# data[].attributes.headline
Suwannarat Wittayakarn -- Draft Scope and Sequence

# data[].attributes.subject
Suwannarat Wittayakarn -- Draft Scope and Sequence

# data[].attributes.wish_content.attachment_props.question
Do you have time in your lessons for student choice in what they write about?

# data[].attributes.attachment_caption
Teachers choose the genre and expose students to several read aloud in that genre before starting a writing unit. Then, students choose their own ideas to write about, make a plan, write, revise and edit and publish their own books into the classroom library.

# data[].attributes.body
Start everyday with:

1. Greeting each other by name

2. Sharing

3. Team Activity/Mindfulness Task

4. Morning Message

# data[].attributes.attachment_link.description
Morning Meeting is an engaging way to start each day, build a strong sense of community, and set children up for social and academic success.

# data[].attributes.attachment_link.readable_text
Need some great ideas for greetings for morning meetings in your K-2 classroom? Try these 30+ engaging and creative "hello's" to start your day!
Delightful and Engaging Greetings for Morning Meetings

How do you like to start your mornings? Do you have a routine that you follow? Maybe it includes coffee, reading, yoga, or something else to create a positive mindset. How you choose to begin your morning can set the tone for the rest of the day.

The same goes for the classroom. How you begin the school day also affects your students' day. The routines and rituals we participate in together when the day begins sets the tone and create an atmosphere that fosters a rich learning environment.

Engaging Greetings for Morning Meetings

Morning meetings have become an important part of most elementary classrooms, as teachers have realized the value of beginning the day with a routine.

One component of the morning meeting that can create positivity and connection is the "greeting". Each morning meeting begins with a time of students greeting one another.

Although they may seem unrelated to learning, greetings for morning meetings present a fun, meaningful experience. So, I have created a list of 30+ greetings for morning meetings that you can implement in your classroom. These greetings will encourage fun and keep things fresh during your morning routine!
Check out these amusing ideas below!

Butterfly - While saying good morning to classmates, hook thumbs together and wave fingers.

Thankful for - Take turns and greet each other with "Good morning ____!" and "Today, I am thankful for ____."

Positive affirmations - In a circle, greet classmates with "Good morning!" and something you are good at. For example, "My name is Wesley, and I am a good friend."

Snowball fight - Each student writes their name on a piece of paper. Crumple up the papers and have students throw them across the room. Each student picks up a snowball and greets the person whose name is on the paper.

Dance moves - Greet each classmate with "Good morning, _____!" while doing your favorite dance move.

Minute Mingle - Greet as many classmates as possible in one minute using a handshake, fist bump, high five, or a greeting of your choice!

Silly Talk - Greet classmates by saying "Good morning, ____!" while using a silly voice.

Hickety Pickety - Sing: "Hickety Pickety Bumble Bee! Won't you say your name for me?" Student: "_____" All: " ______" Let's clap it. Let's whisper it.

Follow the Leader - In a circle, take turns saying "Good morning!" and do a short action. The class repeats, "Good morning!" and copies the action.

Foreign Language - Choose another language's greeting for the morning. For example, have the students greet each other with a Spanish "Hola!"

Say Your Name - "Say your name, and when you do, we will say it back to you!" Go around the circle, while everyone chants and the student says their name. Then, everyone says their name back to them!

Shoe Greeting - Students remove one shoe and place all of the shoes in a pile. The teacher says go, and students grab a shoe. They find the owner of the shoe and greet them!

Pass the Squeeze - Sitting in a circle and holding hands, the teacher will squeeze the hand of one of the students sitting beside her. That student will squeeze the hand of the person beside him and so on until the squeeze makes it back to the teacher. Students will have to be quiet, calm, and aware, which makes this a perfect starter when the students come in a little rowdy.

Curtsy or Bow - Find five students to curtsy or bow to as you say hello. To make this extra fancy, try calling classmates Sir or Madam or Mx!

Echo Greeting - The teacher will say, "Good Morning, [Student]!" The class will echo the student's name, getting softer and softer. Continue until everyone has been greeted. Or, if pressed for time, greet the class as a whole (Ex. Good Morning KA! KA, KA, KA, KA).

Compliments - Go around the circle by saying hello to the person next to you and giving them a compliment. Ex. "Good morning, Rachel! I like your drawing."

World Language Greeting - Teach students how to say "Hello, my name is _________" in the language of your choice. Each student will say the phrase (ex. Bonjour, Je m'appelle Elliot.), while the class will respond with "Hello, ______." in the same language.

Good Morning Song - Sing the following lyrics to the tune of "Good Morning" from Singing in the Rain." When students say "to you," they should point to someone across from them in the circle. "Good morning, good morning... It's great to be at school! Good morning, good morning to you! Good morning, Good morning. We'll learn the whole day through. Good morning, good morning to you!"

Action Name - Give students a little time to think of a verb that begins with the same letter or sound as their first name. Going around the circle, students will introduce themselves with their Action Name (ex. "I'm Singing Sarah!") and do the action. The class will respond, "Hi, Singing Sarah!" and do the action. You could also do Adjective Alliteration!

Change the Sound Names - Students introduce themselves by saying their name and what their name would sound like if they changed the beginning sound. Ex. My name is Brayden. If I change the /B/ to /C/, I'd be Crayden! The class will respond by saying, "Hello, Crayden!"

Cowboy - Greet your classmates in your best cowboy voice by saying, "Howdy, partner! I'm Sherriff ______."

Sign Language Greeting - Teach students to sign "Good Morning" or another greeting and have them greet each other. If you have time, you can even have them create a sign language name for themselves and introduce themselves using their sign.

Whisper Greeting - Greet each other in your quietest whisper! Try tip-toeing to each person you greet, too.

