The public library might also have some good resources (in addition to good ol’ books!). Our library uses the app Libby and our students in my district have free access. Libby has a variety of books (both in digital print and audio) for readers of all ages.

I have introduced my students to both FlipGrid and Canva. FlipGrid was particularly engaging as students enjoyed viewing classmates videos.

I have used it to create my notes for students. I also use it to create slide presentations for classroom lessons. I’ve also used it for features mentioned by others already.

In addition to the strategies shared, word mapping is an essential step in supporting orthographic mapping of words (see: science of reading). Here’s a link to an example: https://youtu.be/H8tqyu4LCTQ?si=Mp7661NigVbODrsx

Color coding can help. Developing a color-coded folder system (e.g. red for ELA, blue for math, etc.) is a readily transferable skill for when they transition to MS. This can help students practice storing materials in a specific location. Some may utilize the two sides of the folder, too (e.g. left for homework, right for class assignments).

I would add that it is important (essential!) to make time to practice classroom routines — it is an investment that will pay dividends later on (time spent becomes time earned!)

I would encourage fellow educators to look into blended and mastery-based learning (Modern Classrooms Project provides a free introductory course). I find that this is a great way to maximize engagement and learning. One tool I use is a progress tracker, showing students progress as they complete tasks/objectives in our unit. This allows for students to see where they (and their peers) are at in the progression of the lesson and identify their own next steps.

For my class, I include some digital stations (i.e. Chromebook based practice). The program we use (i-Ready) allows me to see what work has been completed. Most platforms offer this kind of monitoring. I post student names and update as students complete these tasks throughout the week.

One of my favorite chapter books is Sugar by Jewell Parker Rhodes. It has such lovely language and highlights some lesser recognized histories. Doesn’t necessarily need to be used as a read aloud, but it certainly could be!

If you’re looking for a deep dive resource (e.g. expanding your understanding of the mechanics of the science of reading), then Kilpatrick’s “Essentials of Assessing, Preventing, and Overcoming Reading Difficulties” is a comprehensive source of information.

Kilpatrick also released a great resource for understanding and practicing phonemic awareness (info for teachers and practice for students) in “Equipped for Reading Success A Comprehensive, Step-By-Step Program for Developing Phonemic Awareness and Fluent Word Recognition”. I’ve used this resource for years; it is functional as a stand alone, especially if you have a phonics program and need a supplement to address phonemic awareness.

I have used DonorsChoose in the past. I’m not sure if their policy has changed there, but they have special policies for projects outside of conventional classroom materials.

While also not a free resource, I have found the materials from Wilson Reading Systems to be pretty versatile. The first three Steps focus on closed syllables (all of which would follow a C/VC pattern) and provide word lists, sentences and stories including only pattern words. There are certainly other options similar to this. The first book costs $14 and a set (Steps 1-6) is $74. For the exercises you are looking for, I think Step 1 alone could provide ample practice for your students.

Much like others have stated, I find it is a matter of taking time — whatever the activity. Sometimes it’s just a commitment to do no more work past a certain point. Personally, I need to practice “not doing” so it sometimes means giving myself permission to do just that.

At the beginning of the school year, I used AI to generate a course description for my class — just a few tweaks and it was good to go!

Having completed a series of mindfulness lessons from Mindful Schools, we often practice mindfulness of sound and breathing exercises. An accessible entry activity might be (similar to the “Lazy 8” featured in the original post) “Box Breathing” which uses a set count (e.g. 4) for each of the following — breathe in, hold, breathe out, hold (repeat).

Most recently, I have used it to generate text for practice and formative assessments — for example, I had it generate a story that featured certain story elements and content relevant to what we had been studying. I’ve also used it to create small practice exercises for grammar and punctuation.

I highly recommend reading the book _Lost at School_ by Ph.D Ross W. Greene. In it, Greene presents a Collaborative Problem Solving system. I think this might be a means to addressing some of the behavior and student choice concerns you mention (though not an immediate intervention, but one that takes time apart and has a longer term effect).

In short, at a neutral time (i.e. scheduled, set aside, not in the heat of the moment), identify the behavior of concern (without judgment!) and ask the student to talk about what’s going on. Reflecting back what the student has shared, then identify how this behavior is affecting others (esp. from the personal lens of the teacher). Finally, brainstorm possible solutions and identify a mutually agreeable one together, recognizing that the conversation is not over and if this solution doesn’t work you will regroup and try again.

I hope this helps!