson. It's about helping students learn to effectively communicate their ideas in math. Today I'm going to offer you eleven different ideas of what your students can write about in math that can expand your students' thinking.

Writing helps develop a deeper understanding of math concepts while developing and extending understandings. It also helps students revisit their thinking and reflect on ideas. If you're looking to increase critical thinking, then adding more writing consistently in math is essential. To have your students develop this, teachers will need to model and practice writing in math, with an emphasis on the math rather than on the language arts piece. (While spelling and appropriate grammar are important, students need to focus on mathematical thinking.) Typically the focus is more centered on "how did you get your answer?" than anything else.

11 Ideas for Writing in Math

1.) Pictures and Diagrams. You may want to start here. Have students what they know and then gradually assist with adding text and diagrams to better explain their ideas.

2.) Make Lists and Give Examples. Have students create lists of real-world use of decimals or create a list of examples of how fractions are used. Perhaps create a list of different ways to solve a problem.

3.) Write Word Problems. This is one of the critical links between doing math and understanding math. By having students write word problems, it helps them assess math concepts and provide a strong foundation for math problem-solving.

4.) Predict/Answer Outcome. When students are predicting the answer, they are building number sense. It also supports the development of problem-solving skills and tests their reasoning skills.

5.) Define/Describe. Have students show what they know about math terms and concepts. This would be a good time to introduce a (free download) Modified Frayer Model for vocabulary.

6.) Explain a Process. Have students write the directions, indicate the steps, or order for doing the process.

7.) Compare and/or Contrast. Have students compare and/or contrast concepts, processes, or solutions. This helps build a stronger understanding of those ideas.

8.) Justify a Process or Solution. Have students elaborate on why they believe an answer is correct or a process was reasonable. Remind students that they should use math data and logical reasoning to strengthen their justification.

9.) Write a Summary. Have students pinpoint the key ideas they learned in the math lesson that day.

10.) Reflect on Learning. Have students reflect on the content knowledge, the mathematical connections made, the students' feelings or the attitudes about learning math. These reflections can help you gain insight and clarity into misunderstandings, what needs to be retaught, and how you can support frustrated learners.

11.) Creative Writing. Yes, there is a place for creative writing in math. Have students create poems, essays, stories, tall tales while blending in some math content knowledge. There are many picture books out there that do this.

Math does not always have to be strictly about numbers. When we integrate writing into math, we are provided with a deeper understanding of the mind of our students and how we can help them further. These writings do not have to be graded and only take about 5 minutes to do. Have students write 3-4 sentences with open-ended questions. Then share and give a little feedback. This will prove to be valuable.

If you're looking for mathematical journal response pages like the ones in this post that help get your students to write more (and meet those mathematical practice standards), click here. They are $3.00 in my TpT Store.

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Writing in math is much more than copying down an equation and then solving it. And it's much more than just answering a quick question in a journal near the end of a lesson. It's about helping students learn to effectively communicate their ideas in math.

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Reading Rockets – Integrating Writing and Mathematics

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Reading Rockets – Integrating Writing and Mathematics

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Provides two levels of writing integration (with and without revision) and classroom examples that connect writing with math learning.

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Applebee, A.N. (1984). Contexts for learning to write: Studies of secondary school instruction. Norwood, NJ: Ablex.

Applebee, A.N., & Langer, J.A. (2006). The state of writing instruction in America's schools: What existing data tell us. Albany: State University of New York Center on English Learning & Achievement.

Bossé, M.J., & Faulconer, J. (2008). Learning and assessing mathematics through reading and writing. School Science and Mathematics, 108(1), 8-19.

Carter, S. (2009). Connecting mathematics and writing workshop: It's kinda like ice skating. The Reading Teacher, 62(7), 606- 610. doi:10.1598/RT.62.7.7

Countryman, J. (1992). Writing to learn mathematics: Strategies that work, K-12. Portsmouth, NH: Heinemann.

Jones, R.C., & Thomas, T.G. (2006). Leave no discipline behind. The Reading Teacher, 60(1), 58-64. doi:10.1598/RT.60.1.6

Monroe, E.E. (2006). Math dictionary: The easy, simple, fun guide to help math phobics become math lovers. Honesdale, PA: Boyds Mills.

National Center for Education Statistics. (2008). The nation's report card. Writing 2007: National Assessment of Educational Progress at grades 8 and 12 (NCES 2008-468). Washington, DC: Institute of Education Sciences, U.S. Department of Education. Retrieved December 9, 2010, from nces.ed.gov/ nationsreportcard/pdf/main2007/2008468_1.pdf

National Council of Teachers of Mathematics. (1989). Curriculum and evaluation standards for school mathematics. Reston, VA: Author.

National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.

Newell, G.E. (2008). Writing to learn: How alternative theories of school writing account for student performance. In C.A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 235-247). New York: Guilford.

Quinn, R.J., & Wilson, M.M. (1997). Writing in the mathematics classroom: Teacher beliefs and practices. Clearing House, 71(1), 14-20. doi:10.1080/00098659709599316

Sipka, T. (1990). Writing in mathematics: A plethora of possibilities. In A. Sterrett, (Ed.), Using writing to teach mathematics (pp. 11-14). Washington, DC: Mathematical Association of America.

Varelas, M., Pappas, C.C., Kokkino, S., & Ortiz, I. (2008). Methods and strategies: Students as authors. Science and Children, 45(7), 58-62.

Whitin, D.J., & Whitin, P. (2000). Exploring mathematics through talking and writing. In M.J. Burke & F.R. Curcio (Eds.), Learning mathematics for a new century: 2000 yearbook (pp. 213-222). Reston, VA: National Council of Teachers of Mathematics.

Wolsey, T.D. (2010). Complexity in student writing: The relationship between the task and vocabulary uptake. Literacy Research and Instruction, 49(2), 194-208. doi:10.1080/ 19388070902947360

Zinsser, W.K. (1988). Writing to learn. New York: Harper & Row.

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Teachers often find it difficult to integrate writing and mathematics while honoring the integrity of both disciplines. In this article, the authors present two levels of integration that teachers may use as a starting point. The first level, writing without revision, can be worked into mathematics instruction quickly and readily.

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ThinkCERCA – Writing Across the Curriculum: Math Guide

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ThinkCERCA – Writing Across the Curriculum: Math Guide

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Offers a practical guide for math teachers to integrate writing into instruction, including strategies for helping students explain their reasoning and reflect on problem-solving.

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Writing Across the Curriculum Guide for Math Teachers

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You know writing across the curriculum is important. Here's how to make it a reality.

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ASCD – Integrating Literacy Across the Curriculum

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ASCD – Integrating Literacy Across the Curriculum

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Offers a framework for embedding literacy skills like argumentation and evidence-based writing into all subjects.

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Vol. 81

No. 4

Abstract

How to START

What Does START Look Like in Practice?

Why START?

All teachers can create content-rich lessons that simultaneously develop core literacy skills.

Credit: Rawpixel.com / SHUTTERSTOCK

Abstract

How to START

What Does START Look Like in Practice?

Why START?

