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Motivating Students-Inspirational Videos for Growth Mindset

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Motivating Students-Inspirational Videos for Growth Mindset

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Author

Rosemarie McGinty

Whether you're fighting a mid-year slump or pre-Summer break distractions, it's always a good time to boost motivation in the classroom. Next time you find yourself looking for a way to re-engage and inspire your students to work hard, try showing one of the following inspirational videos for motivating students. Don't be surprised if you find yourself extra motivated too!

Everyday Leadership

In this funny talk from Drew Dudley, he shows us how we are all leaders and should celebrate leadership as the everyday act of improving each other's lives.

Consider pairing the video with these free digital lessons on advocating for others in our schools and community:

Access interactive lessons on leadership

Set up your EVERFI account to help empower your students to lead the way in compassion, healthy relationships, and a strong classroom culture.

Kid President's Pep Talk to Teachers and Students!

This video is for both students AND teachers. Kid President is cute as a button and has inspirational reminders for everyone.

Try Something New for 30 Days

This short talk from Google engineer Matt Cutts offers an interesting way to think about setting and achieving goals.

Try challenging students to learn new skillsets and mindsets by following up with these digital lessons:

Fall Forward

In this clip from a commencement speech Denzel Washington made, he encourages everyone to take risks and learn from failure, using anecdotes from his own career.

Continue to encourage your students to push forward despite adversity using the following lessons:

Never Give Up

This compilation video uses inspiring speeches, video clips, and music to deliver the message to never give up.

Keeping a library of videos for motivating students on hand is a great way to help your students stay focused on their goals and inspire them to continue to pursue them. It's easy to get down and lose sight of what you want to achieve and how to get it - but these videos for motivating students can help your students stay on track.

Looking for more ways to mix it up and keep your students engaged in meaningful learning? Explore our free digital lessons and see which ones would help your students!

Rosemarie is a K-12 Program Coordinator based in Washington, D.C. She works closely with teachers and K-12 Schools Managers in the South Central region of the United States to implement EVERFI's online learning resources. In her free time, she can be found with her nose in a book or trying out a new coffee shop.

Be that teacher, the one with the lasting impact

Set up your EVERFI account to get students the real-world learning skills they need to be healthy, happy and successful.

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5 Videos for Motivating Students | EVERFI

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Next time you find yourself looking for a way to re-engage and inspire your students to work hard, try showing one of the following inspirational videos for motivating students.

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Students have a natural inclination to tell stories but can freeze up when it comes to writing. These tips help them channel their ideas onto the page.

Students are natural storytellers: We know this by the stories they tell us when they come in each morning and even when they raise their hands in the middle of math class to tell you the story of how their dog ran away the night before. Why is it, then, that many kids freeze up or feel like they have nothing to say when it comes to writing? There is often a disconnect between kids' natural storytelling abilities and getting these stories on paper. Over the years, these strategies have helped make my reluctant middle school writers feel more comfortable and confident as writers.

Tips for the Beginning of the Writing Process

1. Students need time to write every day: Any new skill needs to be practiced, and writing is no exception. This daily writing should be considered practice and should not be assessed. It is important to provide students with many choices for this "free writing" time. This could be offered through a slide show with different pictures that they use as a springboard for their writing, or through a series of prompts or ideas that they can choose from. This time can alternate between an assigned topic and a time to write whatever they choose.

2. Provide writing projects with a purpose and an authentic audience: A writing project becomes more meaningful when a written assignment has an intended audience in addition to the teacher. When students know that their writing has meaning and someone outside of the classroom is going to read it, they are motivated to write more clearly and creatively in order to effectively communicate their ideas to the reader. This can be even more meaningful and effective if the reader will offer a response or feedback.

3. Give time to brainstorm and generate ideas: Some students can spend a lot of time generating ideas, planning things out, drawing pictures, and preparing to write. However, this step can be challenging for other students who have trouble generating new ideas for writing. During brainstorming time, I like to give students categories for ideas and model my own ideas for the class.

For example, if we are generating ideas for personal narratives, I might divide my paper into different categories to be used for story ideas such as embarrassing moments or stories about me and my dog. I would list out multiple ideas under each category to be used as story ideas. Eventually, I would model how I choose one of these ideas to develop into a story. Categories can help offer students more structure, and modeling my ideas often inspires ideas in my students.

At the end of brainstorming time, I often have students leave their notebooks on their desks (if they feel comfortable), and other students can take a gallery walk around the room to see the ideas that their classmates have in their notebooks. This can often spark new ideas for students as well.

4. Students need to see examples of good writing: Students need to see examples that demonstrate the beauty of the written word and the way that authors choose words carefully to help readers create an image in their minds. I like to select sections or passages from picture books, novels, read-alouds, songs, poems, and magazines to share with students. This could be a passage that describes something or a metaphor used to compare two things. I highlight what stands out in these passages and give students an opportunity to analyze and share their thoughts. As the year progresses, students begin to share their own selections of good writing with me and the class.

5. Teach students to utilize digital tools: There are so many tools available to students. Google's Read&Write is a speech-to-text add-on for Google Chrome. Story-writing sites such as Storybird allow students to create their own stories and share them with others. There are also many sites that assist students with planning out a story, such as MindMup. I also use Flip to allow students to share their stories.

Tips for Editing and Revision

6. Prioritize content, clarity, and craft over conventions and punctuation: Writing is a tool that we use to express ourselves, which can be scary for students. When they begin to do this work, it is important to honor their ideas rather than spend too much time focused on conventions and punctuation. In early stages, instead of focusing on smaller issues, I teach students that writing can be messy, and it can be challenging to communicate our ideas clearly so that the reader understands, so the goal is to write clearly and concisely.

Once the first drafts are complete, I have students work independently, with a partner or a teacher to edit for clarity and make sure the story is clear to the reader. This often involves the reader asking questions for clarification and the writer editing as they work through the piece together. This can take multiple sessions. Once the piece is clear, it is then time to focus on punctuation, grammar, and spelling.

7. Students need to talk about their writing with each other: Talking about writing helps students to formulate thoughts and develop ideas. It is important to give students time to talk about their writing throughout the writing process. As a whole class or in a small group, students can share their ideas, drafts, things that are going well, or any struggles they are having.

8. Use writing conferences to guide students: The writing conference is a time to offer one-on-one guidance. During the conference, choose one specific teaching point to focus on, and offer guiding questions or a model that the student can use as they continue to work independently. Some students need more support and structure, so a writing conference can be a time to offer this scaffolding.

9. Emphasize that writing is hard work: Many students write one draft, and they are proud to say, "I'm done!" It is important for students to know that good writing takes many drafts and a lot of time and effort. In my experience, the best way to teach this is by modeling your own piece of writing. I always have a draft going right along with my students, usually in the same genre of the unit we are currently working on. When they can see the multiple drafts and revisions it takes to get to a final piece, they are more likely to do this work on their own.

10. Celebrate! Most important, take time each day and at the end of each unit to celebrate in some way. This could be highlighting one small thing you noticed or having a celebration party at the end of a unit. Writing is personal and hard work-it deserves a celebration! My favorite way to celebrate is to have students get into small groups, and each student gets to read their piece to their group members. It is always fun to have treats to add a little something special.

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10 Tips for Motivating Reluctant Elementary and Middle School Writers

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Students have a natural inclination to tell stories but can freeze up when it comes to writing. These tips help them channel their ideas onto the page. Students are natural storytellers: We know this by the stories they tell us when they come in each morning and even when they raise their hands in the middle of math class to tell you the story of how their dog ran away the night before.

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I was so tired of hearing a collective groan from my students wshen it was time for writing. I thought there had to be simple solutions out there for how to motivate students to write.

Where I saw the struggle, frustration, and dislike for writing emerge from my students was when they were expected to write on their own in a journal or writer's notebook. Unfortunately, this was something we worked on daily so I needed to find a solution (and quickly).

Sure, I always had 2 or 3 eager writers, but overall their writer's notebooks were a cause of stress and aggravation... for all of us.

This blog post suggests ideas and resources for how to replace the chorus of groans with loud cheers and excitement about writing. Learn more below about how to motivate students to write!

Why Do Elementary Students Struggle with Writing?

Below are 5 potential reasons why your students struggle with writing.

1. Students Don't Know What to Write About

My students did really well with the paragraph of the week activities and seasonal writing assessments we did, so it seemed like the problem wasn't the process of writing. Instead, it seemed students struggled with getting started and coming up with quality topics and ideas to write about.

One thing that helped tremendously was an activity we did at the start of each new school year which had the students brainstorm a list of topics to keep in their writer's notebook. This was a great resource for them throughout the year, served me well as part of my emergency sub plans, and reinforced the concept of writing about "small seeds" or "tiny ideas."

2. They Feel Overwhelmed

Writing can feel very overwhelming for elementary students. One idea to consider is to practice writing daily so it becomes more routine. Another suggestion is to break down the steps of writing so students are focusing on one step of the writing process at a time. Learn more about the 6 steps of the writing process!

3. Perfectionism Gets in the Way

Some students may get stuck due to fear of making a mistake or the final product not coming out the way they want it to. One suggestion to consider is delivering a lesson on growth mindset.

4. Their Learning Difference Makes it Harder

ADHD, anxiety, dyslexia, and dysgraphia are just some examples of learning differences that make writing harder for students. Be sure to follow the accommodations and modifications in their IEPs and 504 plans to support them. Even if students do not have an IEP or 504 plan, implement differentiation strategies to support your students.

5. The Basic Skills Needed for Writing are Not Automatic Yet

If students struggle with forming their letters and that's where all of their concentration goes, then it makes writing a paragraph extra difficult. Think about the purpose of the lesson. If it's to brainstorm ideas, then consider having a student who struggles with the physical part of writing draw pictures or use a technology device.

5 Ways to Motivate Your Elementary Students to Write

Below are 5 ways to motivate your elementary students to write.

