# data[].attributes.body
I wonder how this could work with student choice for books. Could you do it without using a class novel?

# data[].attributes.body
There is a collaborate board in NearPod that allows anonymous posting - might be a good way to collect live info on necessary vocabulary.

# data[].attributes.body
For personalized learning on a choice board  I had my students choose 12 new vocab words and they needed to: define, picture, sentence, synonyms, antonyms
the students loved it and learned from it!

# data[].attributes.body
I have used this both in notebooks and digitally. I agree that their ability to use it in a sentence is the most important step, but one that can be hard to verify with large classes. I think setting them up in teams may really help!

# data[].attributes.headline
add sentence stems for ELLs to use when discussing.

# data[].attributes.subject
add sentence stems for ELLs to use when discussing.

# data[].attributes.body
Provide word lists such as character traits.

# data[].attributes.body
Next year I am creating a vocabulary makerspace for word study where students build or create concrete art based on their understanding of a word (preferably a STAAR word)

# data[].attributes.body
For my students, I have them do a wordy Wednesday with the text we are reading. They have several tasks options to give choice, where they do a Lead4Ward strategy with their table group, and then share it on Padlet. From there, we discuss.

# data[].attributes.body
Kids get the opportunity to broadcast their reading and thoughts

# data[].attributes.headline
Show the struggling word in an engaging text, from another source/subject to add meaning

# data[].attributes.subject
Show the struggling word in an engaging text, from another source/subject to add meaning

# data[].attributes.headline
WORD STUDY WORD SORT FOR ELLS (PHONOLOGICAL & COGNATES, MULTIPLE MEANING WORDS)

# data[].attributes.subject
WORD STUDY WORD SORT FOR ELLS (PHONOLOGICAL & COGNATES, MULTIPLE MEANING WORDS)

# data[].attributes.headline
I have used Vocabulary Web Wheels which is similar to what was mentioned earlier; they also use Vocab. Rock and Roll which could be re-created digitally.

# data[].attributes.subject
I have used Vocabulary Web Wheels which is similar to what was mentioned earlier; they also use Vocab. Rock and Roll which could be re-created digitally.

# data[].attributes.body
For struggling readers, I have them listen to the book while reading the book. Helps with fluency and comprehension.

# data[].attributes.headline
This type of lesson plan can be easily adapted to the Talk REad Talk Write  lesson format for ELLs.  BTW- there are some PDs this summer about this.

# data[].attributes.subject
This type of lesson plan can be easily adapted to the Talk REad Talk Write  lesson format for ELLs.  BTW- there are some PDs this summer about this.

# data[].attributes.body
I love that phrase!! Change it up every now and then to get them excited about learning!

# data[].attributes.body
you can fake read, but you can't fake write! Love the level of accountability!

# data[].attributes.body
give them a lower level book to help build fluency and confidence.

# data[].attributes.body
There is certainly power in novelty.  I'd find different ways to engage students in the text- some paper and pencil, some digital, some conversational. I'd be very purposeful about this.

# data[].attributes.body
We've go to make it a routine and a habit for students to think about how to define words they don't understand when reading.

# data[].attributes.body
For students who have difficulty constructing thoughts in a written format, it might be helpful to let them submit audio responses and transcribe their words later.

# data[].attributes.body
I like this idea

# data[].attributes.body
Vocabulary development can be very dry, but these activities give students the opportunity to play through their learning.  It brings life back to Frayer models and dictionaries entries.

# data[].attributes.headline
A good charade activity is to put words for types of movement on cards and then the kids act them out - I had them do follow the leader moving as the leader did and say the word.

# data[].attributes.subject
A good charade activity is to put words for types of movement on cards and then the kids act them out - I had them do follow the leader moving as the leader did and say the word.

# data[].attributes.body
Having students talk about the words they are struggling with is a good opportunity for purposeful talk.

# data[].attributes.body
Is there a list of high readability, "low" level texts available to us?

# data[].attributes.body
I assigned the words on Monday. They were to look up and know definition, part of speech, how to use it in a sentence, act it out and sketch it.  On Friday they had to spin the word and which ever activity they landed on was there assessment.  I found an online wheel that you could personalize.  They were very engaged and looked forward to the dreaded vocabulary quizzes!

# data[].attributes.body
Students work in teams to create a sentence using the word in the context. The catch is that each person can only say one word at a time.

