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https://drive.google.com/file/d/0B1Nqou3fOm91ODc0ZWEyOTktNzRmMS00MjgxLTk4ZjYtMzJmYzUyNWVkZThh/view?resourcekey=0--8hIDAj8GWpVaxehXsAfMA

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https://www.teachingbooks.net/

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TeachingBooks | Author & Book Resources to Support Reading Education

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TeachingBooks strives to enrich everyone's experience reading children's and young adult books with our original and curated literary resources.

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https://www.learningforjustice.org/sites/default/files/2021-11/LFJ-2111-Social-Justice-Standards-Anti-bias-framework-November-2021-11172021.pdf

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Quizizz | Free Online Quizzes, Lessons, Activities and Homework

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Motivate every student to mastery with easy-to-customize content plus tools for inclusive assessment, instruction, and practice. Engage students with Quizizz today!

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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https://padlet.com/

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https://www.prodigygame.com/main-en/

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Here's how nearly one million teachers use Prodigy in the classroom at no cost!

Help students master math standards with a fun and engaging gameplay experience

Adjust and align Prodigy's in-game math content with your lesson plans

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Prodigy for Teachers

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Here's how nearly one million teachers use Prodigy in the classroom at no cost! Help students master math standards with a fun and engaging gameplay experience Adjust and align Prodigy's in-game math content with your lesson plans Track student development to decide where to best spend your time No trial period, no hidden costs for educators.

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https://www.getepic.com/options?utm_source=google&utm_medium=cpc&campaignid=17366923422&adgroupid=144041407184&device=c&creative=601065422283&gclid=CjwKCAiAr4GgBhBFEiwAgwORrQfLD-5Qf16gAhJDloDE3reJe2pjx4L9I72Fk_WlSRv7sTgmAF4h6RoCRMwQAvD_BwE

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Instantly access over 40,000 of the best books & videos for kids on Epic

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https://fcrr.org/student-center-activities

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

# data[].attributes.attachment_link.description
From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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https://www.readingrockets.org/strategies

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Our library provides effective, research-based classroom strategies to help strengthen your students' skills in phonological awareness, decoding, fluency, vocabulary, comprehension, and writing.

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https://www.edutopia.org/blog/scaffolding-lessons-six-strategies-rebecca-alber

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6 Scaffolding Strategies to Use With Your Students

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Support every student by breaking learning up into chunks and providing a concrete structure for each.

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https://www.ascd.org/el/articles/trauma-informed-teaching-strategies

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Vol. 77

No. 2

Abstract

1. Expect Unexpected Responses

2. Employ Thoughtful Interactions

3. Be Specific About Relationship Building

4. Promote Predictability and Consistency

5. Teach Strategies to "Change the Channel"

6. Give Supportive Feedback to Reduce Negative Thinking

7. Create Islands of Competence

8. Limit Exclusionary Practices

Fostering a Feeling of Safety

Small changes in classroom interactions can make a big difference for traumatized students.

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Credit: Shannon Fagan

Abstract

1. Expect Unexpected Responses

2. Employ Thoughtful Interactions

3. Be Specific About Relationship Building

4. Promote Predictability and Consistency

5. Teach Strategies to "Change the Channel"

6. Give Supportive Feedback to Reduce Negative Thinking

7. Create Islands of Competence

8. Limit Exclusionary Practices

Fostering a Feeling of Safety

Up to two-thirds of U.S. children have experienced at least one type of serious childhood trauma, such as abuse, neglect, natural disaster, or experiencing or witnessing violence. Trauma is possibly the largest public health issue facing our children today (CDC, 2019). Traumatized students are especially prone to difficulty in self-regulation, negative thinking, being on high alert, difficulty trusting adults, and inappropriate social interactions (Lacoe, 2013; Terrasi & de Galarce, 2017). They often haven't learned to express emotions healthily and instead show their distress through aggression, avoidance, shutting down, or other off-putting behaviors. These actions can feel antagonistic to teachers who don't understand the root cause of the student's behavior, which can lead to misunderstandings, ineffective interventions, and missed learning time.

Neurobiologically, students can't learn if they don't feel safe, known, and cared for within their schools (Aupperle et al., 2012). When teachers are proactive and responsive to the needs of students suffering from traumatic stress and make small changes in the classroom that foster a feeling of safety, it makes a huge difference in their ability to learn. Here are some examples.

1. Expect Unexpected Responses

First, teachers must learn to put students' reactions into context-and not to take them personally. Students with trauma histories can react and behave in seemingly unexpected ways, such as having a sudden outburst during a favorite activity or crying out of the blue one second after laughing. Teachers may be taken by surprise. They say things like, "But he was fine this morning, I didn't see that coming!" or "She normally loves playing the drums in music class. I have no idea where her reaction came from." This uncertainty leaves the teacher in a constant state of hyper-alertness when interacting with the student. This in turn can result in fatigue, as the teacher is guarded and unable to predict what will happen from one moment to another.

One way to understand these reactions is to think of the student as a soda can, and events that may trigger their trauma stress as shaking that can. We can't tell by looking if the can was recently shaken, but if it was, opening the can results in an unexpected explosive, messy reaction. If a student is triggered and experiencing heightened emotion, even a benign direction such as, "Please move over to make room for Jenny" could result in an "explosion" that the teacher never saw coming. By using trauma-sensitive strategies in the classroom, we can help reduce the times our students are "shaken."

2. Employ Thoughtful Interactions

Traumatized students often behave in ways that may interfere with teaching and learning, which can be frustrating. Teachers are in a position of power, and these students may be overly defensive, anticipating adult criticism, or defiant, as a way to assert control (Jennings, 2018). Yet for traumatized students, the ability to learn and behave appropriately can be person-dependent. When they are with a safe and supportive adult, their behavior reflects that.

Consider this scenario drawn from schools I've worked with: Trevor, a 6th grader whose father overdosed on heroin two years ago and who has witnessed ongoing domestic abuse throughout his childhood, was in Ms. Carlton's class for part of the day and Ms. Finch's class for the other part. Ms. Carlton had a reputation of working well with hard-to-reach kids, and sure enough, Trevor behaved in a stellar way in her class. When he was with Ms. Finch, however, he was sent to the office nearly three times a week for explosive behavior.

The teacher is 50 percent of every interaction with a student: By changing the way we give a direction or respond, we can reduce problematic behavior. Ms. Carlton had taken the time to build a trusting relationship with Trevor and learned to give directions in a way that he would respond well to. Interaction strategies are a type of accommodation that typically go unnamed and unwritten, but they were the reason that Trevor could feel safe and access the curriculum (Minahan & Rappaport, 2012).

If Ms. Carlton had written down the successful strategies she used with Trevor, the list might have started with avoiding authoritative directives such as, "Pick that up." To give Trevor a sense of control, Ms. Carlton always embedded choice in her directions, asking, "Do you want to be in the front of the line or the back of the line?" instead of simply telling him to "line up." This helped prevent a poor reaction (Minahan, 2019).

Ms. Carlton also conveyed respect and transparency by providing the reason behind each direction. Instead of saying, "No backpacks on the floor. I don't want to trip and fall!" Ms. Carlton would say, "Oh dear, I hope I don't fall. I have a bad knee! Could you please move your backpack?" Stating the reason first assured that Trevor knew the context (and necessity) of the demand.

Conversely, Ms. Finch would often go up close to Trevor, tower over him, and say in front of his peers, "Stop tapping your pencil!" This typically ended in a power struggle and Trevor's escalating behavior. Trevor, like many traumatized students, had experienced a loss of control in his life, and power struggles with an authoritative figure were particularly triggering. Ms. Carlton instinctively knew that a more private nonverbal direction could be less confrontational for a student in "fight or flight" mode. She would write, "Please stop tapping" on a piece of paper, put it gently on Trevor's desk without his peers noticing, and then give him space by walking away quickly. When possible, she also gave Trevor extended time to comply with directions to avoid power struggles, asking, for example, "Can you please pick that up before lunch?" rather than, "Pick that up now" (Minahan, 2019). This allowed Trevor time to decompress and respond rationally.

