100 Days of ___ Challenge

Not long ago, my second-grade son lamented (with lots of whining) that school is boring because he never gets to learn what he WANTS to learn. I’m on day 9 of a 100 days of coding challenge (you can track my progress here), and our 100th day of school is this Friday.

As a result of all of this, I have challenged my class to select a topic for a 100 day challenge that I presented to them today. I’m asking that they commit to spending 10 minutes a day on their challenge, even on the weekend, and log their progress in some way. I’m giving them the last 10 minutes of the school day to work on it in class too. My guidelines were:

  • It may be a topic they wish to learn about, or a skill they wish to practice to improve upon.
  • There must be enough to the topic that they can spend 100 days working on it.
  • It must be something they can work on both in the classroom and at home.
  • If it is something that will require them to use a lot of materials they have at home, or to ask their parent(s) to buy specific things, they need to talk it over with their parent(s) and make sure they are on board with the idea before committing to it.
  • They need to have a plan for how to share their progress, both at certain checkpoints along the way, and at the end.

Overall, they’re pretty excited about it, and I think having them motivated to work on learning about a topic of their choice or improving upon a certain area will be a worthwhile use of our 10 minutes per day. They’ll use research skills, need to adopt a growth mindset, consider how to present what they’ve worked on, and stick to a long-term project.

Why I Allowed My Status as a Google for Education Certified Trainer to Lapse

I want to preface this with the fact that the Google for Education Certified Trainer program is really great! It required me to learn about G Suite in a way I had not prior to earning the certification, and taught me some thing about teaching an adult audience. It also connected me with a community of amazing educators who also held the credential, people who were generous in sharing materials and advice, and asked questions that would move their own practice forward.

If it’s so amazing, why did I let my certification lapse?

I’m a classroom teacher, and halfway through the year I was certified, I changed districts. Part of the deal is that you have to offer 12 training sessions in a year, which doesn’t sound difficult, but for me it was. While you are able to count that one-on-one coaching session with your teammate, one of the things you have to include as evidence is the training materials you used. I don’t blame Google for asking for this. What else would stop someone who was a little short on their training session quota from fibbing a little about who they met with and what they taught? for me thought, probably 90% of my “coaching sessions” were on-the-fly questions colleagues had about how to do a specific task or fix a particular problem. To create a training tool after the fact felt like busy work that I didn’t have time for, or to tell that colleague they would have to wait until I had time to create a training tool to teach them something that they could learn in two minutes felt self-serving, and as though such a short “training” shouldn’t count anyway.

Had I pushed more to offer training sessions to the staff in my building, particularly before leaving a district I had worked in for several years, I may have met my quota. Being a classroom teacher in a different grade, school, district, and state this school year didn’t exactly put me into a position to feel like I should be leading others, nor did it put me into a position where others knew enough about me to seek out help if they needed it.

If you’re in a role that you’ll be offering a lot of training on G Suite for Education, I highly recommend the program. If you’re the Google Admin for your school or district, I recommend it even more! If you teach your class and sometimes help your colleagues figure out how to do something new in G Suite, the Google Certified Educator program may be a better fit for you instead. The re-certification is every 3 years instead of every year, and you’re not required to offer any training sessions during that time.

What Being a Student Has Reminded Me About Good Teaching

It’s easy to get caught up in the day-to-day grind of teaching, sometimes not really thinking about the things you know you should do, but run out of time to make happen. Unfortunately, time is a limited resource, and teachers are in a perpetual cycle of never quite being “done” with their work. Even if you’ve planned all of your lessons, graded all of your papers, updated all of your bulletin boards, and answered all of your emails, there’s always something more you could do to improve upon what you already have. 

As I’m finishing up my first year in a PhD program, I’m completing my final assignments before the university goes on winter break and reflecting on what my experience as a student has reminded me about good teaching practices.

