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Grammar can produce anxiety for teachers because it's maddeningly hard to teach effectively and has a lot of intimidating terminology like dangling modifiers and adverbial clauses, and every rule has exceptions.

Further complicating matters is the fact that there's great doubt about whether many traditional methods of teaching grammar-like the direct teaching of grammatical terms or use of grammar worksheets-work at all. In 1963, researchers argued that "the teaching of formal grammar has a negligible or, because it usually displaces some instruction and practice in actual composition, even a harmful effect on the improvement of writing," and over 250 studies since that time, as well as a meta-analysis from the Carnegie Corporation in 2011, have widely supported that statement.

All of this is enough for the authors of Grammar Alive! to call grammar "the skunk at the garden party of the language arts," and like a skunk, most students and teachers probably wish it would just go away.

But it isn't going anywhere. Beyond its central role in standards and tests, grammar matters because troubled mechanics can and often do obscure meaning, and students who use the wrong grammar at the wrong time run a major risk of being judged harshly or not taken seriously in the wider world.

So what then are teachers supposed to do? One option is to stop isolating grammar in its own box and to instead embed it into the reading and writing already happening in the classroom. This in-context approach has shown promise, but it can be tricky to implement-it isn't as simple as handing students a worksheet with rules and exercises, and it looks different in every class.

There are some core concepts, however, that can help teachers bring grammar out of isolation and into the daily work of their classrooms.

Teaching Grammar in Context

Discuss what grammar is: In a 2012 English Journal article, Jill Ewing Flynn recalls a lesson she observed in which the teacher discussed what Standard English is, where it came from, and what its connection is to power and prejudice. What struck Flynn was how quickly the students' skepticism of grammar morphed into a desire to know more, but that makes sense because a conversation like this gives students some context for why learning the rules of Standard English grammar now will help them improve their lives in the future.

Executing a lesson like this can be difficult, as language is a personal and controversial subject, but if handled with care, such a lesson can motivate and inspire students to work at learning grammar.

Make grammar instruction about choices, not errors: In a video called " The Craft of Grammar," Jeff Anderson explains that one of his main goals is to sabotage the students' notion that grammar is about finding errors and reframe it as being about empowering them with tools and choices. His notion is that students understand passive voice better by dissecting how politicians use it to deflect blame than they ever would from correcting passive voice "errors" in a worksheet.

Use and imitate mentor texts: Harry Noden, author of Image Grammar: Teaching Grammar as Part of the Writing Process, suggests exposing students to excerpts with different grammatical structures and moves and then having them imitate the excerpts to deepen their understanding of what the authors are doing. The end goal of this is to expand the students' toolboxes of grammatical moves, which will in turn help them develop their voices.

One of my favorites is the lesson in which Noden has students mimic a 126-word sentence about the exhilaration of flying a fighter jet from Tom Wolfe's The Right Stuff to describe an upcoming school dance, big game, first date, or anything else that is exciting in their lives.

Teach sentence combining: One approach to teaching grammar that finds almost universal support in research is sentence combining, which is where teachers show students how to combine and break apart sentences.

Doing this is pretty straightforward-give students a list of information such as, "I went to a movie, it was on Friday, it starred Chris Pine, and I thought it was all right." They move the information around, creating as many sentences as possible, and the resulting lesson touches upon everything from run-ons and fragments to sentence length variation to use of commas.

What makes this type of sentence combining lesson so effective is that it forms a bridge that shows students how talking about things like clauses and commas can actually help them improve their writing.

Grammar might not ever be most students' or teachers' favorite delight in the garden party of language arts, but it needs to stop being the skunk. And that starts by unplugging our noses and inviting it with open arms to play a more central, positive, and interconnected role in our classes.

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Grammar: The Skunk at the Garden Party | Edutopia

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Grammar can produce anxiety for teachers because it's maddeningly hard to teach effectively and has a lot of intimidating terminology like dangling modifiers and adverbial clauses, and every rule has exceptions. Further complicating matters is the fact that there's great doubt about whether many traditional methods of teaching grammar-like the direct teaching of grammatical terms or use of grammar worksheets-work at all.

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NIGHT OF THE CONTEXT CLUES (Accessible Preview)

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Get them talking! Planning! Arguing! Justifying! (Just please don't do this in my office...)

