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Description: Lots of practical advice and graphics to help you understand why some students seemingly refuse to work, and what you can do!

Coaching Possibility: I can observe you trying out these strategies with student and provide data/feedback. We can work together on a Reward Inventory as outlined in the article.

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Throughout my years teaching middle school, I have had the experience of seeing many "work refusals". These are the situations when kids, for a variety of reasons, just refuse to start the work you give them. They might shut down and rest their head on their desk or lash out in anger, shouting about how they just will not complete your assignment. This can be extremely frustrating for educators, especially when teaching a well-designed lesson that you thought would go so well! Let me say that sometimes our lessons themselves can have little or no impact on whether or not a student refuses to work. There are quite often bigger challenges at play that we'll delve into. Quite honestly, even with a special education background, my college and training did not really prepare me for what to do when students refuse to work. These are skills and strategies I had to develop on the ground running while working with young adults. It's an area I'm especially passionate about because all kids deserve to learn and feel good about themselves. It's always important to remember that kids who are refusing are reaching out for help in some way, and you CAN be the one to help them.

Let me say that we ALL have bad days here and there! If a student puts their head down during a lesson and won't finish an assignment because of a headache, it doesn't mean you need to sound the alarm. This article specifically focuses on the students who repeatedly refuse to complete work and need specific targeted strategies to help them overcome these challenges.

What does work refusal look like? Really, it can be different for every student. Some students put their heads down and don't pick them up, despite encouragement and prompting. Other students will look you straight in the eyes and say, "I'm NOT doing it!" while they are clearly expecting a response from you! Other kids might just ignore your directions completely and continue doing what they want to do, whether that is coloring, reading, or any other activity they are engaged in. All of these behaviors are work refusals because they are avoiding doing the tasks that the adult is expecting.

What are the reasons for work refusal? If a student is outwardly refusing to do work in the classroom, there is always a reason. Quite often, we don't know the individual reasons. Some students have had a history of trauma. Again, we may or may not know about the potential trauma. Other students might be dealing with social or emotional challenges at home or in their personal life. Some examples might include a family divorce, a new baby at home, the death of a family member, and feelings of loneliness with a parent working increased hours. Those truly are just a few small examples. Sometimes, when the challenges in a child's life become so difficult for them, they can have a need to control parts of their life that they can control (like doing work in school or not). Some learners might be diagnosed with oppositional defiant disorder, while others aren't. Other times, a child or teen may truly be bored and not interested in the topics. Regardless of the actual reason, it's important to take a step back and recognize that the child or young adult is struggling with SOMETHING, whether or not we can see it. Thinking in this way encourages educators to be solution-focused, which is what really matters anyway.

Important note: This entire article is intended to be a bank or toolbox of strategies for teachers to consider when kids are struggling. I know that classroom teachers cannot do it all, and they shouldn't be expected to. Schools need to support educators in these tough situations, and that includes support from admin and other support staff. Additionally, the biggest changes are made when the teachers, families, and the student work together. Please know that if you are dealing with these very challenging classroom situations, I want to have your back, not put more on your plate.

Strategies are meant as supports. They're interventions and techniques you can put in place to try and work towards your goal of helping the student get back on track. However, strategies are not a magic wand. They might take time to work or some won't work for your particular learner. And even the most perfect classroom management and support strategies won't fix every problem or challenge. With all that said, strategies can make a difference for your struggling learner. When you're not sure what direction to go, they're worth a try. There is no one-size-fits-all approach, so it is about finding what works for you and your learners. With all that said, I hope you can find some of these strategies and ideas helpful.
Here are some simple do's and don'ts for kids who refuse to do work: DON'T:

Don't just punish. If a child or young adult is struggling with some social or emotional challenges at the moment, a punishment is only going to push them away further. Your punishment will appear as harsh, mean, and uncaring. I know that educators do not intend for punishments to feel that way, but for many students, they do, including those with trauma in their past. This isn't to say you should "let the student get away" with any behavior. Instead, you can use logical consequences, which I explain below.

Don't send the student out of the room. I can't stress this enough! As an educator, I know this is sometimes a preferred option because it deals with the situation swiftly. It does not fix the problem, though. In fact, it will most likely make it worse in the long-term. The student might feel anger and resentment towards you. The message you are sending is that you can't deal with the situation and you need to send the student out to another teacher or the principal. If a student is just sitting at their desk and refusing to work, it should not be a reason to send them out of class. Kids and young adults are getting much more education being in your room and hearing the discussions than being in the principal's office.

Don't get in a power struggle. No one ever wins in a power struggle! So much energy is wasted is wasted and even if the student eventually complies, it will be filled with resentment. Read up on more ways to avoid power struggles.

Don't just assume the child is lazy. So many times, it is often actually easier for the child to comply and do their work and refuse. So, it's clear that there is something else in play. Reframe your thinking to remember that the child is struggling and needs your support.

Don't act out of frustration or anger. When you start to feel frustrated due to a child's behavior, remember this phrase: "He's not giving me a hard time, he's having a hard time." There is no shame in taking a deep breath and walking away from a situation. As adults, it's important we are calm and collected so we can make the best choices in each situation. It's okay to feel frustrated with a situation, just don't act on that frustration.

Don't use threats. You might be tempted to say things like, "If you don't do your work, I'm going to call your parents," or "Finish this or you can't go to gym." Sometimes, these threats can only make a student dig their heels in deeper and you might regret what you've said later on. Instead, be mindful about what you say and make sure your consequences fit the crime.

Don't embarrass the student. Again, publicly calling the student out might result in a power struggle or escalating the situation. Instead, consider ways to privately support the student to help both of you get what you need.

Do:

Keep teaching. Just because a student doesn't lift their pencil up, doesn't mean they're not listening and learning. Continue teaching, talking, and even involving that student if they want to participate. Remember that the ultimate goal is to educate the student, not force them to work. If they are in the classroom, keep teaching them!

Give wait time. When a student refuses work at first, sometimes all they need is a little wait time. It's okay to let them have their head down or keep their arms crossed. Give some time and wait to see if they come around within 5 minutes or so.

Ignore the small behaviors. If the student crumples up the paper, breaks their pencil, or scribbles all over it, avoid the impulse to tell the student they shouldn't do that or give any further instructions. When things like this happen, the student is either agitated or attention-seeking. One intervention that will help in this instance is just giving space.

Be reflective. Consider what you could be doing that might be triggering the student to refuse to work. For example, are you using a harsh tone? Did you embarrass the student by calling them out for something right before? Sometimes, there isn't anything apparent, but it's always worth considering first!

Focus on the relationship. For many kids, relationship is everything. Put the work aside for a bit. Spend time with your student during lunch, talk with them after class, and really just get to know them. Teach them about you as a person, too! Once a relationship is built, many times your students will have a much easier time working for you because they know you care. This isn't a quick process, but it's always important and worth it. Read up on more ways to build relationships with kids and young adults.

Consider learning challenges. Sometimes students refuse work due to social and emotional challenges, but other times it might be because they think the work is just too hard for them. Consider if the student needs interventions with reading, writing, or math. Sometimes learners might even need direction instruction with executive functioning skills to help them get started and work through challenges. If you are a regular educator, consider discussing the student with the special education teacher or interventionist to get some ideas and strategies.

Meet with the student privately. It's important that this is seen as supportive and not punitive. Talk to the student, ask them what's going on, and problem-solve about how you could help. You might say, "I noticed your morning work isn't being finished, what is going on with that?" When meeting with a student who is struggling to complete work, the most important thing is to just listen! Try to avoid interjecting your own thoughts about what's happening or giving your point of view. Let the student talk and sometimes you might be amazed at what you learn. Perhaps the student shares that they hate where they sit because someone keeps talking to them, or that they haven't been getting any sleep at night due to a crying baby. Be open-minded, listen, and be prepared to problem-solve with the student to help them.

Use logical consequences (and consider them ahead of time). Logical consequences are outcomes from behavior that make sense. For example, if a student is refusing to finish their morning work, a logical consequence would be using some break time later in the day to finish at least 5 problems or sending it home as homework to be done later.

Discuss those consequences with the student. Consequences shouldn't be a surprise to your student. Let them know ahead of time in a positive way. For example, you might say to the whole class, "Everyone needs to finish their work so we can finish watching the rest of the movie."

Use de-escalation strategies to help calm the situation. In the moment, it can quickly become a power struggle when a student outwardly tells you they are not doing the work. It is critical to know how to de-escalate a situation. My favorite strategy has always been saying, "Let's talk about this later." It gives you the perfect way out of a heated situation with a student while letting other students around know you're not ignoring the behavior, you're just dealing with it later. Read up on more de-escalation strategies and use this free printable de-escalation strategy worksheet.

Give choices. For students who struggle with work completion, consider giving limited choices for assignments. Limiting the number to two is usually best so that it's not overwhelming, but it still gives control and choice. You might say, "Would you rather write about this prompt in your journal or draw a scene from the text and write a sentence about it?"

