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Text Messages to Create Learning Authentic Text

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Text Messages to Create Learning Authentic Text

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This is actually so neat and so RELEVANT to students today in any grade!

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iFake Text Message is a great tool for creating authentic looking materials to engage students and shift materials design into a genre that's both relevant and familiar. The tool enables you to create a screen image of a text conversation.

Creating a fake text is easy just go to: https://ifaketextmessage.com/

Type your message into the field on the left and you will see it appear on the screen on the right.

Then just add more text and build your conversation.

You can customise most of the features of the screen to make it look more authentic.

When you have finished just click on the 'Create Image' button. You can then download it and add it to your materials.

Here are a few ways you can use this with students

Gapped dialogues - Create gapped dialogues and see if your students can work out what goes in the gaps.

Conversation starters - Create the beginning of a conversation and get your students to work in pairs to continue it (They can create the next screen using https://ifaketextmessage.com/).

Dialogue rebuild - Create a longer conversation that takes 4 to 5 screens, then give your students the screen images and ask them to put them in order.

Reported speech - Use a screen image to practise reported speech. Students have to report what they read in the conversation.

Famous conversations - Get your students to think of two famous people and then create a dialogue between them.

Finding errors - Recycle some of your students' common errors by putting them into text conversations. Then get the students to try to find and correct the errors.

Exploring cyber-bullying - Create a collection of screens that students can look at and decide whether they constitute harassment and discuss how they should respond.

Writing prompt - Create the beginning of a dialogue from a horror / romance or even sci-fi story. Get the students to continue the story.

Vocabulary record - Give the students 3 - 4 new words they have been learning and ask them to create a dialogue that includes the words.
Shakespeare as SMS - Use https://transl8it.com/ to translate a few lines from a Shakespeare play into texting language and see if your students can decode them.

I hope you enjoy these ideas and think of others to use with your students. If you'd like to find more activities like these check out my ebook - 20 Tech Enhanced Activities for the Language Classroom.

Nik Peachey

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Using Fake Text Messages to Create Learning Activities

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iFake Text Message is a great tool for creating authentic looking materials to engage students and shift materials design into a genre that's both relevant and familiar. The tool enables you to create a screen image of a text conversation.

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Set aside those amazing ESL curriculum and teaching materials for a sec.

I want to put something else in your hands: authentic materials.

Can you feel the power they hold?

Can you see the various forms they take?

Do you know exactly how to use them?

Probably not yet, but that's exactly what I'll share with you here!

As ESL teachers, we have many helpful ESL resources to aid our classroom teaching. And we're lucky we can take advantage of technology to find excellent ESL teaching tools online.

But a great ESL teacher will also recognize the limitation of ESL materials and try to introduce authentic materials to expose students to English in the real world.

What Do Authentic English Materials Look Like?

Unlike the ESL materials, worksheets, study guides and other lesson plans you download from the web, authentic materials are resources created for native speakers of the target language.

There are no reading comprehension tests and vocabulary sections at the end of an article to quiz students' understanding.

To get your mind thinking of all the possibilities, authentic materials can include:

Listening: TV shows, radio, commercials, news broadcasts, documentaries, movies, phone messages, etc.

Visual: photographs, art works, signs with symbols, postcards, picture books, etc.

Printed: restaurant menus, newspaper articles, bulletin board advertisements, company websites, coupons, sales catalogues, travel brochures, maps, telephone books, signs, blogs, movie posters, food labels, etc.

Here's a bonus tip: For a great selection of authentic videos, head over to FluentU. FluentU is an online immersion platform that takes real-world videos-like music videos, movie trailers, news and inspiring talks-and turns them into personalized language learning lessons. You can browse videos by difficulty (beginner to native), topic (arts and entertainment, health and lifestyle, etc.) and format (video blog, news, shows, etc.).

Students can get the most out of the clips by spending time in FluentU's unique "learn mode" before or after watching a video to learn all that the clip has to offer. "Learn mode" takes a student's learning history into account, asking questions based on what he or she already knows, which sets students up for success.

Benefits of Teaching ESL with Authentic English Materials

Give your students authentic materials to boost their confidence and experience "real" language with the support of constructive feedback.