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Many TMS SS teachers are using daily news to prime students' minds for instruction. Here's a site with articles written around a 5th grade level that might be a good option for struggling readers, ELLs, SWDs, or other students!

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DOGO News - Kids news articles on social studies! Kids current events; plus kids news on social studies, sports, and more!

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Read our kids news articles on social studies. Read news articles on social studies like "Lavish Tomb Suggests Queen Meret-Neith May Have Been Egypt's First Female Ruler", "Celebrate Native American Heritage Month With These Indigenous Trailblazers", and "Sunken Temple and Sanctuary From Ancient Egypt Is Filled With Treasures".

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Looking for additional practice material for students? Consider some of the released items from the NAEP. (ELA samples, too!!)

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national assessment of educational progress

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national center for education statistics

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The NAEP Questions Tool provides easy access to NAEP questions, student responses, and scoring guides that are released to the public. Both national and state data, where appropriate, are presented.

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Looking for some informational writing for students to practice summarization, main idea, etc.? Consider using a content-area news source!

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Rare, mystery blasts from sun can devastate the ozone layer and spike radiation levels on Earth

The vibrant auroras from earlier this year have a darker side that scientists are still uncovering.

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Science news, expert analysis and the latest discoveries

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The latest science news and groundbreaking discoveries, with expert analysis and interesting articles on today\'s most important events and breakthroughs.

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A MiddleWeb Blog

The students have taken the test. I've graded it. Now what?

Recently my Algebra II with Trig classes took a test on exponential functions. They struggled with certain parts of the test, and I decided to allow them to make test corrections to earn extra points.

In my class, test corrections involve students reworking the test problems that they missed, my regrading their work, and the students receiving extra points to add to their test grade.

Every time we do test corrections I wonder if it does any good. The students want to make the corrections to get extra points, but does it help them master the concept?

Test correction is an area where I haven't made much improvement since my first years of teaching. Except for a few minor tweaks, my students are doing test corrections much the same way my classes always have. And every year I think, "there has to be a better way."

What I Want to Accomplish

I allow students to make corrections after the test because I want students to realize that taking a test does not close the door on that concept. In math, it's always "better late than never."

Also, I realize that some students suffer from stress when they take a test, and test corrections allow them to have a second look at the problems, minus some of the test anxiety. Many students have told me that most of their errors come from simple math mistakes as a result of nerves.

I also want students to take the time to reflect on the problems they missed so that they discover why they missed the problem. Was it a math error, failure to the read the instructions, or a failure to understand the concept?

Finally, test corrections give me information that I wouldn't otherwise have. If a student can explain why they made a certain mistake, I can use that information to help that student and other students as well.

What Actually Happened

As I mentioned, my students recently made corrections to the test covering exponential functions. The students were eager to correct their mistakes but were preoccupied with how much additional credit they would receive. "How many points will I get for this?" is something I heard over and over.

I did not give the students a template to work from, which I usually do. I did require that they complete the corrections on a separate piece of paper. I instructed students to explain their thinking and show all their work. They could use the notes we took in class, watch video tutorials, or ask me or other students for help. I did not assign students to a partner, although they could work together if they chose.

I walked around the room to ensure that students were collaborating, not copying from each other. When students asked how much credit they would get back, I told them extra credit would be based on the quality of their work.

I took my time reading their test corrections. I really tried to understand why the students missed the problem and also what part of the problem they got right.

I found this scrutiny to be time well spent. It helped me see that a lot of students understood exponential functions but were having trouble solving equations! I probably wouldn't have caught this if I hadn't gone through their tests again.

As far as the quality of work, some students did a great job while others just wrote something down. Some of the test "corrections" were still incorrect. You could tell some students were interested in letting me know why they had missed the problem, and others were just writing something down because they wanted extra points.

It became clear as I looked through their papers that I need to make some adjustments and do a better job of helping students know how to correct their work and assess their understanding. For starters, I decided to ask my students a few questions regarding test corrections to gauge their opinion on the matter and see if they had any suggestions.

What Students Think About Correcting

I was surprised with students' overwhelming endorsement of test corrections. Almost eighty-two percent thought the process was helpful (Question 1), and ninety-seven percent felt like it's important after a test to understand their mistakes (Question 2). When I asked if correcting their tests would help them avoid making the same errors in the future (Question 3), almost everyone said yes.

