# data[].attributes.body
S. Davis/ 1st Grade

*PDF Resource Attached - Scroll Down:

Includes:
1. Check-in Card (Thumbs up, Thumbs down) - Morning Check-in
2. Camera On Card
3. Mute Card
4. Student Talk Card
5. Class Listen (to student) Card
6. Teacher Talk Card
7. Class Listens (to teacher) Card
8. End (X) Card

Cards I Use to Transition/ Example:

1. Show End Card - Signal End of Activity

"The end card is up. The end card means this is the end of this activity."

2. Show Mute Card and Camera On Card - Visual Reminder

"This is a quick reminder that all students are on mute with camera on sitting SOAR-ready inside of your box."

3. Show Teacher Talk Card and Student Listen Card - Set Expectations for Listening to Instructions for Next Activity

"I'm going to talk and you are going to listen. When the listen card is up, we put on our elephant ears to listen while I talk. While the listen card is up, I am looking for active listeners who are present and prepared for class." *Explain Instructions For Activity*

First Grade, Ms. S. Davis

# data[].attributes.body
S. Davis/ 1st Grade

# data[].attributes.body
I have found that keeping the students engaged and having 100% participation is all base on your attitude and energy level. If you find fun ways to teach them something so simple they will be ALL in.
Ex: I was simply teaching basic movements jump, hop, turn, bounce etc. I put a toy story "Theme" to my lesson/Powerpoint for the day and they were loving it.

# data[].attributes.body
I try, whenever there's a few seconds, to scroll quickly through their videos and call a few kids out on their focus/work and keep rolling. I constantly remind them that I can see them this way.

# data[].attributes.body
I will periodically ask a student to hang back after the zoom class ends. This gives me a couple minutes with that student to check in or support, if needed. If that's not enough time, I'll invite them to office hours.

# data[].attributes.body
-Positive call outs (thank you ____ and ___ and ____ for your participation)
-Quick check if I notice lack of focus/attention (____, check the chat). I'll send a private chat to make sure they are "with me"
-If students are working on something, I will pull someone quickly into a break-out room and have a chat about what I'm noticing

# data[].attributes.body
-Use breakout rooms for discussion or a group google doc that has to be shared with me
-Quizlet and Quizizz for vocabulary practice
-YouTube videos of books...students watch so we can practice a skill (character, connections, theme, main idea, etc)
-Padlet (independent or small group breakout rooms)

# data[].attributes.body
-For notes, I use Google Slides that I share with them later in Google Classroom.  I remind them to go back and use them for check-ups (just like they would use notes in class)

# data[].attributes.body
-Quick check-ins in break-out rooms to check for understanding.
-I ask students to join office hours at a certain time (usually a little later in the office hour so I can get the quick questions/visits out of the way).
-Copy the parent when you ask students to join office hours.  I also include comments on grades in PS asking students to come to office hours to review the assessment.

# data[].attributes.body
-I've found engagement to be best when I'm switching things up every few minutes (~10 minutes).  Several tasks may require many transitions, but the kids have gotten really good at transitioning as the weeks go back.
-Videos and games sprinkled in helps with engagement too.

# data[].attributes.body
Every day I ask students a specific question- sometimes this has something to do with the project we are on, a modern artist, or sometimes it is something about them or what they think about an idea. This also grabs the student's attention at the end of class, turns their cameras all back on, and creates a conversation to build relationships which has been a challenge during remote learning.

-Mrs. Wade

# data[].attributes.body
To set a positive tone for the class, I display a doc with something fun for the students while we wait for others to join. Sometimes I display a meme, a joke, a Would You Rather question for the students to answer in chat, etc. When I begin the lesson, I use a hook just as I would for a face-to-face lesson (a question that causes them to think, a story, a fun fact, etc.).

# data[].attributes.headline
Oliver                                                                                            

# data[].attributes.subject
Oliver                                                                                            

# data[].attributes.body
Keeping the class busy and engaged is key in avoiding  behavior issues. When needed, however, I send private chats. I also take students quickly to a breakout room if needed, although I know this is easier for me to do because I have an IA in my zooms with me. I also have kept a student to have a discussion for a couple of minutes after everyone else leaves the session. After having to reprimand a student, I try to follow up with something positive in private chat or in an email after class.

# data[].attributes.body
I have been sharing my screen and sharing computer audio on zoom to play Spanish music videos as people log in - gets them listening to the language while waiting and sets the tone for the class.