  1. Timely feedback is important! The sooner that feedback can be given, the better, and the more specific it is, the more valuable it is. If your students believe you’re not looking at their work anytime soon, they’ll lose the motivation to complete it.
  2. Grading the quality of a first attempt at a skill is setting up your students for failure. Especially for a first try, students need the safety net of being free to fail and learn from those mistakes without major consequences. Either give feedback without a grade attached, or offer a do-over if you must grade that first try. 
  3. If you’re looking for something specific, providing an exemplar is really helpful. If you aren’t able to provide a strong example of what you’re looking for when you assign the task, at least provide a rubric so students know how their work will be scored. 
  4. Offer options when possible. Sometimes you really need students to practice a certain skill in a particular way, but often standards are written in a purposefully vague way that is open to some interpretation. Use that as a springboard for your students to be creative in how they show their learning. Offer options, and maybe even be open to your students coming up with their own variation of the task sometimes. 
  5. Be mindful of the issues that so often arise during group work, and attempt to avoid students having to depend on one another too much in order to complete their part of the task. The most common issue I’ve encountered as both a student and a teacher is specific people not completing their portion of the work, or not completing it in the timeline and to the standard their group mates expect of them. Consider how you will combat these issues when you assign group tasks.
  6. Offer optional opportunities for students to expand their learning. Whether it’s a review or a bonus task that dives deeper into the content, offering additional learning opportunities can help your students gain a better understanding of what you’ve been teaching. 

Lessons in Teaching from “The Great British Baking Show”

I’m a fan of cooking competition tv shows. I don’t know why, but I love them. Perhaps it’s the fact that no one really gets injured, it isn’t typically painful to watch, and the episodes don’t exactly hinge upon one another for continuity, so if I watch them out of order, or only watch the ones that look the most interesting, I don’t feel as though I’m missing the plot (other than the arc of who gets eliminated each week if that show has the same contestants for the whole season). Some of my favorites have been “Cupcake Wars” and “Cutthroat Kitchen,” but tonight I watched “The Great British Baking Show” for the first time, and was struck by how completely different it is from the others I’ve seen.

At first, I was simply shocked by the fact that contestants willingly shared kitchen tools, such as a strainer. Then I was flabbergasted when contestants looked genuinely happy for one another when others did well. During the first episode I watched, when a second person in a single round was told that their cake was perfect, the first person who had been told that very same thing minutes before looked on with pride and happiness for their competitor. I wondered for a minute whether I had missed the fact that this was a team competition and that was his partner.

It was when I noticed the difference in how the judges spoke to the contestants that I realized that while this show is a competition, it’s also structured like a differentiated classroom, and the judges are teaching and coaching the assessments, using each task as opportunities for feedback. When assigning a task, it’s often given as “bake your best fruit-flavored cake,” or “bake your signature dish.” The judges’ comments were largely positive, and they at times gently joked with the contestants about the obvious failures to lighten the mood, nearly always giving specific constructive feedback. When they don’t give specific feedback for improvement on a dish, that’s because that dish has been declared perfect, and the ways in which it is perfect have been spelled out for them. This cake is perfect! It has the color, flavors, texture, density, and cake-to-frosting ratio that are all just right. This sounds a lot like when you overhear a student making amazing connections and you repeat their insights for the class to benefit from. (Or lie through your teeth that you heard some people saying the connections that you were hoping they would make when they turned and talked with their partners…not that I’ve ever done that.)

Overall, my takeaways on how “The Great British Baking Show” models great teaching are:

  • Differentiate; it’s possible to give a topic and let everyone show their abilities on it in different ways, at least some of the time.
  • Be positive and build relationships, especially before giving constructive feedback.
  • Giving critical feedback is important if you want your students to improve, but it can be given gently and maintaining the student’s dignity.
  • Celebrate others’ victories; it means you get to celebrate far more often than if you only enjoy your own success.
  • A competition does not need to be cutthroat; it can be low-key and fun, primarily motivating students to do their personal best, and for celebrating the biggest successes of the day.

Now if you’ll excuse me, I have new episodes to watch…


Learn to Code With Google Sheets Macros

Last week, G Suite made an update to Sheets that made their product a little more efficient: macros. Perhaps you’ve noticed them in Microsoft Excel, and now they’re available in G Suite.

What IS a macro, anyway? It’s a way to automate tasks you have to do repeatedly, without writing code. To use them, go to Tools>Macros, record yourself completing the series of tasks you want to automate, save and name the recording, and then you can use it over and over again. If you’re not into coding, this can be a game-changer to save you some time later on repetitive tasks. Macros can be recorded so that they are performed over the exact area recorded on (think cells B2 through B7), or on a relative location (the active selection), so think about how you plan to use the macro before you start recording. (If Macros aren’t showing up in your Tools menu yet, check back in a few days. The nice people at Google told me that it could take up to 15 days from their new features roll out on 4/11/18 for everyone to have access to the shiny new features.)

