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Data talks are short 5-10 minute classroom discussions to help students develop data literacy. This pedagogical strategy is similar in structure to a number talk, but instead of numbers students are shown a data visual and asked what interests them. In a data talk the teacher does not have to be an…

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Want to learn more? Take the free workshop. All 3rd 4th 5th 6th 7th 8th Alg 1 Geom Alg 2 Stat Calc Water Leak Will service arrive in time?Car Ramp How far did the ca…

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Overgeneralizing commonly accepted strategies, using imprecise vocabulary, and relying on tips and tricks that do not promote conceptual mathematical understanding can lead to misunderstanding later in students’ math careers.

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2020–21 Priority Instructional Content in ELA Literacy and Mathematics_June 2020.pdf

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Heather Nakasuji

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Implementing Best Teaching Practices for Blended Classroom

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Implementing Best Teaching Practices for Blended Classroom

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Copy of Shared Implementing Best Teaching Practices

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TUSD Mission Statement: The Torrance Unified School District strives to ensure that each and every student is educated and prepared to succeed in life. We are dedicated to maximizing individual potential and developing lifelong learners who will be contributing members in a global society.

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Corona virus Learning Loss can put Students Behind a Whole Year

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Corona virus Learning Loss can put Students Behind a Whole Year

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COVID-19

Research: Coronavirus Learning Loss Could Put Some Students Behind a Full Year

Research from the NWEA has projected that current school closures could, indeed, result in major declines in student learning. The preliminary estimates found that math would take a bigger hit than reading, and that some students could return in the fall with less than 50 percent of the typical learning gains. In some grades the decline could put them a "full year behind" what would be expected under normal conditions. NWEA is a nonprofit that creates the MAP series of assessment programs, including MAP Growth.

To develop their findings, NWEA researchers Megan Kuhfeld and Beth Tarasawa used previous studies that examined summer learning loss (also known as "summer slide"), based on a national sample of more than five million students in grades 3-8 who took MAP Growth assessments.

They compared three trajectories of academic achievement during a typical school year for students in those same grades for reading and math. The first trajectory, designated with a solid line, showed no disruption to learning. The second one (the dashed line) showed the "COVID-19 slowdown," in which students maintained the same level of academic gain they had at the moment when schools were closed. And the third (the dotted line) showed the "COVID-19 slide," in which students exhibited patterns of learning loss typical of summers throughout an extended closure. The forecast used March 15, 2020 as the starting point for school closures and the fall start of school as the end point.

The COVID slide estimate, which showed the direst projections, suggested that students would return in fall 2020 with about 70 percent of the learning gains they've already achieved in reading. In math, the picture was worse: Students would return with less than half of the learning gains; in some grades, the loss would equate to almost a full year behind what they would have had in normal times.

The report offered some caveats to its forecasting. While the current school closures share some characteristics with summer break, the projections don't take into account the fact that most school systems have put some form of online learning in place, which would counteract the full impact. However, at the same time, many students who come from "historically marginalized" homes face increased prospects of trauma, joblessness, food insecurity and homelessness, which could make their learning outcomes "even bleaker," the researchers noted.

"These preliminary forecasts parallel many education leaders' fears: Missing school for a prolonged period will likely have major impacts on student achievement come fall 2020," the report stated. "The COVID-19 crisis is a call to action for practitioners and policymakers alike. Once schools are back in session, we must be prepared to support students, many of whom will likely be behind academically."

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Research: Coronavirus Learning Loss Could Put Some Students Behind a Full Year -- THE Journal

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Research from the NWEA has projected that current school closures could, indeed, result in major declines in student learning. The preliminary estimates found that math would take a bigger hit than reading, and that some students could return in the fall with less than 50 percent of the typical learning gains.

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The Responsive Classroom approach is informed by the work of educational theorists and the experiences of exemplary teachers. Read more!

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Grades K-6

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Robert Kaplinsky

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My growing list of free real world problem-based lessons for grades 2 through high school. Includes links to download multimedia and teacher guide.

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3 Act Math Tasks By Kyle Pearce, Dan Meyer and Others

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3 Act Math Tasks by Kyle Pearce, Dan Meyer and many others to spark curiosity and fuel sense making.

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Create Interactive presentations & meetings

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Create Interactive presentations & meetings

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https://www.youtube.com/watch?v=8ckjXGzOM-g

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Your browser either doesn't support Javascript, or you've turned it off. To use Mentimeter, please make sure to turn Javascript on. How do I enable Javascript?

Gain valuable insights from everyone around you with Word Clouds, Polls, and Quizzes.

Unlocking success with Mentimeter

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Maximize the value of your work-related meetings. Gather valuable input, feedback, and insights from your colleagues to make better decisions together!
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Enhance learning outcomes and engage every student in the classroom. Experiment with modern teaching methods using Mentimeter's features!
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Build an immediate connection with your audience and make them a part of your presentation.

Create an interactive experience letting everyone vote, ask questions, and interact throughout.

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Use a wide range of interactive slides to pose questions, gather feedback, and connect with your audience.

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Interact with your audience using real-time voting. No installations or downloads required and it's free!

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Rio School District Remote Learning Activities

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Rio School District Remote Learning Activities

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By Fawn Nguyen

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Mathematics K-8 Remote Learning Activities

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With all of the school closings and extended spring breaks due to Coronavirus, I felt the need to organize some tools in one place (#justalittleOCD). I hope that these tools and resources are helpful as we navigate these waters to keep our students and families safe while keeping the learning going!

FYI- some of these are pictures and you may have to to type in the link to go to the website. Also, I may add more to this page periodically so feel free to refresh every now and then.

Viana Armstrong, M.Ed.

Ferris ISD Bilingual & ESL Coordinator

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With all of the school closings and extended spring breaks due to Coronavirus, I felt the need to organize some tools in one place (#justalittleOCD). I hope that these tools and resources are helpful as we navigate these waters to keep our students and families safe while keeping the learning going!

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Non-comprehensive list of publishers offering free distance learning resources.
Coronavirus (COVID-19) Main Web Page
Below is a non-comprehensive list of publishers offering free distance learning resources. At the URL listed, users can learn about the specific resources available as publishers continue to expand their offerings. Districts are not mandated to utilize only state-adopted instructional materials, and many classrooms utilize a network of resources. In this list below, educators and parents/guardians may discover the individual resources they want for a particular need.

