Surviving Standardized Testing Season

/in , , , , , , /by

The end of the school year may be in sight, but one of the final hurdles, perhaps the most strenuous one, is on the horizon—state testing season. Around this time, students in Maryland and across the country are gearing up for hours of testing. These standardized assessments are typically spread across multiple, consecutive days. However, in some cases, over a week of school days are set aside for testing. Depending on a student’s current grade level or graduation plans, the gravity of these state tests can vary. However, one thing is true for all students—the tests are draining. It’s not just students that feel the heat, however. Parents, teachers, and administrators are under a great deal of pressure during testing season as well.

For parents

  • This is a stressful time for families. Parents can help ease the test anxiety by telling their children that, like any assessment, these tests are simply one measure of proficiency. They are not indicative of a person’s overall intelligence or ability; the score should not define children’s perception of themselves.
  • Plan some after-school activities that allow children to expel any pent up energy. Since testing schedules can mean long, stagnant periods of sitting and focusing on a screen, parents will want to consider outdoor activities that allow kids to socialize, stretch their legs, get some fresh air, and utilize creativity. This could mean visiting an obstacle course or trampoline park, decorating the driveway with sidewalk chalk, setting up scavenger hunt, or taking the dog for a walk around the neighborhood.
  • Help prepare children to be in tip-top test-taking shape by setting them up for success at home. This means encouraging a regular bedtime, planning to eat a healthy breakfast to stave off hunger pangs, and suggesting comfortable layered clothing in case the classroom temperature fluctuates.
  • Ask the school about accommodations that will or will not be provided, as well as any other concerns:
    • Will children with IEPs and 504 plans be provided with their usual testing accommodations?
    • Will classes be testing by homeroom, English class, or math class, etc.?
    • What will the whole school schedule look like?
    • Will classes continue with instruction as usual?
    • Will students still see all of their classes/teachers?
    • Should students expect to have homework or other assignments during the testing week?
    • Are students permitted to bring water bottles, snacks, or have bathroom breaks as needed?
    • Is there an option to opt out of the assessment? If so, how does one formally request that a child opt out and what will he/she be doing during testing?
  • Visit the local library or bookstore to help your child select a new book to read during any downtime while testing is going on. Check with your school about their testing policy; however, most schools allow children to read during the testing block once they have finished that segment. Allow your child to read a book purely out of interest. This will allow them to take a brain break from the monotony of testing and truly engage in something that they have chosen to enjoy.

A Beginner’s Guide to Essay Outlines, Pt. II

/in , , , , /by

For a five paragraph essay, which is what students will most commonly encounter in middle school, the three body paragraphs should adhere to the information/details in the thesis statement. In the previous example, the thesis statement includes three reasons for the increase in recycling efforts over time. These three reasons will make up the three separate body paragraphs.

 

Body Paragraph I: Population
  • Population growth over time
  • Increase in consumption/trash
  • A growing cause for concern; landfills overflowing
Body Paragraph II: New info about health
  • How pollution is impacting health
  • Recycling reduces these concerns
  • Concerns about longevity
Body Paragraph III: New info about environment
  • Data on plastic in oceans
  • Impact on marine life
  • Concern for species longevity

 

Again, the purpose of the outline is to organize the writers’ thoughts, pieces of evidence, direct quotes, and their own interpretations so that the essay is essentially mapped out and organized prior to writing. Just like in the introductory section of the outline, the organizer for the body paragraphs does not need to contain complete sentences either. The bullet points are there to succinctly indicate the support that the writer wishes to refer to in the argumentative essay.

 

Finally, the standard conclusion paragraph, much like the introductory paragraph, does not need to be particularly lengthy, especially for middle school writers. The key is that the conclusion reiterates the writer’s position without exhausting previous points or introducing new information. The details should be familiar and relative enough to tie the essay together. The concluding paragraph will essentially mirror the introduction, but with varying word choice and fresh sentence structures. Again, if the prompt asks students to explain why recycling efforts have seemed to increase over time, this could be a simple outline for a student’s conclusion paragraph.

