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How I Trick My Middle Schoolers Into Enjoying Reading

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Reading, math and more for kindergarten to grade 5. Thousands of free worksheets in math, reading, science, vocabulary, spelling, grammar and writing.

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For the longest time, I thought anchor charts were for elementary classrooms. I'd see photos floating around on social media, but I never gave them a second thought in terms of application in a middle or high school classroom. I know I wasn't alone, as it's somewhat rare for secondary teachers to talk about using them.

More recently, I've come to realize that anchor charts are absolutely appropriate - and beneficial - for a secondary classroom. Let's explore why we should and how we could be using them.

THE BENEFITS OF ANCHOR CHARTS

Most teachers incorporate mini (or maxi) lessons on a regular basis. As students learn new information, anchor charts are a way to help them ground their learning. Because of the way we create them (more on that later), they help students to synthesize their thinking about an important topic or skill.

Generally, we use anchor charts for information students will need to come back to throughout the year. Often, anchor charts are used with essential standard concepts and related strategies.

With reading, for example, you might create anchor charts for signposts, reading strategies, or text structure. Perhaps you want students to remember sentence types, transitions, or word choice concepts with writing and grammar. You can also create anchor charts for classroom procedures and reading and writing workshop expectations, among a plethora of other options.

Creating anchor charts provides a content-rich classroom decoration piece which serves as a bridge between introductory lessons and practice opportunities. When students use them as a reference, they are reminded of prior learning and can more easily make connections with new information.

Students who appreciate scaffolding, ELL students, and anyone who is learning a brand new concept can benefit from anchor charts.

Bottom line: Anchor charts make learning visible.

TIPS FOR USING ANCHOR CHARTS

The benefits of using anchor charts are clear, but actually implementing them can be more of a gray area. When I first began exploring them, I had a lot of questions. Perhaps you do, too. I'm happy to share my learning.

WHEN TO CREATE THEM

Ideally, anchor charts should be created with students. They need to contribute to the synthesis of information. As you teach your lesson, you can pause and add important information, like definitions, questions students should ask, strategies, and images or symbols.

However, secondary classrooms are fast-paced. Our building only has 44 minute class periods. With tight schedules like these, it's difficult to stick to idealism. It's best to create anchor charts with students, but we have to prioritize.

If you're crunched for time, it's understandable to create the anchor chart...or an outline for one...in advance. However, I'd suggest still providing opportunities for students to think about what should be included. Otherwise, they're really more of a poster.

For example, instead of pausing throughout the lesson to add to an anchor chart, which does take time, ask students to create their own version - inspired by yours - afterward. This opportunity allows them to do some critical thinking without extending the mini lesson.

However, I wouldn't recommend that creating anchor charts in advance be the norm.

MULTIPLE CLASS DILEMMA

In our building, teachers have six sections of the same grade level class. That's a lot of expensive paper! Plus, what will you do with six very similar anchor charts?

To problem solve, you might design the reference tool on the white board. At the end of each period, take a picture of that class's creation. Then, combine the best, most memorable elements from each class into one reference chart at the end of the day. This approach is helpful because you can use it to review with students and discuss ideas from other class periods.

Another option is to have students create mini anchor charts that they can keep in their folders, binders, or notebooks. This activity can be spun in many ways. For instance, students can work with groups to encourage critical thinking and discussion.

REUSING THEM FROM YEAR TO YEAR

After all the effort it takes to create them, it can be difficult to fathom only using them during one school year. Anchor charts generally aren't "reused" year to year. However, they can carry over in a couple ways.

First, you'll begin to notice patterns. After you get comfortable with creating an anchor chart for a given topic, you'll know what works and what doesn't. You'll have an idea of what must be included because it resonates with students. In other words, by creating and recreating each year, the process will go more smoothly each time.

Also, take photos! When you have anchor charts you love, take photos of them so that you can share them with students as additional references. Sure, if you have room to store them, it doesn't hurt. But, pulling them out of a closet and using them over and over again undercuts some of the most important learning benefits for students.

MAKING THEM APPEAL TO OLDER STUDENTS

Do anchor charts appeal to older students? Honestly, involving middle and high school students in the process of creating them is an effective way to increase engagement. When they are involved in their learning, the lesson naturally appeals more to them.

Some anchor charts are clearly designed for younger students. Paying attention to color palettes, depth of skills and strategies, and illustrations can help make anchor charts appear more "secondary" style.