3. Be Specific About Relationship Building

At one point in the year, Ms. Carlton told Ms. Finch that building a relationship with Trevor was key to her success with him, and she suggested that Ms. Finch do the same. Unfortunately, saying, "Build a relationship" is too vague and leaves too much up to the teacher's instincts. Instead, Ms. Carlton could have told Ms. Finch that she greeted Trevor every day at the classroom door and asked him about the Avengers or basketball. She could have told Ms. Finch how she used the "two by ten" rule; she talked to him for two minutes a day for 10 days in a row about topics unrelated to academics or behavior. Whenever Ms. Carlton could see she wouldn't have time for this in the 10-day period, she asked the counselor or special education teacher to cover her class for two minutes so she could go for a walk with Trevor. She repeated this trust-building strategy several times throughout the year, especially after he exhibited anger or frustration and after school vacations and long weekends.

Ms. Carlton skillfully used relationship-building and interaction strategies to work with Trevor. Yet the impact could have been greater had she written and shared those strategies with Ms. Finch and the rest of Trevor's team via a shared document, behavior plan, or student success plan (Minahan, 2019). Likewise, if counselors, school nurses, and psychologists write and share such techniques with each classroom teacher, kids like Trevor, when triggered, wouldn't always have to leave class to find a safe adult.

Not knowing what is coming next can put anyone on high alert, especially traumatized students. Providing predictability through visual schedules of the class agenda or school day can help. Ms. Carlton was adamant about previewing any changes to the normal routine ahead of time (saying, "We are going to have indoor recess today because of the snow," or "The DVD player isn't working so we can't watch a science video at the end of class today"). This prepared Trevor and thus elicited a calmer response.

A teacher's behavior can also feel unpredictable to traumatized students. When students are working independently and quietly-doing what they are supposed to be doing-they don't know when they will get the teacher's attention. But when students are doing the wrong thing-like drumming on the desk with a pencil in each hand or swearing-teachers are more predictable and react quickly! Because predictability is comforting to students with anxiety and trauma histories, they may resort to getting the teacher's attention through inappropriate means. Trevor could get Ms. Finch to react immediately by flipping his water bottle noisily, but could go 20 minutes without so much as eye contact from her when he was quietly reading.

To counter this imbalance and create an overall feeling of safety, teachers can use predictable positive attention (Minahan, 2014). During independent work time, if a teacher says to a student "Great work! I'll be back to check on you," the student has no way of predicting how long they need to wait-and from past experience they know that the teacher may forget to return altogether. Using predictable positive attention, however, the teacher can say, "I am going to check on you in 10 minutes," put a timer on the student's desk, and add, "Come tap me on the shoulder when the timer goes off." If the teacher has many students in the class that could benefit from this, she could transfer the strategy to small groups: "I will check on this desk group at X time."

Another strategy for providing predictable attention, especially for middle and high school students, is to hand an anxious or traumatized student a sticky note with a time on it as they walk into class each day. The first time, the note will need to be explained: "If you don't understand something in class, please don't worry-I am going to check on you during independent work time at 11:45, and I will answer any questions you have then." Ms. Carlton found this strategy comforting to Trevor. This predictable check-in pairs the negative thoughts the student may have ("I don't know how to do this") with a reassuring thought ("But my teacher will be here in seven minutes!"). The student can better tolerate uncomfortable feelings when they know help and a positive interaction are coming. Telling the student what will happen and when and always following through establishes the teacher as a consistent, reliable adult.

5. Teach Strategies to "Change the Channel"

Traumatized students often engage in inaccurate thinking, tending to focus on the negative. Common classroom management strategies often only exasperate this tendency. How many of us have seen frequent movement breaks on a student's IEP or student success plan? It is one of the most common accommodations that we offer to students who seem dysregulated. Unfortunately, during these breaks, students can ruminate on negative memories, current stressors, angry thoughts, or worries. If we ask a high school student who is getting angry and becoming agitated to take a walk, he may ruminate the whole time and return just as angry. Sending a 1st grader to a "calming chair" can leave her to perseverate on worrying thoughts. Instead, we need to help them "change the channel." Both Ms. Carlton and Ms. Finch used breaks with Trevor, but in vastly different ways.

When adults can't sleep, we often read a book or watch TV, which distracts us from uncomfortable thoughts so we can fall back asleep. Teachers can use the same principle for kids with trauma and anxiety: Teach students that their brain is like a remote control that they can use to "switch the channel" to help them calm down (Minahan & Rappaport, 2012). These switching activities are called cognitive distractions or thought breaks and are incompatible with negative thinking. A listening center or "find the picture" activity can be helpful to young children. For older students, you might try Mad Libs, trivia, or more abstract strategies such as counting all the green items in the room, saying the alphabet backwards, or thinking of the first 10 lines of a favorite movie. Ms. Carlton taught Trevor to do Star Wars trivia when he was upset, which helped him calm down quickly. Conversely when Ms. Finch had Trevor go for a walk, his negative thinking would escalate, and he would often not return to class.

6. Give Supportive Feedback to Reduce Negative Thinking

Many traumatized students interpret information through a negativity amplifier. When a teacher says, "Please correct the first problem," the student might hear, "You are stupid." Or a student might report that the teacher screamed at her when the teacher was really using a calm tone, as even neutral facial expressions can be misinterpreted. It is helpful to smile and explicitly say when you are happy with the student, a strategy Ms. Carlton utilized. When giving negative feedback, teachers can use the positive sandwich approach-starting and ending with a positive comment: (1) "I love how you remembered the formula," (2) "You made a small calculation error there," (3) "Great job getting problem #3 correct."

7. Create Islands of Competence

Recognizing areas of strength in students is a powerful way to combat the poor self-concept and negative thinking associated with trauma (Jennings, 2018). To support a more accurate self-concept, teachers can provide what Robert Brooks calls "islands of competence" for students swimming in a sea of inadequacy (2003). When a student thinks negatively, the negative moments during the day tend to weigh more heavily than the positive moments. We need to counter this effect with positive experiences. Educator teams need to ask themselves, "Does the student feel competent during the day?" If the answer is no, contriving an island of competence for the student is in order. Ms. Carlton often asked Trevor to help a younger student or a peer who was struggling in an academic area Trevor was strong in, or had him fix the stapler when it was malfunctioning. She would also point out in a written note to Trevor that he was the first student to finish a math activity. In high school, educators may want to foster students' talents by never letting them drop electives (which might require creativity in scheduling academic support in core classes).

It is important that students experience competence to develop a more accurate self-narrative and to begin to create a positive future picture of themselves. We want them to say, "I really helped that student with her artwork. When I grow up, I could work with kids." Or "I am good at fixing things. I could be a mechanic someday."

8. Limit Exclusionary Practices

Behavior is communication, and we've looked at how traumatized students often communicate feelings through their behavior. Teachers' behavior is also communication-and it may not be communicating the message we are striving to send. Common teacher practices such as ignoring inappropriate behavior, sending students to the office, or sending younger kids to sit alone at a back table or in the hallway can unintentionally trigger students who have experienced abandonment or neglect. We need to remember that when some of our students were young and cried, no one came. Ignoring them can trigger a trauma response and make them feel the teacher doesn't like them or is even happy that they are upset.

Ms. Finch would ignore Trevor when he was expressing anger, such as by crumpling up a paper, growling, or slinging a book from his desk onto the floor. On the other hand, Ms. Carlton responded to such moments at the beginning of the year by validating Trevor's feelings ("I am sorry you are upset" or "I see that you are angry"). This is a much more empathetic approach, will preserve the relationship, and will avoid triggering a trauma response in the student.

Another practice to be cautious about is using time with a preferred adult as an incentive. For example, a principal might say, "If you get all your homework done this week, you and I will have lunch together!" The problem with this is that if the student doesn't get all their homework done, then the principal withholds their attention and time. This implies the relationship is conditional and can trigger an abandonment trauma response for some students. It is better to use one-to-one time with students in a noncontingent way. This way adults are communicating, "I like you for who you are," not "I like you when you behave the right way."

Fostering a Feeling of Safety

Students can't learn unless they feel safe. When it comes to student trauma, there is much that is beyond educators' power, but there is also a great deal they can do to build a supportive and sensitive environment where students feel safe, comfortable, take risks, learn, and even heal.

Reflect & Discuss

➛ As Minahan writes, "Students can't learn if they don't feel safe." What small changes are you willing to try in your classroom to foster a sense of safety among traumatized students?

➛ Think about one of your students who struggles with behavior. How could you help him "switch the channel" when he is upset?

➛ Do you routinely share-and exchange ideas about-what's working with a traumatized student? How could you better improve lines of communication across the whole support team?

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Small changes in classroom interactions can make a big difference for traumatized students.

