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Unit 3.1 - Parallel & Perpendicular Lines (NEW- Updated July 2019) (1)

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6block bell work 11.17.25 - 11.21.25 Block Binder - Google Docs

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CtLC Person Centered tools are flexible and can be used by anyone, for anything. Use them yourself or find someone that can help you explore, problem-solve, make decisions, or plan for the future.

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Postsecondary Education & Training Preparation Toolkit - NTACT:C

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This toolkit is designed for students with a disability, family members, service providers, or educators to consider options and plan for access and success across a variety of postsecondary education and training opportunities.

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Resources for Teachers and Students in Economics and Personal Finance

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The St. Louis Fed has free education resources for pre-K through college educators to aid in the study of money and banking, economics, personal finance and the Federal Reserve. Our resources are created by teachers, for teachers.

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My name is Mark and I have Down syndrome. I have been an advocate for people with disabilities almost all of my life. My goal is for everybody with a disability to have a real job with real pay and a real life!

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Connecting The Dots

IN*SOURCE exists to help parents of children with disabilities navigate the complicated special education process in the state of Indiana. We help bridge the gap between schools and parents and we strive to connect the dots that become the individual path to success for children with disabilities.

Reaching Out

Our focus has always been on families who have children with disabilities. Now, more than ever, parents of children with disabilities, particularly underserved, low-income, Native American, limited English speaking, parents with disabilities, and parents of incarcerated youth need our services and we strive to reach out to those families to make sure they know we are here and ready to serve them.

19,993 Annual
Connections

6,603 Individuals
Trained

13,342 Assistance
Instances

100% Parents See
Improved Outcomes

Help Us
Help Others

The support you give IN*SOURCE is invaluable and everything you help do to further our mission benefits children with disabilities in Indiana. Consider donating to our organization, becoming an IN*SOURCE volunteer, attending training or reaching out for assistance. We're here to help and we thank you for yours!

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IN*SOURCE exists to help parents of children with disabilities navigate the complicated special education process in the state of Indiana. We help bridge the gap between schools and parents and we strive to connect the dots that become the individual path to success for children with disabilities.

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Indiana Statewide Independent Living Council - INSILC

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INSILC values the belief that people with disabilities should have the same civil rights, choices, options, and control over choices in their lives as do people without disabilities. The council was set up by state and federal law and includes diverse members serving as the voice for Independent living in Indiana.

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Indiana Family to Family provides information, training, and one-on-one support to families of children and youth with additional health and education needs, and the professionals who serve them.

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Down Syndrome Indiana has a new office space as of November 1, 2021. Our new address is: 615 N. Alabama Street, STE's 205 & 219. We are located on the 2nd floor of the English Foundation Building.

Down syndrome Awareness license plates can be purchased in person, at any Indiana BMV branch, at a BMV Connect kiosk, or online. To find the plate online, visit the BMV website at: https://www.in.gov/bmv/registration-plates/indianas-organizational-license-plates/. Select the plate labeled, "Down Syndrome Indiana"....
Read More Ds Awareness License Plate Available for Indiana Drivers

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Dedicated to enhancing the lives of individuals with Down syndrome Down Syndrome Indiana is a one-stop-shop for information and resources on Down syndrome. The programs it offers are intended to promote the inclusion of individuals with Down syndrome in their greater community, as well as, to offer support and information to families, caregivers, educators, employers...

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accessABILITY provides the community with the information and knowledge necessary to ensure the acceptance, respect, and inclusion of everyone.

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Unleash your creativity with the world's best virtual manipulatives!

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"You can't have a say at the table if you don't have a seat at the table. So these programs and these opportunities for people who look like me, act like me and think like me, are an opportunity to have a seat at the table so we can have a better future for the people behind us."

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Free Virtual Work Experience Programs from Top Companies - Forage.

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Free Personal Finance Courses | Interactive Online Learning

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Improve your financial literacy with our interactive and engaging personal finance courses. Enroll now to start building your financial capability.

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Career Planning Checklists - EducationPlanner

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EducationPlanner.org, a public service of the Pennsylvania Higher Education Assistance Agency (PHEAA), offers practical and easy-to-understand advice and information on how to deal with common financial situations facing today’s college students and recent graduates.

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Looking for careers advice? Find out everything you need to know.

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Educator & Xello admin • Accounts • 4 minutes • Xello provides you with powerful tools to help your students create successful futures. But first, let’s get you started. Learn how to sign yourself and your students into Xello.

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This is an adult education platform delivered to organizations and institutions by EVERFI.

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Libraries play a critical role in serving immigrant communities. Through our joint effort with the Institute of Museum and Library Services (IMLS), we plan to educate librarians, and in turn their immigrant customers, on topics ranging from naturalization, the unauthorized practice of immigration law, and the importance of digital literacy.

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Great Migrations: A People on the Move | PBS LearningMedia

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Great Migrations: A People on the Move contains media-rich resources on a range of topics including history lesson plans on The Great Migration and the civil rights movements, ELA lesson plans analyzing lyrics for themes, tone and mood, and a Socratic Seminar with rich reflection questions.

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Science Fair Project Ideas, Answers, & Tools

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Free Topic Selection Wizard, science fair project ideas, step by step how to do a science fair project, Ask an Expert discussion board, and science fair tips for success.

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Can’t think of the right word? Here you’ll find subjects divided by parts of speech so that you can simply browse words to describe products, colors, sex, birthday greetings, card messages, and more.

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Learn about taxes Everyone has to navigate the tax filing process at some point, but not all tax situations are the same. Learn about how to prepare and file taxes through the following simulations to remove the fear of Tax Day, forever! Learners! Here are 3 short videos to get you started on your taxes...

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In Do I Have a Right? you can run your own firm of lawyers who specialize in constitutional law. Decide if potential clients have a right, match them with the best lawyer, and win their case. The more clients you serve and the more cases you win, the faster your law firm grows!

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What Courts Do

The judicial branch must apply the existing laws to each individual situation, to be sure justice is administered fairly. This includes punishing those who are guilty of breaking the law, and keeping the rest of the community safe from crime. Courts also settle disputes between citizens that they can't resolve on their own.

The Types of Court Cases

In criminal cases, the government brings a case against one or more defendants. The in a criminal case is the person being accused of committing a crime by the government. At the U.S. District Court level, the government is represented by the United States Attorney (or an Assistant United States Attorney), also called the prosecuting attorney.

Anyone accused of a federal felony has a right to be assisted by a lawyer for every step of the process, even if they can't afford one. (A is a crime carrying a jail term of more than one year.) The right to counsel is guaranteed by the 6 th Amendment of the U.S. Constitution. The defendant can retain, or hire, their own defense attorney, or they may have one appointed for them if they financially unable to hire an attorney for their defense. In many cases, the appointed attorney will be from the Federal Public Defenders Office. Defendants are also allowed to represent themselves, and this is called .

Most crimes are a violation of state law, not federal law, and thus would be prosecuted in the state court system. Only crimes that break a law of the U.S. government will be prosecuted in the federal courts. Some examples of federal crimes include:

Financial fraud

Bank robbery

Counterfeiting

Kidnapping

Threatening the president or other federal officials or buildings

Committing a crime on federal property

Committing a crime using interstate commerce

Committing a crime that involves a conspiracy

Using a firearm to commit a crime

Manufacturing and distributing controlled substances

Learn more about the jurisdiction of the federal courts by visiting the Student Center page State Courts vs. Federal Courts.

The 7 th Amendment to the U.S. Constitution guarantees you the right to sue someone for loss or damages they have caused you. This is called a civil law suit. In a civil suit, the person bringing the case against another party is called the . The party the plaintiff is suing is called the . Though you have the right to sue someone in federal court, not every civil law suit is a federal case. See below to figure out which civil cases might be heard in federal court.

Though the U.S. Constitution gives everyone a right to have an attorney if accused of a crime, there is no such guarantee for civil cases. Therefore, if you choose to bring suit against someone, or someone brings suit against you, you will need to hire a private attorney. In some cases, there are legal aid resources for people who can't afford an attorney, but those vary by community. When attorneys help someone for free by donating their time, this is called work. Parties to a law suit are also allowed to represent themselves, and this is called pro se.

Like criminal cases, the majority of civil disputes are left to the state courts to settle. The federal courts only deal with civil cases that either:

A) involve a question of federal law, or

B) involve parties with "diversity of citizenship." This means that the parties are from two different states. In order for this type of civil case to be under the jurisdiction of the federal court, the dollar amount of the loss must exceed $75,000.

