# data[].attributes.body
Our brains aren't naturally wired for reading, but it makes really cool neurological pathways in order to read.

# data[].attributes.attachment_link.title
The Reading Brain | How We Learn To Read

# data[].attributes.attachment_link.description
Learn more about the four types of reading assessments: universal screeners, diagnostic tests, progress monitoring tools, and summative assessments. It’s important to begin by asking yourself: “What do I want to know about my students? What do I want to assess?”

# data[].attributes.body
So many ways to think about how to apply Bloom's Taxonomy

# data[].attributes.body
Very clear instructions of activities and helpful breakdown of the process.

# data[].attributes.attachment_link.title
How to Teach Phonemic Awareness in Kindergarten, 1st, & 2nd Grade | Phonemic Awareness Activities

# data[].attributes.body
Carol Tomlinson has done a lot of good work breaking down how to differentiate your teaching instruction to serve all different types of learners. This framework is a great snapshot of the concept.

# data[].attributes.attachment_link.title
5 Tips to Help Struggling Readers // Help Struggling Readers at Home or in School

# data[].attributes.body
I have always loved learning, but did not have the mental capacity in my late teens to pursue higher education. I returned to college in my thirties and have found that it was worth the wait. I am excited to learn and have enough discipline and routine to be a good student at this point in my life.

As far as teaching experience, I have taught 4-6 graders in Sunday School and I worked as a parapro in a special needs school. I also spent time in elementary classrooms while my kids were students there, helping run reading and math groups.

I don't intend to be a full time teacher, but I do plan to do some substitute teaching after I get my associate's degree. I am unsure where my path lies after LCC, but I know I love working with kids.

My teaching style is very hands on, I like to get to know the kids I am working with. Each one responds to tactics differently, so getting to know them helps me hone in on how to best help them learn.

# data[].attributes.body
UFLI has generously put comprehensive free resources to help budding teachers lesson plan and teach literacy. There are printables, digital resources, and lesson resources.

# data[].attributes.attachment_link.readable_text
Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

# data[].attributes.attachment_link.description
The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

# data[].attributes.headline
Checking for readability and grade level of texts

# data[].attributes.subject
Checking for readability and grade level of texts

# data[].attributes.body
This Flesch Kincaid Calculator can be used to show how readable your text is by providing a Flesch Readability Ease score and the Flesch-Kincaid Grade Level score.

# data[].attributes.attachment_link.readable_text
This Flesch Kincaid Calculator can be used to show how readable your text is by providing a Flesch Readability Ease score and the Flesch-Kincaid Grade Level score.

Instructions: Cut-and-paste the text you want to test into the box below, then click "Calculate"; this will give you the text's readability scores.

Flesch Reading Ease Score

The Flesch Reading Ease Score was first used in 1948 to show how readable a text is. The score lets you know the approximate educational level a person will need to be able to read a particular text easily.

How comprehensible a document is will be indicated on the Flesch Reading Ease Score by a number between 0 and 100. Scores around 100 mean the document is extremely easy to read, while scores around 0 mean that it is highly complex and difficult to understand. Conversion tables can be used to translate the score into educational levels, e.g., if the score is around 70 to 80 that equates to the text being appropriate for around school grade level 7, i.e., the average adult should find it reasonably simple to read.

The Flesch Reading Ease score is arrived at by using this equation:

Flesch Reading Ease Score = 206.835 − 1.015 × ( Total Words / Total Sentences ) − 84.6 × ( Total Syllables / Total Words )

These scores are used by policy writers, research communicators, and digital marketers in order to find how easily a target audience will be able to understand and engage with a particular text.

Flesch-Kincaid Grade Level

The Flesch-Kincaid Grade Level shows what educational level a person will need in order to understand a particular text.

The scores created by the Flesch-Kincaid Grade Level match up to the US grade levels of education readers will need to be able to comprehend a particular text, e.g., if the text has a Flesch-Kincaid Grade Level of 9, to be able to understand the document easily the reader would have had to have undergone around nine years of education (i.e., reached around 9th grade).