My biggest eye-opener

The biggest surprise to me was the way students responded when asked an open-ended question: How can I best help you after a test? Many students said they would benefit by talking one on one with me and having the opportunity to discuss what they missed.

Students responded with comments like "I want to explain in person" or "I want you to explain to me how I missed the question." I hadn't thought of this before. I've had informal post-test discussions with students in the past, but having a conversation was never a deliberate part of my test corrections process.

After reading these responses, during our next round of test corrections I made a point to invite some students to talk with me one on one. The students spoke very thoughtfully about the mistakes they had made and how to prevent making them in the future.

This is probably the first time I've come close to getting the amount of thought and reflection I've always wanted from the test corrections process.

My Plan for Improvement

After much thought and discussion with my students, I've decided on a few changes in how I handle test corrections:

I'll allow adequate time for students to correct their tests and to reflect on their learning.

I'll provide students an opportunity to discuss their thinking with me one on one.

I'll make a short list of "take-aways" as I review test corrections to use as a reference next year. (For example, a "take-away" could be a common mistake made by students or a test question that needs to be modified or removed.)

I'll start at the beginning of the year demonstrating the quality of work that I expect when they do their test corrections.

I know this is just a beginning and I'm not exactly sure how this is going to look in my classroom. I hope in the not too distant future I'll be able to provide an update. Meanwhile, if any readers have any suggestions, I would be very grateful!

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How to Boost Learning When Students Correct Their Math Tests

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A MiddleWeb Blog The students have taken the test. I've graded it. Now what? Recently my Algebra II with Trig classes took a test on exponential functions. They struggled with certain parts of the test, and I decided to allow them to make test corrections to earn extra points.

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It says "elementary," but we can use a ton of them!

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100 Free Web Tools for Elementary Teachers

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This article includes the URL and description of 100 free web tools that can be used by all teachers. The tools are categorized into search engines, math and science, games, templates and lesson plans, and more.

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Fabulous resources!!

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Resource page with templates to create and annotate word problems in your class.

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Annotated Example Problem | UDL Strategies

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Annotated Example Problem: An annotated example problem is a specific type of reference material that provides students step-by-step instructions for completing a certain type of math problem. It usually includes the worked-out solution to a sample problem and a written explanation of each step in the problem-solving process.

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Has it been a minute since you thought about text-structure in your math/science/social studies class? Here's a five-minute video to explain the basics and why students benefit from attending to structure.

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Teaching Text Structures for Non-Fiction Reading

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Students throughout the building are working on research assignments. KQED has a wealth of resources to help assess credibility

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By the end of the lesson students will determine whether three sources found on the internet are likely to be accurate by considering three accuracy of informaiton questions as measured by their written responses and their sharing of findings with the class.

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Need some basics? Try this.

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" Content literacy can be defined as the ability to use reading and writing for the acquisition of new content in a given discipline. Such ability includes three principal cognitive components:...

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Tons of resources for all areas -- and our kids have FREE access!

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Gwinnett County Public Library | Middle School Resources

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A new partnership between GCPL and Gwinnett County Public Schools will help students Branch Out! academically. Students who opt in to the Branch Out! program will have full access to the print and digital resources of the library system at any one of our 15 branches around Gwinnett and online.

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Here's a great resource with art, drama, music, STEM lessons arranged by grade-level and subject area.

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Grades 4-8 These grade 4-8 arts integration lessons are created to ensure high-quality, rigorous alignment between the content and the fine arts standards. Each lesson provides a direct connection between the standard and the sample assessment, as well as a sequential process for teaching the lesson. This is arts integration at it's very best.

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It's not always about reading and writing -- literacy is about listening, speaking, and viewing, too!

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Listen to this post as a podcast:
When I worked with student teachers on developing effective lesson plans, one thing I always asked them to revise was the phrase "We will discuss."
We will discuss the video. We will discuss the story. We will discuss our results.
Every time I saw it in a lesson plan, I would add a note: "What format will you use? What questions will you ask? How will you ensure that all students participate?" I was pretty sure that We will discuss actually meant the teacher would do most of the talking; He would throw out a couple of questions like "So what did you think about the video?" or "What was the theme of the story?" and a few students would respond, resulting in something that looked like a discussion, but was ultimately just a conversation between the teacher and a handful of extroverted students; a classic case of Fisheye Teaching.

