English Skillology, Level 2

English Skillology, Level 2–Low Intermediate

About a year and a half ago, in the summer of 2020, I dreamed up this idea for a game board choice menu I could assign as extra credit. The next semester I was teaching a level three class, so I started with one for that level. Since then I’ve completed one menu for each level of courses our school offers (four).

Each of the menus has five sections: reading, writing, listening, speaking, grammar. Each section has four activities, for a total of 20 activities. I post a template link to the menu on my class Blackboard or Padlet and give the students the entire semester to work on it. Students can earn up to five points for each activity they correctly complete, for a total of 100 possible extra credit points.

I also aligned each menu to Common Core State Standards. While we don’t use these standards at our school, it did provide a good way to organize the different levels. Level 1 uses third grade standards, level 2 features fifth grade standards, level 3 continues with seventh grade standards, and level four finishes things out with ninth-tenth grade standards. (If you do use CCSS, and WIDA, see this blog post for a free alignment between the K-8 ELA CCSS and old WIDA I Can Statements.)

Each menu features practice with different activities and skills, and I encourage you to get all of the details from my previous blog posts (level 1-beginner, level 3-high intermediate, level 4-advanced). Many of the activities are smaller versions of larger activities my students and I enjoy in class. Probably the best part about them though, at least from a teacher’s perspective, is that they are all free and provide extra practice that is not just “fluff.” Here is what one reviewer had to say about them:

 “I used Skillology 1 and 3 this week (ELLs at different language proficiency levels). I explained everything on Monday. I was out Tuesday – Friday due to proctoring tests. I was able to review between each day. Students focused on the tasks. Each student had to complete 5 tasks – one from each of the 5 skills. Thank you so much for these. I feel like I can use these again if I need to be out – definitely NOT busywork.”

H. Prashker, 10-9-21

Now that you’ve heard the background, and been given links to catch up with previous Skillologies you might have missed, here are all of the details for level 2 (low intermediate):

Reading

  • Proverbs: Words to Live By–This is a small sample of a board game I developed in response to my students wanting more speaking & reading comprehension practice, Proverbs from Around the World. Students read a proverb and explain in their own words what the proverb means/teaches. The full game is available in both paper and digital formats.
  • Contranym Context Clues–The full game was featured in this November blog post, but this small taste asks students to use context clues to determine which opposite meaning should be applied to the underlined word in the sentence. Again, the full game is available in both paper and digital formats.
  • Main Idea & Details– Students are asked to read an article, “What Are Clouds?,” from CommonLit, and complete a graphic organizer with the main idea and supporting details.
  • Claim, Evidence, Reasoning– We spend a lot of time practicing this skill in all levels of my classes. In this activity, students are asked to read another article from CommonLit, “Play, Play Again,” and identify the author’s claim, evidence, and reasoning. It is a simplified digital version of the CER graphic organizer we often use in class.

Speaking

  • Sixty Second Summary– Also known as SSS in my class, this is a challenging activity in which students must read or listen to a text and then summarize it in sixty seconds or less. In this instance, students read another CommonLit article, “Fly High, Bessie Coleman,” and summarize it orally using Online Voice Recorder.
  • Procedural– Taking an idea from one of our favorite preposition practice activities, Lego Preposition Build (the third activity in the post), students use the pictorial directions to help them orally describe how to use Legos to build an ice cream cone.
  • In My Opinion– Students use Online Voice Recorder to record their presentation to a school board regarding whether or not a uniform policy should be adopted for their school.
  • Persuasive– Again practicing using claim, evidence, and reasoning, students choose one of three statements to support and persuade others to agree with them on in a 2-3 minute speech. The statements are all taken from the larger game, Claim, Evidence, Reasoning: The CER Board Game (available in both paper and digital formats).

Writing

  • Opinion Writing– Practicing claim, evidence, and reasoning once again, students will write a paragraph or more stating (and supporting) their opinion on a topic of their choosing.
  • Informative Writing– Given free reign to choose their topic again, students will this time form an informative paragraph (or more). They are also encouraged to “cite” any sources by at least stating the name of them in the paragraph.
  • Narrative Writing– This story can be fiction or nonfiction, but it must be at least one paragraph long and use correct grammar and punctuation.
  • Dialogue Writing– Practicing both making inferences and the proper use of quotation marks, this is the only writing activity that is not in paragraph form. Students are given four pictures and they must provide a possible dialogue for the people in them.

