Paired Texts with Katherine Johnson

I remember when paired texts made their way onto the reading stage. Students would read one fiction text and one nonfiction text. They would answer questions about both texts individually and then move toward answering questions that connected the two texts. It was genius. I loved giving my students equal exposure of the two genres while using engaging content.

"Paired texts" was a phrase oftentimes used with the primary grades. Once students entered the upper elementary level, it shifted to "paired passages". It was a similar concept but there was a shift to using a greater variety of texts. The second passage would includes things such as recipes, interviews, directions, etc... If you have seen or worked with state assessments you know this formula well.

The last few years I have been using picture books more often. I have found ways to incorporate them into my units of instruction and have witnessed my students' levels of engagement and interest increase. Some of the most effective picture books for upper elementary students include one of the following: a person in history, a specific event, or stunning illustrations. 

With Katherine Johnson paired texts, I like to start with the picture book. It is visually appealing and offers better opportunities for discussions and connections for the students. It is easier for students to move to the less visually engaging nonfiction text when they have a vested interest in the subject matter. So, in this case, I like to hook them in with Johnson's story told through text and illustrations and then move them toward the other nonfiction text that is more fact-driven and offers different opportunities for using text features, understanding vocabulary, interpreting quotes, and working with timelines. 

You can see the money-saving bundle of these resources here.

Picture Book: Counting on Katherine

There are so many choices when deciding on which picture book to use. For me, I love the illustrations and the flow of the story in Counting on Katherine. Helaine Becker gives readers a concise and accurate look into the challenges and triumphs Katherine Johnson experienced in her life. Dow Phumiruk's illustrations helps readers to connect to the events in Johnsons's life through beautiful art work that contains a perfect blend of visual appeal and information. The overall messaging of the book constantly circles back to the character strengths of perseverance and teamwork. 

You can see the full resource of Counting on Katherine here.

Vocabulary Development

Counting on Katherine allows teachers an opportunity to work on vocabulary words such as: catapulted, segregated, and precise. I ask students to rate themselves using a knowledge rating at the start of the book. Once the students have had an opportunity to work with the vocabulary and digest the information, students will take another knowledge rating to see if their overall understanding of the words increased. It's a great way for students to see their own individual growth in a short amount of time. 

Literary Devices

Literary devices seem to be one of those concepts that teachers need to constantly reintroduce and reinforce. No matter how many times I teach similes and metaphors, it always feels like the first time! Counting on Katherine has a few literary devices teachers can focus on to help students master simile and metaphor. It also contains some examples of personification and idioms.

This is one activity where I would break students up into four different teams. Assign one literary device to each team. Challenge them to find the device within the text and report back to the whole class what they found. Teams can also be tasked with creating class anchor charts to display the devices and use them as reference tools beyond the lesson.

Comprehension

Comprehension can be approached in so many ways. I have a few go-to strategies I like to use with my students. Evidence charts rank high. They are one of my first choices when helping students develop their comprehension skills. Even though some might view a picture book as "easier reading", that doesn't mean the rigor in the comprehension is less.

When students are asked to find evidence that supports or refutes a statement, the rigor automatically goes up. Some of the deepest and broadest thinking happens. It invites students to "think outside the box" when considering response and demonstrates that there can indeed be more than one correct answer.

Statements I use for Counting on Katherine:

• Katherine enjoyed math.
• Numbers were important to Katherine.
• Computers are machines.
• Space travel is dangerous.

 Short Written Response

Oftentimes educators can become so focused on vocabulary and comprehension that written response becomes secondary. Yes, students need to be able to understand what they are reading in order to write about the topic. However, teachers can tackle these equally important standards with a bit of forethought. I like to task students with written responses that directly connect to a comprehension activity completed earlier in the unit/study. 

One example from Counting on Katherine is students fill in a Character Traits Mat that examines the traits demonstrated by Johnson and the text evidence that supports the trait. Once students have sucessfully filled in the mat, they will have several examples to choose from when drafting a short response later on.

My students have learned over time that it is smart practice to completely and thoroughly fill in their notes and activity sheets. They never know when they will need to refer back to them for tasks assigned later in the unit! 

