Strategies Notebook

My Strategies
Notebook
Stephanie Baker
This notebook is a collection of strategies and ideas that
can be used in an integrated language arts classroom
between 7th and 12th grade. My teaching philosophy is
included because it should guide my teaching
as much as these strategies.

Contents:
My Teaching Philosophy
Methods
Differentiating Instruction
Cooperative Groups
Assessments
Literacy
Activities to Use Textbooks More Effectively
Building Community in the Classroom
Classroom Management
Initiatives & Ice Breakers
Resources
Index

My
Teaching
Philosophy

Inspirational Quotes
The mediocre teacher tells. The good teacher explains.
The superior teacher demonstrates. The great teacher
inspires. William Arthur Ward
One looks back with appreciation to the brilliant
teachers, but with gratitude to those who touched our
human feelings. The curriculum is so much necessary
raw material, but warmth is the vital element for the
growing plant and for the soul of the child. Carl Jung
Education is a social process. Education is growth.
Education is, not a preparation for life; education is life
itself. John Dewey

Explicit Teaching Functions (For developing skills)
1. Review
a. Homework, relevant previous learning, prerequisite skills and
knowledge for this lesson
2. Presentation
a. State lesson goals and outline
b. Take small steps
c. Model procedures
d. Provide concrete positive examples and negative examples
e. Clear language
f. Check for understanding
g. Avoid digressions
3. Guided Practice
a. High frequency of questions or guided practice
b. All students respond and receive feedback
c. High success rate
d. Continue practice until students are fluid
e. Can be in groups
4. Corrections and feedback
a. Give process when answers are correct, but hesitant
b. Give sustaining feedback, clues, or reaching for incorrect answers
c. Provide reteaching when necessary
5. Independent Practice
a. Students receive help during initial steps or overview
b. Practice continues until students are automatic (where relevant)
c. Teacher provides active supervision (where possible)
d. Routines are used to give help to slower students
6. Weekly and monthly reviews

Presentation 5-20 minutes
Practice 30-45 minutes
Feedback with an exit slip or reflection

Imagination Strategies
A New Use

1. Pick one object.
2. Students sit in a circle.
3. Pass the object around. Each person has to come up with a different
use/interpretation of the object.
4. Example for a plastic fountain drink lid
a. Frisbee
b. Serving plate
c. “Landfill” doesn’t count

“H”words (Used in Psychology)

1. Have each student write 5 words that begin with the letter “H”
2. Unusual words indicate a more creative mood.
3. To determine the quantitative value of unusual-ness, enter the word into
the Google search field and record how many hits it comes up with.
4. The lower the hits, the more creative the word.

Reading Strategies
Accent

When reading a play, have students pick an accent to go with their character.
It doesn’t have to be applicable to the time period or location of the play. This
will help keep the students’ interest.

Vocabulary Match-up

Materials: note cards with just vocabulary words and their matching definitions
on another notecard.
This could be done to review for a vocabulary test or to introduce vocabulary
words where the class has to work together to figure out how the words and
definitions match-up. Half of the class is given the vocabulary word; the other
half has the definition. A complication would be to not allow the students to
talk as they try to find their match. If the class is uneven, add a second
definition for one of the words.

Written Conversations (Observed in Jim Behrens class)
Offer several questions or things to consider from a novel at the start of the
lesson. Then, pair students based on where they are in the book, as well as
ability level. Have each student write a short note about the book to their
partner, including a salutation and closing. Give the students 2 to 3 minutes
to write their questions and responses. Then have a class discussion asking
the students what they wrote about or read. Finish with discussing the
questions posed at the beginning of the lesson.

Also in “Assessment.”

CNN Quizzes (Observed in David Harding’s class)

Students take notes on colors, names, and numbers in the reading due in
class. Then, the teacher gives a quiz where the answers are one of the colors,
names, or numbers in the text. The students can use their notes for the
quizzes. These are good to show whether or not students are doing the reading
and to help them develop the detailed reading skills needed for analysis in
Language Arts classes.