Closed Eye Greeting - Sitting in a circle, students close their eyes. The teacher calls out 1, 2, 3, and open! Students try to make eye contact with someone else and then go to that person to say hello. Repeat, finding a new person to greet.

My Favorite Friends Song - Sing the students' names in your class to the tune of "My Favorite Things" from the Sound of Music. An example is given below. Repeat as many times as it takes to include everyone's names. "Henry and Ashley and Rebecca and Charles. Thomas and Nia, Isabella and Michael. George and Annie and Lyla and Frank. These are a few of my favorite friends!"

Dice Greeting - Start with everyone standing in a circle. One student rolls a die and counts that number of students around the circle. The roller greets the person they counted and then sits down. The person who was greeted is the new roller. Continue until everyone has been greeted.

Cheerleader Greeting - Chant "2, 4, 6, 8, who do we appreciate? _________, yeah, yeah, ________." Repeat with everyone's names.

Kindness Greetings - Each student takes a turn to say "My name is ________ and I can be kind by ___________." You can also do this with other positive character traits (ways to be helpful, ways to show others respect, ways to be healthy, etc.).

Salute - The perfect greeting around Labor Day, Veteran's Day, or Memorial Day is a salute! Have students salute the person next to them and say "Good Morning, Sargeant ________" (or Major, Captain, Private, etc.)."

Robot Greeting - Have students move and talk like robots as they greet each other. Try adding "beep" or "boop" to make the robot voice extra fun!

T-Rex Handshake - Students walk around with their arms tucked in like a t-rex and find five friends to greet. Using only their tiny arms, try to shake hands as you say hello!

Animal Greetings - Each student says their favorite animal. The class greets them by making that animal sound or an action associated with that animal. For example, if Liam's favorite animal is a lion, the class says, "Hi Liam! ROAR!"

Simon Says Greeting - Give students a new way to travel to each person they greet. For example, you might say, "Simon Says tiptoe to a classmate and say hello! Simon says hop on one foot to a different classmate and say hello! Simon says crawl on all fours to another classmate and say hello!"

Student Choice - By far, my favorite way to greet students is to have them pick their greeting. Encourage kids to take turns greeting you as they enter the classroom each day in their special way (i.e. a handshake, a high five, a hug, etc.)! Follow along and bring your smile!

How fun do these greetings sound? Kids will love them, bringing some joy and excitement to your morning meeting. At the same time, these simple activities will build relationships between your students that will hopefully create a better learning environment. Why not get started today?

Morning Meeting Social-Emotional Learning - FREE Week - Slides & Printable Cards

To get you started with morning meeting, I have a free week of slides and printable cards that you can start using during your morning meeting immediately! Take the work out of creating your own materials and try these that are all ready to go.
Click the image below to grab your copy.

SEL Morning Meeting Bundle for the Year

Do you want to save planning time and have your meetings ready each day? Check out my Morning Meeting bundle for the school year for more done-for-you slides and ideas for your morning meetings.

With our morning meeting resources with pre-filled greetings, questions, and activities, you can create meaningful morning meetings that build social-emotional skills.

More Morning Meeting Ideas
SEL Morning Meeting Virtual Morning Meetings Morning Meeting Ideas and Routines PIN for Later

# data[].attributes.attachment_link.title
30+ Fresh and Fun Greetings for Morning Meetings

# data[].attributes.attachment_link.description
Need some great ideas for greetings for morning meetings in your K-2 classroom? Try some of these engaging and creative "hello's"!

# data[].attributes.attachment_link.title
30 Quick & Easy Morning Meeting Activities For Elementary - Firstieland - First Grade Teacher Blog

# data[].attributes.attachment_link.description
These 30 morning meeting activities will give you fun ideas for games, greetings and more to help you create a positive classroom culture.

# data[].attributes.attachment_link.title
Differentiating Instruction: It’s Not as Hard as You Think

# data[].attributes.attachment_link.title
Differentiation strategies: a teacher’s guide

# data[].attributes.attachment_link.description
What does differentiation in the classroom look like and how can we use this concept to make learning accessible and challenging for everyone?

# data[].attributes.wish_content.attachment_props.question
Do your children get to choose where they sit?

# data[].attributes.attachment_link.description
TextProject’s BeginningReads program supports teachers, parents, and tutors in bringing children into reading. The goal of BeginningReads is to connect student’s oral language knowledge with …

# data[].attributes.attachment_link.readable_text
All texts currently on this website were created to support various versions of Focus on Early Learning, the PK through second grade curriculum of the Boston Public Schools. These texts were specifically written and illustrated to be culturally relevant and empowering to children in Boston.

Who should use Beyond Decodables?

Beyond Decodables are best for children working on applying phonics skills to decode words (K-2nd). Check the scope and sequence and the back page of each book to see if it is right for your students. Parents, you can use these books, too! Our Parent Guide is coming soon!

When during the day should I use Beyond Decodables?

Beyond Decodables are meant for small group and independent reading. Remember, the goal is for children to actively decode the words in these books, so you need to give them the chance to individually encounter and decode each word. For children who may need more support, we recommend considering using a different text or echo reading. Check out our lesson templates to see how to teach using these texts.

What do I need to change about my reading instruction to use Beyond Decodables?

There are a few ways your teaching might need to change to get the most out of these books. First, focus at least some small group reading lessons on applying phonics to read words in texts by following our templates and using Beyond Decodables. Second, change your prompting to focus on "Look at the word" and "Slide through each sound" instead of "Check the picture." Third, consider a new way of evaluating children's reading, like Drs. Nell K. Duke, Alessandra E. Ward, and Rachel Klingelhofer's Listening to Reading Protocol (available on Dr. Nell K. Duke's website). All of this and more in my new book, Reading Above the Fray. Find it everywhere books are sold.