The problem wasn't them; in most of the classrooms where they'd sat as students, that's exactly what a class discussion looked like. They didn't know any other "formats." I have only ever been familiar with a few myself. But when teachers began contacting me recently asking for a more comprehensive list, I knew it was time to do some serious research.

So here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging. If you've struggled to find effective ways to develop students' speaking and listening skills, this is your lucky day.

I've separated the strategies into three groups. The first batch contains the higher-prep strategies, formats that require teachers to do some planning or gathering of materials ahead of time. Next come the low-prep strategies, which can be used on the fly when you have a few extra minutes or just want your students to get more active. Note that these are not strict categories; it's certainly possible to simplify or add more meat to any of these structures and still make them work. The last group is the ongoing strategies. These are smaller techniques that can be integrated with other instructional strategies and don't really stand alone. For each strategy, you'll find a list of other names it sometimes goes by, a description of its basic structure, and an explanation of variations that exist, if any. To watch each strategy in action, click on its name and a new window will open with a video that demonstrates it.

Enjoy!
a.k.a. Chat Stations
Basic Structure: Stations or posters are set up around the classroom, on the walls or on tables. Small groups of students travel from station to station together, performing some kind of task or responding to a prompt, either of which will result in a conversation.

Variations: Some Gallery Walks stay true to the term gallery, where groups of students create informative posters, then act as tour guides or docents, giving other students a short presentation about their poster and conducting a Q&A about it. In Starr Sackstein's high school classroom, her stations consisted of video tutorials created by the students themselves. Before I knew the term Gallery Walk, I shared a strategy similar to it called Chat Stations, where the teacher prepares discussion prompts or content-related tasks and sets them up around the room for students to visit in small groups.
a.k.a. Values Continuum, Forced Debate, Physical Barometer, This or That
Basic Structure: A statement that has two possible responses-agree or disagree-is read out loud. Depending on whether they agree or disagree with this statement, students move to one side of the room or the other. From that spot, students take turns defending their positions.

Variations: Often a Philosophical Chairs debate will be based around a text or group of texts students have read ahead of time; students are required to cite textual evidence to support their claims and usually hold the texts in their hands during the discussion. Some teachers set up one hot seat to represent each side, and students must take turns in the seat. In less formal variations (which require less prep), a teacher may simply read provocative statements students are likely to disagree on, and a debate can occur spontaneously without a text to refer to (I call this variation This or That in my classroom icebreakers post). Teachers may also opt to offer a continuum of choices, ranging from "Strongly Agree" on one side of the room, all the way to "Strongly Disagree" on the other, and have students place themselves along that continuum based on the strength of their convictions.

Basic Structure: Students are divided into 4 groups. Three of these groups are assigned to represent specific points of view. Members of the fourth group are designated as "provocateurs," tasked with making sure the discussion keeps going and stays challenging. One person from each group (the "speaker") sits in a desk facing speakers from the other groups, so they form a square in the center of the room. Behind each speaker, the remaining group members are seated: two right behind the speaker, then three behind them, and so on, forming a kind of triangle. From above, this would look like a pinwheel. The four speakers introduce and discuss questions they prepared ahead of time (this preparation is done with their groups). After some time passes, new students rotate from the seats behind the speaker into the center seats and continue the conversation.

Variations: When high school English teacher Sarah Brown Wessling introduced this strategy in the featured video (click Pinwheel Discussion above), she used it as a device for talking about literature, where each group represented a different author, plus one provocateur group. But in the comments that follow the video, Wessling adds that she also uses the strategy with non-fiction, where students represent authors of different non-fiction texts or are assigned to take on different perspectives about an issue.
a.k.a. Socratic Circles
Basic Structure: Students prepare by reading a text or group of texts and writing some higher-order discussion questions about the text. On seminar day, students sit in a circle and an introductory, open-ended question is posed by the teacher or student discussion leader. From there, students continue the conversation, prompting one another to support their claims with textual evidence. There is no particular order to how students speak, but they are encouraged to respectfully share the floor with others. Discussion is meant to happen naturally and students do not need to raise their hands to speak. This overview of Socratic Seminar from the website Facing History and Ourselves provides a list of appropriate questions, plus more information about how to prepare for a seminar.