Please note that this list is comprised of publishers who have offered their site information. The California Department of Education (CDE) has not reviewed these sites and resources, nor does the CDE in any way endorse or specifically recommend these resources. Users should carefully conduct their own evaluation based upon their own specific local needs and the appropriateness of the resources offered.

Capstone Publishing
Resources available during school closures.
User Name = Engaged; Password = Learning

Zearn
Distance learning for math

Questions: Curriculum Frameworks and Instructional Resources Division | Covid19@cde.ca.gov

Last Reviewed: Friday, August 20, 2021

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search

Enriching mathematics for all learners

A free-to-use collection of mathematics activities, lessons and problems designed to nurture curious, resourceful and confident learners of mathematics. Produced by The University of Cambridge.

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The Nrich Maths Project Cambridge,England. Mathematics resources for children,parents and teachers to enrich learning. Problems,children's solutions,interactivities,games,articles.

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Schools all over the world are closing their doors due to health concerns. So many of them are turning to eLearning, distance learning, remote learning.

Trying to make sense of it? Trying to just keep your head above water?

We've got you covered. In our eLearning, remote learning and distance learning page, we have lots of resources.

Get some ideas, tools and templates here. Then get started. You got this.

Quick Navigation

Click on any icon below to be taken directly to that section.

Remote learning templates

Google Slides Themes and PowerPoint Templates for Remote Learning

Created by Paula Martinez of Slides Mania

Weekly Planner for Online Lessons I

Now that educators, students and families are adapting to distance learning, planning your online lessons using Google Slides is a great option whether you are using Google Classroom or not. Almost everybody has a Gmail account and you can easily share the link to the deck with your students.

You can add all the multimedia files they'll need within the Google Slides file. Just one file for the whole week!

Weekly Planner for Online Lessons II

A new weekly planner for educators!

Paula Martinez, creator of Slides Mania, has added multiple links for you and your students to navigate it easily. Also added a Contact slide for you to put your information, so students and parents can reach you. And a Video Conference Hours slide, in case you are using Zoom or Meet, to put the hours there.

Choice board template for Google Slides

Besides the slides for 6 activities or choices Paula has added a section where students can write about what they learned, or maybe you want them to write about something else, your choice.

The good thing about these "students" slides is that they can all work on the same file. If you are teaching synchronously, you can see them work as they type, just change the view to grid.

Free Remote Learning Online Course

14 modules

2.5+ hours of video

Downloadable planning guides

Lifetime access

Forum for sharing ideas

Teaching with Google Slides and PowerPoint

Google Slides and PowerPoint are so much more than presentation tools. Google Slides and PowerPoint can be used as part of a lesson or use them to create and assign a complete lesson or unit.

Setting up your remote learning classroom

Remote Learning Tips from an Online Teacher

Do More with Google Classroom

Teach better. Save time. Make a difference.

The short how-to tutorials on Google Classroom are EVERYWHERE. But how do we teach well with it? In this book, you'll find practical ideas to do great teaching with Google Classroom and thrive.

Lesson planning for remote learning

The strategies you use to create quality in class lessons still apply when creating online lessons and activities.

Below are some resources to help you make the shift.

Make learning memorable!

Take your teaching to the next level by transforming your lessons into a memorable learning experience.

20 digital bell ringer activities to kickstart class

10 ideas for digital exit tickets

How can we make the most of the end of class? How can we tie a bow on a day of class to wrap everything up?

An exit ticket gives us that opportunity - much like bell-ringer activities help us kick class off effectively.

The name "exit ticket" makes it sound like you need a ticket to exit the room, but exit tickets are final quick check-ins with students before class wraps up. Here are 10 ideas for a meaningful ending to class.

Using Pear Deck for Remote Learning

Unique Online Learning Assessment Ideas

Distance learning with Kahoot

40+ FREE digital escape rooms (plus a step by step guide for creating your own)

Digital escape rooms, also referred to as digital breakouts, are a great way to bring gameplay and problem solving to any lesson or unit. They can be an exciting and engaging activity for the whole class or as an option for early finishers.

This post is full of everything you'll need to use free digital escape rooms -- or even create your own!

Want to use digital escape rooms to spark your students' imagination?

Check out our Getting Started with Digital Escape Rooms onlinecourse !

For just $19 you'll get:
- Video tutorials to guide you in getting started

- PDF guides to help you plan

- LOTS of example escape room ideas you can use as inspiration

- 25 digital escape rooms with lock combinations and companion resources in a downloadable PDF

- A step-by-step companion website with templates to help you and your students create your own digital escape rooms

- A resource locker FILLED with BONUS resources

Classroom video calls. You can do this. Here's how.

How to use Google Meet for elearning, online learning

How to create Google Meet breakout rooms for differentiated learning

Tips for successful video calls (shareable infographics)

10 tips to support students with slow internet

10 tips to support students with slow internet (shareable infographic)

10 no-internet remote learning activities

10 no-internet remote learning activities (shareable infographic)

FREE ebooks

Remote learning video playlist

These live videos take the best ideas from hand-picked guests and share them with you. We take the time to dive deep into important topics. Plus, we take YOUR best ideas and questions and insert them into the conversation.

Subscribe to the Ditch That Textbook YouTube channel for notifications on upcoming live videos! (Don't forget to click the bell icon for notifications!)

Upcoming Speaking

There are no upcoming events.

©2023 Ditch That Textbook by Matt Miller.

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Schools all over the world are closing their doors due to health concerns. So many of them are turning to eLearning, distance learning, remote learning. Trying to make sense of it? Trying to just keep your head above water? We've got you covered. In our eLearning, remote learning and distance learning page, we have lots of resources.

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Haz clic aquí para leer este artículo en español.

Amid the remote learning experiment sweeping North Carolina and the nation, there are some students impacted more by the change than others. For non-native speaking English students who struggle to both learn the language and get good grades in the best of times, the challenge of learning from home increases the difficulty level of their task.

Emily Francis, an English as a Second Language (ESL) teacher at Concord High School in Concord, says trying to teach her students remotely is taking some getting used to.

"It's like I'm talking to myself, and it's so different," she said. "Language is acquired through interaction."

If you visited Francis' class before COVID-19, you would see just how much her relationships with students matter. There is an easiness with which she relates to her students that helps facilitate learning. A lot of that goes missing in the switch to remote learning.

"Being with them in a classroom is just so different than posting assignments online," she said. "It's just a whole different ball field."

Joan Lachance is an associate professor of education and the Graduate Certificate/TESL Minor program director for UNC Charlotte's Teaching English as a Second Language Programs. She said that it's not just interactions with a teacher that ESL students are missing. It's the give and take they usually have with one another in the classroom.

