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Jamboard is a technology tool that can greatly enhance literacy strategies in a variety of ways. This digital whiteboard allows users to collaborate and communicate effectively, making it a valuable asset for promoting literacy skills. With Jamboard, students can engage in interactive brainstorming sessions, jotting ideas and organizing them visually. The tool enables using various literacy strategies such as mind mapping, concept webs, and graphic organizers, facilitating critical thinking and comprehension. Jamboard offers the option to insert images, text, and drawings, allowing students to create visual representations of their learning. This visual element enhances comprehension and supports the development of visual literacy skills. Jamboard can be used for collaborative writing exercises, where students can contribute ideas and revise each other's work in real time (Ditch that Text Book, 2020). Jamboard is a versatile technology tool that promotes active engagement, critical thinking, and collaboration, making it a valuable resource for facilitating various literacy strategies.

Use in the Classroom:

I will use Jamboard as a tool to facilitate group discussions and for various other reasons. Jamboard offers a collaborative platform where multiple users can engage in discussions and brainstorming sessions simultaneously, regardless of their physical location. This feature encourages active participation from all group members. Jamboard provides a digital canvas where participants can contribute their ideas, thoughts, and questions through text, images, and drawings. This visual element enhances communication and comprehension, making group discussions more effective. I like that Jamboard allows for the organization and categorization of ideas, enabling easy navigation and reference during discussions. The tool also supports using multimedia resources, such as videos and links, to supplement and enrich the conversation.

Further Exploration:

https://ditchthattextbook.com/jamboard/

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The "REview with the Table of Contents" reading strategy is a helpful tool for students to review and consolidate their understanding of what they have just read (Serravallo, 2023, 336). This strategy is particularly useful when students encounter a table of contents within the text. To begin, students should carefully examine the headings and subheadings listed in the table of contents. These headings can serve as a summary of the main topics covered in the text, allowing students to refresh their memory and mentally organize the information they have learned. Students should consider any page numbers or references associated with each heading or subheading. These indicators help students locate specific information within the text, making it easier to review and reinforce key concepts. Using this review reading strategy; students can effectively review and reinforce what they have just read, enhancing their comprehension and retention of the content.

Use in the Classroom:

This strategy will be useful in the classroom to help students review what they have just read. Using the Table of Contents will provide a structured framework for students to assess their comprehension and retention of specific content learned from the text. I plan to use and teach this strategy to my students when they have finished reading a text with multiple chapters that have covered a variety of information. This will allow them to use the Table of Contents to highlight their understanding and identify specific sections that they may need to re-read to reach the expected learning target. I believe this strategy will be particularly useful with nonfiction texts. By implementing the review strategy, it will create an environment that fosters critical thinking and deepens students' engagement with the material.

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The Read, Cover, Remember, Retell strategy is an effective technique to enhance comprehension and develop students' ability to explain what they have read or researched in their own words. In this strategy, students begin by reading a portion of the text, covering it with their hand, and then pausing to reflect on what they have just read. This pause allows them to mentally process and remember the key information. Students retell what they have read, using their own words to articulate their understanding of the text. This strategy not only strengthens comprehension but also promotes critical thinking and encourages students to engage actively with the material. By practicing this strategy, students gain the skills to effectively summarize and explain the information they encounter, fostering a deeper understanding of the texts they read or research (Serravallo, 2023,305).

Use in the Classroom:

In my classroom, I will implement the Read, Cover, Remember, Retell strategy to support my students in improving their reading comprehension skills and developing the ability to paraphrase expository texts. Firstly, I will introduce the strategy, explaining its purpose and benefits. Then, I will model the strategy by selecting a short expository text, reading a portion aloud, and covering it with my hand. I will guide students through the process, assigning them to read a section, cover it, and reflect on and remember what they have read. Next, I will encourage them to retell and paraphrase the information using their own words, focusing on main ideas and supporting details. Peer sharing and feedback will be incorporated, allowing students to refine their paraphrasing skills through constructive discussions. Finally, I will facilitate whole-class discussions to compare and contrast different retellings, fostering critical thinking and deeper understanding. Ongoing practice will be integrated into regular reading activities, ensuring students consistently develop their reading comprehension and paraphrasing abilities.

Example of this Strategy:

https://youtu.be/W2IslC-2z_w?si=iFw0iTO5GY6u9h3r

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The reading strategy of "Notice What Repeats" is a valuable tool for students to understand the main idea or topic of a text. By actively paying attention to patterns and recurring elements, students can identify key concepts and themes that help them grasp the overall message. To apply this strategy, students will be encouraged to look for words, phrases, or ideas that are repeated throughout the text. They will be guided to underline or highlight these repetitions and make note of them. By doing so, they can begin to see the connections and significance of these repeated elements, enabling them to infer the main idea or topic. Through practice and discussion, students will become more adept at recognizing patterns and discerning the central message of a text. This strategy not only enhances their comprehension skills but also fosters critical thinking and analysis, as they delve deeper into the text to uncover its underlying meaning.

Use in the classroom:

This strategy would be especially useful in the earlier grades, where students are becoming more familiar with informational texts. However, this strategy can still be adapted to fit the needs of the upper elementary grades as well. I will use this strategy to teach students how to find specific elements or details when reading about a variety of topics. By teaching students how to use this strategy to identify the main idea or topic, they will be able to better understand what they are reading about, allowing them to learn more from the reading. I will model this strategy for my students and allow them ample practice, especially with more advanced informational texts, so they are better able to identify repeating details and elements.

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Identify Characters Using Pictures and Names.

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Identify Characters Using Pictures and Names.

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The "Identify Characters using Pictures and Names" strategy is a valuable tool for students to enhance their understanding of character traits and track the development of characters within a story. This strategy involves associating visual representations, such as pictures, with the names of characters in a text(Serravallo, 2023, 207). By doing so, students are able to form a visual connection with the characters, making it easier to comprehend and remember their traits and roles in the story. This approach enables students to visualize the appearance, demeanor, and personality of each character, facilitating a deeper understanding of their individual traits and motivations. This strategy helps students follow the progression and growth of characters throughout the narrative, as they can visually compare and contrast their appearances and behaviors. The "Identify Characters using Pictures and Names" strategy serves as an effective method for students to engage with and analyze characters, leading to a more comprehensive comprehension of the story.

