I try to stay on our normal schedule as much as possible. I may mix in some seasonal literature, but we do normal reading skills with these texts.

What about some virtual field trips? Mammoth Cave livestream on Monday, November 18th with Expeditions in Education.

November 18th- Mammoth Cave LIVESTREAM
December 12th- Holiday in the Parks LIVESTREAM
January 29th- Everglades LIVESTREAM
February 11th- Voyageurs LIVESTREAM
March 26th- New River Gorge LIVESTREAM
April 29th- Rocky Mountain LIVESTREAM

Form to register is at: https://docs.google.com/forms/d/e/1FAIpQLScCiPrUL3hSONBV-FCSGoTrDavfmfOjI9CYUjjYbRhL0J4LdA/viewform

Just tried this one…..
Put vocabulary words on cards. Have students find relationships among the words like synonyms, antonyms, or categories. Categories are things like both these words describe jobs.

I have been using Chat GPT to create passages and multiple choice questions for specific reading skills for my Tier 1 students. One thing that has helped me is to ask AI to create half the questions to be more challenging.

Scholastic News had a great article a few years ago that led to me invite some veterans into my classroom. To be prepare for the visit, I had students write questions on index cards. I reviewed the questions and put them into an order that made sense to me. This helped guide the talk for the veterans. This was one of my all time favorite days of teaching.

With a recent quiz, I displayed the results for students on a line plot. Some of my students felt 4/8 was a good score until they saw it was the lowest score in the class. I asked students to reflect on their score and if it was their best work.

I email newsletter type articles when something has happened or will be happening in the classroom.

I also email parents the answers the math study guides. The new math techniques are confusing for parents. This gives them support to help their child.

Standards based grading is challenging. When using tests that are premade by our math series, I add a sheet that shows which problems match which standard.

This is a great idea. I like to play instrumental music while students write. I will be working to merge the two ideas.

I had a student who struggled last year. He was given a choice of cool down time of 5 minutes or 5 minutes with a fidget. After 5 minutes, he was calm enough to sit down and process the moment with me.

I have a substitute folder that lists routine information so I don't have to remember to write it every time.

I also train my students how to access commonly used websites on my projection tv. I leave names of students who have proven that they can access the sites.

When I had a challenging class, I used this! It was so helpful to reset the mindset of the substitute and the class. I suggested that the substitute set a timer for 10 minutes and then reflect if the class earned a petal or not. If yes, celebrate. If no, then tell them what needed improved over the next 10 minutes.

It was so nice to return to some positive messages after so reading several not so pleasant substitute notes.

To keep going, you need to keep a balance between your school life and your personal life. Set boundaries. As you gain experience, improve your lessons. Think about what didn't work, where was your assessment data low, or how can you relate a topic to the real world. Then revise that lesson. I get excited when I have created something new to teach. As I complete LETRS training this year, I am changing some language arts lessons. This helps me to implement what I am learning at my trainings and keeps me fresh.

In fourth grade, we work on paragraphs. I have my students write in pen. Each section of their planning graphic organizer is written in a different colored pen to show the paragraph breaks.

If a student forgets to write a new paragraph, we use scissors and cut the two sections apart and tape them onto a new sheet of paper with the paragraph breaks and indenting.

I also like to show my students the thesaurus on dictionary.com to encourage revisions on word choice.

I teach in a small school. As I reflected, I realized that my only conversations with one kindergarten student were about his behavior and the rules that he was breaking. (I teach fourth grade.)

I also realized that he almost always needed his shoes tied. When I saw him with a show untied, I started a conversation with him about what he liked, how his day was going, or anything that popped in my head.

This changed our relationship which really helped when he was in my class later. We had some positive times together too.

Science can overlap with language arts and math. If you are reading about a concept, then make it a part of your reading lesson. We are looking at different natural disasters. I incorporated this into my lesson on text features. The text features all came from books about earthquakes on Epic.

When we are graphing, this can be done in math class.

If you need to do research, incorporate this into your writing lessons.