Listening

  • Similes and Metaphors– This is a tiny, three-part piece of a larger activity I describe in this December, 2020 blog post. Students watch three different movie/TV clips, identify which figurative language they hear, and explain what it means. The original activity is, like this Skillology, free.

The other three listening activities are all shortened versions of TED Talk comprehension activities. As I explain in this blog post, I believe listening practice should be as authentic as possible and find TED Talks to be an excellent source for texts. In each of the activities, students listen to the linked TED Talk and then answer four comprehension questions about what they heard. The full comprehension activities involve more questions.

Grammar

  • Compounding Conjunctions– The full board game is described in this November, 2021 post, but in this quick version students are asked to take one sentence and expand it into four compound sentences using four different conjunctions. The board game version is available in paper and digital formats.
  • Past Perfect Travel Adventure– Another miniature version of a full board game, students write sentences in the past perfect about experiences from various places around the globe. The original board game is available in both paper and digital formats.
  • Prefixes and Suffixes– There are two levels of these puzzles, and this activity features a small piece of the second level. Students match the affix, root word, new word (root word + affix), affix meaning, new word meaning, and picture to form a rectangle. The full set of puzzles is available in both paper and digital formats.
  • Synonym Puzzles– In a second puzzle activity, students match three synonyms to form a rectangle. The complete set of puzzles is available in both paper and digital formats.

Creating these four English Skillology choice menus has been quite an experience. It was challenging at times, but I had a lot of fun. I love how I now have a way to deal with the ever present, “Can I do extra credit?” question that is effective and requires some real practice of important skills. While I don’t see more Skillology menus in my future at this point, anything is possible. Happy teaching, everyone!

English Skillology, Level 4

Level 4: Advanced
Level 3: High Intermediate
Level 1: Beginner

I am now 3/4 of the way to my goal of creating an extra credit choice menu for each level I teach. At the most basic level, English Skillology is a choice menu. It includes four activities for each of the five skill areas in ESL: reading, writing, speaking, listening, and grammar. Inspired by a Monopoly-style choice menu of someone else’s, I decided to use a game board format for my own. Each skill is a side (grammar is in the corners), and has its own color. Students are then free to choose the number and type of activities they want to complete by the end of the semester. In creating the activities for each board I considered two different sets of standards and learning outcomes: those of the college where I teach and the Common Core. Level one (beginners) is aligned to the third grade Common Core, level three (high intermediate) is aligned to the seventh grade Common Core, and level four (advanced) is aligned to the ninth-tenth grade Common Core. Level two is in the works and will be aligned to the fifth grade Common core. You can read the previous posts (linked above) for details on the level one and three English Skillologies, here are the details about the activities in level four:

Reading:

  • Contranym Context Clues: A contranym is a word that has opposing definitions. This activity, a small piece of a larger board game, asks students to read nine sentences and choose the correct definition for the underlined word.
  • Oxymorons: Understanding figurative language is difficult for English learners and oxymorons can be especially confusing. This activity asks students to define each of the two words forming the nine oxymorons and then define the oxymoron itself.
  • CER & CRAAP Check: This is a one slide version of the free graphic organizer based assignment I often use with my reading class. Students choose an article from a major news outlet and make notes about the claim, evidence, and reasoning present. They then examine the article to find information regarding the currency, relevance, authority, accuracy, and purpose of it.
  • Main Idea & Detail: Identifying the main idea and details of entire texts can be a difficult task. This task asks students to read the text from Roosevelt’s “Day of Infamy” speech (taken from CommonLit) and then summarize the main idea and details in a manner of their own choosing (paragraph, graphic organizer, outline…).

Speaking

  • Sixty Second Summary (SSS): It’s relatively easy to summarize something when it can be as long as you want, there’s no need to make decisions regarding what to include and what to leave out. It is far more difficult to create a succinct summary, but that is what students are asked to do in this task. They have to read an article from NewsELA and, in sixty seconds or less, summarize the main idea and important details.
  • Informative Speech: Students are asked to use Online Voice Recorder to create a one to two minute informative speech about a topic of their choosing.
  • Pronunciation Challenge: Reading homophones is a big challenge, the only way to know which pronunciation to use is by the context. This activity asks students to record themselves reading ten sentences with homophone pairs in them. The challenge is to correctly pronounce all of the words.
  • One of a Kind: Everyone has something that is unique about them, something that makes them one of a kind. In this final speaking activity, students are asked to record a one to two minute speech explaining why they are one of a kind.