1. Pose Interesting Topics

Posing interesting topics makes writing a lot more fun for elementary students. Consider the time of year, what your students are interested in, and what is going on in the world around them. For example, if it's the middle of October, consider posing some spooky topics or ones about costumes. Use their excitement about Halloween to elevate the writing experience. This is exactly what I did in my monthly writing prompts resource! Another example is if you are working on opinion writing and a student is really interested in Pokemon cards, then have them write a piece about why kids should or should not be able to trade Pokemon cards in school. Catering your topics to your group of students is a great way to get them excited about writing.

2. Offer Student Choice when Possible

Whenever you can, offer students choices. Consider offering them a list of writing prompts to choose from like I do in my monthly writing prompts resource. When students feel a sense of autonomy over what they are doing, then they are more engaged and invested.

3. Have Students Write Every Day

The more students write, the better they will get! When something is really difficult for us, we usually aren't thrilled to do it. The best way to motivate them to write is help them improve by offering lots of opportunities to practice their writing skills. My favorite way to do this is through a monthly writing journal.

4. Follow a Solid Framework for Writing

Having a solid framework makes expectations clear and makes writing feel more routine. This helps students feel more comfortable and confident writing and will help them improve their writing skills. Learn all about the 6 step of the writing process so you can implement it in your classroom!

5. Celebrate Student Writing Often

Celebrating student writing can take many different forms. Some examples are hosting a coffee shop-themed poetry event, posting student writing on the hallway bulletin board for others to see, and inviting parents to come in to listen to student writing at a teddy bear picnic. The opportunities are endless!

The Secret to Motivating Elementary Students to Write

Back in the day, I used to have my students do journal writing, but found that many struggled with coming up a topic. Most kids would write the same genre of story in their journals (often starting with "Last night...") over and over. I decided to do something a wee bit more structured.

Each year, we began by making a personalized writer's notebook (inspired by the About Me collage in the book, Judy Moody) and collected ideas in the Writer's Idea Bank to use throughout the year when journaling. They always had the option of selecting a topic of their own, but the idea bank was a resource for those who struggled with ideas. While that solved the "I don't know what to write about" problem, I observed many kids still really struggled with how to get started.

Once they had that initial sentence on paper, they were off and running, but that blank page was often intimidating. That's why why I created a the monthly writing journals. The first one I made was the October journal prompts so I could capitalize on their love of all things Halloween and the intrinsic motivation it brings.

I was excited to introduce them to my class, but was not prepared for the positive impact they had on writing in our classroom almost immediately. By offering them prompts and a collection of thematic paper for them to write on, they magically went from dreading writing to choosing to do it during free time and indoor recess. They were seriously more enthusiastic about writing than I've ever seen. It was such a hit, I made sets for all other months in the year as well.

What are the Monthly Writing Journals?

The monthly writing journals are a writing resource for elementary teachers. They are available as 10 individual months or as a year-long bundle. It includes writing activities that cover the following writing genres: Creative, informative, opinion, narrative, procedural, descriptive, review, persuasive, poetry, and letter writing.

These writing prompts are designed to provide students with regular writing practice, teach a systematic approach to writing, and build a love of writing amongst students. Use these writing resources for writing centers, morning work, fast finisher tasks, homework, sub plans activities, evidence for report cards, and samples for parent-teacher conferences.

These monthly printables will transform your young authors into excellent writers!

What do the Monthly Writing Journals Include?

The monthly journals include the following:

4 cover options for each month so you can choose which one fits you and your students' needs best

6 versions of thematic writing paper for each month, so you can differentiate based on your students' needs

table of contents printables for students to use to organize their many pieces of writing

monthly lists of creative, informative, opinion, narrative, procedural, descriptive, review, persuasive, poetry, and letter writing prompts, so your students will engage with lots of different types of writing throughout the school year

student checklists to track how many of each types of writing students complete over the course of the school year, which will help you ensure that they are working on all types of writing - not just their two or three favorite types

rubrics that help make expectations clear to students and make grading quick and easy for you

self-assessment activities that help you guide students through reflecting on the experiences

feedback forms to help you identify student strengths, set goals for each student, and develop future lessons

digital versions of all the resources so students can access them in school and at home

Why Do Teachers Love the Monthly Writing Prompts?

Below are reasons why elementary teachers love the monthly writing prompts.

1. They motivate students to write.

Kids love seasonal and thematic activities. They are always much more motivated by topics that interest them.Changing the journals and prompts monthly eliminates the boredom that comes with the "same old same old" and keeps their interest level high. No lie, my kids actually cheered at the start of the month when the new prompts were revealed. They would actually beg me at dismissal on the last day of each month to let them have a sneak peek at the new month's packet. I couldn't believe we went from a chorus of groans to hooting and hollering in a joyous way when it came to writing.

2. They improve instruction.

The monthly journals drive my instruction. While I don't formally correct their work, I use them to assess their writing skills and look for areas where improvement is needed. This information is used to plan whole-class minilessons at the start of writer's workshop and also allows me to form small groups for guided instruction on specific skills.

The journals provide lots of content to discuss during 1:1 writing conferences with each individual student. During our conferences, we review their writing samples, talk about their previous goals, look for examples of how they've applied the skills we've been working on and set new goals. Having these journals has allowed them to really see how much they are improving and motivates them to do even more.

3. Student progress is documented.

The monthly journals are another easy, yet an absolutely wonderful way to show how much gain a child has made as a writer throughout the course of the school year. They are perfect for sharing with families during parent-teacher conferences and are always a hit during our spring open house.

4. Kids regularly practice all genres.

Using this resource makes it very easy to get your students to regularly practice different types of writing. Each monthly packet includes creative writing story starters, narrative writing prompts, opinion and persuasive prompts, and even a collection of timely informational writing topics they can research and write about.

5. Early finishers know what to do.

The monthly writing journals also helped end the problem of early finishers. No longer did my students ask, "I'm done. What should I do now?" No longer did I need to prepare extra work for students who finished their other assignments quickly. They knew that when their work was complete they had two choices: read a book or write in their monthly journals.

6. Writing sub plans is super easy.

Planning for a substitute teacher suddenly became a whole lot easier. I never needed to find, prep, and write detailed instructions for a guest teacher to do in my absence anymore. Let's face it, that never goes well anyway. With these journals as part of our routine, my sub plans simply include extended journal writing. Easy for me. Easy for the sub. Valuable for the kids.

How to Implement the Monthly Writing Prompts

This monthly writing prompt resource is so quick and easy to prepare for student use. In fact, the only prep needed makes a great job for parent volunteers or classroom aides because it is simple. You'll just need to select and print which pages you would like to use with your students. Then you can have a volunteer make stapled packets for each student for each month. Each packet should have a monthly cover, the pages with the writing prompts, and multiple copies of the thematic writing stationary.

At the start of each month, you can do a big reveal of what the new monthly writing prompts are. Simply show off the cover of the new month's writing journal and then read aloud some or all of the writing prompts.

Student can keep the current month's packet at their seats so they are accessible at any time. This makes it a great fast finisher task.

3 Other Writing Resources Elementary Teachers Need

Below are 4 writing resources all elementary teachers need.

1. Paragraph of the Week

One of the parts of my writing instruction that was going really well at the time was when I implemented Paragraph of the Week. My students routinely wrote with enthusiasm when they were working on Paragraph of the Week activities. These activities follow a consistent structure, so students quickly learn what is expected of them and how to complete the tasks.

I loved using paragraph of the week because I was able to prep a whole year's worth of writing activities at the beginning of the school year that I offered students meaningful writing practice. As I mentioned, they follow a consistent structure. This solid framework improves writing skills tremendously and makes it easier for parents to assist with it when it's assigned for homework.

2. Seasonal Writing Assessments

In my classroom, I used 4 seasonal writing assessments (fall, winter, spring and summer) that became their seasonal writing portfolio. It documents their writing progress, looks great displayed on our bulletin board throughout the year, and ends up being one of the projects that parents save forever and ever. Learn more about these seasonal writing assessments!

3. Seasonal Writing Activities

Seasonal writing activities are a great way to motivate students to write. Check out these January writing activities, February activities, and March activities for inspiration!

In closing, we hope you found this post about how to motivate students to write helpful! If you did, then you may also be interested in these posts:

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How to Motivate Students to Write at the Elementary Level in 2023

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I was so tired of hearing a collective groan from my students wshen it was time for writing. I thought there had to be simple solutions out there for how to motivate students to write. Where I saw the struggle, frustration, and dislike for writing emerge from my students was when they were expected to write on their own in a journal or writer's notebook.

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The folks at the BOOK-IT! Program have given permission for Education World to reprint 25 great ideas from teachers -- ideas that are sure to get kids across the grades excited about reading.
The BOOK IT! Reading Incentive Program, sponsored by Pizza Hut, has motivated millions of young readers over the years.

Note: The following teacher ideas were originally published by the BOOK IT! National Reading Incentive Program.

Now, 25 Idea From 25 Terrific Teachers

TV vs. Reading. Begin a TV/Reading Chart for each child. It would be a weekly chart to keep a record of time spent reading and time spent watching TV at home. If total reading time exceeds total TV watching time, the child earns a treat. The class with the most winners could have a party.
Lindy Guy, Maclay School, Tallahassee, Florida, Librarian

Article by Gary Hopkins
Education World® Editor in Chief
Copyright ©2011, 2016 Education World

Last updated: 11/22/2016

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The folks at the BOOK-IT! Program have given permission for Education World to reprint 25 great ideas from teachers -- ideas that are sure to get kids across the grades excited about reading. The BOOK IT! Reading Incentive Program, sponsored by Pizza Hut, has motivated millions of young readers over the years.

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In this blog post I will give you some tips on how to get your students motivated to read a book. It must be so frustrating to see your students hating books, while you love reading. Trying to convince them to read, but really knowing it is just not going to work.

"Reading is stupid!" At least, that is what the students think. And to be honest, I thought so too, until I learned that reading could also be relaxing, engaging and fun. I remember I first started to like reading because it was my own choice. Not my teachers'. But I have to say, it took a while...

I underwent the whole 'pick-from-the-list-method', year after year. In primary school, I pretended to read, but I actually didn't. When the teacher said: "that, you have to read", I just put a zero on the top of the page. Just like everyone else, nobody actually read it.

