Geeta Kumar Year End Activities

Engaging and Meaningful Learning During the Month of June

As we come to the end of the year, here are some learning areas I have focused on in the past that support meaningful and rich learning for students, keep structure in the classroom and continue to support ongoing practice! This is a list of areas I’ve weaved in alongside all the other exciting things that usually happen in schools (e.g., assemblies, public library visits, etc). 

Indigenous History Month

June is a meaningful time to deepen learning about First Nations, Inuit, and Métis perspectives. I like to incorporate read-alouds from Indigenous authors while engaging students in reflective responses to texts or arts. Keeping the focus on respect and voice is key.

Pride Month

Pride month provides an important opportunity to continue to build an inclusive classroom community and celebrate identity. We read inclusive picture books, discuss the importance of belonging, and co-create messages of acceptance. Students design posters, write affirmations, or participate in discussions. This connects beautifully to ongoing social-emotional learning and classroom community building.

Collaborative Class Yearbook

I love making a class yearbook each year. This is an opportunity for students to reflect on their growth as learners and a meaningful way to close the year. Students can contribute pages about their favourite memories, proudest moments, and goals for next year. I often include student writing, and collaborative pages to capture our classroom community.

Which One Doesn’t Belong (WODB)

As a class, we have seen and answered so many versions of WODB in both math and literacy. This is an opportunity for students engage in creative thinking and design their own to present to the class! It fosters creativity, critical thinking and oral communication skills. This is often engaging because students know the routine,  and get to be the teachers now! 

STEM Challenges

Hands-on STEM challenges are always a hit in June. I like to keep materials simple (e.g., popsicle sticks, cups, paper, tape) and give open-ended tasks such as building the tallest structure or designing something that can hold weight. These challenges encourage collaboration, problem-solving, and perseverance.

Outdoor Art

Taking learning outside can be refreshing for everyone. Students can create nature-inspired art using found materials, sketch outdoor scenes, or experiment with chalk art. This is also a great way to integrate mental health learning and observation skills while enjoying the warmer weather.

Gratitude Cards

Throughout the year, we often practice gratitude, and June is a perfect time to revisit this. Students can write thank-you cards to classmates, school staff, or family members. This helps reinforce kindness, reflection, and appreciation for the community we’ve built together.

What are some key activities that you like to do as you consolidate the learning for the year?

Geeta Kumar General

Considerations for Ongoing Communication

As we know, communicating with families is a key component to student success. When we take the time to build that home to school connection in the beginning of the year, students are better supported in their educational experiences. When families and caregivers understand the learning, they can reinforce classroom lessons at home, feel more connected to their child’s learning journey, and help foster a genuine love for learning.

Some considerations

  • Clear: Be specific and actionable; offer concrete examples in plain language of what a student is doing well and where they need support
  • Accessible: Consider families’ preferred language and method of communication (e.g., email, phone call, notes)
  • Ongoing: Monthly newsletters, biweekly emails, calendars.. however you decide to share progress, make sure to not do it just during assessment periods or when a concern arises
  • Timely: Allows for communication to be responsive and continuous throughout the year

Some strategies:

  • Welcome letters in the beginning of the year
  • Asking families for their preferred method of communication
  • Connecting with families with positive news more often (i.e. “sunshine messages”)

We each use our professional judgment to determine how and when communication takes place. Here is another article for your own reflections ETFO Voice: Connecting with Parents

Geeta Kumar Technology, Use of Technology

Balancing Slideshows with Active Teaching: A Reflection

My grade team partner made a comment about how often I used slides in my teaching (I use them a lot!). It prompted me to reflect on the changes to how we present information in this day of age, and whether the tools we use are truly serving our students. 

As a student, I recall watching my teachers using overhead and slide projectors to display content during whole group instruction. Today, we have simply shifted to slideshows or interactive touchscreens. The technology has changed, but the practice of presenting information has largely remained the same. The realization made me ask: Are my slideshows effective tools to help my students learn?

The answer I have come to believe is yes, but when only presented right. 