Writing

  • Narrative: Students write a narrative of at least two paragraphs long using correct grammar and punctuation.
  • Acyrologia Proofreading: Acyrologia is an incorrect or inappropriate use of words. Students are asked to retype a paragraph containing many examples of acyrologia using correct vocabulary and spelling. The paragraph is taken from a meme that has been floating around the internet and I do not know the original source.
  • Informative: Students are asked to write an informative essay of at least two paragraphs using correct grammar and punctuation.
  • Inferring Cause and Effect: Taken from my free Cause and Effect Pictures activity, students are asked to infer the cause and effect of each picture.

Listening

  • How to Tie Your Shoes: Students watch a short TED Talk and complete a Venn diagram comparing and contrasting the two ways of tying your shoes.
  • Word Stress Makes A Difference: The sentence, “I never said she stole my money” has a different meaning depending on the stressed word. Students are asked to write the meaning of each sentence based on the stressed word.
  • CER & CRAAP: Students are asked to listen to a TED Talk and read the speaker’s biography before completing a one slide version of the CER and CRAAP graphic organizer again.
  • Have a Meeting? Take a Walk: Students again watch a TED Talk, this time completing a graphic organizer about the main idea, details, things they learned, and questions they still have.

Grammar

  • Relative Pronouns and Adjective Clauses: In a shortened drag-and-drop version of my Relative Clause Memory / Relative Clause Digital Task Cards activity, students drag the correct relative pronoun to connect each noun to the adjective clause.
  • Academic Vocabulary Context Clues: This activity is also a small portion of a much larger game, Academic Vocabulary Connect Four, a supplemental activity to my 30 Weeks of Academic Vocabulary Units. Students read a sentence and use context clues to write their own definition for the underlined vocabulary word.
  • Idiomatic Figurative Language: These five sentences from my Idiom Jeopardy game each contain a baseball-themed idiom (the idioms can also be found in my Play Ball, Ameila Bedila Idioms sort activity). Students are asked to read the sentence and write a sentence that explains the meaning of the underlined idiom.
  • Ranking Synonyms: This final activity combines my French Fry Synonyms sort with our Shades of Meaning activity. Students are asked to drag-and-drop five synonyms for each overused word and place them in order from weakest to strongest.

So how did I create this extra credit menu? In the most general terms, here are the steps I took:

  1. I designed the choice menu and each activity slide in PowerPoint.
  2. I then saved those slides as images that I uploaded as backgrounds for the various slides (I use the add-on Slides Toolbox for this). This was to prevent any accidental (or not-so-accidental) deletions or edits by students.
  3. I added text boxes. Once again, in order to prevent unwanted deletions and edits I took steps. This time I made use of the master slide (now called theme builder). Under Slide, click Edit Theme. This will allow you to add and edit various slide layouts. I simply created master slides that included text boxes in the locations I needed them.
  4. I added videos for the students. The listening assignments, and a few others, required students to listen to a talk, or watch a short video. I inserted theses on the proper slides by clicking Insert and Video. This allowed me to find the video on YouTube and put it directly on the slide. Having the video on the slide has many benefits but the three most important to me are: no need to go to an outside site (less chance of clicking our way to distraction), advertisements are eliminated from the video, as well as watch next suggestions (again, less chance of distraction), I can choose when the video starts and ends (so if the beginning or ending is not relevant I can tell it to skip those parts).
  5. I set up the hyperlinks so when students choose an activity (by clicking on it in the menu) they will be automatically taken to the correct slide to complete it. I did this by drawing a square over each of the boxes in my menu. I then made the square and its border clear (tip: don’t make the square clear until after you’ve done the hyperlink so you can remember which links are finished and which aren’t). To make the shape a hyperlink, I click on it, clicked Insert Link in the menu bar (looks like a link in a chain), chose “Slides in this Presentation,” the number of the slide I wanted, and apply. 
  6. Finally, I added a “Game Board” button to each of the activity slides so students could quickly return to the choice menu from anywhere in the document. To do this I inserted a rectangle, put the text “Game Board” in it, and then used the Insert Link tool to link to the first slide. Once I did the fist one, I was able to copy and paste it onto all of the other slides.