If you include people, make them look older! If you include objects, choose things that are relatable to teens whenever possible. And, use examples that are relevant to tweens and teens.

Consider allowing students to add specific elements to the anchor chart during the lesson to magnify ownership.

PRIORITIZING WHICH CHARTS TO CREATE

While anchor charts are beneficial teaching tools, it's important not to overuse them. If you create an anchor chart for every lesson, where would you put them all? Here are some helpful questions to guide your decisions:

Is this topic/skill related to an essential or power standard for my class?

Is this topic/skill something that students tend to struggle with each year?

Will we be coming back to this topic or skill regularly throughout the year?

Am I going to want students to connect new learning to this topic or skill?

Will this anchor chart help my classroom to run more smoothly?

MATERIALS FOR CREATION

When creating anchor charts, teachers have different preferences. One thing to consider is how you want to hang them. Will you attach them with binder clips to string? Will you stick them to the wall? I prefer large Post-It easel pads*, but a lot of teachers use chart paper.

Either way, my favorite markers to use are these and these. I like to have different tip sizes to work with.

BUT I'M NOT ARTSY

Whether you have Pinterest-worthy anchor charts hanging in your classroom or not is of no consequence. You don't have to have pretty handwriting or amazing illustration skills to create meaningful reference points with your students.

Look! Here is an example of a "non-pretty" anchor chart I made with a co-worker as we were introducing writing workshop expectations.

Students can read these anchor charts. They contain valuable information the class refer back to throughout the year, and it will help the room run more smoothly.

If you happen to have handwriting that is illegible, that would be a problem. In this case, you could have a student scribe the anchor chart for you as you teach the lesson.

What thoughts do you have about creating anchor charts? They're not just for elementary classrooms. Share any questions or tips you have to offer in the comments below.

+ The materials linked in this post are Amazon affiliate links. If you purchase from them, I will receive a small profit at no expense to you.

RELATED READING

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Why Anchor Charts?

Anchor charts can be made at the beginning or end of a lesson or unit, and contain important visual reminders of information. Their design is often tailored to the subject at hand, with related images or colors. Since they can be so varied, it's fun to customize them with your students! This way, the students will either know what to expect out of a lesson or they'll be able to sum up the important information they learned.

Make an Anchor Chart

To make an anchor chart, click the "Customize this Example" button below. Once you're in the Storyboard Creator, click on any of the elements on the template to change them to fit your needs. Add new images and words to make your poster pop! Don't forget to change the colors or add more! Make the poster your own. When you're done, hit save and follow the instructions. You can print off your poster from the next screen, or it will be saved to your account.
Happy Creating!

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Anchor Chart Template | Make Anchor Chart Posters

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Listen to the interview with Angela Peery:
Sponsored by Google for Education's Applied Digital Skills and fastIEP

I've been an educator for 36 years, and if there's one thing I think every educator can agree on, it's that increasing the number of words our students know is a good thing. Period.

This is supported by decades of research:

A rich vocabulary supports content knowledge in all disciplines. Conceptual understanding, along with both general and specific word knowledge, impacts learning at every age level, starting with oral language development in preschool. When older students know the meaning of specific words and are able to put related words together during a unit of study, they can connect to new content more readily and remember more (Marzano & Simms, 2013).

Word knowledge is key for reading comprehension. Kindergarten students' word knowledge predicts reading comprehension in second grade (Catts, Fey, Zhang, & Tomblin, 1999; Roth, Speece, & Cooper, 2002), and this persists through fourth grade (Wagner, Muse, & Tannenbaum, 2007). Even more surprisingly, Cunningham and Stanovich (1997) find that first-grade students' vocabulary knowledge predicts their reading comprehension level much later, in the eleventh grade.

Students who are deficient in vocabulary face numerous obstacles, including having much lower reading comprehension. Their reading range is thus limited, their writing lacks specificity and voice, and their spoken language lacks range of word choice. They risk reading less (both in volume and frequency), not understanding content-area texts or concepts well, writing lackluster essays and reports, and not being able to express themselves as well verbally.

This is why all teachers should address vocabulary instruction head-on.

But what words should be taught? In English language arts/reading classrooms, explicit vocabulary instruction should focus on general academic words (Beck, McKeown & Kucan, 2013). These words cut across disciplines and help students speak, read, and write well in all the academic settings in which they'll find themselves. In every discipline, there are also domain-specific terms students need to understand and learn.

8 Vocabulary-Building Strategies

Good vocabulary instruction can and should happen throughout the school day. This can happen through incidental learning, when students talk with and listen to others, watch videos, play games, and read independently, through explicit instruction, which are more structured activities, or with the help of digital tools.

