These worksheets are perfect for teaching Reading Skills through a Narrative Poetry - The Song of Hiawatha by H. W. Longfellow. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. This Download Includes: EXERCISE 1: Match the words (1-14) with their meanings (A-N). EXERCISE 2: Match the adjectives (1-8) with the words they describe (A-H) in the poem. EXERCISE 3: Look at the sentence structure in the poem. Sometimes the poet changes the order of the words in a sentence so that something important appears as the first word. Match the sentences (1-4) with their correct word order (A-B). EXERCISE 4: Read the sentences about the poem and decide if they are true or false. EXERCISE 5: What does Hiawatha learn about his “Chickens” and “Brothers”? Complete these sentences with the given words. EXERCISE 6: Answer the following retrieval questions. EXERCISE 7: Answer the following inferential questions. EXERCISE 8: Follow the specified criteria to identify the poetry elements of the poem. EXERCISE 9: Answer the following questions to demonstrate your knowledge of poetry elements – Part 1-3. EXERCISE 10: Follow PEE model to evaluate the poet’s use of personification and hyperbole in the poem. EXERCISE 11: Follow PEE model to evaluate the poet’s use of imagery in the poem. EXERCISE 12: Answer the questions to check your understanding of the figurative language used in the poem. EXERCISE 13: Follow PEE model to evaluate the poet’s use of repletion, alliteration and onomatopoeia in the poem. EXERCISE 14: Answer the questions to check your understanding of the sound poetic devices used in the poem. EXERCISE 15: Briefly summarise the meaning of the poem. EXERCISE 16: Follow the characterisation guide to describe the character of Nokomis, based on what you learn in the poem. EXERCISE 17: Follow the prompt to make a critical appreciation of the poem. EXERCISE 18: Follow the PEEL model to explain the reader impact of the use of personification in the poem. EXERCISE 19: Follow the PEEL model to explain the reader impact of the use of hyperbole in the poem. EXERCISE 20: Follow the PEEL model to explain the reader impact of the use of imagery in the poem. EXERCISE 21: Follow the PEEL model to explain the reader impact of the use of sound poetic device in the poem.

These Google Slides are perfect for teaching Reading Skills through a Narrative Poetry - The Song of Hiawatha by W. H. Longfellow. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Find the meaning of challenging words and expressions in the poem. Identify the key ideas of the poem. Use textual clues to answer the retrieval and inferential questions. Analyse the poem to find its poetry elements – genre, message, tone, context, perspective, point of view, structure, rhyme scheme, purpose and metre. Evaluate the poet’s use of personification, hyperbole, imagery, repetition, alliteration and onomatopoeia. Write a summary, make a character description, explain the reader impact of figurative language and create a critical appreciation of the poem. Here are some other possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

This PowerPoint Presentation is perfect for teaching Reading Skills through a Narrative Poetry - The Song of Hiawatha. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. After completing this New Bloom’s Taxonomy-based lesson students will be able to: Find the meaning of challenging words and expressions in the poem. Identify the key ideas of the poem. Use textual clues to answer the retrieval and inferential questions. Analyse the poem to find its poetry elements – genre, message, tone, context, perspective, point of view, structure, rhyme scheme, purpose and metre. Evaluate the poet’s use of personification, hyperbole, imagery, repetition, alliteration and onomatopoeia. Write a summary, make a character description, explain the reader impact of figurative language and create a critical appreciation of the poem. Here are some other possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