Text are all about animals, their features, and their habitats.

*We also include consonant digraphs and suffix -s ending.

Texts are about economics, innovations, and inventors (and other persistent characters)

Also includes the beginning of the text series, Genius Gia, following one main character, Gia, as she learns about light, sound, and scientists/innovators

Texts are about innovations and inventors

Also includes two text series:

Genius Gia texts follow one main character, Gia, as she learns about light, sound, and scientists/innovators

The Magic Compass texts (digital/print is the same pdf) follow two siblings using a compass to navigate in their neighborhood

# data[].attributes.attachment_link.title
Free Kids Books with Decodable Words | Beyond Decodables | Teacher Resources

# data[].attributes.attachment_link.description
Beyond Decodables provides access to free kids books online with a focus on phonics and diversity. Kids books include decodable words related to CVC words, consonant diagraphs, CVCe Words, Multisyllabic Words, Consonant Blends, and Long Vowel Patterns.

# 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.body
Engaging games/ resources for phonics

# data[].attributes.attachment_link.description
Kindergarten and First Grade Student Center Activities Phonological Awareness | Phonics | Fluency | Vocabulary | Comprehension

# data[].attributes.attachment_link.title
8 Ed Tech Tools to Try in 2024 | Cult of Pedagogy

# data[].attributes.attachment_link.description
Three AI teacher assistants, a curated collection of math activities, a website-building curriculum, a site for helping students change the world, and more.

# data[].attributes.attachment_link.provider_name
Flyleaf Publishing - Online Materials Portal

# data[].attributes.attachment_link.title
For Students - Flyleaf Publishing - Online Materials Portal

# data[].attributes.attachment_link.authors[].name
Edmonton Regional Learning Consortium - ERLC

# data[].attributes.attachment_link.title
Guided Math: Getting Started with Guided Math Groups

# data[].attributes.attachment_link.title
Maths resources for teachers | White Rose Maths

# data[].attributes.attachment_link.description
Find the free maths schemes and all related teaching resources for each of the year groups. View our Maths resources from White Rose Maths.

# data[].attributes.attachment_link.readable_text
The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas. Another 40% have a "growth mindset" - they believe that they can learn anything and that their intelligence can grow. The other 20% waver between the two mindsets.

Students with a fixed mindset are those who are more likely to give up easily, whereas students with a growth mindset are those who keep going even when work is hard, and who are persistent. The two mindsets are associated with different achievement pathways as the papers on this page show. It is possible to change mindsets - my student online class which can be accessed under courses - has been shown to shift students' mindsets from fixed to growth and cause higher mathematics achievement. There are a range of resources on this page - a poster of math norms, a strategizer card with lots of teaching ideas, a short video to boost students' mindset, and some interesting short papers.

# data[].attributes.attachment_link.description
The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas.

# data[].attributes.attachment_link.readable_text
Skip to main content

search

Our Primary Curriculum Mapping Document offers our favourite NRICH tasks, organised by curriculum topic and age group.

The tasks also appear in the collections below, which are organised using the same headings, but also offer short descriptions of each task.

# data[].attributes.attachment_link.description
Primary curriculum material organised by mathematical topic.

# data[].attributes.attachment_link.title
Panyaden Secondary School Family and Student Handbook - Panyaden's 12 Wise Habits

# data[].attributes.attachment_link.description
The 12 Wise Habits serve as a key tool to develop a Buddhist way of life. Developed by Phra Ajahn Jayasaro based on Buddhist principles, the 12 Wise Habits guide our community members towards achieving the Panyaden Profile. Opportunities to practise, develop, and reflect upon these are integrated

# data[].attributes.attachment_link.title
Flowers Bloom/ดั่งดอกไม้บาน (Meditation Song) | English | Tonkla Media - โรงเรียนต้นกล้าพัฒนา

# data[].attributes.attachment_link.readable_text
0:00 / 1:05•Watch full video

# data[].attributes.attachment_link.readable_text
The value of mindfulness-related activities in schools is not new. Writer and scientist Jon Kabat-Zinn helped legitimize the concept through his research, but its early connection to meditation raised red flags for some and kept its recommended practices from catching on. Now, however, as the adverse impact of stress on learning is quite well understood and the pandemic, along with racial and economic disparities, has escalated stress levels in schools worldwide, mindfulness practices are enjoying a resurgence.

I have had the opportunity to see many mindfulness practices in action in schools and to speak to a number of master teachers of mindfulness. I have identified eight activities that are relatively easy to implement in classrooms and schools. With a little practice, these can be part of any educator's pedagogical toolbox.

Caring Openings

1. Silent 60: Start the class by having all students sit quietly for 60 seconds to get themselves ready for learning. You can add a focus on a particular sound in the room, an image you provide (e.g., a dot on a piece of paper, an abstract picture you put up on a screen), or their breathing. Start with 15 seconds for early elementary students and gradually increase. Begin with 20-30 seconds for upper elementary.

2. Powerful Listening: Ring a bell, use a wind chime, or employ another object that makes a long, trailing sound. Ask students to listen and raise their hands when they no longer can hear the sound. After all agree that the sound has stopped, set a timer for one minute, ask students to sit quietly, and then when time is up, ask them what they heard during that minute.

3. One Minute for Good: Start the class by having students reflect for a minute about something that has gone well or something that they are grateful for. This can be done in writing, pair shares, or small or large group discussions. Larger groups work best for early elementary.

4. Morning Classroom Conversations: Start the day with a quote that can stimulate short conversations to help middle and high school students begin to interact with classmates in supportive ways. Sample conversation prompts can be found here.

