It鈥檚 that time of the year again鈥攚hen the trees are blooming, summer is coming, and already teachers are peeking ahead to next fall!
It鈥檚 also a strategic time for educational leaders, who are already beginning to set professional development goals for teachers for the coming school year.
There are lots of excellent educational resources for teachers and leaders to access at this time鈥攊ncluding, of course, other teachers and leaders!
That鈥檚 why we took this moment to ask 猫咪AV Ambassadors: What advice would you offer to educators just starting their journey with 猫咪AV?
Here鈥檚 what they had to say, both about 猫咪AV products and about teaching in general.
Teacher-to-teacher advice about 猫咪AV products
鈥擠arcey Linton, Teacher, Student Support, Wissahickon School District, Pennsylvania
鈥淎pproach 猫咪AV with the same wonder and enthusiasm as the children in your classroom! Take advantage of the fact that everything is new to all of you, and explore and adventure through each lesson together. One of our best resources is a working document we share that is filled with 鈥榥otes for next year,鈥� something that we add ideas, links, and lab ideas to each year to make them easier to retrieve and implement the next time through.鈥�
鈥擪im Eich, 6th-Grade Teacher, Anoka Hennepin ISD #11, Minnesota
猫咪AV ELA: 鈥淒on鈥檛 skip the Quests! Especially in 7th grade, I love doing the Poe Quest and Perception Academy in [the] Brain Science [unit].鈥�
鈥擟hristine Wallace, Teacher/Reading Specialist, North Lakeland School District, Wisconsin
鈥淕ather read-alouds about the CKLA knowledge domain topic. The recommended trade books listed on the Family Take Home page are a great way to start. I鈥檝e borrowed them from our school library, and asked for donations. I display the books for students to see. Students are able to grab them and read them throughout the day. Having themed, content-rich books readily available to students allows them to build on their knowledge in a meaningful way.鈥�
鈥擜lyssa Villalobos, 2nd-Grade Teacher, Riverside Unified School District, California
鈥淚 encouraged teachers to walk through both levels of the demo account offered in order to preview the student experience in Boost. This allowed them to see the progression of skills and expectations to know the base of what is being developed, and what they are working toward in the more advanced components.鈥�
鈥擡lizabeth Sillies, District Literacy Coach and Title I Supervisor, Three Rivers Local School District, Ohio
“Try it with fidelity first to see what works best for your teaching style and student needs. Once you have a grasp of the curriculum, then you can better supplement or modify it for you and your students鈥� needs.”
猫咪AV CKLA: 鈥淲hen pre-teaching vocabulary words before the Read-Aloud, come up with a simple hand motion or facial expression for each word, [for example] hugging your body for the word 鈥榚mbrace.鈥� Have the kids do the motions along with you and then listen for the words as you read. When they hear one of the vocabulary words, they should do the motion with you. The physical response helps cement language acquisition, especially for the majority of my students who are learning English, and listening for the words and motions keeps all students engaged. Plus, it adds a micro-movement break.鈥�
鈥擪athe McCormick-Evans, 1st-Grade Teacher, Arlington Public Schools, Virginia
鈥淔or 猫咪AV CKLA, read the Intro section of each unit!! These are so full of professional development for the teachers. It will help you understand the why behind each theme and also explain some of the phonics rules you will be teaching to the students.鈥�
鈥擜llie Appeal, Instructional Coach, School District of Arcadia, Wisconsin
鈥淒on’t rush through the program to get it done. You won’t love it and your kids won’t love it. Take your time and enjoy the journey! The kids and you will appreciate [it] so much more!鈥�
鈥擲tephanie Schuettpelz, Teacher, Marion School District, Wisconsin
: 鈥淭ry to progress monitor as often as possible. Weekly or every two weeks would be a great time frame based on the needs of the students.鈥�
鈥擲hennoy Barnett-Bell, Teacher, Johnston County Public Schools, North Carolina
Teacher-to-teacher advice about teaching (and more)
鈥擬elba Jordan, Teacher, Richmond County School System, Georgia
鈥淭rust the process, especially in the upper grades when you cannot yet see the end result.鈥�
鈥擬aria Fadden, PreK鈥�8 Literacy Coach, Belle Plaine Public Schools, Minnesota
鈥淪et a timer every time you allow students to work independently or in groups. This allows them to start to use and understand time management. It makes everyone work with purpose and work quietly. I also play relaxing music as a white noise in the background.鈥�
鈥擪erri Lintl, Teacher, Merrimac Community School, Wisconsin
“Make it fun! Your interest gets the students more involved than any fun activity you plan.”
猫咪AV CKLA: 鈥淒on’t be afraid to read word by word. You don’t have to memorize the script.鈥�
鈥擠enise Sandoval, Literacy Coach, Catch Up & Read partnered with Dallas ISD, Texas
鈥淓nthusiasm and positivity are contagious!鈥�
鈥擲tacey Smart, Reading Specialist, Romeo Community Schools, Michigan