The strategies that follow, most of which require very little preparation time, come from three of my books, shown below:

Strategy 1: Informal Conversations

One of the most powerful things teachers (and adults in the home) can do is to have rich conversations with children. Recent research on conversational turns (LENA, 2017) indicates that the more turns a young child takes in conversation with an adult, the more they grow their vocabulary and verbal acuity in general.

So asking questions of a student, receiving their responses, adding information, and asking them to reflect or add more information-in other words, keeping the conversation going-is important in vocabulary development. This idea has great potential for non-instructional segments of the preschool elementary day like snack time, lining up to go to lunch, and restroom breaks. It also has potential for older students.

Strategy 2: Anchored Word Learning

Anchored Word Learning (Beck, McKeown, & Kucan, 2002) is ideal to use with elementary students where read-alouds are typically part of the daily routine. It can also be used in the upper grades, especially with complex text that is being read aloud and discussed together as a whole class.

For young children, picture books provide excellent sources of higher-level, sophisticated words that are important for expanding vocabulary. They expose students to words they would not typically read within leveled books or on their own. For older children, excerpts from novels, nonfiction texts of various types, and content-area texts can all be used for anchored word learning.

Isabel Beck suggests selecting three general academic words each time the teacher reads aloud a picture book or trade book; these should not be esoteric or archaic terms, but words likely to come up in other academic texts. Older students may be able to handle more words during a read-aloud and class discussion, but teachers are cautioned not to select too many words for one lesson. Three to five words is usually sufficient.

Prior to reading, teachers need to complete three simple preparation steps:

1. Select a read-aloud. Choose from books by favorite authors, recommended books, new books, old favorites, picture books, trade books, and content-area texts that impart critical information.

2. Identify three to five words for direct instruction. Select words which will expand students' vocabulary and will likely appear in varied contexts-or focus on words critically important to the content being taught. "Nice to know" words don't have a place here. The idea is to teach important words that are likely to appear in various contexts or words you really want students to know.

3. Mark the words in the text with a sticky note or with a highlighter and annotations if the text is on paper.

Once this preparation is complete, follow these steps with students:

1. Read the entire text aloud. Don't stop in the first reading to discuss the words at length. Students need to hear complex texts being read aloud fluently-especially a first reading-so they can start to process the story itself or the complicated ideas present in many nonfiction and content-specific texts.

2. After reading the text through once, go back and bring attention to each targeted word. You may want to reread the sentences and/or paragraphs in which each word appears.

3. Have students say each word aloud.

4. Write each word so it's visible to students. You may want to have students write the words down as well (or use their fingers and "write" the words in the air or in the palms of their hands). With younger students, spell the word as you write it. Call attention to any interesting spelling feature, such as double letters, silent E, prefixes, etc.

5. Provide a student-friendly definition of each word. You may want to repeat this several times.

6. Provide examples for each word beyond the context of the text. Encourage children to provide examples of their own so they personalize the word, relating it to their own context. This is a great time to use think-pair-share or turn-and-talk.

7. If desired, post these words on your academic word wall. If you're an ELA/reading teacher, you may want to have a section of the word wall dedicated to words from read-alouds.

Strategy 3: TIP Chart

This adaptation of a word wall features a visual in addition to a brief definition. TIP stands for term, information, and picture. Basically, a TIP Chart (Rollins, 2014) is a three-column poster displayed so students can quickly use it to remind them of the meaning of an important content-area ( tier three) word. In essence, it's a vocabulary anchor chart.

Unlike the well-known Frayer Model, the TIP Chart is useful for words that are fairly straightforward in meaning-not ones with heavy conceptual weight. Once completed, the TIP Chart serves as an "at a glance" reference for important disciplinary terms; this purpose must be kept in mind if the strategy is to be most beneficial.

TIP charts are displayed prominently for the whole class to see, but students can also keep personal TIP charts in their notebooks or digital files as well. The teacher can first model how to create the chart, and later, students can be involved in deciding what information to record and what picture to draw to go with each word.

The best time to use the strategy is when beginning a new chunk of instruction, like a chapter or unit. With the chart ready, announce the first word and call students' attention to the importance of this word in the current segment of instruction. Write the word in column one. Then share the formal and full definition, which ideally would also be printed in the text or on a screen or board in the classroom. Along with students, from this full definition, develop a short, student-friendly definition or a brief list that you write in the middle column. Do not write the full, formal definition in column two. Lastly, provide or co-create a simple visual in column three.