In the Moment

5. Three Breaths: Have students take three deep breaths at regular intervals, such as before class changes or whenever strong feelings of anxiety or tension arise. Teachers should instruct students on this breathing technique and create visual reminders and prompting signals for students to begin. This is a valuable practice for staff as well, as expert mindfulness teacher Danielle Nuhfer, who has compiled an array of marvelous techniques in The Path of the Mindful Teacher, shared with me:

"The great thing about Three Breaths is that if the teacher would like to share with students what he/she is doing, they can. I've been known to pause, put my hand on my chest/heart, tell my class that I need a moment, and take three breaths. This is something that is a great way to demonstrate our own emotional regulation. When students witness their teacher work through a stressful situation in a way that demonstrates awareness and presence, they may remember that themselves. Sometimes this kind of role modeling can be more impactful than even teaching a lesson to our students about emotional regulation."

6. Body Scan: Educators benefit from learning to focus on their bodies. Make sure you are feeling centered with both feet on the floor as you teach your classes or meet with students or colleagues. Notice when and where you are feeling tension or when your breathing is shallow or labored, and use Three Breaths (or more!) to help you feel some relief. Don't hesitate to let students or colleagues know that you are taking a few moments to gather yourself via breathing.

7. Speak Your Mantra: Develop a phrase that helps you keep focus and keep perspective. Repeat it often-when you encounter roadblocks and when things are going well. Put it in places where you will see it because when emotions run high, we can lose sight of our more cherished values. Some examples:

"I am preparing all of these children for an uncertain future."

"I want all students to enjoy well-being, happiness, and peace."

"My goal is to prepare students for the tests of life-not just a life of tests."

Ending the Day

8. Concluding Reflections: Many have extolled the value of reflection, from Sir John Templeton, founder of the character-focused foundation with his name, to the SEL exemplar Responsive Classroom. Mindfulness experts like Nuhfer have joined that group. Below are five of her favorites for closing the school day, plus two of my own:

Something I learned today...

I am curious about...

I am looking forward to tomorrow because...

Something I'll do (next, later today, this weekend, before the end of the week, etc.)...

A question I still have is...

I had the best feeling today when...

Something from today that I am grateful for/thankful for/appreciative of is...

Most teachers start off as teachers who use mindfulness; moving to become a "mindful teacher"-what Nuhfer describes as a teacher who "acts with awareness about what is happening in the moment," at every moment-takes practice with multiple techniques, reading the relevant literature, being aware of implicit biases, and being part of a community of like-minded educators who help each other improve.

# data[].attributes.attachment_link.title
8 Activities for Students (and Teachers) to Create a Mindful Classroom

# data[].attributes.attachment_link.description
Everyone in the classroom benefits when there are opportunities throughout the day to reflect and prepare for learning.

# data[].attributes.attachment_link.title
Peace Corner: Creating Safe Space for Reflection

# data[].attributes.attachment_link.keywords[]
"children songs" "kids fun" "learning phonics" drawing reading "levelled reading" "level reading" "simple phonics" "hard phonics" "learn to read" "kids vs ph...

# data[].attributes.attachment_link.description
Download FREE Childrens stories, songs, and a lot of other goodies at our site: www.Kidsvslife.com KidsVsLife began with a rather complex question from a curious kid: Where does rain come from? On the surface, it seems like a simple question. The words are simple. For an adult mind, the water cycle concept is simple.

# data[].attributes.attachment_link.keywords[]
mr thorne learn phonics alphabet letters teacher learning reading literacy english abc preschool read geraldine giraffe does nursery stories grammar spelling...

# data[].attributes.attachment_link.description
Get more activities, more resources and of course, more Geraldine, from Mr T's Phonics - here: https://www.mrtsphonics.com/more-geraldine-youtube We make learning essential reading and phonics skills easy - and fun! Let YouTube sensation Geraldine the Giraffe take you on a learning journey through the world of phonics, grammar, spelling and punctuation, learning letters and sounds along the way.

# data[].attributes.attachment_link.title
The Secret Stories® Better Alphabet™ Lite Version | Jack Hartmann & Katie Garner Alphabet Song

# data[].attributes.attachment_link.readable_text
But even when students are offered opportunities to speak in the classroom, a room full of tweens and teens who were chattering away in the halls moments before will often fall completely silent.

Games and playful activities are a great way to alleviate pressure, lower the stakes, and infuse joy and levity into what may be an anxiety-inducing process for some. Here is a list of 17 games to play with more advanced world language students (and, in some cases, even ELL students) that can help them use the new language they're studying.
© George Lucas Educational Foundation
Sketch and Guess: Educator Fatima Belouahi secretly assigns each of her ninth-grade students a vocabulary term. She likes to tailor her choices where possible toward terms that may spark some interest, like free speech. Students draw a representation of their term, then walk around the room challenging classmates to identify what they've drawn. It has all the fun of Pictionary but with added academic benefits backed by research: When students draw information they're learning, it can increase recall by nearly double.

Never Have I Ever: This classic game, often played at sleepovers, can take on a new life in the classroom. Kids start by holding five fingers in the air (use fewer if you're short on time). Going around the room, each student will share something they've never done. For example, "Never have I ever traveled to another country." All students who have traveled to another country put their finger down, then share a brief story related to that experience, writes Gantenhammer. Then the cycle restarts. Once a student has put down all of their fingers, they're out.

Affirmative/Negative: Write a series of questions on the board that you might normally answer with a simple yes or no, like "Do you know how to make pancakes?," "Can you ride a bike?," or "Will you be taking the bus home from school today?" Next, let the class know that they cannot respond with yes or no, and that shaking their head or nodding doesn't count either. Go around the room, asking each student to find a way to answer your question, and see what they come up with. (Sourced from Making English Fun.)

