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      <title>Embedding Critical Literacy by Lydia Scott</title>
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How critical literacy experiences can be authentically created to draw upon students&#39; identities in meaningful ways through technology, in a remote setting.</description>
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         <description><![CDATA[<div>In <em>Heart Maps</em>, Georgia shares 20 unique, multi-genre heart maps to help your students write from the heart. Filled with full-color student heart maps, examples of the resulting writing, along with access to reproducible templates, <em>Heart Maps</em> will be a practical tool for awakening new writing possibilities in your students throughout the year.</div>]]></description>
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         <description><![CDATA[<ul><li><a href="http://pbslearningmedia.org/"><strong>PBS LearningMedia</strong></a>: online library of trusted, quality, curated resources from PBS stations. PBS is offering webinars to help educators use this resource</li><li><a href="https://teacher.desmos.com/"><strong>Desmos</strong></a>: collection of engaging math activities and tools</li><li><a href="https://www.geogebra.org/?lang=en"><strong>GeoGebra</strong></a>: online math tools for graphing, geometry, 3D and more</li><li><a href="https://www.nytimes.com/section/learning"><strong>NYTimes Learning Network</strong></a>: teaching resources based on New York Times content</li><li><a href="https://newsela.com/about/content/browse-content"><strong>Newsela</strong></a>: curated collections of news stories appropriate for student audiences, organized by topic area and grade level</li><li><a href="https://ed.ted.com/lessons"><strong>Ted-Ed</strong></a>: lesson builder for any TED-Ed animation, TED Talk or YouTube video</li><li><a href="https://www.khanacademy.org/"><strong>Khan Academy</strong></a>: free online courses for students on a variety of subjects</li><li><a href="https://www.youtube.com/"><strong>YouTube</strong></a>: Think about videos you’ve used in the past in your classroom, and explore these channels’ other videos. You can subscribe to that channel to keep track.</li></ul><div><br></div>]]></description>
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         <description><![CDATA[Communication is key.
Set a schedule and stick to it. However your school or district is scheduling online learning, be sure to communicate it clearly to students and talk with your colleagues about ways to support each other. For example, if students are meeting with you online and then “going” to another classroom, know where they are going and “dismiss” them with clear instructions of what to do next.

Keep families in the loop. Perhaps you’ll choose to have a weekly video conference to update parents. You can also send out newsletter emails or messages through your school/district’s learning management system (Canvas, Google Classroom, School Loop, Schoology, etc.). Ensuring that family members know what is expected of your students will help to hold your students accountable.

Find ways to give and get feedback. You’ll want to find ways to incorporate student feedback into your remote instruction. Using the comments feature in Google Doc and verbal feedback through video conferencing (for example, in small groups) can keep students on track. Peer feedback prompts, self-assessment checklists or self-paced quizzes (for example, Quizziz) are other ways you can have students reflect on their work.