Use in the Classroom:

This strategy can be used in the classroom to help students analyze and understand character development and traits. I will use this strategy to help teach students how elements in a story, such as pictures and names, can help them identify the various characters throughout a story. This strategy can also be useful for helping students review the different things they have learned throughout the story to identify the narrator or main characters in a story.

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The Read Aloud, Think Aloud comprehension strategy is a technique used by educators to help students develop their reading comprehension skills. In this strategy, the teacher reads a passage or a book aloud to the students while also sharing their own thoughts and reflections on the text. By verbalizing their thinking process, the teacher models how to make predictions, ask questions, make connections, and visualize the text. This strategy is beneficial for students as it helps them to actively engage with the text, build their vocabulary, improve their understanding of the content, and develop critical thinking skills. It also provides a supportive and interactive learning environment where students can learn from the teacher's thought processes and apply them to their own reading experiences.

Use in the Classroom:

I will utilize the Read Aloud, Think Aloud comprehension strategy to enhance and strengthen the comprehension skills of my students. By reading aloud and thinking aloud during the reading process, I will model and demonstrate effective reading strategies and critical thinking skills. This will allow students to observe and learn how to make predictions, ask questions, make connections, and visualize the text. By actively engaging with the text and discussing their thoughts and understandings, students will develop a deeper understanding of the content and improve their overall comprehension skills. By creating a supportive and interactive learning environment, students will feel encouraged to participate and share their own thoughts and interpretations, fostering a collaborative and inclusive learning experience.

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Conner, J. (2004). Using Think-Alouds to Improve Reading Comprehension.

Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47.

Gold, J., & Gibson, A. (2001). Reading Aloud to Build Comprehension.

Olshavsky, J. E. (1977). Reading as problem-solving: An Investigation of Strategies. Reading Research Quarterly, 12(4), 654-674.

Wilhelm, J. D. (2001). Improving Comprehension with Think-Aloud Strategies. New York: Scholastic Inc.

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Think-alouds have been described as "eavesdropping on someone's thinking." With this strategy, teachers verbalize aloud while reading a selection orally. Their verbalizations include describing things they're doing as they read to monitor their comprehension. The purpose of the think-aloud strategy is to model for students how skilled readers construct meaning from a text.

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The double-entry journal strategy is a powerful tool that promotes the connection between reading and writing. When using this strategy, students divide a page into two columns. On one side, they record quotes or excerpts from the text they are reading, and on the other side, they write their own reflections, thoughts, and questions about the quotes. This strategy encourages active reading and critical thinking as students analyze and interpret the text (AdLit, 2023). By writing their own thoughts and reactions, students can engage with the material on a deeper level, making personal connections and developing a deeper understanding of the content. The double-entry journal strategy also enhances writing skills by encouraging students to express their ideas and opinions in a structured and organized manner. As they write their reflections, students practice summarizing, paraphrasing, and analyzing the text. This helps them develop strong writing skills, including the ability to provide evidence and support their claims with examples from the text. This strategy fosters metacognition as students reflect on their own thinking processes and monitor their understanding of the text. By actively engaging in the reading and writing process, students become more thoughtful and critical readers and writers, ultimately enhancing their overall comprehension skills.

Use in the Classroom:

In the classroom, the double-entry journal strategy can effectively teach students how to write efficient summaries and foster metacognition. To begin, students can select a text that is appropriate for their reading level and assign a specific number of pages or chapters to read. As they read, students can use the double-entry journal to record key quotes or excerpts from the text on one side of the page. On the other side, they can write a concise summary of the main ideas or events that occurred in the portion of the text they read. This practice encourages students to identify the most important information and condense it into a succinct summary. The double-entry journal promotes metacognition by prompting students to reflect on their reading and writing processes. After completing each section of the text, students can take a few moments to analyze their own thinking and comprehension. They can consider questions such as: What connections did I make to my own experiences or prior knowledge? Did I have any questions or confusion about the text? What strategies did I use to summarize the information effectively? This reflection allows students to become more aware of their own thinking and learning processes, helping them to become more independent and self-regulated learners. By using the double-entry journal strategy in this way, students not only practice writing efficient summaries but also develop their metacognitive skills. They learn to actively engage with the text, critically analyze the information, and reflect on their own thinking. This strategy empowers students to become more effective readers and writers as they learn to summarize information accurately and monitor their own understanding of the text.

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Teachers and students love double-entry journals because they are inherently collaborative and foster a connection between reading and writing.

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The "Hold onto a thought with a symbol" strategy is a helpful technique for readers who want to quickly note their reactions or thoughts while reading without interrupting their flow. To use this strategy, readers can mark the spot in the text with a symbol, such as a sticky note or a bookmark with pre-made symbols. This method is particularly useful for young readers who may not be confident in their writing skills yet (Serravallo, 2023, 419). By using symbols, students can easily remember the spots where they had thoughts or reactions and revisit them later during discussions or when writing about their reading. This strategy promotes comprehension by allowing readers to engage with the text actively and remember important points for later reflection or analysis. It also encourages students to become more aware of their own thinking and fosters a habit of reflection while reading.

Use in the Classroom:

In the classroom, I will implement the "Hold onto a thought with a symbol" strategy to teach students how to actively engage in their reading and effectively review their annotations. I will introduce the strategy by explaining the importance of actively thinking and reflecting while reading. I will provide students with a set of symbols that they can use to mark their thoughts or reactions in the text. During independent reading time, I will encourage students to use these symbols to quickly and efficiently capture their ideas without disrupting their reading flow. I will emphasize the importance of revisiting these symbols later to review their annotations. To support their note-taking, I will guide students in using their symbols to write concise and meaningful notes that capture their ideas and insights. I will provide examples and modeling to help them understand how to transform their symbols into written notes. During class discussions or writing activities, I will encourage students to refer back to their notes and annotations as a valuable resource. This will help them organize their thoughts and effectively communicate their understanding of the text. By implementing this strategy, I aim to foster active engagement, critical thinking, and effective note-taking skills among my students. It will empower them to take ownership of their reading experience, deepen their understanding of the text, and enhance their ability to write thoughtfully about their reading.