# data[].attributes.body
We choose a Math Star of the day. Stars are chosen for being engaged in learning and participation. Announced at the end of block and follow up with a positive email home! It is working well.

# data[].attributes.body
Some days I have music on and we dance our way into class. It gets them moving and up! Mrs. Lloyd is my remote partner and she has a sign of reminders that she reviews and shows at the beginning of class.

# data[].attributes.body
Invite to office hours to talk math further with them. Send message and ask if they can hang back after ZOOM class to check in.

# data[].attributes.body
I often use GoNoodle videos for my warm ups (virtual and F2F). I usually try to pick one that I can tie into something we are doing or have done already. I like them because there is so much to choose from. There are songs to dance to (with or without choreography), exercise videos, indoor recess activities, icebreaker games, and more. Check them out!

# data[].attributes.body
Gimkit has been great for student engagement and participation during virtual learning. I like how they can feel connected as they compete with their classmates and I think they enjoy that interaction as well.

# data[].attributes.body
My first graders need a lot of movement and wiggle breaks and they also need to see visual representations of time limits.  I like to use https://app.classroomscreen.com as a timer for my kids. You can choose different background pictures and alarm sounds. They also have several other features that I haven't played around with much (i.e. virtual dice, stopwatch, QR codes). I used it last year when we were face to face and it was good, but it's a LIFESAVER during online learning!

# data[].attributes.body
Blair
We also adopted the Reading Rock star of the day for each block. We use our blue hands to ask a question . if the question can't wait they type in the chat box. I also have a time keeper for each class.

# data[].attributes.body
We play a quick game each  morning. Guess what it is, would you rather, two truths and one lie, share jokes or riddles, and tell something positive. Kids look forward to each day and come prepared with their own.

# data[].attributes.body
We use the yes or no buttons.  I give a couple minutes for those to stay at end of class for questions or invite to office hours. Weekly check in as well.

# data[].attributes.body
The chat box, yes or no buttons, reaction buttons work pretty good to keep my kids engaged.

# data[].attributes.body
Break out rooms, private chat, and journal response.

# data[].attributes.body
We use our reading journals a lot, jam board, Google slides.

# data[].attributes.body
I've found that students LOVE talking about themselves. If you can make the content about them or things that directly interest them, they will engage and love to give their opinions.

# data[].attributes.body
I start every day with a really simple warm up displayed on a Google Slide and I share my screen. At this point, I'm recording the Zoom class, so I let students type out their responses privately to me in the chat. Zoom records the chat so I have record of who responded and with what, and also gives me a chance to properly take attendance and make sure I'm ready for the day.

# data[].attributes.body
I've had a lot of fun using PearDeck. It's an easy way to get students to do a bunch of small activities, like answering questions and such.

# data[].attributes.body
Have student "leaders" or "teachers" repeat instructions, key information, etc.  This motivates students to make sure they are paying attention and is a good way to check for comprehension and focus.

# data[].attributes.body
Often time, I will either take a student to a breakout room and help them individually or in a small group. I will also ask them to join my office hours later if there is not an appropriate time during the class to pull them. I have also spoken to students at the end of class after everyone else has left.

# data[].attributes.body
I use an old cell phone and tripod to create a "Henry Live" setting where kids can watch me draw/get individual feedback on how to draw something if they have a question.

# data[].attributes.body
For high schoolers, state what is going to occur next. Keep a general routine that the kids anticipate, but enough difference so that they remain interested. Pull individuals into breakout rooms  when warranted.
We usually give a time frame for things as well.
Ex: Take ___ minutes to fill out your Google Form, etc.

# data[].attributes.body
Identify positives just as you would in the typical classroom. Thank you so and so for doing xyz. Thank you for sharing this document with me...etc. I try to ask as many questions as possible before I assume something. That is key for online learning. I will say something like, "Hey _______, did you get a chance to share that document with me yet?" Pending what they say, "Oh! Huh. I guess I should refresh my email." If it's there, then they did their part, and you didn't unnecessarily call them out. If it's not, all you have say is, "Hmmmm. I don't have it yet. I will refresh one more time"......to which they are usually scrambling to hit send so that it shows up in that refresh. The same thing as in person, the wait time for answers is key.
If someone is acting up, the good news is, you can put them in a break out room, mute them, or turn off their video and follow up with an email to parent and child about that days performance. This hasn't happened with us yet, but has happened in other classes - and this is what the gen ed teachers are doing that I see that generally works well, and almost immediately.

