10 Content Tips for Boom Card Authors

So you’ve set up your Boom Storefront, learned your way around the Studio, and now your ready to start filling those digital shelves with new decks of Boom Cards.

Stuck for ideas? Not sure what Boom Cards will sell?

Check out our 10 tips for topics and content. Each one is based on requests from educators and trends the Boom Team has noticed over the past year.

1. “Real Picture” choice cards

It seems that teachers and students would like to see decks using real photography more often. These requests have come for a variety of topics and subjects. If you’re handy with a lens, you can take your own photos, or you can seek out professional ones – just make sure your aware of copyright and use restrictions.

2. Reading Comprehension

Educators are looking for questions about stories or books. These could include stories your create followed by comprehension questions or questions based on established work, but be careful of copyright restrictions in the later case.

3. Emergent Reader Guides

There have not been enough emergent guided reading stories in Boom Cards to satisfy educators. These decks would have dots for each word to help students track, as well as sounded out words, pictures, and other audible or visual cues. They’d also like the decks to have comprehension questions, and to be leveled ideally.

4. Life Skills

Requests for these range from doing the laundry or shopping to tackling bills and budgeting. The goals can range from helping students build basic life skills to preparing teenagers for the real world after graduation.

5. Science, Geography, and Social Studies

There are a variety of sciences to choose from, but not a lot of quality decks on those topics in the Boom Store. Similarly, Social Studies and Geography have far fewer quality choices than most subjects.

6. Upper Grades

There are lots of decks in the Boom Store for Pre-K, Kindergarten, and 1st-3rd grade, but this has left secondary teachers struggling to find decks for 6th-12th grade.

7. Phonemes

We’ve heard requests for decks that use simple de-codeable sentences or short passages that contain 3-4 of the common spellings for a phonemes.

For example: ‘AY’ and ‘ai’ as well as ‘a_e,’ ‘ey,’ and ‘ea’ in the same passage.

8. Timely Themes

While many people include seasonally appropriate themes and backgrounds or create decks of Boom Cards centered around major holidays, far fewer acknowledge themes such as National Nutrition Month (March). Topics range from Poetry to Bullying Prevention and can be great inspiration.

Here’s a few to get your started:

  • February: 100th Day of School
  • March: National Nutrition Month/National Crafts Month and Read Across America Day
  • April: Poetry Month
  • May: Physical Fitness Month
  • August/September: Back to School
  • October: Bullying Prevention Month

9. Languages (other than English)

Decks that either teach languages other than English or which are translated into other languages are also in demand. Spanish and French are classic, and commonly requested, options of course. American Sign Language, German, Japanese, Italian, and Chinese are also all in demand though.

10. Social and Emotional Wellness

It’s not hard to work out why this was highly requested, and there’s no reason to think the demand will dry up next year. Decks cover coping skills for stress, build emotional intelligence, or address bullying are all popular requests. In general though, you can’t go wrong providing decks on any topic the helps a student navigate their social and emotional landscapes.

Final Thoughts

One final insight we can share: there is a real push for more representation across the board these days.

Decks of Boom Cards that show characters from a variety of backgrounds and in every shade of the human experience are growing more and more popular.

Creating decks for Black History Month (February), Women’s History Month (March), or Asian American and Pacific Islander Heritage Month (May) are a great start, but more representation won’t go amiss any time of the year. Just be sure to do your research so you can ensure accurate and fair representation of lesser known historical events and cultures other than your own. Bonus: the more research you do, the more inspiration you’ll find along the way.

Share any insights or fun facts you’ve uncovered in the comments below, or join our Boom Sellers group on Facebook to give and get tips, tricks, and ideas with fellow Boom Card Authors.

If you haven’t started selling your Boom Cards yet, check our our Quick Start Guide for Authors to kickstart your store on Boom Learning.

Happy Booming!