Further Exploration:

https://readwritetalk.wordpress.com/2009/11/15/hold-your-thinking/

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The RAFT writing strategy is a helpful tool for students to enhance their writing skills. RAFT stands for Role, Audience, Format, and Topic. This strategy encourages students to consider different perspectives and tailor their writing accordingly. Students choose a specific Role, which could be a person, a character, or even an inanimate object. This helps them understand the perspective from which they will be writing. Then they identify the Audience, considering who will be reading their writing. This helps students adapt their language and tone to suit the intended readers. The Format refers to the type of writing they will be doing, such as a letter, a speech, a diary entry, or a newspaper article. This helps students understand the structure and organization of their writing. Students then determine the Topic they will be writing about, ensuring that they have a clear focus for their piece. By using the RAFT writing strategy, students are encouraged to think critically, empathize with different viewpoints, and engage their creativity (Gunning, 2012, 254) . This strategy helps them develop a deeper understanding of their topic and produce effective writing pieces.

Use in the Classroom:

In my classroom, I will use the RAFT writing strategy to provide students with a guided framework for developing your writing skills. I will introduce the concept of RAFT and explain its components. Then, I will give students writing prompts or topics to choose from and guide them in selecting a Role, Audience, Format, and Topic for their writing piece. I will encourage them to think critically and creatively about the chosen role and audience, emphasizing the importance of tailoring their writing to suit the intended readers. I will show students examples and demonstrate how different roles, audiences, formats, and topics can shape the tone, style, and content of a writing piece. As they work on your writing, I will provide support and feedback, helping them consider the specific characteristics of the chosen role and audience. This will deepen the understanding of the topic and improve their ability to communicate effectively. By using the RAFT writing strategy in my classroom, I will can provide a structured approach to writing that promotes critical thinking, empathy, and creativity.

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Mitchell, D. (1996). Writing to learn across the curriculum and the English teacher. English Journal, 85, 93-97.

Santa, C., & Havens, L. (1995). Creating independence through student-owned strategies: Project CRISS. Dubuque, IA: Kendall Hunt.

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RAFT is a writing strategy that helps students understand their roles as writers, the audience they will address, the varied formats for writing, and the topic they will be writing about. By using this strategy, teachers encourage students to write creatively, to consider a topic from a different perspective, and to gain practice writing for different audiences.

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Epic is an online platform that provides access to a vast library of digital books for children. It is a valuable literacy tool for students as it offers an engaging and interactive reading experience. With Epic, students have access to a wide range of fiction and non-fiction books across various genres and subjects. The platform is designed to promote reading comprehension, vocabulary development, and critical thinking skills. It also provides features such as read-aloud narration and word highlighting, making it suitable for both independent reading and guided reading activities. Epic offers personalized book recommendations based on students' interests and reading levels, fostering a love for reading and encouraging students to explore different genres. Epic enhances students' literacy skills while fostering a love for reading, making it a valuable tool for educators and students alike.

Use in the Classroom:

I want to incorporate the use of Epic in my classroom to enhance my students literacy skills and help them develop a love for reading through personalize reading plans. This can be used during choice activities, where students can choose to get on Epic and read a book of their choice or watch educational videos. Epic can also be used as a supplemental source for lessons to reinforce certain topics and reading materials.

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Instantly access over 40,000 of the best books & videos for kids on Epic

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The Framed Paragraph writing strategy is a structured approach that helps students organize their thoughts and ideas when writing a paragraph. It consists of four main components: the topic sentence, the supporting sentences, the concluding sentence, and the frame. The topic sentence is the main idea or argument of the paragraph, and it provides a clear focus for the rest of the writing. It should be concise and specific, capturing the essence of what the paragraph will discuss. The supporting sentences provide evidence, examples, or explanations to support the topic sentence. They should be well-developed and organized, with each sentence building upon the previous one to strengthen the main idea. The concluding sentence wraps up the paragraph by summarizing the main points and restating the topic sentence in a different way. It helps to bring closure to the paragraph and leave a lasting impression on the reader. The frame is the overall structure or format of the paragraph. It provides a framework for organizing the topic sentence, supporting sentences, and concluding sentence. The frame can be a simple outline or a more detailed structure, depending on the complexity of the writing task(Reading Rockets, 2024). By using the Framed Paragraph writing strategy, students can effectively communicate their ideas in a logical and organized manner, leading to more cohesive and coherent writing

Use in the Classroom:

In my classroom, I will use the Framed Paragraph writing strategy to teach my students how to effectively structure and organize their ideas when writing paragraphs. I will begin by introducing the concept of a topic sentence and explaining its importance in providing a clear focus for the paragraph. I will provide examples and model how to craft concise and specific topic sentences. I will guide my students in developing supporting sentences that provide evidence, examples, or explanations to support the main idea. I will teach them how to build upon each supporting sentence to create a cohesive and well-developed paragraph. I will encourage them to use transitions and logical connections between sentences to ensure smooth flow of ideas. To reinforce the Framed Paragraph writing strategy, I will provide my students with various writing prompts and exercises. I will also encourage peer feedback and revision to help them refine their paragraph structure and content.

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Language Arts

This example of a framed paragraph centers on Holidays and provides additional space for students to re-write the completed paragraph. See example ›

Math

This site includes an example of using a framed paragraph for writing a description about decimals. See example ›

Social Studies

This example shows how teachers can use a writing frame to develop a "compare" and "contrast" essay. See example ›

English Language Learners

Support academic language conversation with sentence frames. Watch classroom video and get supporting materials › (Teaching Channel)

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Framed paragraphs are pre-writing tools that help students write well-developed paragraphs. They are skeleton formats containing information about the main ideas and transition words that guide the organization and the development of supportive details. Framed paragraphs offer a structure for students to use as they begin to write paragraphs and essays.

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The Lift a Line and Freewrite writing strategy is a "powerful" tool for generating ideas and creative writing pieces (Serravallo, 2023, 425). It involves two phases, where in the first phase, known as "Lift a Line," students select a line or phrase from a text they find inspiring or thought-provoking. This line serves as a starting point for their own writing. It could be a line from a poem, a sentence from a novel, or even a quote from a speech. The second phase, called "Freewrite," is where writers let their thoughts flow freely. They write continuously for a set period of time, usually around 10-15 minutes, without worrying about grammar, structure, or coherence. This allows the student to explore new ideas and connections. The Lift a Line and Freewrite strategy is a great way to spark creativity and discover fresh perspectives in the writing process.

