PreK-Grade 3 Reentry: Classroom Resources
Overview
Resources to help educators as students transition back into in-person learning in the fall.
Classroom Resources
Welcoming, Relationships Building Practices, Establishing Classroom Community
Caring in Education | infed
In this article Nel Noddings explores the nature of caring relations and encounters in education and some of the difficulties educators have with them. Noddings also looks at caring relations as the foundation for pedagogical activity.
Exploration and Engagement Core Practice Elements | California Partners for Permanency
This flyer provides a summary of core practice elements and complete practice behaviors of the Child and Family Practice Model to support educators in leaning in, lifting up, and connecting to culture.
Exploring Cultural Concepts: Funds of Knowledge
This activity offers strategies to welcome families and acknowledge their abundant knowledge so that programs can learn from families in their engagement efforts.
Five Ways to Build Authentic and Genuine Relationships | NAEYC
This article from the National Association for the Education of Young Children provides five ways to build genuine relationships with families.
Social Emotional Learning (SEL)
Social Emotional Learning (SEL) Roadmap for Reopening School | Collaborative for Academic, Social, and Emotional Learning
The SEL Roadmap is designed to support school leaders and leadership teams in planning for the transition back to schools, in whatever form that takes. While this guidance is written for schools, states and districts will also play critical roles.
Washington Social Emotional Learning (SEL) Implementation Brief: For Educators | OSPI
Schools that focus on creating welcoming and inclusive environments and on supporting all students’ social emotional development in ways that honor students’ histories and cultures can promote their long-term success and well-being. Emotions and relationships directly affect how students learn and how they apply that learning. This brief gives an overview of SEL implementation and provides some resources for engaging in this work.
Washington Social Emotional Learning (SEL) Implementation Brief: Focus on Culturally Responsive Practices | OSPI
Culturally responsive practices are approaches in which students’ cultural strengths and identities are used as assets for developing social-emotional and academic skills that promote school and life success. This brief gives an overview of how culturally responsive practices are directly tied to SEL and provides some resources for engaging in this work.
Social Emotional Learning in Health and Physical Education | SHAPE America
Social and emotional learning is a critical component of educating today’s youth and a key component of health and physical education instruction. This document provides schools with recommendations and guidelines for school reentry for K-12 physical education, health education, and physical activity. It will be updated as necessary to incorporate changes in national guidance or recommendations.
Instuctional Resources
Project Zero's Thinking Routine Toolbox | Graduate School of Education, Harvard University
This resource provides opportunities for children to build confidence and connections through thinking routines. Rather than focusing on a particular discipline these resources encourage exploration and questioning. We recommend beginning with the “see, think, wonder” in the Core Thinking Routines tab provided within the Project Zero resource. Resources are provided in both English and Spanish.
How Can Arguing from Evidence Support Sensemaking in Elementary Science? | STEM Teaching Tools
This resource provides guidance to educators interested in helping our youngest learners use evidence as they make sense of the world around them. This tool may be used for all content areas, not just science.
Learning Pathways in Literacy | OSPI
The Early Literacy Pathway was created to support educators, caregivers and families in understanding and supporting Washington children’s development in literacy and beyond. This document will support and enhance the conversation of how best to support every child’s future.
The Power of Culturally Responsive Literacy Instruction | Achieve 3000
From racial injustice to culturally responsive curriculum, the education experts at Achieve3000’s 2020 virtual National Literacy Summit tackled some of the toughest issues facing today’s educators. In this report, we bring together best practices from three respected educators around:
- How to build better relationships with your students
- Why cultivating literacy skills isn’t enough
- How to break down the barriers to equity
Mathematically Productive Instructional Routines | OSPI
Mathematically productive instructional routines are short (5–15 minutes) learning activities that teachers and students engage in together on a consistent basis so that the activity becomes routine. They have a regular structure for interaction among teachers and students and can be used across content and grade levels for a variety of instructional objectives). These routines may be used for all content areas, not just math.
Considerations for Outdoor Learning | OSPI
Resources compiled by OSPI staff members in promoting outdoor-based learnings, integration of outdoor learning and standards, examples from districts with current practices, and additional resources.
Content Area Learning Standards
The Washington State Academic Learning Standards provide a wealth of information and support to educators and instructional staff. As educators and instructional staff prepare and refine academic and developmental learning opportunities, the standards and their supporting resources will be a valued addition.
- English Language Arts and Literacy
- Mathematics
- Science
- Art
- Social Studies
- Physical Education/Health
- Social Emotional Learning
Priority Instructional Content in English Language Arts (ELA)/Literacy and Mathematics | Achieve the Core
These documents name instructional content priorities in mathematics (K–8, high school) and ELA/ literacy (K–12). These were developed for the 2020–21 academic year in response to the disruption of the global pandemic of COVID-19.* They provide guidance for the field about the content priorities by leveraging the structure and emphases of college- and career-ready mathematics and ELA/literacy standards.
*Note (from Achieve the Core site): While we recommend that priorities for the 2021-22 academic year in college- and career-ready mathematics and ELA/literacy remain largely consistent, we intend to provide additional guidance in spring of 2021 to address questions we have received and concerns that we have about centering students and their well-being (specifically students who have been impacted most severely by the disruptions of the pandemic) formative assessment, strategies to address bias and racism in the classroom, and other timely topics.
Important Prerequisite Math Standards | Achievement Network
The Important Prerequisite Math Standards document is designed to be used across all curricula to identify which standards in a grade have critical prerequisites from the prior grade level that may interfere with a student’s ability to access grade-level content.
Play as an Instructional Routine
Play-Based Learning Resource Collection | NCESD
In this document, you will find a variety of resources on play-based learning. Choose resources from the list that will support you in deepening your learning and refining your practice. There is a variety of content to explore in different format options (read, watch, listen, and explore).
Observing, Planning, Guiding: How an Intentional Teacher Meets Standards Through Play | NAEYC
This article from the National Association for the Education of Young Children outlines how to leverage play as an instructional routine.
The Playful Approach to Math | George Lucas Foundation
This article from Edutopia walks readers through how to leverage play to teach the unlikely discipline of math. It outlines how to embrace and incorporate play into instruction.
Positive Behavioral Supports, Routines, and Expectations
Follow the Child’s Lead | Early Childhood Technical Assistance Center
Teachers can support children’s participation, independence, and learning in everyday classroom activities by using a practice called “following the child’s lead.” Child-initiated interactions are a key characteristic of this practice. Following a child’s lead involves planning and adjusting classroom activities based on children’s interests, facilitating children’s interactions with the social and nonsocial environment, and supporting children’s choices to transition from one activity to another.
Positive Behavioral Interventions and Supports | Center on PBIS
The Center on PBIS website provides a 30,000 foot overview of positive behavioral interventions and supports, outlines the three tiers of supports, and offers strategies to get started in your classroom.
Attribution and License
Attribution
Icons from the Noun Project: growth by Rockicon, Family by DewDrops, evaluative assessment by ahmad, resources by Becris, School by PJ Souders from the Noun Project
License
Except where otherwise noted, this curated resource collection by the Washington Office of Superintendent of Public Instruction and Washington Association of Educational Service Districts is licensed under a Creative Commons Attribution 4.0 International License. All logos and trademarks are property of their respective owners.
This document contains links to websites operated by third parties. These links are provided for your convenience only and do not constitute or imply any monitoring by OSPI or AESD. Please confirm the license status of any third-party resources and understand their terms of use before reusing them.