Some examples of civil disputes that could be filed in federal court are:

Suing for civil rights violations or discrimination

Suing for first amendment violations of free speech, free expression of religion, etc

Suing people for a loss they caused, if they are from another state

Learn more about determining whether or not you have a federal case at the Student Center page: State Courts vs. Federal Courts.

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Criminal vs. Civil Court Cases | The Judicial Learning Center

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What Courts Do The judicial branch must apply the existing laws to each individual situation, to be sure justice is administered fairly. This includes punishing those who are guilty of breaking the law, and keeping the rest of the community safe from crime. Courts also settle disputes between citizens that they can't resolve on their own.

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The Administrative Office of the U.S. Courts maintains uscourts.gov and describes itself as the "administrative arm of the federal Judiciary." Established by Congress in 1939, the agency is directed and supervised by the Judicial Conference of the U.S. - the policy-making body of the federal judiciary, which is in turn made up of the chief justice of the Supreme Court, the chief justice of each circuit court, a representative from each district court, and the chief judge of the Court of International Trade.

The U.S. Courts' website provides information for and about the federal judiciary. Visitors can find an interactive map that links to circuit, district and bankruptcy court websites in the Court Links section. The website also has an educational publication that provides an overview of the federal judicial system, including a listing of common legal terms and a description of federal court structure. A more in-depth guide to the federal courts that is specifically geared toward journalists is also provided. Additionally, information regarding judicial vacancies, compensation and history can be found in the Judges and Judgeships section. Extensive statistics including judicial caseloads can be found in the comprehensive library section. The U.S. Courts website even explains procedures and interactions an ordinary citizen may encounter within the judicial system, such as filing a suit or finding a lawyer.

Comments: The U.S. Courts' website provides extensive and nonpartisan information regarding all aspects of the federal judiciary.

https://www.uscourts.gov/about-federal-courts/judicial-administration

The Census Bureau's website offers far more than its up-to-the-second clocks with estimates of the U.S. and world populations. There is, of course, a general summary of the most recent census. A link from the home page brings up the American FactFinder, which allows the user to retrieve complete census breakdowns of the U.S. population by age, race, home ownership status and many other categories within cities, counties, states or even ZIP codes. The FactFinder is also the place to find complete data sets organized according to congressional district boundaries. The Statistical Abstract of the United States offers an extensive, text-based explanation of the census data, including information about immigration. Census provides annual updates of U.S. household income, as well as data on Americans living in poverty and persons with and without health insurance.

Comments: The Census Bureau provides a wealth of information on Americans, and the website is a valuable research tool.

https://www.census.gov/

The nonprofit National Academies - the National Academy of Sciences, the National Research Council, the Institute of Medicine and the National Academy of Engineering - generate and disseminate expert research and judgments on matters of science, including the social sciences. They bill themselves as "advisers to the nation on science, engineering, and medicine."

The Academies convene panels of experts to address matters of scientific policy. Only top scientists can become members, and that honor includes a duty to serve (for free) on study committees, which discuss "national or international issues involving science, technology, human health, or environmental quality." Hundreds of these committees meet each year. Study topics are usually requested by the federal government, though state governments and private concerns can also request and fund projects. Committee reports are published by the National Academies Press and can be searched and read for free online.

The main Academies website features capsule reviews of new and notable reports. In addition to the 200 to 300 reports published each year, the Academies also produce an annual Report to Congress, synthesizing the past year's research.

While the Academies do not receive direct federal appropriations, about 85 percent of their funding comes from the federal government. The rest comes from state agencies, private sponsors, foundations and the National Academies endowment. A breakdown of funding sources is included in the annual Report to Congress. The Academies aim to keep partisan and personal interests out of their decisions. Sponsors have no control over how studies are conducted or their outcomes, and the committees deliberate in private to minimize outside influence.

Comments: Academies reports can be dense and difficult for laypeople to read, although full-text searching makes it easier to find relevant pages. The website contains a searchable archive of press releases about the reports that are usually easier to analyze and digest. Academy recommendations are often cautious, even equivocal. Particularly strong statements or strenuous recommendations represent a
significant scientific consensus.

Political Leanings: None

http://www.nationalacademies.org/about/

NumbersUSA describes itself as a "non-partisan, public policy organization that favors an environmentally sustainable and economically just America" or, more succinctly, an "immigration-reduction organization." It was founded in 1997 by Roy Beck, a former journalist who wrote primarily on environmental issues such as urban sprawl.

The organization's goals include studying the numerical levels of legal and illegal immigration and informing the public about the recommendations of two national commissions from the 1990s to reduce immigration, recommendations that include eliminating chain migration (whereby an immigrant who has gained citizenship sends for adult relatives to join him) and eliminating the visa lottery. It also generally opposes any legislation that would increase or maintain current immigration levels in the United States.

NumbersUSA has ties to John Tanton, an outspoken conservationist who has helped found other anti-immigration groups. Tanton, a controversial figure, is publisher of the Social Contract Press, which has put out some of NumbersUSA's materials and reprinted the French novel "The Camp of the Saints," criticized by some as racist. Beck once worked for Tanton's magazine The Social Contract. Beck writes on the NumbersUSA Web site that "nothing about this website should be construed as advocating hostile actions or feelings toward immigrant Americans."

The organization's studies and books as well as its research and reports are available for download. Visitors can find information organized by "interests" or topics, such as American workers, the environment and illegal immigration. Those pages contain reports, congressional testimony and media reports that support NumbersUSA's views. The group also keeps track of the immigration voting records of members of Congress.

Comments: NumbersUSA states that its views on immigration result from environmental and economic justice considerations, but its "immigration-reduction" stance is generally shared by conservatives.

Political Leanings: Conservative, favors strict immigration controls

https://www.numbersusa.com/

People for the American Way says it favors "pluralism, individuality, freedom of thought, expression and religion, a sense of community, and tolerance and compassion for others." PFAW was founded in 1981 by Norman Lear, Barbara Jordan, the Rev. Theodore Hesburgh, and Andrew Heiskell, in part as a response to the political efforts of religious figures Jerry Falwell and Pat Robertson.

People for the American Way engages in numerous projects, many of which focus on civil liberties, the separation of church and state, voting rights, and judicial nominations.

Its website offers a number of tools, most of which are more useful to activists than researchers. These include a state-by-state guide to news and organizations of potential interest to liberal activists, profiles of prominent conservative activist organizations, and an archive of reports produced by the organization.

Comments: Because PFAW is a prominent liberal advocacy organization, its reports tilt in a predictable direction, and some of their documents blur the line between a press release and a research report. While its website offers like-minded activists some innovative tools, independent researchers would be well-advised not to rely exclusively on the site's content.

Political Leanings: Liberal

http://www.pfaw.org/

The Pew Research Center, a nonpartisan organization that's a subsidiary of the Pew Charitable Trusts, calls itself a "fact tank." It conducts public opinion polling and social science research, and publishes reports and information on various issues through seven distinct projects:

Pew Research Center: U.S. Politics & Policy examines public attitudes toward the news media, surveys the demographic makeup of the American electorate, analyzes public and opinion leaders' views on international policy, and measures public use of media sources. As with all of the Pew Research Center projects, its surveys are published on the Web site, along with commentary and datasets.

Pew Research Center: Journalism & Media conducts empirical studies of press coverage, mainly through content analysis. Its annual report on journalism, State of the News Media, is a comprehensive look at American journalism, including trends in the industry, content analyses and the economics of the business.

Pew Research Center: Internet, Science & Tech researches the impact of the Internet on people, society and various facets of life, such as the work, health care and politics.

Pew Research Center: Religion & Public Life functions as a forum for discussion of religion and public affairs. It publishes polls and reports on subjects such as religious affiliations, bioethics, religion and politics, the death penalty, and religion and social welfare.

Pew Research Center: Hispanic Trends focuses on eight key subject areas: demography, economics, education, identity, immigration, labor, politics and remittances. It conducts or commissions studies and public opinion surveys on Latino issues and perspectives. Its estimates on the number of illegal immigrants in the U.S. have been widely cited.

Pew Research Center: Global Attitudes & Trends conducts public opinion polls worldwide on various subjects, including top issues in the news and people's personal views of their lives. Its surveys have been conducted in 54 countries.