These worksheets are perfect for teaching Reading Skills through a Humourous Narrative Poetry - Crack-a-Dawn by Brian Morse. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these ready to use exercises that are well planned for student engagement. After completing this New Bloom’s Taxonomy-based lesson students will be able to: Find the meaning of challenging words and expressions in the poem. List down the key elements of the poem. Use textual clues to answer retrieval and inferential questions. Follow specified criteria to analyse the poem to find its poetry elements. Follow PEE model to evaluate the poet’s use of hyperbole and irony in the poem. Write the summary and create a critical appreciation of the poem. This Download Includes: EXERCISE 1: Choose the correct word/s to complete these lines about the poem. EXERCISE 2: Answer the following questions to demonstrate your understanding of the poem. EXERCISE 3: Read these statements and decide if they are ‘True’ or ‘False’. APPLYING EXERCISE 4: Use textual clues to answer the following retrieval questions. EXERCISE 5: Use textual clues to answer the following inferential questions. EXERCISE 6: Follow the specified criteria to find poetry elements of the poem. EXERCISE 7: Analyse the following questions to demonstrate your knowledge of poetry elements. EXERCISE 8: Answer the following questions to check your understanding of poetry elements. EXERCISE 9: Follow PEE model to evaluate the poet’s use of hyperbole in the poem. EXERCISE 10: Follow PEE model to evaluate the poet’s use of irony in the poem. EXERCISE 11: Determine which things Darren’s mum says that you think are true and which you think are not true. EXERCISE 12: Answer the questions to check your knowledge of hyperbole as used in the poem. EXERCISE 13: Answer the questions to demonstrate your knowledge of irony as used in the poem. EXERCISE 14: Briefly summarise the meaning of the poem. EXERCISE 15: Follow the characterisation guide to gather character elements of Darren based on the poem, then make a character sketch. EXERCISE 16: Follow the prompt to make a critical appreciation of the poem. EXERCISE 17: Follow the PEEL model to explain the reader impact of the use of hyperbole in the poem. EXERCISE 18: Follow the PEEL model to explain the reader impact of the use of irony in the poem. EXERCISE 19: Imagine you are counting down to an event (birthday, holiday, new year, last day at school, etc.). Write a poem counting down from ten to zero, describing your feelings using figurative language (hyperbole and irony) to exaggerate how you get more and more excited as the event gets closer.

These Google Slides are perfect for teaching Reading Skills through a Humourous Narrative Poetry - Crack-a-Dawn by Brian Morse. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Find the meaning of challenging words and expressions in the poem. List down the key elements of the poem. Use textual clues to answer retrieval and inferential questions. Follow specified criteria to analyse the poem to find its poetry elements. Follow PEE model to evaluate the poet’s use of hyperbole and irony in the poem. Write the summary and create a critical appreciation of the poem. This Download Includes: POEM: Crack-a-Dawn – a humourous narrative by Brian Morse EXERCISE 1: Choose the correct word/s to complete these lines about the poem. EXERCISE 2: Answer the following questions to demonstrate your understanding of the poem. EXERCISE 3: Read these statements and decide if they are ‘True’ or ‘False’. APPLYING EXERCISE 4: Use textual clues to answer the following retrieval questions. EXERCISE 5: Use textual clues to answer the following inferential questions. EXERCISE 6: Follow the specified criteria to find poetry elements of the poem. EXERCISE 7: Analyse the following questions to demonstrate your knowledge of poetry elements. EXERCISE 8: Answer the following questions to check your understanding of poetry elements. EXERCISE 9: Follow PEE model to evaluate the poet’s use of hyperbole in the poem. EXERCISE 10: Follow PEE model to evaluate the poet’s use of irony in the poem. EXERCISE 11: Determine which things Darren’s mum says that you think are true and which you think are not true. EXERCISE 12: Answer the questions to check your knowledge of hyperbole as used in the poem. EXERCISE 13: Answer the questions to demonstrate your knowledge of irony as used in the poem. EXERCISE 14: Briefly summarise the meaning of the poem. EXERCISE 15: Follow the characterisation guide to gather character elements of Darren based on the poem, then make a character sketch. EXERCISE 16: Follow the prompt to make a critical appreciation of the poem. EXERCISE 17: Follow the PEEL model to explain the reader impact of the use of hyperbole in the poem. EXERCISE 18: Follow the PEEL model to explain the reader impact of the use of irony in the poem. EXERCISE 19: Imagine you are counting down to an event (birthday, holiday, new year, last day at school, etc.). Write a poem counting down from ten to zero, describing your feelings using figurative language (hyperbole and irony) to exaggerate how you get more and more excited as the event gets closer. RUBRICS: Poem Writing Rubrics

“Mastering Argumentative Writing” is an engaging and comprehensive resource designed to teach students the art of constructing persuasive arguments. Aligned with Bloom’s Taxonomy, the resource focuses on developing students’ skills across various levels of cognitive understanding, from remembering key components to creating well-structured and compelling essays. The learning objectives and student outcomes cover a range of cognitive levels, progressing from basic recall and understanding to higher-order skills like analysis, evaluation, and creation, in alignment with Bloom’s Taxonomy. This resource includes writing tasks that are differentiated based on the performance of learners in CAT4, GL, and NGRT assessments and tailored to address learner-specific needs and abilities. These tasks help educators provide targeted support and challenges to meet the diverse needs of learners and promote their growth in writing proficiency.