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https://www.readingrockets.org/bookfinder

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Use our Book Finder tool to create your own customized list of fiction and nonfiction books. Search through more than 5,000 books on Reading Rockets - by author, illustrator, age, reading level, genre, format, and topic.

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https://docs.google.com/document/d/1w9FqHTjO7LlaAjUoj0o2ZEB7pH_5iWD9/edit

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http://www.whattheteacherwantsblog.com/2012/01/guided-reading-galore.html

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I've had many questions about guided reading! Let me start by saying, I'm NO expert. I am still working on it myself! But, I do have some things I've learned that I'd love to share with you...and I'm not taking credit for these ideas. :) I just blog about em'!

1. Levels/Planning
Once you establish the level of each of your students, you'll want to check out { this} printable. It has helped me SO much! This printable tells me what I need to work on with each level {I did not create this handout, I just re-typed it!}.

Once you know what your kiddos need, you'll put them in groups. I know you've seen this before on our blog, but this is for our new friends that need ideas. I used so that I can easily move them from level to level and so that I'd have a visual of where my students are.

Here is a guideline from my district on where your students should be throughout the year. Keep in mind that we are in a trimester schedule so it might be different for you.

2. Running Records
We are asked to do one running record in each group, each day. It's a little overwhelming and I try my best to get it done, but I'm the.worst.at.it. I know it's helpful because it let's me know when a students is ready to move a level without doing a formal assessment, but I just like listening to all of my students in the group, not just one. Uggghhh.... I'm working on it people!

I keep my running records in a guided reading records binder { check that out here}.

If you've never done a running record, it's really best to see one in action. I did find a good site for a general overview of running records { here}.

2. Anecdotal notes
Sometimes you notice things that your students are doing, but you're not doing a running record on them...but you need to remember to address it. I just keep a sheet of address labels on my desk and jot down the problem. Then, I stick it on their tab in the binder on this little printable:

In my guided reading packet on TpT , I explain the planning steps of guided reading, but here's a tip that's not in my packet. When teaching a guided reading group, I always have a word work activity planned. To organize all of my games and ideas, I've put them all in a binder. The games are all copied on cardstock and put in a page protector {then they can be stuck in the binder AND they can be used with a dry-erase marker}. Then, I separate them with tabs so I can easily access them. The tabs are comprehension, word work, vocabulary, fluency, and I think that's it.

4. Mini-lessons
I use my whiteboards or my games from my binder in my lessons just about every day. They are perfect for word work mini-lessons. I just take into account the skill my kiddos need to work and/or what I see in their book for that day. If the book is called "Star Fish", I might work on the sound of 'ar', or I might work on the digraph 'sh'. OR, I might just see what they need to work on and it might not have anything to do with the book.

Teach Kinder or 1st Grade?

5. Management
I use the Daily 5. I modify it to make it work for me and my students. It's the best system that is a balance between keeping the kiddos engaged AND having them do meaningful things while I'm working with groups. Check out their site for more info. Another bonus...after you've set up all of the expectations with your kiddos the first month or so of school...there's really nothing else you have to do with it {I do revisit the expectations every month}.

This one I can't really help you on. It's up to you to make time to do guided reading. I know that sometimes it's out of your hands, but it's VERY important you meet with your kiddos everyday {it's required in our district}. Even when it's during assessment time, I try to at least get in one group that day {my lowest group for sure}. My district is really big on the "2-a-day" plan. Basically, during assessment time, only test 2 students a day. This is in place of "test all the kids in 3 days and that's it" method I like. I'm not a fan of the "2-a-day", but some of you might be.

I use this printable to help me decide when I'm meeting with each group. If you have a lot of groups, you won't be able to meet with every group, every day. BUT, it's important that you meet with your below level kiddos EVERY day {even Friday...gaspppp....}. So, this helps me remember what day I meet with what group {here's an example of what it would look like}:

I am so fortunate that I teach in a district that is HUGE on guided reading. We have a giant room full of guided reading books for ALL the levels. It's basically a library just of guided reading books. It's heavenly. If you are short on books, there are numerous grants out there that can help! Click { here} to find out more. You can also use the books on reading A-Z.

I hope I answered all of your questions. :) For more ideas and to see our previous posts, go { here}.

Any other ideas? Tips?

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I've had many questions about guided reading! Let me start by saying, I'm NO expert. I am still working on it myself! But, I do have some things I've learned that I'd love to share with you...and I'm not taking credit for these ideas. :) I just blog about em'!

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https://learningattheprimarypond.com/blog/how-to-teach-guided-reading-in-spanish-for-k-2/

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Are you a bilingual, dual, or immersion teacher wondering how to implement guided reading in Spanish? Well, the good news is that if you've taught guided reading in English, you more or less know how to do it in Spanish. Keep reading to find out how to tweak your guided reading instruction to make it Spanish-friendly, AND download a free " Guided Reading en Español " pack of materials!

What is Guided Reading?

Whether you teach in English or Spanish, guided reading is a time for students to practice reading at their instructional levels. The texts students read during guided reading will be slightly harder than texts that they can read independently. During guided reading, you provide support so that students can decode and comprehend those texts that are a little bit hard.

Guided reading is not "round robin reading." Round robin reading is having students each take a turn reading aloud from a text. Guided reading, on the other hand, provides all students in a small group (3-6 kids) with simultaneous reading practice. Students are all whisper reading or silently reading the same text at the same time (but at their own pace). This provides much more practice and "eyes on text" time than does round robin reading.

In addition to reading part of or all of a text, guided reading may include brief components of decoding instruction, comprehension instruction, word study, sight word practice, phonemic awareness, and/or vocabulary study.

What Does a Guided Reading Lesson Look Like?

A typical guided reading lesson lasts 10-20 minutes, averaging about 15 minutes. A Kindergarten guided reading lesson at the beginning of the school year will be closer to 10, while a second grade guided reading lesson will be closer to 20.

When students come to your small group table for guided reading, you may want to begin the lesson with a few "fluency items." You can use flashcards or another means of quickly reviewing letter sounds, syllables, or high frequency words. If you choose to do this, use a digital clock or timer to carefully keep track of your time. You want this review to last only 1-3 minutes.

After finishing with your fluency items, you may choose to have students do a reread of familiar texts that you have already read in previous guided reading lessons. Rereading familiar texts helps improve students' reading fluency. Kindergarteners who are reading short, patterned books may go through multiple familiar texts during this time. First or second graders may get through just one text or part of a text. You can introduce the familiar reading activity by giving a quick tip on fluency (i.e., "Try to make your voice sound like you are talking as you reread today" or "Look for question marks and make your voice go up at the end"). If you teach first or second grade and would like to go more in-depth with a comprehension conversation about a text, have them all reread the same familiar text during this time. Then, spend a few minutes on in-depth comprehension (students will be more ready for this since they will have read the text at least twice). Provide students with about 4-5 minutes for their familiar reading practice.

Next, you will introduce the main text for the day. Your book introduction should be brief and give students what they need to successfully decode the text. You may have students look at 1-2 of the pictures in the book and talk about what they notice. You might ask students to share what they already know about the topic of the book. Or, if there's a word that you know students will struggle with because it is beyond their current level, you may want to show them the word. If you encourage students to talk about the text a little bit before they begin reading, you are helping set them up for success.

Before students begin reading or perhaps after they read a page or two, you will likely want to highlight a decoding strategy that you'd like them to use. This decoding strategy may be something relevant to this particular book, or it may be something that the group has been practicing recently. As with your book introduction, keep your decoding strategy instruction very brief.

Next, students will whisper read or silently read the day's text. You will want to listen in on a few students' reading and take a running record of one student's reading. If students finish their books early, you can have them reread or go back and search for a certain spelling pattern or new vocabulary words.

After students have finished reading, I like to talk about the content of the text right away. This sends the message to students that the most important part of reading is comprehension. After a brief comprehension conversation, we may also touch back on the decoding strategy I mentioned. If I noticed that a student used the strategy, I will recognize that student in front of the group and share what he/she did.

If there is leftover time after our comprehension/decoding conversation, we may take a quick look at a spelling pattern found in the book, discuss a vocabulary word, or do a quick phonemic awareness activity.

Whew. This sounds like a whole lotta stuff for a 15-20 minute lesson! Realistically, you will not be able to include all of the "extra" components (fluency items, familiar reads, word study, etc.) into every guided reading lesson that you teach. You can mix and match the "extras" (i.e. include syllable practice on Tuesdays and phonemic awareness practice on Thursdays).