Consider reducing work. Another one of my favorite ways to give choice is to allow the student to choose which 10 problems they will finish. Similarly, you might ask the student to complete only 1 of the 3 essay questions. Sometimes educators have argued that this is making it too easy on the student. Of course, the ultimate goal is to get the student back to completing all the work, without a doubt. However, when a student is outright refusing to do work, completing just one item over none is a success. We all have to start somewhere.

Use student interests. Find out topics the student enjoys doing and learning about. That might be anything: soccer, dirt bikes, drawing, animals, dance, or even a certain television show. The topics and ideas are endless. Then, use bits of those topics in your instruction to hook the learner and help them feel more interested.

Provide accommodations. Giving accommodations doesn't necessarily make an assignment easier, it just gives more options for how the student approaches the task. Allow a student struggling with reading to listen to audio books. If a student isn't writing, allow them access to a laptop. Give out a calculator to a student who gets fatigued with math problems (provided the math skill isn't calculations themselves). Give a word bank, provide multiple choices, let the student use manipulatives, and so on.

Take turns. In line with accommodations, one simple strategy to try (when you can) is to take turns writing and completing problems with the student. For example, you can complete the first problem and write it down on the student's paper. It helps to think aloud while you're solving the problem, as this models the behaviors you want to see. Then, have the student complete the second problem. Next, you would complete the third and so on. This is a more collaborative approach that sometimes eases kids and teens into working and finishing their assignments.

Think about trends. Is the work refusal only happening during math? Or maybe during partner work? Maybe it's only in the morning or in the afternoon? Think about these trends and really delving into the data can help inform your judgements about what's really going on.

Plan breaks. All kids and teens need a break sometimes. Consider adding a preferred activity right after the assignment you want your student to complete. Another option is to schedule meaningful brain breaks.

Provide different writing utensils. This idea seems crazy, but sometimes it works! Give options for writing such as gel pens or colored pencils instead of just a plain old pencil. Sometimes, the freshness of a new tool can help kids get over that road block of starting. It's worth a try.

Consider interventions for task initiation. Our skills for task initiation are like the motor that starts us up. When kids and young adults lack these skills to get started, it can be extremely frustrating for everyone involved. Sometimes, kids don't actually know HOW to start a challenging task or assignment. It's important to consider if these skills are lacking when a child or young adult isn't completing work, because they can be taught. Read up more on this blog post focused on interventions for task initiation skills.

Create an incentive plan, if needed. Sometimes educators are opposed to incentives plans, and I agree they shouldn't always be a first strategy. However, there is a time when they can a struggling student work towards their goals. You might develop a contract that outlines what the student is responsible for and what incentives the student will get by completing work. A contract sets the tone that you will stick to your word so you expect that the student makes an effort to do the same. Find out what the student would like to work for, remembering that each individual student is motivated by different things (I've had some students who want silent drawing time and others who want to help the custodian, for example). My favorite way to find this out is by using a reward inventory. You can visit here to see more about my reward inventories, behavior plans, and contracts.

Collaborate with families. It's important to note that the first time you call the family shouldn't be to mention that the student isn't working. I'm a huge believer in always calling to share something positive first. With that said, it is important to share concerns about students who are struggling to work in class. Be mindful of how you communicate this with families, too. Rather than saying the child is "refusing to work," share that they are "struggling with getting started even on assignments that are at their level." Collaborate to discuss if anything is going on outside of home with the child and if there are any other strategies you as the educator can try. Often, parents are more than willing to talk with their child and sometimes (definitely not always) this even fixes the issue from the start.

Focus on your own self-care. This is definitely not stressed enough in the world of education. Working with students who are refusing to work can be emotionally draining. Take time to focus on yourself when you can. You can't pour from an empty cup.

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What To Do When a Student Refuses to Work

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Throughout my years teaching middle school, I have had the experience of seeing many "work refusals". These are the situations when kids, for a variety of reasons, just refuse to start the work you give them.

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Description: In this video, a teacher demonstrates how to get started with mentor sentences in your classroom.

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Mentor Sentences: First Week Demonstration

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Description: Michelle shows teachers how to make a Padlet (like the one you're on right now!), and gives some great ideas on how to incorporate Padlet into your activities for students.

Coaching Possibility: We can co-plan a lesson that uses Padlet to enhance student collaboration. If you hear an idea you love in the video, we can make it happen for your kids!

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Padlet Tutorial for Teachers + 8 Ways to Use With Students

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Description: This blog posts outlines how to use guided math groups for teaching word problems.

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Guided Math Groups for Teaching Word Problems - Teacher Trap

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Help your students master word problems by using guided math groups to target instruction where it's really needed!

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Reading Workshop with a Social Studies Twist!

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Reading Workshop with a Social Studies Twist!

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Description: This link will take you to a YouTube video of a fourth grade reader's workshop lesson. The lesson demonstrates how the workshop model can be used to include other content areas.  There are a lot of research-based teaching moves in this video including student self-reflection, the use of mentor texts, student choice, fluid assessment calendars, and more.

Coaching Possibility: We could select a text aligned with your social studies or science curriculum and co-plan a reader's workshop lesson to meet both ELA and social studies standards and/or we could identify a teaching move in the video that you would like to try (for example, focusing on student self-reflection or fluid assessment calendars)

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Description: This is a short and sweet article that uses research to analyze "why esteem needs cause students to act in ways that defy what they know as right, to ignore their own strengths and accomplishments, and to restrict their success as a learner." I found a lot of value in the section titled, "3 Esteem-Building Strategies to Try."

Coaching Possibility: We could set up a time for me to observe a student that demonstrates some of the behaviors outlined in the article. Then, we can meet together and use the research to develop a plan to help the student develop self esteem and gain esteem from others using the strategies Hamilton discusses in her research.

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Listen to the interview with Connie Hamilton:
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I wish, in my early career, I understood why some students tried so hard to impress their friends. I recall the faces and circumstances of specific students throughout my career when students' actions just didn't make sense. Instead, I presumed they were simply exhibiting "attention-seeking behavior." My antidote was to shower them with positive attention when they did something good. My hope was that the recognition I provided fulfilled their need to be affirmed, elevated their status in my classroom, and would reduce their urge to blurt out unrelated and sometimes ridiculous comments just to get a laugh.

The problem was, I was only half correct with my amateur diagnosis of student behavior. I was on the right track to recognize it as an esteem issue. However, what I missed completely is how and why esteem needs cause students to act in ways that defy what they know as right, to ignore their own strengths and accomplishments, and to restrict their success as a learner.

Some educators blamed social media. When I taught middle school, it was often labeled a trait of the age group. It wasn't until recently, when I was revisiting Maslow's Hierarchy, that the lightbulb turned on. Not only did it click, I think it busted the glass with what I had overlooked for so many years. The need to meet the fourth tier in the hierarchy-esteem-is more significant than I had realized. If we can better understand how this tier works, we can help our students satisfy their esteem needs in healthy and beneficial ways.

Editor's note: Since the publication of this post, it has been brought to our attention that Maslow built his hierarchy with significant, but uncredited, influence from the Blackfoot Nation. While this fact does not negate anything written here, it is a history all educators should know. Learn more about the background and the significant differences between the two models in this collection.

How Maslow's Theory Impacts Learning

In order to motivate students to achieve and be willing to take risks, we have to understand the needs humans have that impact their ability to tap into that motivation. According to Maslow's original hierarchy, there are five tiers that make up a hierarchy of needs (Maslow, 1987).

Maslow, A. H. (1970). Motivation and personality. New York: Harper & Row.

Deficiency vs. Growth Needs

In the first four stages-physiological, safety, love and belonging, and esteem-Maslow says that we don't feel anything when these needs are met, but anxiety kicks in when they are not. For example, if you've had a good meal, there isn't a boost of motivation, but hunger can impede a person's ability to concentrate. He calls these deficiency needs. His theory is that when we are craving physiological, safety, belonging, and esteem needs, we become distressed. There is a negative impact when we are deprived of these needs, but no impact when they are met; we simply avoid unpleasant feelings or responses. (Maslow, 1962).

The top tier of Maslow's Pyramid is where behavior and motivation turn. The fifth stage is self-actualization. Self-actualization is the lone motivator that Maslow labels as a growth need. This means that the energy that is presented as anxiety when seeking fulfillment at the lower four levels converts to actions to improve oneself at the top level.

How the First Three Tiers Play Out in School
Tier 1: Physiological Needs
Without these biological and basic needs, the body can not function at its best. These foundational needs (air, food, clothing, warmth, sleep, etc) were determined by Maslow to be most important, causing the other stages to be secondary until these basic needs are met.