Pew Research Center: Social & Demographic Trends examines behaviors and attitudes in various areas of American life, such as family, health, work and leisure. Its reports pair public opinion polling with demographic data analysis.

Comments: The center is a good resource for public opinion surveys and detailed studies in its seven project areas.

Political Leanings: None

http://www.pewresearch.org/

USA.gov calls itself "the official U.S. gateway to all government information." The U.S. General Services Administration's Office of Citizen Services and Communications oversees the website, which offers a library of links to government agencies, information about particular laws and regulations, and data and statistics. Visitors can get pertinent links classified by topic and access links to state and local governments as well.

Comments: USA.gov can be a good place to begin for researchers who are unsure of where to look first.

https://www.usa.gov/

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Sources Worth Knowing - Annenberg Classroom

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These websites provide useful information for students who are researching topics such as legal rights, immigration, and the environment. The summaries include information about the websites' content, their founders, funding and political leanings.

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Edit the terms in the boxes below then click the generate button. You can separate terms with commas or line breaks. Bookmark the resulting page (Ctrl + D) to re-use it.

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Ed Tech

Sometimes, we just need some help organizing our thoughts - students AND educators.

Paper versions of graphic organizers can do a nice job of that. But by making them digital in Google Apps, they instantly become customizable. Multiple people can collaborate on them in real time. They can be shared with a link, embedded in a website or downloaded as an image file.

In short, digital graphic organizers are more versatile.

In Google Apps, there's a highly powerful yet highly overlooked app called Drawings. It gives users a blank canvas where they can add text, shapes, lines, etc. When done, they can save their work as image files or PDF files and can add those images to documents, slides and spreadsheets.
Drawings can be the virtual page where students can gather and process their ideas.

I used to shy away from doing a lot of graphic organizers because it's hard to design them in Google Docs; the moment I learned that you could change the page set-up to 8.5 x 11 inches, my world CHANGED. Now I rarely use Google Docs to make *anything*; I use Google Slides by default because I can add more graphics and have better control of the overall configuration. - Amy Nolan, high school English teacher, Commerce, Texas

Creating graphic organizer templates with Google Drawings

As Amy mentioned above, Google Slides can be used to create these as well as Google Drawings. The difference - Drawings focuses on one single page; Slides has multiple slides, which allows for multiple pages.

I've created 15 of them (see links below) that can be copied, saved, changed, tweaked or completely redone to fit your needs and your students' needs. We have added 10 more that were created by the Ditch That Textbook community and shared with us for this post.

It took me about 90 minutes to make 15 of them so that averages out to six minutes each. (Some were more time-consuming than others, and I got faster at making them as I progressed.)

Sharing your Google Drawings graphic organizers
Once you've created a graphic organizer (or have saved one of mine), there are a few easy ways to get them to your students:

If you use Google Classroom, create a new assignment and choose the option to deliver a copy of your graphic organizer to each student.

You can copy the URL (link) to the graphic organizer and deliver it to students via a class website, SeeSaw etc. You can also make a shorter, easier URL to type with URL shorteners like Bitly and TinyURL. (Check your Internet filter to make sure your shortened URLs come through. I've found that TinyURL works in most schools' filters.)

Using the blue "Share" button, click the "Get shareable link" button and set the document as "Anyone with the link" at the top and "Can view" at the bottom. That way, students won't be able to change your original copy and will have to make a copy of their own.

PRO TIP: When you copy a URL (link) to any G Suite file, it probably says "view" or "edit" at the end of it. If you change that word to "copy", it will force whoever opens that link to make a copy of the file instead of opening your file. That's another trick to keeping your original version from being altered. (If you assign it through Google Classroom, you won't need to do this.)

Here are 25 graphic organizer templates that can be used for many different subject areas and grade levels.

Feel free to make a copy of any of these google drawings templates and adapt them for your own use:

Question: What other graphic organizers would be useful to create in Google Drawings? Can you share a link to a graphic organizer you've created so others can use it, too? Leave a comment below!

Looking for even MORE G Suite resources?

Get our FREE ebook!
101 Ways to Ditch That Textbook with G Suite, tons of practical, creative ways to use Google tools in the classroom.

For notifications of new Ditch That Textbook content and helpful links: Interested in having Matt present at your event or school? Contact him by e-mail! Is Matt presenting near you soon? Check out his upcoming live events!

FREE teaching ideas and templates in your inbox every week!

Subscribe to Ditch That Textbook

©2023 Ditch That Textbook by Matt Miller.

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25 FREE Google Drawings graphic organizers - and how to make your own

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Using Google Drawings to create graphic organizers can help students gather their thoughts and customize to their needs. Here are 25 templates to get you started.

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Modern workplace training

Learn how to get more work done, from anywhere on any device with Microsoft 365 and Windows 10. Discover how industry professionals leverage Microsoft 365 to communicate, collaborate, and improve productivity across the team and organization.

Start here

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Get productive quickly with Microsoft 365 videos and tutorials. Explore Microsoft 365 training guides and tips to collaborate with anyone, anywhere.

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One of the "after effects" of the recent Covid-19 pandemic is the exacerbation of mental health challenges faced by children. The Children's Hospital of Philadelphia's Policy Lab's article Addressing System Needs for Child Behavioral Health During the COVID-19 Pandemic states that "...early evidence on the pandemic's impact on youth combined with the children's mental health crisis that existed before COVID-19 means that youth and their families will need access to quality, affordable and timely behavioral health services now more than ever."

To help address this concern, Multicultural Children's Book Day created its 2023 Classroom Kit, Mental Health Support for Stressful Times, to provide some needed mental health resources for kids. We have created a list of additional bilingual resources to complement this kit to aid in post-pandemic social and emotional learning. This collection of books uses the power of stories to help children learn about acceptance and mindfulness. It empowers them by providing awareness and the necessary skills to build confidence, self-esteem, and personal character. These books come with accompanying lesson plans or activities .
Squirrel Monkey
Set in the rainforest of Latin America, Squirrel Monkey is a thoughtful tale about acceptance and the power of mindfulness. Cori, the playful squirrel monkey, is sometimes overwhelmed by his "big feelings," especially when the jungle's noisy bustle is too much for the little monkey. While the other animals struggle to soothe Cori's distress, his mother demonstrates the power of slow, meditative breathing to balance emotions and help Cori find a place of "calm and quiet" in the busy jungle.
Augustus and his Smile
Augustus, the tiger, is sad because he has lost his smile. Where could it be? Poor Augustus goes on a journey to find his lost smile and discovers so much about the natural world: shiny insects, birds, mountains, fish, and even a rainstorm. Stunning illustrations celebrate the beauty of the world and the simple happiness it brings us .
Keeping Up With Cheetah
Cheetah wants a friend - a friend as fast as him. But poor Hippo can't keep up and is left in the dust. This charming story is about the value of friendship and what it means to be a good friend.
Sports Day in the Jungle
Poor Sloth is too slow to compete in the jungle games! He can only watch as the other animals practice for their special sports. Monkey teases Sloth as he swings from branch to branch. But wait! When disaster strikes, will Sloth get a chance to use his secret skill and save the day? This colorful tale helps children to appreciate that meaningful happiness comes from comfort with oneself.
Happy After All
What if you had to leave behind everything you love: family, friends, and home? This story is about a young girl and her father facing this daunting challenge as they travel away from their village. In another country, the girl must adapt to an unfamiliar climate, culture, neighborhood, and school - while feeling the sad pangs of homesickness. But, through her father's encouragement, and her willingness to embrace new experiences, the girl gradually discovers that she can be Happy After All .

About Language Lizard

Language Lizard, LLC ( www.LanguageLizard.com) is a leading supplier of bilingual products in over 50 languages. The company provides award-winning bilingual books and audio resources to schools, libraries, literacy organizations, and bilingual families. Language Lizard offers culturally responsive teaching materials, multilingual posters, and free multicultural lesson plans to support diverse classrooms and homeschooling families.

Language Lizard Idiom Books are available as English and bilingual paperbacks at www.LanguageLizard.com, Ingram, and bookstores worldwide. eBooks are available on major eBook platforms and on Overdrive and are 32 Full Illustrated Color Pages for Grade Level K-5.

Language Lizard, LLC "Inspiring Kids Through Language!"

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Bilingual Books To Aid in Post-Pandemic Social and Emotional Learning - Multicultural Children's Book Day

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One of the "after effects" of the recent Covid-19 pandemic is the exacerbation of mental health challenges faced by children. The Children's Hospital of Philadelphia's Policy Lab's article Addressing System Needs for Child Behavioral Health During the COVID-19 Pandemic states that "...early evidence on the pandemic's impact on youth combined with the children's mental health [...]