Since distance learning is probably a new process for everyone involved, asking your students how the process is going for them can help you to adapt to meet their needs. You might give a weekly survey (for example, Google form) asking students to evaluate each of the new tools and practices you are employing.]]></description>
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         <description><![CDATA[<div>Free during Pandemic</div>]]></description>
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         <author>scottl54</author>
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         <pubDate>2021-01-11 03:15:40 UTC</pubDate>
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      <item>
         <title></title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:17:45 UTC</pubDate>
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      <item>
         <title></title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:18:04 UTC</pubDate>
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      </item>
      <item>
         <title></title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072596780</link>
         <description><![CDATA[<div><strong>Seesaw Distance Learning for Teachers</strong></div>]]></description>
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         <pubDate>2021-01-11 03:19:05 UTC</pubDate>
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      <item>
         <title></title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072597640</link>
         <description><![CDATA[<div><strong>Mystery Science</strong></div>]]></description>
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         <pubDate>2021-01-11 03:19:47 UTC</pubDate>
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      <item>
         <title></title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072598012</link>
         <description><![CDATA[<div><strong><mark>Scholastic: Teaching Remotely</mark></strong></div>]]></description>
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         <pubDate>2021-01-11 03:19:57 UTC</pubDate>
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      </item>
      <item>
         <title></title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072598338</link>
         <description><![CDATA[<div><strong><mark>Resources For Teaching Online</mark></strong></div>]]></description>
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         <pubDate>2021-01-11 03:20:15 UTC</pubDate>
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      </item>
      <item>
         <title>Hour of Code</title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072599121</link>
         <description><![CDATA[<div><strong><mark>Learn coding skills with an hour of code activity</mark></strong></div>]]></description>
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         <pubDate>2021-01-11 03:20:54 UTC</pubDate>
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      <item>
         <title></title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:21:20 UTC</pubDate>
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      </item>
      <item>
         <title>Show, Not Tell</title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:25:08 UTC</pubDate>
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      </item>
      <item>
         <title>Opinion Writing</title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:25:21 UTC</pubDate>
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      </item>
      <item>
         <title>Gender Neutral Resources</title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:25:48 UTC</pubDate>
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      </item>
      <item>
         <title>1st Grade Book Snaps</title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:26:53 UTC</pubDate>
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      </item>
      <item>
         <title>Writing the rainbow - Poetry</title>
         <author>scottl54</author>
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      </item>
      <item>
         <title>Reading/Writing Workshop Resources</title>
         <author>scottl54</author>
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      </item>
      <item>
         <title>Explaining a Concept - Growth Mindset</title>
         <author>scottl54</author>
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      </item>
      <item>
         <title>Scholastic Magazines Digital Media</title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072609842</link>
         <description><![CDATA[<div>Students are able to access classroom magazines that provide them with social studies and science topics of interest. Students are able to read and watch the digital text while completing higher level thinking activities afterwards. </div>]]></description>
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         <pubDate>2021-01-11 03:29:56 UTC</pubDate>
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      </item>
      <item>
         <title>Student Growth Portfolios </title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072610024</link>
         <description><![CDATA[<div>We use SeeSaw to keep an online growing portfolio of each student. Student can complete work, display work and record videos of reading for their parents to see!</div>]]></description>
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         <pubDate>2021-01-11 03:30:07 UTC</pubDate>
         <guid>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072610024</guid>
      </item>
      <item>
         <title>Reading</title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072610365</link>
         <description><![CDATA[<div>First Grade has access to hundreds of books at at our fingertips thanks to our 1:1 IPAD grant and Epic! I have created a classroom library full of just right books that students can read during our reading workshop time. Students can read books independently or listen to a story being read to them. We love Epic! </div>]]></description>
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         <pubDate>2021-01-11 03:30:22 UTC</pubDate>
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      <item>
         <title>National Geographic</title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:30:39 UTC</pubDate>
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      <item>
         <title>Raz Kids</title>
         <author>scottl54</author>
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         <description><![CDATA[]]></description>
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      <item>
         <title></title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:34:37 UTC</pubDate>
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      <item>
         <title></title>
         <author>scottl54</author>
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      <item>
         <title></title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072623237</link>
         <description><![CDATA[<div><strong>FROM THEORY TO PRACTICE</strong><br>Critical literacy involves challenging a text by considering problem-posing questions such as: What’s missing from this account? How could it be told differently? </div>]]></description>
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         <pubDate>2021-01-11 03:40:29 UTC</pubDate>
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      <item>
         <title></title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072624852</link>
         <description><![CDATA[<div>Comber (2001) explains: “Critical literacy is not a set of finite practices.” She asserts that teachers “have to assist young people in assembling a set of discursive tactics and strategies” (p. 2). The NCTE Position Statement on Reading (1999) states: “As readers, we talk to others about what we are reading. These interactions expand and strengthen our comprehension and interpretation. In these interactions, we learn to read critically, to question what we read, and to respond in a certain way.” Further, through problem-posing questions, students learn to “uncover underlying assumptions and motives that otherwise operate invisibly.” This minilesson describes one practical way to introduce young people to discursive tactics and strategies that will expand and strengthen their comprehension and interpretation of texts.</div>]]></description>
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         <pubDate>2021-01-11 03:41:50 UTC</pubDate>
         <guid>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072624852</guid>
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      <item>
         <title>Lesson Plan</title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:43:59 UTC</pubDate>
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         <title></title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:45:11 UTC</pubDate>
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         <title></title>
         <author>scottl54</author>
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         <pubDate>2021-01-11 03:45:23 UTC</pubDate>
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         <title></title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1072633258</link>
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         <title></title>
         <author>scottl54</author>
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         <title></title>
         <author>scottl54</author>
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         <title></title>
         <author>scottl54</author>
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         <title></title>
         <author>scottl54</author>
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         <author>scottl54</author>
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         <author>scottl54</author>
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         <title></title>
         <author></author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1080914326</link>
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      <item>
         <title></title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1094303937</link>
         <description><![CDATA[<div>'Our Class is a Family' written by Shannon Olsen, is a lighthearted story that introduces the concept that students in a class are a family. It frames productive interactions necessary to foster a joyful classroom environment that is built on respect. Diversity is represented in this story in many facets. I especially love that the story included a student in a wheelchair, because this is underrepresented in our popular read alouds. </div>]]></description>
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         <pubDate>2021-01-16 19:13:48 UTC</pubDate>
         <guid>https://padlet.com/scottl54/f2tmulblks377unq/wish/1094303937</guid>
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      <item>
         <title>&quot;This is a read aloud that I hope will help teachers build class community. Its aim is to make every kid feel that they’re part of a special family. One where they feel loved, included, and safe to be themselves and make mistakes. It can be read at the beginning of the new school year, and if you’re still teaching through May or June, it is fitting for the end of the year too.&quot; - Shannon Olsen</title>
         <author>scottl54</author>
         <link>https://padlet.com/scottl54/f2tmulblks377unq/wish/1094428972</link>
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         <pubDate>2021-01-16 21:22:38 UTC</pubDate>
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         <title></title>
         <author>scottl54</author>
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         <description><![CDATA[Picture
The Training Kit
Build your own kit!
​1. Red Felt
​2. Peg People
3. Kindness Ninja Pledge (Printable Pledge)
4. Wooden Plaque 
5. Begininners Guide to Becoming a Kindness Ninja (Link to come)
6. Ninja Headband Storage Box
7. Kindness Ninja Acceptance Letter (see photo above)
8. Kindness Ninja Training Video
​]]></description>
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