# data[].attributes.body
Our students are high schoolers; therefore, we usually ask about their lives while we wait for others. Students love to share things about them, so we usually ask what they did for the weekend, how was the previous class, anything fun over the holidays, asking what they learned in their foreign language class (always a crowd winner), engage in a playful banter - which usually gets the other kids involved, etc. If we are struggling to get anyone to say anything, we will start asking specifics to individual kiddos - which usually gets the conversation going.

# data[].attributes.body
Breakout Rooms, One on One Convos, engaging in activities that our kiddos have to do for their general education classes, etc.

# data[].attributes.body
We try to provide humor wherever applicable. This keeps the kids engaged, while forming bonds, and relating on their level. We also try to show as much engagement as possible when helping students with their general ed class activities.

Ex: Mr. Harrington assigns GeoTrackers for his Geo class. This one student hated doing them, and was behind on these for awhile. I had him complete 3 with me - modeling how to do the assignment, talking them up, and having fun guessing where each location was. This showed him what to look for when guessing, while also showing enthusiasm when getting close to the actual location. If we scored a certain number of points, I would show genuine excitement.

# data[].attributes.body
This is what we dominantly do in Sped; therefore, I am struggling to answer from a general ed perspective other than to say to use those breakout rooms to work more closely with those kids who are struggling or for the kids who need an additional challenge. Grouping them homogenously in these situations might be best that way you can assign different groups what they need based on where they currently are performing depending on the skill/concept being addressed.

# data[].attributes.body
Set a visual agenda at the start of class with time frames present. This gives the students a general idea of what to expect and how long.

# data[].attributes.body
I have found a quick pull out into a breakout room or an email home will quickly do the trick with virtual learning. Although, it is tough somedays to get students to interact in zoom, they certainly enjoy being "praised" instead of having to be pulled out.

# data[].attributes.body
My biggest hook is very similar to Brooks. Simply asking the student how are you doing today. I can see a sense of relief that they can get some "normalcy" in connecting/talking about what their life outside of zoom is consisting of.

# data[].attributes.body
Initially my class struggled with talking in live discussions. So I would to open ended survey or polling questions where the students write out their answers. They quickly gained the initiative and confidence to talk in discussions after writing out some responses.

# data[].attributes.body
You guys are great!!!! I love your ideas. Henry live is awesome! clanier

# data[].attributes.body
Using Google classroom to distribute documents that will make a copy for all!! It enables me to check their work and see their screen as they are working...just like I would in an actual f2f computer class. I always have at least 2 or 3 computer screens running at once!!!

# data[].attributes.headline
Oh so much is happening in your classes!!!  Gimkit/exit tickets/using geo-tracker as a game with students/changing every 10 minutes/keeping them moving/polling them/have them talking about themselves all are wonderful ideas and I wish those getting started in other schools knew what you all have learned!!!!

# data[].attributes.subject
Oh so much is happening in your classes!!!  Gimkit/exit tickets/using geo-tracker as a game with students/changing every 10 minutes/keeping them moving/polling them/have them talking about themselves all are wonderful ideas and I wish those getting started in other schools knew what you all have learned!!!!

# data[].attributes.headline
I hear a lot of breakout out rooms and chat rooms being used very effectively.  PearDeck sounds like it would be a great way to change it up!!!!

# data[].attributes.subject
I hear a lot of breakout out rooms and chat rooms being used very effectively.  PearDeck sounds like it would be a great way to change it up!!!!

# data[].attributes.body
I let the students fill out a google form and list several students in class that they would like to "sit with" in breakout rooms. I use anything that will get them talking to one another!!!

# data[].attributes.headline
I am hearing a lot about routine/structure as well as getting them to "talk" about themselves as ways to "get" the class moving.  Yes "normalcy" we are all ready for that!

# data[].attributes.subject
I am hearing a lot about routine/structure as well as getting them to "talk" about themselves as ways to "get" the class moving.  Yes "normalcy" we are all ready for that!

# data[].attributes.headline
Always good to quickly "call" those students needing it to remind them you really can see them now and have pictures as well!!!!  Also making positive comments/having Reading Rock Stars of the day as well as Math Stars are great ways to encourage on positive.  Not any of us can ever get too much honest/sincere "PRAISE".  

