Back to School is right around the corner for us and I am SUPER excited to kick of this school year with some fun, hands-on and engaging resources for The

Collaboration is great, isn’t it?! It brings students together and not only enhances their learning, it builds those critical social skills students are in desperate need of. Here are my 5 favorite strategies I use in my middle school classroom to encourage collaboration. They are step by step, ea

It can be challenging to come up with ideas for great word work activities that meet the needs of all your students, and it may be even harder to

Take your word work reading center to the next level with these low prep and engaging word work centers! Plus, learn how to organize and run the word work center!

Science of Reading Word Work Fun - Printable Decoding Activity for Upper Grade Readers! Morpheme Word Ladders are the perfect supplement to systematic and explicit decoding instruction at the morphology level. In these word chains, students substitute, add and delete morphemes (prefixes, suffixes, roots and base words) to build new words, as they observe first-hand how multisyllabic words are constructed. These engaging morpheme ladder activity pages are easy to prep and easy to use.  Just PRINT & GO! Each Morpheme Ladder comes in 3 differentiated versions: Level 1 with 4 steps per ladder Level 2 with 8 steps per ladder (new!) Intervention Star Level with 3 steps per ladder. USE FOR: word work centers challenge fun early finishers whole class & small group guided practice spring review summer fun THIS PRINT-AND-GO RESOURCE INCLUDES: 150 Morpheme Ladder word work pages, differentiated: •50 Level 1 student pages •50 Level 2 student pages •50 STAR Level (INTERVENTION) student pages Answer Pages - Levels 1, 2 & 3 Recording Page MANIPULATIVE CARDS FOR STAR LEVEL - TO MAKE THE WORDS. NEED BEGINNING LEVEL Morpheme Ladders? Check Out MORPHEME LADDERS BEGINNING LEVEL © Laura Hurley Reading by Heart FOLLOW FOR MORE