"From a language development perspective and even from a brain development perspective, we know that language development is a social construct, and kids need to sit with each other and have lots and lots of peer interaction," she said.

Interaction between students can help facilitate skills like problem solving, not to mention the fact that students are more willing to try speaking in a second language if they are doing so with other students focused on the same task, Lachance said. These are things that just can't be replicated online, she said.

Lachance also said that a lot is missing when it comes to online learning. For instance, non-verbal communication. Body language is an essential tool humans use to communicate, and that can be diminished or missing online.

And remote learning can be particularly difficult for ESL teachers, because they are often co-teaching with traditional classroom teachers. That means that the ESL teacher needs to be able to coordinate what he or she is teaching with the traditional classroom teacher, or in some cases, multiple traditional classroom teachers.

"Is the general education teacher able to include the ESL teacher in all their Canvas courses with all their students?" Lachance asked. "Or does the ESL teacher need to have their own Canvas page?"

And all of these challenges are just the ones that come up assuming everybody has access to the tools they need to do remote learning. But that is a wrong assumption to make.

Francis said her school called all of their students to see who had an electronic device and who didn't. Those who didn't could make an appointment to pick one up.

But some of the parents of her ESL students work one or more jobs and couldn't get out of work long enough to pick up a device. And then, even if a student is able to get a device, there is the question of understanding how to access remote learning.

"You have to be fluent in the language just to know how to access the content, and a lot of my students are not," Francis said. "We're still having to contact parents at least three times a week. If we see students who have not accessed any of the documents that we have online for them, then we will have to provide paper assignments for them."

And then, what if the students don't even have the time to do the remote learning? Francis said that is a problem she has run into with some of her students.

She said students tell her they can't do the face-to-face online instruction because they're working. Their parents told them that if they're not going to go to school, then they need to be working. And there are other challenging situations that keep students from class as well.

"I have other students who are having to stay home with other siblings, so they will say Ms. Francis, I can't do the face-to-face because I have four siblings running around me," she said.

Nevertheless, Francis said she's been encouraged by her students. She has a kid at home too, and it's hard for her to find time. But she is staying in contact with students via email, social media, and phone.

"I'm not worried about them not doing it. I think it's just a tool for them to be able to keep themselves in the learning path," she said. "It's just the matter of keeping your brain sharp."

And she said that even if a student can't practice their English skills with anybody in person, speaking and reading in their native language can still help grow the language synapses in their brains.

Another issue around remote learning is concern about safety. Some ESL students come from families where some or all of the members may be undocumented.

"I think another layer that we're all maneuvering through for the first time in this way is just the notion of digital securities," Lachance said.

Ivanna Mann Thrower Anderson, an ESL / Title III Consultant at the state Department of Public Instruction (DPI), said that her team is on the board of a national organization called the National Association of English Learner Program Administrators. Anderson is the immediate past president. She said they have reached out to the federal Office of English Language Acquisition to ask questions around security, and they're hoping that guidance will be coming from the federal government soon.

Anderson's team at DPI has been busy helping out ESL teachers around the state. She said the department has a section online with resources for English learners. Anderson points out that while ESL students are learning English, the same can be said for most young students.

DPI also has put together an English-learners support team, full of administrators and educators with expertise on ESL. That group usually does face-to-face professional learning and coaching, though obviously things are a little different now.

The team has put together things like webinars and Twitter chats. They're doing a series of talks aimed at helping teachers find better strategies for teaching online. And Anderson said that what she's hearing from the field is positive. She said teachers are exchanging notes and talking together to figure out how to do remote learning better. They're not just interested in improving now, but also being ready if something like this happens again.

"Our teams are really listening to what's being said around the state and really trying to do everything we can to provide the resources that are needed," she said.

Despite all the challenges faced by the ESL community - both students and teachers - Lachance said she is confident that everybody will come through. ESL professionals are a dedicated bunch, she said.

"Any of us in teaching English as a Second Language ... we will do whatever it takes to support our students and support the teachers who support the students," Lachance said.

Here is a complete list of resources Anderson sent EdNC.org:
EL Sites: DPI Resource Site National Sites
Alex Granados

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Haz clic aquí para leer este artículo en español. Amid the remote learning experiment sweeping North Carolina and the nation, there are some students impacted more by the change than others. For non-native speaking English students who struggle to both learn the language and get good grades in the best of times, the challenge of learning from home increases the difficulty level of their task.

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Tips for Designing an Online Learning Experience with 5 Es

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Tips for Designing an Online Learning Experience with 5 Es

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Tips for Designing an Online Learning Experience Using the 5Es Instructional Model - Dr. Catlin Tucker

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Covid 19 has educators and educational institutions worried about and preparing for possible school closures. What happens if students have to stay home for days or even weeks? How can we keep them learning remotely? What strategies and technology tools can teachers use to take traditional classes online?

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3 Ways to Use Video Conferencing with Students Learning Remotely

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3 Ways to Use Video Conferencing with Students Learning Remotely

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3 Ways to Use Video Conferencing with Students Learning Remotely - Dr. Catlin Tucker

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Need support preparing for fall? Check out my self-paced online course Prepare for Fall 2020: Blended & Online Learning. Thank goodness for Zoom and Google Meet! During this time of social isolation and remote learning, these video conferencing tools are lifesavers. They make it possible for teachers to maintain a human connection with their students [...]

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Digital vocabulary cards for math organized by grade level

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu. Portuguese, German, and Russian vocabulary cards are located at the following website: USOE Dual Immersion Vocabulary Cards

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This page contains math vocabulary cards for Kindergarten through 8th Grade and Secondary 1 Mathematics. These cards can also be found in Spanish, Chinese, and French under the Dual Immersion menu...

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Created by SupportEd

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Grades 6-8

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Classroom Challenges are lessons that support teachers in formative assessment. There are 100 lessons in total, 20 at each grade from 6 to 8 and 40 for ‘Career and College Readiness’ at High School Grades 9 and above. Some lessons are focused on developing math concepts, others on solving non-routin…

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Enter your username and password to log into the Smarter Balanced applications. After you log in, you will automatically be directed to the application you selected.

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Seesaw | Elementary Learning Experience Platform

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Seesaw | Elementary Learning Experience Platform

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Elementary Learning Experience Platform | Seesaw

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Seesaw is a Learning Experience Platform with 25M+ users, enhancing elementary education, engagement, and school culture while improving academic success.