Slideshow Design

When I reflect on my own slide design, I find myself thinking about… 

  • The amount of text on the slide
  • The quality and relevance of visuals
  • How students can refer back to the content later

These three questions have shaped how I build and use slideshows in my classroom. 

The Benefits I’ve Experienced

Used thoughtfully, slideshows have genuinely improved my practice. Some include: 

  • Better structure in lesson delivery: having a clear flow of learning goals,  minds on, action, consolidation
  • Built in prompts and reminders for ME which is especially useful when I am exploring a new teaching strategy
  • Greater consistency across classes, which is particularly important  when teaching in a rotary model
  • More flexibility and responsiveness: since the structure is organized, it allows me to be more flexible and responsive to the students in front of me

The Disadvantages I am starting to notice:

The biggest concern I am finding is that it can make thinking invisible. By making sure I embed “non tech” aspects to the lessons (e.g., co-creating anchor charts), I embed the process of thinking, not just the finished product. I often ask questions or “write” on the slide to encourage more engagement. It invites students into the learning rather than positioning them as passive recipients. 

Moving Forward

My colleague’s comment wasn’t a criticism, it was a useful mirror. The real question was never how many slides I use, but whether my students are actively thinking during and between them. That distinction has shifted how I approach lesson planning.

Slideshows are a tool, not a teaching method. And like any tool, their value depends entirely on how they’re used.

Have you reflected on your technology use? 

Geeta Kumar General

Structured Literacy Shift # 6: Vocabulary Instruction

Structured Literacy Shift # 6: Vocabulary Instruction

Being more purposeful with my vocabulary instruction is a shift I have made for quite a few years. Vocabulary knowledge plays a powerful role in helping students build meaning from reading, express their ideas and engage deeply with texts.

To read about my other shifts, see below:

Students cannot comprehend a text if too many words are unfamiliar. Over time this can become a barrier to accessing grade level texts and content. Explicit instruction can in fact remove that barrier. 

Teaching vocabulary goes beyond giving definitions. Firstly, teachers intentionally introduce vocabulary, within a meaningful body of knowledge. When selecting vocabulary, teachers must determine whether it is Tier 1, 2, or 3. 

  • Tier 1: everyday words that children use regularly in conversation
  • Tier 2: highly utilized vocabulary words that appear across all subject areas. 
  • Tier 3: domain specific vocabulary, found in certain subject matters (e.g., science, social studies)

When selecting words, it is recommended that teachers focus on Tier 2 words, while connecting tier 3 words to the content being studied. 

Activities I have personally used during or after a read-aloud:

  • Generate synonyms
  • Give opportunities to use them in different contexts
  • Engaging with the target vocabulary word

A resource I personally recommend is “Teaching Reading Source Book”. On page 436, there are examples of a “Text Talk Method”, a 6-step process to engage with vocabulary through read-alouds. 

  • Step 1: Contextualize the word
  • Step 2: Say the word together
  • Step 3: Give student friendly definition
  • Step 4: give the word in other context
  • Step 5: Give opportunity to interact with the word (e.g., sentence starters, examples/non-examples, choices)
  • Step 6: Say the word together again

Morphology can also play an important role in vocabulary instruction. To learn more, check out this post. 

It is so important to weave vocabulary instruction into ALL subject areas. In my Grade 3/4 class, we sometimes explore the word together in context. Other times, we explore it with word activities such as word sums and matrixes. Therefore, this doesn’t become an added task, but instead, helps students access knowledge and texts. 

Reference:

Teaching Reading Sourcebook (2018) – by Bill Honig, Linda Diamond, Linda Gutlohn , Carrie L. Cole et. al. 

Geeta Kumar General

Self-Reflection

This year, I’ve had the privilege to attend and participate in professional learning focused on literacy practices in the classroom. One of the things that has stood out to me in every session was the intentional way facilitators asked us to self-reflect. 

At the beginning of each session, after sharing the learning goals, they would ask the following : Are you a seed, a seedling or a tree?