Welcome (or welcome back) to another installment of my series on teaching vocabulary to gifted students. In previous posts, I wrote about steps to take before staring vocabulary instruction, including assessing what students already know using a quick and easy self-ratings scale. Next, I wrote about strategies for introducing new words and putting a gifted twist on vocabulary instruction. The whole reason I started researching best practices in vocabulary started when I realized a few things. One, I had gifted students to teach and it was obvious that the regular, run-of-the-mill vocabulary materials handed to me by the district would not be sufficient. Two, had the curriculum been challenging enough for my students, I found it dreadfully boring. If I found it boring, my students would have positively died. And I'm not into creating that kind of emergency in my classroom. And three, I knew the importance of vocabulary instruction and it's far-reaching effects, so it was something I felt I couldn't afford to get wrong. Thus began my own journey into deeper learning so that I could really make an impact in our classroom, while also injecting some FUN! This post goes into a little more depth on the components of quality vocabulary instruction, as well as some of the activities that I used with students to engage them in meaningful word learning and purposeful practice. Just as a quick reminder, a child's vocabulary is a huuuuuuge predictor of academic success in ALL areas. What the Research Says One of the best-known researchers in the field of vocabulary instruction is Robert Marzano. In his studies, he found six key steps were the key to better vocabulary instruction. The first three steps are done with the help of the teacher: Teachers should give students an example, description, and/or explanation of the new term. Students need to restate the explanation, description, or example using their own language. Students should construct a picture, pictograph, or symbolic representation of the term. (If you hop back to my previous blog post, you will find a free download of a graphic organizer on which students can engage in steps two and three). 4. Periodically, students should engage in activities that help them add to their knowledge of the terms in their vocabulary notebooks. 5. Students should be asked to discuss the terms with one another sometimes. 6. Students are periodically involved in playing games that enable them to play with terms. In studies conducted with classrooms using these strategies, it became clear that when teachers engaged their students in alllll of these six practices, students usually showed significant gains in vocabulary learning. Other well-known vocabulary researchers, Dr. Kate Kinsella and Dr. Kevin Feldman, point out three things that don't work in their article, Narrowing the Language Gap: The Case for Explicit Vocabulary Instruction: "looking up words in the dictionary, using written context to determine word meaning, unplanned, extemporaneous vocabulary teaching." Instead, teachers should focus on four important ideas: wide reading, direct teaching of important individual words, teaching word learning strategies, and fostering word conscientiousness through various activities that encourage language play, and choice in writing (Graves, 2000) and (Nagy and Scott, 2000). My General Flow of Vocabulary Instruction and Assessment Now that I've shown you some research, and told you a little about how I preassess and introduce the words, as well as how I accommodate gifted learners, I'm thinking you might be curious about how it all fit together for me. A typical vocabulary cycle flows like this for me: Pre-test students on new words by having students complete a self-ratings-scale prior to starting a new list Introduction of new words. If they already know any of the words well enough to define and use in a sentence, they don’t have to study those words. You can find more about how I pre-assess for vocabulary in this blog post. Students add their words to our “Map It Out” cards. We discuss the definitions of the vocabulary words together. Students continue to work on these throughout the entire cycle, starting with the synonyms and antonyms (you can even do this part together) and reserving the sentence writing portion until near the end. The “Map It Out” cards are great for students to keep with them when they are working on the other learning activities throughout the cycle, too! They can always go back to the cards and add to or revise them as they learn more about their words. You can read more about introducing the words and find a free download of the Map It Out cards here. Students add their words to a catalog or make word wall cards for each root or affix. The “Map It Out” cards themselves are sized to fit on a 5 x 7 notecard or in a composition notebook. I like students to keep a record of all of their words for the year to use for reference and as evidence of all the learning they’ve accomplished! Students choose one to three (or more) learning activities (like the ones outlined below) to complete. *The number of activities chosen should be a reflection of how much time students have and the number of activities you think each student needs. Gifted students may require much less repetition than “typical” peers or students with other learning differences so the activities that go more in-depth may be a better fit for them!* Use a quick-check strategy every couple of days to measure progress on learning. I do not use this as a graded quiz. It is meant to be a low-stakes, low-risk tool that students can use to quiz themselves as they are progressing toward mastery. This is a research-based strategy that has been shown to increase retention. Assess student learning following the completion of the activities. This cycle is flexible, but I found it generally took about 7 school days to get everything accomplished. Yours might take more or less time, depending on how much class time you can dedicate to it, and of course, on your students' needs. How I Encouraged Word Play in My Classroom While I definitely engaged students in the super important pre-assessment and direct instruction activities, my FAVORITE part of the vocabulary learning process was definitely allowing students to engage in different activities that helped students achieve deep learning and understanding of their words. This was definitely the part my students enjoyed the most, too. I'll outline a few of my favorite activities here, and maybe even provide a *free* download for you at the end. "WordTube" This activity is a play on the popular YouTube website. Students write each assigned vocabulary word and draw a picture of it on a “WordTube” screen. Then they use the “Up Next” boxes to write the part of speech, identify the roots/affixes contained in the word or the origin if the word does not appear to have Greek or Latin roots or any affixes, and define the word. Students should paraphrase the definition, as this strategy requires more critical thinking and will ultimately help them remember the meaning of the words better. Word Analogies Students create their own analogies for vocabulary words. Creating and using analogies when learning new material is a research-based strategy that requires students to have a deeper understanding of vocabulary words, activates prior knowledge, and helps students bridge the gap between their schema and new learning. There are two ways students can use this strategy-- students can create their own analogies for vocabulary words and complete the entire analogy. Or, students can create partial analogies that they can trade with a partner to solve. For this option, they must also