Blue bar with Boom name and homepage URL: www.boomlearning.com

How to choose the right format for your teaching resource


If you are creating for your own students, following this guide will help you choose the right tool for the task. If you are creating for others, this will help you decide what tools to use for each piece of your overall project. It will also help you develop your Blue Ocean Strategy for your online store.

Step One Table of Contents

  1. Teaching Model/Resource Fit
  2. Choosing the Formats

First, Find the Format that Fits the Role in the Teaching Model

So many digital tools, so little time. You can port your resources to a variety of different formats, but before rushing to do so, ask yourself:

Where in a model of Effective Teaching does each piece I am creating belong?

This will help you determine if you have all the right pieces or whether something is missing from your project concept.

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Let’s say Secanda is creating materials to teach homonyms to second graders. She has made a funny video about homonym confusion, a series of worksheets for students to draw and write each homonym and its concept, and plans to add task cards for matching spelling to concept, and an assessment. Before she sits down to create, she maps them to the Effective Teaching Model.


After pondering the model, Secanda decides to add a Teacher’s Guide for the novice teacher, and to create two additional deck of task cards: (1) to review first-grade homonyms and (2) to look ahead to higher level homonyms for the early finishers. Now she has addressed review and added cards to increase complexity. In her Teacher’s Guide she recommends her Greek and Latin root words resources for students who are ready for more.

Choosing Your Formats

After thinking about where what you plan to create fits in a model of effective teaching, you need to think about outside constraints. What resources and tools are available to you to make your resources? We’ll talk about video and sound in future installments. For today, we’ll discuss:

Is the format permitted with the clip art I want to use?

If you plan to share or sell your resources and you will be including purchased clip art, you have to choose a format that will meet the conditions of the license you purchased. For most formats (but not all), you will have to take steps to protect images you include from being easily copied or pay extra for a digital license.

Let’s say Secanda loves Melonheadz clip art. She reviews Melonheadz terms of use and discovers that

  • She needs to provide credit
  • Boom Cards usage is allowed with no additional steps or license
  • Downloadables for printing must have the content flattened and be in a locked pdf
  • PowerPoint and Smart Board usage requires that images be flattened as part of a background
  • Can’t be used in App Store apps, Facebook apps, or Tiny Tap apps

She’s not worried about the last item. But she realizes she needs to do some research about flattening and locking. She decides to investigate Boom Cards as an option.

Secanda also likes Glitter Meets Glue’s License. That license says

  • She needs to provide credit
  • Boom Cards usage is allowed (both moveable pieces and background)
  • Distribution in PowerPoint, Google Slides, and other files types requires that the image be inserted into the background so they cannot be lifted
  • Google Drive™ and Microsoft OneDrive™ moveable pieces usage is not allowed

She’s been learning about moveable pieces and is excited to create with them. She loves PowerPoint so plans to do more research on inserting images into the background. She knows some people are converting PowerPoints to Google Slides, but since she has elected to use Glitter Meets Glue images for this project, she decides to try that another day.

Before she moves on, she bookmarks several resources for future reference:

  1. How to export PowerPoint images to Boom Cards
  2. Creative Cloud at Adobe so she can purchase Adobe Acrobat as needed to flatten and secure images into the background
  3. Teaching in the Tongass’ instructions on how to use Adobe Acrobat Pro to flatten and secure the images
  4. Flat Pack for PowerPoint for when she wants to selectively flatten images in a PowerPoint
  5. Study All Knight’s Digital Express App for flattening her PowerPoints to import into Google Slides

Will the format work for my teacher user’s classroom?

After considering your resource constraints, you need to consider your teacher users tool limitations (remember your blue ocean strategy—serve your niche; not every niche). How do you expect your teacher users will use the materials?

  • Projected presentation?
  • Interactive whiteboard presentation?
  • Printed?
  • Print, copy, laminate?
  • Shared tablets?
  • Shared computers?
  • 1:1 computers?
  • Take home/at home devices?
  • Distance education via browser?