There are lots of variations on the model I've described here. However, I do recommend always making sure that you do two things during every guided reading lesson you teach: 1. Have students read instructional level text and 2. Discuss the content with them (for comprehension). I also try (as much as possible) to minimize my "talk time" during each lesson, in order to maximize students' talk time and reading time.

How Is Guided Reading Different When Taught in Spanish?

Guided reading largely follows the same format, regardless of if you are teaching in English or Spanish. However, having taught guided reading in both languages, here are some things to consider when teaching it in Spanish:

When reviewing fluency items with students, focus on syllables (when developmentally appropriate). Spanish is a syllabic language. While your English-speaking teaching partners may be focusing on word families and vowel spelling patterns, you will need to help students learn to read and blend different types of syllables.

Decoding strategies differ slightly between English and Spanish, particularly for beginning readers. Certain strategies are the same (i.e. "Look at the picture" or "Look at the first letter"). However, as I mentioned above, students should be encouraged to decode and blend syllables when reading in Spanish. "Look at the first syllable" or "Blend two sounds to make the syllable" are strategies that Spanish readers need, even though you will likely not see them on a list of English decoding strategies. My "Guided Reading en Español" pack has reading strategy menus and posters that are designed specifically for students who are learning to read in Spanish.

Different phonemic awareness activities are appropriate for students who are learning to read in Spanish. Students should practice separating / clapping the syllables in words, blending syllables to make words, blending individual sounds to make syllables, segmenting syllables into their individual sounds, etc.

You may have to spend more time on comprehension than decoding as students become more fluent readers. Since Spanish is a phonetic language, once students have "cracked the code," they will likely be able to decode texts that are much more difficult than they can comprehend. In late first grade and second grade, you may have students who can decode perfectly but do not comprehend what they read. Keep this in mind as you are planning your teaching points and the amount of time you will spend on decoding strategies and comprehension.

Free Materials for Teaching Guided Reading in Spanish

All of this is a lot to think about when planning for a lesson that lasts only about 15 minutes! Even though I've been teaching guided reading for years, I am always trying to find ways to improve my lessons.

To help make your lessons easier to plan for and teach, download my FREE "Guided Reading en Español" pack! It includes 3 different types of lesson planning templates, decoding strategy menus and cards, comprehension prompts, sentence starters, phonics posters, alphabet flashcards, syllable flashcards, and more. Click on the image below to get it:

Do you have any guided reading tips of your own to share? Comment below!

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How to Teach Guided Reading in Spanish (for K-2) - Learning at the Primary Pond

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Do you know how to teach guided reading in Spanish? Here are some ways that it is different from teaching guided reading in English.

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https://studentservices.ednet.ns.ca/sites/default/files/Adaptations_WEB.pdf

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https://brenebrown.com/search/?query=posters%20for%20classroom&pagination=1

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Search the website for pages, resources, art, and more.

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https://socialjusticebooks.org/guide-for-selecting-anti-bias-childrens-books/

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Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.*
Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, economic class, sexual orientation, and disability). The visual and verbal messages young children absorb from books (and other media) heavily influence their ideas about themselves and others. Depending on the quality of the book, they can reinforce (or undermine) children's affirmative self-concept, teach accurate (or misleading) information about people of various identities, and foster positive (or negative) attitudes about diversity. Children's books teach children about who is important, who matters, who is even visible. Consequently, carefully choosing quality children's books is an indispensable educational and child-rearing task.

It is important to offer young children a range of books about people like them and their family - as well as about people who are different from them and their family. All of the books should be accurate and appealing to young children. Fortunately, there are some good anti-bias children's books, which are available as a result of the ongoing activism of many individuals and groups over many years. However, while choices have improved over past decades, the lack of quality multicultural kid's books currently being published has frustrated many communities. The number of children of color in the United States continues to rise, but the number of books published by or about people of color stays the same or even decreases.

Check the Illustrations

Look for Stereotypes: A stereotype is an oversimplified generalization about a particular identity group (e.g., gender, race, ethnicity, class, sexual orientation, ability/disability), which usually carries derogatory, inaccurate messages and applies them to ALL people in the group. Stereotypes dehumanize people. So, too, does misinformation. ( See Box 1 below for a list of common, harmful stereotypes).

Unfortunately, all of us absorb socially prevailing stereotypes about a range of people, even if we do not consciously subscribe to them. To alert you to stereotypes in children's books, as well as other media, it is useful to list all the stereotypes you know about various groups of people as precondition for critically reviewing children's books. The books you choose should depict people compassionately and as real human beings. Also consider if images depict all people as genuine individuals with distinctive (rather than stereotypical) features. Books containing stereotypes require you to engage children in critical thinking, but should probably be eliminated from your collection.

BOX 1: Common Harmful/Undermining Stereotypes

Strong, independent girls and women are "manlike"

Book-loving or nonathletic boys and men are "effeminate"

Latino men talk funny, are lazy, gang members, or wear oversize sombreros

Latina women are earth mothers or subservient

African American men are gang members, oversexed, or underemployed

African American women are too independent, oversexed, or "welfare moms"

Arab and/or Muslim men are terrorists

Arab and/or Muslim women are voiceless and passive

All Muslims are Arab / All Arabs are Muslim

American Indians live in teepees, carry bows and arrows, or are half-naked in winter

American Indians were only significant in the past (read)

Disabled people are not independent or are to be pitied

Disabled people must "overcome" their disabilities rather than just live with their disabilities

LGBTQ+ people are invisible

Poor people are invisible

Poor people are depicted as passively needing help from others

AAPI (Asian American Pacific Islanders) are depicted as the "model minority"

AAPI are exotic or their food is exotic/abnormal

All AAPI know martial arts or are meek and compliant

AAPI are portrayed with slanted eyes or just lines to represent eyes

Jewish people are all Zionists (read)

Jewish people are wealthy and yield undue influence in the financial and political world

Look for Tokenism: This is the "one only" message. Regularly seeing only "one" person of any group in a book teaches young children about who is more or less important. Examples of tokenism include books with only one African American child among many white children or having only one book about children with disabilities among many other books. Tokenism also becomes stereotypical. It only allows children to see one view of a group of people, rather than the diversity that exists among all groups.

Look for Invisibility: What children do not see in their books also teaches them about who matters and who doesn't in our society. Invisibility in their storybooks - as well as in textbooks as they get older - undermines children's affirmative sense of themselves and reinforces prejudiced ideas about people who are not seen (See Box 2 for examples of groups who tend to be invisible). The booklists on this website include a great variety of books with groups who are often excluded. (The titles are vetted by Teaching for Change.)

BOX 2: Examples of Groups of People Who Are Often Invisible in Children's Books or Mainstream Media

Families who live in rural areas

Blue-collar workers

Musicians, artists, and writers

Families with two dads or two moms

Single mothers or fathers

Homeless families

Families with an incarcerated parent

People of Middle Eastern descent

Families who practice Islam

Transgender adults and children

Check the Story Line and the Relationships Between People

Even if a book shows visual diversity, the story line may carry biases related to how it handles power relationships among people of various identities. Are whites or male characters the central figures with people of color or female characters in essentially supporting roles? To gain acceptance and/or approval does a child of color, a girl, or child with a disability have to exhibit extraordinary qualities or be the one to understand, forgive, or change? Are the achievements of girls and women based on their own initiative and intelligence, or are they due to their looks or relationship with boys/men?

Are people of color, women, low-income families, or people with disabilities depicted as needing help or in passive roles, while whites, men, and "able-bodied" people are in leadership and action roles? How are problems presented, conceived, and resolved? Who typically causes a problem and who resolves it? Your book collection needs a balance of different people in "doer" roles.

Look at Messages About Different Lifestyles

Do the lives of people of color or people living in poverty in the story contrast unfavorably with the norm of white, middle-class suburban life? Are negative value judgments implied about ways of life that differ from the dominant culture or economic class (e.g., people are to be pitied, or the story is about one person who "gets out" of the less desirable way of life)? Do images and information go beyond oversimplification and offer genuine insights into the lifestyle of the characters in the story? Does the setting reflect current life - or past assumptions about life? Does your book collection depict diversity among people within a specific racial/ethnic group, such as a range of family structures, living environments, socioeconomic conditions and types of work, and male/female roles within the family? (Remember that every racial/ethnic group has diversity, including people who self-identify as white).