Extended Written Response - Opinion Writing

I am always looking for ways to integrate standards and increase rigor. Sometimes it's an easy adjustment, other times it takes careful thought and consideration. Aside from the short responses, I like to assign students an extended response that connects to previous lessons and discussions.

There are many topics to discuss and explore when reading Counting on Katherine. There are themes and issues that extend beyond Johnson's achievements such as: segregation, gender roles, personality traits. For an extended response, I ask students to reflect back on an earlier discussion point using a quote from the text: "All the computers were women. They were given the tasks that men thought were boring and unimportant". 

I like using this quote because it touches on two aspects of Johnson's story: gender roles/expectations and teamwork mentality. This writing prompt reflects back to the discussion card questions shared before reading the book. Students have had a bit of time to digest and think about tasks they may think of as boring or unimportant and see the approach Johnson took when working through tasks at NASA. 

Opinion writing can be a challenge when students haven't had time to think and digest a topic. By the time students are presented with this question, they have had several opportunities to hear, speak, read and reflect on the phrasing "boring and unimportant". They will have a better base to build an argument, the drafting won't be as laborious, and the details will be stronger.

Katherine Johnson Nonfiction Reading

Once students have had some time to go through the different activities and discussions using Counting on Katherine, I start using the other nonfiction text. This second text is more fact-driven and is less dependent on visual appeal. It is structured more like an article in an encyclopedia or a magazine. 

You can see the full resource of Katherine Johnson Nonfiction Reading here.

The structure lends itself to working with students on text features, breaking down vocabulary, and tiered comprehension. There are posters included to give teachers bulletin board focal points and/or visuals to use during instruction. Students also have an opportunity to think about quotes from Katherine Johnson and interpret one of them. 

Listed below are some additional links teachers can use to deliver an even more comprehensive unit about Katherine Johnson. As a supplement for student response, teachers can subscribe to my list and receive 5 Google Slides for Reading Response for FREE! Read about them here.

Additional Links:

• Katherine Johnson Biography (via NASA)
• Katherine Johnson (via National Geographic Kids)
• Katherine Johnson (via Biography)
• YouTube read aloud of Counting on Katherine: Animation Series: Counting On Katherine
  

The world lost a special woman when Katherine Johnson died in 2020. I am grateful to have plenty of ways to remember and celebrate her accomplishments. Whether your planning involves a few lessons or an entire unit, there are ample choices when using these paired texts. With many ways to offer flexibility and differentiation, teachers can craft a series of lesson their students will never forget!

Ways to Use Reading Response Graphic Organizers in Your Classroom

What if there were reading response organizers that were rigorous, differentiated, and flexible enough to be used with any lesson? And they were free!

Yes, you read that correctly; and you can get them right HERE.

I have been using a particular set of templates over the years that meet all those parameters. I keep an extra set of paper worksheets printed and ready to go. The digital version have their own folder in my Drive so I can find and share them in a few seconds. 

If you limit your responses to a few standard organizers, you will be reducing the cognitive load of your students and allowing their brains to focus in on the specific content you are teaching. They will be able to respond in a deeper and more meaningful way because they will already be familiar with the template.

Although these organizers lend themselves to reading response, they can also be used during your math lessons or as a summative response. For example, students can be assigned a Memory Box or 3-2-1 Response after a field trip (virtual or in-person). Click over to the Best Virtual Field Trips for Your Elementary Classroom for field trip links!

Let me share with you my 5 "go to" response sheets:

FOR FICTION AND NONFICTION

5 Square Organizer 

Some people refer to this as a 4 Square Organizer; despite the spot in the middle. However, the basic premise is that one particular topic or question is presented in the middle (or top) of the graphic organizer. Then, students use the 4 remaining spaces to input data, opinions, notes. 