Use in the Classroom:

In the classroom, I will utilize the Lift a Line and Freewrite strategy to empower my students to explore their reading material and showcase their explanatory and descriptive writing skills. I will provide my students with an opportunity to practice this strategy with a variety of texts for different purposes. I will encourage them to choose a line or phrase from the text that resonates with them or sparks their curiosity. This selected line will serve as the starting point for their own writing. I will provide them with dedicated time for freewriting, during which my students can let their thoughts flow without worrying about grammar or structure. This will enable them to delve deeper into their understanding of the text, make meaningful connections, and explore their own ideas. This strategy will not only enhance their reading and writing abilities but also foster their creativity and analytical thinking.

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The Fish Bowl discussion strategy is a highly effective technique for engaging students in meaningful and collaborative discussions. It involves dividing the class into two groups: the inner circle and the outer circle. The inner circle consists of a small group of students who actively participate in the discussion, while the outer circle observes and takes notes on the discussion. The inner circle students discuss a specific topic or question, sharing their ideas, opinions, and supporting evidence. The outer circle students listen attentively and analyze the discussion, noting key points, evidence, and any patterns or trends they observe. After a specified time, the inner and outer circle roles are switched, allowing students to experience both active participation and observation. This strategy promotes critical thinking, active listening, and respectful dialogue among students. It also encourages students to think deeply about a topic and consider multiple perspectives. The Fish Bowl discussion strategy fosters a collaborative and reflective learning environment for students.

Use in the Classroom:

By incorporating the Fish Bowl discussion strategy in my classroom, I will create an environment that fosters active listening, improves speaking skills, and cultivates a collaborative learning experience for my students. Throughout the process, I will facilitate dialogue and encourage students to respectfully respond to each other's viewpoints. I will create a safe and inclusive environment where students feel comfortable expressing their opinions and engaging in meaningful conversations. This will promote collaborative learning and foster empathy and understanding among students. students will develop stronger communication skills, actively engage in discussions, and gain a deeper understanding of the topics we explore in class. This strategy will empower them to become effective communicators and critical thinkers, preparing them for success both in and outside the classroom.

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The think, pair, share strategy is a simple yet effective literacy strategy that promotes active engagement, critical thinking, and collaboration in speaking and listening activities. It involves three steps: think, pair, and share. During the think step, students are given a prompt or question related to the topic they are studying. They take a few moments to reflect on their own thoughts and ideas without discussing them with others. This step encourages students to independently process information and generate their own ideas. In the pair step, students are paired up with a partner. They take turns sharing their thoughts and ideas with each other. This step provides an opportunity for students to articulate their thinking and engage in meaningful conversations with their peers. It also allows them to hear different perspectives and learn from each other. In the share step, pairs of students are encouraged to share their ideas with the whole class. This step provides an opportunity for students to practice public speaking skills and actively listen to their classmates' ideas. It promotes a collaborative and inclusive learning environment where every student's voice is valued. The think, pair, share strategy is an easy literacy strategy that enhances speaking and listening skills. It encourages students to think critically, collaborate with their peers, and actively participate in classroom discussions(Gunning, 2012, 177). By engaging in this strategy, students develop their ability to express their ideas clearly, listen attentively, and engage in meaningful conversations.

Use in the Classroom:

I will use the think, pair, share strategy in my classroom to foster collaboration skills across various content areas and deepen students' understanding of the topics we are studying. By engaging in this strategy, students will have the opportunity to work together, share their thoughts, and build upon each other's ideas. This collaborative approach encourages students to actively listen to their peers, consider different perspectives, and collectively construct knowledge. Whether it's analyzing a reading passage, solving a math problem, or discussing a historical event, the think, pair, share strategy will provide a platform for students to engage in meaningful discussions and deepen their understanding of the subject matter. Through this process, students will not only develop their speaking and listening skills, but also enhance their critical thinking abilities and learn from their peers' insights.

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Think-pair-share is a cooperative learning strategy where students work together to solve a problem or answer a question about an assigned reading.

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The Jigsaw strategy is a cooperative learning technique that encourages active participation and collaboration among students. It involves dividing a larger task or topic into smaller, manageable pieces, assigning each piece to a different group of students. Each group becomes an "expert" in their assigned piece and then teaches it to the rest of their classmates (Gunning, 2012, 177). This way, every student becomes responsible for their own learning and contributes to the overall understanding of the topic. This strategy promotes active engagement and participation, as students are required to actively research and understand their assigned piece before teaching it to others. This leads to a deeper level of comprehension and retention of the material. This strategy fosters teamwork and communication skills, as students must collaborate and effectively convey their knowledge to their peers. The Jigsaw strategy also promotes a sense of responsibility and accountability, as students know that their contribution is essential for the success of the group. It also encourages empathy and understanding, as students learn to appreciate different perspectives and value the knowledge and expertise of their classmates. The Jigsaw strategy not only enhances learning outcomes but also develops important life skills that are valuable beyond the classroom.

Use in the Classroom:

I will use the Jigsaw strategy to foster collaboration and strengthen student communication skills during group and research projects. This will allow students to learn how to effectively work together and communicate with one another. This will also promote active engagement and help students develop accountability.

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The Inquiry Circles strategy is an approach to promoting literacy skills among students. It involves small groups of students working collaboratively to explore a specific topic or question of interest. Each group member takes on a specific role, such as the leader, recorder, researcher, or presenter, to ensure equal participation and shared responsibilities. The strategy encourages students to engage in deep thinking, critical analysis, and problem-solving as they investigate their chosen topic through research, discussion, and the use of various resources(Bray, 2012). Inquiry Circles also foster a sense of independence and autonomy, as students have the freedom to choose their own topics and develop their own questions. This strategy not only enhances students' reading and writing skills but also nurtures their curiosity, communication skills, and ability to work effectively in a team. By actively participating in the Inquiry Circles process, students develop a deeper understanding of the subject matter and become more confident and competent learners.

Use in the Classroom:

I plan to use Inquiry Circles in my classroom as a way to promote student-centered learning and collaboration. I believe this approach will empower my students to take ownership of their learning and develop critical thinking skills. I want to ensure they have access to the information they need to explore their chosen topics. As students delve into their inquiries, I will guide and support them in gathering and analyzing information. I will encourage them to have active discussions within their groups, sharing their findings, insights, and challenges. Throughout the process, I will emphasize the importance of effective communication, active listening, and respectful collaboration. I want my students to learn from each other and develop their teamwork skills. I will provide opportunities for students to present their findings to the class. This will allow them to showcase their work and receive feedback from their peers. It will also encourage reflection and further learning. By using Inquiry Circles, I hope to create a classroom environment where students are engaged, curious, and motivated to learn. I believe this approach will foster a love for learning.

