One of the most powerful things about technology is the ability to give both students and teachers access. This includes access to text, video, and interactive experiences, such as augmented reality (AR) and virtual reality (VR).
A classroom where active learning takes place is one that includes time for collaboration, various forms of communication, and the freedom for movement. This type of classroom demands that students be engaged learners who create knowledge—as opposed to passive ones who only receive information. It also changes the role of the teacher from one who bestows knowledge to a teacher-coach and mentor who acts as a facilitator and provides support and guidance for learning.
Using evidence from a text with informational or argument writing is a crucial skill for our students as their writing develops. Teaching this can be a taxing responsibility to take on! But, with these simple tips, students can become prolific and critical writers.
Teacher Created Materials has had one shiny red ice cream case, reflecting the bold red of the TCM logo, in each of its three office buildings. Every ice cream case is always stocked with ice cream and remains unlocked at all times, so anyone at Teacher Created Materials can enjoy a cold tasty treat any time they want.
Reading a text and answering questions has been part of literacy instruction for ages. However, using text evidence to prove answers, whether literal or inferential, is a must-have skill for the 21st century.
Students need to learn how to evaluate the information in informational text to determine the most important ideas, moderately important ideas, and less important ideas to effectively summarize what they have read. Rank-Order-Retell (Hoyt 2002) assists students in learning to identify the main idea and supporting details. In the activity, students write down phrases they consider important to the topic, taken from the text either directly or indirectly. These phrases should describe the content