Developing core literacy skills is crucial for student success, both in school and beyond. Although schools and teachers have been working to achieve this goal for decades, their efforts have not always been successful. This is because the work of building reading and literacy skills has been left primarily to elementary and English language arts teachers. What we, as educators, realize now is that building high-level literacy skills requires a team effort; teachers across grade levels and content areas need to work together to achieve this goal.

Evidence for this across-the-curriculum approach to literacy can be found everywhere, from our informal conversations with educators to formal education documents. Take a quick look at many states' current standards, and you'll find standards for literacy in science, social studies, and other subjects. In other words, today's educators are being asked to make the commitment to literacy across the curriculum. But committing to something is not the same as making it a reality. As their comments show, some teachers we work with are understandably concerned about the idea of making every teacher a teacher of literacy:

"But I've got so much on my plate already!"

"Won't teaching literacy skills take time away from teaching my content?"

"How am I supposed to teach literacy? I'm not an English teacher!"

If we truly want to integrate literacy skills across the disciplines, we must get past these concerns. The question then becomes how: How can we engage all teachers in the valuable work of building key literacy skills-such as determining main ideas, gathering and evaluating textual evidence, contributing meaningfully to discussions, and developing evidence-based arguments-without interfering with their ability to teach their content?

Building high-level literacy skills requires a team effort; teachers across grade levels and content areas need to work together to achieve this goal.

As Mike Schmoker (2018) reminds us, simplicity and clarity are crucial to bringing about meaningful change. At the Thoughtful Classroom , we (the authors) have been working with schools for over 40 years to implement solutions that are both simple and clear. To help schools address the challenge of incorporating literacy across the curriculum, we've developed a simple and clear framework for getting started, one that helps teachers at all grade levels infuse texts and literacy skills into their everyday lessons without sacrificing their regular content.

How to START

We designed the framework around the acronym START because it spells out a set of planning components that all teachers can use to create content-rich lessons that develop core literacy skills. Here's what the acronym stands for:

S is for standards.

Use your content standards as a starting point for mapping out your lesson. Ask yourself, What standards do I want to target? What key understandings do I want students to develop? What knowledge or skills will they need to acquire? Use this information to develop lesson-specific learning targets and share those targets with students.

T is for texts.

Select a text or texts that align with your learning targets. Develop a question or prompt that will give students a purpose for reading and engage them in thinking deeply about the content (e.g., "Does treating everyone fairly mean treating everyone the same?" or "What does it mean for a chemical equation to be balanced?"). When selecting texts, be creative and consider options in addition to the textbook. Can you find opportunities to incorporate primary texts? Up-to-date online content? High-interest readings? How about multimedia, video, or visual resources?

A is for assessment.

Well-designed assessments will require students to demonstrate a deep understanding of what they've read and learned (e.g., by explaining, evaluating, applying, or expressing an opinion). Assessments should also test students' command of the reading and literacy skills you choose to target. Assessments don't have to be formal to be effective. They can involve anything from observing a student's note-taking process, to listening in on a discussion, to reviewing a polished piece of writing.

R is for reading and literacy skills.

Target specific literacy skills in your lesson. These can be reading, writing, speaking, listening, or language skills. You can focus on skills that will help students understand the content-skills like previewing a text before reading it, calling up prior knowledge and comparing it with new information in a reading, or taking organized notes. You can also pick skills that will help students demonstrate their learning either orally or in writing-skills like writing a well-organized paragraph, supporting a position with evidence, or summarizing.

T is for tools.

Look for instructional tools and strategies that will help students develop the literacy skills you identified and deepen their understanding of the content. Ask colleagues for suggestions. Look online for tried-and-true standbys. Or try one of the following literacy tools we've developed (Boutz et al., 2012; Silver & Boutz, 2015). These tools address common challenges students face when we ask them to use literacy skills to deepen their understanding of classroom content, and they're designed for easy integration into lessons and units:

Single-Sentence Summaries help students slow down their reading and create deeper understanding. Students read assigned texts one chunk at a time and summarize each chunk using a single sentence or an image.

Speak-Up Stems help students overcome that "I don't know what to say" feeling that can hold them back in classroom discussions. This tool provides students with a list of options for what to say. For example, "I agree/disagree because ___." "To summarize what I've heard so far, ___." "That reminds me of ___."

Map It Out is a prewriting tool that helps students assemble and shape ideas so they can draft them into common writing genres: arguments, explanatory pieces, and narratives. By mapping out their ideas on specially designed visual organizers, students begin to internalize the structural elements of different kinds of writing.

Most Valuable Point (MVP) helps students focus on the main idea. Students draft a single paragraph in which they identify the most valuable point in the text and elaborate on it using information from the text.

Having a common bank of instructional techniques can be especially helpful in the pursuit of literacy across the curriculum. In Williamsville Central School District in New York, for example, making sure that all teachers are equipped with the same high-impact literacy tools-like "Reading for Meaning" (in Boutz et al., 2012), which uses simple statements to help students collect and evaluate textual evidence-is a goal that's built into the district's teacher induction program. This establishes a common language for teachers to collaborate with one another and refine instructional practices.

What Does START Look Like in Practice?

The examples that follow show how the START framework helped content-area teachers (whose primary focus isn't literacy) build texts and literacy skills into their lessons. As you read the examples, notice how core reading and literacy skills are being developed alongside the relevant content knowledge.

Figure 1 shows how a middle school math team used the START template to design a text-focused lesson around the properties of equality that were embedded in one of their content standards. Because some students in previous years had been overwhelmed by learning about four different properties in a single lesson (the addition, subtraction, multiplication, and division properties), the team designed this year's lesson to help students recognize that the properties are actually quite similar. They opened their lesson by telling students they'd be reading about four different mathematical properties-and that once they were done, they'd use the Forced Choice framework (Silver, Perini, & Boutz, 2016) to make a choice about whether the properties were more alike or more different. When students were ready, the teachers had them share their "forced choices" as a class and support them with concrete examples and equations from the text ("I think the properties are more alike/different because ___.") After continued practice and discussion over the course of the week, the teachers used the MVP tool to assess whether students had gotten the big idea that unites the four properties-that anything goes as long as you do the same thing on both sides of the equation.

Figure 2 shows how the START template guided a middle school science team to incorporate rigorous texts and core literacy skills into a lesson on the impact of plastic water bottles. To get students interested and engaged, the teachers opened their lesson with this provocative prompt: Should plastic water bottles be banned? Students used multiple texts to learn about the issue and developed core note-taking skills by collecting relevant information on a graphic organizer. They then shaped and sharpened their positions using Speak-Up Stems to discuss their thoughts and ideas as a class. To assess students' grasp of the content, as well as their ability to gather and organize key ideas from a text, the teachers had students draft a written response to the prompt for homework. They prepared students to write strong, well-organized arguments by having them use the Map It Out tool to map out their positions and supporting evidence in advance.

Why START?

Vicki Phillips and Carina Wong (2010) encourage educators to think of literacy "as a spine; it holds everything together. The branches of learning connect to it, meaning that all core content teachers have a responsibility to teach literacy" (p. 41). No matter what we teach, when we develop students' literacy skills and give them opportunities to read about, talk about, and write about classroom content, we help them learn and retain that content more deeply. That's why it's so important to get all hands on deck. We need to get students reading, writing, and speaking on a regular basis-and we need to do it in all content areas and grade levels.