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Teaching with Inquiry Circles in Elementary Classrooms

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The "Say Back What You Heard" strategy that involves paraphrasing or summarizing what you have heard to ensure understanding. This strategy is particularly useful for students as it helps them actively engage with the information being shared and allows them to clarify any misunderstandings. By repeating or rephrasing what they have heard, students can confirm their comprehension, address any misconceptions, and demonstrate active listening skills. This strategy promotes effective communication and fosters a deeper understanding of the material being presented.

Use in the Classroom:

I will use this strategy in my classroom to help students develop their listening skills and to promote active engagement in conversations in a respectful way. I will teach students this strategy by using sentence starters to help students learn how to respond appropriately while using this strategy. This strategy not only reinforces the speakers message but also allows the listener to confirm their understanding. This strategy can help students improve their listening skills, enhance comprehension, and foster a more inclusive and collaborative learning environment.

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The strategy lessons highlighted in Chapter 12, Supporting Students' Conversations - Speaking, Listening, and Deepening Comprehension, in The Reading Strategies Book by Jennifer Serravallo are critical to students' engagement and comprehension, as well as their ability to write literary essays, or even book reviews, summaries and reflective pieces about books. If students aren't able to talk about books in a way that is invigorating and joyful, they will be less likely to develop an interest in growing ideas for writing about books.

In her introduction to this chapter, Jennifer Serravallo, reminds us that when conversations go well, children are inspired by what they read and are motivated to keep reading. However, when conversations fall flat, then kids get bored and tune out. How do we avoid this situation and teach kids to have focused conversations about books? The answer is easy: teach kids strategies to help them develop effective conversational skills . As in other blog posts about

The Reading Strategies Book for this book study - shout out to Tina Croft at Crofts' Classroom blog - I have selected three of my favorite strategies from this chapter that are appropriate for my 5th grade students.

I've done variations of this strategy several times a year for every year that I've been in the classroom. It seems that there are always some children who know how to listen well and then there are others who don't seem to have a clue. I think this strategy works best if it's taught to a whole class when students are being introduced to partnerships or book clubs OR to small groups, as needed. The gist of this strategy is that we need to 12.1 Listen with Your Whole Body
teach children how to listen with their whole body. This is about sitting knee-to-knee, eye-to-eye. It's about leaning in with your hips, shoulders and head toward the speaker. It's about letting the speaker know you are listening by making eye contact and nodding your head. And, of course, as Serravallo notes in her "teaching tip" for this strategy, it is important that we use our knowledge about our students to adjust this lesson for kids who may have trouble making eye contact or who just can't sit still. The graphic for this lesson pictures four students at a table demonstrating hands that are still, eyes focused and shoulders leaning in toward the speaker. I think that taking photographs of kids who demonstrate attentive listening "with their whole body" would be an effective chart to use for this lesson.

Teaching kids to repeat what someone else has said is often a challenge for teachers 12.4 Say Back What You Heard
and students alike. So often, our students simply tune out or try to hide so they don't get noticed and called on by the teacher. Or, they think that having a conversation means to skip from topic to topic without stopping to think about what someone said, much less respond to his or her ideas. In this strategy, we teach students to repeat what they heard someone say before stating their thoughts. Serravallo recommends the following sentence stems to help students develop this habit: "I heard you say...What I think is..."
In addition to book clubs, m y students engage in two- to three-minute conversations with a partner a few times a week as part of our reading status check in. If you do something similar in your classroom, then it might be a great time to teach this strategy. Of course, we need to be sensitive to the ELL's in our classrooms. Saying back what they heard may be a huge hurdle depending on their English language developmental stage. Additionally, some students may need to ask their partners to repeat what was said before saying it back to them. Teachers should always consider potential adjustments depending on the needs of the children in their care.

I have found that students sometimes need sentence starters to...well..get started with conversations or even when doing exit tickets or quick writes. Sentence starters, if used judiciously, can help kids start and continue conversations with their peers. First, the teacher prepares some popsicle sticks with sentence stems that serve as conversation starters. Using these sentences stems with teacher support, at first, may help students get a feel for whether or not these might be useful to them. For example, do the sentence starters help students have more robust and engaging conversations that 12.10 Sentence Starter Sticks
mostly stick to the topic of the book? Also, students can use the sticks when a group or partnership is stuck (this will happen) and the conversation is not going anywhere (this will happen, too). Serravallo suggests the following sentence stems, but we all have ones that get kids talking in meaningful ways. Some stems to try are:

In addition... (great for getting kids to use transition words and phrases in their conversations and can hopefully transfer to their writing)

On the other hand... (transition words and phrases)

I agree with you because...

I disagree because...

I'd like to add on to what...said...

This might not be right, but maybe...

Why do you think...?

What do you think about...?

Once students have learned how to listen with their whole body and are able to paraphrase what their partner or book club member said in order to extend their own thoughts, then using the sentence starter popsicle sticks is a natural extension to keep a conversation going.

Note: When Jennifer Serravallos' The Writing Strategies Book was published, I immediately ordered a copy. I have started to use both of these books several times a week in my whole class, small group and individual lessons with students. Although there are strategies here that I have used in one way or another before, having them in one place has been extremely helpful.

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The Reading Strategies Book - Chapter 12, Supporting Students' Conversations - Speaking, Listening, and Deepening Comprehension

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The Spider Web graphic organizer is a tool for brainstorming and organizing ideas. It is designed to visually represent the relationships between different ideas or concepts. The main idea or topic is placed in the center of the web, and related ideas are connected to it through lines or branches. This allows for an exploration of ideas, as new connections and associations can be easily made. The spider web structure encourages thinking, as ideas can be added in any direction and at any point on the web. The graphic organizer also facilitates the identification of subtopics and supporting details, as they can be represented as smaller branches connected to the main ideas. The Spider Web graphic organizer promotes creativity, flexibility, and the exploration of multiple perspectives during brainstorming sessions.

Use in the Classroom:

I will teach students to use the Spider Web graphic organizer as a tool to organize their ideas and brainstorm for a variety of purposes. This will help them visually see the connections and patterns that emerge from their thinking. This tool can also be used to facilitate group discussions and allow students to build upon each other's ideas.