1. Books that relate to upcoming lessons
2. Small whiteboards for student work and lots of dry erase markers
3. Special pens/markers that students can use as a reward
4. Storage containers
5. Legos - Especially if you are going to have indoor recess time
6. Paper Pro stapler
7. Electric pencil sharpener - My current favorite is linked below but I haven't allowed students to use it yet.
https://www.amazon.com/tenwin-Rechargeable-Sharpener-Automatic-Hands-Free/dp/B0C39YFJBC/ref=sr_1_22_sspa?crid=1BIIMHRH73KFY&dib=eyJ2IjoiMSJ9.JChAX91hflEj8TnQR4K6mC0Uf-vae8PXnqlAYJlbqK94rUY3zJbdH3UK3rnebw2bowqyyNXu_VQP_XWYLaL-04t0kQRpl_A6EIOCpzfelXXHbO7pl-7nfGyh-Pp8HLtTN6qD_Kb9d5xOGiAiuHYsLARfV_u_6dz1TQoqxvR_Ss09QWolB8k6sY8QzSKGYZRGDRvcGVxqsprmMNpIoa-fOyzd_vD10zzpZ-oB__9NR19rhoKjvebdRgek15gwBDtNupDa4Gmi9i6K9MoM1Nhk-UyneuX2D2EBjtcvCriv7Lg.w4a6zkNokWxFvkfqY8U8jAngsgavkXzuHlsgyNvZUR4&dib_tag=se&keywords=pencil+sharpener+electric+plug+in&qid=1727741862&sprefix=pencil+sharpe%2Caps%2C196&sr=8-22-spons&sp_csd=d2lkZ2V0TmFtZT1zcF9tdGY&psc=1

I highly recommend checking out Expeditions in Education.
https://www.expeditionsineducation.org/

They offer weekend trainings at National Parks and Historical Sites throughout the year. They also have 4-5 day long teacher camps at National Parks in the summer. During the school year, they are livestreams available for free! There are also lesson plans and activities on the website.

We moved to story mapping our science curriculum this school year. Each grade's science curriculum is based on a problem in the real world. In fourth grade, we are studying the effects of land development. To make it real for my class, we are PRETENDING that we are selling off part of our school landand building 15 new houses. We are looking at the pros/cons of heating systems and alternative energies. Next, we will look at the impact of development on plants and animals.

Second grade is relating everything to the impacts on bees. I don't remember what the other grade levels are doing.

Our district uses IEP Writer. I do like that I can access the entire IEP as a classroom teacher on our management system.

I went to a STEM camp for teachers this past summer. I was very impressed with the Matatastudio Coding Set. It started very basic, but it can go higher as well.

https://shop.matatastudio.com/collections/matatastudio-coding-kits/products/matatastudio-coding-set

For me, the most successful co-teaching experience has been when the two teachers can sit together and plan the lesson together. Sadly, this hasn't always been possible due to time constraints. The next best approach has been for one teacher to start planning the lesson and then meet together so the co-teacher can add to the plan and take lead on some parts of the lesson.

Band aids, permission slips, tissues, pen and paper

If it is a warm day, take extra bottles of water for those who forget.

If a student has missed two days, I will send a quick email to the parent saying that I miss their child. I hope that all is ok.

After three full days, our school nurse contacts the parents.

I think that I would start by talking to the parent. Find out what subject is their favorite or where their talents are. Maybe this parent can be a guest speaker or be a person to help students edit their writing. For younger grades, you may be able to have them work with sight words or basic math facts.

I have a student who really struggled on our first math quiz of the year. I emailed the parent with my concerns and let the parent know that the quiz was coming home that day.

I heard no response, but I found some spare moments to work with the student on these skills.

I emailed again with how the student was trying, and I was seeing some progress. I shared good news and thanked the parent for their support at home.

Then, the parent replied. We need to remember to share positives, even small ones, with parents of struggling students.

Reading buddies are great, but I would add a writing step. A colleague and I did this. We made a poster or fiction and nonfiction prompts. After hearing the story, the older student looked at the poster and picked an appropriate prompt for the book.

Not sure of your grade level but for grades 2-4, I would recommend Voices in the Park or The Pain and the Great One.