But for many schools, getting started is often the hardest part. That's what makes the simplicity of the START process so beneficial. As Jessica Catrett, an instructional coach at South Hall Middle School in Georgia, puts it, "This process has allowed me to show teachers how clear and manageable integrating literacy tools into everyday instruction can be. With it, we have been getting more and more intentional in using literacy tools to ensure our students are learning the content at a deeper level."

Because START works with current lessons in all content areas, it doesn't feel like 'one more thing' to do.

When you're ready to START, keep in mind that much of the foundational work may already be in place. After all, many teachers are already integrating texts into their lessons. And if we expect students to comprehend, discuss, or write about those texts, it means that literacy skills are already implicitly in the mix. Yet START makes this work more focused and intentional by helping teachers regularly build texts and literacy skills into their lessons. Moreover, because START works with current lessons in all content areas, it doesn't feel like "one more thing" to do. And, of course, tapping into the power of the team, so that teachers can design literacy-rich lessons together, always makes taking that first step easier and more enjoyable.

In other words, there really is no better time than now to START.

References

Boutz, A. L., Silver, H. F., Jackson, J. W., & Perini, M. J. (2012). Tools for thoughtful assessment: Classroom-ready techniques for improving teaching and learning. Thoughtful Education Press.

Phillips, V., & Wong, C. (2010). Tying together the Common Core of standards, instruction, and assessments. Phi Delta Kappan, 91(5), 37-42.

Schmoker, M. (2018). Focus: Elevating the essentials to radically improve student learning (2nd ed.). ASCD.

Silver, H. F., & Boutz, A. L. (2015). Tools for conquering the Common Core: Classroom-ready techniques for targeting the ELA/literacy standard s. Thoughtful Education Press.

Silver, H. F., Perini, M. J., & Boutz, A. L. (2016). Tools for a successful school year (starting on day one): Classroom-ready techniques for building the four cornerstones of an effective classroom. Thoughtful Education Press.

ASCD is a community dedicated to educators' professional growth and well-being.

Let us help you put your vision into action.

We empower educators to reimagine and redesign learning through impactful pedagogy and meaningful technology use. We achieve this by offering transformative professional learning, fostering vibrant communities, and ensuring that digital tools and experiences are accessible and effective.

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Integrating Literacy Across the Curriculum: An Easy Way to START

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All teachers can create content-rich lessons that simultaneously develop core literacy skills.

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Provides free texts and teacher guides to support vocabulary and reading fluency for high school students.

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Free teacher resources for reading and vocabulary development grades K-12

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A vast collection of free, standards-aligned videos, lesson plans, and interactive tools for integrating reading and writing into science, math, and social studies.

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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A free adaptive online reading program for grades 3–10 that includes cross-curricular texts and writing prompts.

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Fun & Free Online Reading Program for Middle School

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Offers research-based reading strategies tailored for middle school students across all subjects.

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Reading Throughout the Content Areas - MIDDLE SCHOOL MATTERS

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Getting Started with Research-Based Instruction in Reading. Find comprehension and vocabulary teaching strategies, and reading Intervention strategies.

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Offers mini-lessons, videos, and downloads for writing and reading instruction, including the Six Traits of Writing and content-area literacy strategies.

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Free Resources - Smekens Education Solutions, Inc.

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Discover how Smekens Education can elevate your teaching with tailored training, coaching, curriculum planning, workshops, and more.

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What Works Clearinghouse: Teaching Secondary Students to Write Effectively

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What Works Clearinghouse: Teaching Secondary Students to Write Effectively

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A research-based guide from the U.S. Department of Education with practical strategies for writing instruction across disciplines

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A rich library of free writing lessons, prompts, and student mentor texts for grades 5–12. Includes creative and academic writing activities adaptable to any subject

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Find the right writing resources when you need them

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National Writing Project – Teach Write Now

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National Writing Project – Teach Write Now

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Offers cross-curricular writing strategies, professional learning, and classroom-tested resources curated by educators. Includes content-area literacy and multimodal writing ideas

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For teachers, it's vital to guide students in setting their own writing goals, promoting independence and self-reliance. Strategies like vision boards, goal-setting journals, and one-on-one conferences foster engagement and higher achievement in writing. Supporting individual goals alongside teacher objectives creates a nurturing learning environment.

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Teach Write Now - National Writing Project Resource Hub

# data[].attributes.attachment_link.description
For teachers, it's vital to guide students in setting their own writing goals, promoting independence and self-reliance. Strategies like vision boards, goal-setting journals, and one-on-one conferences foster engagement and higher achievement in writing. Supporting individual goals alongside teacher objectives creates a nurturing learning environment.

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Intervention Central – Reading & Writing Toolkit

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Intervention Central – Reading & Writing Toolkit

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Offers RTI/MTSS-aligned strategies for reading and writing interventions, including downloadable guides and planning tools.

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Not So Wimpy Teacher – Writing Resources

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Not So Wimpy Teacher – Writing Resources

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Features mentor texts, genre-specific writing lessons, and tips for using reading passages to teach writing skills.

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Not So Wimpy Teacher - The Not So WImpy Teacher creates resources for busy teachers in grades 2-5 who are looking to deliver engaging and meaningful lessons without overwhelm and chaos.

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3 Must-Have Resources for Teaching Writing - Not So Wimpy Teacher

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As we head into a brand new school year, I know many of you are thinking about what you can do to set yourself and your students up for success. And when it comes to teaching writing, that can feel a little daunting. Yep, I’ve been there! But what if I told you that there

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Florida Center for Reading Research (via NWEA)

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Florida Center for Reading Research (via NWEA)

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Provides printable activities, vocabulary strategies, and comprehension tools for Grades K–5, aligned with MAP Reading Fluency reports.

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Bookmark this: Literacy instruction resources for every grade - Teach. Learn. Grow.

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MAP Reading Fluency assesses reading skills and recommends literacy instruction resources from the Florida Center for Reading Research.

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Includes mini-lessons, writing strategies (like Six Traits), comprehension tools, and downloadable classroom resources grounded in best practices.

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Free Resources - Smekens Education Solutions, Inc.

# data[].attributes.attachment_link.description
Discover how Smekens Education can elevate your teaching with tailored training, coaching, curriculum planning, workshops, and more.

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National Center on Improving Literacy – Free Literacy Resources

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National Center on Improving Literacy – Free Literacy Resources

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Evidence-based tools for foundational reading skills, vocabulary instruction, and literacy coaching.

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Free Literacy Resources | National Center on Improving Literacy

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Explore free, evidence-based resources for literacy success from the National Center on Improving Literacy.

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ACE Blog – Extensive List of Free Reading Resources

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ACE Blog – Extensive List of Free Reading Resources

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Features tools like ReadTheory, Newsela, CommonLit, and Wonderopolis for differentiated reading and writing practice.

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An Extensive List of Free Reading Resources for Teachers

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There are tons of free reading resources available to teachers if you know where to look. An American College of Education student blogger has rounded up a great list of them to refer to.

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American Federation of Teachers – Resources on Reading Instruction

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American Federation of Teachers – Resources on Reading Instruction

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Includes tip sheets, literacy night activities, and webinars focused on the Science of Reading and writing development.