If it wasn't for a fantastic teacher in my third year of high school, I would never have discovered the true value of reading. For the first time, we got to choose a book. By ourselves. Alone. And look at me now: writing blog posts people are actually reading! Playing with words to capture your attention.

It's time to discover how to encourage reading. 📖

10 Tips and tricks

1. Competition

What better way to spice up literature than a good competition? This one won't be about grades, it's about giving children an incentive to open a book.

For example: You can make a grid with all kinds of book genres. The students can choose which book they read, as long as it belongs to one of the indicated genres. They have to tick off each genre when finishing that book.

Another fun idea is the "16 before you're 16 challenge". Here, the students have to try to read 16 books before they reach their 16th birthday. Of course, it's a project that is spread over the years and must be encouraged by every teacher.

2. Be a bookworm

If you're going to encourage students to read, you must read too. Read for pleasure, for information, read blogs, instructions, read to connect with others. Make your students notice you reading. Advertise and tell stories you find in books. Give subtle or not-so-subtle hints. Let the book be the smartphone: everywhere, all the time.

3. Use technology

Engaging students to read is easier with technology. Using technology makes reading fun. Technology and apps are already a part of a student's world. It's in their comfort zone. Here is a list of 7 platforms and apps that are really useful for making students love reading.

Epic! - books for kids. Epic! is an e-reader app designed for students aged 12 and under. It gives users access to thousands of books and the ability to set up user profiles for brothers and sisters, and even parents. It has a reward system where kids can earn badges for reading accomplishments and it keeps track of how many books they've already finished. The app is designed for smartphones, tablets and computers.

BookWidgets is a platform with a huge range of different educational features for the tablet and computer. In the Split Worksheet the teacher can add a reading comprehension. While reading, the students have to try and fill in the questions alongside of the text. It makes reading more engaging and fun at the same time. The WebQuest is a widget where you, for example, can learn students how to read efficiently. Let them go on a quest where texts provide the right information about reading strategies.

OverDrive is a free app that connects to the students' library card. Many libraries will let them access e-books through this app. If students are not sure which library supports the card, they can take a look at OverDrive's website to see which libraries participate.

iBooks Author let teachers create their own interactive books for iPads and computers. By adding galleries, video, interactive diagrams, 3D objects, mathematical expressions, and many more, these books bring content to life and engage students to love reading.

Whooo's Reading can be used to motivate students to read in order to earn Wisdom Coins for reading, answering open-ended comprehension questions, and interacting with their peers in a private Facebook-like Newsfeed. These coins can be spent in the Owl Shop, where students "buy" virtual accessories for their Owlvatar.

Useful science is a website full of fun facts in categories such as education, happiness, sleep and creativity, fitness, health, nutrition, parenting, persuasion and productivity. Students can choose a category and scroll for hours reading fun facts.

Newsela builds reading comprehension through leveled articles, real-time assessments and actionable insights. Students can read articles on their own tempo. Newsela offers articles from world class news publications in 5 adaptive reading levels. You can also unlock progress with embedded assessments like quizzes.

These 7 platforms or apps that engage reading are just a few out of the many other existing ones. Take a look at this blog post about reading apps for more inspiration.

One more thing: encourage students to listen to audio books. While they are not developing decoding or fluency skills, they are acquiring vocabulary, applying comprehension strategies, enjoying stories and gaining information.

4. Allow students to dislike a book

There's nothing wrong with disliking a book. But even if that's the case, some students will write a glowing book review, thinking that will get score them better grades. That's a silly misconception, of course. Everyone has its own opinion about stories. Some students like reading drama, others are more into science-fiction or detectives.

If the student can give a well-founded opinion about why it dislikes a book, you can use it to adjust your booklist or to let students choose a book genre they really like. Appointing books inline with their preferences takes you one step closer to persuading students to read.

5. Let students choose

A list of books to choose from turns off students immediately. Students have to choose a book, based on its title. Why not let students choose for themselves? Not only does it give them a trustworthy feeling, but it also gives them freedom to read what they like. If they like a book, they'll be more willing to read again, and again and again. Of course, as a teacher, you can still approve or reject their choises and have a back-up list for students who don't know what to choose.

I know that handing "the choosing" over to students comes with a few difficulties. You will need a creative solution for students who actually already have read the book some time ago, or for students who copy the summary from the internet. You can, for example, let them do a roleplay from a specific scene in the book. Plan an exercise that requires the student's creativity, something that can't be found on the internet. Creative and active book assignments are much more fun than just writing down the summary or describing the characters.

6. Escape

Kids often need a break from reality. Not thinking about homework or exams. Not thinking of their parents, hobbies or friends. Now the escape is often the television or smartphone, but it could easily become a book. Start by escaping in school. Read with your students half an hour a week. Everyone can escape in its own book. Go sit outside if the sun is shining or create an "escape paradise", which is a transformed reading classroom.

7. Reading wall

Your school probably has a few blank walls in a hallway. Why not make a reading wall out of it? Maybe there is some place in the student's library? With a reading wall you can creatively advertise teachers favorite books, books recommended by students, award-winning youth books and many more. Paint a nice theme background and add some shelves against the wall with all the recommended books.

8. Emergency exercise

Everyone knows the emergency drills in school, right? Yes, the moment where you get to skip 15 minutes or more from class because of the fire alarm that goes off. Well, I think we could do the same with reading books. Every week or month the school sounds an alarm. Students have to drop everything and take a book and start reading. You can gather all the students in one place, or you can keep them in your classroom. If your school doesn't agree, you can just do it on a smaller scale with a few teachers, or on your own. It would be more fun though, if everyone joins in.

9. Invite a local author

Inviting an author to class is a great way to promote the love for reading and encourage students to read. Students can read the author's book, and then discuss it with him. This may be just the thing to inspire your students to read or even be an author themselves someday. Let the author explain where he gets the ideas, and let him give tips and tricks.

Afterwards, you let your students write a story. You gather all the stories in one book. Students have to read all the stories and then pick their favorites. The author will also choose a story. The winning student gets their story published in the school paper or even better, in the regional newspaper.

10. Introduce students to a book series

Nothing is more addictive than a good book series! Whether students are into adventures or fantasy novels, detectives or love stories, there is a book series for everyone. Find out what your students love and get them to read the first book. Once they get a taste of it, they will definitely want to keep reading to find out what happens next.

Wrap up

Now it's up to you to motivate your students! Let us know on Twitter which tip you use/will use in the classroom. If you have any additional ideas, share them in our Facebook Group. That way, you can inspire other teachers. Together we can change the sentence "Reading is stupid!" to "Reading is great!".

Would you like to go a step further than just reading? Check out our creative and digital book report ideas.

And don't forget to say hi 👋 and connect with me on LinkedIn.

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Top-10 tips for motivating students to read

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In this blog post I will give you some tips on how to get your students motivated to read a book. It must be so frustrating to see your students hating books, while you love reading. Trying to convince them to read, but really knowing it is just not going to work.

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Encouraging Students' Intrinsic Motivation to Read

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Encouraging Students' Intrinsic Motivation to Read

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22 Strategies for Encouraging Students’ Intrinsic Motivation to Read (Opinion)

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Four educators share strategies for encouraging students to WANT to read, including by illustrating that it makes them smarter and that it makes them better writers.

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Keeping kids interested and motivated to read is sometimes a challenge. Learn how to effectively motivate young learners, including tips from kids for teachers and parents, classroom strategies that work, and guidance for motivating struggling readers, reluctant readers, and boys.

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Philadelphia Office of Children and Families

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Differentiating Instruction: It’s Not as Hard as You Think

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contributed by Christina Yu, knewton.com

Differentiated instruction, the tailoring of educational experiences to meet individual learner needs, is nothing new.

Hardworking teachers have always recognized the diverse needs of students and adjusted their instruction to account for them. Through one-on-one coaching sessions, small group activities, individualized course packets, reading assignments, and projects, teachers are addressing a range of student levels, interests, strengths, weaknesses, and goals in their classrooms today.

Differentiated instruction is difficult and time-consuming work, however, and class sizes are increasing all the time, making individualized learning harder to achieve. New adaptive learning technology can assist teachers and augment their efforts by recommending which concepts to focus on with a learner or an entire class and by providing instructors and students themselves with information about their concept level strengths and weaknesses.

These advancements allow teachers to make the most of class time, leaving students neither overwhelmed nor bored.
5 Examples Of Differentiated Instruction
Varying sets of reading comprehension questions to answer for a given book (either chosen by the teacher or student).

A personalized course packet with individualized remediation or enrichment materials.

An adaptive assessment that gets easier or harder depending on how a student is performing.

One-on-one coaching with a student, designed around his/her specific challenges.

Students grouped into small groups, which are designed around their strengths and weaknesses so that they can tutor each other.
5 Non-Examples Of Differentiated Instruction
Assigning 'advanced' students to teach 'struggling' students.

Giving 'advanced' students no homework.

Grouping students into different classes based on their ability.

Letting advanced students out of class early or giving them more free play time.

Simply allowing students to choose their own books to read off of a list.

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What Is Differentiated Instruction? 10 Examples & Non-Examples

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What is differentiated instruction? Examples include varied reading comprehension questions, adaptive assessments, and 1-on-1 coaching.

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Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. New York: Basic Books.

Danielson, C. (1996). Enhancing Professional Practice: A Framework for Teaching. Alexandria, VA: Association for Supervision and Curriculum Development. ED 403 245.

Sternberg, R. J., Torff, B., & Grigorenko, E. L. (1998). Teaching triarchically improves student achievement. Journal of Educational Psychology, 90(3), 374-384. EJ 576 492.

Tomlinson, C. (1995). How to Differentiate Instruction in Mixed-ability Classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. ED 386 301.

Tomlinson, C. (1999). The Differentiated Classroom: Responding to the Needs of all Learners. Alexandria, VA: Association for Supervision and Curriculum Development. ED 429 944.

Vygotsky, L. (1986). Thought and Language. Cambridge, MA: MIT Press.

Winebrenner, S. (1992). Teaching Gifted Kids in the Regular Classroom. Minneapolis, MN: Free Spirit.

