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Archive for November, 2019

Google Classroom 2020 Comment Bank v. e-Comments

In this article I’l demonstrate how to use the newest version of the Google Classroom Comment Bank to insert writing feedback into your students’ Google docs and slides. I’ll also save you some frustration by giving you a “heads up” about some of the problems you’ll encounter when setting up and using the Comment Bank. Lastly, I’ll attempt to prove why using my e-Comments Chrome Extension may be a much better option for most teachers working in Google Classroom.

Add your free 10-day trial of the e-Comments Chrome Extension after you discover how using e-Comments in Google Classroom is faster, easier, and far more functional than using the Google Comment Bank.

Creating the Google Comment Bank

After opening a student assignment in Google Classroom, click the Comment Bank icon in the upper right corner. The Google Comment Bank is empty, so teachers will need to type in their own comments or copy and paste a list of comments. Unfortunately, Google Classroom only provides one Comment Bank, so think about which comments you plan to use for all of your assignments and classes before you fill up the bank.

If you’re thinking of inserting a number of comments, take the time to organize and group the comments before you copy and paste, because the Comment Bank display won’t sort or order those comments for you. And don’t waste any of your time formatting your list. They paste as unformatted into the Google Comment Bank and Google permits only minimal formatting once the comments are entered.

Inserting Comments from the Google Comment Bank

So once you’ve got some comments stored in the Google Comment Bank, you’re ready to annotate your student’s essay. When you find a writing issue to address, double click or highlight the word or section and search up and down the comment bank for the comment you wish to insert. Click on the comment; click on “Copy to Clipboard,” click on the comment box, type Control-v to paste the comment; click outside the box; and click the comment button. Voila! The selected comment appears in the Google comment box in the right margin. If you were counting, it took eight separate clicks to insert one comment. Not great, but probably faster than red-inking the same comment on a student’s paper.

You’ll notice that scrolling up and down to find the comment you want to insert can be time-consuming and frustrating if you have more than a few comments in the bank. Google tries to solve this problem by providing an alternative method for selecting comments: a key word search in the comment box.

Here’s how you use this method: Type in a hashtag followed by a key word from the comment you are looking for, a list of comment options pops up. Of course, before you use this method, you’ve got to know which comment you want to use and what it says in order to type in the key word. Often, you’ll wind up trying a few key words to narrow down the comment choices before you find the right one, especially because your writing comments tend to use many of the same words. Playing the search for the right comment game does get old very quickly, but it works better than scrolling up and down the Comments Bank display. Unfortunately, it still takes seven clicks to insert a comment with this method.

Using e-Comments in Google Classroom

In contrast to the Google Comments Bank, the e-Comments Chrome Extension was designed by an ELA teacher for teachers and their students. It shows!

The e-Comments menu provides hundreds of customizable canned comments, written in four comment sets: Grades 3–6, 6–9, 9–12, and College/Workplace. These Common Core-aligned comments don’t just identify writing errors; they help your students learn. For example, if students are overusing “to-be” verbs in their writing, simply commenting, “Too many ‘to be’ verbs,” doesn’t help students if they don’t know what the “to-be” verbs are or the revision strategies to eliminate them. The e-Comments identify and explain the writing issues and show students how to revise.

Revise Too Many “to be” Verbs: Limit using so many “to be” verbs: is, am, are, was, were, be, being, been. To replace “to be” verbs: 1. Substitute a more active verb. 2. Convert one of the words in the sentence to a verb form. 3. Change the beginning of the sentence. 4. Combine the sentence which has the “to be” verb with the sentence before or after to use another stronger and specific verb.

Substitute Example: The child was sad.

Revision: The child felt sad.

Convert Example: Charles Schulz was the creator of the Peanuts cartoon strip.

Revision: Charles Schulz created the Peanuts cartoon strip.

Change Example: The run-away car will be stopped by the tire spikes.

Revision: The tire spikes will stop the run-away car.

Combine Example: The sensitive child is terrified. She is feeling that way because of the news story.

