Skip to main content

QR Codes Continued!

Thanks to everyone for their interest in using QR Codes to help make reading come alive for our students who need a bit more interaction with the books they read! I have started a Google Folder to compile the sets of QR codes that Ihave created and that hopefully, others will share as well! You will find a ‘START HERE’ page that links you to my original blog post about using QR Codes in reading and then a file for each book that I have curated multimedia resources for at this point:

I Survived the Joplin Tornado, 2011
What Was Ellis Island?
The Watsons Go To Birmingham

As you will see, these are not yet complete. I do not own these books, so I used Google Books to get started over the break and will head to the library once we return to continue the work. If you have resources that you know would work, please share them and I will add them in.

Here is where I need some help: Right now, these are VERY basic templates that I know could be jazzed up a bit. Any ideas for making them more engaging to students or even using Google Slides instead of Docs?

Please join me! I would love to see this teacher-created resource grow and expand to benefit as many students as possible. You might start by curating a set of resources for the next book you plan to read aloud to your class. If you are reading ‘Raymie Nightengale’, you might find a clip of baton twirling to share. If you are reading ‘The Wishtree’, you might find an image of an actual wish tree to share. The possibilities are endless! Gearing up for a new read aloud? Send me the title!

In the START HERE document, you will find a Google Form where you can submit ideas and your own set of QR Codes to add to this public folder to share with other teachers.

Let’s get started!


Popular posts from this blog

An Instructional Coaching Toolkit!

I have a thing for notebooks. And colorful markers. And sticky notes. I use them in all aspects of my literacy teaching and coaching. During coaching conversations, I often find myself providing on-the-spot demonstrations with these tools. I might engage teachers in a brief lesson on phonemic awareness and ask them to sort sounds. I might walk teachers through word building activities so they experience a new way of engaging students. I might introduce books to teachers to model how they might do the same for their students. I might even create game boards on sticky notes as visuals for teachers to support instructional planning. These demonstrations and notes act as instant and tangible tools to further teacher learning.
Over the years, I’ve compiled these artifacts to create coaching toolkits for the teachers I work with. My toolkit for ‘word work’ might include a picture of an anchor chart created with students, a list of words appropriate to the alphabetic feature students are wor…

Focus on Coaching Cycles

At this point in the school year, many of us are deep into our classroom coaching and engaging in coaching cycles with teachers. Just as coaching can look unique from building to building, our coaching cycles are often unique to our coaching context, our purpose for partnering and the goals and needs of each individual teacher: 1:1 coaching cycles, small group coaching cycles, student-centered coaching cycles and more. Each cycle typically has a pre-coaching conversation, classroom coaching/co-teaching/observation and then follow-up conversations as well.You can find theforms and templates I tend to use for classroom coaching here.
For me, my coaching cycles right now are in the context of my graduate education courses. Each week, I engage in a single coaching cycle with each of my students: lesson planning, observing lessons and coaching conversations. We repeat this for ten weeks of the course and the focus of our cycles shift and change over time. We also meet for small-group coac…

Leading By Learning

This summer, I vowed to be intentional in how I spent my time so that when the new school year arrived, I would feel refreshed and renewed. Admittedly, the summer seemed to fly by, but I did carve out time for my own professional learning. I read every day, I wrote in my notebook (almost) daily, tried my hand at gardening, spent time with my kids and just tried to get better at being me. Some days, I killed it. And other days, well….you know. So, as I head into another school year, I know that I need to be incredibly intentional in how I spend my time and ensure that I focus on my own learning as an educator. It is this learning that fuels my work: it lifts my reading spirits, fuels my writing heart and reminds me that leading the learning of others requires that I remain a continual learner myself.
It is this core belief that drives my teaching, coaching and leading this year. I am even more committed to my own professional learning to fuel my work and lead by example. I have purpose…