It is more important than ever to remember how powerful these physiological needs are. Students who are hungry and sleep-deprived are not cognitively open to learning. It's not that they choose not to learn; their brains and bodies simply make it extremely difficult to do so.
Tier 2: Safety Needs
Take a hard look at the list of examples that fall under the stage of safety. Protection from elements, security, order, law, stability, freedom from fear. This means predictability, control in their lives, emotional security, and social stability are all impacted in this area.

Family and schools are among the entities that fulfill these safety needs. When K-12 education-a major source of stability for students-is not consistent, predictable, and routine, it leaves students unfulfilled. For example, when schools are faced with a sudden need to change from in-person to virtual, it significantly disrupts the comfort a regimen provides. Established school and classroom routines play a role in students' feelings of safety at this level.
Tier 3: Love and Belonging Needs
Once the physiological and safety needs are met, the next stage concentrates on social interactions and a feeling of belonging. This is more about lack of exclusion and avoiding isolation than it is about status. (The level of clout is more directly connected to the 4th stage, esteem.)

Besides their families, students often experience feelings of belonging at school. Classroom families, friendship groups, clubs, and sports teams all offer the sense of being part of a group. Students who are missing love and belonging in their home lives can get some of these needs met in the educational and social settings. We accomplish this through seating arrangements, peer partner groups, an overall sense of caring and compassion, and taking interest in students outside their identity as a learner.

The Fourth Tier: The Truth About Esteem Needs

Here's where many of our assumptions about student motivation are debunked when Maslow's theory is applied. It is logical that warm clothes, a desire for stability, and even a sense of love and belonging are all deficiency needs. A common misconception is that esteem belongs with self-actualization in that they both drive improvement of oneself. While this is true for self-actualization, esteem is a deficit need. This means the motivation is triggered by negative feelings that lack of esteem generates.

Maslow identifies two categories within the esteem stage: (1) esteem for oneself or self-esteem, and (2) esteem from others (Maslow, 1987). It is the second type that includes reputation and respect from others that he claims is most important for children and adolescents. The desire for respect is established before true self-esteem is developed (McLeod, 2020).

The need to be respected by others plays a direct role in students' willingness to take risks in the classroom. If a student's status is vulnerable, they are less likely to engage in activities that will prevent their esteem needs from being met. However, students who have established reputations with their peers can bounce back from an event that could otherwise lower their social status.

We often recognize when students care more about what others think about them than their own success. This is the esteem stage we are noticing. Adults often try to divert children's attention from their need for respect from others to being content with themselves. The result is not overwhelmingly effective because the desire to be accepted by others precedes the self confidence kids have. This, according to Maslow, is not a chicken-egg scenario.

Here's the tricky part about meeting esteem needs: They can't be faked. False praise and inflated achievements don't contribute to a student's self-esteem or improve their reputation with others. Because esteem is aligned with the internal feelings people have about themselves, when participation trophies, for example, are given, the recipients have an underlying awareness that the trophy wasn't actually earned. So, while the positive attention is welcomed, it doesn't positively impact the confidence people have in themselves. It can actually work in the opposite way because it calls attention to a lack of true success which can lower people's beliefs that they're worthy or capable (Kay & Shipman, 2018).

When intentionally working to address the esteem needs of our students, we have to provide authentic experiences of knowledge, competence, independence, recognition, and confidence. Even though esteem is an internal quality, it relies on external experiences to reinforce or build it. In their book, The Confidence Code, authors Kay and Shipman explain that confidence-a close cousin to esteem-is grown by overcoming challenges. They share that failing fast, then using the lessons learned from those initial failures to eventually achieve success, is one of ways confidence is built. If success is not ultimately achieved, and in a genuine way, then the person is simply left with a feeling of failure and you can easily guess what that does to esteem. The formula is challenge + success (no matter how long it takes) = confidence increase (Kay & Shipman, 2018).

When success seems to be a stretch, then the teacher's focus should move to reducing the negative impact a classroom event has on damaging esteem. Strategies like "phone a friend" have that potential. If students are asked to provide a response and when invited to get help from a peer the question then transfers to the peer, the initial student sees the opportunity for a status boost handed off to a classmate. However, if the initial student asked was provided the choice to solicit a prompt or hint from that classmate, the original student maintains the feeling of success. One giant step to building esteem in our learning spaces would be to reduce the emphasis we place on right answers. It encourages cheating at every stage of the learning process. When students feel they should know the answers from the onset of a lesson, they engage in efforts that do not promote building their knowledge (an esteem booster) but rather, reinforce a feeling of incompetence (an esteem buster).

3 Esteem-Building Strategies to Try

In my observations of hundreds of lessons across the nation, the following strategies have an impact on the willingness students have to take risks when faced with a challenge and therefore, present the opportunity to truly pump up esteem. As Kay and Shipman point out, lack of trying guarantees confidence will not rise (2018).

1. Give students an "out" up front.

Offer students specific language that allows them to "under-commit" to responses or give them an opportunity to save face. It's much easier to shift or back away from an answer if it was prefaced with something like, "I might change my mind later, but right now I'm thinking..." versus "I think the answer is ..."

2. Listen for opportunities to elevate a student's status.

When you're intentionally trying to fulfill students' esteem needs and you're not seeing opportunities, create them. You can solicit affirmations from your students by calling attention to contributions they bring to the class. Then, when you recognize an example of one or more students impacted positively by something a peer said/did, narrate it to call attention to it. These two actions, soliciting opportunities and labeling make for a solid pairing. Solicit positive peer comments, then label them as such.

3. Support Positive Peer Interactions.

Classroom culture and structures can also be used to encourage ways to support positive peer interactions to fulfill esteem needs. Planning ways to fulfill the esteem needs of your students, the results will be quicker and stronger than if you wait for them to happen organically.

Moving to Tier 5: Self-Actualization Needs

Students in this stage seek opportunities to grow. Examples include creative thinking, contributing to a greater good, self assessment, and independent goal setting. The forces that feed self actualization, the only growth need on the hierarchy, come from within the individual. This is distinctly different from the deficiency needs that come from external forces. For students who appear to be self actualizing, they will thrive in environments that provide autonomy, self expression and creativity.

Attending to the hierarchical needs of our students will help us provide a safe learning environment. A place where their basic needs are met, they have a sense of safety, and they feel they belong is necessary. Attention to their esteem needs will create a classroom where students do not fear losing status or triggering their need to protect their own self esteem. These levels are deficiency needs; when they are not satisfied, students experience negative emotions that can drive their actions and impact behavior. Rather than addressing the behavior as if the student is trying to elevate their esteem, seek ways to satisfy their need to be valued and respected. You will have more luck making a long-lasting change and a positive impact on the young humans in your classroom.

References

Kay, K., & Shipman, C. (2018). The confidence code: the science and art of self-assurance- what women should know. HarperBusiness, an imprint of Harper Collins Publishers.

Maslow, A. H. (1967). A Theory of Metamotivation : the Biological Rooting of the Value-Life. Journal of Humanistic Psychology, 7(2), 93-127. https://doi.org/10.1177/002216786700700201

Maslow, A. H. (1987). Motivation and personality (3rd ed.). Harper & Row Publishers.

McLeod, S. (2020, December 29). Maslow's Hierarchy of Needs. Simply Psychology. https://www.simplypsychology.org/maslow.html

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What we call "attention-seeking behavior" is a sign of a deficit need. How can we help students meet this need in a healthy way?

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Using Notebooks for Classroom Management

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Using Notebooks for Classroom Management

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Description: This video was a lifesaver for me when I was tasked with the chattiest class period of sixth grade learners! It is one of those strategies that sounds so simple, but really works!

Coaching Possibility: I can pop into your classroom and keep track of on- and off-task students and observe the changes as you use the notebook strategy, or we can switch places and you take anecdotal notes as I practice the strategy.

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Using Notebooks for Classroom Management, Part 1

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Sample Notebook Assessment (Reading Workshop)

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Sample Notebook Assessment (Reading Workshop)

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Description: When I was teaching using the workshop model, one of my biggest points of confusion was assessment. I didn't know where to start since all the students were reading their own books! This is a photo of an actual assessment I made and students completed when we were analyzing character traits and how even "good" characters have many sides.

Coaching Possibilities: We can look at an upcoming reading unit and determine the best way to use student notebooks for formative assessments. We can begin to create simple assessments that will give you the best data to move forward!

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Description: Pie graph outlining the time spent on each element of a workshop lesson.

Coaching Possibility: So many possibilities here! I could model an element of a workshop lesson with your class, we could co-plan using this graph to make sure more time is spent on student work vs. direct instruction, we can fit your current unit into this structure, and more!

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Description: One way to engage students in the process of selecting independent reading books is to show "book trailers." This is one my students  loved, and the list to take out "Restart" was always long after watching this. You can find book trailers for lots of books by searching on YouTube!