 

Thesis Statement Reiterate main reasons for increase in recycling…recycling increase because of population growth, health concerns, environmental impact
Specific Statement While recycling efforts have been tried for centuries…
General Statement It is more important now to reduce and conserve

 

The concluding paragraph using the outline above might sound something like this:

 

As stated in the paragraphs above, recycling has increased over time because of the rise in population, the increased worry over health concerns, and the alarming evidence of the detriment to our environment. Although records trace the first evidence of recycling back to ancient Japanese scribes, the efforts are more important now than ever before. With so many ways in which people can reduce by reusing, the push for recycling has no wonder spiked.

 

Math Help at Home

/in , , , , /by

Elementary level mathematics has changed significantly since parents were in school learning their basic addition, subtraction, and multiplication facts. In fact, the math 2.0 curriculum, which coincides with the Common Core State Standards, uses completely different terms for what we would call adding and subtracting. With all of the changes in elementary grade math terminology, application, and processes, parents may become confused as to how to help at home. The goal for this blog is to provide a basic cheat-sheet of helpful hints for when your child is being asked to complete basic math processes using new, unfamiliar methods.

 

 

  • Composing/decomposing

 

In elementary school, I added and subtracted. This meant I lined up the numbers, carried them over if necessary, and probably used my fingers to keep everything on track. Students are no longer using these methods. Now, we see handouts and practices that ask students to “compose” (add) or “decompose” (subtract). Essentially, composing and decomposing involves the student’s ability to break numbers apart and put them back together.

  • For example, if given the simple subtraction problem 46 – 8, our past elementary school days would tell us that, since we cannot take 8 from 6, we need to “borrow” 1 from the 4 so that we’d be left with 16 – 8 in the ones column and a 3 in the tens column.
  • Now, students are prompted to simplify their thinking in order to decompose without the “borrowing” component. Instead, the process would look like this:

46 – 8 = (46 – 6 – 2)

 

    • Because breaking the 8 in to 6 and 2 makes for friendlier mental math, the 8 no longer requires students to borrow, which eliminates the possible confusion that comes from borrowing from the tens column.
    • In this new 2.0 curriculum, elementary students will also be asked to use visuals or numeric symbols charts to assist with simplifying a question. For example, if presented with 9 + 5, the old method would require young math learners to use fingers, adding one at a time from 9 until 5 fingers are up.
    • Now, the problem might recommend a visual such as:

    9

    5

    I I I I I

    I I I I I

    I I I I

    • Since it is much easier for students to mentally compose from ten, they know to break or decompose 9 into 5 + 4; they know that 5 + 5 = 10, so 10 + 4 = 14

     

    Might this all seem like a slew of extra steps when students could simply count up using their fingers like we did? Yes—for sure. However, the push for this type of thinking is to better prepare students for algebraic concepts to come later.

     

     

    • Multiplication/division

     

    Multiplying and dividing in elementary mathematics 2.0 is also going to utilize the compose/decompose processes. The key behind this is again to simplify the numbers for ease during any operation.

    • For example, if a student is given 6 x 8; our old method would be simple memorization or flashcards. However, now students would simplify the equation like this:

     

    6 x 8 = 6 x (5 + 3) = (6 x 5) + (6 x 3)

     

    It is much easier for students to add when tens are involved. So, when 6 x 5 gives us 30, we simply then add the result of (6 x 3), which is 18, to 30. Giving us 30 + 18 = 48

     

    • This is especially helpful for students who struggle with memorization. Instead of hours of flashcard practice, students are able to use simply mathematical concepts to attack the problem with skills, as opposed to arbitrary memorization.

     

    While these new methods and extra calculation steps may seem foreign and frustrating now, stick with them. Once your children master these methods, they will be better prepared to tackle more complex calculations in the future. Who knows, your child may even take great pride in teaching you for once!