I like the attached organizer to prepare to write.

Teachers and a team (principal, data administrator, school psychologist, Title I) meet once monthly by grade level during a special class prep (music, art, etc.).

I share a positive to start the conference. Then, I share assessment data, answer questions, and address any concerns. I also close with another positive.

I started putting my info in Google Slides to organize and have everything at my fingertips. I put screenshots on the slides of the data.

Parents can choose to come in person or have their conference by zoom. The slides make it easy to just do a screen share or turn my computer screen around.

I would also suggest weekly meetings to set goals and monitor data.

I am using Leslie Cornett Consulting to encourage math thinking and problem solving skills. I am also trying Which Number Doesn’t Beling to promote reasoning.

This is our fourth year with Bridges Math.

K-2 is using Spring Math as a math intervention.

We have new curriculum this year. We are starting with energy.

In our recent LETRS training, we learned about morpheme word-family maps that I plan to use this year.

You write the root/prefix/suffix in the middle of the page. Then start to create groups in different areas.

For example, put the root spect in the middle of the page.

One group might be respect, respects, respected, respectable.

Another group might be: inspect, inspects, inspector, inspection.

She also suggested a flyswatter game where you write roots, prefixes, and suffixes all over your whiteboard. Then have students come up and swat a suffix that means something that is happening now. Or swat a prefix that means between.

I'm not sure what grade that you teach. I'm a 4th grade teacher.

Last year, a colleague and I developed a lesson on the folk tale John Henry from Epic. Then, we used The Ballad of John Henry.

We used a graphic that had students find similarities and differences.

1. I teach lessons on how to develop your reasons. I've used two different approaches.

A. Using techniques like bandwagon, testimonials (fast people), repetition, and loaded words. There are some great commercials to help teach these techniques.

Bandwagon: https://www.youtube.com/watch?v=bYdtstH1JpQ
Testimonial: https://www.youtube.com/watch?v=bcrrxRk-YeQ
Loaded Words: https://www.youtube.com/watch?v=N-DtNm3zK_o

B. Use logos, pathos, ethos, and kairos as ways to develop your reasons.

2. I teach a lesson about how to hook your reader.
A. guided imagery (Picture this....)
B. question
C. news lead (who, when, where, what, etc.)

3. Then, I teach conclusions. I like the conclusion part of this video.
https://www.youtube.com/watch?v=TY5GLGeOFs8

I can share more details, if you wish.

Here are two approaches that I have tried.
1. Using techniques like bandwagon, testimonials (fast people), repetition, and loaded words. There are some great commercials to help teach these techniques.

Bandwagon: https://www.youtube.com/watch?v=bYdtstH1JpQ
Testimonial: https://www.youtube.com/watch?v=bcrrxRk-YeQ
Loaded Words: https://www.youtube.com/watch?v=N-DtNm3zK_o

2. Use logos, pathos, ethos, and kairos as ways to develop your reasons.

I'm not sure what grade you teach. I've taught 4th-6th.

Here are two approaches that I have tried.
1. Using techniques like bandwagon, testimonials (fast people), repetition, and loaded words. There are some great commercials to help teach these techniques.

2. Use logos, pathos, ethos, and kairos as ways to develop your reasons.

Readworks.org has sets of paired passages. Click on content and then look on the left.

Keep your door open before and after school. Stay after school (you'll be busy and do this anyhow) and talk to others. Ask for help. Talk to other teachers at the copier. You'll find those who are friendly and willing to assist.

I just shared a slide show and lesson idea with a new teacher in my district. She replied with a nice thank you email. This motivated me to share more.

Our maker space is shared by 3 districts and is in our shared vocational technical school. There was an optional camp this summer that introduced the tools and provided time to create a lesson that could be completed in the maker space. Busing will be provided when it is time to complete the lesson.

I posted a word cloud with vocabulary words. I had students talk in pairs about the words. Then pick 3 words to write about. This helped learning support students who didn’t know how to start.