make up an answer key (I suggest they create the answer key first). You'll want to be sure to teach children the different kinds of relationships you can create with analogies--for example, analogies can show part to whole relationships, the can reflect synonyms, antonyms, time sequences, increasing or decreasing intensity, etc. Shades of Meaning For this activity, students generate semantic gradients for their vocabulary words. This requires them to think of or find words that are semantically similar to their vocabulary words and then to arrange the words in order. This activity helps students make meaningful connections between words they already know and their new term. There are, again, two variations of this activity that are fun and useful. For one variation, students would either think of, find (or be provided with) a list of synonyms that align with the original vocabulary word. They would then arrange the terms in order from the strongest expression of the term to words that express the term to a lesser degree. For the second variation of the activity, students think of or look up 5 synonyms and 5 antonyms for the vocabulary word. They place the vocabulary term in the center of the continuum and then arrange the synonyms and antonyms so that they get stronger as they move away from the center. When students are finished, they should discuss with someone why they chose to put their words in order. They could write their rationale instead if no-one is available to discuss. I like to allow students access to both options because some terms don’t really have opposites. Further, I always allow some flexibility with the number of synonyms and antonyms students have to find, as some words—particularly words from content area studies—don’t have many synonyms or antonyms. Also, since these are fairly subjective and there is lots of “grey” area in terms of how the words are arranged, grading these should either be avoided, aside from completion, or rely heavily on the child’s explanations. I highly suggest this activity be completed with pairs or small groups of children to encourage the rich conversations that can occur as they are determining the order in which to place the words. Making Connections Making connections between words really encourages students to think deeply about the meaning of words, and how they relate to other words. This activity is well-suited for small groups of students, as well as the entire class at once if you’re all studying the same words at the same time. Students are each assigned one or two unique words, and then they spend time interacting with others in an effort to find a word that they feel connects with their words. Eventually, students settle on a connection or match. Then, students explain either in writing, to the class, or just to the rest of their group members how their terms are connected. You will want to spend some time with your students discussing the difference between surface-level and deeper connections. For example, students need to look past words having the same number of letters, starting or ending with the same letters or sounds, being in the same chapter in their science book, etc. The activity (and related research) suggest that making deeper connections between words and concepts are really what will help cement the vocabulary into children’s learning, creating long-lasting, authentic learning experiences. Interview a Word This activity is great for helping deepen students’ understanding of words and their possible connotations. One student “becomes” one of the words, and the other student is the interviewer. It is fun to encourage the “words” to show their personality and act as though they were truly embodying their word. My students really enjoy acting things out like this! I suggest doing this activity in pairs or small groups, however, if a child is working independently, he or she can just write down the answers to the interview questions on paper instead of posing the questions for someone else to answer. For this activity, you may find it useful to allow students access to websites such as visualthesaurus.com and www.etymonline.com so they can research some possible answers to the interview questions. As a fun aside, having students make and wear nametags for this activity is a fun way to boost engagement! Create a Menu Students get full creative license over designing a menu for a new restaurant and using their vocabulary words in the descriptions. Students start by deciding on a theme and name for the restaurant. Then they decide the names of dishes to include on the menu, all fitting in with the designated theme. Next, students use all of their vocabulary words to create a restaurant menu. In my opinion, it is not necessary that each menu item use a vocabulary word, as long as they have managed to include all of their words on the menu somehow, using them properly in context. Creating a themed restaurant and sticking to only including dishes that fit the theme definitely requires higher level thinking skills. If you find this to be too challenging for some of your students, you could allow them to include dishes on the menu that do not fit into a particular theme, as long as they are still using their vocabulary words to write the descriptions. If you want to take this to the next level, you could do something like have students design and create an actual (miniature) restaurant storefront, or allow students time to visit each other’s restaurants and “order” something off of the menu. Sound like fun? There are SO many other great ideas for helping your students engage independently with their vocabulary word study. I put three of the above ideas together for you in a free exclusive download if you're ready to give them a try. This freebie is available ONLY to my subscribers and can be found among many other free resources in my free resource library. Click the image below to gain access to your free copy! *Just to be clear, by clicking to get these freebies (and instant access to the growing collection of free resources in my library of subscriber exclusives), you're also agreeing to be added to my email list, where I'll send occasional messages with fresh ideas, tips, and other resources straight to your inbox. You can unsubscribe at any time.* If you're ready to save TONS of time, you can find these three activities and many more in my store by clicking on the images below. So far, I have FIVE separate volumes of nine activities created and ready to download and print. Each volume includes a table of contents and full-page student-friendly directions for each of the activities. They also include a choice menu for each volume, which allows students to make choices about which activities they work on to learn their vocabulary words each week. It is also a good tool to track completion of menu options depending on how long or how many options you allow students to complete. All three volumes also include a rubric, the "Map It Out" graphic organizer and nine vocabulary activities that can be used with any of your own vocabulary lists. Each volume of my Word Study Activities also has one or two FREE bonuses, from a formative assessment tool to a student activity proposal form to a pre-assessment and self-ratings scale. I also bundled these activities together for big savings. You'll get all five volumes (45 activities!) and the corresponding bonus resources for the price of four volumes! If students complete one different activity a week, there are enough activities in the pack to last the entire year (or longer)! You can access the bundle by clicking the picture below. Let me know if you have any questions! I love hearing from my readers!