The main benefits of using real English are clear. By using authentic materials, students will encounter words and constructions that they'd probably never see in formal ESL materials. They'll learn abbreviations when looking and handwritten notes, and hear the true tone, see body language and encounter filler "umm"s of native speakers when listening.

If listening to an authentic audio source, students will also have to filter out the background noises, and at times really concentrate to understand friends talking over one another. It could prove more challenging than clear ESL recordings, but it's a taste of what's really out there.

Authentic materials will no-doubt expose your students to culture, so you can actually take the context into consideration instead of just looking at how language is used.

The fact that these resources are the real deal will also increase students' motivation and better meet the learner's needs. The goal is to understand and use English in real life, so using authentic resources will teach the student what he or she needs to know to get there.

Choosing the "Right" Authentic Materials for Teaching English

Maximize the benefits of authentic materials in your ESL lesson by evaluating its content and readability. Ask yourself these questions:

Q1: Is the content relevant or interesting?

Try to pick topics that are relevant and of interest to your students. While you may be a fan of the American Revolution, your students may be overwhelmed by the names, geographic locations, dates and other theoretical facts.

Providing materials that are both practical and applicable can spark interest, while helping students to see the relevance of ESL classroom lessons in real life.

Q2: Is the length appropriate?

The length of the content can cost your lesson (and your students) more than you ever imagined. Don't scare your students off with a lengthy article. Instead, provide articles that could be finished in a two-hour class period or less.

Q3: How difficult is the content or subject?

Remember to choose material that is linguistically appropriate. Before handing out authentic materials, make sure you read through them to plan lessons and in-class activities that will reinforce a known idea, teach a new word or explain a complex concept.

4 Creative Ways to Use Authentic Materials in Your ESL Classroom

Make authentic materials fun and interesting by seasoning your classroom activities with a dash of creativity. Here are some great ideas to integrate authentic materials into your ESL classroom.

1. Weather Report: There Is a Blizzard on the Way!

Familiarize your students with the U.S. climate by exposing them to weather reports. While you can definitely do your search of "weather reports" on Google, www.weather.com is the perfect place to go.

As a national and local weather forecast, Weather.com features a wide range of weather reports as well as some interesting aftermath disaster analysis. Want to know what happened to the MS World Discover Cruise ship after it was wrecked in 2000? Weather.com will tell you!

summarizes key points in the weather report

teaches 2-3 vocabulary related to the weather condition

gives practical tips on how to prepare for this kind of catastrophe

Another great feature of Weather.com is that not only does it provide short weather write-ups, but also mini-clips to brush up your students' listening comprehension.

Read a weather report or watch a video from Weather.com in class. Feel free to ask your students to do further research on the subject and make a mini-lesson/presentation that:

Is there a blizzard on the way? Your students can tell you all about it!

2. Menus: Order Your Favorite Dish

Food plays an important role in our students' lives. Introduce them to some of the common dishes in America so they can order their meals with confidence.

Give students a worksheet where they can write down what they order at each station. Include a section for price.

Divide students into teams so they will need to move together from one station to another.

At each station, a team member should be the waiter/waitress and use the back of his/her worksheet to take orders.

Many restaurants have their menus online so you can easily download them without driving around the neighborhood. Do try to use local restaurants, though, as this will make it more meaningful for your students.

For this activity, you will need several copies of restaurant menus. Each station should have a set of different menus to represent: Drinks/Appetizers, Salad/Soups, Meals/Entrees, and Dessert.

Students can take a dictionary with them to look up food terms. If needed, students can call the manager (you, the teacher) for help. Have the students calculate their spending at the end and learn to figure out how to tip their waiter/waitress for a complete restaurant experience.
Job Search
3. Job Opening: 1-2-3 I Need a Job!
While in Class...
This is by far the most popular activity. After all, who doesn't want to find a good job and live a comfortable life?

What keywords did you use in your "What" section to find the jobs you really want?

What is the job, and what are your duties?

Why did you pick this job? Discuss your decision-making process to help other students to find their dream jobs too.

Accommodations...
Give your students the full experience of job hunt by directing them to the easy-to-use site indeed.com. All they have to do is to fill out the "What" and "Where" sections, and Indeed will immediately generate a list of job openings. Have your students look through the job descriptions and bring three of them to class for discussion.