But I AM a (novice) coder, and I’m excited about what this can do to expand my knowledge base. You see, G Suite Macros automatically transform the macro into code in Google Apps Scripts. Once you save the macro, click “Edit Script” to see what your actions look like in Google Apps Scripts code, which is a variation of JavaScript. You can access the script later by choosing “Manage Macros” and clicking the three dots to show the “Edit Script” option.

So, if there’s a task I know how do to manually, but haven’t the faintest idea how to code, theoretically, I can work backwards! I can create a macro for the task, and look at the code the macro created, instead of writing the code, hoping it will do what I want, and banging my head against the desk when it doesn’t for the 934th time. Once the script is created, I can analyze it to learn to write the code for the task I know how to do manually. Since I’ll know the end result of the code, I can use it to learn the commands and formatting that  created the desired result.

Typically, I put lines of code that I’ve found tricky to remember, but I know I’m likely to use again as notes into Google Keep. I make all of my coding notes the same color and give them the label “Code” to easily find what I’m looking for when I need it.


Sharing Hyperdocs: Canvas vs. Google Classroom

One tool I love for its versatility is the hyperdoc. They can be made using Google Docs or Google Slides, and it’s essentially a combination of content resources and a place for students to create their own work, all in one file.

I’ve shared them with students both by the force copy trick on a link in Canvas, and by sharing in Google Classroom so that each student gets a file. Both methods have their benefits; when sharing in Canvas (or another LMS), I can circulate the room while students are working, asking questions and giving feedback as they go, but students don’t submit their work until they are finished. In Canvas, Google files that are submitted are available to the teacher in a format almost like a screenshot, but it’s the whole file, not just one screen worth. Using Speedgrader, the teacher can quickly and easily scroll through a class’s work, scoring it on a rubric and making comments.

In Google Classroom, I can still circulate the room and give students feedback as they work, but in addition to that, the teacher has access to each student’s file from the moment it is created. My students recently worked on a hyperdoc when I was out of town for several days, and opting to share it with them via Google Classroom meant that I was able to provide them with comments containing encouragement or suggestions for improvement even though I wasn’t able to be present in class. Having to open each student’s file separately is a small inconvenience, unless using an add-on like Doctopus, or *gasp* paper and pencil, a rubric isn’t available, and for better or worse, the teacher sees student work whether it has been submitted or not. The positive to that is I was able to leave comments on work in progress, but the drawback is that it’s possible to score work that a student hadn’t quite finished.

Overall, I prefer the workflow available for scoring student work that’s available in Canvas, but the capabilities of viewing work in progress provided by Google Classroom. Assigning the work in both places and submitting the final product in Canvas is an option, but it sounds like it will be unnecessarily clunky. Students would need to look for comments in both places, and I imagine that a lot of kids will click “Turn it in” in Google Classroom and it will be missing in Canvas. No, it’s definitely best if I choose one place to disseminate my hyperdocs, and which one I pick may change depending on whether having access to student files throughout the process or having an easy way to score the work is more important for that task.

Hyperdocs: Content and Creation All In One

What is a hyperdoc? It’s a file that contains necessary content and a place for students to create and add their own work. For an easier workflow, sharing a hyperdoc in Google Classroom, Canvas, or another LMS will allow your students to access a copy of the file (so they don’t change your original and each student or group can do their own work) and give them a place to submit their finished product.

I find that with elementary students, it helps to have a finite area in which their work is supposed to go. Papers that have a question, but not a line on which to write an answer typically results in a student not realizing they were supposed to do something in that space. The same often works in digital formats. I like to use tables for this purpose. Sometimes it’s a series of 1×2 tables with the question in a colored cell and a blank cell beneath it for students to put their answer. Other times I’ll put tables so questions are on the left and answers go on the right, but I color each row of cells so the question and answer that belong together are in the same color cell. While students are able to change that, I think it gives a good visual cue of “these belong together” to help students be confident that they are on the right track.

Below are two very different hyperdocs I’ve used with my class recently. The RI Pathway has 3 versions. I only shared one version, but leave me a comment or shoot me an email to see the other versions. Each iteration is identical except for the linked texts being below, at, or above grade level, and the image students need to analyze is from the text at their respective reading level. I did remove the links to the texts for copyright reasons since they were accessed from Reading A-Z and ReadWorks, but the titles accurate, so you can search for them on those resources if you wish.