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P21's Frameworks for 21st Century Learning were developed with input from teachers, education experts, and business leaders to define and illustrate the skills and knowledge students need to succeed in work and life, as well as the support systems necessary for 21st century learning outcomes. They have been used by thousands of educators and hundreds of schools in the U.S. and abroad to put 21st century skills at the center of learning.

Battelle for Kids looks forward to engaging yet again with educators and other experts to update the Frameworks. We encourage personal use of these Frameworks by all who can benefit:

Permission for Use

Permission for commercial use and/or distribution of these resources or other information produced must be made in writing to Battelle for Kids with a clearly defined request and description of how the material will be used. Permission will be granted provided that:

Content remain unchanged.

Attribution be given to Battelle for Kids.

Attribution will include a link to Battelle for Kids' website.

Content will be used solely for educational purposes.

The party using or referring to Battelle for Kids' intellectual property will not represent themselves in a manner that can be interpreted as implying that they are officially certified or endorsed by Battelle for Kids.

In addition, please note that:

The Frameworks for 21st Century Learning or its representational images may not be used to endorse specific products or services

Battelle for Kids reserves the right to restrict usage of any intellectual property that Battelle for Kids finds is being used in an inappropriate manner

Battelle for Kids network, member, or partner names, logos and other content may not be used without permission for any purposes other than to demonstrate the organizations and corporations that are partners or members of Battelle for Kids or its networks. Partners and members may not be listed selectively. Any other requests for use of Battelle for Kids partners' or members' trademarks and logos must be approved by the member organization prior to use

Battelle for Kids will continue publishing frequently requested P21 materials and refreshing them for the benefit of the 21st century education movement and community. Please check back often for updates.

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The Dolch Sight Words list is the most commonly used set of sight words. Educator Dr. Edward William Dolch developed the list in the 1930s-40s by studying the most frequently occurring words in children's books of that era. The list contains 220 "service words" plus 95 high-frequency nouns. These words comprise 80% of the words you would find in a typical children's book and 50% of the words found in writing for adults. Once a child knows this list of words, it makes reading much easier, because the child can then focus his or her attention on the remaining words.

The Dolch words are commonly divided into groups by grade level, ranging from pre-kindergarten to third grade, with a separate list of nouns. There are a total of 315 Dolch Sight Words.

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The Dolch Sight Words list is the most commonly used set of sight words. Educator Dr. Edward William Dolch developed the list in the 1930s-40s by studying the most frequently occurring words in children's books of that era. The list contains 220 "service words" plus 95 high-frequency nouns.

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It's no secret that building strong literacy skills from an early age pays huge dividends for students. However, implementing an effective literacy program in the classroom-one which meets the widely varying needs of all your students while building a genuine love of reading-is a significant challenge. One of the most popular and successful frameworks that has emerged to help educators meet this challenge is the Daily 5™, first introduced by Gail Boushey and Joan Moser in their 2006 book, The Daily 5: Fostering Literacy Independence in the Elementary Grades. This method offers students the following five choices of activities to work independently toward personal literacy goals:

Ready to try this rewarding, student-centered instructional method in your classroom? Or, maybe you've been using the Daily 5 for years and are simply looking to refine your approach. No matter where you are on your Daily 5 journey, we've assembled this guide with useful tips to help you fully understand the framework and put best practices to work. We'll start by taking a high-level look at what the framework is and isn't, and then move on to actionable tips to implement each of the five choices in your classroom:
The Daily 5: What It Is
The Daily 5 is a literacy framework that guides both student and teacher behaviors to create a classroom of engaged and independent readers and writers. It's not the "what" you teach but "how" that the Daily 5 aims to solve by creating a structure in which students participate in meaningful activities, while educators work uninterrupted with small groups and individuals.

Explicit teaching and practicing of classroom behaviors

Rather than continually putting out fires in your classroom, the Daily 5 offers literacy routines and procedures that are transparent, practiced, and upheld. With a prescribed method for introduction and suggested visual anchors for reinforcement, students gain a firm grasp of acceptable behaviors to guide their classroom decisions within your daily reading block.

Stamina building for sustained reading and writing

For students to become truly proficient in literacy, research shows that they need extended periods of authentic reading and writing. This structure is one way to deliver that focused independent practice by guiding educators through the process of helping students build stamina.

Creating a structure that nurtures independence requires trust from you, their teacher, to prepare students to accept the challenge of making thoughtful choices in the classroom. This may sound scary, and it certainly takes time, but when that trust and sense of community are established, you stand to gain a more satisfied and self-disciplined group of students.
...And What It Isn't

A teacher-driven model that relies on busywork and workbooks

Student choice is the ultimate linchpin to the success of the Daily 5. As the year goes on, your students will be thankful for the opportunity to choose their own literacy adventure within the Daily 5 structure. Additionally, it also gives young learners the opportunity to refocus their brains so that they are capable of maintaining attention during periods of direct instruction.

A huge financial and time investment

We've all been there as educators-brimming with ideas of exciting activities and new centers only to be met with piles of ungraded work and exhaustion a few months later. The Daily 5 supports practice, utilizing reusable resources such as anchor charts, manipulatives, technology, and classroom libraries as the keys to sustaining success.

The Daily 5 looks different in every classroom. Period. This framework is meant to support choice and flexibility so that the students in front of you guide your teaching based upon their experience, stamina, needs, and behaviors.
The Daily 5: Best Practice Tips
The "Read to Self" component is just what it sounds like: during this time your students are each equipped with books, seated alone, and reading independently. While this may seem pretty straightforward, creating a classroom full of independent readers with extended stamina requires slow and thoughtful execution. Three key strategies are outlined here:

Teach Students the 3 Ways to Read a Book

Boushey and Moser suggest teaching three different ways to read that encourage fluid practice from the very beginning. By reading the pictures, even the earliest learners begin to understand the elements of a story; by reading the words, the most conventional definition of reading is explored; and by retelling the story, students learn the importance of comprehending what they read.

Through introducing this strategy, you begin to create a classroom environment where all students feel that they can be successful. This is particularly helpful for younger students or English language learners, who may not yet be reading.

Encourage the "I-PICK" Good-Fit Books Method

Before students can start reading independently, they need to be equipped with the right books to suit their needs. Think about those students who spend all their time "choosing" a book in your classroom library only to find the right one just as you call time, and you'll quickly see the merit of this approach.

As a strategy developed by Boushey and Moser, "I-PICK" teaches students to consider purpose, interest, comprehension, and word knowledge when making their book selections. Model, think aloud, and confer with small groups regularly to help instill this practice with your young learners.

Provide Quality Reading Materials

If the Daily 5 is carried our correctly (and actually on a daily basis) the depth and breadth of your classroom reading materials may come into question. By adding educational technology programs, such as Reading Eggs for K-2 learners and Reading Eggspress for students in grades 2-6, you can provide an engaging, Web-based reading option for your students.

In these online solutions, students can browse over 2,000 fiction and nonfiction titles in a virtual library to select their good-fit book by genre or Lexile® level. Stories also include a short comprehension quiz, encouraging readers to apply their knowledge about all three ways they read a book.
Choice #2: Work on Writing
During this rotation, students should have extended time to practice and the freedom to explore different writing topics. "Work on Writing" can be used to continue the writing style or process that is being taught in a separate writing workshop outside of the Daily 5, but this should not always be the case. Sustained writing of any form a student chooses should remain the focus of this rotation. A few key strategies for success are detailed below:

For many students, thinking of a topic can be the hardest aspect of writing. Without creating specific expectations around this practice, you may see your students' focus quickly shift from writing to building a tower out of the writing center supplies. To avoid losing their concentration, encourage your students to create a repository of writing ideas-collected and organized into anchor charts and student writing notebooks for quick and easy access.

Underline Words That You Don't Know How to Spell, and Move On

Critical to success in "Work on Writing," this strategy is specifically meant to help your students maintain their writing flow without losing track of their thoughts or causing extended periods of frustration. It's a terrible moment as a teacher when you scan through writing samples from your class to see that your 1st graders were stumped after two lines because they struggled to spell "rollercoaster" or "chameleon."