So, for the term soliloquy in my 9 th grade English class, I would first give the formal definition: A long, usually serious speech that a character in a play makes to an audience and that reveals the character's thoughts. We might talk for a minute about the fact that playwrights use soliloquies so the audience understands what a character is thinking. So, in the middle column, we might write the student-friendly, casual definition: When someone in the play thinks out loud. And, to emphasize the fact that this kind of speech is usually given with the character standing alone on the stage, I might then draw a single stick figure with lines or a speech bubble emanating from its face to indicate that he or she is speaking.

The TIP Chart in my class might look something like this:

Here's a social studies example. For the term "monopoly," the full definition might be "the exclusive possession or control of the supply or trade in a commodity or service." It is assumed that the teacher is also teaching the term "commodity" along with "monopoly." In column two for "monopoly," the teacher may write "control of a product or service." In the third column, he or she might draw a large square that surrounds smaller squares, thus showing the dominance of the one provider. Students might also suggest something that symbolizes a monopoly to them, like an iPhone surrounded by other types of cell phones, but the iPhone appears much larger or more prominent, or the other phones are crossed out.

Teachers can gradually do less in whole-class fashion with TIP charts and encourage students to create their own in hard-copy notebooks or digital notebooks using Google Docs, LiveBinders, or OneNote. Students might preview the first part of each chapter or unit (in any class) and try to complete a personal TIP chart to be kept in their organizational system. They could also collaborate with other students to create TIP charts, so that if any individual is confused about a word, they can get ideas from others. This is a portable strategy students can use with any content area and any textbook from elementary school well into college.

Strategy 4: Save the Last Word for Me

Save the Last Word for Me (Beers, 2003) is an ideal strategy to promote peer conversation, increase engagement, and promote deeper processing about vocabulary and content. Although it's usually applied to conversations about literature, its clearly defined structure is perfect for reviewing vocabulary and gaining deeper understanding of specific terms.

It is fairly typical for teachers to provide guided review activities before a unit test, midterm, or final exam. Let's say the instructional unit includes about 25 terms which students must recognize and understand how to use correctly within context. Save the Last Word for Me serves as an engaging vehicle for students to practice doing so in preparation for an assessment.

The steps for employing this strategy are as follows; the first three need to be completed ahead of time:

1. Print multiple sets of cards with a target word on one side and the definition on the reverse side (one set for each group of students).

2. Print the directions for the activity (see below).

3. Place the printed directions and terms in a plastic bag or manila envelope for each group of students.

4. Divide students into groups of three to five. It's important that groups are small so each student has an opportunity to discuss. The goal is for students to review and deepen understanding about concepts and specific terms, so making sure they clarify their thinking aloud is important.

To begin, one student draws a card from the deck and another student defines the term. Moving around the circle, each student adds to the definition, refining and adding examples along the way. The person who draws the cards gets the "last word" and can add to the definition or revise it before students agree upon a definition. You may want to model the process in whole-class fashion first or by having a small group model the process as the rest of the class watches.

Sometimes, if the bank of terms is large, I suggest simply printing one master deck of cards and place five or six cards in each bag. After a few minutes, signal the groups to trade bags of terms and, in so doing, each group gets new terms to review.

While Save the Last Word for Me is low-tech, sometimes simpler is better. It delivers by supporting interaction and engagement, deeper conversations, and higher-level processing.
Student Directions for Save the Last Word for Me

One student selects a card from the deck and says the term aloud with the other group members.

On a piece of paper, each student jots down what they know about the term. (This can also be "in your head" and each person takes about 30 seconds to think about what they know about the meaning.)

When everyone is finished, each person takes a turn sharing their reflections/responses. As each participant shares their thoughts, other students can share thoughts and responses.

The student who drew the card gets the last word by sharing their reflections/reactions or by stating a fresh view if the responses of others have altered their original thinking.

If students are unsure or need clarification, they refer to the text, notes, and/or handouts for clarification.

Another student draws a new card, and the process is repeated.

Strategy 5: SNAP Minilessons

Setting aside specific time daily, weekly, or periodically to explicitly teach general academic vocabulary through minilessons (of 5 to 15 minutes each) is another way you can provide explicit instruction.

Each minilesson in my books contains four core components or steps, which the acronym SNAP in the title represents:

S: Seeing and saying each word

N: Naming a category or group each word belongs to or noticing connections to related words or word families

A: Acting on the words (engaging in a brief task or conversation about the words)

P: Producing an individual, original application of the words

The example below is intended for secondary students.