I start my fraction lessons with fraction bars. I am fortunate to have a class set and a document camera so I project my work as well. Fraction bars are a great manipulative to teach equivalents and comparing fractions. I have will have students work in small groups to have larger sets to build improper fractions and mixed numbers.

Pick one tech tool and learn it. I would suggest Nearpod as an easy place to start. In Nearpod, you can access pre-made lessons or upload your slide shows. I use the teacher guided option so that all of my 4th graders are at the same place with me. I can see everyone's response and share responses with fellow students. You can ensure that everyone is engaged.

Another favorite of mine is Classkick. You can set the lesson to give immediate feedback on answers or toggle on and off as needed. I like Classkick for math because students can get immediate feedback and my teacher screen can show me which students need help.

Checklists and spreadsheets are good tools.

A simple one that I will do is to photocopy student work that is challenging on a colored sheet of paper. Then, I put this work in the student's folder for MTSS times. If a student has a colored sheet, it means that this work must be done first. They will bring the paper to my table, and I will work with student to remediate or reteach.

I would suggest hanging up some anchor charts or giving the student a small reference sheet. Teach how to refer back to these resources. Start small and build from there.

I agree that dividing a task into smaller manageable chunks may help. Sometimes, I just take a marker and draw a line after a few problems or a section of reading. I ask the student to raise their hand when they make it to the line. I can quickly see how long, how accurate, and adjust from there. I will even do this for a struggling student on an assessment. It may just be a moment where they need a cheerleader.

Give students a student friendly rubric to rate one or two concepts or goals of the lesson.

To be honest, I am probably better at designing lessons based on state standards. When working on new curriculum, I do google searches with the state standard and use AI to see what ideas are available to start. This helps to form the base of the lesson. Then, I look for activities related to student engagement and real world connections.

As the lesson is progressing, which is often multiple days, I adjust my plans based on the formative assessments during the lesson.

The National Board process has a teacher do some major self reflection into why you do what you do and how it impacts student learning. It also encourages goal setting for the future.

For me, it forced me to change how materials are accessed in my room. Prior to the National Board process, I was the guardian of graphic organizers. I passed them out when I wanted them completed. So in essence, I determined when a student could use them. If I want graphic organizers to be a tool in learning, I realized that students needed access as needed. So I instituted a hanging folder system where students could get graphic organizers anytime they wanted.

The process helped me to realize the need and relevance of formative assessments and to change lessons based on how students were performing during the lesson.

I keep a Google spreadsheet to keep track of assignments and student completion. For simple tasks, I just have a class list printed and cross off each name as it is completed.

For student progress, I keep this information and color code to keep track at a glance of who is struggling. I also photocopy unit tests of struggling students and have them correct mistakes or reteach concepts.

I begin the year with a dice game that we play once a day during the first week of school. I have a jumbo dice that each student takes turns rolling. Based on what number is rolled, there is a question. Here are some sample questions:
Roll a 1 - Tell us something that you did yesterday.
Roll a 2 - Tell us something that you do well.
Roll a 3 - Tell us something you learned over the summer.
Roll a 4 - Tell us something that you can't live without
Roll a 5 - Tell us something that you watch/listen to.
Roll a 6 - You chose any question above and answer it.

The next day the questions will be different. For example: something you will miss from 3rd grade, favorite TV show, favorite season, best food that your mom/dad makes, something you collect, etc.

I take notes on the answers and use them in class discussions.

Then, I start each week with rose/thorn moments. I pass around an artificial rose. Each student can share 2 roses (good moments over the last week from home or school), 2 thorns, or 1 of each. Students can pass if they do not want to share, but they can't pass two weeks in a row.

I do a Monday morning check in that I call rose and thorn moments. Students have the option to share happy moments (rose) and sad moments (thorns). I pass an artificial rose to the speaker.

These decisions are made at school data meetings. Students must meet target goal 3 times.

I only catch up on key assignments. Many key concepts are repeated, or I will embed a review in an upcoming lesson.

I create a more traditional whole group area. I have a carpet area, and then I identify areas where partners are able to work together.

I like to have students use multiple color pens to write each different paragraph. I have them highlight their organizers, and then write with a colored pen.