These Boom Cards are perfect for teaching Argumentation – Reading and Writing. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these self-grading exercises that are gamified for student engagement. After attempting these New Bloom’s Taxonomy-based Boom Cards students will be able to: Identify the components of an argumentative structure. Identify the language techniques employed in an argumentation. Identify the features of an argumentation. Follow the structure and techniques to plan a sample argumentation. Follow a checklist to peer-check a structured argumentation. Follow the structure and techniques to write a well-structured argumentation. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

“Persuasive Writing Masterclass: Unlocking the Power of Words” is a comprehensive resource that aligns with the domains of Bloom’s taxonomy, designed to teach students the art of persuasive writing. This resource offers a systematic approach to mastering persuasive techniques, understanding the structure of persuasive essays, critically analysing persuasive texts, evaluating arguments, and ultimately creating original persuasive works. This resource not only equips students with a solid understanding of persuasive writing but also empowers them to apply, analyse, evaluate, and create persuasive arguments effectively. With a focus on both foundational knowledge and practical application, this resource supports students in becoming skilled and confident persuasive writers.

These Boom Cards are perfect for teaching Persuasion – Reading and Writing. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these self-grading exercises that are gamified for student engagement. After attempting these New Bloom’s Taxonomy-based Boom Cards students will be able to: Identify the elements of a persuasive structure. List down the language techniques employed in a persuasion. Identify the features of a persuasion. Use persuasive techniques to plan a sample persuasion. Use PQP or TAG technique to evaluate a persuasion. Use persuasive techniques to write a well-structured persuasion. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

These Google Slides are perfect for teaching Reading and Writing of Description. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Identify the descriptive vocabulary and the emotive language used in a description. Identify the figurative language used in a description. Apply existing knowledge to describe the real situations. Use descriptive techniques to plan a sample description. Use PQP or TAG technique to evaluate a description. Use descriptive techniques to write a well-structured description. This download includes: EXERCISE 1: Match the terms (1-14) with their meaning (A-N). EXERCISE 2: Identify the adjectives, adverbs and sensory imagery (visual, auditory, olfactory, tactile and gustatory) used in the following description. EXERCISE 3: Identify the comparison devices (simile, metaphor, personification and hyperbole) and sound devices (onomatopoeia, alliteration, internal rhyme and repletion) used in the following description. EXERCISE 4: Create word images with the given phrases. Make sure you show and not just tell. EXERCISE 5: Use the given adjectives to describe the nouns in the pictures. EXERCISE 6: Use the given adverbs to describe the action in the pictures. Follow the instructions. EXERCISE 7: Describe the following images to create word-images. Follow the instructions and use the given descriptors. EXERCISE 8: Use comparison devices to describe the following images. Follow the instructions given below. EXERCISE 9: Use sound devices to describe the following images. Follow the instructions given below. EXERCISE 10: Answer the following questions to demonstrate your knowledge of description. EXERCISE 11: Plan a sample description of a noun – a place – a beach. Use the following planning frame. EXERCISE 12: Use the following descriptive vocabulary to describe all that you see, hear, feel, taste and smell at the beach. EXERCISE 13: Frame sentences using selected descriptive vocabulary and the sample plan to make a first draft. EXERCISE 14: Use the PQP technique to evaluate the following description. EXERCISE 15: Use the TAG technique to evaluate the following description. EXERCISE 16: Make a final draft of the planned description of a noun – a place – a beach. Use the following descriptive structure. EXERCISE 17: Use your knowledge of DESCRIPTION to write on any one of the following. RUBRICS: Description Checklist and Rubrics.

These Boom Cards are perfect for teaching Description – Reading and Writing. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these self-grading exercises that are gamified for student engagement. After attempting these New Bloom’s Taxonomy-based Boom Cards students will be able to: Identify the descriptive vocabulary and the emotive language used in a description. Identify the figurative language used in a description. Apply existing knowledge to describe the real situations. Use descriptive techniques to plan a sample description. Use PQP or TAG technique to evaluate a description. Use descriptive techniques to write a well-structured description. These digital task cards: Would be great on a Laptop, Desktop, Chromebook or Tablet; Can be used on any other mobile device that can access the internet; Can even be used on your Smart Board. Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.