Keep this from happening by teaching your students to not be afraid of using rich and explicit words that are above their spelling level. Model the writing process, thinking aloud in front of your students as you stumble upon a difficult word yourself. By underlining the word and quickly moving on, you show them that it's okay if some words aren't spelled perfectly in their nonpublished writing.

For many struggling learners, writing is hardly their favorite pastime. Reinvigorate the writing rotation by offering students the opportunity to use online technology to explore the writing process.

In Edmentum's learn-to-read program, Reading Eggs, students can enter the Story Factory to create their own composition tied to a weekly theme. A variety of graphics and relevant vocabulary assists students as they craft their own tale, save their finished work, print, or even submit their story to a weekly contest.
Choice #3: Read to Someone
Often a Daily 5 favorite, "Read to Someone" offers children the opportunity to pair up and share a book of their choosing. This rotation is sometimes referred to as partner reading, buddy reading, or read with a friend. No matter what you choose to call it, "Read to Someone" provides a meaningful time for developing readers to increase their comprehension, fluency, and accuracy. Explore a few ways to set up this round successfully:

Setting expectations for good reading partners in your classroom involves defining what it sounds and looks like. Because volume control can often feel like an uphill battle, we'll start there. Research shows that the loudest voice in the room is the one that often regulates the noise level. Keep your voice down when conferring with students to set the appropriate tone and expectations in your room.

Hand in hand with voice level, our primary learners often need direction as to what "Read to Someone" should look like. With "EEKK" (elbow to elbow, knee to knee), a model subscribed to by the Daily 5 creators (Gail Boushey and Joan Moser), students are taught to sit side by side to easily share their text and read aloud together.

It's not enough to practice fluent reading during "Read to Someone;" your students also should be concentrating on comprehending text. To check for understanding, set a standard practice for readers to restate aloud the "what" and "who" of what they just read or heard. Additional comprehension questions can be added for older students. Check out a few examples of how this strategy can be brought to life on our Pinterest board.
Choice #4: Listen to Reading
"Listen to Reading" can take many different forms, including online audiobooks and Web-based solutions. For emerging readers, time spent listening to fluent reading models is invaluable to building reading pronunciation and expression. Struggling readers also find this rotation beneficial, as it allows them to access texts that meet their listening comprehension level, even if that exceeds their reading level. Keep these strategies in mind when incorporating this rotation:

If you find yourself among one of those lucky few with a set of state-of-the-art devices for class, adding "Listen to Reading" to your daily rotation should be fairly straightforward. If a set of four to five "cross your fingers and hope they work today" computers is more in line with the current state of your classroom technology, rest assured that there's no reason to lose hope! Between audiobooks from your campus or city library and your school's computer lab, you can still give your students the opportunity to experience this rotation regularly.

Additionally, make the most of time spent at this station by ensuring that your students have the technology skills to log in quickly and treat equipment appropriately. Early on, it's also a good idea to appoint a student to be your "tech-support helper," so that you aren't pulled away from working with students to assist with technology issues.

Determine appropriate activities based on reading ability

Listening to reading is often so engaging for children, that most have no problem building stamina. You can keep this rotation exciting by providing your students with a wide variety of books to enjoy. Our online literacy solutions, Reading Eggs and Reading Eggspress, can be hugely helpful with this. Within the programs' Online Library Catalog, students can select from over 2,000 different titles with full audio support.

For those no longer in need of "Listen to Reading," "Computer Time" is often substituted to focus on other reading skills in an engaging environment. In Reading Eggs and Reading Eggspress, students can work through an individualized learning path of reading lessons. Each lesson contains pre-reading activities, a focus book, book quiz, and motivational rewards to keep students engaged and learning.

The "Word Work" component of the Daily 5 focuses on spelling and vocabulary by creating a print-rich environment and offering learning manipulatives for students to experiment and develop an interest in language. Students are able to select from a variety of materials to play with words, word patterns, word families, and so on to hone their knowledge and increase their writing skills. Consider several suggestions below to make your "Word Work" area a success:

With such things as sand, playdough, markers, and glitter glue, the variety of materials involved in "Word Work" is often tailored to meet the needs of your kinesthetic learners. The activities in this rotation also involve a fair bit of rule following and sometimes even a watchful eye to keep them running smoothly.

Gauging the maturity of your learners is a good place to start, followed closely by rolling out new materials one at a time. Model how each is used in the context of "Word Work," and ask students to help demonstrate proper application to build letters, words, and sentences. Making it clear that each new manipulative is a privilege in your classroom can help keep even your most active learners in line during this rotation.

Motivate learning with focused, yet fun, activities

"Word Work" can provide excellent practice of manipulating words and developing language skills, but when involving enticing materials, it can also quickly descend into anarchy. Incorporate a variety of "Word Work" activities that motivate students to stay on task.

Using Reading Eggs, students can practice phonics skills, content vocabulary, and sight words in a game-based environment. Leveled activities align content to individualized ability levels, while Golden Egg rewards entice students to stay motivated. Reading Eggspress similarly provides an English skills area for students to practice more complex spelling patterns while earning redeemable rewards.

Looking for additional tips to make use of the Daily 5 framework in your classroom? Interested in learning more about Edmentum's engaging online programs for early literacy? Explore Reading Eggs, Reading Eggspress, and Fast Phonics!!

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The Daily 5 Literacy Framework: A Guide to Best Practices

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It's no secret that building strong literacy skills from an early age pays huge dividends for students. However, implementing an effective literacy program in the classroom-one which meets the widely varying needs of all your students while building a genuine love of reading-is a significant challenge.

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Teachers - Top Worksheets

Providing teacher-developed resources to enhance every child's skills. Math worksheets and learning activities that strengthen your students' intellect and enhance their emotional intelligence. Thousands of standards-based, teacher tested activities to bolster every child's learning.

Worksheets You'd Want to Print

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Teachers - Top Worksheets Providing teacher-developed resources to enhance every child's skills. Math worksheets and learning activities that strengthen your students' intellect and enhance their emotional intelligence. Thousands of standards-based, teacher tested activities to bolster every child's learning. Worksheets You'd Want to Print

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Digital Lessons & Curriculum - Applied Digital Skills

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The Applied Digital Skills curriculum consists of free of charge resources that are designed to build digital literacy in education and for jobs. Explore our lessons today.

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Creating authentic learning experiences for students is an essential element in online course delivery. Through recent discussion instructors have inquired "How do we provide meaningful learning experiences for students using tools that are intrinsically motivating?" ² Questions as such imply the need to provide instructors with ". . . innovative ways of integrating technology that encourage higher-order thinking skills." ²

Research indicates that "Today's students, regardless of demographics, have shown an interest in digital opportunities to learn, and the range of Web 2.0 tools that make collaboration, innovation, and individual exploration possible is incredible." ² Practitioners within the field of education have thought of unique ways to connect digital tools with the framework of Bloom's Revised Taxonomy, which has led to the emergence of a Digital Bloom's Taxonomy.
Bloom's Digital Taxonomy
The purpose of Bloom's Digital Taxonomy is to inform instructors of how to use technology and digital tools to facilitate student learning experiences and outcomes. It aims, "T o expand upon the skills associated with each level as technology becomes a more ingrained essential part of learning." The use of this adapted version and the examples of tools it provides focus "should not be on the tools themselves, but rather on how the tools can act as vehicles for transforming student thinking at different levels." ¹ Outlined below are the levels featured within Bloom's Revised Taxonomy. Each level is accompanied by a description of its relevance and examples of digital tools that connect with this taxonomy framework.
Infographic Credit: Ron Carranza Summary
Connecting characteristics of Bloom's Revised Taxonomy is necessary for creating online learning activities that are in accordance with our students' needs. "Bloom's Digital Taxonomy helps us navigate through the myriad digital tools and make choices based on the kinds of learning experiences we want students to engage in." ² Selecting the most appropriate digital activity will depend on the activity's level of difficulty tied to the cognitive levels stated within Bloom's Revised Taxonomy. As K. A. Meyer writes, "Knowledge is situated, being in part a product of the activity, context, and culture in which it is developed and used. In this way, we can begin to ascertain differences that will help instructors apply the right tool to the right learning goals." ³
References
¹ Bloom's Digital Taxonomy. (2015, January 15). Retrieved May 03, 2016, from https://www.commonsensemedia.org/videos/blooms-digital-taxonomy

² Lightle, K. (2011). More than just the technology. Science Scope, 34 (9), 6-9.