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One-Pagers are graphic organizers that encourage students to synthesize their thoughts and ideas about a particular topic or concept on a single page. This strategy involves students summarizing their understanding by incorporating both text and visuals. One-Pagers promote critical thinking and analysis as students have to select and prioritize key information to include in their organizer (McDonald, 2019). They encourage creativity and self-expression as students can use various artistic elements like drawings, symbols, and colors to represent their understanding. This allows them to engage with the content in a more meaningful and personal way. One-Pagers serve as effective study tools as students can review and revise their organizer to reinforce their learning. These graphic organizers promote active learning and engagement as students have to actively process and organize information, leading to better retention and understanding of the content. One-Pagers provide students with a versatile and engaging strategy to demonstrate their comprehension and deepen their learning.

Use in the Classroom:

I plan to use One-Pagers as a formative assessment tool after a lesson or unit, allowing students to showcase their understanding of the content. I also want to use them as a collaborative activity, where students work in pairs or small groups to create a shared organizer, promoting teamwork and discussion. One-Pagers will also be used as a reflection tool by students, allowing them to reflect on their learning journey and identify areas of growth. By incorporating One-Pagers into the classroom, I can provide students with a creative and engaging way to demonstrate their understanding while promoting critical thinking, communication, and active learning skills.

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Sponsored by Chill Expeditions and Kiddom

Have you heard the whispers about one-pagers in the online teacher hallways? The concept of a one-pager, in which students share their most important takeaways on a single piece of blank paper, has really taken off recently.

The one-pagers I see on Instagram draw me in like a slice of double chocolate mousse cake. The artistry students bring to representing their texts on a single piece of paper, blending images and ideas in creative color, is almost hypnotizing for me. Perhaps you've had the same experience.

But it's the very beauty of the models that get posted that can drive students and teachers away from the one-pager activity. Sure, it's great for super artistic students, we tend to think, but what about everyone else?

Turns out it CAN be great for everyone. As long as you know how to structure it.

What Is a One-Pager?

Let's backtrack a bit and talk more about what a one-pager is. It's pretty simple, really. Students take what they've learned-from a history textbook, a novel, a poem, a podcast, a Ted Talk, a guest speaker, a film-and put the highlights onto a single piece of paper. AVID first developed this strategy, but now it's widely used in and out of AVID classrooms.

But why is this seemingly simple assignment so powerful?

As students create one-pagers, the information they put down becomes more memorable to them as they mix images and information. According to Allan Paivio's dual coding theory, the brain has two ways of processing: the visual and the verbal. The combination of the two leads to the most powerful results. Students will remember more when they've mixed language and imagery.

Plus, one-pagers provide variety, a way for them to share what they've learned that goes beyond the usual written options. Students tend to surprise themselves with what they come up with, and their work makes for powerful displays of learning. Plus, they're fun to make. Let's not pretend that doesn't matter.

So, assuming you're sold on trying this out, you're probably wondering what exactly goes into a one-pager?

Students might include quotations, ideas, images, analysis, key names and dates, and more. They might use their one-pagers to make connections to their own lives, to art or films, to pop culture, to what they're learning in their other classes. They might even do it all. You'd be amazed at how much can fit on a single piece of paper.

Many teachers create lists of what students should put inside their one-pagers. Knowing they need two quotations, several symbolic images, one key theme, etc., helps guide students in their work.

The Art Problem

When creating one-pagers, artistic students tend to feature more sketches, doodles, icons and lettering. Students wary of art tend to feature more text, and can be reluctant to engage with the visual part of the assignment at all.

It was this issue-the issue of the art-haters-that first drew me into one-pagers two years ago. I had seen some stunning one-pagers posted in my Facebook group, Creative High School English. But the comments that followed were always the same. "That's amazing work! But so many of my students don't like art...."

Those comments struck a chord with me. For years I had dealt with comments from some of my own students about their distaste for artistic materials when I would introduce creative projects. No matter how much I explained that it was the intention behind their choices that mattered, I always got some pushback if there were any artistic elements involved in a project.

Was there a way to tweak the one-pager assignment so every student would feel confident in their success?

Another problem was one of overall design: Though they knew they needed to hit all the requirements their teachers listed, students still seemed to be overwhelmed by that huge blank page. What should go where? Did colored pencils really have to be involved?

A Simple Solution: Templates

As I thought about the problem, I wondered if students would feel less overwhelmed if they knew what needed to go where. If the quotations had to be in the middle, the themes in the upper left, the images across the bottom, etc. I began to play around with the shapes tool in PowerPoint, creating different one-pager templates.

Then I began shaping my requirements, correlating each element with a space on the paper. Maybe the border could be the key quotations. The center would feature an important symbol. The themes could go in circles around the center. I developed a bunch of different templates for varied ways to respond to novels. Then I tried podcasts. Films. Poetry.

As I shared these templates with other teachers, I kept getting the same feedback: "It's working!"

That little bit of creative constraint actually frees students to use their imagination to represent what they have learned on the page without fear. They know what they need to put down, and where, but they are also free to expand and add to the template. To choose their own colors. To bring out what is most important to them through their creativity and artistry. And those super artistic students? They can just flip the template over and use the blank page on the back.

Beyond Novels

There are so many ways to integrate this creative strategy into your classroom. While one-pagers lend themselves beautifully to final assessments after reading independent novels, literature circle selections, or whole class novels, that's really just the beginning.

You can use them to get to know students better, as with a name tent or "about me" one-pager at the beginning of the year. One school used templates to have every student create a one-pager about their own lives, collecting them all into hallway displays as part of a project they called "Tell your Story."

You can also use them to help students focus in on the most important information in nonfiction articles and books. One EFL teacher in Croatia used the templates to have students share key takeaways from articles they read about social media. Not only did students have to analyze the text deeply to figure out what was most important, but the dual-coding theory suggests the process of creating the one-pagers will help them remember the information better.

Another great use for one-pagers is to keep students focused while absorbing media. When students are watching a film, listening to a podcast, or even attending an assembly with a guest speaker, they can be creating one-pagers as they listen, a kind of formalized version of sketchnotes.

Simple Steps for One-Pager Success

Whenever you're considering your options for assessment, throw one-pagers into the mix. The steps below should help you in creating an assignment for which every student has a roadmap to success.

1. Choose the elements you want your students to put onto their one-pagers. For example, quotations, key themes, literary elements, discussion of style, important characters or dates, connections to other disciplines, connections to their lives, connections to modern culture.

2. Create a layout using the shapes tool in PowerPoint or something similar (or grab a free set of templates here or here).