This compact review of Spelling Tips for quick referencing is perfect for teaching Spelling – Words Ending -able and -ible. These no prep scaffolding notes would be great for ELA lessons or ELA centers. Your students will love this information that is well-planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Add the suffix -ible or -able to make an adjective. Identify the correct spelling of adjectives using the suffix -able or -ible. Spell adjectives that end in suffix -able or -ible. Use the suffix -able or -ible to form adjectives and use verbs as clues to the meaning of adjectives. Exercise error identification to assess the correct use of suffix -able or -ible to form adjectives. Use adjectives that end in suffixes -able and -ible in writing. This download includes: SN 1: Spelling Rules – Words Ending -able SN 2: Spelling Rules – Words Ending -ible SN 3: Pairs of Words with Slightly Different Meanings SN 4: Spelling Rubrics SN 5: List of Words Ending -able SN 6: List of Words Ending -ible Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment

These Worksheets are perfect for teaching Spelling – Words Ending -able and -ible. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Add the suffix -ible or -able to make an adjective. Identify the correct spelling of adjectives using the suffix -able or -ible. Spell adjectives that end in suffix -able or -ible. Use the suffix -able or -ible to form adjectives and use verbs as clues to the meaning of adjectives. Exercise error identification to assess the correct use of suffix -able or -ible to form adjectives. Use adjectives that end in suffixes -able and -ible in writing. This download includes: EXERCISE 1: Give examples for adjectives made by adding suffix -able to verbs. EXERCISE 2: Give examples for adjectives made by adding suffix -ible to verbs. EXERCISE 3: Add a correct suffix: -able or -ible to the stem to complete the adjective. EXERCISE 4: Choose a correct suffix (-able or -ible) to fill each of the blanks. EXERCISE 5: Choose a correctly spelled adjective that ends in –able or –ible suffix to fill each of the blanks. EXERCISE 6: Choose a correctly spelled synonymous adjective that ends in suffix -able or –ible to fill each of the blanks. EXERCISE 7: Identify the spelling changes that occur when adding a suffix -able or -ible to verbs in forming an adjectives. EXERCISE 8: Identify the spelling changes that occur when adding a suffix -able to existing words. EXERCISE 9: Identify the verbs that take only the suffix -able. EXERCISE 10: Identify the verbs that take only the suffix -ible. EXERCISE 11: Identify the spelling rules applied in changing the verbs into adjectives. EXERCISE 12: Choose the right option that gives the meaning of -able or -ible word - a or b – to fill in the blank. EXERCISE 13: Exercise error identification to correct the inappropriate use of suffix in forming adjectives. EXERCISE 14: Exercise error identification to assess the correct use of suffixes: -able or –ible – Part 1 and 2. EXERCISE 15: Use adjectives that end in suffixes -able and -ible in writing. EXERCISE 16: Change each verb to an adjective that ends in -able. EXERCISE 17: Change each verb to an adjective that ends in -ible.

This PowerPoint Presentation is perfect for teaching Spelling – Words Ending -able and -ible. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Add the suffix -ible or -able to make an adjective. Identify the correct spelling of adjectives using the suffix -able or -ible. Spell adjectives that end in suffix -able or -ible. Use the suffix -able or -ible to form adjectives and use verbs as clues to the meaning of adjectives. Exercise error identification to assess the correct use of suffix -able or -ible to form adjectives. Use adjectives that end in suffixes -able and -ible in writing. This download includes: EXERCISE 1: Give examples for adjectives made by adding suffix -able to verbs. EXERCISE 2: Give examples for adjectives made by adding suffix -ible to verbs. EXERCISE 3: Add a correct suffix: -able or -ible to the stem to complete the adjective. EXERCISE 4: Choose a correct suffix (-able or -ible) to fill each of the blanks. EXERCISE 5: Choose a correctly spelled adjective that ends in –able or –ible suffix to fill each of the blanks. EXERCISE 6: Choose a correctly spelled synonymous adjective that ends in suffix -able or –ible to fill each of the blanks. EXERCISE 7: Identify the spelling changes that occur when adding a suffix -able or -ible to verbs in forming an adjectives. EXERCISE 8: Identify the spelling changes that occur when adding a suffix -able to existing words. EXERCISE 9: Identify the verbs that take only the suffix -able. EXERCISE 10: Identify the verbs that take only the suffix -ible. EXERCISE 11: Identify the spelling rules applied in changing the verbs into adjectives. EXERCISE 12: Choose the right option that gives the meaning of -able or -ible word - a or b – to fill in the blank. EXERCISE 13: Exercise error identification to correct the inappropriate use of suffix in forming adjectives. EXERCISE 14: Exercise error identification to assess the correct use of suffixes: -able or –ible – Part 1 and 2. EXERCISE 15: Use adjectives that end in suffixes -able and -ible in writing. EXERCISE 16: Change each verb to an adjective that ends in -able. EXERCISE 17: Change each verb to an adjective that ends in -ible.