English Skillology levels one and three were very popular the last couple of semesters and I’m hoping level four will be as well. As I mentioned before, level two is in process and I’m hoping to have it for next semester (especially since I’m teaching two level one classes so I’ll probably use it for extra credit in one of the classes). You can download all three levels of English Skillology for free in my Teachers Pay Teachers store. Happy teaching, everyone!


Need some of those links again? Try these buttons for quick access to the free English Skillology Choice Menus:

Authentic Listening Practice

Who’s On First Recording Sheet: PDF
TED Talks Comprehension Guides Bundle

Listening is one of the most difficult skills to acquire in a new language. Fluent speakers of a language tend to speak very quickly, use abbreviated words, slang, and less than perfect grammatical constructions. Add into this factors that can make it difficult for native speakers of a language to understand one another (ie: accent and cultural differences), and listening becomes quite a challenge indeed! It is for these reasons that I like to provide my students with as much authentic listening practice as possible,

As a language teacher, I am very cognizant of how quickly I speak, my grammar usage, and my enunciation. On the one hand, this is great for my students. They can more easily understand me, and that means they learn more quickly. On the other hand, this is not so great for my students. They become used to listening to me speak, and can experience frustrations when they go out into the real world and try to interact with other native speakers. It is my job to prepare them to interact in English in the real world, not just the classroom, and to do this I need to provide them with exposure to more speakers than myself.

One of the ways that I do this is the use of video in my classroom. I like to use short clips from movies to introduce lessons. A great source for these clips is Class Hook. Class Hook is a website that has clips from movies and TV shows. The clips are organized and tagged by topic and skills (I used Class Hook to help me find videos for my similes and metaphors activity, described in A Grinchy Christmas, Part 2). Another way I incorporate video in my lessons is via YouTube. I will find a short video explaining a grammar topic, or a fun music video about the skill we’re practicing, and show it as part of our lesson. This not only exposes students to another English speaker, but allows them to hear a slightly different explanation of the topic we’re studying. A few of my favorite YouTube channels are listed on the Helpful Free Resources document I give my students each semester (you can get your own free copy from the link above, or from the link in my blog post Student Reference Tools).

Another way I provide students with exposure to more speakers (and specifically accents), is through the use of both commercial and non-commercial listening activities. Three of my favorite commercial resources are:

For non-commercial listening activities, there are many different podcasts, news sites, and other sources, but my students’ favorites are those I make myself. Their all time favorite is probably Who’s On First. I play the recording from YouTube and challenge students to try and complete the graphic organizer (available for free from the link above). I usually play the video three or four times as Abbott and Costello speak very quickly, and the students spend a lot of time laughing. A Google Slides version of the activity is also available for distance learning or assigning as homework.

The most frequent authentic listening practice we do though is TED Talk comprehension guides. These are simply Word or PDF files that have a link to a TED Talk and a list of questions for students to answer. I try to include questions from the various levels of Bloom’s Taxonomy, but the number and variety of questions varies from guide to guide. Sometimes we will work through these guides together as a class, but mostly I assign them as independent work. TED Talks are great because they are all different lengths, on a variety of topics, and have authenticated closed captions and transcripts in multiple languages. When using them with beginning level students, I encourage them to turn on the closed captions, or read the transcript, in their native language. For my intermediate students, I encourage them to turn on the closed captions in English, and refer to the transcript in their native language if necessary. When teaching advanced students, I challenge them to use only the English subtitles and transcript. I really appreciate that I can trust the translations, and these supports are built right into the website.

Currently, I have 18 different comprehension guides, but I’m always adding more. They are available in my Teachers Pay Teachers store as individual guides, or as a bundle (link above). My current plan is to add two more guides to the current bundle and then start a new one. If you’re looking to save money, you’ll want to buy the bundles when they are smaller. Each time a guide is added (I plan to have 20 guides per bundle), you’ll get an email telling you the bundle has been updated, and you can download the new guide for free. In other words, you’ll pay less and get more, because each time a guide is added the price goes up by fifty cents (individual guides are seventy-five cents each).

Listening may be one of the hardest skills to master, but it is also one of the most valuable. In today’s global society, it is more important than ever to expose our students to multiple accents and styles of speaking. I hope you’ve been at least a little inspired to add more listening practice to your classroom. Happy teaching, everyone.