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Reading is the fundamental skill upon which so much else-both inside and outside the classroom-depends. Below is a selection of AFT resources to help support the goal of ensuring each and every child receives the best possible instruction, tools, and supports for reading success.

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Reading is the fundamental skill upon which so much else-both inside and outside the classroom-depends. Below is a selection of AFT resources to help support the goal of ensuring each and every child receives the best possible instruction, tools, and supports for reading success.

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 Learning at the Primary Pond – Free Websites for Teachers

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 Learning at the Primary Pond – Free Websites for Teachers

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Curated list of free tools like EPIC, Starfall, ReadWorks, and Storyline Online for reading and writing across content areas.

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There's a ton of free websites for teachers out there, right? But let's be real - you don't have hours and hours to sift through them all!

Teachers are busy. YOU are busy. There's never enough time for planning, prepping, or instructing.

What if I could help you steal a few moments?

It's a start, right?

Technology CAN make your life easier if you know the right websites and tools. So keep reading this post if you could use some:

Tools for classroom management

Resources for fun ways to spice up learning

Access to more books

Other professional development and helpful tools for teachers

(All of these sites have FREE content!)

Photo Credits: michaeljumg, Shutterstock

Free Online Books

No matter how much money we pour into our classroom libraries, we always need MORE books. Maybe you have a student that has read EVERYTHING. Maybe you have a super picky student that only reads books with dogs, magicians, or a purple cover.

Whatever the reason- we've all been there. But thankfully, these free websites can help fill in the gaps:

EPIC is free for educators. It has more than 40,000 popular books. You can see what your kids are reading, assign stories, and differentiate. You can even set classroom reading challenges. Students can use a limited version of EPIC at home after school hours for 2 hours each week. Click here for more info on EPIC FREE. Click here to read a previous blog post about the awesomeness of EPIC and some ways you may not have thought to use it.

Starfall isn't AS free as Epic, but it does have some stories. It also has a lot of games and activities stretching across content areas. Not everything is free, but there are some great resources that are!

Fun Brain has a good selection of mainstream books. It also has a "math zone," videos, and games. (One word of caution-the ads can be distracting and lead to accidental off-site clicking.)

ReadWorks provides amazing (and FREE) reading passages, lessons, and digital reading resources to K-12 teachers and students. The amount of resources available on ReadWorks.org is incredible, and the staff is dedicated to helping teachers improve kids' reading comprehension. Click here to read a past blog post about using ReadWorks to create engaging, differentiated independent work.

Storyline Online is a website that has free read-alouds of popular books. Some of the book readers include Oprah Winfrey, Kristen Bell, and Betty White. It's fun alternative you can use in a reading center, free choice, or even at dismissal time.

The Libby App is a resource you can use with your local public library. There are lots of great ways to use it, like projecting books for Shared Reading.

Free Math Sites

Splash Learn is a website with unlimited access to grade levels PK-5, diagnostic tools, and the ability to differentiate for students on different platforms. It's game-oriented, and the kids seem to like playing it.

Hooda Math is a site with a variety of math games for different skills. You can select your grade level, and it will present you with grade appropriate games. (It is ad-heavy, and even the most experienced user can accidentally click the wrong thing and get whisked away to a new land, but it has some good games.)

Free Educational Games & Activities

St arfall we've already talked about. Good for books. Good for games. Not just literacy either. It's worth checking out!

ABCYA is a free site of educational games. Again, it stretches across the content areas. This site is free if used on your computer, but if you're using iPads or tablets, some of the content is blocked.

Fun Brain, in addition to books, also has games, activities, and content for different subject areas.

The Florida Center for Reading Research doesn't have online games, but they have tons of printable literacy games and activities for students! After you click that link, you can narrow your search down by grade level(s). SOO much good stuff in there!

Spice up Learning

Directed Drawing Videos has a collection of fun videos to show to your class. You can use these videos for a quick, fun activity. Or you can add onto them. For example, you might pair directed drawings with writing instruction. As a prompt, say, "Tell us a story about the picture." You could do a partner or whole group share afterward. These are super cute for displaying on bulletin boards!

Chatter Pix Kids is a free app available for iPad. The kids take a picture of an object or drawing and then use the app to give the object/drawing a mouth. Then, they use the character to share a short story or explanation of a chosen topic. It's loads of fun, and the kids always get a kick out of it! Click here to watch a how-to video by Talkin Pinata Teaching.

Flipgrid is a free tool you can use on a computer or tablet for a ton of different things. Reading reflections? Book talks? Explaining their answers? You can pose a question on Flipgrid, and each student will make a short recording. This is a great tool because you can also save the videos to show at parent conferences. You can also allow students to watch the other videos and comment (think positive feedback). Click here to watch how Mr. Merrill's First Grade class uses Flipgrid. The possibilities are endless!

Free Classroom Management Tools

Wheel of Names is a random selector tool. What can you use it for? SO MANY THINGS! You can use it to pick helpers, groups, choosing a student to answer a question, etc...BUT WAIT! There's more! You don't have to just use names. I know, right? You can put whatever you want in the wheel. An impromptu game of four corners? Brain break activities? Review questions or writing prompts? Again, endless possibilities.

Bouncy Balls is a free online noise meter. You don't have to download anything! Just use it in your web browser with access to your mic, and the kids can see a visual representation of their noise level. The balls jump higher and higher as the noise increases. You can also choose different themes like eyeballs or bubbles.

Calm Counter is like Bouncy Balls but in meter form. The simple meter goes from green to red, indicating noise level.

Classcraft is another free and fun noise meter with a bonus of a timer. You can turn this into a game with your kids. You get to choose the time length and adjust the threshold to suit your needs and your classroom's unique ability. If you have a super chatty class, you can start off at a higher threshold and work towards lowering the threshold successfully.

Classroom Timers has a great selection of timers to use in your classroom. There are even special occasion and holiday versions available. You can use them to keep you and your students on track in a fun way.

Free Professional Development

Learning at the Primary Pond...my website! 😃 I love sharing literacy teaching strategies and freebies on my blog and during my online workshops! Check out the schedule for my upcoming live webinars, or check out my recorded webinars for teaching phonics, writing, guided reading, or literacy centers.

Reading Rockets has great information about teaching reading, writing, learning disabilities, struggling readers, ELL students, classroom strategies and even some great STEM ideas. They offer one-hour professional development webcasts on a variety of topics.

Do you use a box curriculum/basal reader? Lots of these curriculum companies offer professional development and resources on their websites.

Photo Credits: Tom Wang, Shutterstock

Conclusion

I hope this list and these online tools help save you some TIME! 🙂

If you're looking for more free, time-saving resources, check out my free resources on TeachersPayTeachers by clicking here.

Happy teaching!

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Free Websites for Teachers (K-2) - Learning at the Primary Pond

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There's a ton of free websites for teachers out there, right? But let's be real - you don't have hours and hours to sift through them all! Teachers are busy. YOU are busy. There's never enough time for planning, prepping, or instructing. What if I could help you steal a few moments?