Revision: The news story terrified the sensitive child.

So why re-invent the wheel by writing your own comments?

Unlike the hard-to-search and unorganized Google Comments Bank, the e-Comments menu lets you see all of your comment options at a glance, neatly categorized into writing comment categories. Of course you won’t use all of these comments, but they’re there if you need them. And the e-Comments menu is completely customizable. Move it wherever you want or hide it if you wish. Add, delete, substitute, or rearrange any writing comment categories and comments.

It’s easy to differentiate instruction by switching among the four comment levels to insert remedial or advanced comments. Plus, add your own custom comment sets for different assignments and classes. Wahoo!

While inserting a comment from the Google Comment Bank takes seven or eight clicks, only two clicks are needed with e-Comments. That makes a huge difference when your grading a whole batch of assignments. Simply click once or highlight where you want to comment, and then click the abbreviated comment button to automatically insert the comment. Faster, easier, and much less physical wear and tear.

Also, it does no good to add writing feedback if your students won’t read it. You can personalize  your comments and make them stand out with e-Comments. The program permits full formatting options for any comments you choose to add and save. Plus, e-Comments allows teachers to insert speech-to-text, audio, and video comments and save to separate folders to keep your Google Drive uncluttered.

The fact that the e-Comments Chrome Extension works in and out of Google Classroom is the best reason to add and use this program. Here’s why: Good writing teachers know that while summative writing feedback, along with rubric scores, and a final grade can be instructive, it’s the formative writing feedback on rough drafts that has the most impact on teaching students how to improve their writing. And, of course, students are much more motivated to learn from your comments when doing so will improve their assignment grades.

Unfortunately, Google Classroom does not permit students to see any of your comments in their views of Google Classroom until after you enter the grades and return their assignments. This means that when students open their graded assignments, they can’t revise their work according to your suggestions. However, the e-Comments program lets you comment on rough drafts and students can see these comments and revise their work before turning it in for a grade.

Here’s how to grade student rough drafts. It only takes two extra clicks. With the student’s assignment opened in Google Classroom, click on icon in the upper right corner following the student’s name that says, “Open in new window”. You’ll get the same student assignment without the Google Classroom grading tools. Click the e-Comments icon to activate the extension and insert your comments. Students are able to view the comments as you enter them. You may wish to click “Share” when you finish commenting to alert the student.

Students read your comments and revise their writing accordingly. They can also use the “Reply” button to ask you questions about your comments and you can reply back. To hold students accountable for reading and responding specifically to your comments, I require students to make all revisions in red font and keep (not resolve) my comments. I give additional points for showing me these revisions. Of course, if you are a superstar teacher, you could add additional comments to help students polish their final drafts.

After the student turns in the assignment, you can open Google Classroom once again to grade, score the rubric, and add summative comments. One final suggestion: I would avoid typing comments in the “Private Comment” box. There’s no way to edit or delete once you post this comment.

Clearly, the Google Comment Bank will help teachers save time compared to red-inking a stack of papers. However, I think you’ll agree that e-Comments is quicker, easier to use, and much more functional. Add your free 10-day trial of the e-Comments Chrome Extension today! Simply click “Add to Chrome” and the e-Comments icon will be added to your Chrome Extension Toolbar. Make sure to take a look at the one-page Quick Start User Guide and the training video to see all the program features. Once you’re sure you want it for keeps, click the “Purchase/Activate License” page and pay the one-time fee. It’s only the cost of a few cups of coffee!

Want to see this article as a video? Check it out: The Video

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Google Classroom Comment Bank and e-Comments

For years, teachers have been looking for ways to streamline the grading and annotation of student essays, stories, and reports. And now, add slide presentations, photographs, videos, and more! Teachers want to assign more of this work, but more student work means more grading time. Teachers also want to provide quality writing feedback to help students improve their work, but again this takes time.