Winebrenner, S. (1996). Teaching kids with Learning Difficulties in the Regular Classroom. Minneapolis, MN: Free Spirit. ED 396 502.

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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The Current State of Media & Children Our children live in a world of powerful 24/7 media. In addition to children's exposure to traditional forms of media and advertisements like television, print (magazines, books), and billboards, new media has exploded in recent years.

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Intro to Media Literacy #1 (for adults & students)

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Intro to Media Literacy #1 (for adults & students)

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Introduction to Media Literacy: Crash Course Media Literacy #1

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History of Media Literacy, Part 1: Crash Course Media Literacy #2

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Media Skills: Crash Course Media Literacy #11

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On an average day, American teens spend more time consuming media than attending school. That's the shocking conclusion of a 2015 survey: Teens (ages 13-18) spend an average of 9 hours a day using media while tweens (ages 8-12) spend nearly 6 hours a day. What's more, these estimates exclude time spent using media for school or homework!

So, how can we help students consume media wisely? How can we teach them to analyze media messages, test them for reliability, and search for bias? These three activities equip students with essential media-literacy skills.

Deconstructing Messages

Every media message is created, edited, packaged, and delivered by specific people with a specific purpose in mind. Because all media messages are constructed, they also can be deconstructed. To do so, students can analyze the parts of the communication situation-sender, message, medium, receiver, and context:

Sender: Who created the message? Who is distributing the message?

Message: What does the message say (subject and purpose)? What supports the message? What is missing?

Medium: What form does the message take (ad, letter, article, speech)?

Receiver: Who is the intended audience? Who else sees, reads, or listens to this message?

Context: When and where is the message delivered? What comes before and after? What effect does it have?

View minilessons for analyzing the parts of the communication situation.
Analyzing Perspectives

Every message has a perspective. What point of view does the message have? What perspectives are excluded?

A television ad promoting Monday Night Football will not mention recent research about concussions.

A Taylor Swift song bemoaning a failed relationship will not present her ex's point of view.

Ask students how important these missing perspectives are. Football fans might not care about concussions, but young players should. Taylor Swift fans might not care about her ex's perspective, but her new boyfriend should. Students can identify missing perspectives by asking these questions:

Who created this message and why?

Who would disagree with this message and why?

Does the message fairly represent everyone involved in the situation?

Are any key perspectives excluded from this message?

View "Analyzing Point of View in Media" minilesson.
Detecting Bias

Students encounter bias all the time in advertisements and political rhetoric. Biased messages unfairly represent an issue. Bias is revealed through overly emotional, fuzzy, one-sided, or inaccurate language. Students can ask these questions to recognize bias:

Is the language extreme, characterized by all-or-nothing statements?

Does the message appeal to emotion rather than reason or logic?

Does the message simplify or generalize information?

Does the message offer a one-sided or limited view?

Does the logic of the message seem fuzzy or distorted?

View "Detecting Media Bias" minilesson.
For a deeper exploration of media literacy, check out the series.

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Blog post: How to Improve Media Literacy

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On an average day, American teens spend more time consuming media than attending school. That's the shocking conclusion of a 2015 survey: Teens (ages 13-18) spend an average of 9 hours a day using media while tweens (ages 8-12) spend nearly 6 hours a day.

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The rise of the internet and social media has exponentially expanded our access to information - and that includes information that's false or misleading.

Add to that increasing political polarization, eroding trust in mainstream media and institutions, and a growing tendency to dismiss any information one doesn't agree with, and it's clear that media literacy - in particular, the ability to critically evaluate information online - has become a complex but vital subject for schools.

"We're in the midst of the most profound information revolution in 500 years," says Howard Schneider, the executive director of Stony Brook University's Center for News Literacy. "Our children are growing up in a different world and they are not prepared for the consequences this change is presenting."

A 2016 Stanford University study, for example, showed that high school students had a hard time distinguishing between sponsored content and news articles or determining the potential bias of social media messages. A more recent MIT study on the spread of false information on Twitter found that fake news stories were 70 percent more likely to be retweeted than true news stories.

"The consequences are so profound for students and society," Schneider says. "My metaphor is that we need to inoculate every 11-year-old with an initial dose of news literacy before they leave middle school. We need to build their immunities against this flood of false information" and then continue to reinforce these lessons in high school.

But with only some schools teaching the subject and no national standards, it can be hard to know if your child is learning these skills. Here's what to look for:

Who's Teaching Media Literacy?

Media literacy education teaches students to think critically about media messages and to create their own media "thoughtfully and conscientiously," according to Media Literacy Now, a nonprofit that works to expand the teaching of this subject nationwide.

High schools typically teach some form of media literacy in either a social studies or an English/language arts class, says Erin McNeill, the organization's president and founder.But she and others call for lessons to start earlier. Many students get a smartphone by middle school, giving them the ability to not only create their own content, but to see and share a wide variety of information.

A 2021 study of media literacy programs in Rhode Island found that only 1 in 3 middle schools were teaching the subject, despite a 2017 law requiring the state education department to "consider incorporating media literacy education" into the board of education's program regulations. Only 1 in 5 elementary schools in the state teach children about the impact of advertising, the study found.

Illinois recently became the first state to require media literacy education, although only in high school. While the number of high schools tackling this subject is increasing, McNeill says, the percentage is hard to quantify because media literacy isn't typically a stand-alone course.

"There's no tracking for schools and districts," says Michelle Ciulla Lipkin, the executive director of the National Association of Media Literacy Education. "It's frustrating because there are a lot of amazing practices, but it is in no way a national priority."

Stony Brook University has created a media literacy program for high schools and is working with six pilot school districts to make the subject a requirement for every student. "To me, that's a home run," Schneider says. "But the pace of change is still way too slow. Curriculum is hard to change."

The easiest way to begin to understand what your child's school is doing is to ask, says McNeill. Find out what your child's teacher or school thinks of media literacy and what is being taught.

For instance, Schneider says he knows a second-grade teacher who introduces this topic while teaching, of all things, the story of the three little pigs. After she reads students the fairy tale, she asks them what is missing. Then they read the 1996 picture book "The True Story of the Three Little Pigs," which retells the familiar tale from the wolf's point of view. Students learn that who narrates a story is important.

Parents should not only ask what schools are teaching, but what standards teachers are using and how officials know these lessons are effective, Schneider adds.

Don't despair if you don't like the answers you receive, says McNeil - it can be a process to improve curriculum. "From the grassroots, we can really make a lot of changes."

What Does a Good Media Literacy Program Look Like?

A good media literacy program will be reinforced through multiple grade levels, beginning in middle school, Schneider says. It starts by teaching students how to ask good questions and become interrogators of, rather than consumers of, information. By the end of middle school, students should be able to read laterally, meaning they can use the internet to check the veracity of news they see online.

In high school, students should study the difference between fairness, balance and bias and test out their theories in discussions with classmates. They should demonstrate mastery of these topics in a culminating project, Schneider says.

And McNeil says schools should be sure to also teach "digital citizenship skills" so students can not only understand the impact of what they are creating, but also learn to be "responsible, safe, and kind" online.

Rachel Kelsh, a social studies teacher from Hampton Bays High School on Long Island, is one of the teachers piloting Stony Brook's program. Every week her students examine current events using different news sources. She uses this time to not only explain why some stories are reliable and others aren't, but also to teach about the idea of an echo chamber, and how some people carefully choose their news only from sources that share their political bent. She also explains how social media algorithms work - for example, how liking something on TikTok means you'll be shown more of that type of content.

Her district hopes to build out its program so that students are taught media literacy for some part of every year from fifth grade to graduation, she says.

She likens students' skills to a toolkit that they can use whenever they see information online. And she hopes to add a component where students show parents what they are learning and how they vet different pieces of information.

"We'd like to include parents more," she adds. "They are a crucial piece."

How to Help Boost Your Child's Media Literacy

Ultimately, Lipkin says, parents need to understand how their children process the information they see online. "Are they asking questions and using evidence-based resources?"

In fact, parents can be effective using only one question with their kids, according to Schneider: "Who said?" For instance, many students say they get news from TikTok or YouTube. So Schneider will explain that while they are getting news through those sites, the information is coming from whoever posted the video, not from the app hosting the content.

If parents want to go to the next level, he recommends gamifying the practice of media literacy. "Send a viral video to everyone in your family and say, 'Let's decide if this is real or not,'" he suggests. Then you can teach your children how to verify information by consulting other sources. In some cases, his college students tell him that they use what they have learned to teach their parents the same skills.

Media literacy is a key 21st century skill, advocates say, and its importance will only increase. "It's not going away after the election or after COVID," says Schneider.

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What Is Media Literacy? What Parents Need to Know

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The rise of the internet and social media has exponentially expanded our access to information - and that includes information that's false or misleading. Add to that increasing political polarization, eroding trust in mainstream media and institutions, and a growing tendency to dismiss any information one doesn't agree with, and it's clear that media literacy - in particular, the ability to critically evaluate information online - has become a complex but vital subject for schools.

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How are these Tips for Supporting Pupils with Dyslexia Helpful?

This brilliant guidance will help teachers to understand how best to meet the needs of children with Dyslexia in the classroom and wider school environment.

This resource is incredibly informative and is essential for any teacher inside any classroom. Keeping this poster either in your desk or near you on a wall will help you keep your students' wellbeing at the forefront of your teaching at all times. Having pupils with dyslexia in your class can make it more difficult for them to learn, which may cause them to fall behind. Children don't mean to do this and may feel upset as they can't keep up as they would like to. Remember that your students with dyslexia want to learn just like other students. You can refer back and rely on this resource when you are unsure how to help a student who is struggling because of their Dyslexia.

Some great tips that can be found in this resource are, to sit the child close to you so you can help them discreetly. Sometimes students can be embarrassed by their dyslexia so by not drawing attention to it, the child is likely to work more effectively. And make sure to allow the child more time to complete tasks. These tips are great to have in your classroom as a constant reminder for yourself.