A Change of Perspective: Activities for the Classroom

/in , , , , , , , /by

While viewpoints and perspectives tend to be seen as literature-based concepts, learners can truly benefit from this critical thinking skill in any academic content. Why is perspective-taking an important skill? Of course there are the obvious social implications that hinge on one’s ability to see things from another’s vantage point—like developing empathy, navigating others’ emotions, and building deeper connections with peers. In addition, students who are able to cognizantly adopt a different perspective while learning also initiate a better understanding of the content because they are engaging with it in a new or complex way.

 

Below are classroom suggestions and various activities that foster collaboration while encouraging learners to view subjects and opinions from a different lens.

 

  • Optical illusion images are great resources for introducing the concept of multiple perspectives to students, especially for the younger groups. Images like “The old woman/young lady” are natural discussion starters for students to begin to use alternate viewpoints. Teachers can collect and project optical illusion images for students to view. Ask students to remain silent while viewing, but to capture what they seen on a capture sheet for later discussion. After an initial viewing, ask students to pair up with someone that had at least one different observation or conflicting answer on the capture sheet. Then allow pairs to explain their viewpoints to one another.
  • Visuals, such as photos from news articles, magazines, graphic novels, or even stock photos can be the springboard for introducing the concept of perspective-taking with students. Display an image from the local newspaper, preferably one that exhibits or elicits an emotion. Without providing any context or headline, ask students to respond by writing the emotion that the subject or onlooker in the photo might be feeling. Ask students to discuss in groups, specifically focusing on why they think the person in the photo feels this particular way. Next, provide students with the text or article—ask them if their assumptions were correct. As the conversation progresses, ask students to consider the last time that they felt a similar emotion. What caused it? How was their scenario different from the actual news article/event? These group discussions allow students to not only connect with and relate to the article, but also connect with each other through speaking and listening.
  • A lesson around homophones and homographs can be a great way to spark discussions about perspectives and cultural implications. For instance, take a look at the homographs below:

minute – tiny OR a unit of time

moped – behavior demonstrating sadness OR a motorcycle

number – more numb OR a numerical value

row – a line OR to propel a boat

sewer – a drain OR a person who sews

wave – to greet someone by moving the hand OR sea water coming into shore

Depending on a person’s experiences, country/language of origin, home life, environment, etc., the homographs above could generate a number of different instantaneous visuals or subconscious thoughts from person to person. Especially as students age and their abilities to take different vantage points evolves, it is important that they explore the reasons behind all of our different perspectives. Many times, our cultural identities shroud our understanding of the “other side.” Therefore, these intentional practices allow students to come face-to-face with their own perspectives and to question them.

  • “Save the last word for me” is a close reading activity that also prompts discussion and alternate viewpoints. Students begin by reading the same passage independently. Readers are instructed to mark or highlight the line or sentence that they believed was most significant within the passage. One volunteer reads his chosen/highlighted sentence, but provides no reasoning or explanation as to why he considers it to be the most significant. Group mates must add their own interpretation of why that line is significant to the passage; the original volunteer speaks last and confirms/elaborates/clarifies his original choice. This activity encourages discourse around a common text, but relies heavily on the task of “getting into another person’s head.” Students must consider why their peer selected that specific line as significant, and can then speak on how they agree or perhaps found a different line to be more crucial.

 

Enrichment in the Classroom

/in , , , , , , /by

Differentiation is a best practice for teaching and learning that you will hopefully see in every classroom. However, much of the focus and attention for differentiating instruction and materials goes towards the neediest students, those who struggle to grasp concepts and information that would be deemed on-level or grade-level appropriate. And rightfully so. It is essential that education be accessible to every level of learner. However, a natural oversight occurs when teachers differentiate mostly for the underachieving students; the gifted, above grade-level, overachievers are left with little enrichment.

 

What does classroom enrichment involve?

Enrichment activities in the classroom can take numerous forms and do not necessarily always involve prescribed lessons from the curriculum. Enrichment encourages students to take a more expansive or in-depth look at a concept or topic, perhaps by further research, approaching it with a different lens or perspective, or connecting the subject to a more meaningful or rewarding facet of the real world. Whatever the activity may involve, the notion or goal is typically the same—encourage further exploration, intrinsic curiosity, and lifelong learning.