Methods:

Differentiating
Instruction

Methods:

Cooperative
Groups

Purpose of Assessment*
1. Reflect, encourage, and becomes an integral part of good instruction
2. Focus on the major, whole outcomes valued in the curriculum
3. Most should be formative
4. Not competitive, but show what students have achieved.
5. Help students self-monitor and self-evaluate
6. Have a developmental perspective
7. Sensitive and appropriate for particular curriculum areas
8. Examine students’ growth from several perspectives
9. Document student work and achievement, not scores
10. Provide a database for deriving legitimate, defensible student grades
11. Cooperative: student, teacher, parent, collaborative
12. Good indicators of school performance

Six basic constructive, formative, and reflection-
oriented assessments:*
Portfolios
o Raw materials of students’ learning
o Students select and reflect what pieces to include
Conferences
o Conversation to gather information about what a child knows and needs
Anecdotal Records
o Easy to track student’s growth over time
Checklists
o Note the degree of each student’s progress
Performance assessment rubrics
o A set of specific criteria for successful performance of a given activity
o In writing, it tells what the necessary ingredients of successful writing
are
o Can invite students into the rubric process
Classroom tests
o Can be individualized (vocabulary)

* Daniels, Harvey, and Marilyn Bizar. Teaching the best practice way methods that
matter, K-12. Portland, Me: Stenhouse, 2004.

Found Poem
The students have to create a poem using only the author’s words. It
can be used to bring together information from a Jigsaw or to help students
pay attention to details and diction in prose. Teacher must designate how
many words/lines the poem must be (in a jigsaw, how much must come from
each section). This could culminate in a performed dramatic reading for the
class.

Assessing Group Skills
As the class is building cooperative group skills (and they always are),
before each activity it is important to articulate what group skills you want
them to focus on. Give each group a note card with these skills on it and room
for tick marks after them. While the groups are working together, go around
and monitor the groups to see if they are practicing the skills. Add a tick mark
next to the skill each time you observe it. An award could be offered for the
first group to use all the skills. Afterward, address the whole class with what
you observed that was good that the groups were doing and what they need to
work on in the future.

Group Essay
Give the groups a complex question to answer.

1. One person is a scribe for their brainstorming on how to answer the
question.
2. Another scribe writes the rough draft of the group.
3. Another person reads the essay aloud, and they all edit it for grammar
and content.
4. Another scribe write the group’s final draft.
5. Gallery: All of the groups read all of the other groups’ essays for peer
critiquing.

Exit Quiz (donated by Heath Allen)
During the last 10 minutes of a class period, give the students an exit quiz with
the learning objectives demonstrated in question and answer format. Use five
questions that you think the students should know as a result of the lesson or
class period. This will help the progress of the students. It is optional to add
questions above or below level to gauge that as well.

Pre-test/Final test (Compilation between donations
from Jan-Marie Ruminski and Jonathan Miller)
At the beginning of the school year give a Pre-test to the students that would
resemble (or is) a cumulative final exam for the class. This way you can tell
where the class is as a whole and where they need to go. This can also be used
as a tool for determining a seating chart, placing kids who are struggling in the
front or near those that are further ahead. It will also give students a feel for
the classroom and what they will be learning.

Written Conversations (Observed in Jim Behrens class)
Offer several questions or things to consider from a novel at the start of the
lesson. Then, pair students based on where they are in the book, as well as
ability level. Have each student write a short note about the book to their
partner, including a salutation and closing. Give the students 2 to 3 minutes
to write their questions and responses. Then have a class discussion asking
the students what they wrote about or read. Finish with discussing the
questions posed at the beginning of the lesson.

Also in “Methods”

Thinking Strategies of
Effective Readers* Stages of Reading*

Visualize (make mental pictures Before Reading
or sensory images) Set purposes for reading
Connect (connect to own Activate prior knowledge
experience, to events in the world, Develop questions
Make predictions
to other readings)
Question (to actively wonder, to
During Reading
surface uncertainties, to
Sample Text
interrogate the text) Visualize
Infer (to predict, hypothesize, Hypothesize
interpret, draw conclusions) Confirm/Alter predictions
Evaluate (to determine Monitor comprehension
importance, make judgement)
Analyze (to notice text structures, After Reading
author’s craft, vocabulary, Recall/ Retell
purpose, theme, point of view) Evaluate
Discuss
Recall (to retell, summarize,
Reread
remember information) Apply
Self-monitor (to recognize and Read More
act on confusion, uncertainty,
attention problems)

The following photocopied pages* are reading
strategies categorized by these stages of reading.

* Daniels, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to
Content-Area Reading. Chicago: Heinemann, 2004.

Literacy Strategies:

Activities to Use
Textbooks More
Effectively

Key Themes in these Activities:*
Have empathy; the material may be hard for the students
Give support before and during reading
Don’t leave kids alone with their textbooks
Make strategic choices about what is most important
Supplement Richly; Coordinate with magazine articles, newspapers,
websites, trade books, primary sources, etc.

