I’ve heard many teachers lament that this online instruction deal isn’t what they signed-up for, yet here we are. What we miss most is that teacher-to-student interaction. That being the case, allow me to review a couple interactive activities that worked well in the spring.
There’s still a place for reader’s theater in your remote instruction. During the spring, I assigned parts to each of my “active” students, had them practice independently, and then met regularly via Zoom for rehearsals. The goal of each play was to eventually record them as “performances.” Granted, absenteeism and broadband speed caused glitches that required some patience, but in the end, I found I got a lot of favorable mileage out of each play. Not only did students tend to be more engaged than with regular reading assignments, they were usually willing to read and re-read their play repetitively, which not only improved their fluency, but filled hours of instruction time. Plus, unlike regular reading assignments, when I was done I had a sharable product: a performance that could be posted on my webpage or sent to parents.
This fall, I plan on keeping my expectations low for the first set of plays, but I think once my students see how they work, the second set should be dynamite. I also think I’ll try having kids show up to their final Zoom session in costume, too. Note: it doesn’t matter whether you’re using Zoom or some other meeting platform. The only requirement is that you have some way to record and share your final session, even if just the audio.
I want to encourage you to give it a try, too. In grades 3 through 6 or maybe 7, start out with something simple. My Peter Rabbit play, Argument at Mount Rushmore, and Two Plays from the American Revolution are ideal. For October, try something more elaborate, such as any of my “Halloween plays” including my newest posting, The Legend of Sleepy Hollow. Pair it with The Birth-mark, The Monkey’s Paw, or The Tell-Tale Heart.
Almost all my plays were previously published in Scholastic classroom magazines such as Storyworks and Scope, so you know they meet the highest standards. Most also come with Common Core-based comprehension activities that have been digitized for online instruction.
Perhaps the most productive and rewarding element of my instruction in the spring was my Super Sentences program. It’s a straight-forward way to teach and practice writing on a daily basis, it doesn’t overwhelm kids, it’s fun, and it’s well-suited to Google Classroom. By the end of the spring, my students were spending 45 minutes in a live Classroom stream nearly every day, and each of these sessions produced more than 300 back and forth comments–student-to-student feedback about writing. To get the details, check out this post from last spring, then take a look at Super Sentences and Perfect Paragraphs on my TeachersPayTeachers store.