 

Key components of enrichment

  • Teachers must use appropriate data and assessment information as guidelines to identify important aspects such as reading level, mathematical competency, etc. These data points allow teachers to provide materials that will truly elevate or enhance the learning without introducing a discouraging level of difficulty.
  • Enrichment must be individualized and match a learner’s capabilities. Assessments to gauge Lexile (reading) levels or math grade-level proficiency allow teachers to see exactly how to group students effectively for enrichment activities. Pairing or grouping students based on these data points allows students to have the option to work collaboratively among learners with similar interests and abilities.
  • Enrichment activities should account for student choice. This means that, while each option for enrichment should revolve around a similar learning goal, the method by which students arrive at that objective can be vastly different depending on their interests or selections.
  • Enrichment should connect to prior knowledge and/or account for cross-curricular connections.

Considerations for enrichment

  • If you, as the teacher, had unlimited time to spend on a subject, genre, topic, concept, etc., what would you want students to explore? Use the answer to this question as the springboard for designing enrichment opportunities.
  • What have students asked to read or learn about? Create a running list of topics in which students have expressed interest. Then begin to curate a collection of texts involving these topics so that students can begin to explore their interests if completing additional research.
  • In what way will students be able to work independently when completing an enrichment activity? Conversely, what would they need additional instruction or assistance with as they work?
  • How will you account for grades or evaluation of the enrichment activity? These learning experiences should not be seen as extra credit or bonus work that won’t be assessed. Students need to know how these additional activities will contribute to not only their overall learning, but also their overall grade.
  • Enrichment might involve multiple rubrics or tiered projects/assignments. The idea behind multiple rubrics is that students are evaluated based on their individual capabilities involving the project or task. Similarly, tiered assignments require students to meet the same basic objectives, but incorporate varying levels of difficulty using text complexity, advanced vocabulary, higher order thinking questions, and different levels of analysis.

Enrichment at Home

/in , , , , , , /by

Enrichment is a typical educational buzzword; however, its utility is not limited to the classroom. Parents can play a major role in their child’s academic enrichment—and it is not as intimidating as it may seem. Enrichment does not have to adhere to a specific curriculum, but rather includes any activity that fosters a learning experience.

 

What are enrichment activities?

Enrichment activities at home can take infinite forms and do not necessarily mirror a typical classroom lesson or activity. Enrichment encourages learners to take a more expansive or in-depth look at a concept or topic, perhaps by further research, approaching it with a different lens or perspective, or connecting the subject to a more meaningful or rewarding facet of the real world. Whatever the activity may involve, the notion or goal is typically the same—encourage further exploration, intrinsic curiosity, and lifelong learning.

 

Considerations for enrichment at home

  • First, enrichment at home or in the classroom should never be reduced to extra practice, bonus worksheets, or additional math problems. The key to worthwhile enrichment activities is that they deepen or expand upon a learner’s understanding—they do not simply bombard the learner with additional assignments.
  • Enrichment at home should at least loosely connect to something that your child is learning or has learned in school. However, the enrichment activity itself can really go in any direction once the connection to prior knowledge has been made. This allows children to access their prior knowledge and build upon that through the enrichment activity. Your child is also able to make real-world connections from these learning experiences outside of the classroom.
  • What does your child like to read or study? Create a running list of topics that your child has expressed interest in and use that list to search for learning opportunities around the community that connect to these topics. Kids can get in on the research as well, which helps them to foster natural curiosity and intrinsic motivation for learning.
  • Consider certain learning opportunities that the whole family can partake in, but be sure that the enrichment activity is age-appropriate. This is not the time to overwhelm young learners with topics or concepts that are too abstract, complex, or mature.
  • Enrichment activities should rely heavily on your child’s choices or interests; this is not an opportunity for parents to persuade or nudge a learner’s interests to match their own.