Enter Google. Google’s investment in education has been a gradual and sometimes frustrating evolution. The comments feature added into Google docs and slides in 2014 was a prime reason why teachers started using Google docs and Google Drive for student writing submissions. And now, with the 2018 update of Google Classroom and the additions of a comment bank and the beta version of a rubric creator, teachers finally have the beginnings of tools that will both improve the efficiency of their workflow and improve writing feedback to students.

With these steps, Google has put other learning management systems on notice that the company is in education for the long haul. As of this writing, the number of Google Classroom users (both teachers and students) has passed 40,000,000. Much like what Jobs and Wozniak accomplished with their free Apple IIe computer to every school in California in 1982, Google’s free Google Suite for Educators, including Google Classroom, has largely cornered the educational market. The bottom line for teachers? Don’t fight; give in to Google.

However, the problem for teachers is that Google is a tech (and advertising) company, and its product leads and developers are techies, not teachers. Google does listen to what teachers say, and much of the improvement in Google Classroom has been credited to teacher suggestions. Hence, revisions tend to be piecemeal, not comprehensive. What Google has done is to permit Chrome extensions, which integrate seamlessly with Google Classroom.

e-Comments Options

e-Comments Menu

Enter e-Comments. Teachers can significantly improve the efficiency and quality of the Google Classroom comment bank by adding the e-Comments Chrome Extension. Which features make e-Comments significantly better than the Google Comment Bank?

  1. While the Google Comment Bank (GCB) has no canned comments (teachers have to type in their own), e-Comments (e-C) has hundreds of customizable comments from which to choose at four grade levels: Grades 3–6, 6–9, 9–12, and College/Workplace. Why re-invent the wheel?
  2. The GCB permits minimal formatting for adding comments, while e-C provides full formatting for any comments you choose to add and save. Plus, e-C allows teachers to insert speech-to-text, audio, and video comments and save to separate folders to keep your Google Drive uncluttered. Your comments should stand out if you want students to read them.
  3. The GCB comments are stored in the order in which you added them and so are in random order, but the e-C comments are neatly organized into 11 categories, making the comments much easier to choose. Writing comment categories just make sense.
  4. To access the GCB comments, teachers have to scroll up and down the GCB or enter a hashtag # followed by a key word to bring up the desired comment. Once a teacher adds in more than a dozen comments, it often takes several tries or additional key words to find the desired comment. Frustrating and time-consuming! To access e-C, teachers simply click the comment button once on the movable and editable e-Comments Menu. Unlike GCB, teachers can see all of their comment choices before inserting a comment. It’s easy to add and save your own comments to the menu, edit the canned comments, create or re-name writing comment categories, hide or rearrange the categories.
  5. The GCB provides only one comment bank. Clearly, all your comments for a story are not applicable for an essay or a multi-media project. Plus, many teachers would like to have different comments for different students, classes, and assignments. With e-C, teachers can easily switch among the comment levels to differentiate their annotations. Add a remedial comment for X, but an advanced comment for Y. Teachers can add and save their own comment banks with e-C for different classes and assignments. GCB provides a one size fits all approach; e-C permits far more flexible options to meet the needs of students and their teachers.
  6. Clearly, once teachers insert all their comments into the GCB, they will save time compared to red-inking a stack of papers. As detailed above and in side-by-side timings, e-C will save significantly more time than using the GCB while providing students comments that identify, explain, and show how to revise. If all you want to do is error mark, GCB will do nicely; if you want your students to learn from your comments, e-C is for you. Plus, e-C provides the Common Core-aligned comments that you will want to copy and paste into your Google Classroom rubrics and Grading Tool commentsAdd your free 10-day trial of the e-Comments Chrome Extension today! You can both save time and provide better writing feedback with Google Classroom.

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Reading Out Loud

Biden Stuttering Challenge“Mr. Buh-Buh-Buh-Biden, what’s that word?” a nun asked Joe Biden in front of his seventh-grade classmates.