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Description: Book talking with your class is a great way to get kids wanting to read books from your classroom library. I would always make sure to be OVER THE TOP excited about a book I just read and have a copy available in person for immediate sign outs! The best part of book talks is that you are modeling having conversations about your reading life to your students. Eventually, my students were asking to share about the books they were reading, and I found a recommendation from a classmate was the number one factor in students picking up a particular book. It really feels like magic when book conversations are everywhere in your classroom!

In my opinion, Colby Sharp is the king of book talking, so I am linking one of his videos here.

Coaching Possibility: I would love to come in and book talk one of my recent reads to your class! We can work together to track how often that book is checked out or requested throughout the year.

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Description: During "First Chapter Friday," you can read aloud the first chapter of a book to your students to catch their interest. I always selected books that ended the chapter on a cliffhanger or had a HUGE event happen early. This is a great strategy to select books with different genres, voices, main characters than your students usually read to broaden their reading lives. The link below offers resources for students to track the books they've heard about and want to read later.

Coaching Possibilities: I could model FCF, help you find the best books to use, and more!

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Humans love stories. In fact, our brains are hardwired for storytelling. A good story can trigger the release of oxytocin, create empathy, and even bring our brains together through "speaker-listener neural coupling." Humans also love Fridays, but I don't think I need to link up any studies to prove that. So what's better than storytelling, oxytocin, or Fridays? The combination of all 3...in other words, First Chapter Friday.

First Chapter Friday is the single best thing I have implemented this school year. In a challenging, unprecedented time, First Chapter Friday is my little spark of joy, my end-of-the-week treat, and my chance to bond with my students over our shared love for good stories.

WHAT IS FIRST CHAPTER FRIDAY?

If you're wondering what this magical thing is, it's exactly what it sounds like. Every Friday, you read the first chapter of a different high-interest book to your students. That's it! First Chapter Friday is an uncomplicated, freeing, and just plain fun way to promote a love for reading and advertise books in your classroom. It's every English teacher's dream, so if you're searching for something to remind you why you became a teacher in the first place, I am begging you to try it. It's 2020, and we need all the sparks of joy we can get, even it's just 10 precious minutes of reading for the sake of reading.

But it's 2020, and even though you shouldn't need a reason for "reading for the sake of reading," I know the sad reality is that we often do. It can be challenging to set aside time for the things that matter most, like reading aloud to your students. I get it. For 6 years, I never tried First Chapter Friday because I didn't think I had the time. Now, I regret the time I spent doing anything else on a Friday because I know how powerful this would have been for my former students. They deserved First Chapter Friday! But since I can't time travel, the next best thing I can do is spread the #FCF love to you.

10 Reasons to Try First Chapter Friday

Whether you need the encouragement or want some claims on hand if your admin comes knocking on a Friday, here are 10 reasons to try First Chapter Friday:

10 REASONS TO TRY FIRST CHAPTER FRIDAY

1. FIRST CHAPTER FRIDAY WILL CULTIVATE A LOVE FOR READING

After all, who doesn't appreciate a good read-aloud? Humans love stories! But it's easy to push this natural craving for stories aside when you're busy teaching 50+ standards to 100+ students. And any high school English teacher can tell you that something happens to our students in between their cherished elementary reading years and the time they show up at our classroom door in high school, declaring to "hate reading." I can't pinpoint precisely when this happens, but I suspect I know why. At some point, students see reading as something they're forced to do, not something they genuinely love to do. Read-alouds are replaced with comprehension questions, and choice reading falls to the wayside. Reading for the sake of reading is lost to standards, skills, and data.

Ugh. This is reality, and the pressure on teachers is real. I don't have a perfect solution to this reading problem, but I do have a starting point: First Chapter Friday. During these precious, safe minutes, you can read for the sake of reading and rekindle your students' love for storytelling.

2. FIRST CHAPTER FRIDAY WILL BUILD CLASS COMMUNITY AND MAKE READING COOL AGAIN.

Not only will you help students rediscover their love for reading, but you'll be able to make reading cool again. When you feature an engaging book and you have a handful of students begging to check it out, the excitement is contagious! The First Chapter Friday feels are REAL, and reading becomes cool again. Even though you're only reading the first chapter, you'll build class community during these shared reading experiences. Students will be able to discuss the books, make connections, and bond with their peers who read the same books.

First Chapter Friday is every ELA teacher's dream. I challenge you to read a first chapter with a cliffhanger and just watch your students freak out. There's no better feeling than watching your students fight over a good book. JK, I mean, bond over their shared love for a text. But seriously, it's game-changing, and it's super easy. On First Chapter Friday, good books will do your job for you!

3. FIRST CHAPTER FRIDAY WILL HELP YOUR STUDENTS ADD TO THEIR "TO-READ" LISTS.

The one question I always ask after each First Chapter Friday is: "Are you interested in reading this book? Why/why not?" (Students actually answer this on these active listening worksheets during the read-aloud). Lately I've heard lots of "I want to read this book but I'm already reading one" or "I have TOO many books I want to read" after our First Chapter Friday reads. These are good problems to have, I always reply!

By featuring high-interest texts during your First Chapter Friday read-alouds, you can almost eliminate the question of "What should I read next?" With a growing list of books to read and new titles to consider every week, students will learn the important skill of self-selecting books they know they will enjoy. This will make your job easier! Instead of trying to suggest books for every single student who needs one, you'll get more bang for your buck by featuring appealing titles every Friday.

4. READING ALOUD IS ONE THE BEST THINGS YOU CAN DO FOR YOUR STUDENTS!

Yes, even for your "big kids!" In fact, they probably need it more because by the time students reach middle or high school, read-alouds are a relic of the past. Even though some might see reading aloud as a waste of time, that couldn't be further from the truth. Reading aloud is one of the single best things you can do for your students, so think of it as an investment of time in your students' futures! As Jim Trelease mentions in his famous Read-Aloud Handbook, "Reading aloud is the catalyst for the child wanting to read on his own, but it also provides a foundation for nurturing the child's listening comprehension" (9).

Trelease also illustrates how read alouds can also strengthen vocabulary skills, build background knowledge, and even improve academic achievement. So whether you're doing First Chapter Friday for the sheer joy of reading or the researched benefits of read-alouds, just know that there is evidence to support your purpose!

5. FIRST CHAPTER FRIDAY WILL EXPOSE YOUR STUDENTS TO MORE BOOKS THAN YOUR CURRICULUM CAN.

First Chapter Friday will open your students' eyes to a world of books that they didn't even know existed...even if they are sitting on the shelves of your classroom library. Exposing students to book spines and covers isn't enough; students need to taste-test the books and hear their words come alive! If you feature a different book every Friday, you will have exposed your students to 36 different books by the end of the year! That's 36 new authors, stories, perspectives, connections, and shared reading experiences. And you can make that happen in just 10 minutes a week!

6. FIRST CHAPTER FRIDAY WILL HELP YOU GIVE BETTER BOOK RECOMMENDATIONS TO YOUR STUDENTS.

When I moved from high school to middle school this year, I was overwhelmed with the task of familiarizing myself with middle grade literature and giving good book recs to my students. Thankfully, First Chapter Friday has made that daunting task easier. I've been able to explore many high-interest titles, even if I don't have time to read more than the first chapter. After a few First Chapter Fridays, it's easy to see what topics, styles, and genres students love. Then, you can cater future First Chapter Friday picks to their interests (and broaden their horizons with new genres and topics).

When a student is ready for a new book, you can use your First Chapter Friday books as a frame of reference. If the student liked a First Chapter Friday text, you can suggest that book, other books by the same author, or more from the same genre. For example, I have a handful of students reading The Hunger Games, and I know they'll be hungry (get it) for more dystopian lit when they finish, so I've featured books like Scythe and Matched.

7. FIRST CHAPTER FRIDAY ALLOWS YOU TO FEATURE A MORE DIVERSE AND INCLUSIVE RANGE OF AUTHORS & CHARACTERS.

As an English teacher, it's frustrating to feel limited by the class sets of books that are available to you. Even if you can't change your curriculum, First Chapter Friday is one way that you can make sure your students feel seen and heard through literature. By keeping track of your First Chapter Friday titles/authors, you can make sure you are equitable in the books you share.

Representation matters, and First Chapter Friday is a small but powerful starting point when you have little control over the novels you teach. (It's definitely not a substitute for a representative, anti-racist curriculum, but it's one change that you can implement ASAP.)

8. FIRST CHAPTER FRIDAY WILL COMPLEMENT YOUR INDEPENDENT READING PROGRAM.

The most important part of an independent reading program is making sure students are reading books they enjoy! First Chapter Friday is the perfect way to get more good books into the hands of your students. I do First Chapter Friday at the beginning of class before I give my students 10 ten minutes of independent reading time. It's always a beautiful thing when I can read the chapter and immediately pass the book along to an interested student. I've learned to round up multiple copies or at least direct students to an ebook or audiobook version of the text so they can jump right into reading the rest of it.