 

Ideas for enrichment at home

  • If your child has read a book for school of particular interest, explore similar titles or other works by the same author to encourage reading for pleasure. Amazon or Barnes and Noble offer easy online searches to provide full lists of novels that other readers enjoyed based on the title you search.
  • Similarly, if a specific genre has grabbed your child’s attention, use that as a springboard for searching other titles or works that fall into the genre or subgenre.
  • If children are learning about a certain time period, author, musician, artist, or country (which they definitely are in school), do a little research of exhibits, documentaries, book talks, movies, or concerts that connect to their prior knowledge of the time period or subject area.
  • Use student-centered websites to present new material when children are on vacation or summer break. NewsELA, National Geographic, CNN 10, and the History Channel offer wonderful, grade-level organized resources for further exploration of a range of topics. You can also modify the searches to account for a child’s specific reading level to ensure that texts are accessible, yet challenging.
  • Consider enrichment opportunities that do not necessarily tie directly to an academic content area. Mentorships, volunteer opportunities, clubs and organizations provide participants with a plethora of skills. Children can learn about time management, giving back, environmental preservation, friendship, collaboration, perspective-taking, listening skills, etc.
Dealing with School Drama at Home, Part I

Dealing with School Drama at Home, Part I

/in , , , , , , , , /by

While the middle and high school years are most notably fraught with drama, elementary-aged children are also seeing their fair share of peer disputes and social squabbles. More often than not, drama that occurs during the school day makes its way home with students. Like gum on the bottom of a sneaker, a social issue with a peer tends to latch on and attract more dirt and grime throughout the day, only to become an even bigger issue later on. Since the prevalence of peer issues truly reaches all age groups, it is important that parents have plenty of strategies and tools to utilize when drama rears its ugly head.

 

Avoid fueling the fire or taking on the emotional burden. This is easier said than done because, of course, as a parent, your instinct is to defend and protect by immediately taking your child’s side. However, this instinctual defense mode could simply cause your child’s emotions to become even more dramatic. Instead, use these conversations as an opportunity to diffuse the situation simply by listening. Merely talking about the issue can bring about a level of comfort, so act as the sounding board, not the hype girl.

 

Try not to downplay your child’s feelings with phrases like, “Everyone deals with drama,” or “It’s not that serious.” Your perspective is helpful, but not when it serves to discredit or minimize your child’s feelings. As adults, we can easily forget how these moments in school felt like the end of the world.  Compared to our real world drama we get to experience in adulthood, these quarrels may seem like nothing, but to your child, they are a big deal. Therefore, it is important that they feel heard.

 

You want to be sure that you are not pressuring your child about maintaining or discontinuing a friendship one way or another. It is perfectly helpful for parents to give advice when it comes to friendships, but often times, you may find yourself saying things like, “You two have been friends for years, why let something like this ruin that?” Or, “Our families have known each other since before you were born, you should really try to work this out.” You must allow children to make their own judgement call when it comes to friendship drama; you also want to avoid minimizing their feelings by simply telling them to work it out for your own sake. Furthermore, just because the “close family friends” scenario is convenient, it does not mean that your children are naturally going to get along with your friends’ children.

 

Help them take their mind off of the drama by expanding their circle to include new peers and activities. Ask about neighborhood friends, after-school activities, weekend extracurricular opportunities, and clubs they may want to join. Sometimes a little “friendship break” is all it takes to breathe, regroup, and reset the relationship. In the interim, it is helpful for children and teens to have different options for socializing—casting a wider net ensures that drama can be avoided simply by socializing with other peer groups from time to time.

Tolerance Through Art

Teaching Tolerance in Elementary Classrooms

/in , , , , , /by

As educators, we know that there are many, many things that are beyond our control. In fact, some days it seems like outside variables are constantly working against our goals for our students. With home lives, belief systems, opinions, and habits already formed, our young learners enter our classrooms with some knowledge and prejudices that they may not even know that they have acquired. Simply put, what occurs at home or outside of the happy school bubble may not align with the tolerance that we hope to instill in our students. Below are a few activities to reinforce tolerance in the elementary classroom and reintroduce positive mindsets around what it means to be different.