The Flesch-Kincaid Grade Level is assessed by examining how many words, sentences, and syllables a document contains, employing the equation below:

Flesch-Kincaid Grade Level = 0.39 × ( Total Words / Total Sentences ) + 11.8 × ( Total Syllables / Total Words ) − 15.59

# data[].attributes.attachment_link.description
This Flesch Kincaid Calculator can be used to show how readable your text is by providing a Flesch Readability Ease score and the Flesch-Kincaid Grade Level score

# data[].attributes.body
Used to accelerate growth and track progress.

# data[].attributes.attachment_link.description
Lexile and Quantile measures support understanding student ability in reading and math. They serve as tools to both accelerate growth and track progress. While Lexile and Quantile measures help you to understand student ability and foster improvement, they will, most importantly, help you monitor progress over time.

# data[].attributes.body
A clear breakdown of the big 5 pillars for literacy.

# data[].attributes.headline
Interactive Encyclopedia and so much more

# data[].attributes.subject
Interactive Encyclopedia and so much more

# data[].attributes.body
MeL is a great resource for teachers. It provides access to information that is appropriate for different grade levels and ages. MeL allows you to borrow from most libraries in Michigan.

# data[].attributes.headline
Native Story of the Creation of Turtle Island (North America)

# data[].attributes.subject
Native Story of the Creation of Turtle Island (North America)

# data[].attributes.body
When I first heard this story, it was told from memory by an animated elder. It was so captivating.

# data[].attributes.attachment_link.title
Dr. Estrella's Book Club - Turtle Island, The Story of North America's First People

# data[].attributes.body
A great site for purchasing classroom supplies from other teachers. There are many great kits including instructional material and posters for your classroom walls

# data[].attributes.attachment_link.description
Browse diversity equity and inclusion resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

# data[].attributes.body
"Cultivate literacy across the curriculum with standards-aligned, video-based lessons and activities that leverage the power of hip-hop, storytelling, and emotional connections."

# data[].attributes.attachment_link.title
Educational Hip-Hop Songs & Videos for All Subjects, K-12

# data[].attributes.attachment_link.description
Flocabulary is a library of songs, videos and activities for K-12 online learning. Hundreds of thousands of teachers use Flocabulary’s educational raps and teaching lesson plans to supplement their instruction and engage students. Our team of artists and educators is not only committed to raising test scores, but also to fostering a love of learning in every child.

# data[].attributes.body
A quick explanation of the power of storytelling, and the connections that form when we hear stories told well. Includes an easy to remember guide to being a better story teller.

# data[].attributes.attachment_link.title
The Power of Storytelling | eLearning Course

# data[].attributes.body
"Storytelling is the oldest form of teaching. It bonded the early human communities, giving children the answers to the biggest questions of creation, life, and the afterlife. Stories define us, shape us, control us, and make us. Not every human culture in the world is literate, but every single culture tells stories."

# data[].attributes.attachment_link.description
Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

# data[].attributes.body
A helpful visual as you plan your UDL classroom.

# data[].attributes.body
Fantastic resource about UDL and how to implement it in the classroom.

# data[].attributes.attachment_link.readable_text
column 1

UDL has been gaining in popularity as a pedagogical practice and inclusive teaching strategy in recent years as a result of shifting demographics in the U.S. higher education system. The lived experiences of our students are highly diverse, and, for many, English is not their first language. In addition, more and more students with both visible and non-visible disabilities are pursuing postsecondary education. All students come to our college classrooms with varied learning preferences and strengths with respect to academic habits and familiarity with the U.S. university system. As educators, we have responsibilities to create an equitable and accessible learning experience for our diverse and talented student body.
UDL At A Glance

column 2

Students learn in different ways.

column 1

The differences between equality, accommodation and accessibility.

column 2

UDL and accessibility both seek to increase learning access and reduce barriers for students to engage equitably in the educational process. The primary goals of UDL and accessibility are compatible and are widely acknowledged as crucial to fostering an inclusive learning environment. Importantly, UDL does not negate the need for learning accommodations, which are modifications or adjustments made for an individual with a disability on an as-needed basis. When implemented effectively, UDL-grounded learning environments provide full access to every learner, including those with varying language skills, diverse backgrounds, and hidden or visible disabilities.