Pi Day Challenge Hyperdoc

RI.3.5 RI.3.7 Pathway Hyperdoc

Check out The Hyperdoc Girls’ website for more information and resources.

How Google Keep Allows Me to Organize My Life

I am not one of those people who has a planner that follows her everywhere. Many planner options are adorable and offer the crafter in me a lot of creative outlet, but to be honest, lugging a big book with me everywhere I go isn’t my style. I’m more of a minimalist. I do, however, always have my phone with me.

Google Keep is an app that is part of your personal or education Google account, so no worries about hidden fees. It’s a place for you to keep notes. They can be text, pictures, drawings, hyperlinks, or even lists where checked items go to the bottom of the list within the note (you can still see them, but they’re clearly finished).

You can pin those notes to the top of the list by simply clicking the pushpin icon in the top right corner of the note. A reminder can be set for a specific time and date, or even when you arrive at a specific location. Those reminders can be set to occur for set intervals too, such as daily, weekly, monthly, yearly, or using a custom range. For example, I have a note set to remind me once every 10 days to progress monitor students. I can also set a reminder to pop up when I arrive at Target with the list of things I need to buy (not including the extra $40 in items I will inevitably put in the cart while hypnotized by the Target bullseye).

Notes can be color coded, labeled with tags for easy searching, archived or deleted when finished with them, sent to a Google Doc, used when creating Slides by going to Tools>Keep Notepad within a slideshow, and shared with other people (I often share notes from my secondary Google accounts to my personal account so I only have to look at one within Google Keep to stay organized, but other people might prefer to compartmentalize by switching back and forth between profiles). Caution: When sharing a note on Google Keep, all collaborators have editing (and deleting) rights. Only share your notes with people who won’t change or delete your stuff and cause you heartbreak.

Some Ways to Use Google Keep:

  • Have a shared note for a grocery list with your roommate or significant other. As long as they have their phone, there’s no concern about whether someone left the house without it, and the person still at home can add to the list and the one shopping can see changes in real-time.
  • My husband and I have a shared note with brands of spaghetti sauce we’ve tried, with a thumbs up or thumbs down icon beside each one depending on what we thought about it. (We like to buy what’s on sale, but not at the cost of it tasting terrible.) This has saved us from a sub par spaghetti dinner several times. Priorities.
  • I have a colleague who uses Google Keep to have often repeated lines of code ready to copy and paste whenever their working on a new Google Apps Scripts project.
  • I keep a to-do list for days that I have a ton of errands and don’t want to forget something, and another for tasks around my classroom (what I need to photocopy, anchor charts to make, work that needs to be graded, etc).
  • You could even use it as a digital journal or scrapbook by including photos and jotting down the memory that goes along with it. Not everything that you want to remember belongs on Facebook, Twitter, and Instagram. The year and anyone involved in the memory could be labels, and the date could be part of the note’s title.

Teachers, Don’t Forget to Relax

Admittedly, self-care is not my forte, but, like Alice (from Alice in Wonderland) I need to learn to take my own good advice.

I think that most people imagine that teachers spend the whole summer sleeping until noon, hanging out by the pool, and relaxing. For me, this is laughable.

Instead, summer vacation ends for me in 2 1/2 weeks. So far, I have:

  • attended 12 days of training offered by my district (many of which included tasks that I needed to complete outside of class time, even if it was just working through the lunch break that day instead of going out somewhere).
  • implemented 30 days of “Family Art Time” with my kids, where we watched a YouTube video of how to draw a specific picture step-by-step. It’s a combination of fine motor skills practice, time hanging out together, and learning a new skill as a family. My progress has been logged via Instagram.
  • subjected my older two sons to “roll, write, solve” addition practice with dice. They get to “level up” to a die with more sides and numbers when they correctly solve 10 questions in 3 minutes.
  • read most of Explore Like a Pirate in the hopes of diving into gamifying my classroom this year, and come up with the beginnings of a plan for my game.
  • Participated in some Twitter chats, mostly #3rdchat, as a way to connect to other teachers for ideas and feedback.
  • finished knitting the shawl I’ve been working on as a surprise for my grandmother before the cold weather sets back in. (Confession: I meant to finish it in time to give it to her last Christmas, but was only about halfway finished.) I’ve also made some progress on a couple of other unfinished projects that started to collect dust during the school year.
  • read for pleasure. The Paper Magician series by Charlie N. Holmberg is a really fun read. It’s enchanting and full of action…and really makes me want to do some origami.