# data[].attributes.headline
I used FluentU with my ELLs and they really enjoyed it.

# data[].attributes.subject
I used FluentU with my ELLs and they really enjoyed it.

# data[].attributes.body
A quick way to have students practice using new words in sentences is using the discussion feature in Schoology. I use this as a homework grade.

# data[].attributes.body
This is a menu board where they have to pick an end product to do each Friday. This could be literary yoga, to blackout poetry of their text. They could even give a 90 second book snap on a character or whatever we are focusing on skill wise

# data[].attributes.body
Similar to the fakebook, I have students use a free app that allows them to create fake texts between characters in a story. https://ifaketextmessage.com/

# data[].attributes.body
We had our students choose 3 out of 9 or 4 out of 12, no point values, that they worked on throughout their book.  I would say for reg ELA, starting out with less choices works best, as it can be come overwhelming at first.
good sites:
www.storyboardthat.com
smores

# data[].attributes.body
Excellent choice board and examples!

# data[].attributes.body
How do I take these strategies and level them up to deeper level thinking so as to reach the AP reading comprehension needed for APMC questions?

# data[].attributes.body
Divide and conquer! Do small group instructions and chunk the choosing for learners who struggle.

# data[].attributes.body
Use Penzu to post reading response assignments tied in with skills we cover in class. So if we're talking about figurative language, for example, as students read looking for examples of figurative language in their books.

# data[].attributes.body
In the past, I have also allowed students to use an

# data[].attributes.headline
Book tasting/ Book Speed dating to try on books to see what students like and/or want to read

# data[].attributes.subject
Book tasting/ Book Speed dating to try on books to see what students like and/or want to read

# data[].attributes.body
I use Frayer Models in class with my kiddos. It allows students to choose 4 categories for the new word. They can choose between synonyms, antonyms, illustrations, writing it in a sentence, examples, non examples, etc. Another idea is to have a competition with the finished models. The winning one could be displayed on the class word wall.

# data[].attributes.body
Exploring vocabulary via Visual, Auditory, and Kinesthetic expression.

# data[].attributes.body
Turn personal dictionary words into a word wall for the class by grouping up kids, having them choose their favorite word from thei notebooks and then add each group's best word to the word wall.

# data[].attributes.body
FlipGrid is a great way for students to share their thoughts on the book! Writing responses on the class blog is another great opportunity for students to earn!

# data[].attributes.headline
Starting with a blind word sort and then giving them categories to help students who struggled with no boundaries/instructions

# data[].attributes.subject
Starting with a blind word sort and then giving them categories to help students who struggled with no boundaries/instructions

# data[].attributes.body
For independent reading if anyone wants to use it.

# data[].attributes.attachment_link.readable_text
First-year teacher has that first "YES!" moment

As a first-year teacher, I often feel like I do not have a lot to contribute when my team meets as part of our PLC, so when I created this project, I was PUMPED! My colleagues and I were discussing how to assess our students' independent, choice reading that they have been working on since school started. As I talked to my fellow ELA II teacher, Coach Danford, I realized that I had a stack of task cards in my classroom that were shared with me from another teacher. Coach Danford had mentioned something about choices in product and my mind immediately went to a bingo card. I had seen bingo cards used in all sorts of ways- in professional development and in classrooms. As soon as that idea popped in my head, I got to work building the bingo card. It was not perfect the first time around and could definitely use some tweaks, but this project has given me my biggest sense of accomplishment this school-year. It was one of those, "Oh yeah, I AM in the right profession and I CAN do this!" moments.

For reference, you can access the bingo card project here. I implemented the bingo card in my on-level ELA II classes at Klein Cain. I was not focusing on a particular TEK; although, 2A&B and 14C, as well as a few others, could be assessed here. This project works across curriculum because it has the students reading a multiplicity of styles of texts and writing in a multiplicity of genres.

This technique fit well because my colleagues and I are implementing choice novels into our classrooms. Because each student has a different book, the students need different modes of assessment to create a product that demonstrates their learning. In addition, I wanted to continue the implementation of choice in the classroom. Continuing to utilize choice worked well with this project and in general because it enhanced engagement and the students were generally more motivated to learn. The project is also naturally differentiated through choice.