Form a small group and have each person present his/her job search process. Some questions students should be answering include:
Job Application
Depending on the level of your student, you might want to model the process and go through the steps of filtering through a job openings list in class. If you like, you could pick a job, print out its description and hand it out for a lively in-class discussion.

Make the exercise fun and applicable to help your students think ahead and prepare themselves for future careers. Questions such as, "What are some qualifications for this job?" and What can you do to prepare for it?" are particularly practical and thought-provoking. They inspire students to dream and overcome learning challenges for a greater purpose.

Because many companies use an online application form to screen their candidates, you can have a class lesson set aside to have students fill out online job searcher profiles. Websites like CareerBuilder.com and Moster.com are great places to start.

Both websites give job searchers the option to create an online profile. The process emulates t hat of an online job application because students will be asked to fill out basic information about themselves, upload a resume and even submit a profile photo. There is also a section for students to briefly introduce themselves to the hiring world.

4. The Reporter: Fact or Fiction

This exercise provides the perfect opportunity to challenge students' critical thinking skills. Students also gain valuable learning experience in data interpretation so they could effectively evaluate the validity of a report and consider it beyond face value.

To start, have students go on The New York Times website to find an article of their interest. (You can only access a limited number of NYT articles per month for free, but as this is a valuable resource for students to be able to use from your classroom, a subscription can be a great investment.)

Students then remake the news by adding a few personal opinions or imaginary events/people of their own. This is also the perfect opportunity for you to discuss the importance of paraphrasing as well as the devastating academic and social consequences of plagiarism.

Ask the students to bring the finished product to class and work in groups to distinguish fact from fiction. For maximum effect, try to have groups of 4-5 students. Students will then print out copies of their rewritten work and give a copy to each group member.

Readers are responsible for circling information they think is fictional. The writer should also keep an original copy for him or herself to provide answers at the end of each round.

Connect Your Classroom to the World

Authentic materials bridge the gap between classroom language use and real life language use by bringing familiar linguistic situations and materials right into the classroom. When teachers use authentic materials, they are in fact helping ESL students to make a comfortable transition into the L2 culture.

Give your students some weather reports and ask them to apply for a few jobs on the web to make learning a part of their everyday life. Your students will appreciate the lessons and remember new words much better when they need to use them for survival.

So let's put away the ESL workbooks and experiment with the "real stuff" out there!

Elena is a linguist who enjoys helping ESL teachers and students to find ingenuity beyond the conventional ESL learning process. Besides teaching, Elena is also a freelance content writer who provides engaging and SEO content for business of all niches. Read more about her writing service at My Content Hopper.

FluentU takes real-world videos-like music videos, cartoons, documentaries and more-and turns them into personalized language learning lessons for you and your students.
Oh, and One More Thing...

If you're really digging these authentic activities, then you've got to try FluentU.

It's got a huge collection of authentic English videos that people in the English-speaking world actually watch on the regular. These are videos that your students already love watching, so they'll be beyond excited to interact with them in the classroom.

On FluentU, all the videos are sorted by skill level and are carefully annotated for students. Words come with example sentences and definitions. Students will be able to add them to their own vocabulary lists, and even see how the words are used in other videos.

Worried that students might be stumped by some of the harder videos? No way. FluentU brings authentic content within reach by providing interactive captions and in-context definitions right on-screen. For example, if a student taps on the word "brought," they'll see this:

Plus, these great videos are all accompanied by interactive features and active learning tools for students, like multimedia flashcards and fun games like "fill in the blank."
Bring English immersion to your classroom!
It's perfect for in-class activities, group projects and solo homework assignments. Not to mention, it's guaranteed to get your students excited about English!

If you liked this post, something tells me that you'll love FluentU, the best way to teach English with real-world videos.