Watch this video to learn more about the intersections between accessibility and UDL: Accessibility and UDL

Universal Design Principles Applied to UDL Examples in Learning Design

column 1

Universal Design for Learning (UDL) is based on neuroscience research, which has identified three primary neurological networks that impact learning.

column 2

It looks at human variability based on parts of the brain that manage the "why" (affective network), the "what" (recognition network), and the "how" (strategic network) of learning (Rose & Meyer, 2002; CAST 2018).

column 1

The task of implementing UDL in your courses can feel overwhelming and you might not know where to start.

column 2

Keep in mind that UDL is a process and can be implemented incrementally and in a series of iterations. You can start with small changes that align with UDL principles, and revise over time.

Multiple means of engagement

Multiple means of representation

Multiple means of action and expression

Online Synchronous

Online Asynchronous

Synchronous Distributed

Hybrid

CITING THIS GUIDE

REFERENCES

# data[].attributes.attachment_link.title
Center for the Advancement of Teaching Excellence

# data[].attributes.attachment_link.description
UDL has been gaining in popularity as a pedagogical practice and inclusive teaching strategy in recent years as a result of shifting demographics in the U.S. higher education system. The lived experiences of our students are highly diverse, and, for many, English is not their first language.

# data[].attributes.body
"When it comes to building literacy, vocabulary is everything." - Megan Lin

good resources for building Vocab lessons

# data[].attributes.attachment_link.readable_text
Did you know that typically, only 5% to 10% of instructional time is devoted to vocabulary instruction, yet students, especially struggling students and English learners (ELs), need between 12 and 14 exposures to words and their meanings to fully learn them (Durkin, 1978/79; Roser & Juel, 1982; Scott, Jamieson, Noel, & Asslin, 2003)? Teaching the meanings of important words before learning new content activates students' background knowledge and prepares them for learning and comprehending. In other words, teaching vocabulary provides the "Velcro" for new information to "stick to."

What Research Says About Effective Vocabulary Instruction

Vocabulary instruction must be explicit. Explicit vocabulary instruction includes an easy-to-understand definition presented directly to students along with multiple examples and nonexamples of the target word, brief discussion opportunities, and checks for understanding.

Vocabulary instruction must include multiple practice opportunities for using words within and across subjects. That is, instruction must be extended over time with opportunities for students to hear, speak, read, and write words in various contexts. This builds students' breadth and depth of vocabulary knowledge.

Vocabulary should be taught schoolwide and across all subject areas. Each subject has a unique set of vocabulary terms, and students need to know their meanings and how to use them in various contexts.

Word Selection

Instructional time is precious, and teachers are not able to address every unknown word students might encounter, so careful word selection is key. When deciding which words to target for explicit instruction, consider words that are

essential to understanding the main idea of the text or unit,

used repeatedly or frequently encountered across domains, and

not part of students' prior knowledge.

ELs may require even more careful word selection and extensive vocabulary instruction because they may be learning conversational language and academic language at the same time. Colorín Colorado provides additional information about selecting vocabulary words to teach ELs.

Some of Our Favorite Vocabulary Instructional Activities for ALL Content Areas

The five activities described below are effective ways to teach vocabulary for all students, but especially for struggling students, students with learning disabilities, and ELs.

1. Essential Words Routine

Teachers use a simple graphic organizer to preteach the meanings of important words in about 5 minutes per word. During this routine, teachers introduce target words with definitions, visual cues, and examples. Students engage in immediate practice using the words through collaborative student turn-and-talk activities.

Resources

2. Frayer Model

One way to have students extend their knowledge of important words is through a Frayer model. This graphic organizer builds vocabulary and conceptual knowledge across content areas. The strategy requires students (not the teacher) to define a vocabulary word and then list its characteristics, examples, and nonexamples. Frayer models can be completed in collaborative groups using textbooks and other subject-matter materials while the teacher circulates around the classroom and assists students.

Resource

Online module, examples, and templates from the IRIS Center

3. Semantic Mapping

Semantic maps visually display and connect a word or phrase and a set of related words or concepts. Implementing semantic map activities in your classroom will help students, especially struggling students and students with learning disabilities, recall the meanings of words and understand how multiple words or concepts "fit together." Teachers will find that using a semantic map, combined with explicit instruction and practice opportunities, is an effective way of expanding students' vocabulary and supporting their content knowledge.