9. FIRST CHAPTER FRIDAY IS LOW-PREP AND HIGH-ENGAGEMENT.

All you have to do is select the books and READ (or find an audio version and press play). When I can, I like to read the entire book ahead of time, but that's not necessary. As long as you've read the first chapter and done research to make sure it's appropriate, you don't need to know everything about the book! I like to use Common Sense Media to help me make decisions on what books are appropriate for my students.

First Chapter Friday is inherently engaging, but if you'd like to help your students actively listen, then check out my bundle of graphic organizers. These are designed to allow students to color, doodle, and jot down their thoughts during reading, so that they can stay focused during the read-aloud. Each worksheet contains a variation of the question "Are you interested in reading the book?" so you can keep track of the titles, authors, and genres you students love. The bundle includes 18 different organizers so you can keep things fresh every First Chapter Friday.

10. FIRST CHAPTER FRIDAY IS FLEXIBLE ENOUGH TO WORK WHENEVER, WHEREVER (IN PERSON OR ONLINE).

While it's fun on a Friday, the concept of reading a first chapter is flexible. It doesn't have to be on a Friday and it doesn't have to be a live read-aloud. Feel free to do it whenever, wherever! I have to admit that it's most magical in person, but it's doable in a hybrid or fully virtual environment. You can simply record yourself reading the first chapter aloud and share the video with your students.

Better yet, you might be able to find a video of the author reading the first chapter aloud. (Click HERE for a video of Jason Reynolds reading aloud the first chapter of his book Ghost). If you can't record or find a reading, you can send students a link to a sample of the book. You can find ebook and audiobook samples on Overdrive. Audio samples are 5 minutes long, but 5 minutes should be enough to generate interest! Ultimately, First Chapter Friday is all about sharing a sneak-peek of books, so feel free to get creative with how you make this happen.

I hope this post inspires you to give First Chapter Friday a try! To check out my collection of active listening worksheets, click HERE. If you love the idea but can't quite commit to it, then check out my blog post on an engaging and even easier alternative: Book Trailer Tuesday. I actually do both in my classroom, so students are exposed to 72 new books by the end of the year! To follow along with all of Book Trailer Tuesday and First Chapter Friday adventures, follow me over on Instagram!

For more blog posts about teaching reading, check out the links below:

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10 Reasons to Try First Chapter Friday - Write on With Miss G

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Humans love stories. In fact, our brains are hardwired for storytelling. A good story can trigger the release of oxytocin, create empathy, and even bring our brains together through "speaker-listener neural coupling." Humans also love Fridays, but I don't think I need to link up any studies to prove that.

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Use to teach: figurative language, class conversations about identity, characterization, author's craft, symbolism, and more!

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Use to teach: theme, character development, plot, author study, Harlem Renaissance

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Music videos are mentor texts, too!
Use to teach: symbolism, character development, theme. During workshop, I'd prompt my kids to think about a time a character in their book _______________.

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Description: Jillian Heise started this movement in 2014. Since then, she has read a book a day to her students. Her website is full of great information, including how to get started, why this could be beneficial to your students, and why picture books are for students of all ages! The greatest benefit this had for me in my classroom was that it created an endless amount of common literature for my students to discuss and relate to. I would choose my books according to my students interests, issues going on in the grade level, time of year, etc.

https://www.heisereads.com/classroombookaday/getting-started-cbad/

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Description: John Spencer uses a scene from Ferris Bueller to introduce a framework for student engagement.

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The 5 Levels of Engagement by Schlechty:  A Simple Guide

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Description: ASCD put together this helpful table with examples of four different types of essential questions across different content areas.

Coaching Possibility: We can co-plan a unit and determine which types of essential questions will be most helpful to the learning process. We can also talk about ways to make the essential question a discussion point for students throughout the unit.

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Description: This chart from the book "Trusting Readers" shows how teacher read alouds can help support students in their independent reading.

Coaching Possibility: I can model a read aloud for your class within a mini-lesson that takes them from listening to independent reading and analysis, or we can coteach a workshop lesson that incorporates a read aloud to support independent readers.

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Description: A thorough list of books for 4th-6th graders featuring characters with anxiety.

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Middle-grade books about anxiety are becoming more and more important, thanks to the anxious times we're living in. More people (parents, teachers, and children) struggle with clinical anxiety. While many manage their symptoms with therapy and medication, it doesn't hurt to see their stories reflected in the books they read.

In the past, I made a list of middle-grade books about mental illness which included some of the books on this list. For today's list though, I'm focusing on the best middle-grade books about anxiety disorders.

According to the DSM V, "anxiety" encompasses more than just generalized anxiety disorder. It also covers "separation anxiety disorder, selective mutism, specific phobia, social anxiety disorder (social phobia), panic disorder, agoraphobia, generalized anxiety disorder, substance/medication-induced anxiety disorder, and anxiety disorder due to another medical condition."

Although no longer classified as "anxiety disorders," I've also included books featuring protagonists or their parents with OCD and PTSD on this list. Both of these disorders are closely related to anxiety disorders and fall under the same umbrella of neurotic, stress-related, and somatoform disorders

Let's get started. Click on the images to go straight to their Amazon page. I've marked Kindle Unlimited titles with an asterisk(*), and indicated when a book is part of a series.
Disclaimer: I use affiliate links for Amazon and will make a cent or two if you buy using these links. It's a great way to support a blog(ger) you love.

Alvin Ho: Allergic to Girls
Published: July 8, 2008
Here's the first book in the beloved and hilarious Alvin Ho chapter book series, which has been compared to Diary of a Wimpy Kid and is perfect for both beginning and reluctant readers.

Alvin, an Asian American second grader, is afraid of everything-elevators, tunnels, girls, and, most of all, school. He's so afraid of school that, while he' s there, he never, ever, says a word. But at home he's a very loud superhero named Firecracker Man, a brother to Calvin and Anibelly, and a gentleman-in-training, so he can be just like his dad.

Umbrella Summer
Published: June 2, 2009
Annie Richards knows there are a million things to look out for-bicycle accidents, chicken pox, runaway zoo animals. That's why being careful is so important, even if it does mean giving up some of her favorite things, like bike races with her best friend and hot dogs on the Fourth of July. Everyone keeps telling Annie not to worry so much, that she's just fine. But they thought her brother, Jared, was just fine too, and Jared died.

It takes a new neighbor to make Annie realize that her plans for being careful aren't working out as well as she'd hoped. And with a lot of help from those around her, Annie just may find a way to close her umbrella of sadness and step back into the sunshine.

Fight + Flight
Published: May 24, 2022
Avery Hart lives for the thrill and speed of her dirt bike and the pounding thump of her drum kit. But after she's diagnosed with hypermobile Ehlers-Danlos syndrome, a disease that affects her joints, Avery splits her time between endless physical therapy and worrying that her fun and independence are over for good.

Sarah Bell is familiar with worry, too. For months, she's been having intense panic attacks. No matter how much she pours her anxiety into making art, she can't seem to get a grip on it, and she's starting to wonder if she'll be this way forever.

Just as both girls are reaching peak fear about what their futures hold, their present takes a terrifying turn when their school is seemingly attacked by gunmen. Though they later learn it was an active shooter drill, the traumatic experience bonds the girls together in a friendship that will change the way they view their perceived weaknesses-and help them find strength, and more, in each other.

Guts
Published: September 17, 2019
Raina wakes up one night with a terrible upset stomach. Her mom has one, too, so it's probably just a bug. Raina eventually returns to school, where she's dealing with the usual highs and lows: friends, not-friends, and classmates who think the school year is just one long gross-out session. It soon becomes clear that Raina's tummy trouble isn't going away... and it coincides with her worries about food, school, and changing friendships. What's going on?

Finding Perfect
Published: October 18, 2016
To twelve-year-old Molly Nathans, perfect is:

―The number four
―The tip of a newly sharpened No. 2 pencil
―A crisp white pad of paper
―Her neatly aligned glass animal figurines

What's not perfect is Molly's mother leaving the family to take a faraway job with the promise to return in one year. Molly knows that promises are sometimes broken, so she hatches a plan to bring her mother home: Win the Lakeville Middle School Poetry Slam Contest. The winner is honored at a fancy banquet with white tablecloths. Molly is sure her mother would never miss that. Right...?

But as time passes, writing and reciting slam poetry become harder. Actually, everything becomes harder as new habits appear, and counting, cleaning, and organizing are not enough to keep Molly's world from spinning out of control. In this fresh-voiced debut novel, one girl learns there is no such thing as perfect.

The Summer of June
Published: May 31, 2022
Twelve-year-old June Delancey is kicking summer off with a bang. She shaves her head and sets two goals: she will beat her anxiety and be the lion she knows she can be, instead of the mouse everyone sees. And she and her single mama will own their power as fierce, independent females.