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Similar to CAASPP, Rubrics & and samples of student work included

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Similar to CAASPP, Rubrics & and samples of student work included

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LA County, SCALE and ELP

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-More than just PT's on this site!

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Students will be asked to find the measures of center (mean, median, and range) and to use those measures of center to solve problems about the weight of baseball players. Additionally, students will be asked to analyze how additional data impacts measures of center. Finally, students will create a histogram based on the weights of the baseball players.

Source: Mathematics Assessment Resource Service (MARS)

)

Students will use ratios and proportions to solve problems and explain their thinking. Students will use a graph to answer proportional questions and to write an equation. Finally, students will help design a recipe for truffles given certain parameters.

Source: Mathematics Assessment Resource Service (MARS)

Students will work with a three-dimensional figure to answer questions about volume and surface area. Students will also create a rectangular prism with a greater volume than surface area and justify their reasoning.

Source: Mathematics Assessment Resource Service (MARS)

D)

Students will make conversions between inches and yards. Additionally, students will demonstrate an understanding between fractions, decimals, and percents and correctly compute with decimals.

Source: Mathematics Assessment Resource Service (MARS)

D)

Students will use appropriate mathematical operations to solve problems involving money. Students will compare the cost of gym memberships to determine the best value. Finally, students create a pricing option for a gym to maximize its profits while still having the best deal.

Source: Mathematics Assessment Resource Service (MARS)

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Performance Tasks - Grade 6 - CCSS Math Activities

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Students will be asked to find the measures of center (mean, median, and range) and to use those measures of center to solve problems about the weight of baseball players. Additionally, students will be asked to analyze how additional data impacts measures of center.

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Problems of the Month

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Performance Assessment Tasks

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These tasks are grade-level formative performance assessment tasks with accompanying scoring rubrics and discussion of student work samples. They are aligned to the Common Core State Standards for Mathematics. You may download and use these tasks for professional development purposes without modifying the tasks.

The tasks for 3rd Grade through High School were developed by the Mathematics Assessment Resource Service (MARS) of the Shell Centre for Mathematical Education, University of Nottingham, England. The tasks for 2nd Grade were developed by the Silicon Valley Mathematics Initiative's Mathematics Assessment Collaborative (MAC).

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Performance Assessment Tasks | Inside Mathematics

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These tasks are grade-level formative performance assessment tasks with accompanying scoring rubrics and discussion of student work samples. They are aligned to the Common Core State Standards for Mathematics. You may download and use these tasks for professional development purposes without modifying the tasks.

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Copy of Virtual 3-Act Task (Editable for participants)

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You Tube video

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Elementary 3 Act Tasks DESMOS Collection My 3 Act Tasks: Dart Throw (Structuring 5) K.OA.A.1-3, K.OA.A.5 On Your Mark V1 K.OA.A.3 On Your Ma…

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Promote Struggle - A Hero's Journey in Math Class

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HOW CAN WE HARNESS THE POWER OF PRODUCTIVE STRUGGLE TO TEACH STUDENTS TO BE RESILIENT PROBLEM SOLVERS?

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The posts below give a view into my current classroom practices. Classroom Routines Promote Struggle - A Hero's Journey in Math Class My #1 Go-To Tool in Math Class & Special gift T...

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3rd/4th grade fractions

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I always draw inspiration from the candy isle, doesn't everyone? Tonight I was planning to buy some candy for another 3 Act task I was planning when I spotted a bag of 3 different chocolates...on CLEARANCE! Immediately I thought of fractions and so the 3 Act task below was born! Please comment and tell me how I can improve it or add extensions as I am wiped for the day and just wanted to end it with some math:)

This task will address standard 4.NF.B.3.A if using the 1st Act 3 slide with fractions with the same denominator. You may choose to address standard 4.NF.A.1 by extending to the 2nd Act 3 slide and having students write the fractions in simplest form.
Google Slide Deck
Act 1:

What do you notice? What do you wonder?

What fraction of each kind of candy are in the bag? Make a too high and a too low estimate.

Act 2:

What information will you need to find a solution? What do you know? What do you need to know?

Act 3:

Where you correct?

As always, let me know how I can make this better and if you see a more appropriate standard alignment! I look forward to the feedback!

Thanks for the feedback! Here are some suggestions from MissMathTeacher314: This addresses standard 3.NF.A.1 as well for fraction identification and defining equal parts.
Extensions could include: How many more kisses than rolos? How would you equally share these with 4 friends? How many bags would you need to buy to have so everyone in their class would get 3 peanut butter cups?
You could give the simplified fractions of the Reese's and the Rolos for Act 2 rather than the exact count. Flip the script to ask how many pieces of each candy are in the bag rather than asking for the fraction.

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I always draw inspiration from the candy isle, doesn't everyone? Tonight I was planning to buy some candy for another 3 Act task I was planning when I spotted a bag of 3 different chocolates...on CLEARANCE! Immediately I thought of fractions and so the 3 Act task below was born!

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How to Animate Your Google Slides (Turn Your Bitmoji Classroom Scene into a GIF!)

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Make math moments- 3 part Framework Guide Book

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Make math moments- 3 part Framework Guide Book

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Misconception # 1 - You must acquire oral language base before literacy.

Research actually states that both oral language and literacy should be developed simultaneously. This is an important misconception to address because most people think that you need to learn language before learning to read. It is important to develop both at the same time through learning to read, your language skills will develop. (McLaughlin, 2006).

misconception #2- students should only speak English at home to practice their oral language

Encouraging ELL's to maintain and develop their home language while they develop proficiency in English benefits the individual ELL and his or her family, and community as well as the nation overall. Many people think that speaking their native language at home will only hurt them while at school but the U.S need bilingual citizens as well (Wright, 2003). This misconception is important to address because EL students are encouraged to speak and learn in their home language. By giving the students an opportunity to use their first language at home, and in the classroom provides the students with the opportunity to develop their language, and this will lead to the students using English more for communicative purposes.

​Wright, W. E. (2010). Foundations for Teaching English Language Learners: Research, Theory, Policy,
and Practice. Caslon Inc.

Misconception #3: An ell student who reads aloud well, understands everything

An ELL student who can decode words while reading aloud may not necessarily understand the meaning of the text. Some ELL's have learned the sound/letter correspondence in English. They may "sound" as if they understand what they read; informal assessments can be done to ascertain if understanding is occurring. This misconception is so important! Everything stated above is so true, that a students may be able to read, but they aren't comprehending the text. They are reading without a purpose. As educators, we cannot assume that just because a student knows how to read, they know what the text is about. By using this information we need to push the students, and ask questions to see if those comprehension skills are present. If not, we know how to address the situation, and provide the student with the correct instruction to get them on track. I think that people believe that this is misconception is true because they see a student reading, and they automatically assume that they are literate, and understand what they are doing.