Resources to Support Pupils with Dyslexia in the Classroom

Here at Twinkl, we have some great resources to help support pupils with Dyslexia. Every student deserves to have the best education possible - by downloading these resources you're making that effort to make every student have a great schooling experience despite their dyslexia.

This Dyslexia Strategies A4 Poster is a great resource to have on display in your classroom. This poster is designed specifically for students with Dyslexia and aims to help their struggles with English tasks. By placing this poster on your walls it makes students with Dyslexia feel like they are just like everyone else.

The Dyslexia Awareness Facts Poster is brilliant as it highlights how important it is to recognise when a child has dyslexia. The poster shows some pretty serious statistics and it will convey to students and teachers alike how important it is to recognise dyslexia in children.

Display this Are You Dyslexia Aware Poster in the staff room to make sure that your staff are always looking out for signs of dyslexia in students.

Or try these Indicators and Symptoms of Dyslexia Adult Guidance Worksheet to help you to identify dyslexia in children.

Or to learn more about helping children with dyslexia check out our Dyslexia CPD Training Complete Pack.

What is Dyslexia?

Dyslexia is a common learning difficulty that often causes problems with reading, writing and spelling. This does not affect an individuals intelligence and does not reflect how able a person is.

The above video is from a third-party source. We accept no responsibility for any videos from third-party sources. Please let us know if the video is no longer working.

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Classroom Tips for Supporting Pupils with Dyslexia Adult Guidance

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This brilliant guidance will help teachers to understand how best to meet the needs of children with Dyslexia in the classroom and wider school environment. This resource is incredibly informative and is essential for any teacher inside any classroom.

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Differentiated Instruction Defined and How to Implement It

Engage the most students and create the best outcomes for entire classrooms with differentiated instruction. It's a teaching method that helps bring struggling students up to speed, enables gifted students to learn at a faster pace, and makes teacher's lives easier because learning is more effective. When you use differentiated instruction, you're steering all your students toward the same learning objectives, while giving students the freedom to choose how they get there.

What Is Differentiated Instruction and Why Is It Important?

Differentiated instruction is the process of tailoring lessons to meet each student's individual interests, needs, and strengths. Teaching this way gives students choice and flexibility in how they learn, and helps teachers personalize learning. This method also requires instructional clarity and clearly defined goals for learning, better enabling students to meet those goals.

What Are Some Differentiated Instruction Strategies?

You can differentiate instruction across four main areas: content, process, product, and environment.

To differentiate content, teachers consider the objective of a lesson, then provide students with flexible options about the content they study to meet the objective, from subject or topic to approach or presentation.

With process differentiation, teachers differentiate how students learn. Grouping students based on their individual readiness or to complement each other is one way to accomplish process differentiation. Another is varying the way concepts are taught: through visual, auditory, or kinesthetic lessons, for example.

Product differentiation applies to the types of assignments students create. A teacher might ask students to explain a concept; the product could be a written report, a story, a song, a speech, or an art project. Varying the types of assessments you give students is also an example of product differentiation.

The classroom environment also affects learning. Changing physical things in the classroom, like how desks are set up or arranged, or where students can sit (on beanbags, for example), serves as classroom environment differentiation, which can also include changes to routines and habits.

What Are the Benefits of Differentiated Instruction?

Differentiated instruction is beneficial because it helps educators connect with different learning styles. Not all students will respond to a class lecture; a game or a video may work better with other students. Some students may learn better by reading than they do using a computer. Giving students choices about how they learn enables them to meet learning objectives in the best way for them.

In some classrooms, differentiation will be required for students with disabilities and for English language learners. Differentiating instruction gives all students the opportunity to keep pace with learning objectives.

No matter what you're teaching, some students will find certain material engaging, while others won't, and students will learn the same material in varying amounts of time. Want to make whatever you're teaching more likely to resonate with each one of your students? Differentiated instruction motivates them to learn the material in a way conducive to their own interests and unique learning styles.

What Do Experts Say About Differentiated Instruction?

"We differentiate instruction to honor the reality of the students we teach. They are energetic and outgoing. They are quiet and curious. They are confident and self-doubting. They are interested in a thousand things and deeply immersed in a particular topic. They are academically advanced and 'kids in the middle' and struggling due to cognitive, emotional, economic, or sociological challenges. Many of them speak a different language at home. They learn at different rates and in different ways. And they all come together in our academically diverse classrooms." - Carol Ann Tomlinson (William Clay Parrish, Jr. Professor and Chair of Educational Leadership, Foundations, and Policy)

"Differentiating instruction is really a way of thinking, not a preplanned list of strategies. Oftentimes, it is making decisions in the moment based on this mindset. It's recognizing that 'fair' doesn't always mean treating everyone equally. It's recognizing that all of our students bring different gifts and challenges, and that as educators, we need to recognize those differences and use our professional judgment to flexibly respond to them in our teaching." - Larry Ferlazzo (award-winning teacher at Luther Burbank High School in Sacramento, California, who writes a teacher advice column for Education Week)

"All teachers want their students to succeed, and all teachers try to make this happen. That is all differentiation is. We complicate differentiation by not allowing ourselves to be provisional with how we apply the foundational pieces of differentiated instruction. Instead, if we address these four questions in our instructional planning, differentiation will always be the result: What do my students need? How do I know? What will I do to meet their needs? How do I know if what I'm doing is working?" - Lisa Westman (instructional coaching, differentiation, and standards-based grading consultant and professional development facilitator)

"Differentiated instruction is dynamic and organic. In a differentiated learning space, teachers and students learn together. Students focus on learning the course content, while teachers tailor their instructional strategies to student learning styles." - Alexa Epitropoulous (media and author relations specialist at ASCD)

How to Implement Differentiated Instruction

To ensure that the same objectives are being pursued by all students (though they each take their own path to get there), differentiated instruction must be standards-based.

First steps for teachers should include diagnostic testing and learning inventories. Your goal is to set baselines for individual students. Then you can identify tactics to help each student achieve the objectives and deliver custom-tailored content.

Differentiated instruction is evident when teachers:

Offer students options to choose from in assignments or lesson plans.

Provide multiple texts and types of learning materials.

Utilize a variety of personalized learning methods and student assessments.

Customize teaching to suit multiple forms of intelligence.

For differentiated instruction to be successful, teachers must clearly explain the learning goals and the criteria for success. Differentiated learning thrives in a classroom environment where students are working toward shared goals with a growth mindset. Teachers must identify and be responsive to student needs, creating a supportive classroom culture where students embrace differentiation for themselves and their peers.

Knowing the unique needs of your students enables you to teach them more effectively, with the goal of improving cognitive and academic outcomes. Learning A-Z provides thousands of differentiated instruction resources for all types of learners. Our products make teaching easier and more effective, giving students more flexibility and learning options.

Support Differentiated Instruction in Your Classroom

Explore our literacy solutions trusted by teachers worldwide, or start a complimentary trial with your students today.

EXPLORE PRODUCTS START TRIAL

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Differentiated Instruction and How to Implement It | Learning A-Z

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Our K-6 products help teachers differentiate literacy instruction and practice to meet each student's individual learning needs.

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Teaching Students about Dyslexia -Famous Author

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Teaching Students about Dyslexia -Famous Author

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Henry Winkler talks about dyslexia - CBBC Hank Zipzer

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The True Gifts of a Dyslexic Mind | Dean Bragonier | TEDxMarthasVineyard

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There will always be students who struggle with motivation to read. In No More Reading for Junk, Barbara Marinak and Linda Gambrell show that motivation is central to reading development. If students are not motivated to read, then they will not reach their full literacy potential. The authors provide research-based context for fostering reading motivation in children, and share strategies and techniques that are proven to transform students into passionate, lifelong readers.

In the following video, the authors explain the concept of the Arc of Motivation, which includes three core elements: Access, Relevance, and Choice.

♦ ♦ ♦ ♦

Barbara A. Marinak, Ph.D., is a Professor and Chair of the Education Department at Mount St. Mary's University where she teaches literacy and research courses. Prior to joining the faculty at Mount St. Mary's, Dr. Marinak spent more than two decades in public education.

Linda B. Gambrell is Distinguished Professor of Education at Clemson University. She is past president of the International Reading Association. In 2004 she was inducted into the Reading Hall of Fame. She is a former classroom teacher and reading specialist.

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There will always be students who struggle with motivation to read. In No More Reading for Junk , Barbara Marinak and Linda Gambrell show that motivation is central to reading development. If students are not motivated to read, then they will not reach their full literacy potential.

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Letting students choose books to read helps them develop a sense of autonomy and ownership over their learning.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Imagine walking into an early elementary school classroom and seeing all students immersed in literacy experiences. Children are engaged in a variety of reading and writing activities while some students are working in groups and others working individually. Students explore books of various genres not just in the library or during reading times, but also in science, math, and social studies. During math the teacher reads aloud a book on math such as The Math Curse (Scieszka & Lane, 1995) and discusses the content in order to expose students to literacy across all content areas. During science, students explore the science literature such as eyewitness books to gain greater knowledge about concepts. Students interact with books on CD-Rom and listen to books on tape. Materials in the classroom are adapted not only to help students with challenges interact with text, but also to serve as a motivator for reading. Students write books and reports in all of the content areas, as well as writing in student journals and notebooks. When needing a resource for more information, students use books, computers, dictionaries, encyclopedias, and word walls, as well as teachers and peers for assistance.

The classroom has labels with words and pictures everywhere so that students constantly connect written language with the things they represent. Teachers display these labels based on student needs and interest to provide children with disabilities support in the classroom (Dorrell, 2002). Students use calendars, schedules, signs, and directions to see how words can be used everyday. Teachers and students reconstruct the classroom to represent a book or a theme that the class has studied with written materials so that students can live in the lesson. All materials are adapted to meet the needs of children with disabilities. For example, Braille and textured materials may be used in labels, signs, and other displays for children with visual impairments.

Teachers engage in language and literacy activities in all elements of instruction. Conversations abound in which teachers elicit language from students and ask them to transcribe that language. For example, a teacher conducting a science lesson may request hypotheses, observations, and conclusions from students in an oral and written form. Teachers also facilitate language and literacy exploration with games and activities that students can use one-to-one, independently, or with peers. Finally, teachers demonstrate their own participation in language and literacy through modeling its use continually throughout the day. Teachers can demonstrate writing on the board by recording what children share in class discussions.