Do you reinvent the wheel every single week when it comes to centers, word work, stations.....whatever you happen to call them? Yeah, me too! I know better, I swear I do but it just never fails. I am here today to tell you that there IS A BETTER WAY! Let me begin by saying I am a big fan of Daily 5. I run my room about as closely to the Daily 5 model as possible but this is one area I just never could give in on. The sisters suggest having out materials for students to build words, write words, and work with words during this choice. It is that simple. It is called word work after all right? I have always felt the need for my work work choices to be very specific so that students could be working on what I wanted them to be working on. Wait a minute.....that's the opposite of Daily 5 philosophy. It's all about CHOICE and becoming a BETTER READER so why am I making all of the choices? So here is what I did. I put as many random materials as I could find in my classroom and made them available to students. THAT'S IT! Along with a sight word list to use as a reference and one fun morning of showing them what it was all about and I haven't looked back since. They are working SO HARD during our word work time because they are truly using materials they love and making good choices to become better readers and writers. It has been amazing! Here are a few simple, simple examples. Again...simple! I did not go out of my way for any of these! #1 Magnets I have a couple of really organized sets of magnets and then these just thrown in a clear shoe box. Guess which one gets picked the most? You guessed it! Maybe it's the bright colors or maybe kids are just drawn to chaos. Either way it's a win! #2 Wiki Sticks I lied. I did go out of my way for this one just because I've always wanted to use them. My students think they are really fun! One of my kiddos who struggles the most during word work time (and refuses to use a sight word list) spelled out "tatr tot" last week using these. He was pretty impressed with himself and I was too! I got these from Amazon. You can see them through my affiliate link HERE. #3 Pom poms I've used these for fine motor before but I've never just included them in word work. They get picked every round! I didn't originally tell them to use a cookie sheet to build on but I like how it keeps everything in one space. They came up with that idea. #4 Beads I had these from the Dollar Tree for my fine motor bins too so I just included them in word work for now. They are REALLY interesting to build with because you have to pick up each bead and set it on its side so it won't roll away. The cookie sheet came in really handy for this one. #5 Plain OLD white boards I have really old yucky white boards. Guess what? They don't care! I set them all on the shelf and they pick one, a marker, and a sock (they are baby socks) and write their sight words. Marker dry? DON'T COME GET ME! Just throw it out and get a new one! I put an old assortment of markers in here so we could weed out the bad ones. TIP! Put your sight word list in a sheet protector and students can cross off words as they write them. My students figured out that organization tip too. I love when they help me figure things out! #6 Letter Tiles These came with our Reading Street materials and they are really fun for building CVC words because there are so many vowels included. I encouraged them to work on sight words but I noticed one student building CVC words, blending them together, and then sorting them into real words and make believe words.You better believe I had him share out at the end of word work to show his classmates and now everyone is doing it too. Instant center.....no prep! #7 Scrabble Tiles Seriously though. I have been collecting these forever and I NEVER use them because well.....honestly I didn't know what to do with them. It bothered me a little that they were all capitals but guess what? My kids don't care! They love using the little stand to build words with and it does not matter one little bit that they are all capitals. #8 Letter Stamps I had these already and they are always a part of our word work so this was a station that just stayed the same. I do like that they have to focus on our new words of the week for this one. I have to be in a (little) bit of control sometimes! But my 2nd grade colleague just has blank paper at this station and they stamp any word they want. I'm sure my kiddos would love that too! I might switch it out and have them do that next week. You can get the STAMPS HERE and the STAMP PAD HERE. These are affiliate links which means I get a small amount if purchase through the link at no additional cost to you. Seriously love these though and they have lasted a long time! #9 Paper Centers Yes....I still need a little bit of control and my theory is that some kids will totally love using all of the hands on stuff but some kids still want to complete a paper like a cut and glue, word search, or write the room. I didn't do away with all centers, I just added all of the fun word work centers into what we already had going. BUT! This has already saved me a ton of time in the planning department. I put out 4 papers for the week and that's it. All my centers are planned for! You can see the centers I have available that are aligned with Reading Street stories HERE. This week our story is The Little Engine That Could. You can see the four paper choices on top and then all of the materials stored below. I love these containers from Walmart because the handles on the sides lock the lids down tight and keep beads, wiki sticks, tiles, and pom poms from flying everywhere. I have reflected a little bit on whether these were just working so well because my students are UBER independent right now or because this is just a great fit. I mean really, they are almost 1st graders after all! But I think that these would have worked great at the beginning of the year with some alphabet options just as nicely as they are working now. I put out similar items at the beginning of the year anyway, this would just be some added options. Would I overwhelm my students with all of this in one day. NO WAY! My students have been exposed to all of these items in one way or another (through fine motor stations, word work, or in small group with me) except for the wiki sticks. Those were brand new. I waited a couple of days to add those in to make a BIG deal about them. If this was the beginning of the year I would put out 2 choices until we were really solid with those choices and then add more in. Get the sight word list shown in the pictures that aligns with Reading Street Kindergarten words HERE. These types of centers work great with these Rainbow Word Sight Word lists too! Want to save this post for later? Pin it here! P.S. Get a FREE ALPHABET ACTIVITY when you sign up for my newsletter HERE!