These Google Slides are perfect for teaching Spelling – Words Ending -able and -ible. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these exercises that are carefully planned for student engagement. After attempting these New Bloom’s Taxonomy-based activities students will be able to: Add the suffix -ible or -able to make an adjective. Identify the correct spelling of adjectives using the suffix -able or -ible. Spell adjectives that end in suffix -able or -ible. Use the suffix -able or -ible to form adjectives and use verbs as clues to the meaning of adjectives. Exercise error identification to assess the correct use of suffix -able or -ible to form adjectives. Use adjectives that end in suffixes -able and -ible in writing. This download includes: EXERCISE 1: Give examples for adjectives made by adding suffix -able to verbs. EXERCISE 2: Give examples for adjectives made by adding suffix -ible to verbs. EXERCISE 3: Add a correct suffix: -able or -ible to the stem to complete the adjective. EXERCISE 4: Choose a correct suffix (-able or -ible) to fill each of the blanks. EXERCISE 5: Choose a correctly spelled adjective that ends in –able or –ible suffix to fill each of the blanks. EXERCISE 6: Choose a correctly spelled synonymous adjective that ends in suffix -able or –ible to fill each of the blanks. EXERCISE 7: Identify the spelling changes that occur when adding a suffix -able or -ible to verbs in forming an adjectives. EXERCISE 8: Identify the spelling changes that occur when adding a suffix -able to existing words. EXERCISE 9: Identify the verbs that take only the suffix -able. EXERCISE 10: Identify the verbs that take only the suffix -ible. EXERCISE 11: Identify the spelling rules applied in changing the verbs into adjectives. EXERCISE 12: Choose the right option that gives the meaning of -able or -ible word - a or b – to fill in the blank. EXERCISE 13: Exercise error identification to correct the inappropriate use of suffix in forming adjectives. EXERCISE 14: Exercise error identification to assess the correct use of suffixes: -able or –ible – Part 1 and 2. EXERCISE 15: Use adjectives that end in suffixes -able and -ible in writing. EXERCISE 16: Change each verb to an adjective that ends in -able. EXERCISE 17: Change each verb to an adjective that ends in -ible.

These Boom Cards are perfect for teaching Spelling –Words Ending –able and -ible. These no prep activities would be great for ELA lessons or ELA centers. Your students will love these self-grading exercises that are gamified for student engagement. After attempting these New Bloom’s Taxonomy-based Boom Cards students will be able to: Add the suffix -ible or -able to make an adjective. Identify the correct spelling of adjectives using the suffix -able or -ible. Spell adjectives that end in suffix -able or -ible. Use the suffix -able or -ible to form adjectives and use verbs as clues to the meaning of adjectives. Exercise error identification to assess the correct use of suffix -able or -ible to form adjectives. Use adjectives that end in suffixes -able and -ible in writing. These digital task cards would be great on a: laptop desktop Chromebook tablet mobile device Smart Board Here are some possible uses for these in your classroom: To challenge early finishers For effective tutoring As ESL stations and sub tubs As holiday work and homework For small group collaborations For an end of unit assessments For reinforcement and enrichment More about Boom Learning: To use Boom Cards, you must be connected to the Internet. Boom Cards play on modern browsers (Chrome, Safari, Firefox, and Edge). Apps are available for Android, iPads, iPhones, and Kindle Fires. For security and privacy, adults must have a Boom Learning account to use and assign Boom Cards. You will be able to assign the Boom Cards you are buying with “Fast Pins,” (play provides instant feedback for self-grading Boom Cards). Fast Play is always a free way for students to engage with Boom Cards decks. For additional assignment options you’ll need a premium account. If you are new to Boom Learning, you will be offered a free trial of our premium account. Readhere for details: http://bit.ly/BoomTrial.