I also have students write multiple thesis statements and have peers vote on the best one.

The Giving Tree, Hidden Figures, The Next President, That Book Woman

I am not in my classroom so I searched for books on Google to answer this question to help refresh my summer mode brain. I found this site: https://www.picturebookbrain.com/picture-books-for-4th-graders/

Wonder, Fish in a Tree, Theodore Boone series

I like Mystery Science and Generation Genius for STEEL standard ideas.

Be honest with your class, and state that this isn't what you were expecting. Look at the data. Make sure that you controlled the variables and keep a constant. Then, try again the next day. I tell my class that scientists need to repeat their experiments because one time doesn't mean that it is done. Science data should be able to be replicated.

I've moved classrooms the last three years. I've parted with many treasures that I've accumulated over 30 years. Like you, I part with things that have not been used in a few years. I'm also keeping less paper files and moving to keeping those items electronically.

We have Open House for 2 hours in the evening before school starts. (This counts as one of our 3 evenings of work that equal a day of school.). Parents and students can come meet the teacher in an informal setting.

I like to have the student attend a meeting with their parents. I start and guide the conversation and have the student say what happened. (I teach 4th grade.). I will excuse the student to discuss some goals with parent and a plan. Then, I invite the student to return to the meeting and share that we are all on the same team.

Most AI tools are not designed for students in K-4. Check the acceptable use policy before signing up for student accounts.

We use Bridges. I enjoy the way Bridges encourages different strategies.

Our district would assign a mentor for the first year. If you want additional mentoring, watch and listen to others. See who comes early or stays later. Stop by their classroom and ask questions. Most teachers are willing to share and help.

We have a 1/2 hour daily for tiered supports. I would pick 1-2 skills to target with this student and track data. The targeted skills would be based from assessment data.

Often, I begin a lesson whole group. I usually have my students seated strategically in pairs. I give each student a role when I assign them to turn and talk to their partner.

Later in the lesson, I have practice time on the skill. I will invite some students to come work with me at a table while others can continue to work with their partner.

On open house night (which is before school), I put a paper on each student's desk that has 3 questions.

3 - Tell me three things that you think are special about your child. (hobbies, sports, interests, etc.)
2 - Tell me two words to describe your child.
1 - Tell me one goal/wish for this school year.

I often invite parents to add any other information that they wish.

If a parent does not attend open house, I send home this paper the first week and also electronically.

I make a note in my calendar to review this information again in mid-October and again in January. It helps me to connect curriculum to individual students.

We are a district that uses school wide positive behavior support. We have ram stars (named after our mascot). I give these paper stars when students demonstrate one of our 3Rs: ready, responsible, and respectful. I give out many, many ram stars the first two weeks of school to establish and reward students.

If some students are off task, I will go find someone near them who is on task and reward them with a ram star and state what behavior earned them a ram star. This often changes the off task behavior without having to single someone out.

We do not have guaranteed prep time. If there is not a substitute for a specialist, then there is no prep time. So my first piece of advice is to not wait until the day of something to complete work.

1. Go to bathroom first.
2. I like to make copies before and after school when the lines are shorter. I arrive early so before school works for me.
3. I like to plan one subject at a time. On Tuesdays, I plan math for the next week. On Wednesdays, I plan science/social studies. And so on.
4. I save correcting papers for after school so that I can record in online software and put in student mailboxes before I leave for the day.

I'm answering this question for students who do NOT have individualized education plans (IEPs). If you feel that the child needs a behavior plan, I would suggest first meeting with the parent and child. Set 2 goals to improve and then add a third goal to the plan that the child consistently demonstrates so that the plan has some positives. In fourth grade, I like to rate the morning and afternoon separately to see if there are trends. I use a 1, 2, 3 rating for each goal most of the time. If the entire day is worth 18 points, then I would set a daily goal with small reward at about 14 points and steadily increase as success is earned.

A sample goal might be to complete classwork with two or less prompts or transitions from one activity to another with one or less prompts.