I imagine that I am NOT the only teacher who has been busy this summer, and many have accomplished far more than I have.

During the school year, I am sometimes guilty of not getting enough sleep, spending too much of my time at home on things for school, never exercising (other than the 7500 or so steps I tend to walk around my classroom and school each day), and not doing things outside of school that I enjoy.

Summer is when there is time available to be a little selfish and do the things I don’t always have time to do during the school year, and while for me that doesn’t mean sleeping until lunchtime and hanging out by the pool, it can mean commandeering the TV for awhile, sitting down at the piano and playing just for fun, knitting without falling asleep in my project, or taking the kids somewhere other than the grocery store. I need to be careful to walk the line between having zero plans and accomplishing absolutely nothing for weeks at a time and making so many goals that even family time and hobbies feel like work.

What have you done to relax this summer?



The Power of Books

I hope everyone has read at least one life-changing book, but I think that many times books change us as readers without our even realizing it. For example, this article at Smithsonian.com discusses a study that was published in the Journal of Applied Social Psychology found that those who read Harry Potter, “might develop greater empathy and tolerance toward people with disadvantaged backgrounds.” Based on observation, it seems that my students who are Percy Jackson fans seem to not have any negative stigma regarding ADHD. In the series, it’s a known fact that many demigods have ADHD and dyslexia, since their ability to pay attention to lots of different things helps them in battle, and their brains are hardwired to read Ancient Greek, not modern English. In the hopes that students will show more empathy towards those who are different from them, physically or otherwise, I’ve read “Out of My Mind” to my class for years, and I have many colleagues who read “Wonder” to their classes for the same reason.

I think that it’s equally important that literature featuring protagonists from different cultural backgrounds are read by children of any race or cultural background. Everyone deserves to read about a character with whom they can identify, but they also all benefit from reading about others to broaden their perspective. This is precisely why the books I offer students to choose from for our historical fiction unit featured a wide variety of protagonists: Esperanza Rising features a Mexican girl who emigrates to the US; Bud, Not Buddy features an African-American boy looking for his father; The Watsons Go to Birmingham features an African-American family from Michigan who travel to Alabama in 1963; Number the Stars features a Jewish girl in Denmark and her best friend, a Christian girl whose sister died as part of the Resistance during WWII; In the Year of the Boar and Jackie Robinson features a Chinese girl who emigrates to America in the 1940’s; Sylvia & Aki features two girls based on a true story, Sylvia is Latina and is not allowed to attend the “white” school and Aki is Japanese-American and is sent to an internment camp during WWII.

What books do you use to enhance your curriculum, teach your students life lessons, or give them a different perspective of the world?

Teachers Using Google Apps Scripts

The training I’ve been to (so far) this summer where I’ve learned the most was one on using Google Apps Scripts. There was a pretest, which I completely bombed, and I wondered whether I was in so far over my head that I should just go home. It was very much out of my comfort zone, as the most sophisticated programming I’ve done before was Lego NXT robots with drag and drop programming, when I taught summer camps at the local science museum.

Why should a teacher learn to code Google Apps Scripts? Well, if you have repetitive tasks you do on any Google products (within the same product or moving information from one to another, such as from a spreadsheet to a document), creating a script to complete that task at the touch of a button (or automatically at a specific time) could be a real time-saver! It may take awhile to code the script in the beginning, but once you have it, it saves a ton of time later. If you’ve never coded before, the learning curve is a bit steep, but there are resources free on the internet to help you!

Helpful Resources

Codecademy – Use the JavaScript tutorial. Google Apps Scripts is sort of like a dialect of JavaScript. If you get the basics from this, you’ll have a good foundation.

Google Apps Scripts Developers Page – You can click on the product you’re coding a script to use with, or use the guides near the top to help learn how to use the apps scripts for different purposes. I recommend using CRTL+F in order to search for specific terms on the page.

Alice Keeler – One of the things that really helped me to make some of my scripts work was to look at one that is functional, and tweak it to do what I want that may differ just a little from that initial author’s intention. Alice Keeler has a ton of premade scripts and add-ons that she shares on her website for free. She also has tutorials for writing your own.