Misconceptions about Language Learners. (n.d.). Retrieved from Newport News Public Schools website:
http://sbo.nn.k12.va.us/esl/misconceptions.html

Misconception #4: Students need to be corrected when they're speaking english

It is often tempting for teachers to correct grammar or pronunciation when students are speaking. However, it is best to let the students speak freely without the interfering act of correcting. Correcting often decreases students' self-confidence and diminished their agency and voice in the classroom. Over time, with lots of practice of oral communication, students will eventually recognize grammar and sentence structure patterns on their own. (Airubail, 2015). As we are teaching and supporting our English Language Learners are they grow, we need to keep in mind that they have a lot to process. We need to step back, and let them make mistakes because, as it says above they will eventually grasp the concept!

Misconceptions about Language Learners. (n.d.). Retrieved from Newport News Public Schools website:
http://sbo.nn.k12.va.us/esl/misconceptions.html

Misconception #5: STUDENTS CANNOT USE THEIR FIRST LANGUAGE IN THE CLASSROOM.

EL students should be encouraged to speak their first language in the classroom. By allowing students to speak in their native language it actually helps them to learn the English language by allowing that student to choose when they want to speak English rather then forcing them to speak when they don't want too. The students are better able to concentrate on their work, and focus on their learning.

"When students are able to use their first language amongst peers who also speak the same language, they are more likely to use English for communicative purposes in social settings. Another reason to allow students' use of first language in the classroom is for them to understand instruction fully. This was, the students are able to concentrate on the task at hand, rather then being preoccupied with trying to understand the instructions," (Airubail, 2015).

​Misconceptions about Language Learners. (n.d.). Retrieved from Newport News Public Schools website:
http://sbo.nn.k12.va.us/esl/misconceptions.html

Misconception #6- ELL'S WHO ARE SILENT IN CLASS DO NOT KNOW ANYTHING

ELL's are still acquiring an understanding of the English language and its grammatical structures.During this "silent period," ELL's are attending to and internalizing the vocabulary and common patterns and structure of the English language. (Krashen, 1983).

misconception #7-IF AN ELL APPEARS TO SPEAK ENGLISH WELL CAN READ AND WRITE THE SAME WAY

An ELL student may converse comfortably in English, but not be able to read and write at a similar level. Research suggests that it can take up to five years of English language instruction before an ELL student will be able to read and write proficiently in English (Cummins, 1979; Peregoy & Boyle, 2005).

Misconception #8-once ells can converse socially in english, they are then capable of succeeding academically

While ELLs may acquire social language wishing three years, it may take up to seven years for an ELL to achieve academic proficiency in English. Levels of knowledge and literacy in the native language impact the rate in which students can perform academically in English. (NYSUT Research and Educational Services, 2015).

​Fact Sheet No. 15-16: Debunking the Myths of English Language Learners. (2015, August 6). Retrieved
from Nysut: A Union of Professionals website: http://www.nysut.org/resources/all-listing/2015/
august/fact-sheet-debunking-the-myths-of-english-language-learners

misconception #9- Ells should be taught to read in english from the beginning

Reading skills transfer from one language to another. Students who first learn to read in there native language, will be more successful readers in English. (NYSUT Research and Educational Services, 2015).

​Fact Sheet No. 15-16: Debunking the Myths of English Language Learners. (2015, August 6). Retrieved
from Nysut: A Union of Professionals website: http://www.nysut.org/resources/all-listing/2015/
august/fact-sheet-debunking-the-myths-of-english-language- learners

Misconception #1o: all Ell students are immigrants

Many langage learners are not immigrants and have been born in the US. Some language learners are also international students, who are here on a study period. It is important to be mindful and empathetic to the backgrounds of our learners to help us meet their learning needs, and create a safe classroom culture for them. (Airubail, 2015).

​Misconceptions about Language Learners. (n.d.). Retrieved from Newport News Public Schools website:
http://sbo.nn.k12.va.us/esl/misconceptions.html

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Research actually states that both oral language and literacy should be developed simultaneously. This is an important misconception to address because most people think that you need to learn language before learning to read. It is important to develop both at the same time through learning to read, your language skills will develop.

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Protocols for Google Meet s and Zoom meetings

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Protocols for Google Meet s and Zoom meetings

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Copy of Visual Patterns Template - Google Jamboard

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Learning as WE Go: Principle for Effective Assessment

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Learning as WE Go: Principle for Effective Assessment

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Center on Reinventing Public Education | Education Research

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The Center For Reinventing Public Education's university level education research that spans governance, systems, and practice in public education. Read More.

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This is to make comparisons and to find equivalent fractions.

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Solvemoji - Emoji teaching resources - Emoji math puzzles, great as a primary math starter, download our pdf worksheets - great for home schooling

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Make Math Moments From a Distance Classroom

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Make Math Moments From a Distance Classroom

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Make Math Moments From A Distance Cheat Sheets

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The Coherence Map shows the connections between Common Core State Standards for Mathematics.

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Distance Learning with Intention and Purchase

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Distance Learning with Intention and Purchase

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As the working mother of four children ages 19 to 3, I have found distance learning to be a struggle. While I anticipated the frustrations my teenagers would have, I was surprised that my three-year-old would have the hardest time adjusting to the shutdown and close of her daycare.

One week into the Stay at Home orders, my three-year-old daughter, Kaiya, was able to connect with her Karate instructor on Zoom and the transformation in her attitude was apparent right away. She lit up when Master Booe showed up on the screen. The next thing I saw was her frantically searching for a pillow and a stuffed animal to use as props and materials while she practiced her ninja skills and karate moves. Master Booe took a moment to see every kid on screen; he gave them feedback on their kicks and punches and congratulated each toddler individually on a job well done. For those thirty minutes, my seemingly clingy and dependent toddler transformed into an independent young girl who controlled her learning and her space.

A few weeks later, I had an opportunity to gain insight from a student's perspective. Avery, a high school senior at one of our local schools, shared her thoughts on this new format of school. When asked what has been a positive aspect of online learning during Covid-19, Avery shared she liked the chance to see and talk to her teachers and classmates. One of her teachers had even built in time for connecting informally at the end of the online session, which had almost felt like being socially close during a time of social distancing.