Resources

4. Vocabulary Review Activities

Multiple opportunities to practice using new words is an important part of vocabulary instruction. In previous TCLD research studies, brief review activities were built into novel unit lesson plans to help students practice (and remember) the meanings of important words. Each of these activities takes 5 to 10 minutes and is easy to prepare.

Partner Review Routine: Partners work together to quickly review words learned the previous day.

Sentence Review Routine: Partners create sentences using words assigned by the teacher.

Examples and Nonexamples: The teacher tells students scenarios or shows pictures and students respond chorally to each scenario, indicating whether it is an example or nonexample.

What Word Fits? The teacher asks a question and student partners hold up an index card with the word that fits or answers the question.

Resource

Each activity is described in more detail beginning on page 33 of the TCLD booklet Reading Instruction for Middle School Students: Developing Lessons for Improving Comprehension

5. Morphemic Analysis Routine

Explicit instruction of words is important, but it is impossible to teach all the unfamiliar words students will encounter. One way to help students develop strategies for approaching unfamiliar vocabulary is to teach morphemes (prefixes, roots, and suffixes). Students can be taught the following morphemic analysis routine to help them engage in independent word study.

Resource

Learn more about the morphemic analysis routine by reviewing this online learning module from the Texas Adolescent Literacy Academies.
Have questions? Feel free to drop us a line!

# data[].attributes.attachment_link.title
Five Research-Based Ways to Teach Vocabulary

# data[].attributes.attachment_link.description
Did you know that typically, only 5% to 10% of instructional time is devoted to vocabulary instruction, yet students, especially struggling students and English learners (ELs), need between 12 and 14 exposures to words and their meanings to fully learn them (Durkin, 1978/79; Roser & Juel, 1982; Scott, Jamieson, Noel, & Asslin, 2003)?

# data[].attributes.body
Many tools to help with reading comprehension.

# data[].attributes.attachment_link.readable_text
Comprehension: The Goal of Reading

Comprehension, or extracting meaning from what you read, is the ultimate goal of reading. Experienced readers take this for granted and may not appreciate the reading comprehension skills required. The process of comprehension is both interactive and strategic. Rather than passively reading text, readers must analyze it, internalize it and make it their own.

In order to read with comprehension, developing readers must be able to read with some proficiency and then receive explicit instruction in reading comprehension strategies (Tierney, 1982).

​ Strategies for reading comprehension in Read Naturally programs

​General Strategies for Reading Comprehension

The process of comprehending text begins before children can read, when someone reads a picture book to them. They listen to the words, see the pictures in the book, and may start to associate the words on the page with the words they are hearing and the ideas they represent.

In order to learn comprehension strategies, students need modeling, practice, and feedback. The key comprehension strategies are described below.

Using Prior Knowledge/Previewing

When students preview text, they tap into what they already know that will help them to understand the text they are about to read. This provides a framework for any new information they read.

Predicting

When students make predictions about the text they are about to read, it sets up expectations based on their prior knowledge about similar topics. As they read, they may mentally revise their prediction as they gain more information.

Identifying the Main Idea and Summarization

Identifying the main idea and summarizing requires that students determine what is important and then put it in their own words. Implicit in this process is trying to understand the author's purpose in writing the text.

Questioning

Asking and answering questions about text is another strategy that helps students focus on the meaning of text. Teachers can help by modeling both the process of asking good questions and strategies for finding the answers in the text.

Making Inferences

In order to make inferences about something that is not explicitly stated in the text, students must learn to draw on prior knowledge and recognize clues in the text itself.

Visualizing

Studies have shown that students who visualize while reading have better recall than those who do not (Pressley, 1977). Readers can take advantage of illustrations that are embedded in the text or create their own mental images or drawings when reading text without illustrations.

Strategies for Reading Comprehension: Narrative Text

Narrative text tells a story, either a true story or a fictional story. There are a number of strategies that will help students understand narrative text.

Story Maps

Teachers can have students diagram the story grammar of the text to raise their awareness of the elements the author uses to construct the story. Story grammar includes:

Setting: When and where the story takes place (which can change over the course of the story).

Characters: The people or animals in the story, including the protagonist (main character), whose motivations and actions drive the story.