English Skillology, Level 1

Level 1
Level 3

This past summer I decided to have an answer ready for the inevitable, “Can I do extra credit?” question. I created a choice menu of four activities for each of the five domains (reading, writing, listening, speaking, grammar). I called my extra credit menu English Skillology, and it was a big hit. It was such a hit with my high intermediate students, that I decided to make one for my beginning students.  The level three English Skillology menu (available for free from the original blog post linked above) was based off of seventh grade Common Core Standards and the Core Competencies for the ESL department at the college where I teach. The level one English Skillology menu (also available for free by clicking the picture or this link) is also based off the Core Competencies of our department, but the Common Core Standards come from the third grade ELA set.

At the most basic level, English Skillology is a choice menu. It includes four activities for each of the five skill areas in ESL: reading, writing, speaking, listening, and grammar. Inspired by a Monopoly-style choice menu of someone else’s, I decided to use a game board format for my own. Each skill is a side (grammar is in the corners), and has its own color. Students are then free to choose the number and type of activities they want to complete by the end of the semester. If a student were to complete all of the activities, he/she would earn 120 extra credit points.

​I designed this particular board for my beginning students. In creating the activities I consulted two different sets of objectives: third grade Common Core ELA and the Core Competencies for my department at the college where I teach. Here’s a quick overview of the 20 activities:
Reading

  • Main Idea and Details:  Students read a brief selection about the Statue of Liberty and answer five questions about the main idea and details.
  • Text Features Sort: This is a small part of a larger Text Features Sort activity (paper and digital versions available). Students match definitions and pictures to seven different text features by dragging and dropping them into the correct boxes.
  • Compare and Contrast: Students read the story of Little Red Riding Hood and watch a movie version of it. They then complete a Venn diagram comparing and contrasting the two versions.
  • Pronoun-Antecedent Agreement: One part of a larger pronoun activity pack (paper and digital versions available), students drag and drop the correct pronoun over the underlined noun(s) in each sentence.

Speaking

  • Introduction: Students will use Screencastify, or another program of their choosing, to record a 1-2 minute introduction of themselves.
  • Informative: Students will use Screencastify, or another program of their choosing, to record a 1-2 minute informative speech about a topic of their choosing.
  • Narrative: Students will use OnlineVoiceRecorder, or another program of their choosing, to record a 1-2 minute story.
  • Tourist Advice: Students pretend their closest friend is going to visit their home country and give a 1-2 minute speech giving advice about what to see. This is a small part of a writing activity I have done many times.

Writing

  • Descriptive Writing: Similar to my Describe That Picture activity, students choose a beautiful picture and insert it on the slide. They then write a paragraph describing the picture.
  • Informative Writing: Students write at least one paragraph giving information on the topic of their choosing.
  • Myth or Legend: After reading the provided example, students retell a myth or legend from their home country.
  • Narrative: Students write a narrative, of at least one paragraph in length, on a topic of their choosing.

Listening

  • The Incredibles: Students watch a short clip from the movie and answer five questions about it.
  • The Blind Side: Students watch a short clip from the movie and answer five questions about it.
  • Pronoun Problem: Students watch a short clip from a Bugs Bunny episode and answer five questions about the pronouns used.
  • The Electoral College Explained: Students watch a TED Ed video and complete a graphic organizer about it.

Grammar

  • Subject-Verb Agreement: A small piece of a larger activity Have or Has: School Supply Rush (paper and digital versions available), students drag the provided circles around the correct word (have/has) to complete each sentence.
  • Conjunctions: Another sample from a larger activity, Conjunctions: The Tie That Binds (paper activity and digital self-grading task card versions available), asks students to drag and drop the correct conjunction to combine the two sentences.
  • Possessive or Contraction: In this small piece of Possessive Noun or Contraction? It All Comes Out In The Wash (paper and digital versions available), students drag each t-shirt to the correct washing machine to indicate if the word/phrase on the shirt is possessive or a contraction.
  • Singular or Plural Nouns: Students drag and drop the nouns into the correct column, sorting them by singular or plural.