Click here to see this lesson in a Google Doc.

Strategy 6: Vocabulary Self-Collection Strategy

The primary purpose of the Vocabulary Self-Collection Strategy (VSS) (Haggard, 1986) is to help students generate a list of words to be learned based on their prior knowledge and experience with reading and texts. This strategy can stimulate word growth and independence as students read texts and select vocabulary which they deem important to understanding the content.

VSS includes the following steps:

Selecting words

Defining words

Finalizing word lists

Extending word knowledge

The strategy can be used to support general word learning from one's environment or to support vocabulary learning from assigned and self-selected texts.

A colleague of mine routinely used this strategy to support general word learning with college freshmen. Every week, students "collected" three words from their environment (watching, listening, and reading) that they thought important to learn. For each word, students included the following information

An accurate definition

Where they heard or read the word including a bit of the context

A justification for why they thought the word was important to learn

Words were shared and discussed in class at an established time each week. Students also recorded their words in personal vocabulary notebooks. VSS engaged students in lively discussions and specifically raised word consciousness, a critical goal of word learning.

Another way VSS can be implemented is to specifically support word acquisition from content-area text. To support content learning, students can work in cooperative groups and read a chapter from a textbook (or any text). As they read, they identify words they think should be studied and mastered. During class discussion, groups then share their words and why they think the terms are important to mastering content. Additional steps can include developing a class list that contains one word from each group, creating TIP charts with the words, and having students teach minilessons focused on the words to each other.

Strategy 7: Word Talks

Word talks were derived from a similar strategy called book talks, in which students give a brief (less than five minutes) presentation about a book they recommend to their peers for independent reading. Word talks are similar in that they require a student to give a brief presentation on one or several words that they feel are important for their peers to know. This strategy is, like some others in this chapter, excellent for general academic words, not highly specialized, domain-specific words. Also, it can be easily combined with the Vocabulary Self-Collection strategy discussed earlier.

Some teachers who use word talks schedule a certain day a week or a certain day per month on which several students get up and do their word talks. Other teachers schedule a rotation so that a few times a week, one student is doing a word talk that day. Because the word talks consist of a student teaching their peers, it's important to make time for this, because students tend to find the periods in which their classmates are leading discussion much more memorable than when the teacher is; students often have a way of saying something that "clicks" with their peers just because it's said in a kid-friendly way.

What kind of words should students share in word talks? Many students share from their independent reading and their media and technology use. Teachers can ask students to provide a rationale for each word chosen if they like, but they can also allow students to share any word that might be interesting. I find myself thinking of the character Sam in the Netflix series Atypical as a high school student. He would have certainly loved to share words related to penguins and Antarctica in word talks.

In a word talk in one of my high school classes, a student selected the following words to share: ascent, descent, decompression, and recompression. Can you tell what the student was learning to do outside of school? Scuba diving. This student was studying for her initial scuba certification and thought these words would be good to share because although they have scuba-specific meanings, they also have application to non-scuba situations.

Word talks are great opportunities for some students to showcase their interests and expertise, but most importantly, they make clear that continual word learning is important.

Strategy 8: Digital Tools for Independent Practice

The following websites/programs offer support for you as a teacher as well as independent practice activities for students:

Flocabulary
This robust program includes hip-hop type videos to help students learn new terminology.

Freerice
This site has an addictive vocabulary game with five difficulty levels, with levels one and two being appropriate for students in grades three and up.

Vocabador
This game allows students to study SAT vocabulary words, choose an avatar, and "get into the ring" to play against other virtual wrestlers.

There's nothing negative that comes about when anyone grows their vocabulary-and for students, there are many, many positives. By adding even a few of these strategies to your repertoire, you'll help students build vocabularies that will support them no matter what path they choose to pursue.
References
Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). New York: Guilford Press.

Beers, K. (2003). When kids can't read, what teachers can do: A guide for teachers 6-12. Portsmouth, NH: Heinemann.

Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3(4), 331-361.

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934-945.

Haggard, M. R. (1986). The vocabulary self-collection strategy: Using student interest and world knowledge to enhance vocabulary growth. Journal of Reading, 29(7), 634-642.

LENA. 2017. Proving the Power of Talk: 10 Years of Research on the Impact of Language on Young Children. Available at https://cdn2.hubspot.net/hubfs/3975639/Research_Summary.pdf?utm_referrer=https%3A%2F%2Fwww.lena.org%2F.