I also like Quizlet Live. The app puts students into teams of 4. Each student can see the question, but they may not have the correct answer on their screen. It may be on a teammate's screen. This encourages communication. Also, if they miss a question, they have to start over again.

I wish. I’ve attended several in year’s past

I will become friends with students social media once they have graduated from high school.

My 4th graders past and present will occasionally email. I do answer them over the summer.

I trace a student body on paper(like for covering bulletin boards). Glue onto the body about 15-20 math problems with answers showing your work. Do about 5 of them incorrectly. I call this activity Surgery. Students work in teams to find the 5 that I did incorrectly and put correct answers on bandaids.

Teacher Tip: Put letters beside problems for easy checking.

Tip: I make 5 bodies for a class of 20 students.

Boredom Busters by Katie Powell

We do reports about famous Pennsylvanians in October. Later in the year, Rachel Carson comes up for her work with DDT and bald eagles. That student is always proud, like they did the science work, lol.

Assign each student a partner to have discussions during your lesson. Give each student a role. Randomly check for understanding.

Give students white boards or a blank screen on a device. Solve problem or write thought. Hold up answers on a signal.

When asking multiple choice questions, give each choice a sound like clap for A, stomp for B, dance for C, and dance for D.

One of my classroom jobs is to answer the phone. I teach 4th grade. I have a script posted beside the door. "Hello, you have have reached Mrs. Homan's room. This is ____. How can I help you?

This allows me to continue teaching when the phone rings.

I also have a dismissal person who lines up everyone for the bus. This gives me time to do quick check ins before the end of the day.

Teach Like a Pirate

I forgot to mention that I take notes on students' answers. Then I ask who in our class has a favorite place of their treehouse or who has 3 goldfish and 1 dog. I also answer each question.

I like to do a dice game to get to know my students. I have a large dice that each student gets the chance to roll each day. The number on the die gives them a question to answer. For example, 1 - tell me about your pets, 2 - your favorite movie, 3 - something that you are proud of, 4 - something that you collect or a hobby, 5- a favorite place, 6 - you choose what question to answer.

The next day, we do the same thing, but I have new prompts for each number.

I think that embracing new ideas helps to avoid teacher burnout. Sites like Uppercase or a good blog can help with ideas.

I also think that you need to set boundaries. I don't do schoolwork at home on Monday nights. I can usually do this since I started the week prepared. I don't work on weekends, but my weeknights are long.

I have used Chat GPT to write stories on a skill like point of view with comprehension questions.

I am certified as a middle level generalist. National board certification is challenging and highly reflective.

I just returned from STEAM in the PARK camp at Grand Tetons. Wow! Beautiful scenery, great teachers, and fun learning activities.

We have MTSS (multi tiered student support system) for ELA and math. When working with Tier 2 and 3 students, I give Tier 1 students review materials.

A thoughtful card or email can make a big difference. Thank them for an idea or book suggestion.

We have weekly meetings with our mentees to answer questions. Mentees also observed by mentors 6 times during the year. Mentees and principals set a goal for each semester. Mentors watch for progress on that goal and give suggestions.

Short background videos from YouTube where you have guiding questions, ask them to write 3 new facts, or identify what a new means used in the video.

For lessons where students have some background knowledge, I like gallery walks or sort cards.

I like anticipation sets where you give a series of statements where students predict true/false. Then revisit at end of lesson.

We have some required inservice days in August that are district wide.

Most years, we have optional days in July and August that are trade days. If you attend these programs, you can have off an inservice day in October or April. Most staff love this option.

End of the year is time to part with materials no longer used, tattered student library books, and scan paper copies to digital files.

We have Move Up days for 4th and 6th graders who are transitioning to new buildings. Wile my 4th graders are learning about their new grade/building, I have my students from the prior year back for the morning.

1. We create units by looking at the state standards and organizing the standards.
2. We create student learning maps for each unit and write essential questions.
3. We look for supporting materials. We have the Bridges series for math. Other than that, we find our own resources and write lessons.

Yes, it is very hard for new staff.

I have folders labeled Monday through Friday. Copies for each day are placed in each folder. If I have a picture book that I am reading that day, I also place it in the folder. This has saved time when I am unexpectedly absent. I can just direct my substitute to the folder for all copies/books.