Who's Telling the Truth?: On their own piece of paper, each student will write down their name and three facts about themselves that none of their classmates know. Choose three students to come to the front of the room, and choose one of the student's facts to read aloud. Next, the investigation commences.

"All three claim that the fact is theirs, and the class then proceeds to question them in an attempt to determine who is telling the truth and who is lying," Gantenhammer writes. Each student can pose one question to only one of the three students, then the class has to collaborate to figure out who is telling the truth.

Draw It Back to Me: In pairs, while one student covers their eyes with their hands, the other will draw a picture on a piece of paper. Simple imagery is ideal, like a flower or some fruit. Next, the artist will try to describe what the other student must now draw an exact replica of, but without showing the original sketch.

A student might instruct their partner to draw a strawberry cut into three pieces or a flower with five petals and a stem, but will the petals be the right shape? Will the stem be the right length? Should the flower be small, medium, or large? At the end, the pair can compare and contrast, discussing what they might've intentionally said instead to produce identical images and practicing their ability to be descriptive in their target language in the process. (Sourced from Making English Fun.)

Pick-a-Trait: This game works best a ways into the year when students have gotten to know each other, writes educator Susan Verner for Busy Teacher.In a hat or small bag, collect a bunch of slips of paper each listing a character trait like happy, funny, brave, and loyal. Have each student pick a trait out of the bag, select a student they think possesses that trait, and give an example of why. Students not only get to practice speaking but also can build stronger relationships with each other.

Guess The Secret Word: Start by assigning random topics and unrelated secret words to each student. For example, the topic could be "My favorite hobby" and the secret word could be "Pineapple." The students' mission? To stealthily embed their random word within a speech they'll deliver to their peers without raising any suspicions as to what the word may be. The rest of the class become detectives, Gantenhammer writes, listening intently and then guessing the hidden piece of vocabulary.

The 5-Second Rule: This is a classic game of word association that will keep your class on their toes, writes Ewa Stoklosa, English language teaching content manager at ESL Brains. After receiving a category-like subjects in school or modes of transportation-a student has five seconds to brainstorm and shout out three related things that fall under that category. If they succeed, and the class decides their answers fit the category, they get a point. You can divide the class in half or into small groups, then see who gets the most points before a timer runs out.

Castaways: Each student starts by drawing an item-anything from an umbrella or a pizza to a bouquet of flowers. Encourage students to get creative, writes Gantenhammer. Collect the drawings, then pass them back out, ensuring that no student receives their own.

Next, tell the class that they are no longer students but castaways on a deserted island. On top of that, only half of them will be able to survive. All they have to their name is what is drawn on the piece of paper in front of them. Each student now has to justify their survival to their fellow islanders based on their item.

Can You Guess Who?: Compile the names of famous historical figures or celebrities in a hat. One student draws a name; then, with a partner, in small groups, or as a whole class, they'll answer yes or no questions that help their peers guess their identity.

A fun riff on this activity starts with students putting a Post-it note on their forehead with a vocabulary word or tidbit of information on it-like an animal or a profession. Ensure that students cannot see what is written on their Post-it. Students then walk around the room asking questions of their classmates to find out who or what they are. (Sourced from Making English Fun.)

True or False: Randomly assign students to share a true story, or a completely fabricated story, with their classmates. One by one, they'll take their place as storytellers, and afterward, classmates vote to determine their tale's legitimacy. Gantenhammer suggests letting students question the storyteller for clues to extend the activity.

A Shared Story: Collaborative storytelling is a great way to help students practice speaking, listening, and building off the contributions of others, according to educators from Grand Canyon University. You can start the story off with a single line, have a student start, or even employ ChatGPT for a little inspiration. For example: At the stroke of midnight, a talking cat appeared outside Tim's window, inviting him to a magical party that only animals knew about. From there, each student takes a turn adding another line to the story.

Coffeepot: This game is perfect for a class that needs a bit of extra practice with their grammar. Randomly select a student and assign them a verb, like dance. To guess the word, the class builds a body of clues based on questions they ask using the word coffeepot as a placeholder for the secret verb. For example, If it were raining outside, would you still coffeepot? Where are some places that are perfect locations to coffeepot? Are any celebrities good at coffeepotting?

"The verbs that work best in this game are those that refer to what people (or animals) do and that are intransitive (e.g., it is fairly easy to guess the verb swim but not necessarily the verb use)," writes Stoklosa.

Impromptu Improv: After brainstorming a bunch of different prompts for an interaction-like a host of a game show instructing a contestant or a detective interrogating a suspect-write them all down on slips of paper and put them into a hat. In pairs or small groups, have students pick out a scenario and play out the roles.

The activity could stop there, but in Belouahi's classroom, students coauthor a script for the role-play, use arts and craft materials to make props, and film their scenes on their cell phones. The final product is seen only by the students and Belouahi, which alleviates some pressure and empowers students to take more risks as they grapple with vocabulary in unexpected ways.

Four Corners: At the 2022 Elementary and Secondary Education Act Conference (ESEA), Title 1 Academic Language Coach Amy Gilliam and her colleagues shared a variety of oral language protocols and collaboration activities that can help increase engagement. Four Corners is one of them.

This activity works best in a classroom where there's room for students to freely walk back and forth. Designate each corner of the room with a letter: A, B, C, and D. Next, ask a multiple choice question, and have students walk to the corner of the room that reflects which answer they think is correct. With their fellow classmates who chose the same answer, the small groups will discuss why they think they're right. Offer a little help by way of sentence starters where needed. In a whole class discussion, students can chime in and defend their decision before you reveal the correct answer.
© George Lucas Educational Foundation
Fortune Teller: Paper fortune tellers might be a nostalgic throwback for some students, but in this game they're a quick way to spark deep and engaging conversations. The outermost flaps will be marked with colors, then numbers, while the innermost flaps conceal a question that students will discuss in the target language. During a lesson on social media and cancel culture, Belouahi's students answered questions like "What is cancel culture?" and "How can someone behave badly online?"