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4 Creative Ways to Use Authentic Materials for Teaching English

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Set aside those amazing ESL curriculum and teaching materials for a sec.I want to put something else in your hands: authentic materials.Can you feel the power they hold?Can you see the various forms they take?Do you know exactly how to use them?Probably not yet, but that's exactl

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Have you ever wondered about the term authentic text, or exactly what guided reading is, or how to help kids make the most of summer reading? If so, check out these three don't-miss posts from EDU, our education blog! https://t.co/Q4HFTmD66k https://t.co/a4YCV8xv0q

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Have you ever wondered about the term authentic text, or exactly what guided reading is, or how to help kids make the most of summer reading? If so, check out these three don't-miss posts from EDU, our education blog! https://t.co/Q4HFTmD66k https://t.co/a4YCV8xv0q

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Have you ever wondered about the term authentic text, or exactly what guided reading is, or how to help kids make the most of summer reading? If so, check out these three don't-miss posts from EDU, our education blog! https://t.co/Q4HFTmD66k pic.twitter.com/a4YCV8xv0q
— Scholastic (@Scholastic) May 2, 2018

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Have you ever wondered about the term authentic text, or exactly what guided reading is, or how to help kids make the most of summer reading? If so, check out these three don't-miss posts from EDU, our education blog! https://t.co/Q4HFTmD66k https://t.co/a4YCV8xv0q

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Have you ever wondered about the term authentic text, or exactly what guided reading is, or how to help kids make the most of summer reading? If so, check out these three don't-miss posts from EDU, our education blog! https://t.co/Q4HFTmD66k https://t.co/a4YCV8xv0q

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Have you ever wondered about the term authentic text, or exactly what guided reading is, or how to help kids make the most of summer reading? If so, check out these three don't-miss posts from EDU, our education blog! https://t.co/Q4HFTmD66k https://t.co/a4YCV8xv0q

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Authentic Materials for Teaching Languages 

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Authentic Materials for Teaching Languages 

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I thought this was so cool that you could use it for teaching languages also!!

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Authentic Materials for Teaching Languages: RESOURCES

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Great resources that are easy to pick through

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CCSS-aligned instructional materials include authentic reading materials. Authentic reading materials include published works that are typically encountered by students in daily life, such as in magazines, books or newspapers. The use of authentic reading material may mean that some material is emotionally charged or may use language outside of a student's particular cultural experience.

As always, curriculum decisions are made at the local level.

Central to the heart of the Common Core State Standards (CCSS) for English Language Arts & Literacy is reading, writing, speaking and listening grounded in text. CCSS aligned assessment and instruction requires texts be of quality-that is, worth reading and re-reading, and capable of supporting rigorous questions grounded in evidence from the text. Inherent in the standards is the need to engage students in texts of appropriate complexity for their grade level and to direct student attention to the complexity of the texts. This document serves to guide educators in how to select texts that can support CCSS-aligned instruction and assessment as well as some resources to find these texts.
Guidance for selection: Quality and Opportunity for CCSS aligned instruction and assessment
Texts that support CCSS must contain the specific characteristics necessary to measure different standards. According to the standards, the two kinds of texts that should be used in CCSS aligned instruction and assessments are literary and informational texts.

Literary Texts:

For K-5: includes children's adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth

For 6-12: includes subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels)

Dramas

For K-5: includes staged dialogue and brief familiar scenes

For 6-12: includes one-act and multi-act plays, both in written form and on film

Poetry

For K-5: includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem

For 6-12: the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics

Informational Texts:
Literary Nonfiction

For K-5: includes biographies and autobiographies

For 6-12: includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience

Historical, Scientific, and Technical Texts

For K-5: texts about history, social studies, science, and the arts; technical texts, including directions, forms, and information displayed in graphs, charts, or maps, and digital sources on a range of topics.

For 6-12: includes historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience.

All texts should display:

Craft: at a level that is noteworthy and or widely recognized

Significance: the text is seminal or influential in its respective genre

Content: the text contains ideas or themes that are interesting, engaging, provocative, and significant

Selected texts need not have all three of these criteria, but the standards demand that some of them are present in selected texts.

Informational texts should display:

Relevant and accurate content

A clear point of view and/or purpose

A discernible main idea and a developed and clear organizational structure

Any argumentation in the text should contain claims supported by evidence in the text

Literary texts should display:

Significant themes that can support analysis

A developed and clear narrative structure

A clearly discernible point of view

Again, selected informational and literary texts need not have all of these criteria, but the standards demand that some of them are present in selected texts.
Guidance for selection: Complexity
When choosing texts for instruction and assessment at any grade level, educators should consider three dimensions of text complexity:

1. Use of quantitative measures to assign a text to a grade band.

2. Use of qualitative measures to locate a text within a specific grade band.

3. Use of professional judgment to decide how suited a text is for a specific instructional purpose with a particular set of students.