Activity 1: Checking out the Textbook*
Introduce the textbook to the students before assigning sections to read.
Have the students answer the following questions.

1. Types of Text
Skim through the book and make a list of all the different types of documents or types
of text you will have to read (include graphic texts like graphs, maps).
2. Sidebars and Pull Boxes
Find examples of pull out boxes or sidebars. What kind of information appears in
these? Are they standardized throughout the book? (e.g., “Profiles in History,” “Science
in the Workplace”)?
3. Feature: Typography
Find examples of different type faces and styles. Write down the examples and where
they appear (e.g., large, bold type for chapter titles [e.g., 24 point font], 18 point font for
subheadings throughout the chapter). How does this book use bold face type? What
does it mean when they use italicized words?
4. Feature: Color
Does the textbook use color to convey information (e.g. what does it mean when you
see words in red ink on the page)?
5. Feature: Symbols and Icons
Does the textbook use symbols or icons to convey information? (e.g. if you see an icon
with a question mark in it, what does that mean? Are you supposed to do something,
like ask a question? Does it mean that this is a potential test question? Or is it a link to
a theme running throughout the book?)
6. Feature: Images and Graphics
What kind of information accompanies illustrations or images? Find examples of a
map, chart, and a photograph and then look for captions or sidebars that explain or
discuss the image. How is the image identified (e.g. Figure 2.6)?
7. Organization
How are chapters organized? Make a brief but accurate outline.
8. Navigation
Headers and Footers: Look at the top and bottom of the pages of the book. These are
called the header and footer. What kind of information is contained in this space? What
do you notice as you flip through 50 consecutive pages (e.g., does the content of the
header or footer change? If so, in what way, for what purpose?)


9. Testing! Testing!
Imagine you must now prepare for a big test. What features of this book would help you
to prepare for that test? (Hint: Do not limit your answer to the practice or study
questions.)
10. Reading Speed
While your teacher times you, read one page of the book, taking notes as you normally
would while reading it for homework. How long did that take you? Now do the math: If
your teacher tells you to read the opening section for tomorrow and this section is 10
pages long, how much time do you need to allot for your homework in this class?
11. Concerns
After familiarizing yourself with this textbook you may have concerns or questions.
Getting these answered up front might help you read the textbook with greater success
and confidence. Take this time to list any concerns you might have (e.g., reading speed,
vocabulary).

Activity 2: Jigsawing*
Divide up the reading sections so that students can specialize in a
smaller number of topics (or pages). Then, the students can hear oral
summaries of the other sections. First the students meet in their “expert”
groups with others who have read the same section. They review the content
and make sure that they have a common understanding of the main
characters, key events, and big ideas. Then, the students reform into
heterogeneous “base” groups. The expert for each section then recounts the
key elements to students who haven’t read it. Make sure to offer support to
students before and after reading.

Activity 3: Guide-O-Rama*
Written directions of where to dig deep, what to skim, and when to skip
ahead. Helps model reading skills such as making connections and asking
questions. Go page by page and add tips for the students to follow.

Page # Tip

111-113 Read this introductory section slowly and carefully; it sets up the big ideas you’ll need
later

112 When I was a kid I always wondered where all those goofy constellation names came
from. And why so many of them don’t actually look like the crab or the spider or
whatever they are named for. I mean, Big Dipper, I can see it, but Ursa Major (Big
Bear)?

Have you ever tried to spot Betelgeuse before? Do you think you could find it now,
using Orion’s belt key?

113 The diagram on the lower left is really helpful.

Activity 4: Vocabulary Word Sorts*
Make a list of vocabulary words including some that the students already
know, some familiar words used in unfamiliar ways, and others that are brand
new. Have the students get into groups of four or five, and direct them to use
their previous knowledge or best guesses to put the words into categories they
can agree upon as a group. Then have the class share their categories.
Discuss overlap as a class. (Similar to List, Group, Label, but occurs before
reading.)

Activity 5: Textbook Circles*
Form the Textbook Circles by balancing student strengths and
weaknesses in reading. Need to have skills in peer-led, small group
discussions. The students can read the assigned text during one class period,
taking notes or sharing ideas as they read. Then, they come together in their
groups to discuss the material. The class debriefs at the end of the group
discussions. This can be spread over a few days.