Plot: The story line, which typically includes one or more problems or conflicts that the protagonist must address and ultimately resolve.

Theme: The overriding lesson or main idea that the author wants readers to glean from the story. It could be explicitly stated as in Aesop's Fables or inferred by the reader (more common).

​ Printable story map (blank)

Retelling

Asking students to retell a story in their own words forces them to analyze the content to determine what is important. Teachers can encourage students to go beyond literally recounting the story to drawing their own conclusions about it.

Prediction

Teachers can ask readers to make a prediction about a story based on the title and any other clues that are available, such as illustrations. Teachers can later ask students to find text that supports or contradicts their predictions.

Answering Comprehension Questions

Asking students different types of questions requires that they find the answers in different ways, for example, by finding literal answers in the text itself or by drawing on prior knowledge and then inferring answers based on clues in the text.

Strategies for Reading Comprehension: Expository Text

Expository text explains facts and concepts in order to inform, persuade, or explain.

The Structure of Expository Text

Expository text is typically structured with visual cues such as headings and subheadings that provide clear cues as to the structure of the information. The first sentence in a paragraph is also typically a topic sentence that clearly states what the paragraph is about.

Expository text also often uses one of five common text structures as an organizing principle:

Cause and effect

Problem and solution

Compare and contrast

Description

Time order (sequence of events, actions, or steps)

Teaching these structures can help students recognize relationships between ideas and the overall intent of the text.

Main Idea/Summarization

A summary briefly captures the main idea of the text and the key details that support the main idea. Students must understand the text in order to write a good summary that is more than a repetition of the text itself.

​K-W-L

There are three steps in the K-W-L process (Ogle, 1986):

1. What I Know: Before students read the text, ask them as a group to identify what they already know about the topic. Students write this list in the "K" column of their K-W-L forms.

2. What I Want to Know: Ask students to write questions about what they want to learn from reading the text in the "W" column of their K-W-L forms. For example, students may wonder if some of the "facts" offered in the "K" column are true.

3. What I Learned: As they read the text, students should look for answers to the questions listed in the "W" column and write their answers in the "L" column along with anything else they learn.

After all of the students have read the text, the teacher leads a discussion of the questions and answers.

Printable K-W-L chart (blank)

Graphic Organizers

Graphic organizers provide visual representations of the concepts in expository text. Representing ideas and relationships graphically can help students understand and remember them. Examples of graphic organizers are:
Tree diagrams that represent categories and hierarchies Tables that compare and contrast data Time-driven diagrams that represent the order of events Flowcharts that represent the steps of a process​
​

Teaching students how to develop and construct graphic organizers will require some modeling, guidance, and feedback. Teachers should demonstrate the process with examples first before students practice doing it on their own with teacher guidance and eventually work independently.

Strategies for Reading Comprehension in Read Naturally Programs

Several Read Naturally programs include strategies that support comprehension:

Read Naturally Intervention Program

Strategies for Reading Comprehension

Prediction Step

Retelling Step

Quiz / Comprehension Questions

Graphic Organizers

One Minute Reader Live:
A component of web-based Read Live for supplemental, independent reading that develops fluency with support for vocabulary and comprehension.

Take Aim at Vocabulary: A print-based program with audio CDs that teaches carefully selected target words and strategies for independently learning unknown words. Students work mostly independently or in teacher-led small groups of up to six students.

Main idea

Literal

Vocabulary

Inference

Vocabulary: Clarify target words

Vocabulary: Study word parts and review target words

Vocabulary: Apply the target words

Bibliography

Honig, B., L. Diamond, and L. Gutlohn. (2013). Teaching reading sourcebook, 2nd ed. Novato, CA: Arena Press.

Ogle, D. M. (1986). K-W-L: A teaching model that develops active reading of expository text. The Reading Teacher 38(6), pp. 564-570.

Pressley, M. (1977). Imagery and children's learning: Putting the picture in developmental perspective. Review of Educational Research 47, pp. 586-622.

Tierney, R. J. (1982). Essential considerations for developing basic reading comprehension skills. School Psychology Review 11(3), pp. 299-305.