Consider the Effects on Children's Self and Social Identities

In addition to specific books, also examine your book collection. Do your books reinforce or counteract messages that teach children to feel inferior or superior because of their skin color, gender, family income, able-bodiedness, or type of family structure? At school, will all of the children you serve see themselves and their family's way of life reflected in your book collection? Will all children of color, including those with mixed heritage, girls, and children from the many types of family structures, children living in poverty, and children with disabilities see one or more characters with whom they can readily and positively identify? If they are visible in your book collection, are the illustrations and information accurate and respectful? Does your overall collection balance the backgrounds of all the children in your program? Does it also show diversity within the social indentity groups to which the children belong (e.g., a range of ways to be female and male, families reflecting different kinds of jobs within a racial/ethnic group). Does your book collection also include a balance between diversity within your classroom and beyond your classroom?

At home, does your book collection reflect diversity among the groups to which your family belongs? Does it have stories about people like you who have contributed to creating a more just world? Does it also include a range of books showing diversity beyond your family and neighborhood?

Look for Books About Children and Adults Engaging in Actions for Change

To fully develop a strong sense of self and a disposition toward cooperation and fairness, children need to know how to stand up for themselves and others when faced with unfairness. They also need to know about people from all social identity groups who have - and are currently - working for justice for all. In addition to previous criteria, here are more items to consider: The story line should be about children and adults working together, rather than perpetrating the myth that change happens because of special, individual people who do it by themselves. Does your book collection include a balance of people who have made important and honored contributions to American life as well as the world community - and not just the traditional white, male "heroes?" Do some of your books about important people include struggles for justice? Do they show people who were/are poor or from racial/ethnic groups of color? Are people with disabilities engaged in these struggles for justice?

Consider the Author's or Illustrator's Background and Perspective

All authors write from a cultural as well as from a personal context. In the past, most children's books were by authors and illustrators who were white and members of the middle class. As a result, a single cultural and class perspective dominated children's literature. There are now excellent books by people of color from a range of backgrounds - although not nearly enough. Consider the biographical material on the jacket flap or back of the book. What qualifies the author or illustrator to deal with the subject? If the book is not about people or events similar to the author or illustrator's background, what specifically recommends them as creators of the book? What is the author's attitude toward her/his story characters? Are the images accurate and do the illustrators respectfully render the people in the story? Do you have books reflecting a balanced range of author and illustrator identities and experiences?

Watch for Loaded Words

A word is loaded when it in any way demeans or makes people invisible because of any of their identities. One example is the generic use of the word "man" to stand for women as well as men (although the opposite never occurs). This traditional terminology is now questioned by many because of its sexist implications. Here are some examples of ways to avoid sexist language: community instead of brotherhood; firefighters inserted of firemen; human family instead of family of man; ancestors instead of forefathers; chairperson instead of chairman. Examples of adjectives applied to people of color that carry racist messages include: "savage," "primitive," "superstitious," "backward," "inscrutable" and "treacherous." Always consider the context in which a word is used and to whom it applies.

Look at the Copyright Date

Copyright dates indicate the publication year, not the time of its writing, which might be two to three years before the copyright date. Although a recent copyright date is no guarantee of a book's relevance or sensitivity, copyright dates are useful information. More children's books began to reflect the reality of a pluralistic society and nonsexist and non-ableist perspectives in the 1970s. Since then, the range of accurate, respectful, and caring books reflecting diversity has increased significantly (unfortunately the diversity of books published in the United States still does not accurately reflect the actual diversity of the people living here). When considering new books for your collection, begin with most recently published ones and then continue with descending copyright dates.

Assess the Appeal of the Story and Illustrations to Young Children

Although these guidelines focus on the messages about diversity and equality reflected in children's books, it is also important to take quality into account. Be sure the book is a "good read." If children find the story or illustrations boring, a book will not hold their attention, even if the book adds a specific kind of diversity you need. Check for active, interesting story lines where different kinds of people are integral to the people in the story, not the main topic. For example, in A Chair for My Mother, a young child tries to save money to get a comfortable chair for her waitress mother. Although the book shows a single parent, working-class family, and a resourceful girl, it is not didactic. Also look for illustrations that are colorful and recognizable to young children. Although they enjoy a range of styles, illustrations that are too subdued or abstract may not hold their attention.

Check for age appropriateness. Most booksellers list any picture book as appropriate for early childhood even if the story line is really for primary grade children. Sometimes a book for older children will work if you simplify the story or "tell" the story rather than read it. In some cases, this is the only way to get books that present specific groups of children (e.g., stories with Cambodian children or children with learning disabilities). Some additional issues to consider:

Many children's books use animal characters instead of people and there are some excellent books that explore diversity with animal characters (e.g., And Tango Makes Three or A Coyote Solstice Tale). Children enjoy these. However, such books are not a substitute for exploring issues of diversity and anti-bias fairness with people as the main characters.

Some early childhood teachers wonder if it is necessary for every book in their collection to show diversity. Every book needs to be accurate, caring, and respectful. However, you will want individual books about specific kinds of people (e.g., a biracial family or a family with adopted children). Diversity becomes essential in the balance of your book collection, where you want to avoid invisibility or tokenism of any group.

Folk and fairy tales have long been a mainstay of children's literature. In the cultures from which they come, folk and fairy tales were used to teach important lessons and values related to their culture of origin. Children love them in their original versions - not their commercially sanitized adaptations. However, folk and fairy tales also carry messages that convey sexism, classism, and racism and must be used thoughtfully as part of introducing young children to diversity and anti-bias values of quality and fairness.

Overuse of folk tales to "teach" about a specific ethnic/cultural group leads to misinformation and confusion. They are about animals and occasionally people from a mythical past and are designed to teach core values and beliefs in their culture of origin. They are not about how people actually live in contemporary society - and that is what young children need to understand. Information and images about how people really live now is what enables young children to build connections to people who are from different cultures while countering stereotypes that children have already absorbed (e.g., how American Indians really live).

Finally there is the somewhat sensitive issue of what to do about "classic" or "well-beloved" children's books. Many of these are wonderful as children's literature, but unfortunately they often convey values of sexism, racism, ableism, or even colonialism. People who love the books that pose this dilemma argue that it is OK to use them because they "reflect their times," which they imply somehow excuses their biased messages. For example, I adored the Babar series of books as a young child and was unpleasantly shocked to realize as an adult how much the images and story lines reflected messages of European colonialism in Africa. I chose not to use them with my own children, wanting them to learn accurate information about how people in Africa really live. Not sharing childhood favorites may sadden some, but it is far better than the harm caused by reinforcing messages of racism and colonialism.
In a nutshell - as you choose books or critically examine your current book selection, always keep in mind the power of books - their words and their images - to nurture or, conversely, to undermine a child's sense of self, positive attitude toward others, and motivation to act for fairness.
Additional Resources

Louise Derman-Sparks is an internationally respected anti-bias educator and author (along with Julie Olsen Edwards) of Anti-Bias Education for Young Children and Ourselves. She has co-authored several additional books with Dr. Carol Brunson Day (Teaching/Learning Anti-Racism), the ABC Task Force ( Anti-Bias Curriculum: Tools for Empowering Young Children), Dr. Patricia Ramsey (What If All the Kids Are White?), and Dr. John Nimmo and Debbie Leekeenan ( Leading Anti-Bias Early Childhood Programs: A Guide for Change). She speaks throughout the United States and abroad, and served on the NAEYC Governing Board from 1998 to 2001. Louise has a lifelong commitment to building a more just society for all people. Her children Douglass and Holly, now grown, were her inspiration. A Pacific Oaks College faculty member for 33 years - when its mission and pedagogy reflected anti-bias education principles - Louise is now retired.
*In 1980, the Council on Interracial Books for Children published the book Guidelines for Selecting Bias-Free Textbooks and Storybooks. A shorter version of the book in pamphlet form, "Ten Quick Ways to Analyze Children's Books for Racism and Sexism," followed. One of the first guides written for teachers and families, it became an invaluable tool for hundreds of thousands of people. Both the book and pamphlet have been out of print for several years. Rethinking Schools published their adaptation of the original Guidelines in 1994.

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Guide for Selecting Anti-Bias Children's Books - Social Justice Books

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By Louise Derman-Sparks Based on "Ten Quick Ways to Analyze Children's Books for Racism and Sexism." Updated in 2013.* Children's books continue to be an invaluable source of information and values. They reflect the attitudes in our society about diversity, power relationships among different groups of people, and various social identities (e.g., racial, ethnic, gender, [...]