Ideas for a 5 Square Organizer:

• Place a vocabulary word in the center and have students fill in the four remaining spaces with things related to the word such as: definitions, antonyms, synonyms, sentences, drawing/graphics, text citations. This would be applicable to math vocabulary, too!
• Put a character's name in the middle and have students cite details from the text that help them understand the character. These examples could be related to character traits or physical traits.
• Similar to starting with a charcter in the middle, you could start with a character trait in the middle. Ask students to cite examples in the text where a character demonstrates that trait.
• Name a text (or section of text) in the middle. Ask students to fill in the spaces using categories such as: People, Objects/Symbols, Vocabulary, Message/Theme, Problem/Solution, Cause/Effect, Favorite Part.

3-2-1 Response

This one is a classic. If you've been in teaching for a few moons, you've probably seen some variation of this response. Basically, it asks students to share 3 interesting words or people, 2 things they learned, and 1 question they still have.

When I assign this response I make sure to explain the expectations. For instance, no "repeat" of ideas and use complete sentences on the 2 and 1 response.

A 3-2-1 Response lends itself to some great post-lesson discussions. When I assign this as a digital response, I will oftentimes answer the question while grading the work. It's a nice opportunity to connect with students on an individual level. The "1 Question I Still Have" can also be used to start discussions the following lesson. 

Memory Box

A Memory Box is about as flexibile a response as you can find. The basic idea is that students need to fill in the spaces with information from the text or lesson. Teachers can increase rigor by giving specific parameters for the Memory Box. 

For math applications: have students write the different fact families for a given number. Or, ask them to describe the properties of a particular shape. 

Way to increase rigor with a Memory Box:

• Require students to use complete sentences.
• Quote statements from the text and indicate if they are fact or opinion.
• State inferences from the text and cite the pages/quote that led to the inference.
• Describe cause and effect events within the text.
• Cite text evidence that demonstrates character traits for a given character, or give the students a character trait and ask them to find evidence of that trait in different characters.

FOR FICTION

Story Elements

This is a classic graphic organizer that helps students break down a story. It is loosely designed to mimic a 5 Square Organizer. The title of the text is written in the center of the page. The Characters and Setting are at the top, the Plot at the bottom. Plot can always be divided up using a Problem/Solution format.

Chapter/Section Summary Sheet

For a more detailed look at a chapter or section of text, teachers can have students fill out a Summary Sheet. This organizer asks students to fill in the chapter (or section) and explain what happened. 

When students first start to fill in the "What Happened" section they can sometimes be very generic with their responses. I encourage students to sum up the section by sharing something from the beginning, something from the middle, and something from the end. That small bit of guidance gives students just enough direction to put together a quality summary.

In addition to those two basic parts, students are also asked to share what their thoughts are about the section and to then make a prediction! These two parts help students to make connections to text, consider their opinions about events, and to do a little bit of thinking about how events they have already read may impact events later on in the book.

The "My Thoughts" and "My Prediction" sections are usually the most challenging for students. Oftentimes, students will write very shallow and basic responses such as "I like it" or "It is good". It can take a bit of modeling to get them to internalize what they are reading, formulate their own specific thoughts, and convey them in writing. 

Click here to get a set of these 5 graphic organizers for reading response for FREE!

Other Blog Posts You May Be Interested In:

• How to Host a Book Tasting in an Elementary Classroom
• Easy Back to School with Picture Books
• Best Character Analysis Strategies for Your Elementary Classroom
• Best Vocabulary Strategies for Your Elementary Classroom
• Best Comprehension Strategies for Your Elementary Classroom

The Story of Snow Upper Elementary Literature Study

THE STORY OF SNOW is a perfect text to engage elementary students with nonfiction content. Mark Cassino and Jon Nelson present layers and layers of information through eye-catching graphics and text. Aside from the in-depth look at the formation of snow crystals and snowflakes, teachers can use this book to also teach vocabulary, comprehension, and writing skills.

INTRO ACTIVITY

To start this literature study, I use discussion questions and pre-reading probes. These two simple activities help students to get thinking about the text and the content we will be learning. They also give them an opportunity to practice their listening and speaking skills.

Questions I pose to the class might be:

• What do you know about snow?
• What connections can you make to the number 6?
• What do you think of when you hear the word "crystal"? Explain.
• Have you ever caught a snowflake? Explain.