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Annenberg Learner – Teaching Reading K–2 Video Library

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Annenberg Learner – Teaching Reading K–2 Video Library

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A video series showcasing real classrooms and effective literacy practices. Includes teacher reflections and classroom routines that support oral language, writing, and reading.

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Where Is My Hat? by Joetta Beaver, illustrated by Laura Ovresat. Copyright 1997 by Upper Arlington Schools, copyright 1997 illustrations by Celebration Press. Published by Celebration Press. Used by permission of Pearson Education, Inc.

Brown, Marc T. Arthur's New Puppy. Boston, Mass.: Little, Brown & Co., 1993.

Compestine, Ying Chang. The Runaway Rice Cake. New York, N.Y.: Copyright 2001 by Ying Chang Compestine. Simon & Schuster Books for Young Readers.

Cowley, Joy. Go, Go, Go. from the Story Box Series. New York, N.Y.: Copyright 1995 Wright Group/McGraw Hill. (800) 523-2371.

Cutting, Jillian. Going to School. From the Sunshine Series. New York, N.Y.: Copyright 2000 Wright Group/ McGraw Hill. (800) 523-2371.

Henkes, Kevin. Sheila Rae the Brave. New York, N.Y.: Greenwillow Books, 1987.

Henry, Marguerite, and Joan Nichols. The Big Race. A Scholastic Phonics Reader. New York, N.Y.: Scholastic Inc., 1987.

Medearis, Angela Shelf. The 100th Day of School. New York, N.Y.: Scholastic Inc., 1996.

Peterson, John. The Littles Go Exploring. New York, N.Y.: Scholastic Book Services, 1978.

Prelutsky, Jack. "My Fish Can Ride a Bicycle." A poem from the book Something Big Has Been Here. New York, N.Y.: Greenwillow Books, 1990.

Rahaman, Vishanti. Read for Me, Mama. Illustrated by Lori McElrath-Eslick. Honesdale, Penn.: Copyright 1997 by Vishanti Rahaman. Caroline House, Boyds Mills Press, Inc.

Randell, Beverly. Baby Bear's Present. From Rigby PM Collection. Barrington, Ill.: Copyright 1994 by Beverly Randell. Rigby Education.

Randell, Beverly. Clever Fox. From Rigby PM Plus. Barrington, Ill.: Copyright 2000 by Beverly Randell. Rigby Education.

Randell, Beverly. House Hunting. From Rigby PM Collection. Barrington, Ill.: Copyright 1996 by Beverly Randell. Rigby Education.

Randell, Beverly. Mom. From Rigby PM Starters 1. Barrington, Ill.: Copyright 1996 by Beverly Randell. Rigby Education, 1996.

Reid, Susan. Rosie's House. Barrington, Ill.: Copyright 1990 by Susan Reid. Rigby Education, 1990.

Rockewell, Anne. Pumpkin Day, Pumpkin Night. New York, N.Y.: Walker Publishing, 1999.

Rule, Christine. Shorty. Barrington, Ill.: Copyright 1992 by Christine Rule. Rigby Education, 1992.

Scholastic. Winter Is Coming to Alaska. An issue of Scholastic News, Scholastic Classroom Magazine. New York, N.Y.: Scholastic Inc., November/December 2001.

Sharmat, Marjorie Weinmann. Nate the Great Goes Down in the Dumps. Illustrated by Marc Simont. New York, N.Y.: Young Yearling, 1991.

Smith, Annette. New Boots. From Rigby PM Plus. Barrington, Ill.: Copyright 2000 by Annette Smith. Rigby Education.

Ziefert, Harriet. What Is Thanksgiving? New York, N.Y.: HarperFestival, 1992.
Music Documented in the Classrooms
Jack, David, and Susan Jack Cooper. "Gotta Hop" from the album Gotta Hop! Encinitas, Calif.: Copyright 1990 by Ta Dum Productions, Inc. www.davidjack.com

Lynch, Ray. Music from the album Deep Breakfast.
Courtesy of Ray Lynch Productions.
©1984. B.M.I. All rights reserved.

Moore, Thomas. "Good Morning" from the album Songs for the Whole Da y. Copyright Thomas Moore.

Valeri, Michelle, and Michael Stein. "The Dinosaur Song" from the album Dinosaur Rock. Silver Spring, Md.: Copyright 1983 by Dinorock Productions, Inc.

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Teaching Reading K-2: A Library of Classroom Practices - Annenberg Learner

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Where Is My Hat? by Joetta Beaver, illustrated by Laura Ovresat. Copyright 1997 by Upper Arlington Schools, copyright 1997 illustrations by Celebration Press. Published by Celebration Press. Used by permission of Pearson Education, Inc. Brown, Marc T. Arthur's New Puppy. Boston, Mass.: Little, Brown & Co., 1993. Compestine, Ying Chang.

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Trail of Breadcrumbs--Tracking the Movement of the Mind (Teaching Reading and Writing)

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Trail of Breadcrumbs--Tracking the Movement of the Mind (Teaching Reading and Writing)

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Discover practical writing strategies, real classroom insights, and tools for tracking student thinking—designed to help secondary teachers refine lessons and empower confident, reflective student writers.

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Trail of Breadcrumbs: Tools for Tracking Movements of the Mind

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Tools for teaching reading and writing for kindergarten through high school, including books, workshops, and free downloadable resources.

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A.J. Juliani – AI-Compatible 11-Minute Essay Strategy

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A.J. Juliani – AI-Compatible 11-Minute Essay Strategy

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Adapts the 11-minute essay for classrooms using AI tools.

Encourages timed writing bursts to support thinking and revision.

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Since November 2022, when ChatGPT exploded onto the scene, plenty of teachers (including myself) have been using the term "AI-Resistant Practices" in looking for activities, tasks, assignments, assessments, and project-based learning experiences that would not be easily answered by Artificial Intelligence.

But, something just didn't feel right about that term.

First, there are plenty of times we'll want students to be using AI at some part of the assignment or task. See my previous post about The Traffic Light Strategy for some examples.

Second, the better term (that I'm using for now) would be compatible. Practices that are compatible with an AI world, and make sense now that students, and adults, have access to these AI tools.

For example, giving students 20 math questions to do for homework, and having them do it at home with all AI tools available (that can show their work and steps) is not really AI-compatible.

As a sidenote, many students who had parents, or tutors, helping them with their homework had an advantage in doing this work for years.

However, having students screencast 2-3 math problems, share how they are solving them on the screencast, and explain each step till they get an answer (right or wrong) is much more AI-compatible.

What Does This Look Like For Writing?

Good thing you asked!

As an English Language Arts teacher, I always wanted to get my students writing in class. However, it may be more important right now.

We want kids to write because we want them to think.

I still believe (even in an AI world) that learning to use language effectively is one of the most important skills we can teach.

Now with AI tools on their phone, on their computers, and built inside of Google Docs, it is incredibly easy to skip the writing (and thinking) phase and go straight to generating written pieces of content.

This is why we need to use strategies like the 11-Minute Essay as much as possible.

What is the 11-Minute Essay?

Chances are if you teach writing (and most subjects and grade levels do) you've used some version of this before. I love the versions of the 11-Minute Essay shared by Erika San Miguel and Gretchen Bernabei on their websites.