Secanda knows her customers are using interactive whiteboards and shared tablets. They are trying to reduce paper use.

Her friend Elem creates for upper elementary. His customers are using Windows netbooks shared with a second classroom. They are 1:1 for part of the day, but no take home use. They also have interactive whiteboards.

Elem’s wife Maddy creates for middle school. Her customers have 1:1 Chromebooks that they take home at night and over the weekend.

Pulling it all together for your project

Let’s look at each of our example teachers and how each might proceed:

Secanda decides to design in PowerPoint to have a consistent look between her task cards and her presentations. She does just the backgrounds for her task cards in PowerPoint and exports them as images to Boom Learning where she imports her moveable pieces and adds drop zones to create drag and drop tasks. She is so taken with making Boom Cards, that at the end creates a Boom Learning “teaching” deck that contains her funny video, an everyday language statement of the learning objective, a few cards to aid the teacher in presenting the material, along with a wrap-up card on meta-cognition skills for homonyms (how to use a dictionary).

Elem also likes Glitter Meets Glue. Some of his customers are die-hard fans of his PowerPoint games so he also plans to create in PowerPoint. After creating, he selectively flattens the clip art, leaving live the items that should be clickable and playable. Elem wants to reach new buyers looking for self-grading features and student reports. So after chatting with Secanda, he also exports his PowerPoints as images and creates Boom Cards versions of his resources. He knows his resources will be used for test prep. So he also prepares a teachers’ guide to explain how to use his decks with reports to selectively intervene using greek and latin root resources he created to correct homonym errors.

Maddy is all about open resources and DIY. She only uses free curriculum, images, free fonts, and prefers to create in Google Docs, using Slides, Docs, and Forms. Unfortunately, class sizes are growing at her school and performance is declining and she needs better information about where her students are struggling. Elem convinces her to give Boom Cards a try. She converts a Google Slides deck to Boom Cards. After importing, she adds text boxes, buttons and fill-in the blanks to enable self-grading. She assigns the deck to the whole class, having them screenshot the final screen. She takes the 5 worst performers and has them play the deck again as logged in students. She learns that three need practice with a few specific greek and latin roots, and assigns those materials improving their performance. Two others have challenges specifically with homophones. After further assessment, she recommends referral for evaluation of possible dyslexia.

How To Turn Your Ocean Blue For Breakthrough Sales

Have you heard of the Blue Ocean Strategy?

Thinking about blue oceans is one of the keys to teacher-author success.

W. Chan Kim and Renée Mauborgne wrote Blue Ocean Strategy for corporations and governments. Analyzing a variety of markets, they discovered that success requires getting out of the “bloody red ocean of rivals fighting over a shrinking” pool of customers, and instead creating ‘blue oceans’―untapped new market spaces ripe for growth.”

Now, I don’t really see teacher authors as sharks at each other’s throats (YMMV). One of the unique elements of successful teacher marketplaces is they embrace the philosophy that cooperation lifts all boats. Gentle competition is accepted, but cutthroat competition is socially discouraged. Nonetheless, creating a blue ocean will increase your chances of long-term success as a teacher-author. You create a blue ocean by offering something new and different.

Questioning Your Way to a Blue Ocean

Think about what makes your items unique and how they fulfill an unmet need among teachers. Is it a new product category? Is it the artwork? The functionality? Use of self-grading tools? Is it a newer and more effective way of addressing a standard? Is it your methodology for teaching the subject? Your time-saving tips? You student engagement success?

Consider how you can invite your teacher users to explore alternatives they may not have imagined and shift them to using resources and tools they may not have known about.

When thinking about what to create, ask yourself,

  • What elements can I add or change to make my product stand out from what is typically available?
  • Is there something that I can offer that wasn’t available before?
  • What aspects of what teachers do now can I help them simplify or eliminate?
  • Is there something my teacher users do now that they should stop doing?