Covid-19 has uncertainty shrouding the next days, weeks, and months. The challenges faced with teaching students were not birthed from this pandemic; they have just been exacerbated. School systems are now forced to see that what did not work for students in classrooms has also not been conducive to online learning. How can educators take this opportunity to reexamine the purpose of school for students and provide a safe space to continue to thrive as learners?
A Virtual View of Classroom Culture
Our high school and middle school students no longer get those hallway moments between classes to nod to and check in with their classmates while beating the bell to class. Elementary-aged children aren't gathering on the carpet to have morning meetings with their teachers and share their funny stories or hear how their teacher's day was. School is a space for social connection and relationships.

Unfortunately, in many classrooms and schools, these aspects of socialization were not seen as important elements to foster school culture, leaving more possibilities of gaps and missed learning for all students.

Personal connections and the presence of collective communities cultivate conditions that invite students to learn. It's imperative to begin with intentionally creating classroom culture online because our students' mental and emotional well-being is tied to relationships and having a safe space for growth as a learner. Avery's comment highlights this necessity for attending to these elements of the online classroom culture. What resonated was the feeling the interactions left for her. As educators, we have to begin with building those spaces for our students.

As an instructional specialist in the Equity Initiatives Unit for Montgomery County Public Schools, I have coached school leaders to examine existing practices using Zaretta Hammond's book Culturally Responsive Teaching and the Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students (2015) . Hammond makes clear connections between social emotional well-being and developing independent learners. She outlines a framework for culturally responsive teaching titled The Ready for Rigor Framework. The framework consists of four practice areas of learning that work in tandem to create culturally responsive learning environments, 1) Awareness, 2) Learning Partnerships, 3) Information Processing, and 4) Community of Learners & Learning Environment. These practice areas leverage the experiences and existing background knowledge students possess as assets and lead educators to utilize them in order to build intellectual capacity and facilitate growth. Through this process, students are led to become independent and critically conscious thinkers.

Each of the practice areas is imperative to creating effective learning environments allowing students to enter and engage as their authentic selves. As we focus on engaging students in online learning, the attention to the last two practice areas (information processing and community of learners & learning environment) need to be approached with intention and purpose. Let's look at the last one first.

Hammond's fourth practice area focuses on the community of learners and learning environment. The space students enter, whether physically or virtually, can have a tremendous impact on their willingness to engage and opportunity to learn. Incorporating intentional elements that invite socialization and relationship building to the online classroom creates a space for students to be present, feel seen, heard, and affirmed. A community of learners and learning environment is the safe space built consciously to allow students to take risks for the purpose of growth and building their knowledge.

Fostering Online Classroom Culture Some ways you can intentionally foster community in online learning environments:

Incorporate community building activities at the start of every lesson.

What's a moment that was positive ("rose") and one that was a challenge ("thorn")?

Assign a scavenger hunt of items in their homes they can share with their classmates at the start of a lesson.

Provide some questions for students to share aspects of themselves:

How did you move today?

How were you creative today?

How did you care for yourself today?

The Power of Student Agency
Once we have a community of learners and learning environment, we have to engage students with purpose. Hammond's third practice area (information processing) hones in on the necessity for providing tools and scaffolds that lead students to independence.

When I reflect on Kaiya's karate class, Master Booe's intentional teaching moves were empowering. For a three-year-old whose world had changed in an instant, the autonomy that karate class provided reengaged her with a learning community while allowing her to demonstrate what she knew in her own way. The power of agency, even for a toddler, can lead to impactful learning.

With distance learning, students are in both their learning and home environments at the same time. This opens up a world of ways to engage students and expand ways of thinking while also allowing them to share aspects of themselves in authentic ways.

Building their agency and allowing them to have some autonomy is one method to ignite their curiosity and elicit their critical thinking skills. Building agency provides options and relevancy for learners. The presence of both these elements move students toward independence and creates opportunities for autonomy.

Opportunities for Agency to Increase Engagement Some ways educators can build students' agency:

Provide time for students to create their own understanding of new learning through modeling, practice, and application.

Design opportunities for students to create, construct, and design in order to apply the new learning in a concrete way.

Offer options for students to experience what works best for them as learners:

Give choices for materials used to engage in the learning (podcasts, videos, and texts).

Allow students to demonstrate and present their learning to their peers in formats of their choice.

Create relevant learning by critically examining challenges in their own experiences and the world around them and then develop ways to address them.

What Does Getting Back to "Normal" Look Like?
Covid-19 has taught us about the power of humanity and perseverance. It's also transformed how we see school and learning. We are putting relationships first and moving from knowing curriculum to building knowledge. When we return to the classrooms and reenter the school buildings, these same aspects of learning are necessary to foster equitable and culturally responsive learning environments.

Districts and leaders will walk back into uncertainty on many aspects of school, but one thing has been highlighted: the methods for approaching learning have not led to all students thriving. We have seen the lack of access to resources create inequities. We understand that social emotional well-being has to be a priority for students to learn. School leaders now have an opportunity to reexamine the practices in place.

What Can Districts, Leaders, and Coaches Do When School Resumes?

Recognize Inequities Exist

Ensure the access of computers and wifi to all students to eliminate the digital divide.

Provide support systems and point people to ensure all students and families can navigate online instruction courses and tools.

Elicit the perspectives of families to what is effective and ineffective in efforts to communicate and provide access to resources.

Make Space for Grief and Trauma

Recognize that behavior can be impacted by stress.

Remember that behavior is communication.

Proactively plan for counseling services for students, families, and educators?

Incorporate space and time to allow students to exhale and process this experience.

Put relationships and social emotional well-being first for students and teachers.

There Will Be Gaps in Learning

Plan instruction that is tailored individually to each student's needs.

Emphasize strategies and thinking routines to process new content.

Model and foster critical thinking and problem solving skills.

We are living through unprecedented times that will leave a residual impact on students, families, and educators. Now we need to examine how we use this opportunity to create community, build knowledge, and prioritize well-being and success at school for our most marginalized students and families.

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Distance Learning with Intention and Purpose - Achieve the Core Aligned Materials

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Why do students need school right now? As the working mother of four children ages 19 to 3, I have found distance learning to be a struggle. While I anticipated the frustrations my teenagers would have, I was surprised that my three-year-old would have the hardest time adjusting to the shutdown and close of her ...

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These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards. They are intended to help publishers, other designers of instructional materials, and instructional leaders find new efficiencies in the curriculum that are critical for the unique challenges that have resulted from school closures and anticipated disruptions in the year ahead, keeping at the forefront principles of equitable instruction.