It’s a seventh grade in a Catholic school in Delaware. The teacher, a nun, is doing a read-around of a story about Sir Walter Raleigh. Students take their turns reading out loud in front of the class. Some are nervously awaiting their turns; others, like young Joe Biden, are petrified. Why so? Biden is a stutterer. The nun calls upon Biden to read. Biden is not surprised; he knows that he is the fifth student to be called upon, because the nun is choosing students in alphabetic order. Like many students, instead of reading along silently with the other students, Biden has been practicing the paragraph he predicts will be his to read. Biden begins to read out loud and stumbles over the word, gentleman. The nun cruelly mocks him to correct his pronunciation.

“Mr. Buh-Buh-Buh-Biden, what’s that word?” the nun asks.

Biden says he rose from his desk and left the classroom in protest, then walked home. The family story is that his mother, Jean, drove him back to school and confronted the nun with the made-for-TV phrase ‘You do that again, I’ll knock your bonnet off your head!’ I ask Biden what went through his mind as the nun mocked him.

‘Anger, rage, humiliation,’ he says. His speech becomes staccato. ‘A feeling of, uh… it just drops out of your chest, just, like, you feel … a void.’

“What Joe Biden Can’t Bring Himself to Say,” John Hendrickson, The Atlantic

Other sources confirm that bullying was not limited to this one instance with the nun: “As a child, Biden struggled with a stutter, and kids called him ‘Dash’ and ‘Joe Impedimenta’ to mock him. He eventually overcame his speech impediment by memorizing long passages of poetry and reciting them out loud in front of the mirror” (https://www.biography.com/political-figure/joe-biden).

Biden recounts how he coped with reading out loud in front of the class when students would take turns reading a book, one by one, up and down the rows: “I could count down how many paragraphs, and I’d memorize it, because I found it easier to memorize than look at the page and read the word. I’d pretend to be reading,’ Biden says. “You learned early on who the hell the bullies were” (Hendrickson).

Did you know?

“In the most basic sense, a stutter is a repetition, prolongation, or block in producing a sound. It typically presents between the ages of 2 and 4, in up to twice as many boys as girls, who also have a higher recovery rate. During the develop­mental years, some children’s stutter will disappear completely without intervention or with speech therapy. The longer someone stutters, however, the lower the chances of a full recovery—­perhaps due to the decreasing plasticity of the brain. Research suggests that no more than a quarter of people who still stutter at 10 will completely rid themselves of the affliction as adults” (Hendrickson).

Vice-President Biden largely overcame the repetitious stammering that is widely understood as stuttering. With the help of brief speech therapy and practice, Biden’s stuttering is nowhere near as pronounced, nor as problematic, as that of King George VI. You no doubt have seen the Academy Award Winner, The King’s Speech and the king’s struggles with public speaking. However, Biden still blocks on certain sounds. In The Atlantic article quoted above, Biden describes in detail and models how he prepares for speeches and debates. He writes out key phrases and clauses and uses his own coding system of marks and slashes to indicate accents, pauses, and breaths. When speaking extemporaneously, Biden uses circumlocution (word or phrase substitution) as a coping strategy to switch to more easily pronounced sounds. Often, people notice what appear to be unnatural pauses as Biden searches for alternate words. Occasionally, these substitutions produce forced syntax (the order of words in a sentence) or even gaffes. Obviously, Biden’s stuttering doesn’t explain all of his verbal miscues, but perhaps more can be attributed to this challenge than we think.

For our purposes, Joe Biden’s story can be instructive as we teach and practice reading in the classroom. 

A few points from this M.A. Reading Specialist (yours truly), who of course, loved to read out loud in class:

Why Reading Out Loud is Important

Reading out loud helps developing readers practice their reading skills. Only by practicing reading out loud can students hear and adjust to pitch, vocal variation, accents, and attention to punctuation (Shakthawatt). Additionally, reading research confirms that reading out loud improves automaticity in terms of sounding-out phonetically regular words, blending multi-syllabic words, and recalling sight words (non-phonetic memory words). These skills do transfer to silent reading fluency.