Explore the market as it stands today. Using the Blue Ocean Strategy’s Buyer Utility Map as a starting point, ask your self what needs are currently satisfied, and what is unsatisfied?

Let’s take for example task cards. In this sample analysis, the red dots show what needs downloadable, printed-on-paper task cards satisfy. The blue dots show how offering you task cards as Boom Cards satisfies more customer needs, expanding the range of teacher buyers the teacher-author can reach.


Finding Commonalities Among Your Customers and Non-Customers (aka soon to be customers)

Another interesting aspect of creating a blue ocean strategy is to think not just about your current customers, but also about your “non-customers”. Let’s say your current customers are downloadable, printed-on-paper task card users. Your first tier of “non-customer” would be teachers who don’t yet but may soon purchase your resources. The second tier of “non-customer” is teachers who have seen what you offer and decided against purchasing your resources. The third tier is teachers who’ve never considered your resource as an option. When you identify commonalities among these teachers you identify ways to reach more teachers. For example, if a commonality is that schools are urging them all to print less, you can reach them by offering digital online resources.

Setting a Price

Price setting is always a conundrum. When setting a price, Kim and Mauborgne recommend that you first identify the price range that attracts the most buyers. You want to look at products similar to yours and alternatives to yours. (For example, if you make task cards, look at task cards and worksheets). Then identify the high, middle, and low end of that range.

If your materials primarily use purchased clip art and are easy to imitate, you would price on the lower end of the range. If your materials use purchased clip art, but combine them in unique and creative ways that are harder to imitate, then you would choose the middle of the range. If you create your own art and use it in ways not available to others, you can price at the higher end of the range.

How will you turn the ocean of available teacher resources blue?

Putting the BOOM into Differentiation

reprinted with permission from Minds in Bloom (first published Feb. 18, 2018)

by Belinda Givens of BVG SLP

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We’ve all been there: small group intensive instruction and every student in the group is on a different level. You have a student who is answering all the questions, eager to participate and excited about learning. Then, there is the student who gets it but doesn’t really feel confident participating because they are not quite sure of their responses. And, of course, there’s a student (or two) who is completely lost and, instead of asking for clarification, tries to defer the attention away from themselves by exhibiting distracting behaviors to interfere with others. This is the challenge that we frequently face, and our mission is to differentiate or modify our lessons in such a way that we capture and motivate every student in the group. We want to provide a level of rigor that challenges our highest scholar while still presenting the material in a manner that intrigues, motivates, and encourages our lowest level scholar to begin to connect the dots.


From my personal experience, I have come to realize that I get the best outcomes from my students when they are having fun and actively interacting with the content. Kids today love technology, and by incorporating it into my lessons, my students come alive and get excited about learning. I strongly feel that learning should be fun in order to keep students motivated and to ultimately foster a long love of learning. When I think back to my school-age years, the teachers that I remember most are the ones who were creative and who put forth their best efforts to offer a learning environment that was full of fun and engaging resources. Fast forward to the 21st-century classroom, and it is absolutely imperative to stay on the cutting edge of technology – from digital interactive notebooks to digital self-grading task cards, there are infinite possibilities to differentiate your instruction digitally, while captivating and motivating your students.


The discovery of Boom Cards™ has really been a game changer for me and my small group sessions. If you haven’t heard of Boom Cards yet, then trust me when I tell you that they are exploding into the world of education! My students are so eager and excited by them that they have even started to request them for homework. When we as educators can excite our students to a level that they are enthusiastic about learning, we have hit the jackpot, and that’s the way I feel when my students begin to request homework. Boom Cards are digital interactive task cards that display on SMARTboards for whole group instruction, on computers, tablets, and iPads for small group lessons, and on smartphones for independent reinforcement. I have been busy creating Boom Cards to address a wide range of language and literacy concepts in a fun and interactive way. Below is a quick peek at one of my decks:

What I really appreciate most about Boom Cards is the fact that they are presented to my students in small, digestible bites, they have visual cues built in to aid in comprehension, and they incorporate technology, which is very motivating. They also can be read aloud to students who need extra support, or you can challenge your students to demonstrate their ability to read, comprehend, and independently complete the task on each card. I also love the fact that my students receive immediate feedback, and the cards are self-grading! This saves me a tremendous amount of time with progress monitoring and allows me to easily pinpoint the areas that my students are struggling with most so I can offer increased repetitions and opportunities to master specific skills.