We start school the last week in August and end in early June. We have 182 student days (2 more than required by the state). No spring break!

If you have some outside space, plant leaf lettuce and radish. I did this a few years ago. On the last day of school, we harvested and had salads. It was weird to eat salad at 9:30 in the morning, but I loved hearing the comments that it was the best salad they ever had.

Work with a colleague to write a new lesson/unit. I recently did this with a new fourth grade teacher. She wanted help with standards on integrating text, comparing themes of two texts, and telling stories in multiple mediums.

We met together and found a common text using Epic. Then, we wrote lessons together. We even included a summarizer where our students emailed their thoughts on why the tall tale changed from author to author. One student who hates to write for me every day wrote more than ever. I think that it was because he knew his work would be read by a real person outside of our classroom.

Planning has taken a lot of different formats. For me, the best is when all work together, but we do not have common planning time.

Rita Pierson: "Kids don't learn from people they don't like.'"

Our kindergarteners are writing buddies with third grade. Our first graders are reading buddies with the fourth grade students.

I have 3 stations for math centers/MTSS. For the games that match our math series, they have to record who they played and date stamp their work. For the iPad station, the website tracks who did what for me. For the last station which is worksheets related to skill development, I require one page completed (accurately) a week.

I will scan copies of state released items and place them into Classkick (an app). I will add self checking boxes so students can see instantly how they are doing.

With fourth graders, I will have them keep tally marks at the top of their page to keep track of right answers/points.

Our PTO allows teachers to recommend books at the Scholastic Book Fair. We can post signs in front of the book saying, "Mrs. Homan recommends this book" and why.

Our librarian also did posters of each of us with WANTED hanging behind us. Each teacher held up a favorite book. The posters were printed in sepia tones to look old.

This is quite an extensive list. I use many of them.

Not exactly word wall, but along the same lines.....
We have iPads for each student. When I have a slide projected that has lots of helpful information or may need to referred to again, I have students take a picture. Then, they can refer to this information again as needed.

Our math series (Bridges) comes up premade cards for a word wall. I like that they have definitions and picture examples.

I would also look at the potential teachers' websites to see if they have any suggestions posted.

Book: Wump World. You can find lots of activities online.

We have a daily bulletin that the office sends out with student absences, teacher absences, dismissal changes, and important dates.

Most important dates are also on a school wide Google calendar.

We only have a program for PreK-2 this year. Each teacher creates their own materials. For phonics, they use Haggerty and Fundations.

We do "Ram Stars" in our classrooms for following our 3 rules: be ready, be responsible, be ready. Classrooms give out weekly/monthly prizes. There are monthly school wide incentives.

We have lessons to teach the rules at the beginning of the year in each school setting: classroom, hallway, bathrooms, bus, cafeteria, etc.

I would be happy to address more specific questions.

In PA, we need 6 hours (may not be the exact number) of science of reading training every 3 years. New mandate. K-4 teachers in my district are doing LETRS training over a 2 year time period.

We learn about camouflage and mimicry. My class designs construction paper insects that might live in our classroom and hide them around the room. On STEAM night, visitors look to see how many they can find.

I am a 4th grade teacher. I have students complete a TPT page all about me. I hang these up for my new class to read and learn about their new teacher in September

I am rewarding students for moving up levels as we prepare using software like Freckle. Students are so proud to show me that their scores are higher.

I would go a read aloud while I thought of something we could do.

One room did parent/student Gimkit games that lasted 10 minutes each.

Another room does toothpick and marshmallow towers.

I have my 4th grade students write a letter to their future selves. They write about their goals, wishes, and dreams for a new school year. They add their favorite memories of 4th grade. I have the opportunity to spend a morning with them when they are fifth graders in May. I bring the letters and hand them out. I love their reactions.

In school and have school provided glasses. We are going to go outside at 2:00 to do our reading lesson and have breaks to watch the eclipse. Our peak is when the kids will be on the buses.