³ Meyer, K. A. (2010). A comparison of Web 2.0 tools in a doctoral course. The Internet and Higher Education, (4), 226-232. doi:10.1016/j.iheduc.2010.02.002
Additional Resources
Center for Teaching - Bloom's Revised Taxonomy https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

Fractus Learning - Bloom's Digital Taxonomy http://www.fractuslearning.com/2014/08/18/blooms-taxonomy-digital-print-table/

Global Digital Citizen's Foundation - Bloom's Digital Taxonomy Verbs https://globaldigitalcitizen.org/blooms-digital-taxonomy-verbs

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Integrating Technology with Bloom's Taxonomy - Teach Online

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Creating authentic learning experiences for students is an essential element in online course delivery. Learn how Bloom's Digital Taxonomy can assist you.

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Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/.

Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information

The above graphic is released under a Creative Commons Attribution license. You're free to share, reproduce, or otherwise use it, as long as you attribute it to the Vanderbilt University Center for Teaching. For a higher resolution version, visit our Flickr account and look for the "Download this photo" icon.

Background Information

In 1956, Benjamin Bloom with collaborators Max Englehart, Edward Furst, Walter Hill, and David Krathwohl published a framework for categorizing educational goals: Taxonomy of Educational Objectives. Familiarly known as Bloom's Taxonomy, this framework has been applied by generations of K-12 teachers and college instructors in their teaching.

The framework elaborated by Bloom and his collaborators consisted of six major categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. The categories after Knowledge were presented as "skills and abilities," with the understanding that knowledge was the necessary precondition for putting these skills and abilities into practice.

While each category contained subcategories, all lying along a continuum from simple to complex and concrete to abstract, the taxonomy is popularly remembered according to the six main categories.

The Original Taxonomy (1956)

Here are the authors' brief explanations of these main categories in from the appendix of Taxonomy of Educational Objectives ( Handbook One, pp. 201-207):

Knowledge "involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting."

Comprehension "refers to a type of understanding or apprehension such that the individual knows what is being communicated and can make use of the material or idea being communicated without necessarily relating it to other material or seeing its fullest implications."

Application refers to the "use of abstractions in particular and concrete situations."

Analysis represents the "breakdown of a communication into its constituent elements or parts such that the relative hierarchy of ideas is made clear and/or the relations between ideas expressed are made explicit."

Synthesis involves the "putting together of elements and parts so as to form a whole."

Evaluation engenders "judgments about the value of material and methods for given purposes."

The 1984 edition of Handbook One is available in the CFT Library in Calhoun 116. See its ACORN record for call number and availability.

Barbara Gross Davis, in the "Asking Questions" chapter of Tools for Teaching, also provides examples of questions corresponding to the six categories. This chapter is not available in the online version of the book, but Tools for Teaching is available in the CFT Library. See its ACORN record for call number and availability.

The Revised Taxonomy (2001)

A group of cognitive psychologists, curriculum theorists and instructional researchers, and testing and assessment specialists published in 2001 a revision of Bloom's Taxonomy with the title A Taxonomy for Teaching, Learning, and Assessment. This title draws attention away from the somewhat static notion of "educational objectives" (in Bloom's original title) and points to a more dynamic conception of classification.

The authors of the revised taxonomy underscore this dynamism, using verbs and gerunds to label their categories and subcategories (rather than the nouns of the original taxonomy). These "action words" describe the cognitive processes by which thinkers encounter and work with knowledge:

Remember

Understand

Interpreting

Exemplifying

Classifying

Summarizing

Inferring

Comparing

Explaining

Apply

Analyze

Differentiating

Organizing

Attributing

Evaluate

Create

In the revised taxonomy, knowledge is at the basis of these six cognitive processes, but its authors created a separate taxonomy of the types of knowledge used in cognition:

Factual Knowledge

Knowledge of terminology

Knowledge of specific details and elements

Conceptual Knowledge

Knowledge of classifications and categories

Knowledge of principles and generalizations

Knowledge of theories, models, and structures

Procedural Knowledge

Knowledge of subject-specific skills and algorithms

Knowledge of subject-specific techniques and methods

Knowledge of criteria for determining when to use appropriate procedures

Metacognitive Knowledge

Strategic Knowledge

Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge

Self-knowledge

Mary Forehand from the University of Georgia provides a guide to the revised version giving a brief summary of the revised taxonomy and a helpful table of the six cognitive processes and four types of knowledge.

Why Use Bloom's Taxonomy?

The authors of the revised taxonomy suggest a multi-layered answer to this question, to which the author of this teaching guide has added some clarifying points:

1. Objectives (learning goals) are important to establish in a pedagogical interchange so that teachers and students alike understand the purpose of that interchange.

2. Organizing objectives helps to clarify objectives for themselves and for students.

3. Having an organized set of objectives helps teachers to:

"plan and deliver appropriate instruction";

"design valid assessment tasks and strategies";and

"ensure that instruction and assessment are aligned with the objectives."

Citations are from A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives.

Further Information

Section III of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives, entitled "The Taxonomy in Use," provides over 150 pages of examples of applications of the taxonomy. Although these examples are from the K-12 setting, they are easily adaptable to the university setting.

Section IV, "The Taxonomy in Perspective," provides information about 19 alternative frameworks to Bloom's Taxonomy, and discusses the relationship of these alternative frameworks to the revised Bloom's Taxonomy.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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by Patricia Armstrong Print Version Cite this guide: Armstrong, P. (2010). Bloom's Taxonomy. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/. Background Information | The Original Taxonomy | The Revised Taxonomy | Why Use Bloom's Taxonomy? | Further Information The above graphic is released under a Creative Commons Attribution license.

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The Internet Keep Safe Coalition is dedicated to protecting children, families, and schools by assessing, advising, and certifying organizations that collect, use, and share personal information and data that is protected by law.

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Be Internet Awesome is a multifaceted program that includes a fun and free web-based game called Interland and an educational curriculum to teach kids how to be safe and responsible explorers of the online world.

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Google Forms - create and analyze surveys, for free.

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Did You Know (Shift Happens) - 2018 Remix

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Posted by jglassman on

by Dr. Mike Ribble, Ed.D.
http://www.digitalcitizenship.net
@digcitizen

With Digital Citizen week behind us, how can we continue this discussion with students throughout the year? It is important that we constantly remind them about being safe online and reviewing digital etiquette. Inserting powerful messages and concrete examples about being good digital citizens is key.

Children need to recognize that it's people who make good and bad choices, not the digital tools we use. When we press enter we are making a choice, not our computers. It is important to remind students on an ongoing basis how to behave online. I write about the "Five Be's" for being a good digital citizen, and a good citizen in general:

1. BE We Not Me. Know that we are better together than we are by ourselves. The digital world is about positive interactions.

2. BE an Example. Model good behavior. Be an example of character online and off.

3. BE Curious. Ask questions, search for answers, and teach/learn from each other.

4. BE a Citizen. Recognize our differences, but be willing to find common ground. Find your voice in a digital world .

5. . Focus on how others may receive your message. Take your time when sharing ideas. Use the THINK model by asking if your message is BE Empathetic True, Helpful, Inspiring, Necessary and Kind.

We want to help everyone, especially kids, make the right choices not only during Digital Citizenship Week but all year. The @DigCitKids group provides a community for like-minded kids to gather online and share their stories and teach each other peer-to-peer, thereby promoting and extending the Be We Not Me concept described above. To show support for building student-centered activism in this arena, BrainPOP and other leaders in the Digital Citizenship movement will join The Digital Citizenship Institute in participating in the 3rd Annual Digital Citizenship Summit , where these ideas and others will be discussed.

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What Type of Digital Citizens Do We Want Students to Be? | BrainPOP Educators

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With Digital Citizen week behind us, how can we continue this discussion with students throughout the year? It is important that we constantly remind them about being safe online and reviewing digital etiquette. Inserting powerful messages and concrete examples about being good digital citizens is key.

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Teaching Key Digital Citizenship Concepts | InCtrl

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InCtrl is an online resource that teaches digital citizenship to ensure safety and security in the digital world. Start your journey today.

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Pew Research Center: Internet, Science & Tech

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(Drew Angerer/Getty Images News via Getty Images)

For the latest survey data on social media and tech use among teens, see "Teens, Social Media, and Technology 2022."
Until recently, Facebook
had dominated the social media landscape among America's youth - but it is no longer the most popular online platform among teens, according to a new Pew Research Center survey. Today, roughly half (51%) of U.S. teens ages 13 to 17 say they use Facebook, notably lower than the shares who use YouTube, Instagram or Snapchat.