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https://www.learningforjustice.org/sites/default/files/2021-11/LFJ-2111-Critical-Practices-for-Anti-bias-Ed-November-2021-11172021.pdf

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https://www.teachhub.com/

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TeachHUB provides educators with the latest teaching strategies, lesson plans, classroom resources, and professional development, created by teachers for teachers.

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https://www.commoncoresheets.com/

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October 26, 2023 - Reading Sheets and Other Site Updates
Hey all,

I'm thrilled to share a new update that includes fresh content and improved code on our site.

Reading Comprehension Worksheet

In anticipation of the upcoming school year, I've added a new reading comprehension worksheet. It's designed to be a daily learning tool, perfect for each day of the school year. This was a goal set back in July, and although it took a bit longer to finalize, I'm happy to say it's here for you, even if it's four months later than planned. 😄 I've diligently reviewed this worksheet multiple times, but if you spot any issue, I'd be grateful if you'd let me know.

Spelling Sheet Auto-Generated Content

The auto-generation process for the crossword clue, definition, and sentence has been updated. It might take a little longer to generate, but the quality has significantly improved, and now there's the option to customize by topic and grade.

Code Update
I've refactored nearly all of the code on the site. This should enhance your experience, and I've been testing the new site version for several months without any issues. However, there's always the chance something might have slipped through the cracks.

More updates are on the horizon in the next week or two, but first, let's make sure everything is functioning smoothly with this update. 😊

If something isn't working correctly, or you need immediate access to the previous site functionality, the old version is still available at:
v6.commoncoresheets.com

Should you notice anything amiss, please reach out and inform me.

Thank you for your engagement and happy learning!

~Robert

Free Unlimited Practice Problems Let students practice as much as needed with the one atta time option. Thousands of Flash Cards Just select Flash Cards on any worksheet to generate custom flash cards. Sheet Layout Customize worksheets with font size, title, instructions, a due date and much more.

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https://mycalcas.com/2020/02/20-attention-getters-quiet-noisy-classroom/

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20 Attention-Getters for a Loud Classroom

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When it is time for students to stop, focus, and be ready to listen and learn, an attention-getter should be in a teacher’s magic bag of management tricks.

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Discovery Education | Your Daily Learning Platform

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EdChange - Equity, Anti-bias, & Diversity Activities & Exercises

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Multicultural, Anti-bias, & Diversity Activities & Exercises

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https://www.classdojo.com/

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https://www.khanacademy.org/

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https://www.readingrockets.org/

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Channels for Spanish Read-Alouds on YouTube

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Channels for Spanish Read-Alouds on YouTube

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https://www.bilinguallyyours.com/spanish-read-alouds-on-youtube/

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Read-alouds play a pivotal role in every child's educational journey. But, sometimes our Spanish selection doesn't quite stack up to what we own in English. Even in our household. My daughter has a ton of English books, but maybe two or three books in Spanish (and we live in Spain!). Which is where Spanish read-alouds on YouTube come swooping in to save the day.

Now it's obviously not the same as having a physical book, but it does help supplement when we can't get to the library, haven't built our Spanish library as we should have, or just need a quick change of pace.

Due to the pandemic, there have been quite a few teachers and celebrities posting Spanish read-alouds on YouTube, but I've narrowed my selection to established channels with a lengthy list of Spanish titles.

These videos can be used in the classroom or at home, just for fun or to supplement a lesson. I've primarily stuck with videos that showcase the books, instead of the person reading so that you can more easily adapt it to your likes and needs -like muting and pausing the video to read the book yourself or to discuss the story.

The 5 Best Channels for Spanish Read-Alouds on YouTube

BookBox Spanish

BookBox creates original animated books, narrated, and subtitled in over 45 languages. This link will send you to their BookBox Spanish videos. While you won't find the latest bestsellers, BookBox is a fantastic resource for novice Spanish speakers. The text is simple, read slowly, and the subtitles light up as each word is spoken. They have over 40 titles that are organized by reading level. Perfect for use in schools or at home.

Scholastic Storybook Treasures

Scholastic Storybook Treasures' En Español playlist offers nearly 30 titles. These are animated books set to music and narrated by native speakers. The quality is great and their selection of books includes elementary classroom essentials like Crisantemo and Strega Nona. The only downside is that the videos don't show text, so kids (and adults) can't read along with the narrator.

Read Tia Carla

A more traditional read-aloud channel, Read Tia Carla, has a variety of Spanish, English, and Bilingual books. She uses books found at her local library and they are all approved by her nephew (adorable!). The camera is panned down on the book as Tia Carla reads, so you can easily pause to read the text yourself if needed.

READ IT AGAIN

This storyteller is a voice-over artist with a plethora of English, Spanish, and bilingual titles available on her READ IT AGAIN YouTube channel. Her approach is a simple read-aloud format with the camera focused on the physical book and no additional commentary. She's got a great list of books to choose from and is well worth checking out.

READ IT AGAIN presents Wonder (Todos Somo Únicos) by R.J. Palacio

KidTime StoryTime

Last but not least, this mystery storyteller is a working actress with over 70 bilingual titles "read with love, personality, and puppets." The read-alouds are more English-focused and highly entertaining. The camera shows the physical book and a few puppets, while she reads the story and gives commentary. KidTime StoryTime has one of the largest available lists of read-alouds on YouTube and continues to produce great content. She has over 70 titles on her bilingual playlist alone.
KidTime StoryTime Bilingual Playlist KidTime StoryTime Hispanic Heritage Month Playlist

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The Top 5 Channels for Spanish Read-Alouds on YouTube * Bilingually Yours

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Read-alouds play a pivotal role in every child's educational journey. But, sometimes our Spanish selection doesn't quite stack up to what we own in English. Even in our household. My daughter has a ton of English books, but maybe two or three books in Spanish (and we live in Spain!).

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https://seidlitzblog.org/2022/05/18/effective-anchor-charts-that-support-multilingual-learners/

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Effective Anchor Charts that Support Multilingual Learners

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by Valentina Gonzalez Effective anchor charts can leave a lasting imprint of a lesson, helping multilingual learners while they work independently. Multilingual learners can refer to anchor charts …

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https://wordwall.net/

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Wordwall - Create better lessons quicker

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Need a fresh teaching resource that fits your class and teaching style? Create a customized pack of interactive and printable activities in just one minute.

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https://www.canva.com/

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Canva is a free-to-use online graphic design tool. Use it to create social media posts, presentations, posters, videos, logos and more.

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https://www.battlefields.org/sites/default/files/atoms/files/Foldables.pdf

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https://nearpod.com/

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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https://www.youcubed.org/

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At youcubed, we inspire, educate and empower teachers of mathematics, transforming the latest research on mathematics learning into accessible and practical forms.

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https://www.youcubed.org/

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At youcubed, we inspire, educate and empower teachers of mathematics, transforming the latest research on mathematics learning into accessible and practical forms.

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https://www.youtube.com/watch?v=388Q44ReOWE

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TheLearningStation - Kids Songs and Nursery Rhymes

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Brain Breaks - Action Songs for Children - Move and Freeze - Kids Songs by The Learning Station

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https://www.weareteachers.com/brain-breaks-for-kids/

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I don't know about you, but when I sit through a faculty meeting or professional development session of any sort, I start getting antsy by the 30-minute mark. If you can relate, just imagine how your students must feel when they've been sitting for too long. Educational brain breaks are the perfect way to help your students redirect their energy and focus when they start to fade.

I find it super-beneficial to incorporate quick mindful, physical, and mental check-ins with my students as a regular part of my classroom routine. These breaks include all types of movement, yoga and breathing exercises, as well as jokes, quick videos, and more. The activities I use have helped me throughout my lifetime, so I love sharing them with my students. Here are my favorite educational brain breaks that are sure to increase productivity and give your kids a much-needed way to unwind before the next lesson.

Mindful Educational Brain Breaks

1. Use transition times for mental check-ins

Transitions are a big part of the elementary school day. When I first started teaching 19 years ago, I was surprised by just how much time it takes to get ready for specials or to bring students back from centers. It's hard not to feel like that's lost time. That's why using transition time for mental health check-ins is such a game changer. Mental health check-ins can help students get in touch with their emotions, refresh and recharge, acknowledge and cope with negative thoughts and overwhelming feelings, and be more focused throughout the day.

2. Pretend to breathe like an animal

Source: Stephanie Sanders

This video shows students how to pretend to breath like some of their favorite animals. The snake breath involves hissing while slithering from side to side, while the whale breath has students pretend to breathe out through a blowhole! Tap into creativity by picking other interesting animals and acting them out through breath.