All of the guidance is designed to support planning and decision making. Due to the structural differences between the grade-specific (K-8 mathematics, K-12 ELA/literacy) and course-specific (high school mathematics) guidance, the high school mathematics resource was developed separately. The high school mathematics content was designed in close partnership with Asia Franks and Jaliyla Fraser.
*Note: Send Feedback While these documents were created for the 2020-21 academic year, they remain helpful for those setting academic priorities for the 2021-22 school year. Given the incredible variability of the 2020-21 school year, to maximize the effectiveness of this guidance, the recommendations should be examined and adjusted based on the specific knowledge educators have about what students were able to accomplish and what may need additional attention. In the 2021-22 school year, educators must take into account the unique needs of students and continue to use strong formative assessment practices to understand where there is unfinished learning and to support students in engaging with grade-level content. For more information on academic acceleration and prioritization, integrated scaffolds and support, human-centered learning environments, culturally relevant pedagogy, and methods for understanding student progress, see our Priorities for Equitable Instruction: 2021 & Beyond page.

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Priority Instructional Content in English Language Arts/Literacy and Mathematics

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These documents name instructional content priorities in mathematics (K-8, high school) and ELA/literacy (K-12). These were developed for the 2020-21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.

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What summer learning loss can tell us about the potential impact of school closures

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Padlet with EdPuzzle Resources

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Help teachers continue to connect with students despite the distance between them.
Mediteraneo - stock.adobe.com
By Judy Zimny
Communicator
May 2020, Volume 43, Issue 9

Learning is a social endeavor. In day-to-day classroom activities, teachers interact and connect with students. They hold students accountable for their attendance and classwork and motivate them to achieve at their highest levels. These strategies-and the relationships that develop as a result of these interactions-have a profound impact on student learning.

While it is impossible to recreate the exact conditions of a physical classroom when teaching online, teachers can continue to connect with students despite the distance between them. Here are a few ways to maintain strong relationships and support students' needs in the virtual classroom.

Connect often and use multiple forms of communication

In a typical classroom, students are used to seeing, hearing, and talking with the teacher every day. Shifting to online learning can be an abrupt and difficult change. Students need to feel that their teachers are still "there" for them. Communicating frequently with students can help ease this transition.

Of course, there is more to connecting than simply sending a string of blanket emails, which can feel impersonal and even detract from existing relationships. To increase student engagement in a virtual setting, communicate in a variety of ways (e.g., emails, texts, group messaging, video or screen-casting) and allow students to communicate in a way that is comfortable for them. In many districts, video conferencing is quickly becoming the expectation rather than the exception. A key benefit is that this technology allows for much greater nonverbal communication, which can be particularly helpful with students who might be struggling.

Set virtual classroom hours

Set specific times for when to be online and accessible to individual students or groups. Setting these times not only increases efficiency, but it provides reassurance that students can regularly reach out for help when they need it.

Virtual classroom hours are also a way to check in on students' emotional well-being in addition to their academic needs. While they might sign up to request academic support, it is often during these times that they will share other information that is important to them.

Here are a few points to consider when setting up virtual classroom hours:

How often will you hold virtual classroom hours?

Will you offer one time slot where students can contact you on a first-come, first-served basis? Or will you create multiple time slots within that period and ask students to sign up for individual times?

How will students sign up for individual time slots?

How will students reach you during virtual classroom hours?

Are all students required to attend each week, or is it optional?

Check in with students individually

In addition to whole class and small group interactions, it can be helpful to connect with each student one-on-one at least weekly using the format that makes the most sense based on their resources (e.g., email, text, phone, or virtual chat). Just like in a physical classroom, students' needs will vary over time. Watch for shifts in their academic performance or emotional states. Seek out those who miss assignments or go "dark," and don't allow them to fall through the cracks. Video communication tools, in particular, can often provide insight into a student's emotional state by allowing for both verbal and nonverbal communication.

Communicate with parents

While parents want the best for their children, they might not observe the things a teacher sees in a learning setting. Likewise, parents will observe things that the teacher does not see outside of the virtual classroom. During this challenging time with the COVID-19 pandemic, students might be having difficulty with something that is unrelated to school but is affecting their work or their emotional state while they're trying to learn. If concerns arise, proactively reach out to parents or caregivers to discuss and collaborate on potential responses. Having virtual classroom hours for parents, too, can be a good way to keep them engaged and involved.

Virtual relationships matter

Relationships matter as much in the virtual learning space as they do in the physical classroom. While schools are closed, students may have an even greater need for social interaction and social-emotional support. Intentionally connecting with students may require extra effort in the virtual classroom, but it is worthwhile. Maintaining positive connections not only helps students gain the most they can from instruction in a distance learning environment, but it can have a lasting impact when they do finally return to school.

Judy Zimny is vice president of the National Institute for STEM Education.
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Copyright © 2020. National Association of Elementary School Principals. No part of the articles in NAESP magazines, newsletters, or website may be reproduced in any medium without the permission of the National Association of Elementary School Principals. For more information, view NAESP's reprint policy.

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5 Tips to Building Relationships in the Virtual Classroom | NAESP

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Help teachers continue to connect with students despite the distance between them. Mediteraneo - stock.adobe.com By Judy Zimny Communicator May 2020, Volume 43, Issue 9 Learning is a social endeavor. In day-to-day classroom activities, teachers interact and connect with students. They hold students accountable for their attendance and classwork and motivate them to achieve at their highest levels.

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Fostering a Strong Community in a Virtual Classroom

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The shift to working online requires teachers to think a little differently about how to build the culture they want with their students.

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This is going to be a very challenging back to school season for all of us. One of the biggest concerns I have heard from many teacher friends is about how to build those important relationships with their students when they are either all virtual or have to maintain social distancing and wear a mask in the classroom.

As we all know, building relationships with our students at the beginning of the year helps them feel more secure, supported, and loved which makes them more likely to want to engage and participate in learning which can lead to less misbehavior.

In this blog post I am sharing some ideas, free downloads, & resources for how to build relationships and connections with your students at the start of the school year whether you are beginning virtually or in the classroom.

1. Send a Welcome Letter, Meet the Teacher Note

The unknown is scary for all of us. This year more than ever both students and parents may be very apprehensive about what the school year will be like. Getting advanced information about who you are and what fun activities you have planned or what to expect when they arrive or log-in on the first day goes a long way in easing those fears.