3. Connect your instructions to your layout. Make it clear which elements should go in which area of your template.

4. Create a simple rubric with the key categories you want your students to succeed with. With literary one-pagers, I use "Textual Analysis," "Required Elements," and "Thoroughness."

5. As you introduce the assignment, show students some examples of one-pagers to give them a sense for how they might proceed.

6. Give students time to work on their one-pagers in class so they can ask you questions. Consider providing some artistic materials if you can, or inviting students to bring them in. You can always let them complete the work at home if necessary.

7. Do a gallery walk of the one-pagers before you collect them, or have them present to each other in small groups. The students will learn a lot from seeing each other's representations.

8. Create a display after you grade the one-pagers with your rubric.

You can find more of Betsy's great ideas on her website, Spark Creativity.

Come back for more.
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A Simple Trick for Success with One-Pagers

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These visual tools allow students to synthesize learning, but some kids don't think they're talented enough to make them. A bit of creative constraint helps.

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Word maps can be an effective strategy and tool for students to enhance their understanding and retention of new vocabulary. This strategy involves visually organizing words and their connections, allowing students to make meaningful associations between words and concepts. When creating a word map, students start with a central word or concept and then branch out to related words or ideas. This encourages critical thinking and deepens their understanding of the words and word relationships. Word maps also provide a visual representation of vocabulary, making it easier for students to recall and apply the words in different contexts. By actively engaging with words through word maps, students can improve their vocabulary acquisition, reading comprehension, and overall language skills. Word Maps can be customized to suit individual learning styles and preferences, making it a versatile strategy for students of all ages and abilities.

Use in the Classroom:

In my classroom I will utilize word maps as a tool to front load unknown vocabulary in a new reading and foster vocabulary comprehension among students. This can be done collaboratively and the class can create a word map on the board or using digital tools, placing the new word in the center and branching out definitions, synonyms, using it in a sentence and drawing an image. This collaborative process helps activate prior knowledge and build a foundation for understanding the upcoming reading and vocabulary. By visually organizing and actively engaging with the words in the context of the reading, students will develop a deeper understanding of the vocabulary and enhance their comprehension skills.

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Baumann, J. F., & Kameenui, E. J. (1991). Research on vocabulary instruction: Ode to Voltaire. In J. Flood, J. D. Lapp, & J. R. Squire (Eds.), Handbook of research on teaching the English Language Arts (pp. 604-632). New York: Macmillan.

Colorín Colorado. (2007). Using Science to Develop ELLs Language Skills .

Jones, R. (2007). Strategies for Reading Comprehension: Vocabulary Word Maps .

Jones, R.C., & Thomas, T.G. (2006). Leave No Discipline Behind. The Reading Teacher, 60(1), 58-64.

Schwartz, R. M., & Raphael, T. E. (1985). Concept of definition: A key to improving students' vocabulary. The Reading Teacher, 39, 198-205

Texas Education Agency. (2002). Teaching Word Meanings as Concepts .

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A word map is a visual organizer that promotes vocabulary development. Using a graphic organizer, students think about terms or concepts in several ways. Most word map organizers engage students in developing a definition, synonyms, antonyms, and a picture for a given vocabulary word or concept.

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Cause and effect graphic organizers are valuable tools for students during reading because they help them understand the relationships between events, actions, and their consequences. These organizers provide a visual representation of cause-and-effect relationships, which can enhance comprehension and critical thinking skills. Using cause-and-effect graphic organizers, students can identify the main causes of an event or action and the resulting effects. This tool encourages students to think analytically and make connections between different events or actions in a text(Gibbs, 2021). These graphic organizers help students develop their ability to infer and predict outcomes based on the information provided. This tool supports students in comprehending complex texts by visually organizing cause-and-effect relationships, fostering deeper understanding and engagement with the reading material.

Use in the Classroom:

I will incorporate cause-and-effect graphic organizers as a tool to enhance reading comprehension and critical thinking skills among students. I will start by introducing the concept of cause-and-effect relationships and explaining how they contribute to understanding a text. I will model the process of using graphic organizers to identify and analyze cause-and-effect relationships in a shared reading activity. As students become more proficient in using this tool, I will extend their learning by having them create their own cause-and-effect graphic organizers for texts they read independently. By incorporating cause-and-effect graphic organizers into the classroom, I will foster a deeper understanding of texts and promote critical thinking skills among your students.

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KWL chart graphic organizers are an effective strategy for students to enhance their learning experience. The acronym KWL stands for Know, Want to know, and Learned. This chart is divided into three sections, allowing students to organize their thoughts and engage in active learning. In the "Know" section, students list what they already know about a topic, activating their prior knowledge and providing a foundation for new information. In the "Want to know" section, students write down questions or areas they are curious about, encouraging inquiry and critical thinking. The "Learned" section, students reflect on what they have learned after exploring the topic. This strategy promotes metacognition, helps students set learning goals, and enables them to track their progress. The KWL chart graphic organizers empower students to take ownership of their learning and foster a deeper understanding of the subject matter.

Use in the Classroom:

This tool and strategy can be used for a variety of purposes. I will use KWL charts as a formative assessment tool, allowing me to gauge my student's understanding and progress, but it will also enable me to activate their prior knowledge. By asking students what they already know about a topic, I can build upon their existing knowledge and make connections to new information. The KWL chart promotes metacognition as students reflect on their learning journey and identify areas they still want to explore. This tool will empower my students to take ownership of their learning, set goals, and monitor their own progress.

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The KWL Chart starts students thinking about what they now about a topic, what they ant to know, and what they have earned in the end. This note-taking device guides students through a three-step process to activate background knowledge, develop a purpose for learning, and summarize.

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Fanschool is a digital platform where students can create and manage digital portfolios. It can serve as a tool for students to track their progress and monitor their growth over time. With Fanschool, students can easily showcase their work, achievements, and skills in a professional and organized manner. By uploading and organizing their projects, assignments, and assessments, students can create a digital record of their academic and personal development. The platform allows students to reflect on their learning journey, set goals, and monitor their progress towards those goals. It provides a secure space for students to receive feedback from teachers, peers, and mentors, fostering a collaborative and supportive learning environment. Fanschool empowers students to take ownership of their learning and build a digital portfolio representing their unique educational journey.