Activity 6: SQ3R: Remembering Facts from Long Texts*
SQ3R stands for survey, question, read, recite, and review. Used to help
students remember big textbook chapters by slowing down, breaking the work
into stages, and taking multiple, conscious steps to retain information.
1. Surveying will help students remember more details because they
predict what will be in the chapter.
2. Questioning will result in the spontaneous attempt to answer with
information already at hand, curiosity until the question is
answered, a criterion against which the details can be inspected to
determine relevance and importance, and a focal point for
crystallizing a series of ideas (the answer).
3. Reading the text in light of the students own questions makes
them more active readers and helps them understand, evaluate
and determine the relative importance of the material.
4. Reciting will help to solidify understanding before moving on.
5. Reviewing will increase retention, especially if students use both
immediate and later review.
Students will need help understanding how to do each step. This can
become pretty boring, laborious, and mechanical for students if over done.


Lay out of SQ3R steps

Survey
Preview the structure, organization, or plan of the chapter
Think about the title
Read the introduction and/or summary
Read the headings and sub headings (boldface, color text, etc.)
Look at any pictures, charts, or graphs

(Do the next three for each subsection.)

Question
For the section of the chapter at hand, pose some questions you would like to have
answered
There may already be some questions supplied in the book, either at the beginning or
end of the chapter
You can formulate other questions by changing subheads into questions (for example, a
subhead title “Causes of the Civil War” could be turned into the question: “What were
the causes of the Civil War?”)
Read
Read to answer the questions you have developed
Mark or highlight the answers as you find them
Adjust your speed—if content does not relate to a question, move on

Recite
After reading the section, stop and take a minute to paraphrase or summarize the
information
Jot down the question you were pursuing
Answer the question in your own words; use only key words needed to recall the whole
idea
Test your comprehension of the section by asking: what were the main points here?

Review
Review your notes within 24 hours of making them, and again within a week
First, read your written question(s)
Try to recite your answer. If you can’t, look at your notes. Five to 10 minutes should
suffice for a chapter.


Building
Community in
the Classroom

How to Remember People’s Names
1. Face association
Examine a person's face discretely when you are introduced. Try to
find an unusual feature, whether ears, hairline, forehead, eyebrows,
eyes, nose, mouth, chin, complexion, etc.
Create an association between that characteristic, the face, and the
name in your mind. The association may be to link the person with
someone else you know with the same name. Alternatively it may be to
associate a rhyme or image of the name with the person's face or defining
feature.
2. Repetition
When you are introduced, ask for the person to repeat their name.
Use the name yourself as often as possible (without overdoing it!). If it is
unusual, ask how it is spelled or where it is comes from, and if
appropriate, exchange cards. Keep in mind that the more often you hear
and see the name, the more likely it is to sink in.
Also, after you have left that person's company, review the name in
your mind several times. If you are particularly keen you might decide to
write it down and make notes.

(Taken from http://www.mindtools.com)

Line Game
Put a line on the floor. Have students stand around the line. Name a
characteristic, interest, or activity, and have every student with that it applies
to step on the line. This is a good way to help students realize the similarities
they share with their classmates.

Camping Trip
Students stand in a circle. One person is chosen to go first and they
might say “My name is Stephanie, and I’m going on a camping trip. I’m going to
bring shoelaces.” The student has to say an object that begins with the same
letter as the first letter of their first name. The next person does the same, but
they also have to say Stephanie’s name and what she’s bringing. The trend
continues all the way around the circle until everyone has said their names
and objects.

Bulletin Boards*
Favorite Authors and Books
Celebrate your students' favorite authors and books with a special bulletin
board! Devote each month to a favorite author or genre.
1. Write "We Love " in big letters at the top of the bulletin board.
2. Add the author's full name, birthday and biography, or simple facts
about a genre.
3. Include classroom book reviews, the best book quotes, and pictures you
or your students draw.
4. You can assign certain students to be responsible for creating each
month's bulletin board or you can work on it together as a class.

Doors of Poetry
The Doors of Poetry are different "doors" that students can "unlock" in their
minds to write poetry. These include:
The Heart Door -- things that you love
The Wonder Door -- things that you are wondering about
The Humor Door -- write a funny, humorous poem
The Observation Door -- things that you observe in the world around you
The Memory Door -- memories from your life
The World Door -- write about things that concern you, or things that
you are thinking about for the world

Students wrote several poems by "unlocking" each poetry door. They compiled
a small book of their poetry -- the front of each page was illustrated to look like
a door and the back of the page held the student's poem.