A three-step process for teaching your students how to identify,

Each Monday we collaborate with our building's new and Dual Language staff members for a professional development session based on what the...

Recently, I have seen some debates on using centers and the Science of Reading. If you have been a teacher for a long time, centers were a HUGE part of Balanced Literacy. Recently, teachers have shifted away from balanced of literacy to research based Science of Reading. You can read my Science of Reading Post ... Read More about Centers and the Science of Reading

These fun, engaging, NO PREP word work activities help students practice their words effectively and are the perfect option for your 1st or 2nd grade class!

I’ve been using a Word Wall with my high school students for 9 years now, and the results have been incredible. How: I have 90-minute classes, so I’m able to give my students 8-10 minutes of free reading time each day. I put this time at the BEGINNING of the class for several reasons. 1. ... Read More about How and Why to Use Word Walls with Older Students

We are headed quickly for Back to School! Summer seems to go by faster every year, don't you think? This year for one of my goals in reading as we start back to school, I

Looking for a fun vocabulary activity? This extension is perfect for middle and high school to help encourage critical thinking and associations.

Engaging vocabulary review Ideas & activities that can be used with K-5 students! Five fun & collaborative vocabulary instruction ideas.

Find strategies for teaching ELA academic vocabulary with graphic organizers for students, a word wall, and engaging games from mixed-upfiles.com

So I came up with some fun ELA Word Work ideas that my students LOVE. You can use a special space in your classroom, "Word Work Station," or you can just allow students to work at their desk to complete these different activities. Take a peek at these fun ideas to make spelling words F-U-N!

Paper Bag Dramatics: A fun activity for Team Building and Developing Community. Here's an idea that can be used just about anywhere at any time. It encourages groups to solve problems, think creatively, and work as a team.

Word walls can provide scaffolding, visual reminders, & increase academic vocabulary! Ideas for setting up & using your word wall in a middle school class.

Science of reading activities can be so helpful for students of all ages. Reading is an essential skill to have in order to succeed in school and life. It’s not just about being able to read the words, it’s about understanding what you are reading and connecting those ideas with what you already know.

This post features literacy center ideas and printables for 4th-grade classrooms. It includes reading centers for fourth grade.