Variations: If students are beginners, the teacher may write the discussion questions, or the question creation can be a joint effort. For larger classes, teachers may need to set up seminars in more of a fishbowl-like arrangement, dividing students into one inner circle that will participate in the discussion, and one outer circle that silently observes, takes notes, and may eventually trade places with those in the inner circle, sometimes all at once, and sometimes by "tapping in" as the urge strikes them.
a.k.a. Affinity Diagramming
Basic Structure: Give students a broad question or problem that is likely to result in lots of different ideas, such as "What were the impacts of the Great Depression?" or "What literary works should every person read?" Have students generate responses by writing ideas on post-it notes (one idea per note) and placing them in no particular arrangement on a wall, whiteboard, or chart paper. Once lots of ideas have been generated, have students begin grouping them into similar categories, then label the categories and discuss why the ideas fit within them, how the categories relate to one another, and so on.

Variations: Some teachers have students do much of this exercise-recording their ideas and arranging them into categories- without talking at first. In other variations, participants are asked to re-combine the ideas into new, different categories after the first round of organization occurs. Often, this activity serves as a good pre-writing exercise, after which students will write some kind of analysis or position paper.
a.k.a. Speed Dating
Basic Structure: Students form two circles, one inside circle and one outside circle. Each student on the inside is paired with a student on the outside; they face each other. The teacher poses a question to the whole group and pairs discuss their responses with each other. Then the teacher signals students to rotate: Students on the outside circle move one space to the right so they are standing in front of a new person (or sitting, as they are in the video). Now the teacher poses a new question, and the process is repeated.

Variations: Instead of two circles, students could also form two straight lines facing one another. Instead of "rotating" to switch partners, one line just slides over one spot, and the leftover person on the end comes around to the beginning of the line. Some teachers use this strategy to have students teach one piece of content to their fellow students, making it less of a discussion strategy and more of a peer teaching format. In fact, many of these protocols could be used for peer teaching as well.

Basic Structure: Another great idea from Sarah Brown Wessling, this is a small-group discussion strategy that gives students exposure to more of their peers' ideas and prevents the stagnation that can happen when a group doesn't happen to have the right chemistry. Students are placed into a few groups of 4-6 students each and are given a discussion question to talk about. After sufficient time has passed for the discussion to develop, one or two students from each group rotate to a different group, while the other group members remain where they are. Once in their new group, they will discuss a different, but related question, and they may also share some of the key points from their last group's conversation. For the next rotation, students who have not rotated before may be chosen to move, resulting in groups that are continually evolving.

Basic Structure: Two students sit facing each other in the center of the room; the remaining students sit in a circle around them. The two central students have a conversation based on a pre-determined topic and often using specific skills the class is practicing (such as asking follow-up questions, paraphrasing, or elaborating on another person's point). Students on the outside observe, take notes, or perform some other discussion-related task assigned by the teacher.

Variations: One variation of this strategy allows students in the outer circle to trade places with those in the fishbowl, doing kind of a relay-style discussion, or they may periodically "coach" the fishbowl talkers from the sidelines. Teachers may also opt to have students in the outside circle grade the participants' conversation with a rubric, then give feedback on what they saw in a debriefing afterward, as mentioned in the featured video.

Basic Structure: One student assumes the role of a book character, significant figure in history, or concept (such as a tornado, an animal, or the Titanic). Sitting in front of the rest of the class, the student responds to classmates' questions while staying in character in that role.

Variations: Give more students the opportunity to be in the hot seat while increasing everyone's participation by having students do hot seat discussions in small groups, where one person per group acts as the "character" and three or four others ask them questions. In another variation, several students could form a panel of different characters, taking questions from the class all together and interacting with one another like guests on a TV talk show.
a.k.a. Pyramid Discussion
Basic Structure: Students begin in pairs, responding to a discussion question only with a single partner. After each person has had a chance to share their ideas, the pair joins another pair, creating a group of four. Pairs share their ideas with the pair they just joined. Next, groups of four join together to form groups of eight, and so on, until the whole class is joined up in one large discussion.

Variations: This structure could simply be used to share ideas on a topic, or students could be required to reach consensus every time they join up with a new group.

Whereas the other formats in this list have a distinct shape-specific activities you do with students-the strategies in this section are more like plug-ins, working discussion into other instructional activities and improving the quality and reach of existing conversations.