With the help of Homer Juarez, the poetry-citing soccer star who believes in June even when she doesn't believe in herself, she starts a secret library garden and hatches a plan to make her dreams come true. But when her anxiety becomes too much, everything begins to fall apart. It's going to take more than a haircut and some flowers to set things right. It's going to take courage and friends and watermelon pie. Forget second chances. This is the summer of new beginnings.

Stanley Will Probably Be Fine
Published: February 6, 2018
Nobody knows comics trivia like Stanley knows comics trivia.

It's what he takes comfort in when the world around him gets to be too much. And after he faints during a safety assembly, Stanley takes his love of comics up a level by inventing his own imaginary superhero, named John Lockdown, to help him through.

Help is what he needs, because Stanley's entered Trivia Quest-a giant comics-trivia treasure hunt-to prove he can tackle his worries, score VIP passes to Comic Fest, and win back his ex-best friend. Partnered with his fearless new neighbor Liberty, Stanley faces his most epic, overwhelming, challenging day ever.

What would John Lockdown do?

Stanley's about to find out.

Sidetracked
Published: August 22, 2017
If middle school were a race, Joseph Friedman wouldn't even be in last place-he'd be on the sidelines. With an overactive mind and phobias of everything from hard-boiled eggs to gargoyles, he struggles to understand his classes, let alone his fellow classmates. So he spends most of his time avoiding school bully Charlie Kastner and hiding out in the Resource Room, a safe place for misfit kids like him.

But then, on the first day of seventh grade, two important things happen. First, his Resource Room teacher encourages (i.e., practically forces) him to join the school track team, and second, he meets Heather, a crazy-fast runner who isn't going to be pushed around by Charlie Kastner or anybody else.

With a new friend and a new team, Joseph finds himself off the sidelines and in the race (quite literally) for the first time. Is he a good runner? Well, no, he's terrible. But the funny thing about running is, once you're in the race, anything can happen.

The Wild Path
Published: September 1, 2020
Twelve-year-old Claire Barton doesn't like the "flutter feeling" that fills her chest when she worries about the future, but she knows what she loves: the land that's been in her family for three generations; her best friend Maya; her family's horses, Sunny and Sam; and her older brother Andy. That's why, with Andy recently sent to rehab and her parents planning to sell the horses, Claire's world feels like it might flutter to pieces.

When Claire learns about equine therapy, she imagines a less lonely future that keeps her family together, brother and horses included. But, when she finds what seem to be mysterious wild horses in the woods behind her house, she realizes she has a bit more company than she bargained for. With this new secret - and a little bit of luck - Claire will discover the beauty of change, the power of family, and the strength within herself.

Quintessence
Published: July 28, 2020
Three months ago, twelve-year-old Alma moved to the town of Four Points. Her panic attacks started a week later, and they haven't stopped―even though she's told her parents that they have. She's homesick and friendless and every day she feels less and less like herself.

But one day she finds a telescope in the town's junk shop, and through its lens, she watches a star―a star that looks like a child―fall from the sky and into her backyard. Alma knows what it's like to be lost and afraid, to long for home, and she knows that it's up to her to save the star. And so, with the help of some unlikely new friends from Astronomy Club, she sets out on a quest that will take a little bit of science, a little bit of magic, and her whole self.

The Spinner of Dreams
Published: August 27, 2019
Annalise Meriwether-though kind, smart, and curious-is terribly lonely.

Cursed at birth by the devious Fate Spinner, Annalise has always lived a solitary life with her loving parents. She does her best to ignore the cruel townsfolk of her desolate town-but the black mark on her hand won't be ignored.

Not when the monster living within it, which seems to have an agenda of its own, grows more unpredictable each day.

There's only one way for Annalise to rid herself of her curse: to enter the Labyrinth of Fate and Dreams and defeat the Fate Spinner. So despite her anxiety, Annalise sets out to undo the curse that's defined her-and to show the world, and herself, exactly who she is inside.

It All Begins with Jelly Beans
Published: June 8, 2021
Meg spends her days hoping no one thinks too hard about why she wears the same t-shirt and slippers to school every day. Luckily, the nurse's office provides a welcome escape from classmates who don't understand...and snacks when food runs out at home.

Riley knows fitting in at her new school would be a lot easier if her friends were more understanding of her type 1 diabetes. So she keeps her testing under wraps...and an emergency bag of jelly beans on hand.

When Meg and Riley end up together in the nurse's office one day, both girls think they've worked each other out, but what if they've got it all wrong? On the brink of moving on to junior high, Riley and Meg must find the courage to discover who they really want to be. And maybe a bag of shared jelly beans will provide all the help they need.

The List of Things That Will Not Change
Published: April 7, 2020
After her parents' divorce, Bea's life became different in many ways. But she can always look back at the list she keeps in her green notebook to remember the things that will stay the same. The first and most important: Mom and Dad will always love Bea, and each other.

When Dad tells Bea that he and his boyfriend, Jesse, are getting married, Bea is thrilled. Bea loves Jesse, and when he and Dad get married, she'll finally (finally!) have what she's always wanted-a sister. Even though she's never met Jesse's daughter, Sonia, Bea is sure that they'll be "just like sisters anywhere."

As the wedding day approaches, Bea will learn that making a new family brings questions, surprises, and joy, and readers will discover why the New York Times called Rebecca Stead a "writer of great feeling."

Five Things About Ava Andrews
Published: June 9, 2020
Eleven-year-old Ava Andrews has a Technicolor interior with a gray shell. On the inside, she bubbles with ideas and plans. On the outside, everyone except her best friend, Zelia, thinks she doesn't talk or, worse, is stuck-up. What nobody knows is that Ava has invisible disabilities: anxiety and a heart condition.

Ava hopes middle school will be a fresh start, but when Zelia moves across the country and Ava's Nana Linda pushes her to speak up about social issues, she withdraws further. So Ava is shocked when her writing abilities impress her classmates and they invite her to join their improv group, making up stories onstage. Determined to prove she can control her anxiety, she joins-and discovers a whole new side of herself, and what it means to be on a team.

But as Ava's self-confidence blossoms, her relationship with Zelia strains, and she learns that it isn't enough just to raise your voice-it's how and why you use it that matters.

Every Missing Piece
Published: May 26, 2020
Maddy Gaines sees danger everywhere she looks: at the bus stop, around the roller rink, in the woods, and (especially) by the ocean. When Maddy meets a mysterious boy setting booby traps in the North Carolina woods, she suspects is Billy Holcomb-the boy who went missing in the fall.
As Maddy tries to uncover the truth about Billy Holcomb, ghosts from her own past surface, her best friend starts to slip away, and Maddy's world tilts once again. Can she put the pieces of her life back together, even if some of them are lost forever?

Not If I Can Help It
Published: July 30, 2019
Willa likes certain things to be certain ways. Her socks have to be soft . . . and definitely can't have irritating tags on the inside. She loves the crunch of popcorn and nachos . . . but is grossed out by the crunch of a baby carrot. And slimy foods? Those are the worst.

Willa can manage all these things - but there are some things she can't deal with, like her father's big news. He's been keeping a big secret from her . . . that he's been dating the mom of Willa's best friend Ruby. Willa does NOT like the idea of them being together. And she does NOT like the idea of combining families. And she does NOT like the idea of her best friend becoming her sister overnight. Will she go along with all of these changes? NOT if she can help it!

It's My Party and I Don't Want to Go
Published: September 15, 2020
Ellie Katz is sabotaging her own party.

Sure, it seems extreme, but it's the only option for her bat mitzvah. Crowds and attention always made her nervous, and lately they've been making it harder and harder for Ellie to breathe. The celebration would mean (1) a large crowd, (2) lots of staring, and (3) distant family listening to her sing in another language. No thank you!

To avoid certain catastrophe, she hatches a plan with her best friend Zoe to ruin the big day. Cue the email hacking, DJ takedown, and an all-out food fight! Everything is falling apart according to plan, until a fight with Zoe leaves Ellie alone on her path of destruction, facing some unintended consequences and disappointments. Can she find a way to right her wrongs, face her fears, and light her candles?

Elfie Unperfect
Published: August 10, 2021
Elfie Oster was sure that Hampshire Academy was going to be the perfect school for her. She was sure about it right up to the minute she got expelled. On her first day.

It was all a terrible misunderstanding, but until she can find a way to fix things, Elfie has to go back to Cottonwood Elementary for fifth grade. Where she's never really fit in. Or had friends. It is not a perfect situation. And then it gets worse. Her babysitter gets really sick. Her aunt and uncle aren't speaking. She's forced to do a group project involving an egg. . . .

But sometimes when everything goes spectacularly wrong, you figure out what truly matters-and what doesn't. So really, this terrible, horrible, surprisingly hilarious year may just be the best thing that's ever happened to Elfie.