From the atmosphere and decor of the room to interactions with peers and teachers, every element of the classroom is designed to allow students with disabilities explore the elements of literacy. The literacy rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff (Snow, Burns, & Griffin, 1999). Because literacy-rich environments can be individualized to meet student's needs, teachers are able to create both independent and directed activities to enhance understanding of concept of print and word, linguistic and phonemic awareness, and vocabulary development. All of this occurs in a concrete setting giving students with disabilities multiple opportunities to gain the skills necessary to participate in the general education curriculum. For example, books, technology, manipulative materials, art projects, and explorative activities can be used around a central theme.

Classroom materials for literacy-rich environments

The intentional selection and use of materials is central to the development of the literacy-rich environment. Teachers ensure that students have access to a variety of resources by providing many choices. Teaching staff connect literacy to all elements of classroom life. Teaching staff alternate books in the classroom library to maintain student's interest and expose them to various genres and ideas (International Reading Association [IRA] & the National Association for the Education of Young children [NAEYC], 1998). For example, teachers should include both fiction and nonfiction literature. Classrooms include miscellaneous literacy materials that are used in everyday life further demonstrate how literacy is used (Goodman, Bird, & Goodman, 1991).

Examples of materials

Taking dictation for students not yet fluent in writing allows students to see how oral language is translated into written language. Written words let students see what they say. Therefore, writing makes thoughts visible. As students make attempts to write, allowing for diverse materials (pens, pencils, markers, and crayons of varying shapes and sizes, typewriters, computers, keyboards, magnetic writing boards, etc.) increases students choice and motivation. Adapted materials such as tactile books, manipulatives, slant boards, and pencil grips for diverse learners offers accessibility and motivation. Home-school connections are made through lending materials that ensure that students with diverse ability have literacy opportunities at home as well as at school. Parents are made aware of the materials and shown how students can use them at home.

Adapted materials

Tactile Books - textured print or pictures within books for students to touch and sniff

Manipulatives - hands-on skill building materials such as pattern blocks, color tiles, and reading rods

Slant boards - boards propped up on an angled book stands to assist students with their writing

Pencil grips - a pre-shaped grip that is placed over a pencil to assist students with proper grip and letter formation

Conclusion

The literacy-rich classroom serves as a means to build the basic skills necessary for literacy development by demonstrating to students with disabilities the function and utility of language in an intentional, purposeful, and intensive way. While many students come to school with exposure to literacy in their everyday lives, students who may not have access or exposure benefit from the instruction and intensity provided by teachers and staff in this setting. Given the support of this environment, students are better prepared to work on other literacy skills including phonemic awareness, phonics, fluency, vocabulary, and comprehension.

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The literacy-rich environment emphasizes the importance of speaking, reading, and writing in the learning of all students. This involves the selection of materials that will facilitate language and literacy opportunities; reflection and thought regarding classroom design; and intentional instruction and facilitation by teachers and staff.

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It is important more than ever in the 21st century that students need to be equipped with the skills and knowledge they need to excel in an increasingly complex world. A dynamic and innovative learning environment that is designed to help students reach their full potential can have a life-changing impact on students. What does such an environment look like? There are many different characteristics that make up a 21st-century classroom, and in this blog, we will explore the top 7.

1. The right kinds of technology: Technology has made its way to becoming an important part of the educational system. With technology in the classroom, students can explore more opportunities, thus opening up a whole new realm of possibilities for their learning and growth. From interactive whiteboards and tablets to voice-assistant teachers, the 21st-century classroom is filled with technology that enables students to access information and learn faster. While it is important to incorporate technology in the classroom, it is also equally important to first understand what are the right types of technology resources and tools based on the students' age and educational needs.

2. A framework of collaboration: Collaborative learning helps students to build some very crucial skills needed in the 21st century like teamwork, communication, critical thinking, negotiation, problem-solving, and leadership skills. What's more, collaboration helps students polish interaction skills and build connections which, in turn, help to improve their emotional intelligence.

3. Real-world problem solving: To serve 21st-century students with enriching learning experiences, classrooms should no longer be limited to the traditional model of a teacher delivering information to students. Students must actively engage with their learning and apply their knowledge to real-world situations. This might involve working on projects that have a tangible impact on their communities. By using this hands-on approach to learning, students are able to connect with their studies in a more meaningful way and develop important critical thinking and problem-solving skills.

4. Teaching with flexibility: Traditional classrooms tend to follow a set syllabus, which can make them inflexible in nature. However, in the 21st century, it is crucial for teachers to be able to adapt and customize their teaching methods in order to meet the diverse needs of their individual students. By being flexible, teachers can create a more engaging and dynamic learning environment that is better suited to the uniqueness of each student, leading to more positive learning outcomes. Without flexibility, it is difficult for teachers to effectively educate 21st-century students.

6. Opportunities to demonstrate and present: Being able to present one's ideas cohesively and confidently is one of the in-demand skills of the 21st century. In order to build confidence, students need the opportunity to demonstrate their learning as well as showcase their talents. 21st-century classrooms should provide platforms and avenues for students to do this, such as in the form of events or projects that allow them to present their work and ideas. Presentation and demonstration of ideas and work also helps to reinforce learning for students i.e. it allows them to process what they have understood at a deeper level. Therefore, increasing these types of opportunities allows students to develop both academically and personally.

7. Including inquiry-based learning: Encouraging students to ask open-ended questions and to think critically is crucial for their intellectual and personal growth. By adopting an inquiry-based learning model in the classroom, educators can create an environment that encourages students to explore more independently. Not only will this help students to develop important critical thinking skills, but it will also foster their sense of curiosity and confidence as learners, helping them to reach their full potential.
Conclusion:
In the 21st century, it is crucial for classrooms to be dynamic and innovative in order to prepare students to be successful. Educators can consider involving these 21st-century ideas into their classrooms in order to see improved results. If you are interested in obtaining a comprehensive teacher training program that will enhance your skills and transform your institution, consider signing up for StarTeacher - A holistic teacher training program.

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It is important more than ever in the 21st century that students need to be equipped with the skills and knowledge they need to excel in an increasingly complex world. A dynamic and innovative learning environment that is designed to help students reach their full potential can have a life-changing impact on students.

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Ways to Build a Literacy Rich Environment

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Ways to Build a Literacy Rich Environment

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If you're trying to learn what it means to create a literacy rich environment for your classroom, you've come to the right spot. These are fancy words for a pretty simple concept: enveloping kids in words, books, and language in all its forms.

Why is a literacy-rich environment important?

This Stanford study showed that as early as 18 months, children from lower-income families had lower language processing speeds than more privileged children. There are many reasons why it's true, but there are far fewer words directed at children living in poverty than those who are wealthier.

In order to overcome this deficit, classroom teachers can ensure that their spaces are considered literacy-rich environments. When kids are constantly engaged in language development and surrounded by words in both print and spoken dialogue, they develop at a faster rate.

How do you provide a literacy-rich environment?

To provide a literacy-rich environment, you should remember that listening and speaking are foundational to language and literacy development. That means that math and science classrooms can absolutely create a literacy-rich environment anytime they have students discuss or argue whether an answer is correct, record their thinking on a digital platform as they solve a problem, describe the weather, or explain to friends about a hypothesis.

As long as teachers are creating assignments that require students to isolate their listening skills (rather than relying on visual aids), practice speaking like a scholar, read for any purpose, or write across the curriculum, they're fostering a literacy-rich environment in their classroom spaces.

To learn more about specific examples of a literacy rich environment, keep reading!

What are the characteristics of a literacy-rich environment?

Literacy-rich environments are simply spaces that envelope students in written language. Here are some wonderful examples from my own elementary school, which is a dual language campus.

Scholar Talk

Scholar talk is when the teacher has trained students to answer in complete sentences, and then respond to one another with sentence stems like, "I agree with (classmates) because..." or "I disagree with (classmate), since the text says..."

When we encourage kids to speak in complete sentences and engage in meaningful dialogue about content - no matter the subject area - we are engaging in scholar talk. This can begin as early as kindergarten.

Sound Walls

Sound walls are beginning to replace word walls in classrooms, and for teachers with lots of space, you'll often find both!

Sound walls can look many different ways, but one way is shown below. Students in pre-k and kindergarten are shown how to make different letter sounds with their mouths.

The science of teaching reading has taught us that children learn to read by mastering sounds first before even being exposed to letters in written form.

Dual Language Classrooms

This isn't something you have control over, but some of the most literacy rich environments in our building are in our dual language classrooms. That's because students are always paired with a "pareja" which means partner. One is English dominant and the other is Spanish dominant. These students help each other master the language they're learning.

Lead4Ward Strategies

Lead4Ward has an instructional playlist that is fully of outstanding ideas to generate deep discussions in your class. And there's nothing more important to a literacy rich environment than the quality of conversation taking place.

If you've never felt like a super creative teacher, this is your chance to really wow your kids and leadership team with activities that are literacy rich, engaging, and aligned to objectives.

Artist Statements

An art teacher can work toward a literacy-rich environment by asking students to write an author's statement each time they complete a project.

Classroom Libraries

Check out my post about how to set up a reading corner in your classroom. Classroom libraries make some space for kids to read for enjoyment, and that's so important for classroom culture. Avoid the temptation to put kids on Epic or some other online reading platform at every opportunity. A mixture of technology and old-fashioned reading is a balanced approach.

Display of Student Work

Student work on the walls is an easy way to increase the exposure to print in your room, especially since they'll generate so much of it.

Designate a large bulletin board as your "refrigerator" where you can continually rotate your high quality work, making sure to include a space for every student.

Finally, add a second space in the hallway if you're an elementary school teacher. This ensures that kids can enjoy seeing each other's work while they wait in the hallways. It also gives your leadership team the opportunity to celebrate your hard work!