Mapping Our Homes (adapted from source to reflect
Jim Behren’s version)
Place a road map on the bulletin board of the school district. Have students
use push pins to indicate where they live (the ones that look like needles with
colored balls at the end). Then tie a knot around each pin with a string of yarn
and lead the yarn off of the map. At this end of the yarn, affix a note card with
the student’s name. Now, every student can see who they live near for
homework help, rides home, or boring Saturdays.

* “Bulletin Boards to Motivate and Inspire.” Scholastic.com.
http://www2.scholastic.com/browse/article.jsp?id=4526.

Interactive Bulletin Boards
Work with your students to create a bulletin board for a book you are
preparing to read as a class, and add to it as your reading progresses.
Charlotte's Web is used here as an example, but this bulletin board idea can be
used with any book.

Before beginning the book, work together with children to create a
bulletin board of a farm scene that includes a barn, a pigpen, and
Charlotte's doorway.
As you encounter animal characters in the book, add them to the
bulletin board.
Label each animal with two or three adjectives that describe its character
(e.g. Wilbur: loyal, considerate, humble).
Discuss how the personalities of each contributed to the harmony (or
disharmony) of the community.
Once the book is finished, complete the bulletin board by creating a talk
bubble for each animal that contains a quote from the story. Let students
try to match the quote to the animal and staple it to the bulletin board
above its head.
Rather than let your boards always be ruled by changing seasons and
approaching holidays, try an "Unfold a Story" board, an interactive class
project designed for grades K-3 but adaptable to higher grade levels, to
engage students in creating collaborative stories while honing writing
skills any time of the year.

Making the Book
The idea is to create foldout books that students write by unfolding and filling
in one page at a time:

1. Cover your bulletin board with craft paper and add a heading such as
"Watch the Stories Unfold."
2. Cut white craft paper into long strips, 10"wide by 80" long. Draw lines
every 10 inches, to create seven 10"-wide pages and a cover.
3. Starting at the right, fold one page over the next. Do not fold the last
page-it will be the cover. Write the title of the book on the cover, then use
pushpins to tack the book starting from the left side of the board.
4. To write in the book, students remove the pushpins and unfold it to
reveal one page at a time (then tack the pages in place again). The cover
of the book travels to the right of the board, and the page numbers count
down from left to right.


Variations on the theme:

Facts Unfold: To write a nonfiction book, on each new page students
write down a subject and related facts. Set up several of these Unfold a
Story boards during science and social studies units to encourage
children to share information on different topics within the particular
curriculum.
Unusual Events Unfold: Brainstorm uncommon events (real or make-
believe) and use them to start off stories. Children will be proud to see
their ideas up on the board and excited to see how their ideas evolve into
stories.
Fairy Tales Unfold: To get their creative juices flowing, share some
unusual retellings of familiar tales, such as The True Story of the Three
Little Pigs, by Jon Scieszka (Viking, 1989), in which the wolf tells his
side. Then have kids try their own.
Poems Unfold: Start the first line of a collaborative poem, then let the
children build on it from one page to the next. Remind younger students
that a poem can be like a tiny story and that lines don't have to rhyme.

Students will be learning how to build a logical connection to what's already
been written. And they'll be having fun.


Building Community in the classroom:

Initiatives &
Ice-Breakers

Crossing the River
Materials: Towels, Tape

1. Tape a finish line and start line about 20 feet apart in the hallway.
2. The students must get their whole group from the start line to the finish
line without their feet touching the ground. Let them discuss a strategy.
3. If any one person “falls off the boat,” then they all have to go back.
4. Preferable to not make it a competition with another group, so that the
students realize that they need to have teamwork to get across.

Depict Me
Have students bring in or draw two pictures that represent them. A
complication could be that they are not allowed to be in the picture or that the
pictures aren’t allowed to be of people at all. Then, each student shares his or
her picture with the rest of the class and explains why it represents them.

Two Truths and a Lie
Each student writes down two truths about themselves and one lie, Then,
each student shares the three statements as if they all were true. The teacher
takes a poll to see how many students think the first, second, or third
statement is the lie. A very neat way to learn interesting facts about fellow
students!

String Me Along (donated by Jonathan Miller)
Materials: Ball of yarn

Have each student pull and cut a length of yarn from the ball. The student
gets to decide how much they want to take. Then have them go to the front of
the classroom. The students have to talk about themselves for as long as it
takes them to wrap the string around their finger. Be careful to warn the
students not to wrap too tightly.