The Magical Imperfect
Published: June 15, 2021
Etan has stopped speaking since his mother left. His father and grandfather don't know how to help him. His friends have given up on him.

When Etan is asked to deliver a grocery order to the outskirts of town, he realizes he's at the home of Malia Agbayani, also known as the Creature. Malia stopped going to school when her acute eczema spread to her face, and the bullying became too much.

As the two become friends, other kids tease Etan for knowing the Creature. But he believes he might have a cure for Malia's condition, if only he can convince his family and hers to believe it too. Even if it works, will these two outcasts find where they fit in?

Something to Say
Published: July 14, 2020
Eleven-year-old Jenae doesn't have any friends-and she's just fine with that. She's so good at being invisible in school, it's almost like she has a superpower, like her idol, Astrid Dane. At home, Jenae has plenty of company, like her no-nonsense mama; her older brother, Malcolm, who is home from college after a basketball injury; and her beloved grandpa, Gee.

Then a new student shows up at school-a boy named Aubrey with fiery red hair and a smile that won't quit. Jenae can't figure out why he keeps popping up everywhere she goes. The more she tries to push him away, the more he seems determined to be her friend. Despite herself, Jenae starts getting used to having him around.

But when the two are paired up for a class debate about the proposed name change for their school, Jenae knows this new friendship has an expiration date. Aubrey is desperate to win and earn a coveted spot on the debate team.

There's just one problem: Jenae would do almost anything to avoid speaking up in front of an audience-including risking the first real friendship she's ever had.

The Lonely Heart of Maybelle Lane
Published: March 3, 2020
Eleven-year-old Maybelle Lane collects sounds. She records the Louisiana crickets chirping, Momma strumming her guitar, their broken trailer door squeaking. But the crown jewel of her collection is a sound she didn't collect herself: an old recording of her daddy's warm-sunshine laugh, saved on an old phone's voicemail. It's the only thing she has of his, and the only thing she knows about him.

Until the day she hears that laugh- his laugh-pouring out of the car radio. Going against Momma's wishes, Maybelle starts listening to her radio DJ daddy's new show, drinking in every word like a plant leaning toward the sun. When he announces he'll be the judge of a singing contest in Nashville, she signs up. What better way to meet than to stand before him and sing with all her heart?

But the road to Nashville is bumpy. Her starch-stiff neighbor Mrs. Boggs offers to drive her in her RV. And a bully of a boy from the trailer park hitches a ride, too. These are not the people May would have chosen to help her, but it turns out they're searching for things as well. And the journey will mold them into the best kind of family-the kind you choose for yourself.

Middle Grade Books About Panic Disorder

The Flyers
Published: August 31, 2021
With the arrival of a glossy, cream-colored envelope in the mail, Elena Martinez's dreams come true: she's been chosen for the Spread Your Wings Magazine 's Young Flyers program-a week-long summer internship where she'll get to learn the ins and outs of working for the most popular teen magazine. She heads to New York City, anxious to get away from her best friend, Summer, who is suddenly spending a lot time with another girl from school and being secretive about it.

Once there Elena meets her fellow Young Flyers: Harlow, who can get to the bottom of any story, Whitney, who has spot-on fashion sense, and Cailin, a social media star with thousands of followers and an eye for photography.

As the four new friends explore the city that never sleeps, each girl brings a piece of home, and a few secrets, with them and learns that no one's life is as glossy as it may appear. But with courage, teamwork, and lots of passion, there's no stopping a Flyer.

Sara and the Search for Normal
Published: June 2, 2020 Sara's Rules to be Normal 1. Stop taking your pills
19. Make a friend Published: August 30, 2016
137. Don't put mayonnaise on peanut butter and jelly sandwiches.
Sara wants one thing: to be normal. What she has instead are multiple diagnoses from Dr. Ring. Sara's constant battle with False Alarm-what she calls panic attacks-and other episodes cause her to isolate herself. She rarely speaks, especially not at school, and so she doesn't have any friends. But when she starts group therapy she meets someone new. Talkative and outgoing Erin doesn't believe in "normal," and Sara finds herself in unfamiliar territory: at the movies, at a birthday party, and with someone to tell about her crush-in short, with a friend. But there's more to Erin than her cheerful exterior, and Sara begins to wonder if helping Erin will mean sacrificing their friendship.
Published: January 8, 2015
Ghost

Ghost. Lu. Patina. Sunny. Four kids from wildly different backgrounds with personalities that are explosive when they clash. But they are also four kids chosen for an elite middle school track team-a team that could qualify them for the Junior Olympics if they can get their acts together. They all have a lot to lose, but they also have a lot to prove, not only to each other, but to themselves.
Published: February 28, 2017
Running. That's all Ghost (real name Castle Cranshaw) has ever known. But Ghost has been running for the wrong reasons-it all started with running away from his father, who, when Ghost was a very little boy, chased him and his mother through their apartment, then down the street, with a loaded gun, aiming to kill. Since then, Ghost has been the one causing problems-and running away from them-until he meets Coach, an ex-Olympic Medalist who sees something in Ghost: crazy natural talent. If Ghost can stay on track, literally and figuratively, he could be the best sprinter in the city. Can Ghost harness his raw talent for speed, or will his past finally catch up to him?

The War That Saved My Life

Ten-year-old Ada has never left her one-room apartment. Her mother is too humiliated by Ada's twisted foot to let her outside. So when her little brother Jamie is shipped out of London to escape the war, Ada doesn't waste a minute-she sneaks out to join him.

So begins a new adventure for Ada, and for Susan Smith, the woman who is forced to take the two kids in. As Ada teaches herself to ride a pony, learns to read, and watches for German spies, she begins to trust Susan-and Susan begins to love Ada and Jamie. But in the end, will their bond be enough to hold them together through wartime? Or will Ada and her brother fall back into the cruel hands of their mother?
Published: May 1, 2018
The Goldfish Boy

Matthew Corbin suffers from severe obsessive-compulsive disorder. He hasn't been to school in weeks. His hands are cracked and bleeding from cleaning. He refuses to leave his bedroom. To pass the time, he observes his neighbors from his bedroom window, making mundane notes about their habits as they bustle about the cul-de-sac.

When a toddler staying next door goes missing, it becomes apparent that Matthew was the last person to see him alive. Suddenly, Matthew finds himself at the center of a high-stakes mystery, and every one of his neighbors is a suspect. Matthew is the key to figuring out what happened and potentially saving a child's life... but is he able to do so if it means exposing his own secrets, and stepping out from the safety of his home?
Published: June 1, 2021
The Miscalculations of Lightning Girl

Lucy Callahan's life was changed forever when she was struck by lightning. She doesn't remember it, but the zap gave her genius-level math skills, and she's been homeschooled ever since. Now, at 12 years old, she's technically ready for college. She just has to pass 1 more test-middle school!

Lucy's grandma insists: Go to middle school for 1 year. Make 1 friend. Join 1 activity. And read 1 book (that's not a math textbook!). Lucy's not sure what a girl who does calculus homework for fun can possibly learn in 7th grade. She has everything she needs at home, where nobody can make fun of her rigid routines or her superpowered brain. The equation of Lucy's life has already been solved. Unless there's been a miscalculation?

Everywhere Blue
Published: March 31, 2020
When twelve-year-old Maddie's older brother vanishes from his college campus, her carefully ordered world falls apart. Nothing will fill the void of her beloved oldest sibling. Meanwhile Maddie's older sister reacts by staying out late, and her parents are always distracted by the search for Strum. Drowning in grief and confusion, the family's musical household falls silent.

Though Maddie is the youngest, she knows Strum better than anyone. He used to confide in her, sharing his fears about the climate crisis and their planet's future. So, Maddie starts looking for clues: Was Strum unhappy? Were the arguments with their dad getting worse? Or could his disappearance have something to do with those endangered butterflies he loved . . .

Scared and on her own, Maddie picks up the pieces of her family's fractured lives. Maybe her parents aren't who she thought they were. Maybe her nervous thoughts and compulsive counting mean she needs help. And maybe finding Strum won't solve everything-but she knows he's out there, and she has to try.

How to Make Friends with the Sea

Pablo is homesick.
Published: March 24, 2020
He's only twelve years old, but he's lived in more countries than he can count. After his parents divorced, he and his mother have moved from place to place for years, never settling anywhere long enough to call it home. And along the way, Pablo has collected more and more fears: of dirt, of germs, and most of all, of the ocean.

Now they're living in the Philippines, and his mother, a zoologist who works at a local wildlife refuge, is too busy saving animals to notice that Pablo might need saving, too. Then his mother takes in Chiqui, an orphaned girl with a cleft lip―and Pablo finds that through being strong for Chiqui, his own fears don't seem so scary.

He might even find the courage to face his biggest fear of all...and learn how to make friends with the sea.
Published: August 6, 2019
Center of Gravity

Tessa is an anxious person, but it's become worse since her mother died a few months ago. To calm herself down she cuts out photos of missing kids―from milk cartons―and keeps them in a file. It helps her feel like she's not alone.