Here's how they break it down:

This is the basic structure for every 11-Minute Essay:
Essentially, the minutes are broken down like this:

✅ Students react to the truism = 1 minute

✅ Students connect their belief about this truism to something they've read = 3 minutes

✅ Students connect their belief about this truism to something they've seen in a movie or show = 3 minutes

✅ Students connect their belief about this truism to something they've personally experienced = 3 minutes

✅ Students elaborate on the significance of this truism = 1 minute
My favorite thing about the 11-Minute Essay is that it really only requires two things:
Students must write in short, timed bursts.

Students must be given a structure in which to write.

Here is a great list of visual prompts and truism's that Gretchen Bernabei created.

However, you can take "truism" and replace that with many other prompts. React to the "quote", "problem", "situation", "experiment", "solution", "scene", "character", and the list can go on.

This definitely works well with Grade 6-12, but it can also work with Elementary/Primary-age students as shown in this clip of kids reading their 11-Minute Essays:

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The 11-Minute Essay: An AI-Compatible Practice - A.J. Juliani

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Since November 2022, when ChatGPT exploded onto the scene, plenty of teachers (including myself) have been using the term "AI-Resistant Practices" in looking for activities, tasks, assignments, assessments, and project-based learning experiences that would not be easily answered by Artificial Intell

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A structured, time-based writing strategy to reduce anxiety and build fluency.

Includes prompts and classroom-ready steps.

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Focuses on narrative writing and author-inspired mini lessons.

Encourages revision through shared writing and author interviews.

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How to Facilitate Creative Writing Workshops

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Students’ writing skills grow when they participate in activities that guide them to work at developing their own narratives.

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Write the World – Teaching Writing Resources

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Write the World – Teaching Writing Resources

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Develop your middle and high school students’ writing skills with this collection of free resources for teachers, parents, and homeschool instructors. Below, you'll find classroom activities, lesson plans, mentor texts, blog posts, and more. Most resources are ideal or adaptable for grades 8-12.

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Teaching Writing Resources for High School and Middle School

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Free resources to develop your high school students' writing skills. Includes teaching writing resources such as exercises, activities, lesson plans, etc.

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Includes poetry, sentence structure, and argument writing mini-lessons.

Ideal for integrating mentor texts and creative prompts.

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Writing Mini-lessons — 6-12th- ADD ARTICLES HERE — TeachWriting.org

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Rockin Resources – Step-by-Step Writing Mini Lessons

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Rockin Resources – Step-by-Step Writing Mini Lessons

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Takes a few clicks to access the resources!

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A Series of Step-By-Step Writing® Mini Lessons

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Are you looking for ideas to help your students become successful writers? This post outlines the table of contents for 30+ writing mini lessons!

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Differentiated writing ideas and activities

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Here are two activities that involve actor RYAN REYNOLDS. Edit and Restore the Quotes by Ryan Reynolds For this task, students need a sheet of paper and a pencil. Play the video and stop it when necessary. That's it! Video, Article, and Comprehension Questions For this task, I have students watch the video and read ...

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Assessments measure how students are learning and progressing through Ohio's Learning Standards. They also serve a critical role in helping educators and parents monitor their students' school progress. Teachers use both formative and summative assessments in their classrooms throughout the school year to help them monitor the knowledge and skills students are gaining. These assessments will help teachers better gauge how prepared students are for Ohio's State Tests.

On the Ohio Department of Education website, we use the terms Testing and Assessment in specific ways. Testing refers to Ohio's State Tests. Assessment refers to the many formative and summative assessments teachers and districts use to monitor student progress at the local level. Learn more by reviewing the graphic below.

Testing

Assessment

Measures how students statewide are gaining knowledge and skills outlined in Ohio's Learning Standards

Provides a measurement of each public school's performance

Results appear in the Ohio School Report Card

Helps educators and parents monitor students' school progress

Shows where students may need additional help or practice

Allows teachers to adjust their instruction to meet students' needs

Testing - Ohio's State Tests

Students in grades 3-8 and high school take Ohio's State Tests in mathematics. Teachers can best prepare their students for the tests by aligning their teaching through the year with Ohio's Learning Standards, which serve as the basis for these tests. See the model curriculum and other resources to help you plan standards-based instruction.

Educators can access guidance documents, blueprints, sample tests and item tutorials for Ohio's State Tests in mathematics through Ohio's State Test portal by clicking here. For state tests in other subject areas, click here.

Additional State Test Resources

Assessment - Formative and Summative Assessments

We can define assessments as formative and summative, depending on their purposes.

Summative classroom assessments evaluate student learning near the end of an instructional unit by comparing it against a standard.

Formative classroom assessments are strategies teachers use throughout the year to identify where students may need additional help or practice or when they are ready to move ahead in their learning. Rather than relying only upon traditional paper and pencil tests, teachers can use dozens of formative instructional practices to assess student progress. Then, they can adjust their teaching to meet students' needs.

RELATED RESOURCES

Formative instructional practices (FIP) - These are the formal and informal ways that teachers and students gather and respond to evidence of learning. Research shows that integrating these components into daily practice can increase student learning and teacher effectiveness.

Ohio Performance Assessment Pilot Project (OPAPP) - Learn about this project and the Dyad Learning System approach by reviewing the video and related resources posted on this webpage. The project merged learning tasks with assessment tasks and piloted their use. From this project, teachers can gain ideas for performance tasks they can use as part of formative or summative assessments.

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Assessments measure how students are learning and progressing through Ohio's Learning Standards. They also serve a critical role in helping educators and parents monitor their students' school progress. Teachers use both formative and summative assessments in their classrooms throughout the school year to help them monitor the knowledge and skills students are gaining.

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Daniel Meadows has spent his life working collaboratively to record British society, using photographs, audio recordings and short movies

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Examples of stories created by students who attended workshops facilitated by Creative Narrations.

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Includes tutorials, rubrics, software, etc.

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Examples, articles, and resources.

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StoryCenter supports individuals and organizations in using storytelling and participatory media for reflection, education, and social change

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Digital Storytelling: Supporting Struggling Writers in 4th Grade ELA

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Digital Storytelling: Supporting Struggling Writers in 4th Grade ELA

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Digital Storytelling_ Extending the Potential for Struggling Writers _ Reading Rockets

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Mastering Paragraph Writing: A Guide for 4th Graders

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Mastering Paragraph Writing: A Guide for 4th Graders

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Mastering Paragraph Writing_ A Guide for 4th Graders

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Step by Step Paragraph Writing 4th Grade

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Step by Step Paragraph Writing 4th Grade

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Step-by-Step Guide for 4th Grade_ Mastering Paragraph Writing

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Looking for Novels? Here we present more than 150 novels that you can read and download in PDF format for free!

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I teach, I write, I travel, I talk—to help students become better readers and writers.