In regards to selecting K-12 passages that are appropriately complex according to these multiple measures and can support CCSS-level questioning and assessment, there are several resources available that help with the process. Note that the resources listed below are in varying stages in development and completion and that this resource list will be updated periodically.

Student Achievement Partners has developed a group of tools that address the essential qualitative, quantitative, and matching-reader-to-task considerations while selecting texts. As described in the Common Core, and Appendix A, all three pieces should be considered when selecting texts.
http://www.achievethecore.org/steal-these-tools/text-complexity
Within the text of the P-12 Common Core Learning Standards for ELA and Literacy, there are some suggestions for K-5 on page 42. Additionally, Appendix B is another excellent resource that includes literary and informational text exemplars.
http://engageny.org/resource/appendix-b-common-core-standards-for-elaliteracy-text-exemplars-and-sample-performance
Resources for locating potential texts:

In terms of where to find additional passages, NovelNY provides access to online databases which have articles on all curriculum topics, with Lexiles indicated for each article. They offer databases for elementary, middle school, as well as secondary curriculum levels. These resources are free for anyone who has access to the Internet and holds a public library card, New York driver license, or New York non-driver ID. Your building librarian likely has links to these resources on your school's webpage.
http://novelnewyork.org/
Libraries and librarians are also great resources. Your school librarian is likely an under-tapped resource with many library catalogs searchable by Lexile. Your librarian can lead you to a plethora of appropriate materials for learning centers, online access of articles, complexity tools and more. NYS School Library Systems Association has led a resource aggregation for many additional resources to meet the Common Core Learning Standards and curriculum modules. Please visit the following site for an example of such a site:
https://nyslsa-schoollibrarians-elamodules.wikispaces.com/
The Text Project provides teacher resources and trade books aligned to CCSS measures of complexity. There is a section on the site for the Common Core and text complexity.
http://textproject.org http://textproject.org/professional-development/text-matters/7-actions-that-teachers-can-take-right-now-text-complexity/
The Library of Congress has a database where you can search for classroom materials by CCSS and grade level. In addition, your school librarian can link you to many primary source archives which are available such as the NYS Archives.
http://www.loc.gov/teachers/ http://www.archives.nysed.gov/aindex.shtml
For teachers who use Basal readers, the Basal Alignment Project is available at (use the code "etuyrm" to join). Note that this is not a text resource, but more of a task and question resource for existing texts.
http://www.edmodo.com

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Selection of Authentic Texts for Common Core Instruction: Guidance and a List of Resources for Text Selection

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CCSS-aligned instructional materials include authentic reading materials. Authentic reading materials include published works that are typically encountered by students in daily life, such as in magazines, books or newspapers. The use of authentic reading material may mean that some material is emotionally charged or may use language outside of a student's particular cultural experience.

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Ideas for Using Authentic Texts with Low-level ESL Classes

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Ideas for Using Authentic Texts with Low-level ESL Classes

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Examples of things you can do with your ESL classes

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Are you sick of using contrived reading texts and dialogues in your low-level classes? Don't be afraid to bring in authentic reading materials. On top of fostering practical skills, students get a charge out of talking about something real. Here are some suggestions:

1. Supermarket Ads--There are a lot of possible activities using supermarket ads. Here's a good follow-up for food vocabulary, recipes, etc: Bring in multiple copies of supermarket circulars. Put students in groups of three. Tell each group they are friends planning a dinner party. Each group has $75 to spend. After planning their party, each group elects one student to present to the rest of the class. Once all the groups have presented, ask the class to vote on which dinner party they would most like to attend.

2. Delivery Menus--You can pick up delivery menus from many Chinese and Indian and restaurants. Others might work too. After reviewing menu/food vocabulary, put students in groups of three or four. The task is for groups to decide collectively on what they will have for dinner. (You may need to tell your students that in the United States, it is common to order food for everyone to share; the bill is usually divided equally.) Give each student a role card. Possible roles could be: "You're a vegetarian, but you don't like mushrooms or spinach." "You only have ten dollars to contribute to the meal. You really like spicy food." "You love shrimp. You will be very unhappy if your group doesn't order at least one shrimp dish." "You have a sensitive stomach and cannot eat spicy food." After each group decides they should elect one member of the group to participate in a telephone role-play in front of the whole class.