You can begin to build a relationship with your students before school even starts by sending them a Meet the Teacher and/or welcome letter. Young students love getting something special addressed just to them whether it is through regular mail or email. Telling them about yourself helps students begin to make connections with you. Including a photo of yourself helps give them a visual connection to you as well. They will know who to look for on the first day of school or who to expect to see on the first day of virtual learning.

Sending an accompanying welcome letter with what they will expect to do or see on the first day or week of school eases anxieties. You can also include log-in information for virtual learning or a special invitation for your first Zoom Meeting or Google Meet.

Since I am a strong believer in sending welcome letters prior to the beginning of school, I wanted to make it easier for you to do during this hectic back to school season. Therefore, I created 10 different pre-designed Meet the Teacher & Welcome Letter templates for you in fun themes that will help get students excited about the school year. I also included student gift tags so you can have something special waiting for students on the first day or send it with their take-home packets.

ALL the text is editable so you can continue to use the templates throughout the school year. Change the text for your monthly newsletters, parent communication, Zoom Meeting or Google Meet invitations, class notes, etc. Use the Meet the Teacher form for each student as a get-to-know-you / student of the week activity. Change the text on the gift tag for surprises throughout the school year.

The templates can be print or digital to accommodate in-person and virtual classrooms and I have included both a Google Slides and PowerPoint format for easy editing. Watch this short video to see an example of how to edit the templates.

Here are the themes for the templates. Click any of the links to view more details:

2. Get to Know You Questions (Free)

CLICK HERE to download a list of 30 get to know you questions for young students.

These questions can be used as ice-breakers for the first weeks of school and will help you get to know your students in a fun way.

Students are going to want to talk with their classmates both in the classroom and online. Since they have to be social distanced or in an online meeting this may be difficult. Therefore, it is important to have social time built-in to your schedule to give students an opportunity to talk. Use the get to know you questions during this time to promote discussions.

You can also set up 1:1 virtual or in-person meetings with your students to get to know them better. Use some of the questions to help the conversation along.

3. Use Students' Names as Much as Possible

Say your students' names as much as possible, especially during online meetings. Hearing their name helps students feel better connected to you.

Name Game - This will help you get to know students' names and also assess their letter knowledge. Go through the alphabet and tell students to stand up when they hear the first letter in their name. When they stand up, have them tell the class their name.

4. Make the Rules Together

Students are more likely to follow rules when they have a hand in creating them. Creating the rules together as a class shows your students that you care about their feelings and also value their opinions. It is also a great way to begin to build a classroom community.

Even if you are beginning the year virtually, setting rules together about how to behave during your online meetings will help them run more smoothly.

5. Get Moving, Get to Know Each Other Activity

Since your students may not be able to move freely around your classroom or have to sit in front of a computer, this get to know you game incorporates movement and helps with listening skills. It will also help students see which of their classmates have similar interests as them and also helps you get to know your students.

Ask students questions and have them do specific movements as the answer. For example, say "Do you have any pets? If you do, clap your hands. If you do not, wave.". Students can then look around and see who is doing the same movement as them (this also works during Zoom Meetings if you have it set so all students can see each other).

You can also give 3 choices once students become familiar with how it works. Do you have brothers and sisters? If you have a sister hop on 1 foot. If you have a brother, march. If you have both, jump up & down on both feet.

6. Share Your Favorite Places

Use the virtual background option in Zoom to show some of your favorite places. If you are not using Zoom, show pictures on your whiteboard. Use a different place each day and see if students can guess where you are or where the picture was taken. Then explain why it is one of your favorite places. This not only helps students get to know you better, but it gets them excited about logging in every day and seeing where you are or seeing what the picture is.

If you are recording your distance learning videos in your classroom, show a different place in the room each day.

If you do not know how to use the virtual background in Zoom here are directions:

In the Home section of Zoom, click the Settings button (the gear in the upper right)

Click Virtual Background along the left-hand side.

Click the plus sign to add your own image.

7. Be Real

This year is going to be a learning experience for all of us and there are bound to be mistakes. That's OK! Let students see you make mistakes. Embrace them, laugh about them when appropriate. This will h elp students understand that it's OK not to be perfect and they will be more likely to take risks that increase their learning.

8. Embrace Your Students' Interests

Once you get to know some of your students' interests, talk about them during morning meeting or when you are talking 1:1 with them. Try to incorporate their interests into your lessons or activities.

I hope these ideas were helpful in building relationships with your students. I know this is going to be a crazy & challenging school year, but together we can get through this, lift each other up, and provide students with wonderful learning experiences. If there is anything I can do for you or if you have any questions please feel free to email me at lessonsforlittleones@gmail.com.

You may also like:
Back to School Student Gift Ideas Celebrating Birthdays in the Classroom
Using Birthday Certificates Digitally for Distance Learning

Bucket Filler Activities

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How to Build Relationships with Your Students Virtually & in the Classroom - Lessons for Little Ones by Tina O'Block

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This is going to be a very challenging back to school season for all of us. One of the biggest concerns I have heard from many teacher friends is about how to build those important relationships with their students when they are either all virtual or have to maintain social distancing and wear a mask in the classroom.

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Note: This curriculum is based on a schedule with 50 minute classes. In addition, I'm a believer in having a flexible pace because I think teachers should have discretion when determining how much time to focus on concepts. So, if your students need extra time with solving equations, for example, then spend extra days with them. This curriculum is definitely not one size fits all, and I actually go at a different pace each year. Please feel free to use it as a guide, but certainly do not feel like you're doing something wrong if you don't follow it day by day.

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Note: This curriculum is based on a schedule with 50 minute classes. In addition, I'm a believer in having a flexible pace because I think teachers should have discretion when determining how much time to focus on concepts. So, if your students need extra time with solving equations, for example, then spend extra days with them....

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Pear Deck was designed by educators to be simple, fast, and fun to use. Watch these Quick Tip videos to get started!

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Google Slides... Beyond the Presentation

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101 Ways to Ditch that Textbook with G-Suite

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101 Ways to Ditch that Textbook with G-Suite

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Remote Instruction and Intervention for Learning Loss

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Remote Instruction and Intervention for Learning Loss

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Strength-Based Mathematics Learning: A Tool Kit for Families

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Strength-Based Mathematics Learning: A Tool Kit for Families

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Why Mindfulness Is a Superpower: An Animation

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Kobe Bryant - The Power of Sleep and Meditation

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Kobe Bryant - The Power of Sleep and Meditation

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Kobe Bryant - The Power of Sleep & Meditation