These questions can be asked in a whole group setting, small group, or with pairs/triads. It is important to have established guidelines for sharing ideas and small group discussion. 

Help improve your students' speaking and listening skills with these free Listening and Speaking Task Cards in my TpT store.

VOCABULARY ACTIVITIES

Teachers can build their students' vocabulary knowledge with terms that are specific to this text. When they encounter these words again, students will be able to build upon their word base even more. For instance: star, plate, column, and crystal are homographs. Within the context of this book they will have one meaning. When used other ways, they will have another. 

Free Vocabulary Resources!

CLICK HERE to Download 2 FREE Resources (Knowledge Rating and Flap Books) to Support Vocabulary from the text The Story of Snow

KNOWLEDGE RATING

These are a favorite in my classroom. I don't know if it's because they are student-specific, ask students to self-assess, or offer the opportunity to see short-term growth... but my students love to fill these out and talk about their ratings.

Student will fill out their rating once at the beginning of the unit and once again at the end. The goal is to see an increase in their rating.

You can read more about knowledge ratings and other Vocabulary Strategies for Your Elementary Classroom. 

FLAP BOOKS

Flap books are a great way for students to have an easy-to-make and readily-accessible reference tool while working through a unit of study.

Teachers can quickly and easily diffferentiate flap books. 

• For an easy activity: simply hand out the pieces and parts as they are printed. The flap book terms line up to the pre-filled definitions. Students can cut, fold, and paste a vocabulary reference page in a few minutes.

• For a little bit of a challenge: hand out the flap book parts and hand out the definitions- but pre-cut them so they are mixed up, or have students cut and mix them up. Then, ask students to match up the terms to the definitions.

• For more of a challenge: hand out the flap book parts. Have students look up the definitions in a dictionary (or online) and determine which is the correct definition as the term is used in the text.

During the unit, encourage students to use their vocabulary flap books. Find ways to reference it and use it throughout later lessons.

COMPREHENSION

Students are oftentimes used to answering questions that have only one correct answer; usually using the text to support their answer. I like to use Evidence Charts to push my students' thinking and increase the rigor. A statement such as "Stars and plates are alike" forces the student to break down the text and consider which evidence from the text supports the statement and which evidence refutes the statement. Evidence charts are always wonderful conversation starters. Students love to present their thinking and the text evidence that supports their ideas. The discussion is richer and more rigorous.

WRITTEN RESPONSE

Nonfiction text can be a wonderful opportunity to work on compare/contrast or sequence of events writing. With this text, I ask students to compare and contrast snow crystals and snowflakes. It's a great way to reinforce the skill and give them a chance to use the writing terms that are most often used with compare/contrast writing.

For a longer, more in-depth writing piece, I ask them to explain the formation of one type of snow crystal. Students can choose between a star, plate, or column. Then, they have an opportunity to research the specifics of each crystal. Once they have compiled their research they will write a sequence of events. It's the perfect time to practice using transition words in writing!

To see all the details of my literature study for THE STORY OF SNOW click HERE.

EXTENSION/LINKS

• Here is a great read aloud on YouTube by Read Aloud Kids Book Time: The Story of Snow

• Excellent YouTube from Be Smart that breaks down exactly how snow crystals are formed and reinforces the terms and sequence in the text The Story of Snow --> https://youtu.be/fUot7XSX8uA

• I love this website --> http://snowcrystals.com/ Prepare to spend a nice chunk of time exploring all the nooks and crannies of information that has been compiled and organized! A teacher could build a whole unit of instruction using just the information contained within this website. Thank you, Kenneth G. Libbrecht! 

• Keep the conversations going! Download these FREE DIGITAL TEMPLATES that you can use for student response. 5 different templates that will work with any text or lesson you teach! 

Looking for more awesome resources to deliver content? 

Click a link below!

You are invited to the Inlinkz link party!

Click here to enter

Questioning Techniques in an Elementary Classroom

Questioning can be the harderst part of a lesson. How can we, as educators, ensure that students are learning the material, feel confident in their responses, and have a sense of contributing to the classroom community?  