Partner and Group Work

Sometimes teachers with low noise tolerance will err on the side of too much independent work. After all, it's easier to control a class that's quiet, and it's easier to get quality data about student understanding, too.

Nevertheless, lots of on-task discussion will move students toward growth faster than too much quiet time.

Reading for Enjoyment

Here's another example of a classroom reading corner. This doesn't only apply to RLA classrooms. History and science spaces could easily swap these books out for content-area texts and build in a classroom framework that allows kids some time to read, either as a whole class or a reward.

Writing Across the Curriculum

No matter what subject area you teach, your students should be writing. Math students can defend their answer choices, or describe their problem solving processes orally.

Science teachers can have students record their hypotheses or write reports about their experiment.

Social studies and history teachers can participate in research projects, term papers, and engage project-based learning with a writing component.

Read Alouds

Children learn to read with a sounds first approach, which means that a good old fashioned read aloud, where students gather around the teacher and listen to her read, is an excellent strategy. This can be effective all the way through middle school.

I can still remember listening to a daily dose of a chapter book from my 8th grade teacher. It was our favorite part of the RLA block.

Students with weaker reading comprehension and fluency can very much benefit from just listening to a strong reader.

Partner Reading and Choral Reading

There are many ways that students can read aloud in class without embarrassing them. Check out these fabulous alternatives to popcorn reading.

Student Generated Alphabet

This strategy is found in our dual language classrooms, but a smaller version could be created in a GedEd class, too. Students each choose a letter from a bucket, and are tasked with generating a word that begins with that letter. They draw their picture, and then use their best writing skills to write a short paragraph using the word.

Labels

Labeling everything in your classroom is a tedious but effective way to increase the amount of print in your classroom. This strategy can build students' vocabularies, particularly in the lower grades.

Restorative Circles

Restorative circles are a great social emotional learning strategy for your classroom, but they also increase students' language skills. Read about how they transformed my student behavior here.

Shared Journaling

I found this brilliant idea in a 5th grade classroom. The teacher created a bunch of composition book covers, each with a different prompt. By the end of the year, she's got a journal entry from every student in each book.

There are so many ways you could use this strategy: in centers, whole group, or as an early finisher activity.

Giving students lots of opportunities to write is key to any literacy rich environment.

Seesaw and Flip

Seesaw and Flip are two educational technologies that give students opportunities to record their speaking and share with one another. This is just a techie way to support good dialogue in the classroom.

Interactive Notebooks

Interactive Notebooks are a great way for you to increase print exposure and writing across the curriculum. No matter what subject or grade level you teach, there are tons of ideas for implementing these in the classroom.

Poem in My Pocket Events

Our campus has a Poem in My Pocket day every April. Students create pocket necklaces with yarn and paper pockets and choose a poem or two to put in their pocket. All day long, they are encouraged to read a poem aloud to teachers and staff people. If they get a teacher to listen, the teacher provides them with a ticket that goes into a drawing. Obviously, the more tickets they turn in, the better their opportunity to win. 5th graders are even allowed to interrupt instruction to read to entire classes across the building.

Honestly, it's pretty exhausting to teachers, and we try to schedule a bit less content that day. But it's really wonderful for students, so we fall in line and do it!

Word Walls

Word Walls may be a bit old fashioned, but they really are important. I like to put my words on a binder ring so that students can take the words to their table for spelling. For example, as words come up in class, I'll write them on notecards and add them to the binder rings. If a student needs to remember how to spell the word "excellent," they simply take the E ring to their table and flip through the cards.

Student Generated Anchor Charts

Student generated anchor charts are a great way to build student ownership of learning and increase the print in your classroom at the same time. Quit worrying about everything being beautiful, and focus on students doing the work.

Concluding Thoughts

I hope these concrete, practical ideas help you to realize that creating a literacy-rich environment isn't as scary as it sounds. Most teachers do it every day without realizing it. But can you add a few of these ideas and continue to grow in your teaching practice? That's the idea, after all!

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13 Ways To Build A Literacy Rich Environment In Your Classroom - Mama Manages

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If you're trying to learn what it means to create a literacy rich environment for your classroom, you've come to the right spot. These are fancy words for a pretty simple concept: enveloping kids in words, books, and language in all its forms. This Stanford study showed that as early as 18 months, children from lower-income families had lower language processing speeds than more privileged children.

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Creating a literacy rich environment can be a teacher's strongest tool that sets the stage for student success all year long.

An environment where children are exposed to and offered multiple ways to interact with: letters, books, environmental print, and writing materials.

Letters

Exposing students to letters is a crucial part of creating a literacy rich environment. This can be done in a multitude of ways, but here are a few ideas:

Student made alphabet frieze

Writing letters on loose parts such as rocks or wood cookies

Using letter tiles or loose keyboard keys as loose parts

Creating alphabet flip books to place in various centers

Magnetic letters

Books

One of the most obvious ways to incorporate books into the classroom is through a classroom library!

The key to making the classroom library a popular place to visit is by making it cozy and inviting. A place where children feel inclined to curl up on a soft pillow and read a book. However, the library is not the only place books should be found in the classroom.

Books should also be placed in centers! Here are some ideas of books to place in each center:

Art

The Dot

The Day the Crayons Quit

Ish

Harold and the Purple Crayon

Mouse Paint

An art center at Rosa Parks ECEC

Blocks/Math

Iggy Peck Architect

Rosie Revere Engineer

Transportation Books (Fiction or Nonfiction)

Nonfiction Architecture Books

10 Black Dots

Science

Any nonfiction book about your current investigation

The Salamander Room

Ada Twist Scientist

Robots, Robots, Everywhere!

Everybody Needs a Rock

I Spy books

Dramatic Play

Cook books

Menus

Phone books

Light and Shadow

Light, Shadows, Mirrors, and Rainbows

Whose Shadow is This?

Fun with Hand Shadows

Shadows and Reflections

Environmental Print

Environmental print is print that is naturally seen in homes, streets, or anywhere in the child's environment. This may include, but not limited to:

Street signs

Branded food containers or packaging labels

Popular restaurant menus

Here is an example of environmental print being used in a construction center.

Writing Materials

Giving students access to writing materials is crucial in developing writing skills. Children should have access to a variety of papers. These may include:

Children should also have access to a variety of writing materials:

When given these opportunities to interact with literacy so intently, you will find children developing a love of literacy and all things reading and writing without forcing anything upon them.

They begin to see the value in reading and writing.

They understand its purpose and want to use it more intentionally.
How do you get children excited about literacy? What is one area of your classroom that you feel you could add more intentional literacy to?

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Creating a Literacy Rich Environment - Fairy Dust Teaching

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Creating a literacy rich environment can be a teacher's strongest tool that sets the stage for student success all year long. What is a literacy rich environment? An environment where children are exposed to and offered multiple ways to interact with: letters, books, environmental print, and writing materials.

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Digital Citizenship - What students need to know

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Digital Citizenship - What students need to know

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Creating a literacy-rich environment provides children with opportunities to explore and use literacy through their daily routines and play.

The literacy-rich environment is organised so that spaces and the experiences that take place within them promote children's engagement in literacy experiences. Educators should consider environmental print, furniture placement, and the setting up of literacy-rich sociodramatic play areas, as well as reading and writing areas.

A literacy-rich environment provides opportunities for engaging in emergent literacy behaviours in a meaningful and authentic way. The set-up of the environment allows educators to facilitate development of key oral language and emergent literacy skills.

As children learn and develop, access to print-rich environments, and contact with adults who model and respond to children's oral and written messages, continue to strengthen the progression of learning. - VEYLDF (2016)

A literacy-rich environment demonstrates how literacy is useful in everyday life by allowing children to interact with print/texts independently and with educators. This helps to consolidate children's understanding of the functionality of literacy, and thus how it is useful in everyday life.

Functionality and authenticity are important characteristics of a literacy-rich environment.

Educators can create an environment that is both functional and authentic by understanding children's interests and everyday routines, and embedding the components of a literacy-rich environment within these (VEYLDF Practice Principle: Assessment for Learning and Development).

When planning a literacy-rich environment, educators should consider the following key questions (Fellowes and Oakley, 2014):

do the materials and tools provided contain print?

do they provide opportunities to interact with and produce print?

does the environment facilitate social interactions, as well as emergent writing and reading?

A literacy-rich environment should also take into account the cultural and linguistic diversity in the group (VEYLDF Practice Principle: Equity and Diversity).

This could be supported through:

texts in different languages

opportunities for children to speak their home language

environmental print in a variety of relevant community languages.

The set-up of the environment itself is important however the use of instructional support to develop children's literacy knowledge is essential (VEYLDF Practice Principle: Integrated Teaching and Learning Approaches). When setting up the environment, some important components to consider include:

Experience set-ups that support small groups. Photos: L Stewart

Reading Areas: Outdoor and Indoor. Photos: L Stewart

Books as reference material. Photo: L Stewart.

furniture placement and experiences that support small group experiences, allowing children to converse and collaborate

socio-dramatic play areas where children are encouraged to take on different roles within the experience (See sociodramatic play - emergent literacy)

inviting reading areas where children can enjoy books independently or with others, both indoors and outdoors

the presence of books within other experiences to be used as a reference material

environmental print that is functional, authentic and informative

providing opportunities to model book reading to individuals, small groups and large groups

experiences that support book reading, including seeking information or opportunities to listen to stories and follow along

experiences that support writing and drawing through dramatic play, science technology, engineering, arts and technology (STEAM) experiences and the provision of interesting materials and implements.

Equipment to promote writing. Photo: L Stewart

Once a literacy-rich environment has been planned and established, it is essential that educators engage in modelling, scaffolding, and extending of literacy concepts during interactions with children.

This can be achieved by:

drawing children's attention to the functionality of print

e.g. when children are looking for items or putting them away, draw their attention to signs and labels they can use to assist them.

encouraging children to interact with texts and environmental print

e.g. supporting them to add to the daily calendar or select a book for the educator to read to the group.

Environmental print plays a particularly important role in stimulating children's emergent reading and writing skills (Morrow, 2005). It provides authentic opportunities to develop children's understanding of symbols and that these symbols contain a message (Neumann, Hood, Ford and Neumann, 2012).