When her dad announces suddenly that he's getting married―and that they're moving, Tessa must navigate new friendships and a new stepmother. She knows she should let go of old habits, but that's easier said than done. Her struggle is one that many readers will understand.

Each Tiny Spark
Published: March 26, 2019 Family + Loyalty = Keeping Secrets
Emilia Torres has a wandering mind. It's hard for her to follow along at school, and sometimes she forgets to do what her mom or abuela asks. But she remembers what matters: a time when her family was whole and home made sense. When Dad returns from deployment, Emilia expects that her life will get back to normal. Instead, it unravels.

Dad shuts himself in the back stall of their family's auto shop to work on an old car. Emilia peeks in on him daily, mesmerized by his welder. One day, Dad calls Emilia over. Then, he teaches her how to weld. And over time, flickers of her old dad reappear.
Published: August 22, 2017 Life is messy.
But as Emilia finds a way to repair the relationship with her father at home, her community ruptures with some of her classmates, like her best friend, Gus, at the center of the conflict.

The True History of Lyndie B. Hawkins

When it comes to American history or defending the underdog or getting to the bottom of things, no one outsmarts or outfights Lyndie B. Hawkins. But as far as her family goes, her knowledge is full of holes: What exactly happened to Daddy in Vietnam? Why did he lose his job? And why did they have to move in with her grandparents? Grandma Lady's number one rule is Keep Quiet About Family Business. But when her beloved daddy goes missing, Lyndie faces a difficult choice: follow Lady's rule and do nothing-which doesn't help her father-or say something and split her family right down the middle.
Published: May 3, 2016
Kat Greene Comes Clean

Kat Greene lives in New York City and attends fifth grade in the very progressive Village Humanity School. At the moment she has three major problems-dealing with her boy-crazy best friend, partnering with the overzealous Sam in the class production of Harriet the Spy, and coping with her mother's preoccupation with cleanliness, a symptom of her worsening obsessive-compulsive disorder.

With nowhere to turn, Kat reaches out to the free-spirited psychologist, Olympia, at her new-age private school in New York's Greenwich Village. Olympia encourages Kat to be honest. Eventually, Kat realizes that sometimes asking for help is the best way to clean up life's messes.

As Brave As You
Which of these middle-grade books about anxiety have you read and enjoyed? Which ones have your students particularly benefited from? I would love to know! I have many favorites on this list myself, especially those ones I've already reviewed on my blog or on Goodreads.
Genie's summer is full of surprises. The first is that he and his big brother, Ernie, are leaving Brooklyn for the very first time to spend the summer with their grandparents all the way in Virginia-in the COUNTRY! The second surprise comes when Genie figures out that their grandfather is blind. Thunderstruck, Genie peppers Grandpop with questions about how he hides it so well (besides wearing way cool Ray-Bans).

How does he match his clothes? Know where to walk? Cook with a gas stove? Pour a glass of sweet tea without spilling it? Genie thinks Grandpop must be the bravest guy he's ever known, but he starts to notice that his grandfather never leaves the house-as in NEVER. And when he finds the secret room that Grandpop is always disappearing into-a room so full of songbirds and plants that it's almost as if it's been pulled inside-out-he begins to wonder if his grandfather is really so brave after all.

Then Ernie lets him down in the bravery department. It's his fourteenth birthday, and, Grandpop says to become a man, you have to learn how to shoot a gun. Genie thinks that is AWESOME until he realizes Ernie has no interest in learning how to shoot. None. Nada. Dumbfounded by Ernie's reluctance, Genie is left to wonder-is bravery and becoming a man only about proving something, or is it just as important to own up to what you won't do?

There they are: 34 of the best middle-grade books about anxiety, including picks about OCD and PTSD. It's worth noting that not all of these books specify that the particular character deals with OCD or PTSD, but they display symptoms that match those diagnoses.

Pin This Post - Best Middle-Grade Books About Anxiety

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34 Best Middle-Grade Books About Anxiety, OCD, and PTSD

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Middle-grade books about anxiety are becoming more and more important, thanks to the anxious times we're living in. More people (parents, teachers, and children) struggle with clinical anxiety. While many manage their symptoms with therapy and medication, it doesn't hurt to see their stories reflected in the books they read.

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Creating Self-Grading Quizzes in Google forms

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Creating Self-Grading Quizzes in Google forms

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Description: This video shows you how to make self-grading Google Forms quizzes to help boost your formative assessment game! Although summative assessments will usually be more in-depth and take more of our grading time, quick formative assessments can help us group students faster.

Coaching Possibility: We can work together to map out a unit with formative and summative assessments, and then begin building those assessments together. Eventually, in another coaching cycle, we will be so glad we did this work because the data will be presented in easy-to-read graphs to help us group students more effectively!

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How to Create a Google Forms Quiz | Self Grading and Imports into Google Classroom

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Improving Writing for Students With Learning Differences

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Improving Writing for Students With Learning Differences

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Description: A graphic that outlines way ELA teachers and special education specialists can work together to improve student writing.

Coaching Possibility: I can pop in and co-plan with a general education teacher and special education teacher to use one of these strategies to boost student achievement. We can follow up together after a co-taught lesson.

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Description: Helping students set goals and providing them with strategies to meet them will make your 1:1 conferences and small group teaching so meaningful for you and your students.

Coaching Possibility: I can model a goal-setting conference with some of your students and show you how I check in on and assess individual student goals.

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Description: This is a great resource with math routines for many grade levels. Students will thrive when they know what to expect at the start of each math class, and you will love having lessons and videos at your fingertips :)

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Dos

ENGAGE STUDENTS BY PROVIDING A "HOOK" FOR EACH LESSON AT THE BEGINNING TO KEEP THEM THINKING AND INTERESTED.

Dr. Robert Feller from the University of Washington believes these hooks prevent potential disruptions and stimulate students' minds so they focus on the upcoming lesson. Teachers can do anything from a simple science experiment or a game that connects students' lives to the lesson.

"Attention grabbers may be used to provoke thought, facilitate active learning, or just share experiences, says retired teacher LaNelle Holland in Whitesburg, Georgia. "The teacher who asks challenging questions stimulates student interest. Empower your students by encouraging them to participate in activities of the whole group or in smaller groups."

TRY TO UNDERSTAND THE STUDENT'S BACKGROUND AND HOME LIFE.

Problems at home or a difficult home life are often a reason for disruptive children. If you know where your students are coming from, you are in a better position to relate. Author and education researcher Dr. Elise Trumbull believes that a connection with students creates a level of respect and trust between students and the teachers. If teachers can start to understand students' cultures better, a partnership can be formed between school and the home with the parents.

"Taking the time to learn about a child's background can make the difference between compassion and callousness," says retired teacher Diane Postman of Yorktown, Virginia. "Knowing a child is dealing with family issues or poverty can lead a teacher to make allowances or adaptations to help a struggling child succeed. This can ward off some behavioral problems and help the child to save face."

When a disagreement or confrontation arises, show the student how to deal with it in a dignified manner and maintain the integrity of your classroom. Frank Iannucci, a math and computer science teacher from West Orange, New Jersey, says teachers should immediately stop the confrontation and arrange to discuss it with the student in a mature, adult manner, regardless of the age of the student, after the period. This demonstrates to students that fights can be stopped before they get out of hand.

Amy Van Wormer of St. Petersburg, Florida, agrees. "Respectfully remind them of why there are there, and continue with the lesson. If [the behavior] continues, request to meet [the student] privately outside of the class," she says. "[Ask the student] to make the right choices and ask why they are having trouble doing the right thing."

REACT IN A WAY THAT ALLOWS THE STUDENT TO SAVE FACE.

Never engage a student in front of classmates. It embarrasses the student in public, sends a message that you don't care for the student's feelings, and could potentially escalate the situation.

"Maintain control of your own actions and somehow find a way to give the disruptive student an 'out' so that he or she can back down without losing too much face," says Barela. "Another option, if possible, is to remove the student from the learning environment so that the two of you can deal with the issue privately. Even taking a short walk out in the hall can do wonders for both of you."

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Avoiding Power Struggles with Students | NEA

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ENGAGE STUDENTS BY PROVIDING A "HOOK" FOR EACH LESSON AT THE BEGINNING TO KEEP THEM THINKING AND INTERESTED. Dr. Robert Feller from the University of Washington believes these hooks prevent potential disruptions and stimulate students' minds so they focus on the upcoming lesson.

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Demonstrating Self-Regulation With Tone of Voice

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Demonstrating Self-Regulation With Tone of Voice

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This video helps to make sure we are not using fear to manipulate student behavior, but rather that we are modeling self-regulation for our students.

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Demonstrating Self-Regulation With Tone of Voice