I've learned a lot through the years and I've had my fair share of victories and mistakes. Throughout that time, I've been able to pull from different techniques in an attempt to give each student the confidence to raise their hand and take a chance. 

Pick the Hesitant Kid First

We all know which kids will be the first to shoot their hand up to answer a question. They love to share their knowledge and thrive off of answering correctly. On the flip side, we know which kids never put their hand up and would rather feed it to a wood chipper than volunteer a response. 

So, if the wood chipper kid goes for it, call on them! They are taking a huge risk. Support them; even if you suspect it may be a bit messy getting to an answer.

If the hesitant kid never puts their hand up... ever, and you would like to hear from them, I have a technique that will ease them into raising their hand and sharing ideas. 

Ask a very basic question; a question that has multiple correct responses or is based on thoughts/feelings. Or, a question that does not have an incorrect answer. Ask that question, give the students time to think, then choose the hesitant kid. Choose them first so that the "easy answer" can't be said by someone else first.

Examples:

• Name a character in this story.
• What is your favorite holiday?
• What does the word "xxx" mean to you?
• What is a multiple of the number 5?

By giving the hestitant kid a chance to answer the easier questions, you will be helping them build up the confidence to tackle a harder question later on.

Think Time

If you've been in the trenches for awhile, you know that students process at different speeds. Even if their hand is up, they may still need a bit of time to process a verbal answer. Give them time. Be patient. 

If it looks like they can't retrieve the information, ask them, "Do you need a bit longer?" If they want the time, let them off the hook and tell them to pop their hand up once they've got it. Promise to come right back to them and then keep your word. You'll have to keep scanning for their their hand to go back up, but it will be worth it when you go back to them and make sure they are part of the conversation.

Keep a Balance

Years ago I had an adminstrator keep a tally during an observation. She marked how many times I called on a boy versus calling on a girl. I hadn't even thought about that! I was close to even, but that was a happy coincidence. Moving forward, I always keep a running score in my head. If I call on two girls in a row, I then call on two boys. Make a cognitive effort to keep it even. It may not seem like other people notice (admins, students, TAs), but they do.

One Student Owns the Question

Once you have selected a student to answer a question, they own it. I will work with that student as long as necessary to get them to an answer. I use a delving technique (see below) to help guide them to a correct response. 

If all the attempts to delve and guide do not work, there are two choices: give the answer or have the student choose someone to assist. The question being asked determines which choice I make. For instance, if it's a math question (where there is oftentimes just one correct answer) I will have the student choose a person to answer. If it's an open-ended question, I might give one possible answer or list what's been already shared, to see if it triggers another idea from the student.

One common occurrence will be for other students to raise their hands when the student called on is struggling to come up with an answer. Refuse to call on them. Stay focused on the student who owns the question. For the first couple of months it is very common for me to say, "Put your hands down, it's Johnny's question." I let the class know that raising their hand for another student's question is futile. 

Over time, students learn that if they are called on they own the question. And if assistance or ideas are needed, they are the ones who will call on someone for help. The only person who can call on another student is the one who owns the question.

Delve the Question

Questioning techniques take time and experience to develop. The way I question students now is vastly different from the way I did when I first started out teaching. I've learned over time that delving is highly effective and is an excellent way to help a student work their way toward an answer.

Delving can be difficult at first. There is an art and science to it. However, think of a funnel. Structure your questioning by starting with the widest possible question that offers many options for a correct response. Granted, this doesn't work for everything, but you can use this technique in many parts of the day. If the student you have called on struggles to come up with an answer, start to "funnel down". This is the delve. If a student has had appropriate think time, ask the question again in a different way. Depending on the student, a differently worded question will prompt a response. For others, it may be a simple repeat. 

The next step will be to ask again and narrow down a parameter of the question. Keep moving down the funnel. At some point, you may be asking the student a 50/50 question. Cross your fingers they pick the correct answer. But, even if they don't, it's ok. Give the correct answer. Do not call on another student. I will write it again - do not call on another student. Once a student has been called on for a question - they own it. As stated above, the only person that can call on another student is the student who owns the question.