3. Do a 10-minute guided meditation

These guided meditations are educational and are perfect to use as brain breaks whenever you and your students just need to breathe. Catch your breath with any of these 20 guided video meditations.

4. Practice "focus ball" breathing

Walk your kids through the following exercise: Stand or sit with legs and feet together. Bring your palms together in front of your chest. Keep your fingertips touching as you pull your palms apart, forming a ball with your fingers. Press your fingertips together until you feel the muscles in your hands and arms activating. See if you feel your core tighten too. Now close your eyes and as you breathe in, inflate your ball, and as you breathe out, flatten the ball by pushing your palms together. (Repeat these instructions for 60 seconds).

Learn more: Mindful.org

5. Try the old ear-nose switcheroo

This is a quick and easy challenge to reset the brain. Instruct kids to touch their left ear with their right hand and at the same time touch their nose with their left hand. Then have them switch their hands and touch their right ear with their left hand and their nose with their right hand. Switch back and forth a few times. Then have them close their eyes, take a deep breath, and blow it all out.

Learn more: YouTube: Ear-Nose Switch

6. Take a yoga break

Source: The Pyjama Foundation

Inspire kids to move, stretch, and practice mindfulness with yoga. These printable yoga cards make it easy to incorporate yoga into your educational brain breaks. Each page includes a picture and description of the pose, and each page includes poses of increasing difficulty from level 1 to level 5. And don't worry, it's not a huge time commitment. The sequence on each card is designed to take only a few minutes.

7. Stretch it out

It's never a good idea to spend too much time sitting in one position. Allow kids to take a break and bring some flexibility back into their spines. Have them stand with their feet shoulder-distance apart. Put their left hand on their hip and raise their right hand overhead. Lean to the left and stretch their arm as far as they can to the left. Repeat on the right side. Then stand tall and slowly roll down one vertebra at a time until their hands reach the floor (or at least their shins). Have them take a deep breath then slowly roll back up. Repeat as necessary.

Learn more: Mom Junction

8. Focus on sound

Have kids sit quietly with their eyes closed. Ring a chime or gong. Have them listen carefully to the chime, feeling the vibration in their body as the sound reverberates and then slowly fades. Tell them to breathe slowly and deeply as they focus on the sound.

9. Do a quick mindfulness activity

Mindfulness activity cards provide great educational brain breaks. Stash a pack in your desk and pull them out whenever you need them. Each card will give a prompt for kids to try that will let them refocus and recharge. Perfect for moments when you need to bring down the energy in the room.

Buy it: Mindfulness Cards for Kids at Amazon

10. Chill out with this cross-body exercise

Have kids stand tall and cross one leg in front of the other while pressing the outsides of their feet together. Now have them cross their arms over each other at the wrists. Clasp their hands and curl their arms into their chest. Take a few breaths, and uncross and cross the opposite way for a few more breaths.

11. Float with jellyfish

When you really need to take the energy in your room down a notch, turn off the lights, set a timer, and put on a calming video. For example, Cat Trumpet put together a jellyfish aquarium video where kids will find themselves under the brilliant blue sea in the middle of a swarm of jellyfish. They'll be mesmerized by the slow, fluid motions and lulled into calmness by the soothing music.

12. Break out the hot hands

This is a good break when you sense a weariness in the air. Have kids rub their hands together vigorously until they warm up. Tell them to close their eyes and place their hands over their eyes. Instruct them to breathe deeply as they clear their minds and refocus.

13. Try cat and cow poses

Source: Flow and Grow Kids Yoga

Have kids start on all fours and then give them the following instructions to complete the cat and cow yoga poses: Place your shoulders over your wrists and hips over your knees. Arch your back to the sky and tuck in the tailbone (cat pose). Let your head fall between your arms. From there, sink the belly towards the ground, and lift the chest and chin (cow pose). Gently alternate between the two poses while breathing deeply.

14. Do nothing for two minutes

Never underestimate the power of stillness. When the energy gets a little ramped up, and it's time for the entire class to take a pause, have them drop everything and glue their eyes to the screen as you show this countdown. The gentle lulling of the waves and the sight of the sun sparkling off the water will reset their nervous system in a jiffy.

Learn More: Calm

15. Spread your wings (in slow motion)

Walk your kids through this winged movement: Sit cross-legged on the floor. Stretch your arms down by your sides with your palms facing inward toward your body. Slowly raise both arms while rotating hands forward. When your arms reach shoulder level, your hands should be facing forward. Continue raising arms, slowly rotating palms so that by the time hands are overhead, palms are facing each other. Slowly lower arms, repeating the rotation (palms facing each other, palms facing forward, palms facing sides) until they are once again resting at your sides. As you raise and lower your arms, stretch them as long as you can, as if you are scraping the sides of the room and the ceiling. Repeat slowly three times, breathing deeply.

Physical Education Brain Breaks

16. Play Silent Ball when you have downtime

You can play a quick game of Silent Ball anytime, anywhere. Play a quick three-minute game right before dismissal or before transitioning to a new activity. All you need is a small squishy ball. The rules are simple: 1) stay quiet and 2) don't drop the ball when passing it around. This activity is one of those educational brain breaks that builds a positive classroom community, fosters friendly competition, and boosts nonverbal communication. Enjoy the silence.

17. Line up in unique ways

Kids are very social and curious beings. Most of them love to chat with one another at any chance they can get. Lining up to leave the room for anything is the perfect chance for them to mix and mingle. Make a more productive use of this time by having students line up in special ways. Some fun ideas include lining up in alphabetical order by name, by birth date, or by height order.

18. Just jump!

Sometimes kids just need to bounce their energy out. Have them pretend they are bouncing on a mini-trampoline (this will keep their movement on a vertical plane instead of all over the room), and give them a couple of minutes to let loose!

19. Take a cue from the stadium

Here's one for a group of kids-start the wave! Beginning at one end of the room, kids stand up and throw their arms overhead, bringing them back down as they return to their seats. Each row follows until you reach the other end of the room. Amp it up by encouraging your kids to tap their feet or tap their hands on their legs so that they are in constant motion. This activity works great on Zoom too!

20. Stir the pot

Have kids visualize they are standing in front of an enormous cauldron. Inside the cauldron is an ooey-gooey pot of caramel. Take hold of a large stirrer and plunge it to the bottom of the pot. Slowly begin to stir in a clockwise direction. Have them use their whole body to help get a full range of motion in their wrists and shoulders. Instruct them to throw their hips into the action. After a minute or two, reverse the direction.

21. Make it rain

Conjure up a rainstorm! Sitting or standing at a desk or table, have kids tap one finger on the desk, then two, then three, then four, then their whole hand until you all feel like you're in the middle of a deluge. Work your way backward from five down to one as the storm ebbs away.

22. Energize with these

First, instruct kids to touch their left elbow to their right knee, then touch their right elbow to their left knee. Switch back and forth, going slowly at first, building speed until they are going at a vigorous pace. Next, do some windmills by standing tall with their feet shoulder-width apart and their arms stretched out. Bend at the waist and touch their right hand to their left toes, then their left hand to their right toes. Switch back and forth.

23. Make X's and O's

Walk kids through the following exercise: Sitting in a chair with your feet on the ground and legs together, curl your body into your lap, folding yourself into a tiny O shape. Next, open your arms and legs wide, forming an X shape with your body. Pull back into an O shape, then back out to an X shape. Repeat three times.

24. Energize in 5, 4, 3, 2, 1

Get hearts pumping with a quick sequence of exercises. Call out five actions for your students to do as quickly as they can. For instance, five jumping jacks, four push-ups, three sit-ups, two squat jumps, and one tree pose.

25. Take a cruise on an imaginary skateboard

Have your kids line up next to a wall and place one hand on the wall. Tell them to plant the foot closest to the wall and swing the other leg, as if pushing off the ground on a skateboard. Start slowly, with tiny swings, moving up to power pushes. Repeat on the other side.

26. Take a break to groove

Music is a great way to reset the mood in a room and raise the energy level. Put on a fun song and have a 30-second freestyle dance party. Here's a big list of school-appropriate songs for kids.

27. Or take it to the next level

Teach your kids the steps to popular dances such as the Cha-Cha Slide, the Macarena, or the Kidz Bop Shuffle.

28. Ramp up with a round of cherry pickers

This easy activity will get your students' hearts pumping and give their brains a boost. Have them jump up off the ground, then down to the floor into a push-up position. From there, instruct them to hop their feet up into a frog position, then pop up to a standing position.