Example Scripts

To run a script:

  1. Open the file the script is attached to.
  2. Go to Tools>Script Editor
  3. Choose the script you want to run (if more than one) and press the play button OR click Run>Name of the script. All of the scripts below will only work on the tab of the spreadsheet you are currently open to.

Format a Spreadsheet – This will format a spreadsheet to get it ready to analyze data. It changes the column widths, deletes extra columns and rows, freezes the first column and the first two rows, changes the color of the background and font of the header rows, and set up to average the columns. To use it, open the file, then go to File>Make a copy. The copy is yours to edit and use as needed. Feel free to copy my script and change it for your needs.

Words Their Way Spelling Inventories – Semi-Automatic Analysis

I made a file for each version of the WTW spelling inventories. I call them semi-automatic analysis is that it doesn’t analyze correctly spelled features for incorrectly spelled words. If you type in how each student spelled each word, the script will mark the word as spelled correctly or incorrectly, and will give feature points for all correctly spelled words. You will still need to manually score feature points for words that have been misspelled. You’ll also need to transfer the data from each student’s tab to the class scoresheet. Once there, it will automatically color code each spelling feature as mastery or “could benefit from instruction” based on the recommendations from the Words Their Way book. I have the fourth edition of the book, so please double check whether there are huge changes that need to be accounted for before using my files as they are. I hope to update the code (once I figure out how to do it) to automatically transfer information from each tab to the class scoresheet, so keep a lookout for updates if you’re interested in using these. These files would be great to use with Alice Keeler’s TemplateTab script! Just make sure you run her script first.

You’ll need to use the link below for the file(s) you need, then File>Make a copy in order to actually use them. I have instructions for using the script on the first tab of each file to help you out.

Primary Spelling Inventory

Elementary Spelling Inventory

Upper Level Spelling Inventory


Creating Responsive Quizzes With Google Forms

A responsive quiz is one that responds based on a student’s answer. If you’ve ever used Google Forms to create “choose your own adventure” stories, this has a very similar setup. The idea is that when a student answers a question correctly, they get another question of equal or greater difficulty, and when a question is answered incorrectly, their next question is easier. This is a great way to determine a student’s upper limits on a particular skill when pretesting. This can really help when planning small groups, seeing which skills need to be reviewed from previous years in order for students to grasp the current skills, and knowing which skills students are already nearly proficient in to help pace your unit.

The first step (once you have determined the skill you’ll be pretesting) is to vertically align standards. I would recommend starting off with standards for the grade level below yours, or with standards from your grade level that students will need to have already mastered in order to be successful with this skill. My sample quiz is intended for 3rd graders to determine their prior knowledge for rounding. I found this math vertical alignment document that aligns Common Core standards from kindergarten all the way through eighth grade. The standards for place value and notation are located on page 19, so that’s where I’m looking for guidance on which standards to put together.

place value and notation vertical alignment

As you can see, there are multiple standards that students should have mastered in kindergarten, first, and second grade in order to successfully round numbers to the nearest ten and the nearest hundred in third grade. If students show mastery of the third grade standard, their quiz will also ask questions regarding the fourth and fifth grade standards in the skills similar to rounding.

For this quiz to work, you’ll need to click “add a section” on the right side after creating each question. After creating your questions, click on the stack of 3 dots in the bottom right corner of each question to reveal a menu. I like to shuffle my answer choices, but you’ll definitely need to use the option “Go to section based on answer.” You’ll need to set up each question to send students to answer correctly to a question of equal or greater difficulty, and all wrong answers to take a step back in difficulty level.

On mine, I’m including at least one question for each related standard from first through fifth grades. I started with a second grade question in an effort to build confidence with something familiar before moving forward. If they answer a second grade question right, they move to a third grade question, if not, they get a first grade question. If a first grade question if answered right, they move to a second grade question, if not, they get another first grade question. When I ran out of first grade questions, students who answered a second grade question wrong got another second grade question. I set it up to submit the quiz after any incorrect answer from 4th and 5th grade questions.

You can see my sample responsive quiz below. In order to avoid having changes made, I can only share it like this. One of the drawbacks of Google Forms is that you can either share with editing rights, or you can share the completed form. Feel free to take the quiz to see how it works, purposely answering questions correctly or incorrectly to get a feel for how it would play out for your students. The number at the top of each page represents the grade level of the standard the question covers, the letter beside it is just a numbering system to keep the questions straight.