Environmental print can also be used as a tool for educators to scaffold children's emergent skills by drawing their attention to it in their environment and using it for functional purposes (for example, labels on their bag hook).

A literacy-rich environment provides children with opportunities to use elements of literacy in functional ways. The provision of libraries or reading areas support children to enjoy reading independently, or with others. Neumann and Bredekamp (2000) suggested that a separate reading area can "complement and extend children's learning from books" (p. 28).

It is also important that these areas are inviting so that children are drawn to the area, this may be achieved through the inclusion of cosy surroundings, regularly adding new books and providing a wide range of choice of literature (Hill, 2009; Neumann and Bredekamp, 2000).

Print knowledge, combined with early writing skills have been shown as predictors of later literacy achievement (Lonigan & Shanahan, 2009). In a review of environmental print literature, Neumann et al (2012) concluded that while it plays an important part in children's emergent literacy, it is the interactions with others that are essential for literacy to develop.

The use of environmental print to scaffold children's learning is effective in developing children's literacy (Neumann et al, 2012).

Gerde, Bingham and Pendergast (2015) showed correlation between the level of print in the classroom and children's writing ability. In the study involving two to six children from 68 classrooms (265 children in total) the need was highlighted for teachers to not only create a print-rich environment but to ensure that it is functional by encouraging children to use the print as a reference in their play and daily routines.

This was supported by Guo, Justice, Kaderavek and McGinty's (2012) study of 30 preschool teachers and children, which also highlighted that while a literacy-rich environment has been well established in research literature, they found that it was the dynamic interactions between teachers and children that had the greatest effects on literacy learning (VEYLDF Practice Principle: Respectful Relationships and Responsive Engagement).

Children interact verbally and non-verbally with others for a range of purposes:

engage in enjoyable reciprocal interactions using verbal and non-verbal language

use language and representations from play, music and art to share and project meaning

contribute their ideas and experiences in play and small and large group discussion.

Children engage with a range of texts and get meaning from these texts:

take on roles of literacy and numeracy users in their play.

Children express ideas and make meaning using a range of media:

use language and engage in symbolic play to imagine and create roles, scripts and ideas

use the creative arts, such as drawing, painting, sculpture, drama, dance, movement, music and story-telling, to express ideas and make meaning.

Children begin to understand how symbols and patterns work:

develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them.

For ages: early communicators (birth - 18 months)

For ages: early language users (12 - 36 months)

For ages: language and emergent literacy learners (30 - 60 months)

Clay, M. (2005). An observation survey of early literacy achievement. New Zealand: Pearson Education.

Fellowes, J. & Oakley, G. (2014). Language, Literacy and Early Childhood Education, Melbourne: Oxford University Press.

Gerde, H.K., Bingham, G.E., & Pendergast, M. (2015). Reliability and validity of the Writing Resources and Interactions in Teaching Environments (WRITE) for preschool classrooms. Early Childhood Research Quarterly, 31(2), 34-46. doi:10.1016/j.ecresq.2014.12.008

Gerde, H. K., Goetsch, M. E., & Bingham, G. E. (2016). Using print in the environment to promote early writing, The Reading Teacher, 70(3), 283-293.

Guo, Y., Justice, L. M., Kaderavek, J. N., & McGinty, A. (2012). The literacy environment of preschool classrooms: Contributions to children's emergent literacy growth, Journal of Research in Reading, 35(3), 308-327.

Hill, S. (2009). Developing early literacy: Assessment and teaching, Melbourne: Eleanor Curtain Publishing.

Massey, S. L. (2013). From the reading rug to the play centre: Enhancing vocabulary and comprehensive language skills by connecting storybook reading and guided play. Early Childhood Education Journal, 41, 125-131.

Morrow, L.M. (2005). Literacy development in the early years: Helping children read and write (5th ed.). Needham Heights, MA: Allyn and Bacon.

Neuman, S. B., & Bredekamp, S. (2000). 'Becoming a reader: A developmentally appropriate approach' In D. S. Strickland (Ed.) Beginning reading and writing, New York: Columbia University (pp. 22-34).Neumann, M., Hood, M., Ford, R., & Neumann, D. (2012). The Role of Environmental Print in Emergent Literacy, Journal of Early Childhood Literacy, 12(3), 231-258.

Victorian State Government Department of Education and Training (2016), Victorian early years learning and development framework (VEYLDF) (pdf - 1.14mb), Retrieved 3 March 2018.

Victorian Curriculum and Assessment Authority (2016) Illustrative Maps from the VEYLDF to the Victorian Curriculum F-10 Retrieved 3 March 2018.

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Creating a literacy-rich environment provides children with opportunities to explore and use literacy through their daily routines and play. The literacy-rich environment is organised so that spaces and the experiences that take place within them promote children's engagement in literacy experiences.

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How a font can help people with dyslexia to read | Christian Boer | TEDxFultonStreet

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You Must Understand the Struggle to Help Identify Motivation

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You Must Understand the Struggle to Help Identify Motivation

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Fostering Literate Identities for Struggling Readers

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Dyslexie Font - Better reading for everybody

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A unique typeface that prevents 3D movements and innovative tools to read, learn and work with more ease - anytime and anywhere. Want to try Dyslexie Font

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Suggestion for implementing the strategy Helpful classroom strategies in years 1-8 within the Guide to Dyslexia and learning

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Inside a Dyslexia Intervention | Reading Strategies for Struggling Readers

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Station Rotation: Differentiating Instruction to Reach All Students

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Hi everyone! I meant to publish this post last month, but things with my four little ones always get pushed back a bit. If you have started out a new school year, waiting for services or new accomodations for your dyslexic child, then it can seem like a particular tense time. Perhaps last year may not have ended well, there's trepidation about having a new teacher, or the anticipation of a different or more rigorous workload kicks anxiety into high gear. I work with these children. I've been their classroom teacher or worked with 1:1 and let me tell you one thing that will help you and your child get through the day a little easier:
Being fair doesn't ALWAYS mean doing the same thing for everyone.

The minute we as teachers and parents let that sink in, we can begin to free ourselves of some of the things that felt like non-negotiables, but honestly, should be for a dyslexic child. So here are five things they do not need. Why? It's all about leveling the playing field.

FYI- This is an opinion post based on working with dyslexic children for 16 years and speaking with hundreds of teachers who work with them.

1. The Same, Weekly, Spelling List And Test As The Rest Of The Class
Weekly spelling tests are great for kids with excellent rote memory. You get your words on Monday, you practice all week, cram on Thursday night and test on Friday. The cycle starts all over the next Monday. We don't create successful spellers in this cycle. And if you have dyslexia, you need a structured approach to phonics and spelling that focuses on one pattern, rule or skill at a time. Too many lists go home that teach TOO MANY RULES. It's difficult to teach spelling skills for mastery when there are too many skills within one list.

2. Timed Math Fact Tests
This is another rite of passage in many classrooms as is the weekly spelling test. Kids need practical strategies that will help them build flexibility and fluency with their math facts. Rote memorization of facts is a source of stress for many children with dyslexia. Anyone under stress knows one thing: learning will not happen with fear. Give tools, practice things like skip counting and looking for patterns in multiples, instead.

3. The Same Homework
When I was a classroom teacher, I was guilty of giving out the Monday packet to be completed and turned in by Friday. There is a great debate going on about giving homework at all. Cutting the quantity for a dyslexia child is leveling the playing field when you consider the amount of time and mental energy it takes to get through a single homework assignment, especially after a long school day. For older students, cutting quantity might be easy to do when you have been assigned a report. But the pathway to get there can be reformed with assistive technologies.

4. Unsupported Sustained Silent Reading
Let's be clear. SSR is NOT the same as structured independent reading time within a literacy block. SSR is futile if a child is reading a book that is too challenging or abandoning books every day. No one wants to see a struggling reader left out to pasture in a manner of words. Teachers need to assist children with appropriate book choice and then check in with them through mini conferences or use of a sticky note or reading log. This should happen more frequently for dyslexia readers. Dyslexic readers should have access to audio books as much as possible.

5. Marked Down For Spelling Errors
I see this happening a lot with dyslexia kids. Listen, they know they have a hard time with spelling. Circling a bunch of spelling errors in red or purple or marking them down will not help them improve. I will say, however, as an O.G. teacher that holding kids with dyslexia accountable for the lessons that have had explicit phonics instruction is a good thing. We teach for mastery in O.G. If my student has mastered the FLOSS Rule, then I will expect them to try their best to apply that rule in their writing. The key is to have accountability in spelling in small doses, not overwhelmingly long lists of rules.

As an educator, I am passionate about getting the word out about dyslexia to parents, teachers, and kids. The power of social media is changing the way we view it. If you appreciate this post, please give it a share or a pin. Thank you!

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Five Classroom Practices Your Dyslexic Kids Don't Need

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Hi everyone! I meant to publish this post last month, but things with my four little ones always get pushed back a bit. If you have started out a new school year, waiting for services or new accomodations for your dyslexic child, then it can seem like a particular tense time.

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Literacy Centers: Getting Started | Read Write Think

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Literacy centers promote student independence and collaboration as they work through reading, writing, and listening centers on their own. Once you make literacy centers a routine in your classroom, they essentially run themselves. Students should know exactly where to go and what to do at each station. Some teachers provide choices using a choice board and others have a fixed rotation of activities for students to complete at each center. How you do it is up to you but be sure to tailor your activities and small group work to meet the needs and interests of each learner.

Literacy centers also offer a great opportunity for you to target the needs of your emergent readers in focused work that may be different from the rest of the class. However you choose to implement literacy centers, this article is chock full of ideas for different kinds of centers. From phonics work to sentence writing centers, this master list will give you a sense of what kind of activities you can do with your students during literacy block. All elementary grade levels are covered here along with a host of different skills to teach. Enjoy implementing literacy centers in your classroom today!

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Master List of 40 Literacy Centers Ideas and Activities - Teaching Expertise

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Literacy centers promote student independence and collaboration as they work through reading, writing, and listening centers on their own. Once you make