# data[].attributes.subject
Always good to quickly "call" those students needing it to remind them you really can see them now and have pictures as well!!!!  Also making positive comments/having Reading Rock Stars of the day as well as Math Stars are great ways to encourage on positive.  Not any of us can ever get too much honest/sincere "PRAISE".  

# data[].attributes.headline
Again a lot of effective use of chat and break out rooms that we did not have during face to face!!!!!  Always love the creative timers!  Change them up day to day to keep students on their toes!!!!

# data[].attributes.subject
Again a lot of effective use of chat and break out rooms that we did not have during face to face!!!!!  Always love the creative timers!  Change them up day to day to keep students on their toes!!!!

# data[].attributes.headline
Jam board????  Sounds really interesting and not hear this one before.  Maybe short explanation?

# data[].attributes.subject
Jam board????  Sounds really interesting and not hear this one before.  Maybe short explanation?

# data[].attributes.body
It is an app in the Google Waffle. We used it to post our I wonder questions about the book as well as some direct questions I wanted them to answer. Here is pic.

# data[].attributes.headline
I love peardeck and nearpod add ons, I use the nearpod to do either poll questions or quiz questions to review the lesson from the day before.  Its interactive, they put in the code and with screen share you can see their responses, names are not displayed of course.

# data[].attributes.subject
I love peardeck and nearpod add ons, I use the nearpod to do either poll questions or quiz questions to review the lesson from the day before.  Its interactive, they put in the code and with screen share you can see their responses, names are not displayed of course.

# data[].attributes.body
E.Massey

# data[].attributes.body
I love haveing them create a google slide to present. I've done it individually in which they are all given a different topic, they create 1 slide with the required info, I set a 15 minute time limit and they add their slide, and each one presents as we go through. I covered 2 chapters in 2 class periods last week. I've also done it with groups in breakout rooms, works great, each group creates 1-2 slides sometimes the slide is a collage of pictures, ets..

# data[].attributes.body
When I do notes I do either Peardeck or Nearpod as an add on extension. They put the code in and as we go through the notes they are adding comments, answering questions, etc. as we go through the presentation. Helos them and it helps me to see who is participating. Sometimes I have them watch a video and go in and type in 3 facts or takeaways from the video with their name and take as a class participation grade.

# data[].attributes.body
Breakout rooms: I haven’t tried them yet but my department has had a lot of good experiences so I am definitely going to do this next quarter.

# data[].attributes.body
The students have been doing a great job coming to class ready to roll! Just as McGlamery said, it is all about the energy that you bring to class! I use interactive videos as well as class discussions!

# data[].attributes.body
Constantly checking in with students in the chat, mentioning students by name, including a variety of responses like via chat, verbal call out, thumbs up/down, etc. I also like to meet with particular students before class (I'll let them in early, before the rest of the class) and check in with them just to ensure they are ready for the day, remind them of expectations or missing work, etc.

# data[].attributes.body
I let the students enter class off mute. They are expected to be muted for so long throughout the day, and there is little room for interaction during classes, so I let them talk for the first 5 min or so while I take attendance. This helps me get to know them more also as they share things about their family, what they are doing this weekend, etc.

# data[].attributes.body
Students work in their Eureka math books very often. This is the basis of our class. They house all of our notes, past examples, etc.

# data[].attributes.body
Telling students how awesome they are when they participate and when they get answers right!!! They love it when I say things like "kiss your brain" or "you are the BEST"....it makes students want to participate more for the verbal praise...

# data[].attributes.body
I have beginning of class "bell ringer" themes from time to time. (not everyday in the interest of time...) I ask the kids a themed question and have them type their response quickly in the chat box. They also have time to read each other's responses, prompting more of a community-like feel. For instance, Wednesday is "Would you rather" Weds, Thursday is "Think about it" Thurs. Mondays I usually start with a fun fact or "On this day in history" fact. The kids like it and have come to expect it.

# data[].attributes.body
I do "shout outs" to individual students for great, quality work. I'll share with the class the student's name and something impressive, like turning their work in early/on time, great well written short response, etc.

# data[].attributes.body
I send students quick reminder emails if I notice they haven't turn in an assignment with an approaching deadline. It gives them a reminder before having to contact their parents.

# data[].attributes.body
We "raise the roof" and have a mini dance party whenever we have perfect attendance. The students get really into it.