Building Community in the Classroom:

Classroom
Management

8 Steps to Conflict Resolution*
1. Cool down. Don't try to resolve a conflict when you are angry (or the
other person is angry). Take a time-out, or agree to meet again in 24
hours.
2. Describe the conflict. Each person should tell about what happened in
his or her own words. No put-downs allowed! Important: Although each
person may have a different view of the conflict and use different words
to describe it, neither account is "right" or "wrong."
3. Describe what caused the conflict. What specific events led up to the
conflict? What happened first? Next? Did the conflict start out as a minor
disagreement or difference of opinion? What happened to turn it into a
conflict? Important: Don't label the conflict either person's "fault."
4. Describe the feelings raised by the conflict. Again, each person should
use his or her own words. Honesty is important. No blaming allowed!
5. Listen carefully and respectfully while the other person is talking. Try to
understand his or her point of view. Don't interrupt. It might help to
"reflect" the other person's perceptions and feelings by repeating them.
Examples: "You didn't like it when I called you a name." "Your feelings
are hurt." "You thought you should have first choice about what game to
play at recess." "You're sad because you felt left out."
6. Brainstorm solutions to the conflict. Be creative. Affirm each other's
ideas. Be open to new ideas. Make a list of brainstormed ideas so
participants will remember them all; then choose one solution to try. Be
willing to negotiate and compromise. Follow the three basic rules of
brainstorming:
o Participants come up with as many ideas as they can.
o All ideas are okay.
o Nobody makes fun of anyone's ideas.Try your solution. See how it
works. Give it your best efforts. Be patient.
7. If one solution doesn't get results, try another. Keep trying. Brainstorm
more solutions if you need to.

* http://www2.scholastic.com/browse/article.jsp?id=4099 By Allan Beane This article was
adapted from his book The Bully Free Classroom: Over 100 Tips and Strategies for Teachers K–8
(Free Spirit Publishing, 1999).

Resources
Books
Daniels, Harvey, and Marilyn Bizar. Teaching the best practice way methods that matter, K-12.
Portland, Me: Stenhouse, 2004.
----, Harvey, and Steven Zemelman. Subjects Matter: Every Teacher's Guide to
Denton, Paula. The Power of Our Words Teacher Language that Helps Children Learn. New
York: Northeast Fndtn for Children, 2007.
Glasser, William. Choice Theory A New Psychology of Personal Freedom. New York: Harper
Paperbacks, 1999.
Sanborn, Mark. The Fred Factor How passion in your work and life can turn the ordinary into
the extraordinary. New York: Currency, 2004.
Tomlinson, Carol Ann. The Differentiated Classroom Responding to the Needs of All Learners
(ASCD). Upper Saddle River: Prentice Hall, 2004.
Winebrenner, Susan. Teaching kids with learning difficulties in the regular classroom ways to
challenge and motivate struggling students to achieve proficiency with required
standards. Minneapolis, MN: Free Spirit Pub., 2005.

Websites
Education World: the educator’s best friend
Lesson Planning, Prof Development, Tech Integration, School Issues
http://www.educationworld.com
All About Classroom Management and Discipline
Contains links to web resources that have Classroom Management Tips
http://www.suelebeau.com/classmanagement.htm
Scholastic.com Teaching Resources
Lesson Plans, Strategies, Tools, Printable and Mini Books, New Teacher
http://www2.scholastic.com/browse/teach.jsp
Project Adventure
Kits for Initiatives
http://www.pa.org/programs/advclassroom.php
Landmarks Class Blogmeister
Blogging tool for teachers and students in a controlled environment
http://classblogmeister.com
Teacher Xpress
Collection of resource websites for teachers, grouped by category
http://www.teacherxpress.com
WannaLearn.com
“Over 350 categories of free, first-rate, family-safe online tutorials, guides and
instructionally oriented Websites”
http://www.wannalearn.com

Rethinking Schools Online
Includes Articles about current issues in education
Developed links to other resources for issues in education
http://www.rethinkingschools.org
Middle Web
Focused on middle school reform
Excellent links to resources for teachers
http://www.middleweb.com

Tools
EtherPad
Lets multiple people work on the same text simultaneously
Use to get ideas for lessons, themes, activities
http://etherpad.com
Word Press
Free place to host blogs
http://www.wordpress.com
Digitales
Using video stories as assessment
http://www.digitales.us

Educator Blogs
Teachers at Risk
Elona Hartjes shares the insights, resources and practical classroom strategies that
have earned her A Teacher of Distinction Award.
http://www.teachersatrisk.com
Educating the Dragon
http://educatingthedragon.edublogs.org
Shrewdness of Apes
http://shrewdnessofapes.blogspot.com

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