So how did I create this extra credit menu? In the most general terms, here are the steps I took:

  1. I designed the choice menu and each activity slide in PowerPoint.
  2. I then saved those slides as images that I uploaded as backgrounds for the various slides (I use the add-on Slides Toolbox for this). This was to prevent any accidental (or not-so-accidental) deletions or edits by students.
  3. I added text boxes. Once again, in order to prevent unwanted deletions and edits I took steps. This time I made use of the master slide. Under Slide, click Edit Master. This will allow you to add and edit various slide layouts. I simply created master slides that included text boxes in the locations I needed them.
  4. I added videos for the students. The listening assignments, and a few others, required students to listen to a talk, or watch a short video. I inserted theses on the proper slides by clicking Insert and Video. This allowed me to find the video on YouTube and put it directly on the slide. Having the video on the slide has many benefits but the three most important to me are: no need to go to an outside site (less chance of clicking our way to distraction), advertisements are eliminated from the video, as well as watch next suggestions (again, less chance of distraction), I can choose when the video starts and ends (so if the beginning or ending is not relevant I can tell it to skip those parts.
  5. I set up the hyperlinks so when students choose an activity (by clicking on it in the menu) they will be automatically taken to the correct slide to complete it. I did this by drawing a square over each of the boxes in my menu. I then made the square and its border clear (tip: don’t make the square clear until after you’ve done the hyperlink so you can remember which links are finished and which aren’t). To make the shape a hyperlink, I click on it, clicked Insert Link in the menu bar (looks like a link in a chain), chose “Slides in this Presentation,” the number of the slide I wanted, and apply. 
  6. Finally, I added a “Game Board” button to each of the activity slides so students could quickly return to the choice menu from anywhere in the document. To do this I inserted a rectangle, put the text “Game Board” in it, and then used the Insert Link tool to link to the first slide. Once I did the fist one, I was able to copy and paste it onto all of the other slides.

I’m really excited about this particular project. It was a lot of work to put together but I believe it will be very valuable for my students. I especially like how it allows them to earn extra credit by participating in meaningful learning activities. Don’t forget to download your own copy of English Skillology from Teachers Pay Teachers today–it’s free!

English Skillology, Level 3

English Skillology (free)

It’s the first day of class, I’ve just handed out the syllabus, and I already know the two questions that are about to be asked: “What’s going to be on the final exam?” and “Can I do extra credit?” This year I decided to get ahead of the extra credit question. If I am going to give extra credit points, I want the students to actually participate in meaningful work to earn them. I also tend to struggle with coming up with extra meaningful work for them to do. Enter English Skillology, my latest genius (I hope!) idea for getting ahead of my students. 

At the most basic level, English Skillology is a choice menu. It includes four activities for each of the five skill areas in ESL: reading, writing, speaking, listening, and grammar. Inspired by a Monopoly-style choice menu of someone else’s, I decided to use a game board format for my own. Each skill is a side (grammar is in the corners), and has its own color. Students are then free to choose the number and type of activities they want to complete by the end of the semester. If a student were to complete all of the activities, he/she would earn 120 extra credit points.

​I designed this particular board for my high intermediate students (I hope to create at least three more boards, one for each of the proficiency levels I teach.). In creating the activities I consulted two different sets of objectives: seventh grade Common Core ELA and the Core Competencies for my department at the college where I teach. Here’s a quick overview of the 20 activities:
Reading

  • Author’s Purpose: 9 different genres/types of writing are listed, and students have to say what is most likely the author’s purpose in writing and why. 
  • Different Media: Students are provided with the text of Androcles and the Lion, and a short video of the same story. The task is to compare and contrast the two accounts.
  • Inferences: Clues to the identity of six different people/things/places are given. Students must make an inference of the thing being described, insert a picture of it, and write a sentence explaining why they came to that conclusion. (This is actually a small piece of my board game It Might Be…Inferences with Modal Verbs available in both paper and digital formats.)
  • News Comparison: Students find two articles, from two different sources, about the same event/topic, read each, and compare/contrast the two accounts using a Venn Diagram.

Speaking

  • Infomercial: Students will use Screencastify, or another program of their choosing, to record a 1-2 minute infomercial. An example video is provided.
  • News Report: Students will use Screencastify, or another program of their choosing, to record a 1-2 minute news report. An example video is provided.
  • Informative Speech: Students will use OnlineVoiceRecorder, or another program of their choosing, to record a 1-2 minute speech.
  • Elevator Pitch: Students will use OnlineVoiceRecorder, or a program of their choosing, to record a 30-60 second elevator pitch. Links to articles describing elevator pitches and how they can help one’s career are provided.