Marzano, R. J., & Simms, J. A. (2013). Vocabulary for the Common Core. Bloomington, IN: Marzano Research.

Rollins, S. P. (2014). Learning in the fast lane: 8 ways to put all students on the road to academic success. Alexandria, VA: Association for Supervision and Curriculum Development.

Wagner, R. K., Muse, A. E., & Tannenbaum, K. R. (Eds.). (2007). Vocabulary acquisition: Implications for reading comprehension. New York: Guilford Press.

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Make your lesson plans relevant, engaging, and productive.

Curriculum and lesson planning can seem daunting, especially as a new teacher. How do you plan an entire year of learning before it even begins? How do I make each individual lesson relevant and engaging? I used to find myself asking these questions. But as the years have gone by, I've learned helpful tricks to plan my year smoothly.

Whether you're adjusting an existing lesson plan or starting from scratch, try the following tips for a productive school year:

1. Start with the big picture.

I believe that starting is the hardest part. If you're struggling in the initial steps of lesson planning, try taking a step back. Connect with other grade level teachers at your school to see how your year can fit into the bigger picture-like a curriculum calendar. From there, break it down to objective-based, shorter-term units. Within each unit, what do you want to accomplish? What do you want your students to know and be able to do by the end? With each lesson, outline a desired outcome or goal for you and your students to work towards.

2. Don't rely on fluff.

Even after I've planned my lessons, I like to reassess my own strategies. I ask myself what I can improve or make more efficient. What are the structures or systems within my classroom that are working? How can I use these more? Rather than breaking your day into tiny little pieces, focus on the activities that provide richer opportunities for deep thinking. While Pinterest-inspired little activities may keep kids busy, they don't always teach to the rigor and relevance that they need.

3. Get creative about your resources.

These days, inspiration is all around us. I use (free!) tools and resources that elevate my lesson plans. One of my favorites is Understanding by Design , which is a template for lesson planning created by Grant Wiggins and Jay McTighe. Their website has articles, webinars, videos and more for online learning. Their method is a way of thinking that's backwards planning-you start by thinking what you want to accomplish, then creating a performance assessment.

4. Think backwards and relate the lesson plan to real life.

Step one is to identify the learning standards set out by your state or national standards. In step two, identify what some of the enduring understandings are. Create essential questions that will motivate the student to actually learn that unit. For example, show them how measurement is used in the world and show the different ways people measure and the tools they measure with. Put students in scenarios where they have to select tools and use the lesson in a practical way.

Then step three is the learning activities that you scaffold, which refers to a variety of instructional techniques used to move students progressively toward stronger understanding and, ultimately, greater independence in the learning process. Start with what they already know about measurement. For example, maybe they were measured at the doctor's office.

Try to relate it to their real life.A real-life example I use with my students is the grocery store. I take them on an imaginary tour and ask them where and how they measure their fruit. Soon they start recognizing scales and using this vocabulary in their everyday lives.

5. Get nontraditional.

Don't be afraid to incorporate something new and different into your curriculum. For example, get your kids out of the classroom to see the lesson from a different perspective.

In my second grade class, we learn about urban, rural, and suburban communities. I built a field trip for each unit so they could experience each. For the urban unit, we took a bus ride into a city and took a walk through the historic sections. They were able to observe and experience the community and think through why certain houses were built differently than others. For the rural unit, we went to a dairy farm. For the suburban unit, we walked into the town with clipboards and backpacks. We interviewed business people as they were working in their businesses at the bank and at the bagel shop. Then they came back, and presented their findings.

Let's face it: a good lesson plan is hard to come by. My best advice is to build something that works for you, and is flexible enough to change if needed. As you're building your lesson plan for the year, try my five tips for a unique and fun curriculum your students will enjoy all year long!

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5 Tips to Improve Your Lesson Plan | NEA

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Whether you're adjusting an existing lesson plan or starting from scratch, try these tips for a productive school year.

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Strategies for Effective Lesson Planning | CRLT

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A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components:

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–Leeza Woodbury, with Navigator Kelly since 2020

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List of IEP Accommodations or 504 Accommodation Plan

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Your child needs extra supports in their classroom, but how do you know what to ask for on your child’s IEP or 504? Use this list as a starting point.

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Autism in the classroom: Strategies for success | Autism Speaks

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This excerpt from the School Community Tool Kit offers strategies for teachers to help support students with autism so they get the best education possible.