I teach 4th grade. I play a survival game with my class that I created with our environmental educator. I live in Pennsylvania, so I have the students pick a plant or animal that lives in our state (no pets or zoo animals). Then I name something that happens like a week worth of rain or an eclipse. We discuss whether the animal/plant would survive. If you are interested in a copy of the game, please comment. I also have a research page.

I am at novice level with Canva. I have used it to create one page flyers that are very eye catching. This is what I use to create my back to school newsletter.

Classkick - for many reasons and applications
Google Slides - for students to create a visual and written explanation of a new topic
Edpuzzle - to share new information from Youtube and to check for understanding as the student views the video

From a jealous teacher, we do not have spring break. We had one day off on Good Friday.

I hope that everyone got their batteries charged to make it to the end.

No, but I have used wordless videos.

If your first contact with a parent is to discuss a problem, mark your calendar to contact them again in a week. Over the next week, find some positives to share with the parent. You need to show that you are seeing their child as a valuable member of your class. Then reach out to a few more parents with positives. It can pay off in the future.

Our teacher's association "Fills the Frig" with all types of drinks: fruit juices, sodas, sparkling waters, etc. It is so appreciated.

My 4th graders really like Ken Nesbitt.

https://poetry4kids.com/

As age appropriate, have some student access to shared supplies. The teacher can’t and shouldn’t do everything.

My library is coded with stickers on the spines. My students manage the classroom library. (4th grade). I may lose a book or two a year, but it does not consume my time.

We only have Open House in August before school starts. This year, we had a paper for the parents to complete about their child.

3 things we should know about your child
2 wishes for this school year
1 word to describe your child.

I get these out every few weeks to read and refocus.

Could you share a little more on how the book matched with LETRS? What grade levels?

Not my class or school, but this is what I was thinking about when I replied earlier.

All K-4 teachers are being LETRS trained. We have not talked about resources for implementation into the classroom.....yet.

We have standards based. Students receive a 3 if they are working on grade level on that standard. A score of 2 if they are working towards that standard. A one means no progress. Rarely, a 4 is awarded if they are completing different work that is a grade level above. Each standard is reviewed individually at the end of the marking period, and I enter each score. We do have a mass fill of a 3 that then you can just go change the ones that are not a 3. Not every standard is scored each trimester.

Sadly, we have discussed nothing. We are in 95% eclipse range.

Over Christmas, we collected pet food and supplies for the local shelter. We set a group goal (4 classes working together). We told them that if they met the goal, we would have a group surprise. Of course, they met the goal. The shelter came in and shared stories of the animals and how their contributions helped.

Maybe you could expand this and have your students write persuasive bios for the animals to increase adoption chances?

I have 30 minutes, four days a week. I am self contained so if I have a longer activity, I can swap time.

STEAM in the PARK by Expeditions in Education

Follow Wendy Turner: Everything SEL
Wendy is an elementary teacher who shares easy to implement ideas in your classroom.

My favorite check in for SEL is colored bracelets. I have green ones for I am feeling great inside, yellow for ok, and red for I am hurting inside. If I see a student wearing a red bracelet, I will ask if it a home or school worry. I will ask if he/she wants to talk. Students can change bracelets throughout the day. I wear one too.

Each day of the week has a must do for each group. If it is not completed, the student misses our positive behavior celebration on Friday.

I really like Classkick.com. It does so much. I record read alouds for my students who need that support. You can add self grading options which can be turned on and turned off. This gives students the ability to work on their own pace and get immediate feedback. I also like that they can scroll back to prior pages for answers. I could go on for a long time. If you want more information or screenshots of what I do, just ask.

I use the free version of xtramath.com. When a student masters an operation, we have a class party and celebrate by playing a Gimkit on multiplication. I teach 4th grade so multiplication facts are very important and need lots of practice time. The student picks the version of the Gimkit game that we play.

I also use Sign Up Genius. Our parents can pick an in person conference or by Zoom. I find it easiest to manage going back and forth by creating a slide with data on each student so that I have test scores and talking points at my fingertips. I start with a positive, share information, and end by creating a goal.

We have theme days based on different books.