Microsoft Word wouldn't be the tool it is without its productive features. Here are several features that can help you every day.

This post could alternatively be titled "what works for me" because lets face it, there are a million ways to do centers, and what wo...

This post shares 3rd grade literacy center ideas that work with any Language Arts curriculum and last the entire school year + FREE printable

The ultimate roundup of free back to school coloring pages for preschoolers and older kids - Free coloring sheet downloads!

These kindergarten anchor charts will give you the tools you need to teach math, reading, friendship skills, and much more!

Are you looking for kindergarten free worksheets? We put all of our freebies in one location to make it easier for you. Get these amazing...

Use a sound wall in your kindergarten classroom with these tips, ideas, and suggestions about using a sound wall in kindergarten!

Begin each of your classes with bell ringers or warm up activities that your middle or high school English students will love!

I can’t say I’m a big fan of icebreakers myself, at least the get-to-know-you type. Students may be grouped in a different way from the previous year, and there are always new students to the schoo…

I have always struggled with spelling, and how to engage students in meaningful activities to practice their spelling words! I have tried just about everything under the sun, from rotating through teacher-selected word work centers, to a free choice spelling menu where students try to complete different activities throughout the week. Nothing seemed to work!

Dive into the world of literacy centers and unleash their full potential with insights from the science of reading!

These ideas give active reading a whole new meaning.

With so many of my BIG KIDS struggling with fluency, I worked to make it a part of my daily work with students, a Tier 1 intervention that the majority of the class could benefit from. Reading fluency incorporates three main components: speed, accuracy, and prosody, which directly impact comprehension. While I have shared a great deal about incorporating 6-Minute Solutions, here are a few other ways I worked to make fluency fun for my 6th graders.

Students circulate through the classroom and meet new friends! Here's a great team building activity I like to have on hand for the first week of school! Use "Find a Friend" for a quick structure to allow for student interaction, to model classroom expectations for movement in the room, and to review and practice classroom manners. With the recording sheet in hand, students circulate through the room to pair up with a new friend. Students greet each other and take turns to ask a question related to the grid. For example, student A will say say to student B, "Do you like to read?" Student B will reply, "Yes, I do like to read." Student B will then sign his name in the corresponding box on Student A's paper. (If the student replies with a "no", I encourage my first graders to try again and to ask about something else on the paper. After all, we have different likes and dislikes.) Before rotating, students thank each other. Students mix and pair again with a new partner to complete the grid as time allows. I do remind the children that they may only sign someone's paper one time. These activities promote positive interaction, movement, and community. It also allows for me to model (...again) how to stand up and carry the paper/pencil, how to find a partner quietly (by making eye contact), how to say "please" and "thank you", and how to speak using an inside voice. Click here to download this "Find a Friend" activity. link Here's One for Color Words. Click on the image below to download this "Find a Friend" activity. (Some children may need to have support with recognizing and reading the words.) Like Those? Here's one for number words, too! Click on the image below to download this "Find a Friend" activity. Happy Holiday Weekend!

This resource covers information on the proprioceptive sense and includes proprioception sensory activities for kids.

37 fun language arts games and activities to teach kids in kingergarten through middle school the fundamentals of language and literature!

16 Make-Ahead Cold Lunch Ideas to Prep for Work This Week - Try prepping these awesome cold lunch ideas when you can't reheat your lunch!