In pairs, one student operates the fortune teller while the other student chooses a color and spells it aloud ("Green, G-R-E-E-N"), then a number ("Four, F-O-U-R"). They choose one more number, which determines the flap to lift and reveals the question that the pair will discuss. For free customizable templates, search online with the keywords "editable fortune teller template."

First One, Then Many: Pass out index cards to each student in the class with an image, vocabulary word, or short phrase on them. Ask students to form small groups with peers who have a card connected to theirs. For example, a card with the word cow, another with a picture of a milk carton, and one with a picture of grass may form a group. The newly formed group should collaborate to come up with an explanation for why their cards are all linked and defend it to the teacher. (Sourced from Amy Gilliam, Angie Jones, Lara Randby, and Denise Zawada.)

# data[].attributes.attachment_link.title
17 Fun Games to Get World Language Learners Talking

# data[].attributes.attachment_link.description
When learning a new language, speaking in front of peers can be daunting. These games can help alleviate pressure and lower the stakes for students.

# data[].attributes.headline
What will you KEEP, SHED, EVOLVE in your teaching practice?

# data[].attributes.subject
What will you KEEP, SHED, EVOLVE in your teaching practice?

# data[].attributes.body
You can add to this throughout the sessions/ there will be time to add at the end

# data[].attributes.attachment_link.readable_text
Sponsored by PowerSchool and ISTE U

This post contains Amazon Affiliate links. When you make a purchase through these links, Cult of Pedagogy gets a small percentage of the sale at no extra cost to you.

When I taught seventh grade language arts, one of my favorite things to teach was S.E. Hinton's book The Outsiders. Every year, we began the unit with a discussion about the cliques that formed in students' lives, how these groups interacted, the unwritten rules that governed their behavior, and what happened when groups clashed or people formed relationships across group lines. After we did some reflecting, writing, and talking, we were ready to start the book.

The reading went fine, more or less. Some chapters we did in class (I would read to them, then they would read silently), and others at home. Some students became as absorbed in the novel as I'd hoped they would; others, not so much. Predictably, some fell behind in the book like they did with all assigned reading.

I checked students' progress with occasional quizzes, we did some work on plot and characters, setting and theme, and then, after a unit test over the whole book-containing mostly questions that asked students to identify characters, setting, and key plot points-we spent nearly three class periods watching Francis Ford Coppola's movie version of the book. And I got to drool over Matt Dillon in the movie's opening scene again and again and again. From start to finish, the whole unit took about three weeks.

In retrospect, I'm not sure why it was my favorite. Seriously. I mean, even though I loved the book, my students' response to it was mostly lukewarm. Maybe it was just the idea of teaching it that I loved. Maybe it was the connections I was able to make to the stuff students dealt with on a day-to-day basis. I don't know. I taught that book a few times, and even though I looked forward to it every time, I always finished the unit a little unsatisfied.

And it's only now, years later, that I'm starting to understand that dissatisfaction: I can't say with any confidence that my students actually learned something from that unit. Upon deeper reflection, I'm not confident that any of my students learned anything of lasting value from at least half the lessons I taught.

This is a hard pill to swallow, because I wasn't half bad as a teacher. I had decent relationships with my students and I believe most of them had good experiences in my classroom, but real, durable learning? I can't say how much of that actually happened.

I don't love admitting that.

But at least now I understand why my teaching didn't produce a lot of actual learning: I never set clear, measurable learning targets.

Things would have been so different if I'd known about backward design.

When teachers talk to each other about the stuff they're teaching, they often say things like this:
"What novels do you do in 8th grade?""Oh that'll be perfect. I can use this when I teach the American Revolution!"
"I don't think I can fit that in; we're doing moon phases next month."

We tend to talk about our teaching plans in terms of the broad topics we cover. This shorthand is practical; we're not going to drill down into specific skill and knowledge objectives while waiting our turn at the bagel table. But when I think about the lessons I gave my students, the ones I observed in my colleagues' classrooms, and the work I've seen my own children do, I think this shorthand might be a pretty fair representation of what many of us are still doing: churning out lessons that keep students busy with our content without ever getting clear about what we want them to learn.

Instead of starting with a topic, we'd do better if we start with an end goal, and that's where backward design comes in.

Traditional vs. Backward Planning

Traditional Lesson Design

For many years, teachers have been planning lessons and units of instruction like this:

Step 1: Identify a topic or chunk of content that needs to be covered.

Step 2: Plan a sequence of lessons to teach that content.

Step 3: Create an assessment to measure the learning that should have taken place in those lessons.

Notice that in this approach, the assessment is created after the lessons are planned. Sometimes it isn't created until most of those lessons have already taken place. The assessment is kind of an afterthought, a check to see if students were paying attention to the stuff we taught them.

For most of my teaching career, this is how I planned. It's presumably how most of my colleagues planned. I believe it's still how many teachers plan.

So what's wrong with it? Well, when we plan this way, we're more likely to include content and activities that have questionable value. When teaching the American Revolution, for example, if our goal is just to "teach about the American Revolution," we can throw in anything that has any relation to that topic: a coloring page of the Boston Tea Party, a colonial flag craft project, or a worksheet where students unscramble words like minuteman, independence, and Hancock.

This random approach creates two problems.

The first and most important problem is a lack of durable, transferable learning. One reason so many of us don't remember much of what we learned in school is that we learned it through this haphazard, topic-driven approach. These random activities are taking up precious time that could be spent on much more valuable stuff.