29. Clap on, clap off

When you say "clap on," kids clap their hands vigorously together. When you say "clap off," they stop as quickly as they can and freeze. Or follow along with this a fun video.

30. Skip it out

When the energy is fading and kids need to get their blood flowing, put on a peppy song and pull out the imaginary jump ropes. Have kids skip or jump rope in place until the song ends.

31. Make like a blender

Tell kids it's time to make fruit smoothies. Ask them to pretend they are in a blender and they are strawberries (or blueberries or bananas, etc.). Dramatically pour orange juice or yogurt into the air in front of you. Tell kids when you flip the switch that they need to wiggle and jiggle (separately, not together) until they are each individually blended up. Start with a slow speed, moving up to medium speed, fast speed, and finally turbo speed. And then reverse it! Start at turbo speed and go back to slow speed.

32. Celebrate with a silent cheer

This activity is perfect for the end of an activity or a sustained amount of work time-especially for kids who are learning remotely. Let kids stand up and silently cheer and gesture in celebration. How animated can they get?!

33. Do a full-body workout

This kid-friendly exercise video is great for your body and brain! Kids can follow along through a set of workout moves that will get their blood pumping.

34. Play popcorn

Students will all be sitting in their chairs, and at any time, a student can jump up and say, "Pop!" Once they do, that student remains standing. If two students pop up at the same time, everyone takes their seats, and the game starts over. How quickly can the entire class pop without having to start over?

35. Hit the wall

Pushing against a solid object is a good way to displace extra energy from your body. Have kids stand facing a wall with their arms stretched out in front of them, palms on the surface of the wall. Push the wall away with all their strength for a count of ten. Relax for five seconds, then push again. Other activities they can do at the wall include calf stretches and wall push-ups.

36. 3, 2, 1 blastoff!

Instruct kids to stand and then squat down with their hands on the ground in front of them. All together, count down 3, 2, 1. When you get to zero, they should push up like a rocket, jumping as high as they can-letting all of their energy burst from their center.

37. Quick as a snap, wink

This is a quick and easy refocusing activity. Tell kids to snap their left fingers while they wink their right eye. Switch to snapping their right fingers while winking their left eye. This activity is particularly effective for younger learners who may find both activities challenging.

38. Balance break

A great way to get kids out of their chairs is to practice balance. Have them hop on one foot. Then up the ante by having them stand on one foot and bend their other knee out in front of them.

39. Tabletop push-ups

Kids can use their desk, a chair, the side of their couch-anything really. Have them place their hands on the table and focus their eyes in the center, moving down slowly and pushing back up.

40. Try some facial gymnastics

Have kids get their silly on for 30 seconds. Tell them to wiggle their eyebrows up and down as fast as they can. Then try to raise one eyebrow at a time.

Mental Brain Breaks That Are Educational

41. Take a comedy break

Comedy is a great release when the atmosphere is feeling a little intense. Show a funny video clip or have kids volunteer to tell a joke or pose a few silly riddles. We have compiled a number of jokes by theme on WeAreTeachers for kids of all ages for guaranteed laughs. For example, your students will love one of our most recent additions, 34 Cat Jokes for Kids. From there, you can find dog jokes, seasonal jokes, food jokes, and much more.

42. Share fun facts

In addition to joke compilations, we have plenty of fun fact lists on our site with themes that will thrill your students. Plus they're an educational way to teach your students new information during brain breaks. Get started with these fun feline facts to accompany the jokes above. Meow!

43. Practice another language

Source: startasl.com

Teach your kids the alphabet in sign language. Use brain breaks to practice by singing the ABCs while signing the letters. Then practice vocabulary words by spelling them out loud while signing the letters.

44. Find out how it's made

Remember that classic Sesame Street video about how crayons are made? We watched in awe as crayons rolled off the assembly line, wrapped in paper, and then slipped into those familiar cardboard boxes. Kids today are just as fascinated by how things are made! Here are our favorite videos about how things are made-from fireworks to LEGO.

45. Take a doodle break

According to researcher Mary Helen Immordino-Yang, downtime is essential for brain health. Kids need time for their growing brains to integrate and process the vast amount of information they receive each day. In other words, it is actually beneficial to give our kids time to allow their minds to wander. Try this: Set a timer for three to five minutes and let kids silently doodle with pencil and paper or a dry-erase board and marker while soft, calming music plays in the background.

Learn more: Sage Journals

46. Try a directed-drawing activity

Directed drawing activities walk your students through the process step-by-step so anyone can create their very own masterpiece. Teachers can lead the session by drawing on the whiteboard or chart paper while students follow along. Even better, there are plenty of videos on YouTube that lead the lesson, giving you a little break too. We have done the work and gathered some our favorite free directed-drawing activities for kids. Grab your favorite art supplies and get creative!

47. Gather your favorite GIFs

Make a slideshow of your favorite GIFs and have your kids act them out. Funny animals are a good place to start!

48. Find the object

Kids don't even have to get out of their seats for this one, but they can! Have one student start by finding an object and saying, "I see something beginning with the letter [fill in the blank]." The first person to guess the item correctly gets to choose the next object. This can be a fun one to play on Zoom too! You can have kids add in additional clues to help.

49. Clap for a little call-and-response

Pep things up with a little call-and-response clapping. It's simple to do and is often used in the classroom to get students' attention. Simply clap out a pattern that your kids will repeat back to you. Switch out the pattern a few times until everyone is focused and engaged. Alternatively, try a vocal call-and-response. Sing out a few riffs and have kids echo the tune back to you.

50. Color yourself mellow

Even grown-ups have picked up on the coloring craze as an excellent way to calm down and zone out. Put on some nice mellow background music, set a timer, and pass out some of these free mandala coloring pages.

51. Try a brain-break spinner

One way to make sure educational brain breaks are effective is to change up activities. Check out these online movement spinners for Wheel of Fortune-type games that help you add variety to brain breaks!

53. Would You Rather?

Students of all ages love participating in Would You Rather? videos, which can be found all over YouTube these days. Each video is approximately 8 minutes long, and students are given two scenarios where they choose which one they would rather participate in. Topics range from food items to activity choices to places to visit and more. As students choose the scenario, they move to either the right or left side of the room. Students then perform 30-second rounds of a specified exercise before repeating the process with another choice. Some of our favorite Would You Rather? channels include PE with Mr. G, Phonics Man, and Fix and Play. Students love when their teacher participates with them in the fun!

Learn more: PE With Mr. G

52. Write it out

Don't underestimate the power of journaling or creative writing. Give your kids a 5- or 10-minute break to open up a page of their notebook and write about anything they'd like. They don't have to share it with the class or do anything else with it; just use the quiet time to focus on something they love and want to write about.

Educational Video Brain Breaks by Grade Level

54. Brain-break compilations by grade level

If you are looking for a sample of brain breaks suitable for your students by grade level, look no further. We have created separate links of 25 videos each for individual grades at the elementary level. Go down the list and find your favorite!
Kindergarten Brain Breaks First Grade Brain Breaks Second Grade Brain Breaks Third Grade Brain Breaks Fourth Grade Brain Breaks Fifth Grade Brain Breaks
What educational brain breaks do you love? Share them in the comments!

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Quick, easy educational brain breaks that will help students re-energize, refocus, and give their brains a much-needed boost.

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https://www.youtube.com/watch?v=s-8CSs7XnIo

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Shake Break | Brain Breaks | Jack Hartmann

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https://www.youtube.com/watch?v=bCbwCF_Lq1o

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Move and Freeze - Animal Edition! | Brain Break | Freeze Dance Games For Kids | GoNoodle Inspired

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https://www.youtube.com/watch?v=NwT5oX_mqS0

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TheLearningStation - Kids Songs and Nursery Rhymes

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Shake Your Sillies Out ♫ Brain Breaks Songs for Kids ♫ Kids Action Songs by The Learning Station

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https://www.youtube.com/watch?v=9RkWJTSwYFE

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TheLearningStation - Kids Songs and Nursery Rhymes

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Switch Dance ♫ Brain Breaks ♫ Dance Songs ♫ Action Songs ♫ Kids Songs by The Learning Station

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https://www.youtube.com/watch?v=cZeM18fPbvI

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TheLearningStation - Kids Songs and Nursery Rhymes

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Brain Breaks - Action Songs for Kids - Body Boogie Dance - Kids Dance Songs by The Learning Station