Use in the Classroom:

I will use Fanschool in the classroom to help students create their own personal educational journal portfolios. This digital platform will provide students with a safe and easy-to-use space to showcase their learning and provide easy access to families and caregivers. I will also use Fanschool as a space for students to share their creative writing assignments and as a collaboration tool for learning topics.

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Students join free

You don't need permission to learn. Own your learning profile at Fanschool-your safe, social, successful learning community. Share a video you directed, a podcast you produced, or publish your favorite artwork. Collect and embed projects from a variety of tools you're already using to produce your mastery portfolio as you go.

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The safe learning network where students own and share their portfolios. Create publishing spaces, play real-world games, and activate your learning profile with family and fans.

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15 Challenges Guiding Document (1) (Lynette Owen)

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These Informational fluency projects can be used to equip students with essential skills for effectively navigating the plethora of information available on the internet. By engaging in a series of challenges, students are guided through the process of refining their internet search techniques, identifying credible sources, and efficiently navigating various websites. Through these challenges, students learn the importance of using appropriate keywords and refining search queries to obtain accurate and relevant results. They also develop critical evaluation skills, enabling them to discern reliable sources from unreliable ones and make informed decisions about the information they encounter online.

Use in the Classroom:

I want to use informational fluency projects to guide students in developing the necessary skills to search the internet safely, effectively, and efficiently for credible resources during research. By introducing them to various search techniques, such as using specific keywords, refining search queries, and utilizing advanced search filters, I aim to equip them with the tools needed to navigate online research to locate reliable information. I will emphasize the importance of critically evaluating sources and teaching students how to assess the credibility, authority, and accuracy of the information they encounter. By integrating hands-on activities and interactive exercises, I will provide students with practical experience navigating websites, extracting relevant information, and avoiding potential pitfalls.

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ReadWorks is an effective literacy tool that caters to the needs of both students and educators. For students, ReadWorks provides a large collection of high-quality reading materials and resources that can be chosen to align with their reading levels and interests. These materials include engaging articles, fiction and non-fiction texts, and comprehension questions that help students develop critical reading skills. ReadWorks offers various differentiated texts and supports, allowing students to build their reading stamina and confidence. For educators, ReadWorks offers a platform that allows them to easily assign reading materials, monitor student progress, and provide personalized feedback. The platform also provides valuable instructional resources, such as lesson plans, teaching guides, and assessment tools, which help educators enhance their teaching strategies and effectively engage their students in the learning process.

Use in the Classroom:

I plan to use ReadWorks to enhance my literacy instruction. I will use ReadWorks to assign reading materials that are aligned with the curriculum and cater to my students' diverse needs and reading levels. Assigning these materials can promote independent reading and provide opportunities for students to practice their comprehension skills. ReadWorks' variety of comprehension questions and activities can be used as formative assessments to gauge students' understanding of the texts. This can allow me to track their progress and provide targeted feedback to support their growth.

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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AdLit. (2023). Double-Entry Journals. AdLit. Retrieved February 6, 2024, from https://www.adlit.org/in-the-classroom/strategies/double-entry-journals

Benefield, K. (n.d.). 7 EXCELLENT TYPES OF GRAPHIC ORGANIZERS FOR READING. Wikipedia. Retrieved April 25, 2024, from https://teachingfourth.com/types-of-graphic-organizers-for-reading/

Bray, B. (2012, March 9). Inquiry Circles in Action. Rethinking Learning. Retrieved April 17, 2024, from https://barbarabray.net/2012/03/09/inquiry-circles-in-action/

Cult Of Pedagogy. (2015, April 15). The Jigsaw Method. YouTube. Retrieved April 20, 2024, from https://youtu.be/euhtXUgBEts

Ditch that Text Book. (2020, September 2). How to use Jamboard in the classroom: 20+ tips and ideas. Ditch That Textbook. Retrieved May 15, 2024, from https://ditchthattextbook.com/jamboard/

Gibbs, A. (2021, April 27). Effective Literacy Lesson: Teaching Identification of Cause and Effect Relationships in Texts. Iowa Reading Research Center. Retrieved May 2, 2024, from https://irrc.education.uiowa.edu/blog/2021/04/effective-literacy-lesson-teaching-identification-cause-and-effect-relationships-texts

Gunning, T. G. (2012). Building Literacy in Secondary Content Area Classrooms. Pearson.

McDonald, E. (2019, May 26). A Simple Trick for Success with One-Pagers. Cult of Pedagogy. Retrieved May 1, 2024, from https://www.cultofpedagogy.com/one-pagers/

Owen, L. (n.d.). 15 Challenges Guiding Document.

Reading Rockets. (n.d.). RAFT. Reading Rockets. Retrieved April 9, 2024, from https://www.readingrockets.org/classroom/classroom-strategies/raft

Reading Rockets. (2024). Framed Paragraphs. Reading Rockets. Retrieved April 8, 2024, from https://www.readingrockets.org/classroom/classroom-strategies/framed-paragraphs

Reading Rockets. (2024). Think-alouds. Reading Rockets. Retrieved April 17, 2024, from https://www.readingrockets.org/classroom/classroom-strategies/think-alouds

Reading Rockets. (2024). Think-Pair-Share. Reading Rockets. Retrieved April 17, 2024, from https://www.readingrockets.org/classroom/classroom-strategies/think-pair-share

Read Write Talk. (2009, November 15). Hold Your Thinking – Read… Write… Talk…. Read... Write... Talk... Retrieved April 8, 2024, from https://readwritetalk.wordpress.com/2009/11/15/hold-your-thinking/

Rowton, J. (2014). Read, cover, remember, retell. YouTube. Retrieved April 15, 2024, from https://www.youtube.com/watch?si=iFw0iTO5GY6u9h3r&v=W2IslC-2z_w&feature=youtu.be

Serravallo, J. (2023). The Reading Strategies Book 2.0: Your Research-Based Guide to Developing Skilled Readers. Heinemann Educational Books.

A Teachers Ruminations. (2017, April 5). The Reading Strategies Book - Chapter 12, Supporting Students' Conversations – Speaking, Listening, and Deepening Comprehension. A Teacher's Ruminations. Retrieved April 18, 2024, from https://ateachersruminations.blogspot.com/2017/04/the-reading-strategies-book-chapter-12.html

YouTube. (2013, November 14). How to do a Fishbowl - TeachLikeThis. YouTube. Retrieved April 17, 2024, from https://www.youtube.com/watch?v=xkWl9b0FZSE