This shift in teens' social media use is just one example of how the technology landscape for young people has evolved since the Center's last survey of teens and technology use in 2014-2015. Most notably, smartphone ownership has become a nearly ubiquitous element of teen life: 95% of teens now report they have a smartphone or access to one. These mobile connections are in turn fueling more-persistent online activities: 45% of teens now say they are online on a near-constant basis.

The survey also finds there is no clear consensus among teens about the effect that social media has on the lives of young people today. Minorities of teens describe that effect as mostly positive (31%) or mostly negative (24%), but the largest share (45%) says that effect has been neither positive nor negative.

These are some of the main findings from the Center's survey of U.S. teens conducted March 7-April 10, 2018. Throughout the report, "teens" refers to those ages 13 to 17.

Facebook is no longer the dominant online platform among teens

The social media landscape in which teens reside looks markedly different than it did as recently as three years ago. In the Center's 2014-2015 survey of teen social media use, 71% of teens reported being Facebook users. No other platform was used by a clear majority of teens at the time: Around half (52%) of teens said they used Instagram, while 41% reported using Snapchat.

In 2018, three online platforms other than Facebook - YouTube, Instagram and Snapchat - are used by sizable majorities of this age group. Meanwhile, 51% of teens now say they use Facebook. The shares of teens who use Twitter and Tumblr are largely comparable to the shares who did so in the 2014-2015 survey.

For the most part, teens tend to use similar platforms regardless of their demographic characteristics, but there are exceptions. Notably, lower-income teens are more likely to gravitate toward Facebook than those from higher-income households - a trend consistent with previous Center surveys. Seven-in-ten teens living in households earning less than $30,000 a year say they use Facebook, compared with 36% whose annual family income is $75,000 or more. (For details on social media platform use by different demographic groups, see Appendix A.)

It is important to note there were some changes in question wording between Pew Research Center's 2014-2015 and 2018 surveys of teen social media use. YouTube and Reddit were not included as options in the 2014-2015 survey but were included in the current survey. In addition, the 2014-2015 survey required respondents to provide an explicit response for whether or not they used each platform, while the 2018 survey presented respondents with a list of sites and allowed them to select the ones they use. Even so, it is clear the social media environment today revolves less around a single platform than it did three years ago.

When it comes to which one of these online platforms teens use the most, roughly one-third say they visit Snapchat (35%) or YouTube (32%) most often, while 15% say the same of Instagram. By comparison, 10% of teens say Facebook is their most-used online platform, and even fewer cite Twitter, Reddit or Tumblr as the site they visit most often.

Again, lower-income teens are far more likely than those from higher income households to say Facebook is the online platform they use most often (22% vs. 4%). There are also some differences related to gender and to race and ethnicity when it comes to teens' most-used sites. Girls are more likely than boys to say Snapchat is the site they use most often (42% vs. 29%), while boys are more inclined than girls to identify YouTube as their go-to platform (39% vs. 25%). Additionally, white teens (41%) are more likely than Hispanic (29%) or black (23%) teens to say Snapchat is the online platform they use most often, while black teens are more likely than whites to identify Facebook as their most used site (26% vs. 7%).

Despite the nearly ubiquitous presence of social media in their lives, there is no clear consensus among teens about these platforms' ultimate impact on people their age. A plurality of teens (45%) believe social media has a neither positive nor negative effect on people their age. Meanwhile, roughly three-in-ten teens (31%) say social media has had a mostly positive impact, while 24% describe its effect as mostly negative.

Given the opportunity to explain their views in their own words, teens who say social media has had a mostly positive effect tended to stress issues related to connectivity and connection with others. Some 40% of these respondents said that social media has had a positive impact because it helps them keep in touch and interact with others. Many of these responses emphasize how social media has made it easier to communicate with family and friends and to connect with new people:

"I think social media have a positive effect because it lets you talk to family members far away." (Girl, age 14)

"I feel that social media can make people my age feel less lonely or alone. It creates a space where you can interact with people." (Girl, age 15)

"It enables people to connect with friends easily and be able to make new friends as well." (Boy, age 15)

Others in this group cite the greater access to news and information that social media facilitates (16%), or being able to connect with people who share similar interests (15%):

"My mom had to get a ride to the library to get what I have in my hand all the time. She reminds me of that a lot." (Girl, age 14)

"It has given many kids my age an outlet to express their opinions and emotions, and connect with people who feel the same way." (Girl, age 15)

Smaller shares argue that social media is a good venue for entertainment (9%), that it offers a space for self-expression (7%) or that it allows teens to get support from others (5%) or to learn new things in general (4%).

"Because a lot of things created or made can spread joy." (Boy, age 17)

"[Social media] allows us to communicate freely and see what everyone else is doing. [It] gives us a voice that can reach many people." (Boy, age 15)

"We can connect easier with people from different places and we are more likely to ask for help through social media which can save people." (Girl, age 15)

There is slightly less consensus among teens who say social media has had a mostly negative effect on people their age. The top response (mentioned by 27% of these teens) is that social media has led to more bullying and the overall spread of rumors.

"Gives people a bigger audience to speak and teach hate and belittle each other." (Boy, age 13)

"People can say whatever they want with anonymity and I think that has a negative impact." (Boy, age 15)

"Because teens are killing people all because of the things they see on social media or because of the things that happened on social media." (Girl, age 14)

Meanwhile, 17% of these respondents feel these platforms harm relationships and result in less meaningful human interactions. Similar shares think social media distorts reality and gives teens an unrealistic view of other people's lives (15%), or that teens spend too much time on social media (14%).

"It has a negative impact on social (in-person) interactions." (Boy, age 17)

"It makes it harder for people to socialize in real life, because they become accustomed to not interacting with people in person." (Girl, age 15)

"It provides a fake image of someone's life. It sometimes makes me feel that their life is perfect when it is not." (Girl, age 15)

"[Teens] would rather go scrolling on their phones instead of doing their homework, and it's so easy to do so. It's just a huge distraction." (Boy, age 17)

Another 12% criticize social media for influencing teens to give in to peer pressure, while smaller shares express concerns that these sites could lead to psychological issues or drama.

Vast majority of teens have access to a home computer or smartphone

Some 95% of teens now say they have or have access to a smartphone, which represents a 22-percentage-point increase from the 73% of teens who said this in 2014-2015. Smartphone ownership is nearly universal among teens of different genders, races and ethnicities and socioeconomic backgrounds.

A more nuanced story emerges when it comes to teens' access to computers. While 88% of teens report having access to a desktop or laptop computer at home, access varies greatly by income level. Fully 96% of teens from households with an annual income of $75,000 or more per year say they have access to a computer at home, but that share falls to 75% among those from households earning less than $30,000 a year.

Computer access also varies by the level of education among parents. Teens who have a parent with a bachelor's degree or more are more likely to say they have access to a computer than teens whose parents have a high school diploma or less (94% vs. 78%).

As smartphone access has become more prevalent, a growing share of teens now report using the internet on a near-constant basis. Some 45% of teens say they use the internet "almost constantly," a figure that has nearly doubled from the 24% who said this in the 2014-2015 survey. Another 44% say they go online several times a day, meaning roughly nine-in-ten teens go online at least multiple times per day.

There are some differences in teens' frequency of internet use by gender, as well as race and ethnicity. Half of teenage girls (50%) are near-constant online users, compared with 39% of teenage boys. And Hispanic teens are more likely than whites to report using the internet almost constantly (54% vs. 41%).

A majority of both boys and girls play video games, but gaming is nearly universal for boys

Overall, 84% of teens say they have or have access to a game console at home, and 90% say they play video games of any kind (whether on a computer, game console or cellphone). While a substantial majority of girls report having access to a game console at home (75%) or playing video games in general (83%), those shares are even higher among boys. Roughly nine-in-ten boys (92%) have or have access to a game console at home, and 97% say they play video games in some form or fashion.

There has been growth in game console ownership among Hispanic teens and teens from lower-income families since the Center's previous study of the teen technology landscape in 2014-2015. The share of Hispanics who say they have access to a game console at home grew by 10 percentage points during this time period. And 85% of teens from households earning less than $30,000 a year now say they have a game console at home, up from 67% in 2014-2015.

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YouTube, Instagram and Snapchat are the most popular online platforms among teenagers.