  • Seed … beginning the learning journey, curious and open to ideas
  • Seedling … someone who has built some roots, experimented, explored new strategies, and looking to learn more
  • Tree … someone who has built strong roots (and will continue to), feels confident in their knowledge and understanding and can share or support others

I appreciate this seed‑to‑tree analogy not only for individual growth but because, in many Indigenous worldviews, plants and seeds are teachers with cultural and relational meaning (embodied in works like Braiding Sweetgrass), which explores how plants teach about reciprocity, relationship, and learning. This approach reminds us that growth is holistic, relational, and generational. The seed, seedling, and tree represent more than stages of personal development; they reflect the continuity of culture and knowledge. 

In relation to professional learning, this subtly highlights that as educators we all are at different points. Growth isn’t linear and there isn’t a single “end” goal. Some days we feel like seeds, absorbing ideas, while others we feel like trees, grounded in our understanding and practice.

This reflection process made me think of my students as well. We often focus on identifying the learning goals, and the success criteria. Giving space for our students to consider where they are in the learning journey can help improve their self-esteem as learners and foster a growth mindset. 

How do you incorporate time for students to self-reflect?

Geeta Kumar General

Structured Literacy Shift #5: Oral Reading Fluency

As I continue my Structured Literacy journey, today’s post focuses on Oral Reading Fluency. To see other shifts I’ve reflected on, check out the series below:

Oral reading fluency (ORF) refers to how smoothly, accurately, and expressively students read connected text. More often we are only focused on speed. But truly, it’s about reading in a way that supports meaning. When students read with appropriate pace, accuracy, and expression, their comprehension improves.

Fluency sits at the intersection of decoding and understanding. When decoding is slow or laboured, students have fewer mental resources left for making meaning. Likewise, when students read quickly but inaccurately, they miss key ideas.

Some routines that supports oral reading fluency includes (but not limited to):

  • Decoding practice with connected text
  • Repeated readings
  • Modelling fluent reading through read-alouds
  • Partner reading or echo reading
  • Texts that match a student’s current decoding skills
  • Reader’s Theatre
  • Small, frequent fluency checks (progress monitoring)

Benefits I’ve Noticed in My Classroom

Since intentionally supporting oral reading fluency, I’ve noticed:

  • Improved comprehension—students understand more 
  • More confidence when reading aloud
  • Better transfer of decoding skills from isolated practice to real text
  • Increased reading stamina
  • More expressive, meaningful reading during shared reading and guided practice

A Few Notes

Fluency instruction is an equity practice. By monitoring fluency regularly, we can gain insight into whether a student needs decoding support, vocabulary instruction, or additional practice with connected text. This ensures we provide targeted, timely support so all students—regardless of background knowledge or language experience—can access grade-level text meaningfully.

How do you support oral reading fluency? Do you use any of the practices higlighted above?

Geeta Kumar General

The Best Advice: Rest

They told me,
“Build relationships.”
“Plan ahead.”
“Collaborate with your teaching team”
“Reflect on your practice”

All good advice.
All true.
All necessary.

But the best advice?
The one that is not said out loud enough?

Rest.

Rest because teaching is heart work.

Rest because your students
need a human, not a hero running on fumes.

Rest because the work
requires presence,
listening,
courage,
and a full battery.

Rest because your joy matters, too.

The best advice as a teacher has been rest.

What is the best advice you have received as a beginning teacher?

Geeta Kumar General

Structured Literacy Shift # 4 – The Power of Positive Self-Talk

As I continue my learning journey with Structured Literacy, I’ve been reflecting on the shifts that have had the biggest impact on my teaching.

The shift I will be reflecting on builds on the last post of progress monitoring, and focuses on something equally important for student growth: the power of positive self-talk. 

In this video, Rita Pierson reminds us how relationships are at the heart of teaching. One line that stays with me is: “-18 sucks the life outta ya, but +2 ain’t all bad”.  It is a powerful reminder to reframe how we share feedback to students, and families. Growth is growth. No matter how small, it deserves to be seen and celebrated.