The other is poor student engagement. Our students know when they're being asked to do something pointless. If they don't see the relevance of what they're learning or a direct line between the content of your course and a desirable outcome, they'll tune it out. Sure, many students will do what you ask anyway, because they want good grades and the benefits that come from them. But they're not learning. If you don't believe me, ask them.

Backward Design

In their book Understanding by Design, which was originally published in 1998, Grant Wiggins and Jay McTighe introduced us to backward design, an approach to instructional planning that starts with the end goal, then works backward from there. The "full" version of Wiggins and McTighe's original approach is pretty complex and can be time-consuming to implement. If you're ready for that, I recommend digging into their book. For now, though, I'm just going to share the most basic version of backward design.

Here are the steps:

Step 1: Identify what students should know and be able to do by the end of the learning cycle.

Step 2: Create an assessment to measure that learning.

Step 3: Plan a sequence of lessons that will prepare students to successfully complete the assessment.

The difference in order is significant: Plan the assessment first, then plan only lessons that will contribute to student success on that assessment.

I was first introduced to this concept in my sixth year of teaching, and the genius of it completely blew me away. I used it when planning my next unit and experienced the biggest spike in student success I'd ever seen. On top of that, I was actually excited about teaching the lessons I had planned. For the first time, it felt like none of my class was wasted; everything actually mattered. There was something a lot more satisfying about doing things this way.

Let's take a look at an example to illustrate the difference between a unit planned the traditional, topic-driven way, and the same unit planned with backward design.

Before and After: The Lunar Cycle

The Before, Where the Final Product is a Test

At some point in their school careers, students study the phases of the moon. One pretty typical way to teach this is as follows:

A lecture or video about the phases of the moon, followed by a worksheet to label the phases.

An interactive activity like scraping the filling out of Oreos to represent the lunar phases.

Following a teacher's sample, creating a physical model of the moon phases using something like styrofoam balls.

A unit test that requires labelling the phases of the moon from memory and answering multiple-choice questions about the lunar cycle, eclipses, and seasons.

In many classrooms, teachers also have students track the appearance of the moon over the course of a month, so that might be added as well.

Following this plan, a teacher would feel pretty satisfied that they "covered" the topic of moon phases. But if we look at the Next Generation Science Standards (NGSS), the standard relating to moon phases says that grade 6-8 students will:

" Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons" ( MS-ESS1-1).

Note the language here: Students are meant to develop a model, then use it to describe these patterns. But in the plan above, students merely copied a model, and they didn't use it to describe anything; even if the model required some written captioning to explain what was going on, because the model was a copy, it can't be safely said that students were really the ones describing the system.

Then there's the test. If we assume that a large portion of a student's grade is based on the test, then students are not being measured on their achievement of that standard. The standard does not require students to memorize the phases of the moon. Nor does it ask them to "demonstrate knowledge" of how the whole system works. The standard wants students to develop a model and use it to describe the system.

It would be easy to blow off this distinction, to say Bah, same difference. The test asks students a lot of questions that would show an understanding of these concepts, so we're covered.

But not really. Asking a person to develop a model is a much higher-order task than asking them to copy a model. Describing systems and patterns is way more challenging than selecting the correct description.

Developing models and explaining things is the work of real scientists: They notice phenomena, study it, then figure out how to represent those phenomena in order to make it clear to other people. To say, "Look at this! It's interesting and it explains why things are the way they are!"

And that's exactly what the NGSS authors had in mind: "Any education that focuses predominantly on the detailed products of scientific labor-the facts of science-without developing an understanding of how those facts were established or that ignores the many important applications of science in the world misrepresents science and marginalizes the importance of engineering." (National Research Council, 2012, p. 43).

In other words, a superior education will teach students to think and practice like scientists. If we don't plan learning experiences that make that possible, we're giving them a sub-par education.

The After, Where the Final Product is a Model and a Presentation

So if we re-do this unit plan with backward design, we'll need to start by developing an assessment that would measure success with that standard. That means the assessment would not be a test where students merely label the moon phases, but a student-developed model of the moon phases along with some kind of presentation where students use that model to explain lunar phases, eclipses, and seasons.

When designing this final assessment, it's essential that the teacher crafts a rubric that clearly outlines specific, high standards for both the model and presentation. The rubric should list criteria for the accuracy and functionality of the model, plus the quality of the presentation itself. Here's an example of what that might look like:

With a good rubric in place, we then work backwards to determine what lessons students need to do excellent work on the final assessment.

Direct Instruction: Students still need to know the basics of the lunar system. Memorization is not the goal, so we're not grading for that, but students do need to know the information well enough to explain it and use the right vocabulary, so we can keep the lecture or video from the original plan. And having them work with the information a bit on some kind of worksheet or with some kind of online practice is fine, but I wouldn't give points for this work. If you need to motivate students to do it, require them to demonstrate proficiency (like scoring at least 80% on the match game with a set of Quizlet flashcards) before they can move on to the next step.

Active processing with models: Next, give students a chance to work with a model so that they experience the cycle in action. This will deepen their understanding of the earth-sun-moon system, which will better prepare them to give their own presentations. Something like this interactive model from CK-12 allows students to manipulate the time of day and the position of the moon to see how these variables change what we see in the sky. Working in groups, students could use the simulator to answer questions about the moon's appearance depending on what phase it's in and the time of day, then transition into making and checking predictions based on those variables.

Presentation practice: If students are going to do well on the final presentation, they'll need practice in explaining the lunar cycle in their own words. Using an existing model (such as the interactive mentioned in the previous step), have students explain the lunar phases, including information about the seasons and eclipses, to a partner or small group. Ask the listening partners to "coach" the presenter if their description has any holes or inaccuracies. Hearing their peers explain the system, along with attempting the explanation themselves, will help them use the language of the lunar cycle more fluently.