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4th Grade Spiral Review Fall - Will Teach For Tacos

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Here is your FREE 4th grade spiral review. Spiral review is available as editable PowerPoint files (members only), PDFs, and Google forms. Week 1: Week 1 Place Value and 3rd Grade review (pdf) Week 2: Week 2 Place Value to the Billions (pdf) Week 3: Week 3 Decimal Place Value to the Hundredths (pdf) The … 4th Grade Spiral Review Fall Read More »

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Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment

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Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment

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Are There Limits to Making Large-Scale Standardized Testing Culturally Responsive?
"Assessment practices do far more than provide information; they shape people's understanding about what is important to learn, what learning is, and who learners are" (Moss, 2008, p. 254).
Over the last few years, I started to hear the words "culturally responsive assessment" in conversations with educators in states such as New Mexico and Hawai'i. I wondered what makes assessment culturally responsive. In what ways and under what conditions can a classroom assessment or large-scale standardized test represent culturally responsive educational values?

I also started to hear different terms beyond culturally responsive, including culturally sensitive, culturally relevant, culturally sustaining. I wondered: What's the difference among these terms and how should/can culture affect the ways in which we think about teaching, learning, and assessment?

Getting Clear on the Meaning of Terms

Many terms are used to describe the relationship among culture, curriculum, instruction, and assessment. As my colleague Jeri Thomspon addressed in a previous post, these terms have evolved over several decades and will likely continue to evolve. For example, I recently just heard "culturally revitalizing". These terms: culturally sensitive, relevant, responsive, and sustaining are related yet distinct. I pulled from many sources to create the illustration below, which summarizes the various terms.

The icons included in the illustration are intended to illuminate the differences among these terms. Notice that the terms are represented in a step ladder fashion. Instruction and assessment cannot be culturally sustaining without first being culturally sensitive, relevant, and responsive.
The Challenge Issued to Large-Scale Standardized Testing

Culturally sensitive: The eye is meant to represent awareness-awareness that cultural differences and similarities between people exist without assigning value to them.

Culturally relevant: The chain link represents intentional linkages between students' heritage and community cultural practices and the learning that takes place in schools. Teachers link students' cultural identities with their academic identities when they act as cultural bridge builders and translators between students' everyday lived cultural experiences and the intended learning targets.

Culturally responsive: The toggle image represents adaptation. Schools adapt to students. Students have many assets that can be leveraged, and schooling can be adapted to the students who walk through the classroom doors.

Culturally sustaining: The addition sign represents extension where students' heritage and community cultural practices are resources to honor, explore, and extend.

Recent conversations in the educational measurement field have raised questions about the extent to which large-scale standardized tests (e.g., state annual achievement tests, commercially available interim assessments) can be or even should be designed and implemented in ways that are more culturally sensitive, let alone culturally relevant, responsive, or sustaining.

The challenge to make large-scale testing more culturally responsive has focused on

1. what knowledge, understandings, and skills are privileged and therefore define the measurement constructs assessed on large-scale assessments; and

2. tests and test items can be designed with more attention to students' cultural identities (see, for example: Randall, 2021 and Lyons, 2021).

The What: Can an assessment be culturally responsive if the standards to which it is aligned represent dominant culture values and funds of knowledge? Redefining constructs assessed requires reviewing states' adopted content standards and paying more attention to what cultures are privileged in those identifications of what is important to learn at each grade level.

The Office of Hawaiian Education (OHE) provides a clear example of this type of standards re-definition in their Hawaiian language immersion schools (i.e., Kaiapuni schools). In a recent REL Pacific webinar, Kau'i Sang explained how OHE started by creating new standards-Hawaiian language arts standards in lieu of English language arts standards-and different science standards that reflected the cultures and communities in Hawaii. These new or revised standards are then used as the basis for the Kaiapuni Assessment of Education Outcomes (KA'EO) assessment administered in all Kaiapuni schools for school accountability purposes.

The How: Under current best practices, large-scale test items are often scrubbed of any cultural context in an effort to be 'culturally sensitive and not biased'. Jennifer Randall argues in a recent article, however, "[w]e know students-especially marginalized students-do not experience the world including schooling in ways that are context-free, so the question becomes why do we insist that they experience assessments in this way?" (p. 1).

Dr. Randall provides a sixth-grade math example that she argues would likely be removed from a state test during a sensitivity and bias review because of the context. The context is a person, Marcellus, who is "cooking hot meals to hand out to a small group of twelve Black Lives Matter protesters demonstrating against separating families held at the U.S./Mexico border" (p. 2).

The questions Dr. Randall invites us to consider include: For whom is the assessment context/scenario controversial? Is cultural neutrality a myth and actually racist because it defaults to the dominant culture?

The Challenges Ahead for Large-Scale Standardized Assessments

The challenges we face in making large-scale standardized testing culturally responsive are directly related to what 'standardized' means and to the intended purpose and use large-scale tests are designed to serve. Assessments are standardized when the test design, construction, assembly, administration, and scoring procedures and protocols are intended to be the same across students so that inferences from student test scores can be directly compared.

In other words, standardization means that variations in test design, administration, and scoring are eliminated as much as possible. And more standardization is usually required when test scores are intended to be used for high-stakes purposes such as school accountability.

Of course, standardization is the opposite of individualization. And without individualization, which considers the cultural identities of the students taking the test, how can a test represent culturally responsive educational values?

While it seems possible that state or off-the-shelf commercial interim standardized tests could become more culturally sensitive over time as industry practices change, it is unclear to me the extent to which large-scale standardized tests could be designed and implemented in ways that are culturally relevant, responsive, or sustaining.

Culturally relevant assessment requires linkages between each student's everyday lived cultural experiences and the test items or stimulus materials. Culturally responsive assessment would require tests that adapt to each student's cultural identities. Culturally sustaining assessment would require tests that extend youth culture.

Given that what is culturally relevant, responsive, or sustaining for one is not culturally relevant, responsive, or sustaining for all, it seems there is a significant challenge ahead for large-scale standardized tests as the level of individualization needed is in direct opposition to the way these tests are designed and the intended uses of these tests within state or district accountability systems.

Is the solution then to stop worrying about standardization?

If it were possible to create domain sampling approaches or apply other methods to link or adapt a large-scale standardized test to the student, do we want there to be a Latinx test, a White test, or a Black test? Doesn't this approach run the risk of simply reducing individuals to one identity-and likely a highly stereotyped monolithic and flattened identity- that does not fully represent a student's heritage and community cultural practices?

Identifying the source(s) of the problem (e.g., state content standards, standardized test design, accountability systems) and solutions that address those problems are not simple. My former colleague, Charlie DePascale, recently wrote in a blog post about how a goal of 'engaging and culturally relevant large-scale testing' is tricky because we have traditionally wanted 'students to be able to apply their knowledge and skills beyond contexts that are engaging and culturally relevant.' And yet we know that continuing to operate under the current system, which places a disproportionate emphasis on large-scale standardized testing, supports dominant cultural values about what is important to learn and how that learning will be quantified (see Pamela Moss's quote from the beginning of this post).

Conclusion: The Solution Requires Balance

Classroom systems are obviously affected by state content standards and accountability pressures, but teachers can (and do already) adapt their curriculum, instruction, and assessment practices to their students. Think of the way teaching and learning practices differ across grade spans and content areas, as two simple examples. Why couldn't cultural and linguistic identities be woven into the fabric of classroom instructional and assessment systems by design to support all learners? Dr. Llosa's recent keynote address at the 2021 NCME Classroom Assessment conference is a great example of cultural responsiveness by design. Other student-centered approaches to teaching and learning also exemplify the ways in which classrooms can foster and support students' cultural and other identities.