There are three kinds of teacher-decorators: those who were born for Pinterest, those who can’t, and all the ones in between (such as the broke, the tired, and the I-have-no-time-to-decorate). However, making a classroom appeal to middle and high school students doesn’t HAVE to involve serious crafting or expensive, time-intensive projects. Check out these tips from me and Bonnie from Presto Plans as you prepare your classroom for the fall (or at any time of year that you want to give it a boost!) You might also like Sara's more recent blog post, Inside My Farmhouse Classroom Makeover. 1. Have a color scheme (if you can) Sara: My principal gave each teacher the paint for one accent wall, so that shade of turquoise inspired the rest of my blue decor: milk crates, bulletin board borders, etc. It helped unify the room to make it look pulled-together instead of random. I've also learned about the importance of contrast. Even a full-blown rainbow color palette can look clean and cohesive (instead of cluttered) if you pair it with black or white to balance it out. Bonnie: If you are looking for inspiration for colors that look great together, check out this Pinterest board. There are lots of combinations that will help you choose colors when you are shopping for classroom materials. 2. Stick to a few favorite fonts Sara: Just like businesses create a brand, you are creating a classroom “look” or persona that you will be known for... or, at least a mood you will create. (Friendly? Professional? Fun? Minimalist?) Try to pick a few fonts that most of your labels, signs, and other wall-hangings will consistently use. For example, I used the Google font Crushed to make and laminate labels for my whiteboard (see below), along with mint-colored painter's tape. 3. Make your classroom library a focal point Bonnie: Your class library should draw students in and works well as the focal point for any English classroom. Here are a few things you can do to make your library stand out: Give bookshelves a makeover by rolling them a new coat of paint and/or taking the shelves out and attaching wallpaper or scrapbook paper to the back. Put a few floating shelves on the walls near your library area where you can feature particular novels recommended by students. Add comfortable, flexible seating near a library to make it more welcoming. These items can be more expensive, so shop around online or scour garage sales until you find seating that may work. Use old books as decorations! When a book is unusable, find a way to repurpose it. One easy way to do this is to cut out the pages and write a reading-inspired quote in black permanent marker on top of the page. Frame the page and put it on your bookshelf! Sara: If your classroom library is small, nonexistent, or needs some attention, check out this blog post for more ideas about how to strengthen it. 4. Display student work Bonnie: Use student work as decor by making a framed gallery wall. All you have to do is pick up some inexpensive 8x10 frames (check your dollar store) and arrange them on your wall. When you get a piece of exceptional student work, add it into the frame! If you don’t want the hassle of buying and hanging frames, order a pack of mixed color picture mats and use them to frame student work on a bulletin board. Sara: Another way to get student work on display (while also practicing literary analysis!) is to have them complete this Quote Illustration and Analysis assignment; students use Canva (or any tool you wish) to make an inspirational or literary quote come to life. The results are stunning! 5. Use author-inspired decor Bonnie: Find ways to incorporate the authors you will be studying into your classroom decor. You can do this by featuring fun facts or by sharing quotes by the author. For example, I use an interactive Shakespeare Hashtag of the Week bulletin display that exposes students to one quote from a Shakespeare play each week. If you don’t want to make your own, you might even consider assigning an author to each student and having them develop a bulletin display with a biography, fun facts, and quotes that you can swap out weekly. Sara: Don't forget to interject moments of literary ALLUSION or author-inspired inside jokes as well, like my favorite light switch art... 6. Make your posters work together Sara: On at least one bulletin board or section of wall space, add some symmetry or consistency by hanging posters in a similar style (color, font, or other), or by displaying images that have a common theme. For example, check out these posters of stylized quotes to get some English class wisdom on your walls. Bonnie: If you are looking for some ideas of common themes you could use for posters, try some of these ideas that could work in any English classroom: funny grammar quotes or fails, literary terms or genres, author quotes, famous lines from literature, idiomatic expressions, or jokes using puns! To read more about my favorite bulletin board ideas for middle and high ELA, check out this blog post. "English is Weird" poster set 7. Make displays that are EASY to update Sara: Two of my favorite bulletin board spaces were ones that took VERY little effort in updating, so I didn't have the self-imposed pressure to redo the whole thing multiple times per year. For example, my Word Nerd Challenge is quick to update on a Monday morning because all I have to do is add this week's word to the list. (I made each word tile a magnet that can go on my whiteboard!) I also made low-prep Quote of the Week flipbooks of reading and writing quotes, which students often asked to flip FOR me. I used Command hooks and spiral binding to hang it on a cabinet. Do you have additional ideas? Tell us in the comments!

Supporting kids with special needs works best when both regular education and special education staff work together. That's why it is helpful for all teachers to understand how they can modify and accommodate for students in their classrooms. For newer teachers, learning that you need to modify work