Reading out loud is a necessary social skill. Students need to be prepared for public speaking. Adults will be called upon to read in front of audiences in meetings, business, church, etc. Again, allowing student to practice in advance, as Vice-President Biden does, affords optimal performance and less stigma.

When teachers listen to students reading out loud, the teacher can provide helpful feedback and correction. Obviously, teachers can’t correct a student’s silent reading.

What Kind of Reading Out Loud is Effective

Assessment: 

Most teachers use individual fluency assessments (download a free diagnostic at the end of this article) in which students read out loud for a set time. Teachers record the number of words read during the prescribed time, less the miscues, on a progress monitoring matrix. reading assessments to monitor reading fluency progress are we, but the one student-teacher reading is a controlled experience. Ensuring that the assessment is administered privately, away from the class, will reduce student anxiety and produce more accurate results.

Many teachers use running records to analyze and correct student miscues during guided reading. Suggestion: Rather than pulling aside a student to read individually, why not sit behind or next to the focus student and listen in as all students in the group are reading?

Practice:

Use choral reading fluency practice in which students are grouped by fluency levels. The student reads with others, not to others.

Practice reading with a modeled reader. Online readings at the students’ challenge levels is helpful and improves fluency, including accuracy and speed. Check out my reading intervention program below, which includes 43 YouTube expository articles, read at three different speeds for ideal modeled reading practice.

Repeated readings out loud produces transferable gains to cold, unpracticed reading. One effective technique is for a guided reading group to non-chorally read with six-inch quiet voices (not whispering) short texts over and over again. In other words, students read at individual paces, not in unison with others. To facilitate, the teacher can stagger start times. Students get used to the white noise of others quietly reading, and teachers can listen in to individuals and even take running records.

Paired reading out loud can be beneficial if care is provided to match students, in terms of reading fluency levels, and compatibility.

What Kind of Reading Out Loud is Not Effective

Isolated reading out loud in front of peers is counter-productive, not only for stutterers, but also for below grade level readers, ELL, ESL, ESOL students, special education students, shy students, etc. Traditional methods of isolated reading out loud include the following: round-robin (take turns in a certain order to prevent surprise), popcorn (call on students to intentionally surprise and ensure that they are following along), and guided reading, in which students take turns and the teacher completes running record assessments of the individual readers.

Don’t use individual students to read through a story (even if students volunteer to read). First, calling on individuals to read interrupts the flow of the reading and reduces listening comprehension. Second, why select a non-fluent reader, who will make mistakes, or even the best student reader in class and so ensure less than optimal listening comprehension? Instead, to facilitate optimal listening comprehension and the best modeled reading, the teacher or audio book narrator should read the story out loud with occasional pauses to discuss a passage. To build independence, avoid reading every line of text out loud. 

Don’t practice any individual reading out loud that takes away from the entire class reading out loud. Any form of individual reading in which a student only reads out loud for 30 seconds in a 15 minute read-aloud is not adequate practice.

Not all choral reading practice is ideal. When students, led by the teacher, are expected to read chorally, the teacher is forced to read too-slowly for the fluent readers, just right for some readers, and far too quickly for less fluent readers. Teachers can’t put what belongs in a small group or individual box into a whole class box. Only practice choral reading in the context of level reading fluency groups, in which each student is reading at a certain reading fluency.

Get the The Pets Fluency Assessment FREE Resource:

The Teaching Reading Strategies (Reading Intervention Program) is designed for non-readers or below grade level readers ages eight-adult. Ideal as both Tier II or III pull-out or push-in reading intervention for older struggling readers, special education students with auditory processing disorders, and ESL, ESOL, or ELL students. This full-year (or half-year intensive) program provides explicit and systematic whole-class instruction and assessment-based small group workshops to differentiate instruction. Both new and veteran reading teachers will appreciate the four training videos, minimal prep and correction, and user-friendly resources in this program, written by a teacher for teachers and their students.