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13 Pages Posted: 4 Mar 2013

Date Written: 2007

Abstract

A social constructionist perspective was taken in the current investigation of 5,329 male and female high school students. Gender differences were investigated in financial knowledge, self-efficacy, and behavior after studying a financial planning curriculum. Females gained more knowledge on credit, auto insurance, and investments, although males had more knowledge entering the course. Females believed that managing money affected their future more than males, but males felt more confident making money decisions. After studying the curriculum content, males reported achieving financial goals more than females, whereas females reported using budgets, comparing prices, and discussing money with family more than males. In sum, male teens reinforced their existing knowledge, whereas female teens learned significantly more about finances in areas in which they were unfamiliar with prior to the curriculum.

Keywords: evaluation, financial behavior, financial knowledge, gender, self-efficacy, teens

Danes, Sharon M. and Haberman, Heather, Teen Financial Knowledge, Self-Efficacy, and Behavior: A Gendered View (2007). Journal of Financial Counseling and Planning, Vol. 18, No. 2, 2007, Available at SSRN: https://ssrn.com/abstract=2228406

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Teen Financial Knowledge, Self-Efficacy, and Behavior: A Gendered View

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13 Pages Posted: 4 Mar 2013 Date Written: 2007 A social constructionist perspective was taken in the current investigation of 5,329 male and female high school students. Gender differences were investigated in financial knowledge, self-efficacy, and behavior after studying a financial planning curriculum.

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EconEdLink - Free economics and personal finance resources for K-12

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EconEdLink offers hundreds of free personal finance and economics lesson plans, videos, activities, tools, and more for K-12 teachers and their students.

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Pear Deck is on a mission to help teachers create powerful learning moments for every student, every day - using the tools you already know and love.

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Financial Literacy Lessons They Should Teach In School

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What is financial literacy, and how do we teach it to our kids to keep them from repeating our mistakes? Financial Literacy Lessons You Should Learn in School. Every generation hopes to teach its children not to repeat the same mistakes.

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Truist WORD Force

Topic: Reading/early literacy

WORD Force consists of 15 fun and interactive games that teach children key foundational literacy skills, all while working alongside a group of superheroes to help save the world. It offers opportunities for kids to learn and practice skills for beginning reading, including phonological awareness, letter-sound/letter name correspondence, phonics, spelling, vocabulary, sight words, and reading comprehension.

Ages: 5-7
Supplemental Resources:
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MLB Summer Slugger

Topic: Math & literacy

MLB Summer Slugger helps prevent summer learning loss by providing children with math and reading support. In partnership with the MLB, Summer Slugger allows kids to pick their favorite baseball club and practice math concepts like units of measurement, place value, and arithmetic, as well as reading concepts like spelling, vocabulary, and grammar in a baseball themed, game-based learning experience.

Ages: 9-11
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MassMutual Foundation - FutureSmart℠ for Families

Topic: Financial Literacy

FutureSmart℠ is a digital education program that simplifies financial concepts into lessons for students, educators, and parents. It's available at no cost thanks to the MassMutual Foundation. Take these short lessons to learn about topics such as homeownership, buying a car, insurance, taxes, financing higher education, saving for the future, and more.
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"These reading games are awesome! A few days ago, my 5-year-old did not know how to rhyme and was having trouble with a number of letter sounds. Now he is pointing out the first letter of every object he sees and pretending he is "Robot Pig," one of the characters in the game. My partner and I were blown away at the change. The diverse characters and silly narrative hooked him instantly, and I feel good knowing that his screen time is active learning time."
Parent in Virginia Truist WORD Force

"We have been using the program to support independent review of topics in my classroom centers for a couple of weeks now. I teach in a learning support classroom and my students have many struggles in both math and reading. My students LOVE Summer Slugger and are very motivated to use it! The baseball theme is also very attractive to them!"
Teacher in Pennsylvania MLB Summer Slugger

"Content was great, simple to walk through, and helpful as we have one little one, and one on the way. So financial literacy has been top of mind for our growing family."
Parent in Connecticut MassMutual Foundation - FutureSmart℠ for Families

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EVERFI is Here to Bring Learning to Life at Home | EVERFI

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Topic: Reading/early literacy WORD Force consists of 15 fun and interactive games that teach children key foundational literacy skills, all while working alongside a group of superheroes to help save the world. It offers opportunities for kids to learn and practice skills for beginning reading, including phonological awareness, letter-sound/letter name correspondence, phonics, spelling, vocabulary, sight words, and reading comprehension.

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School Supplies and Financial Literacy for Families in Poverty

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Published in Childhood Education (Vol. 98, No. 1, 2022)

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Ed Tech

Sometimes, we just need some help organizing our thoughts - students AND educators.

Paper versions of graphic organizers can do a nice job of that. But by making them digital in Google Apps, they instantly become customizable. Multiple people can collaborate on them in real time. They can be shared with a link, embedded in a website or downloaded as an image file.

In short, digital graphic organizers are more versatile.

In Google Apps, there's a highly powerful yet highly overlooked app called Drawings. It gives users a blank canvas where they can add text, shapes, lines, etc. When done, they can save their work as image files or PDF files and can add those images to documents, slides and spreadsheets.
Drawings can be the virtual page where students can gather and process their ideas.

I used to shy away from doing a lot of graphic organizers because it's hard to design them in Google Docs; the moment I learned that you could change the page set-up to 8.5 x 11 inches, my world CHANGED. Now I rarely use Google Docs to make *anything*; I use Google Slides by default because I can add more graphics and have better control of the overall configuration. - Amy Nolan, high school English teacher, Commerce, Texas

Creating graphic organizer templates with Google Drawings

As Amy mentioned above, Google Slides can be used to create these as well as Google Drawings. The difference - Drawings focuses on one single page; Slides has multiple slides, which allows for multiple pages.

I've created 15 of them (see links below) that can be copied, saved, changed, tweaked or completely redone to fit your needs and your students' needs. We have added 10 more that were created by the Ditch That Textbook community and shared with us for this post.

It took me about 90 minutes to make 15 of them so that averages out to six minutes each. (Some were more time-consuming than others, and I got faster at making them as I progressed.)

Sharing your Google Drawings graphic organizers
Once you've created a graphic organizer (or have saved one of mine), there are a few easy ways to get them to your students:

If you use Google Classroom, create a new assignment and choose the option to deliver a copy of your graphic organizer to each student.

You can copy the URL (link) to the graphic organizer and deliver it to students via a class website, SeeSaw etc. You can also make a shorter, easier URL to type with URL shorteners like Bitly and TinyURL. (Check your Internet filter to make sure your shortened URLs come through. I've found that TinyURL works in most schools' filters.)

Using the blue "Share" button, click the "Get shareable link" button and set the document as "Anyone with the link" at the top and "Can view" at the bottom. That way, students won't be able to change your original copy and will have to make a copy of their own.

PRO TIP: When you copy a URL (link) to any G Suite file, it probably says "view" or "edit" at the end of it. If you change that word to "copy", it will force whoever opens that link to make a copy of the file instead of opening your file. That's another trick to keeping your original version from being altered. (If you assign it through Google Classroom, you won't need to do this.)

Here are 25 graphic organizer templates that can be used for many different subject areas and grade levels.

Feel free to make a copy of any of these google drawings templates and adapt them for your own use:

Question: What other graphic organizers would be useful to create in Google Drawings? Can you share a link to a graphic organizer you've created so others can use it, too? Leave a comment below!

Looking for even MORE G Suite resources?

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101 Ways to Ditch That Textbook with G Suite, tons of practical, creative ways to use Google tools in the classroom.

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©2023 Ditch That Textbook by Matt Miller.

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25 FREE Google Drawings graphic organizers - and how to make your own

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Using Google Drawings to create graphic organizers can help students gather their thoughts and customize to their needs. Here are 25 templates to get you started.

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These apps and websites cover several of the skills that kids need to become strong writers. Whether you have a preschooler just learning to form letters or an older kid who's learning the finer points of constructing stories and self-expression through writing, you'll find excellent learning tools on our list.
Looking for more app recommendations for kids? Check out our list of the Best Reading Apps for 4-8 Year Olds.

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13 Excellent Writing Apps and Websites for Kids | Brightly

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These apps and websites cover several of the skills that kids need to become strong writers. Whether you have a preschooler just learning to form letters or an older kid who's learning the finer points of constructing stories and self-expression through writing, you'll find excellent learning tools on our list.