# data[].attributes.attachment_link.description
To improve comprehension, students must have some reading proficiency and receive explicit instruction in skills and strategies for reading comprehension.

# data[].attributes.body
Great ideas for practicing close reading to pull relevant details from informational text for young readers.

# data[].attributes.body
Ideas for inexpensive tools used to teach literacy in the classroom.

# data[].attributes.attachment_link.title
What Are the Top 10 Most Important Literacy Tools to Support Reading Instruction?

# data[].attributes.attachment_link.description
How do you select the best literacy tools with a limited budget? These 10 must haves can take reading instruction to the next level.

# data[].attributes.headline
Literary Reviews for Patricia Polacco books

# data[].attributes.subject
Literary Reviews for Patricia Polacco books

# data[].attributes.body
This Michigan native, who hails from a family of Russian immigrants and grew up with a learning disability, weaves beautiful stories. She is clever, funny, heartwarming, and her books always have stunning illustrations.

# data[].attributes.headline
Read Aloud, Rotten Richie and the Ultimate Dare by Patricia Polacco

# data[].attributes.subject
Read Aloud, Rotten Richie and the Ultimate Dare by Patricia Polacco

# data[].attributes.body
A wonderful story by my favorite children's book author read aloud.

# data[].attributes.attachment_link.title
Rotten Richie and the Ultimate Dare Read Aloud | Creative Read Alouds

# data[].attributes.body
Part of assessment is having goals that need to be reached. You can set SMART goals for your students, or have them set their own. It's good practice for them to set a goal and self-assess.

# data[].attributes.attachment_link.readable_text
Instructions

Step 1: Make a connection to setting and making goals

Have the students think about a time that they made or met a goal. They will then participate in a "silent" version of Think-Pair-Share:

Have each student write down:

What they is a goal? of What is the definition of a goal?

Why do you think goals are important?

Students can do this on a piece of paper or sticky note, or on a collaborative digital document (like Jamboard, Google Slides or One Note).

The students will then share/exchange their response with another student and comment on that student's response. They can explain what they agree or disagree about their classmate's response. They should do this at least 1-2 times.

The class will then meet together and discuss some of the responses and the similarities/differences they saw in the definitions of a goal and their classmates' opinions of the importance of a goal.

Step 2: Learn about making and setting SMART goals

Use these definitions to guide your discussion of setting and aiming to meet personal learning goals.

Introduce the framework for setting a SMART goal. SMART stands for:

You can create a chart of your own, or use one similar to this SMART Goals Poster from Think Marketing.

Step 3: Help set goals

Using this framework, students will create a personal SMART learning goal.

Here are two different versions of worksheets that you can provide for your students to help them work through each section of the SMART goal parameters. These worksheets are editable and can be shared with each student for them to edit digitally or complete on paper.
Worksheet appropriate for students in 3rd-8th grade from EdTech Connect NC Worksheet appropriate for 6th-12th grade from EdTech Connect NC
Step 4: Share goals and provide feedback

Students will share their goals with their classmates if they are comfortable. Students can share their goals in a whole class discussion or in a similar fashion to the "silent" think-pair-share in Step 1. But, instead of determining whether they agree or disagree with their classmates goals, they could provide a praise and a suggestion. You can also provide your own feedback to the students and determine a procedure for holding the students accountable for their goals.

Here are some digital tools you and your students could use to keep track of their goals and tutorials on how to use them:
Student: Goal Setting and Tracking Sheets
Link to Video Tutorial: Here
Teacher: Keeping Track of All Student Goals
Link to Video Tutorial: Here

Or you can use Trello, which provides templates for digital lists that students can collaborate and provide feedback.

Justification

This instructional idea helps students develop a strong learning goal by using the SMART goal framework. They use digital tools to monitor and develop these goals. They also brainstorm and define their needs from individuals and the learning environment to meet their personal goals.

# data[].attributes.attachment_link.description
Have the students think about a time that they made or met a goal. They will then participate in a "silent" version of Think-Pair-Share: Have each student write down: What they is a goal? of What is the definition of a goal? Why do you think goals are important?

# data[].attributes.body
This program is well crafted to help teachers build and maintain literacy programs in their classrooms.

# data[].attributes.attachment_link.title
Teacher Resources | The Lettered Classroom