One example of how to delve a question:

T: Who can name a European explorer who sailed to present day New York?

S: Christopher Columbus.

T: Ohh- great start. We know that he sailed from Europe and journaled about his time in the Caribbean. But, we don't have any documents that tell us he sailed this far north. Can you think of someone else?

S: ...

T: We know that Columbus was Italian and sailed for Spain. We learned about other explorers that sailed for Spain. Also, England, the Dutch, and France. Can you remember any of those guys?

S: ...

T: We have some things in New York named after them. Can you think of any famous rivers or lakes or bridges named for a European explorer?

S: ...

T: What is one of our famous rivers that we have learned about?

S: The Hudson?

T: Right! Do you remember that guy's first name?

S: Ummm, Henry?

T: Yup. What else do you remember about his voyage?

Once you get to an asnwer, you can always follow up with a short Q and A to keep the conversation going and give the student another opportunity to share their knowledge.

If they can't recall a name, you can try to give them a "fill in the blank". 

T: What is one of our famous lakes we have learned about?

S: ...

T: In the northern part of the state. 

S: ...

T: Lake _______

S: ...

T: Samuel de _______

S: Champlain.

T: Yes! What else can you remember about his voyage?

Again, follow up with a bit more about Champlain. Invite the student to keep sharing and give them another opportunity to be in on the conversation.

Repeat Responses

If you have called on a student after some answers have been given, and the student is coming up short, try to list off what has been already shared to give their brain a jolt.

T: Who can name another European explorer?

S: ...

T: We have heard the names Columbus, de Champlain, and Hudson. Who else sailed over here? 

S: ...

T: Who was the Italian guy that has a bridge named after him, the one who sailed for France?

S: Verrazzano.

Connect Their Dots

Many times a student may give a wrong answer for a good reason. Their brain may be firing and connecting to something they learned from another lesson or experience. The connection might be caused by things such as: a vocabulary word, a time frame, or geographic area. Help them connect the dot to why that answer popped into their head and solidify a correct connection in their memory bank.

One example of how to connect a dot:

T: Who can name a European explorer who sailed to present day New York?

S: Lewis and Clark.

T: Ahhh, I can see why you might think that. They were very famous explorers hired by our 3rd president, Thomas Jefferson. They explored the land west of the Mississippi River. They documented their travels much like the European explorers we have learned about. But, they explored during the early 1800's; a couple hundred years before the time we are talking about. Can you think of someone who explored during the Age of Exploration? (1400s-1600s)

In this example the teacher can help the student correctly connect the dots between the question being asked and their thinking. Giving a bit more information to the student (explaining why their answer connects to the question) and helping them wire it correctly for the next time they need the information. 

If you have a timeline to reference (or other visuals), show the student "where" their answer lies and "where" the question lies. Or, if your students have notebooks, digital notes, etc... you can also have them refer back to discover a correct answer. Too often, students think that using resources is a "cheat". I try to instill in my class that it is actually the opposite. I want them to feel the empowerment of looking up a correct answer, knowing the correct place to find information, and connecting their own dots.

Keep Practicing

Questioning techniques take years to develop. Just as we tell our students that the best way to become a better reader is to read, the best way to become a better questioner is to question! 

If you do misstep, dust yourself off and try again. And, don't be too discouraged when you give the answer while in the middle of questioning... after 20+ years it still happens to me. I've resigned myself to the fact there is no cure for that particular "whoops"!

Social Studies Super Bundles

Are you constantly spending time searching for updated social studies materials? Or, are you always trying to find ways for students to have FUN while learning social studies content? Is there an anxious feeling while trying to differentiate for each student? Don’t worry, you are not alone! It can be so hard to find engaging content that will work for all students. Thankfully, there are Social Studies Super Bundles ready for purchase. However, these bundles are so amazing that they won’t be available forever. The Social Studies Super Bundles are only available from October 3rd-10th. The bundles are so amazing that you are going to want to set your calendar reminder now!