This year, I have embedded positive self-talk in our daily routines, such as before exit tickets, assessments or even problem solving tasks. Students have generated their own phrases that they can say or write to themselves when a task is challenging. Together, we co-created a “self talk” chart that continues to evolve throughout the year. I regularly model it through “think alouds” to normalize it and show what it can look like in action. 

I have noticed that naturally, students are starting to use this language independently! The power of this self-talk is really transforming my students mindset, perseverance and resiliency. It is helping them see themselves as capable learners. 

I’m proud of this shift and excited to continue building on it, including writing (I will be reflecting on later in the series). I hope this inspires you to try it in your own classroom—you might be surprised by how powerful a few words can be.

Geeta Kumar Assessment, General

Structured Literacy Shift #3: Progress Monitoring

As I continue my learning journey with Structured Literacy, I’ve been reflecting on the shifts that have had the biggest impact on my teaching.

Read about Shift # 1:Structured Literacy Shift here. 

Read about Shift # 2: Morphology Instruction here.

As I continue documenting the shifts I’ve made , today’s post focuses on a practice that has transformed the way I understand my learners: Progress Monitoring.

Progress monitoring is an assessment method that refers to quick, ongoing checks that help teachers see how students are responding to instruction and meeting learning goals. It is not something students prepare for, and it does not function like a traditional test. Instead, it is a form of assessment for teachers—a tool that guides planning, grouping, and next steps. Progress monitoring offers an authentic look at what they can currently do. 

In a Structured Literacy, progress monitoring helps us:

  • Identify which skills students have mastered
  • Pinpoint where skills are emerging
  • Adjust instruction to close gaps quickly
  • It gives teachers data to ensure small groups are based on current needs, not assumptions

Essentially I have found these small, frequent checks make learning needs visible much sooner. Progress monitoring is also an equity practice as it ensures instructional decisions are based on data, not personal biases.

Some ways progress monitoring fits naturally into my literacy block:

  • Quick phonics or morphology checks based on a scope and sequence
  • Using technology to get reading fluency snapshots
  • Writing dictation samples
  • Reviewing writing samples for transfer of skills

My reflections

Since making progress monitoring a regular part of my routine, I’ve noticed:

  • More targeted instruction—I know exactly which skills need to be retaught or extended
  • Flexible, responsive groups that actually match current student needs
  • Earlier identification of students requiring support
  • Improved student confidence because I can give timely meaningful feedback with actionable steps
  • Clear, concrete evidence of growth to share with families and support teams

 

You can also review the ETFO assessment website for more information about ongoing assessment.

Geeta Kumar General

Celebrating to Learning Holidays

As we move towards the winter holiday season, it is natural to discuss the different holidays we all celebrate. As an educator who works in culturally and linguistically diverse communities, I often question myself: how do I honor students’ identities and be inclusive during this season?

I feel that the distrinction between learning and celebrating holidays is key.

Learning about holidays positions it as a place of inquiry. Students explore traditions, stories, and histories without being asked to participate in practices unauthentically. This shift supports equity and belonging.

What it can look like? Here are some suggestions I have personally used:

  • Reading diverse texts: Allow students to form connections to their own experiences (encourage critical thinking)
  • Centering Student Voices: Students may want to share how they recognize a holiday. This optionality keeps students from feeling put on the spot or singled out as cultural representatives.
  • Curriculum Connections: It aligns wells with Social Studies (identity, community, traditions, citizenship), Literacy (informational texts, narratives, speaking and listening) and The Arts (appreciating—not performing—cultural practices)
  • Ask “What have you learned about this tradition?” instead of “How do you celebrate?
  • Collaborate with Families: Share your approach with families understand that the classroom is learning-focused and give them the chance to share if they feel comfortable
  • Reflect Regularly: Ask yourself, “Whose traditions are being centred? Whose are missing? Are all students able to engage comfortably?”

Moving from celebration to learning isn’t about removing joy; it’s about widening the circle of belonging. When students see that their teacher approaches holidays with curiosity, care, and humility, they feel safe, respected, and represented.