 

Ask students to pick their favorite color and draw a picture using just that single color. The following day, ask students to draw the same picture using as many colors as they can. On the third day, place drawings side by side and ask students to reflect on their art. Prompt discussion by asking questions like:

  • Which drawings depict or show more variety?
  • Which drawings are more interesting or lively?
  • Which drawings reflect real life more accurately?
  • Which drawings attract the eye or incur more fascination?

 

As students discuss, introduce them to the idea that art imitates life. By this you mean that, just as our drawings are more vibrant and interesting when they are full of different colors and variations, our world becomes more beautiful when we appreciate the differences around and between us.

 

Encourage students to explore literature that includes a main character with drastically different life experiences from their own. As students explore texts offering new perspectives on the world, utilize a Venn diagram for a compare and contrast activity. Students will put themselves and the novel’s main character into the Venn diagram, which will reveal how similar they might be, despite their differences. In looking closely at the character’s struggles, worries, fears, and overall experiences alongside their own, students begin to empathize with a character that they originally saw as “other” or “different.”

 

Design challenging, collaborative learning experiences that essentially force students to lean on each other and cooperate in order to achieve success. One example might be a spelling, times tables, or other skills relay race, in which each member of the team must successfully participate to move the entire team forward. Quizlet Live allows teachers to create review games using a collaborative online platform. The site groups students randomly and asks individual questions to various members of each team. Progress is projected on the Smartboard in real-time and creates an intense form of comradery as teams digitally “race” to the finish. Activities like relays or digital relays build community among even the most reluctant students and teach tolerance along the way.

 

Highlight famous people and historical figures that experienced adversity, unique obstacles, and unconventional upbringings to show students that self-love and self-acceptance are key forms of tolerance as well. Elementary schoolers will be surprised to learn that some of the world’s most celebrated artists, athletes, leaders, and thinkers came from what we would consider to be strange or unusual backgrounds. By highlighting their successes, children begin to view differences as assets, as opposed to deficits.

It is never too young to learn that loving others has to begin with ourselves first. Once we accept our own distinctiveness and individualities, we begin to seek differences in others to achieve personal growth.

Encouraging Independence and Self-Advocacy in the Classroom

/in , , , , , , , /by

Instruction in the primary grades is full of crucial elements and concepts—academic, social, and foundational skills that truly set students up for success. Besides the actual content-based curricula, elementary students should be exposed to essential tools and methods for fostering and developing self-advocacy, self-sufficiency, and autonomy in order to prepare them for their later years of academia and real-world challenges.

Classroom Practices and Procedures
Prepare students from the beginning of the school year by implementing and adhering to specific and consistent routines. For example, teachers may choose to begin each day or lesson with a warm-up to initiate thinking, spur conversation, and introduce concepts. Notably, a warm-up procedure can play double duty for teachers who hope to build independence among students.

 

Teachers should:

  • Introduce the warm-up procedure and expectations so that students know exactly what is expected of them when they enter the room.
  • Model the warm-up process and begin with simple questions or sentence frames to allow elementary students to focus primarily on the routine at first.
  • Evaluate or assess the warm-ups right from the beginning so that students apply a sense of value or importance to the daily practice/procedure.
  • Remain consistent with the procedure and expectations for each warm-up so that students are able to grasp the process and begin to initiate it each day on their own.

With a few weeks of practice, a simple warm-up lesson will begin to help prompt students to initiate a more independent work ethic. Because the process has been explicitly taught, modeled, and rehearsed, elementary students can quickly grasp the concept of activating, self-monitoring, and assessing their thinking.

Introduce the concept of self-advocacy by starting with a means of organizing the night’s homework assignments.

Similarly to the warm-up, teachers should introduce the mandatory practice of writing down the homework at the very start of the class. Emphasize the fact that writing down homework assignments, even if the assignment is “none,” is not optional. This helps students begin to adopt organizational strategies and self-management tools. Writing down the homework every class period also prompts self-advocacy in the sense that students begin to take ownership of the work that they must complete at home.