Benefits of Available Bundles

Sometimes, people are hesitant to purchase bundles due to the higher upfront cost. There is often concern over the quality of all of the resources and if this justifies the cost. Thankfully, the Social Studies Super Bundles are filled with TONS of high-quality printable and digital resources. Be sure to see how amazing the resources are! It will be evident that all of the activities are fun, engaging, worthwhile lessons! Even better, the bundles are only $20 during this exclusive sale! 

After purchasing, huge stress will be lifted due to spending less time planning. HOURS of your time will be saved with these ready-to-go resources! Even better, all of the resources bring in updated and innovative teaching strategies. For example, students will be playing digital games, moving to stations, using Boom Cards, and completing web searches. Therefore, you will be able to read the book on your list, catch up on TV, play with your kids, or take a much-needed nap. After purchasing these bundles, say goodbye to stressing over lesson planning! 

Win the super social studies bundle before you can buy it.

Valued over $1000!

ELEMENTARY GIVEAWAY

 

Elementary Social Studies Bundle (Grades 3-5)

As students get older, they are ready to learn more complex topics. Here, students will learn about protest movements, history headlines, the Constitution, and national parks. Furthermore, students will read nonfiction reading passages, practice map skills, and learn to protect the environment. Truly, there is an entire year's worth of activities included in order to ensure students learn all about history with over $400 of products. Even better, the entire bundle only costs $20! 

Elementary Social Studies Bundle (Grades K-2)

As students start to understand the importance of a strong community, they are ready to learn where this originated from. Thus, students will learn about different communities, responsible decision making, and teamwork. Additionally, students will learn connections between the past and present and how to read basic components of a map. There are so many activities included that will last throughout the entire year! As above, the entire bundle is only $20! 

SUPER Elementary Bundle 

Many teachers are responsible for multiple grade levels. Therefore, there is so much to prep! In order to best meet the needs of all teachers, you can buy both elementary bundles for only $35!

Secondary American History Bundle 

For only $20, teachers will receive dozens of resources! It is filled with fun, engaging, hands-on activities in order to ensure students are focused! For instance, they will complete stations about WWII, analyze primary resources, study the Oregon Trail, and take doodle notes. Furthermore, students will complete a Genius Hour project and study the American Revolution and Women’s Suffrage. Students will truly love American History with this bundle!

Secondary Ancient Civilization and World History Bundle

Sometimes, students have trouble understanding why the past is so important to learn about. Therefore, this $20 bundle will bring in creative ways to show students how current societies learn from ancient civilizations. To do this, students will learn about many topics, such as refugees, lives of Pharaohs, WW1, and Athens Sparta. As above, lessons are filled with engaging materials, such as projects, graphic organizers, and webquests!

Secondary Government Bundle

Due to the different branches and legal components, Government can be a really hard topic to understand. There is just so much to learn! Hence, this $20 bundle has tons of activities that will break down complex topics. For instance, students will learn about a bill becoming a law, criticisms of Congress, and due process.  Just like the above, all of the activities are high-quality and filled with updated teaching methods. 

Secondary Geography Bundle 

In this $20 bundle, students will gain a much better understanding of locations and landforms. For example, lessons focus on Latin America, landforms on Earth, and 5 themes of geography. Students will have so much fun learning that they won’t even realize how they are processing really complex information! 

SUPER Secondary Bundle 

If you are like many secondary social studies teachers, you have multiple preps. While you want to give each class your absolute best, it can be hard when planning so many lessons! Thankfully, there is a SUPER bundle that includes all 4 bundles above which includes over $600 in products! For only $60, a huge weight will be lifted off your shoulders! Every single prep will be filled with activities students love! 

When buying the  Social Studies Super Bundles for a HUGE discount, tremendous stress will be lifted from your plate! Since over 45 sellers came together to create these incredible bundles, they won’t be around for long. You can save hundreds of dollars and hours of time. Grab it from October 3rd through October 10th at 11:59 PM only. This is a one-time opportunity, so be sure not to miss out!