One of the limitations of discussion is that rich, face-to-face conversations can only happen when all parties are available, so we're limited to the time we have in class. With a tool like Voxer, those limitations disappear. Like a private voice mailbox that you set up with just one person or a group (but SOOOO much easier), Voxer allows users to have conversations at whatever time is most convenient for each participant. So a group of four students can "discuss" a topic from 3pm until bedtime-asynchronously-each member contributing whenever they have a moment, and if the teacher makes herself part of the group, she can listen in, offer feedback, or contribute her own discussion points. Voxer is also invaluable for collaborating on projects and for having one-on-one discussions with students, parents, and your own colleagues. Like many other educators, Peter DeWitt took a while to really understand the potential of Voxer, but in this EdWeek piece, he explains what turned him around.

A backchannel is a conversation that happens right alongside another activity. The first time I saw a backchannel in action was at my first unconference: While those of us in the audience listened to presenters and watched a few short video clips, a separate screen was up beside the main screen, projecting something called TodaysMeet (update: TodaysMeet has shut down. Use YoTeach! instead.) It looked a lot like those chat rooms from back in the day, basically a blank screen where people would contribute a few lines of text, the lines stacking up one after the other, no other bells or whistles. Anyone in the room could participate in this conversation on their phone, laptop, or tablet, asking questions, offering commentary, and sharing links to related resources without ever interrupting the flow of the presentations. This kind of tool allows for a completely silent discussion, one that doesn't have to move at a super-fast pace, and it gives students who may be reluctant to speak up or who process their thoughts more slowly a chance to fully contribute. For a deeper discussion of how this kind of tool can be used, read this thoughtful overview of using backchannel discussions in the classroom by Edutopia's Beth Holland.
a.k.a. Accountable Talk
Talk moves are sentence frames we supply to our students that help them express ideas and interact with one another in respectful, academically appropriate ways. From kindergarten all the way through college, students can benefit from explicit instruction in the skills of summarizing another person's argument before presenting an alternate view, asking clarifying questions, and expressing agreement or partial agreement with the stance of another participant. Talk moves can be incorporated into any of the other discussion formats listed here.

Whole Brain Teaching is a set of teaching and classroom management methods that has grown in popularity over the past 10 years. One of WBT's foundational techniques is Teach-OK, a peer teaching strategy that begins with the teacher spending a few minutes introducing a concept to the class. Next, the teacher says Teach!, the class responds with Okay!, and pairs of students take turns re-teaching the concept to each other. It's a bit like think-pair-share, but it's faster-paced, it focuses more on re-teaching than general sharing, and students are encouraged to use gestures to animate their discussion. Although WBT is most popular in elementary schools, this featured video shows the creator of WBT, Chris Biffle, using it quite successfully with college students. I have also used Teach-OK with college students, and most of my students said they were happy for a change from the sit-and-listen they were used to in college classrooms.

An oldie but a goodie, think-pair-share can be used any time you want to plug interactivity into a lesson: Simply have students think about their response to a question, form a pair with another person, discuss their response, then share it with the larger group. Because I feel this strategy has so many uses and can be way more powerful than we give it credit for, I devoted a whole post to think-pair-share; everything you need to know about it is right there.

TWO MORE YOU'LL LOVE

Since writing this post, I have learned about two more discussion strategies that teachers are finding to be incredibly effective and powerful for getting students to talk, especially about books and other texts:

This protocol has students come up with their own Thoughts, lingering Questions, and Epiphanies from an assigned reading. Teachers who have used this method say it has generated some of the richest conversations they have ever heard from students!

This strategy places students into one-on-one conversations, getting them to learn each others' names better and create a track record of what they talked about. Excellent for classes where you want to assess for discussion and help students get more comfortable with each other.

So what else do you have? I would like to think this is a pretty complete list, but I'm sure more strategies are out there. If you use a discussion strategy that's not mentioned here, please share it below.

Come back for more.
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The Big List of Class Discussion Strategies

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Here they are: 15 formats for structuring a class discussion to make it more engaging, more organized, more equitable, and more academically challenging.

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An article on how you can make it yours!

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Electronic versions of the graphic organizers from February's Caffeinated Content can be found in this shared folder. (Make sure you're logged in with your Trickum gmail account!)

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Look, science teachers!

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Science News Explores publishes news from all fields of science for students from middle school and up, with resources for parents and educators.

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The (always awesome) Teaching Channel has some ideas for supporting literacy with the NGSS.