Model development: Now students begin developing their own models. The standard does not specify that this has to be a physical model, so you could offer students choice: The model could very well be made with styrofoam balls, but it could also be a hand-drawn diagram, a slideshow presentation, an animated video, a children's book, or even a short skit they present to the class or record on video. Many of these options, like the children's book, include the "presentation" piece right along with the model. Give students time in class to work on these models; this will ensure that they do their own work and will allow you to give feedback if a student is heading in the wrong direction. Remind them regularly that the explanation of the model is nearly half their grade, so they should consider scripting that out if their presentation is going to be "live."

Model presentations: Finally, students present their models. If you have a lot of students opt to give a "live" presentation this could take several class periods, which could be pretty mind-numbing since the subject matter is exactly the same for everyone. To cut down on that overall time, only have students present to the whole class if the class is actually participating in the model (like in some sort of skit or simulation). Otherwise, students can record their presentations on video or present to you one-on-one while their classmates work on something else independently.

With this "after" version, every lesson is designed to prepare students to give excellent presentations at the end. The whole time, they are using the lunar cycle vocabulary, correcting each other's misconceptions, and just like scientists, thinking about how to explain concepts to other people.

Some Questions About Your Lessons

Okay, so we've looked very closely at one small unit for a middle school science class. Now, take this same process and apply it to the things you teach.

1. What exactly do your standards require? Do they ask students to memorize and identify facts, or do they ask them to describe, explain, analyze, or create? (It's probably the latter.)

2. If it's the latter, how closely do your assessments measure those standards? Do they actually require students to do the describing, explaining, analyzing, or creating (which would likely require them to write, present, or create some product), or do they merely ask them to recognize when someone else does it in the form of an answer on a multiple-choice test?

3. Do you need to adjust your assessments so they more closely align with the standards?

4. If you do, the next step is to rework the lessons that lead up to that assessment. Does every lesson contribute to student success on that assessment? Could some of your lessons be omitted because they don't connect directly to the assessment? Are you missing anything? For example, if your assessment requires students to write in academic language and support their ideas with evidence, you should include some lessons that give students practice with that kind of writing.

5. Finally, will the assessment be weighted heavily in your gradebook? (It should be.)The lessons and activities leading up to the final assessment are there to give students exposure to the knowledge and practice with the skills necessary to perform on that final assessment; ideally, they should receive no grades at all on those activities. If you absolutely must assign some points, be sure the final assessment is worth a heck of a lot more than those smaller tasks.

Like I did, you probably also have some favorite lessons and activities. Some of these might turn out to be not just fun to teach, but also solid in terms of equipping students with knowledge and skills that will last.

If it turns out that those favorite lessons don't really align with any standards, you might be able to revise them so they do. Or you might keep them for other reasons-not every minute of class time has to be spent on standards-based instruction. Some activities have value because they help us get to know each other better, they help students develop social-emotional skills, or they simply offer a bit of fun. But if a lesson doesn't do any of these things, if it's disguised as learning but is doing little more than keeping students busy, it's time for it to go.

Using a process like backward design helps us get better at making these decisions. By making this approach part of our regular practice, we'll be able to look back on a day, a week, or a year of teaching and say with a lot more certainty that when they were under our care, our students learned.
Reference:
National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165.

Come back for more.
Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You'll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half, the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined-come on in.

# data[].attributes.attachment_link.description
Are we planning with clear, measurable, meaningful learning goals in to guide us, or are we just keeping students busy?

# data[].attributes.attachment_link.title
Using Mentor Texts to Motivate and Support Student Writers

# data[].attributes.attachment_link.description
Providing students with examples of good writing is vital. Here are tips for using mentor texts in the classroom and ideas on where you can find it.

# data[].attributes.body
TO deepen understanding of Buddhism and local culture

# data[].attributes.attachment_link.title
Collected Dhamma Talks in English by Ajahn Jayasaro - YouTube

# data[].attributes.attachment_link.description
The series of Dhamma Talk, Guided Meditation Practice, and Dhamma Discussion with Questions and Answers in English by Ajahn Jayasaro, a disciple of Ajahn Chah

# data[].attributes.body
Be accepting

Be complex

Be flexible

Allow for student mobility

Be learner-centered

Encourage independence

Be open

Involve varied groupings

# data[].attributes.attachment_link.readable_text
The setting in which students learn has physical and psychological features can be enhanced to increase the benefits of differentiating the contents, processes and products learning. Many highly able learners are exceptionally sensitive to classroom climate.

The learning environment should:

# data[].attributes.attachment_link.description
The setting in which students learn has physical and psychological features can be enhanced to increase the benefits of differentiating the contents, processes and products learning. Many highly able learners are exceptionally sensitive to classroom climate. The learning environment should:

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.readable_text
The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas. Another 40% have a "growth mindset" - they believe that they can learn anything and that their intelligence can grow. The other 20% waver between the two mindsets.

Students with a fixed mindset are those who are more likely to give up easily, whereas students with a growth mindset are those who keep going even when work is hard, and who are persistent. The two mindsets are associated with different achievement pathways as the papers on this page show. It is possible to change mindsets - my student online class which can be accessed under courses - has been shown to shift students' mindsets from fixed to growth and cause higher mathematics achievement. There are a range of resources on this page - a poster of math norms, a strategizer card with lots of teaching ideas, a short video to boost students' mindset, and some interesting short papers.

# data[].attributes.attachment_link.description
The term "growth mindset" comes from the groundbreaking work of Carol Dweck. She identified everyone holds ideas about their own potential. Some people believe that their intelligence is more or less fixed and in math - that you can do math or you can't. About 40% of students have these damaging "fixed mindset" ideas.

# data[].attributes.attachment_link.title
Lesson Structure | UF Literacy Institute