One way to promote culturally relevant, responsive, and sustaining assessment is to refocus our attention on classroom curriculum, instruction, and assessment, while not ignoring changes around cultural sensitivity that can occur with large-scale standardized tests.

Culturally relevant, responsive, and sustaining assessment practices should occur and are completely appropriate for classroom instruction and assessment. It is for this reason that prioritizing classroom assessment systems, particularly those that support culturally responsive and sustaining mindsets, is critical.

To learn more about a Culturally Responsive Classroom Assessment Framework that could potentially support such mindset and practice shifts, see my previous blog post.

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Culturally Sensitive, Relevant, Responsive, and Sustaining Assessment

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Are There Limits to Making Large-Scale Standardized Testing Culturally Responsive? "Assessment practices do far more than provide information; they shape

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The PEEL paragraph method is a technique used in writing to help structure paragraphs in a way that presents a single clear and focused argument, which links back to the essay topic or thesis statement.

https://www.studiosity.com/blog/how-to-structure-paragraphs-using-the-peel-method#:~:text=The%20PEEL%20paragraph%20method%20is%20a%20technique%20used,back%20to%20the%20essay%20topic%20or%20thesis%20statement.

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How to Instruct CER Strategy for Extended and Short Answer Responses

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How to Instruct CER Strategy for Extended and Short Answer Responses

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CER Strategy for Extended and Short Answer Responses

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CER Strategy for Extended and Short Answer Responses

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If you’re a teacher and you’ve ever taught writing, I need not insert the thoughts that run through your head as you read a piece that you’ve worked on for 2 weeks only to get s…

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Teaching Writing to Diverse Student Populations _ Reading Rockets

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Teaching Writing to Diverse Student Populations _ Reading Rockets

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Teaching Writing to Diverse Student Populations _ Reading Rockets

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Skip to main content

Restorative justice is a response to wrongdoing that prioritizes repairing harm and recognizes that maintaining positive relationships with others is a core human need. It seeks to address the root causes of crime, even to the point of transforming unjust systems and structures.

The three core elements of restorative justice are the interconnected concepts of Encounter, Repair and Transform. Each element is discrete and essential. Together they represent a journey toward wellbeing and wholeness that victims, offenders and community members can experience. Encounter leads to repair, and repair leads to transformation.

Encounter

Encounter is the starting point, a facilitated meeting that brings together people most impacted by crime to determine how to repair harm. Encounters start with an invitation, and all parties participate voluntarily. There are three keys to effective encounters.

Before offenders can participate, they must take responsibility for their wrong and want to make amends.

All stakeholders impacted by the wrongdoing-victims, offenders, and community members-have a voice in the justice process.

Meetings that are encounters occur in safe spaces, foster vulnerability, and include free sharing without judgment.

Repair

Because crime harms people and tears apart both relationships and communities, restorative justice seeks to repair harm from a broad perspective. Each stakeholder has unique needs that arise from crime. Repair addresses:

The victim's need for healing. Victims heal through the encounter and its outcomes.

The offender's need to make amends, as offenders must atone for wrongdoing and work to regain good standing in community. Encounters empower offenders to make amends directly to victims and potentially community members.

The community's need for relational health and safety. Family, friends, and others support victims and offenders as they heal and reintegrate into community.

Transform

Restorative encounters create spaces that lead to transformed individuals- victims and offenders - and pinpoint root causes of crime, even systemic and structural issues.

Once identified, these systemic issues can be faced, dealt with, and potentially changed to foster more just systems and healthier, safer communities.

Restorative Justice Theory of Change

By transforming the lives of two million prisoners so they desist from criminal lifestyles, PFI theorizes that a tipping point will occur that will lead to significantly reduced global crime levels.

Learn More

Restorative Justice in 1 Minute

A program is restorative to the degree stakeholders come together in a dialogue ("encounter") that meets stakeholder needs ("repair"). Values that are prized and intentionally cultivated in restorative justice processes are respect, inclusion, empowerment, safety, and accountability. Restorative justice is inherently solution-oriented, enacting steps toward healing and reintegration in proactive ways.

We've Been Restoring Justice for More Than 40 Years

Your donation helps Prison Fellowship International repair the harm caused by crime by emphasizing accountability, forgiveness, and making amends. When victims, offenders, and community members meet to decide how to do that, the results are transformational.

Donate Now

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Three Core Elements of Restorative Justice - Restorative Justice

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Skip to main content Restorative justice is a response to wrongdoing that prioritizes repairing harm and recognizes that maintaining positive relationships with others is a core human need. It seeks to address the root causes of crime, even to the point of transforming unjust systems and structures.

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40 Vocabulary Activities For Middle School: Posters, Graphic Organizers, Games, And Other Ideas - Teaching Expertise

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Set those boring worksheets aside and take your vocabulary lessons to the next level! Your kiddos will tap into their creativity, get up out of their desks, and work cooperatively to tackle their word study! Most of these ideas can be adapted for any grade level, but these are especially geared for 6th through 8th …

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In basic terms, SOAPSTone is an acronym that represents a series of questions that one needs to ask for primary source document analysis. The SOAPSTone Graphic Organizer helps writers, speakers, even readers to come up with some great output. The SOAPSTone strategy stands for the following

S denotes the subject of the written or verbal piece. It answers the question regarding what general topics or ideas the text contains.

O stands for the occasion. It answers the setting, time, and place of the piece.

A denotes the audience. It provides information regarding whom the piece is directed to.

P denotes the purpose. What is the reason or purpose of this written or verbal piece?

S stands for the speaker. It does not necessarily denote a specific person but the voice that tells the story.

Tone denotes the tone, the emotional characteristics or altitude, of the written or verbal piece.

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In basic terms, SOAPSTone is an acronym that represents a series of questions that one needs to ask for primary source document analysis. The SOAPSTone Graphic Organizer helps writers, speakers, even readers to come up with some great output. The SOAPSTone strategy stands for the following

S denotes the subject of the written or verbal piece. It answers the question regarding what general topics or ideas the text contains.

O stands for the occasion. It answers the setting, time, and place of the piece.

A denotes the audience. It provides information regarding whom the piece is directed to.

P denotes the purpose. What is the reason or purpose of this written or verbal piece?

S stands for the speaker. It does not necessarily denote a specific person but the voice that tells the story.

Tone denotes the tone, the emotional characteristics or altitude, of the written or verbal piece.

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Columbus City Schools Reading and Language Arts Curriculum and Instruction Resources

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Columbus City Schools Reading and Language Arts Curriculum and Instruction Resources

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I use to teach in Columbus City Schools many years ago. I am honored to have worked and assist the Curriculum and Instruction department. This site has SO many resources!

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Curriculum & Instruction / English & Reading Language Arts

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Strategies to Support Readers Who Struggle

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Strategies to Support Readers Who Struggle

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Free (Register) Worksheets for All Content Areas

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Free (Register) Worksheets for All Content Areas

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Super Teacher Worksheets - Thousands of Printable Activities

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Printable worksheets & activities for teachers, parents, and homeschool families. Math, reading, writing, science, social studies, phonics, & spelling.