Writing

  • Active or Passive: Students read six different sentences about Dr. Seuss characters, drag the X to mark if the sentence is active or passive, and then rewrite the sentence as its opposite type. (This is a small piece of my Active of Passive Voice with Dr. Seuss Task Cards, available in both paper and digital formats.)
  • CER Advertisement Discernment: Students will locate and then copy and paste an advertisement from the internet. Students must then identify and describe the claim, evidence, and reasoning presented in the advertisement. (The full version of this activity is available in my TpT store.)
  • Informative Essay: Students write an informative essay, of at least one paragraph in length, on a topic of their choosing.
  • Narrative: Students write a narrative, of at least one paragraph in length, on a topic of their choosing.

Listening

  • 5 Ways to Kill Your Dreams: Students listen to the TEDTalk and complete the outline notes.
  • A Skateboard With A Boost: Students listen to the TEDTalk and complete the vocabulary and comprehension questions.
  • Grit: The Power of Passion and Perseverance: Students listen tot he TEDTalk and record three things they learned, two questions they have, and write a short paragraph reflection.
  • Why I’m A Weekday Vegetarian: Students listen to the TEDTalk and complete the persuasion graphic organizer.

Grammar

  • Relative Clauses: Pretending to play Taboo, students will write three clues for each item/person/place, being sure to avoid the listed disallowed words. (This is a small part of the game Relative Clause Taboo, available in my TpT store.)
  • Prefixes & Suffixes: Students will drag and rearrange the puzzle pieces to complete the six puzzles. Each completed puzzle lists an affix, a root word, a new word, a definition for the affix, a definition for the new word, and a photo. (This is a small part of level 2 of my prefix and suffix puzzles, available in both digital and paper formats: level 1 paperlevel 1 digitallevel 2 paperlevel 2 digitalpaper bundledigital bundle.)
  • Synonyms: Students will drag the synonyms to the correct box to match them to the overused words. (The full version of this activity, French Fry Synonyms, is available in both paper and digital formats.)
  • Gerund / Infinitive: Students will type the correct form of the word in parenthesis. (The complete task card set is available in both paper and digital formats, as well as a Google Form version.)

So how did I create this extra credit menu? In the most general terms, here are the steps I took:

  1. I designed the choice menu and each activity slide in PowerPoint.
  2. I then saved those slides as images that I uploaded as backgrounds for the various slides (I use the add-on Slides Toolbox for this). This was to prevent any accidental (or not-so-accidental) deletions or edits by students.
  3. I added text boxes. Once again, in order to prevent unwanted deletions and edits I took steps. This time I made use of the master slide. Under Slide, click Edit Master. This will allow you to add and edit various slide layouts. I simply created master slides that included text boxes in the locations I needed them.
  4. I added videos for the students. The listening assignments, and a few others, required students to listen to a talk, or watch a short video. I inserted theses on the proper slides by clicking Insert and Video. This allowed me to find the video on YouTube and put it directly on the slide. Having the video on the slide has many benefits but the three most important to me are: no need to go to an outside site (less chance of clicking our way to distraction), advertisements are eliminated from the video, as well as watch next suggestions (again, less chance of distraction), I can choose when the video starts and ends (so if the beginning or ending is not relevant I can tell it to skip those parts.
  5. I set up the hyperlinks so when students choose an activity (by clicking on it in the menu) they will be automatically taken to the correct slide to complete it. I did this by drawing a square over each of the boxes in my menu. I then made the square and its border clear (tip: don’t make the square clear until after you’ve done the hyperlink so you can remember which links are finished and which aren’t). To make the shape a hyperlink, I click on it, clicked Insert Link in the menu bar (looks like a link in a chain), chose “Slides in this Presentation,” the number of the slide I wanted, and apply. 
  6. Finally, I added a “Game Board” button to each of the activity slides so students could quickly return to the choice menu from anywhere in the document. To do this I inserted a rectangle, put the text “Game Board” in it, and then used the Insert Link tool to link to the first slide. Once I did the fist one, I was able to copy and paste it onto all of the other slides.

I’m really excited about this particular project. It was a lot of work to put together but I believe it will be very valuable for my students. I especially like how it allows them to earn extra credit by participating in meaningful learning activities. Don’t forget to download your own copy of English Skillology from Teachers Pay Teachers today–it’s free!