In addition, this project is innovative because it draws away from the idea that students can, or even should, all produce the same product when demonstrating learning. Most traditional projects require a particular product from every student to assess them, but this does not account for the multiple learning styles or interests of the students. Furthermore, the students will produce better work when they get to make choices about their assessment along the way. This is not a completely free project, but it is designed to reach all learners and meet them where they are as far as learning ability. The students each have a book with different reading levels, different lengths, different genres and different styles. Therefore, the modes of their projects cannot be the same in order to truly evaluate learning. The goal in my class is always learning, not the grade, or perfection.

To teach this lesson, one must first implement choice reading in their classroom. This can work for all ages, with a little tweaking of the requirements in the bingo card. After letting the students read in class at least 10 minutes a day a few days a week for a few weeks, you can introduce the project. My team and I made the bingo card a project to be completed over four days in-class. However, you could absolutely have a due date for one component each week for four weeks or just a final due date some time in the future if you would like your students to complete their work outside of class. Doing the project in-class allowed the students to choose what order they would work on the boxes and to self-pace; an extended due date will have the same effect.

For the particular boxes that are included in the project I created, there need to be a few front-loading lessons or reminders. For example, on the Monday I introduced the project, I took my classes to the library where Mrs. James, our fantastic librarian, reminded (or showed for the first time, depending on what school the students came from) the students about how to access and utilize the databases. She also showed them where the citations were located and how to make a citation on easybib if the article did not include a citation. This is a lesson that students will need to be reminded of often, but this is a good start to using the databases and citing. Most of my students thought a citation is just the url or that you can only google academic journals. Side note- it is very important for the teacher to pay attention to these instructions as well because most of my students needed help when we got back into the classroom.

In addition to database and citation lessons, I also added a wealth of resources on schoology for my students to reference while working so I could direct them there instead of getting fifty of the same questions during the day. On my class pages, I created a folder for the project and included things such as: how to write a goodreads review, how to create a wikipedia page (but I just let them make it into a word doc if they weren't very tech-savvy), and what a play script looks like. I am trying to get my students to be more independent and problem-solve their issues on their own, so this was a step in the right direction.

After all of the front-loading is done, the students are ready to work! This would be the time to present the bingo card, talk about each box and explain how the student must complete four in-a-row, whether that be diagonally, horizontally or vertically. After you complete your explanation, make sure to allow students to ask questions because there will probably be a decent amount of students that need some further explanation. During the project, I walked around my classroom often and was asked a lot of questions. I also was able to monitor through dyknow when I had to be at my desk and, for the most part, every student was working on the project.

In your classroom, this will look like a lot of students typing on their tablets or drawing. The students will be pretty quiet for the few days if you complete this in-class. One teacher who observed me noted that it might be a good idea to add something collaborative to the project so the students get some peer-interaction and I think that is a terrific idea. You could do something like peer-interviews or discussion boards where everyone has to comment on another's post. However, I think the independent work is still very valuable, especially when I see engagement from almost every student. If the students got into little side-conversations, I usually left them alone if the conversation was not distracting and I noticed that they were making sufficient progress. Forty-five minutes is quite a long time for anyone to be silent! Most of the time, I just heard the students asking for help from their peer.

Also, in my experience, there will be some students who have not read even a fourth of the way through their book, but most of the students did not make a fuss because I had warned them to read beforehand. This problem could also be solved by making the project be completed over multiple weeks outside of class. There may also be some students who find that their book is too "easy" for the project (and for the student); this is the perfect opportunity to have a conversation with the student about "leveling-up" in their reading and getting a book at a higher reading-level.

Overall, the project was a success. I was able to see many of the things teachers want to see in a successful lesson- engagement, self-motivation, problem-solving, creativity and hardwork. If there is anything I could do differently, I think I would have emphasized the importance of reading outside of the classroom beyond the silent reading time I gave them in class. Going forward, I will remind my students more often to read outside of class for the next assessment or assignment I give them with their choice reading. Despite that, this project was a truly a teacher-win for me!

# data[].attributes.attachment_link.title
The Ultimate Choice-Reading Project - The Exchange - Klein ISD

# data[].attributes.attachment_link.description
As a first-year teacher, I often feel like I do not have a lot to contribute when my team meets as part of our PLC, so when I created this project, I was PUMPED! My colleagues and I were discussing...

# data[].attributes.body
start with a pretest at the beginning of the week

# data[].attributes.body
Select model sentence/vocabulary the from text. Use the structure of that sentence to create your won sentence using that vocabulary word in the same or different context. (This can be scaffolded/modified for all levels of learners.)