The program provides 13 diagnostic reading and spelling assessments (many with audio files). Teachers use assessment-based instruction to target the discrete concepts and skills each student needs to master according to the assessment data. Whole class and small group instruction includes the following: phonemic awareness activities, synthetic phonics blending and syllabication practice, phonics workshops with formative assessments, expository comprehension worksheets, 102 spelling pattern assessments, reading strategies worksheets, 123 multi-level fluency passage videos recorded at three different reading speeds, writing skills worksheets, 644 reading, spelling, and vocabulary game cards (includes print-ready and digital display versions) to play entertaining learning games.

In addition to these resources, the program features the popular Sam and Friends Guided Reading Phonics Books. These 54 decodable books (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each 8-page book introduces two sight words and reinforces the sound-spellings practiced in that day’s sound-by-sound spelling blending. Plus, each book has two great guided reading activities: a 30-second word fluency to review previously learned sight words and sound-spelling patterns and 5 higher-level comprehension questions. Additionally, each book includes an easy-to-use running record if you choose to assess. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug. These take-home books are great for independent homework practice.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

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Silent Reading Fluency

Speed Reading

Silent Reading Fluency

A bad habit is hard to break, especially when it’s a bad reading habit. However, replacing bad reading habits with good ones can significantly improve silent reading fluency. In other words, you’ll read faster and with better understanding. Check out these four tips to build comprehension.

  1. Improve your reading posture. Your body position affects how well you understand what you read. For good reading posture, sit up straight in a straight-backed chair at a desk or table with good lighting and keep your feet flat on the floor. Place two hands on the reading. Keep the distance from eyes to book about the same distance as that of your forearm. Don’t angle the book too much so that you can keep your head straight.
  2. Improve your concentration. When reading at home, put away your phone, get away from the television and computer, and find a quiet room. Anything competing with full concentration reduces reading reading comprehension. Good reading cannot include multi-tasking. Stop taking mental vacations during your reading. For example, never allow yourself a pause at the end of a page or chapter–read on!
  3. When reading silently, don’t pronounce the words quietly or in your head, and don’t move your lips. These sub-vocalizations interfere with your understanding of the text. Focus on the meaning of the text, not on saying and hearing the words. Some students find that clenching their teeth or reading with a clean pencil in their mouths helps break the lip movement habit.
  4. Establish a rhythm in your silent reading. The reading pace should be hurried, but at a consistent pace. To pace your reading, place your left hand on the left page and the right hand on the right page. Put three fingers together and place your hand under the first line on the page. If right-handed, place your index finger under the first letter of the line. If you are left-handed, place your ring finger under the first letter of the line. Now, slide your hand underneath the first line at a comfortable, but hurried pace while reading the words on the line. When the index (or ring) finger reaches the last letter of the first line, quickly slide the hand back to the first letter of the line and drop down to the second line. Continue to read in the same manner, but slow down your pace when you sense that your comprehension has decreased because of difficult text.

Using the pacing hand prevents re-reading, skipping lines, and daydreaming. Shortening the stroke of the hand across the page, after practice, will also help expand your peripheral vision across the page. This is important because reading research tells us that good readers have fewer eye fixations per line. When the eyes move from fixation to fixation, there is little reading comprehension. So, focus on the center of the page and use your peripheral vision to view words to the left and right as you are reading.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING RESOURCES: The SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) Comprehension Strategies includes class posters, five lessons to introduce the strategies, and the SCRIP Comprehension Bookmarks.

Get the SCRIP Comprehension Strategies FREE Resource: 

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

The Teaching Reading Strategies program also includes the Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

What do teachers have to say about the program?

I just visited your website and, oh my, I actually felt my heart leap with joy! I am working with one class of ESL students and two classes of Read 180 students with behavior issues and have been struggling to find methods to address their specific areas of weakness. I am also teaching three senior level English classes and have found them to have serious deficits in many critical areas that may impact their success if they are attending college level courses in a year’s time. I have been trying to find a way to help all of them in specific and measurable ways – and I found you! I just wanted to thank you for creating these explicit and extensive resources for students in need. Thank you!

Cathy Ford

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