3. Labels--You can use either food or clothing labels. For clothing labels, simply bring in around seven different garments and hang these in places around the room. Review clothing/laundry vocabulary with the class. Then, give each pair a short worksheet which describes each clothing item (e.g. the plaid Gap shirt, or the wool sweater) and asks the same set of questions for each item. Some possible questions could be: " Are you going to put it in the washing machine, wash it by hand or take it to the dry-cleaners?" "Hot, warm or cold water?" "Are you going to put it in the dryer, hang it up or dry it flat?" or "Does it need to be ironed?"

4. Simple Comic Strips--White-out the text bubbles. Make multiple copies of the same strip. Distribute one per pair. Students work together to fill in the bubbles while you circulate and assist. Once the students are finished, post their comic strips to allow their classmates to compare with the other versions. You may then want to give them the original for class discussion.

5. (Free) Bar Postcards--If you live in an urban area in an English-speaking country, you probably know that you can pick up lots of free postcards at your local bar. These postcards advertise merchandise and services. You could bring in multiple copies of 5-10 different postcards and have pairs each select a few of them. Pairs can then answer a series of questions. For example: Describe the picture. What's being advertised? Where is the place located? Would you buy this product or service? Why or why not? (If the postcards are similar enough, you could even have students write up individual descriptions. Then post these descriptions and have the rest of the class decide which postcard is being described.)

You could also try using bills, flyers, classifieds, pictures of signs, recipes, CD inserts or club ads with low-level classes. Just make sure that you provide enough structure by giving specific tasks. Otherwise, you'll run the risk of frustrated students staring blankly at an overwhelming array of information.

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Ideas for Using Authentic Texts with Low-level ESL Classes

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Are you sick of using contrived reading texts and dialogues in your low-level classes? Don't be afraid to bring in authentic reading materials. On top of fostering practical skills, students get a charge out of talking about something real. Here are some suggestions: Supermarket Ads--There are a lot of possible activities using supermarket ads.

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Short and Sweet Description of Authentic Text

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Taking Intervention to the Next level with Authentic Text

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Taking Intervention to the Next level with Authentic Text

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I found this though pinterest, so that is the link that I provided, but if you click on the picture there, it will take you to a website with examples and book studies.

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Taking Reading Intervention to the Next Level with Authentic Text | ***Guided Reading | Pinterest | Texts, Special education and Resource room

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Taking Reading Intervention to the Next Level with Authentic Text

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The Effect Of Using Authentic Materials In Teaching

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The Effect Of Using Authentic Materials In Teaching

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Rashid Hamed Al Azri, Majid Hilal Al-Rashdi

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Examples of Authentic Text for Social Studies

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Examples of Authentic Text for Social Studies

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From Twitter

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What are some authentic texts that students should be reading in social studies classes? Can you think of any more to add to the ones that EHHS teachers started to brainstorm today? #weareEHPS #EHPSStartWithWhy #sschat https://t.co/Y5JfdsAOXu

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What are some authentic texts that students should be reading in social studies classes? Can you think of any more to add to the ones that EHHS teachers started to brainstorm today? #weareEHPS #EHPSStartWithWhy #sschat https://t.co/Y5JfdsAOXu

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What are some authentic texts that students should be reading in social studies classes? Can you think of any more to add to the ones that EHHS teachers started to brainstorm today? #weareEHPS #EHPSStartWithWhy #sschat pic.twitter.com/Y5JfdsAOXu
— Joe Marangell, Ed.D. (@jmarangell) September 11, 2018

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What are some authentic texts that students should be reading in social studies classes? Can you think of any more to add to the ones that EHHS teachers started to brainstorm today? #weareEHPS #EHPSStartWithWhy #sschat https://t.co/Y5JfdsAOXu

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What are some authentic texts that students should be reading in social studies classes? Can you think of any more to add to the ones that EHHS teachers started to brainstorm today? #weareEHPS #EHPSStartWithWhy #sschat https://t.co/Y5JfdsAOXu

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What are some authentic texts that students should be reading in social studies classes? Can you think of any more to add to the ones that EHHS teachers started to brainstorm today? #weareEHPS #EHPSStartWithWhy #sschat https://t.co/Y5JfdsAOXu