 

Teachers should:

  • Keep assignment titles brief but clear so that students know exactly what they are to be completing at home.
  • Clearly announce and write down due dates and deadlines so that students can copy those essential details as well.
  • Monitor agenda completion and subtly check or signature the daily assignments, especially for students with executive functioning needs. This helps hold students accountable for capturing the homework assignment and allows parents to see that teachers have signed off that the homework that was written down is correct.
  • Encourage students to checkmark or cross off homework and agenda items as they are completed. Again, this helps students to practice self-monitoring and organizational strategies.

Plan weekly or biweekly conferences to check in with students on their current classwork, writing progress, recent assessments, etc.

These brief, five-minute, one-on-one conferences encourage students to speak up on their behalf regarding any missing classwork, confusing concepts, or recent grade changes. It also provides a time for teachers to check in on any potential areas of need on the individual level. In doing this, elementary students can begin to see that they play an active and essential role in their learning and development in school. They also begin to see the teacher as their ally, someone who is there to help them reach their goals and conquer obstacles.

 

Teachers should:

  • Prompt students to ask questions by providing samples of guiding questions or sentence frames to initiate the conversation.
  • Offer students the option to write down their questions or concerns; this is especially helpful for shy or reluctant students who may need a little encouragement when speaking on their own behalf.
  • Consider using data folders, charts, progress checks, or any other method of organizing data so that students have a tangible, visual collection of work to evaluate and discuss. A data folder also allows students an additional opportunity to organize and review completed work, which aids in the process of self-advocacy as well.

Summer Slide, Part II

/in , , , /by

Incentivizing reading can be a great way to jumpstart young learners’ motivation during the summer. Of course, the larger goal is for children and teens to garner intrinsic motivation for reading and learning down the line, but until that point, parents can encourage the practice with small, consistent incentives.

Here are a few examples to get you started with incentivizing young learners this summer:

  • Set up a tally or sticker chart to track that your child reads something every day. Whatever that “something” might be could vary from child to child. Perhaps it’s the comics in the morning paper, or a cupcake recipe for an upcoming family reunion, or the closed captioning or subtitles of their favorite TV show. Whatever the stipulations may be, holding children accountable for tracking their reading is a good way to begin combatting the summer slide.
  • Camouflage research skills by asking for your child’s help. Depending on age, the research questions can begin very simply, such as, “What is the weather going to look like later tonight during your baseball game?” Or, “What are the showtimes for the movie that you want to see this weekend? Are there better options for showtimes at a different theater nearby?” For older learners, parents can encourage middle and high schoolers to research places to visit, local attractions, events, or summer festivals, or even long-weekend options for a mini-family vacation. Guide their research by providing some critical guiding questions and reputable websites for perusal.
  • Research free educational events, activities, or programs in the area over the summer. In addition to many school-sponsored events and resources, the internet has a plethora of free educational websites that allow students to access digital games, tools, and practices from their living room. School and local library websites are great places to start when combing through reputable online educational resources. Many sites, like Scholastic, Flocabulary, NewsELA, ReadWriteThink, and Edutopia allow students to filter the materials based on interests, grade level, Lexile level, text length, etc. Virtual field trips also provide students with opportunities to see and experience locations that may otherwise be inaccessible.
  • Take learning outdoors to utilize the summer weather and natural surroundings. Simple activities such as planting flowers or herbs, visiting a state park or zoo, or starting a neighborhood initiative is a great way to show children that learning takes place everywhere—not just within the classroom. This also allows learners to take an active role in their learning, instead of the typical passive learning that we often see in schools. For older children and teens, parents can encourage financial competency and budgeting by helping middle and high schoolers begin a neighborhood dog walking, lawn mowing, yard sale, or recycling project. In doing this, children a practicing essential skills and strategies, while gaining a sense of independence and responsibility as well. The cash flow is always a great incentive, too!
  • Encourage literacy skills by providing your child with a photo journal for summer activities and travels. Children might use a smartphone or Polaroid camera to capture important memories or events over the summer. Then they can provide written captions, reflections, and other personal insights to accompany the photos. The photo journal also acts as a great memento for looking back on summer memories.