Classroom Strategies During Covid

I will admit, I was hoping for a more "normal" return to classrooms this fall. My expectations were that life would be a bit easier and smoother. However, right now we are neck deep in Covid regulations that are making life in the classroom a different kind of challenge compared to last year. If you find yourself in a similar situation, I have some tips that might help!

Print and Go

I am keeping things as streamlined as possible this school year. That means that everything I plan is going to be "print and go". I don't have time for elaborate prep work. Read more about print and go planning here.

Keep Things Digital

The quarantines are starting to accumulate. Initially, I was planning to use interactive notebooks made from composition notebooks. It felt great to have students using scissors and glue sticks and markers. The nostalgia was thick and dreamy. Alas, with students moving in and out of quarantine, it's become a bit cumbersome keeping track of the notebooks and papers I have/have not sent home. So, I will be moving to digital for awhile. Once things settle down, I will move back to classic paper/pencil. The nostalgia will have to wait.

I have been partial to resources that are both printable and digital. I like being able to offer the same opportunities for my students no matter where they are: in school or at home. 

You can check out some printable and digital resources in my TpT store by clicking a link below: 

Famous Scientists Bundle

Greek Mythology Bundle

Women's Suffrage Bundle

QR Code Holiday Activities

Teach Live (and record it)

My team and I have a very structured and clearly outlined schedule for the students in quarantine. We are fortunate enough to have a Learning Management System (LMS) our District provides that makes a seamless online community possible. Students have links they can click into and be with us for live instruction every day. I teach live at the same time daily. Students are invited to click in and participate. I also record the lesson and upload the link in the digital calendar. That way, students who can't make the live lesson can watch it later on and complete their work.

Use a Calendar

My team and I also use the LMS calendar to organize the students' lessons and links. We have taught them to use the calendar as a tool. It is the starting point for them each time they login to their Chromebook. It's an easy (visual) way for the students to see when the live lessons are scheduled, what they have missed, and what needs to be completed. Parents like the calendar too. It's a familiar format to help them understand what their child needs to do. 

Space Out

If you're not already doing so, get your kids spaced out in a way that reduces the quarantines required. I am not a fan of desks in rows (I long ago started using tables and never looked back). However, when spaced properly, there will be fewer quarantines. 

Another option is to take your students outside. Have them grab a clipboard and get outside for some instruction. Hopefully, they can soak up some sun, have a mask break, and learn a bit in the process. 

If you're really serious about keeping students spaced apart- consider splitting your class 50/50 to keep them from being too crowded in the cafeteria during lunch; half in the cafe, half in your classroom with you. My district found that many students found themselves in quarantine because of the crowding/unmasking during lunch. 

Giving up your lunch to supervise students is a decision every teacher needs to make for themselves. Simply ask yourself, "Is sacrificing my lunch for awhile worth saving students from a potential quarantine/infection?"

Get Your Data in Order

I don't know about you, but I feel so much better when all of my data is organized and ready-to-go. Once I can access information quickly such as: morning/afternoon bus numbers, cafe codes, district credentials for students, family contact information, academic data points, etc... I feel a sense of calm. It's empowering when you can navigate quickly and easily regardless of what new situation may arise. 

I have two places I keep my data (depending on what it is): the District Google Drive and on my clipboard. Whether I am walking my students to the cafeteria or to the bus in the afternoon, I like to keep my clipboard with me in case a student (or adult) needs information.

Slow Down

The students sitting in my classroom have not had full day, daily instruction in 18 months; not since they were in second grade. Second grade doesn't look much like fourth grade in terms of expectations and curriculum. It isn't a far stretch to consider that some of my students are experiencing some culture shock with the return to a full time school schedule. 

I've slowed down a bit. The rate at which I talk. The way I deliver directions (one step at a time). The manner in which we line up to leave the room. Leave some time in your day to slow down. Give your students an opportunity to process a new way of being in school. 

Just Keep Swimming

Even when you are feeling as though you are drowning, just keep swimming. It will get better. Things will settle in. I promise. I've said for years that I always like mid-October best because all the routines are established and the small group instruction is rockin' and rollin'. It will be the same this year. Remember: You have navigated tougher waters the past two school years. You will navigate this one as well. You got this!