Within small groups, I facilitate my Boom Cards™ lessons in such a way that every student is challenged regardless of their skill level. The interactive nature of the cards (point and click, drag and drop, and fill-in-the-blanks) naturally reinforce learning in a way that keeps my students motivated, and I spend the entire session focused on targeting important concepts and don’t have to devote time to external reward systems.  When my students are excited, it certainly shows in the area that matters most, and that is better measurable outcomes.  The increased attention level demonstrated by my students when using Boom Cards results in improved carryover from one session to the next, and therefore, we spend less time reviewing and more time on compounded growth.


Whether you are a classroom teacher, an ESE teacher, or a Speech-Language Pathologist, we all share a common thread – we want to see growth and progress in all of our students. As a reading-endorsed Speech-Language Pathologist, my passion is language and literacy.  I make a conscious effort to incorporate literacy into every session to maximize the time I have with my students.  With the level of rigor that is expected from them in today’s classroom, I want to ensure that they thoroughly understand that what we do in our small group sessions is to better equip them with the tools they need to be successful in the classroom and beyond. For this reason, I have started a complete series of Boom Cards that target a wide variety of language and literacy concepts in each deck.  My Sequencing and Story Retell Boom Cards series is designed to address sequencing, identification of story elements, answering wh- questions, auditory comprehension, reading comprehension, vocabulary, use of context clues, and story retell. They are differentiated to encourage active participation from all students in a fun and engaging way.

To help build the foundation for strong readers, I also have several Boom Cards™ decks that address important introductory skills, including rhyming words, phonemic awareness, sight words, synonyms, antonyms, and much more!  Every deck that I create is designed with a focus on differentiation and can be used during whole group lessons, small group intensive instruction, 1:1 sessions, or independent assessment. To find more of my digital interactive lessons, please visit my Boom Learning store HERE.


Belinda Vickers Givens, MA, CCC-SLP has been an American Speech-Language and Hearing Association (ASHA) Certified Speech-Language Pathologist for 11 years.  She is licensed in FL, CA, WA, and VT and is a member of ASHA’s Special Interest Group 18 for Telepractice.  She currently works as a teletherapist serving PreK-12th grade students.  She holds her B.S. in Psychology with a minor in Education from Florida State University and her M.A. in Communicative Sciences and Disorders from the University of Central Florida.  While pursuing her Master’s degree, she also earned an endorsement in Reading from UCF.

She is the co-owner of Infinity Rehabilitation, LLC with her husband, who is an Occupational Therapist.  She is the creator and owner of BVG SLP, which specializes in creating no-prep, no-print digital materials that are great for use in whole group, in small groups, within teletherapy platforms, or in face-to-face therapy.  She is passionate about literacy and has written a children’s book (The Adventures of DemDem the Garbage Truck: Watch Out for the Bumps).  She tries to incorporate literacy into the majority of her therapy sessions. She also sells resources in her Teachers Pay Teachers store.

Belinda is the mother to three amazing young boys and enjoys taking road trips, reading, crafting, and exploring.  She has been married for 15 years and resides with her family in Central Florida. You can keep up with Belinda at her website, on Facebook, on Instagram, and on Pinterest.


High-Engagement Social Studies

Teaching Resources for an Election Year

“There are so many things that I love about Boom Cards, but I especially love the high student-engagement factor and self-checking cards. Once monotonous flashcards suddenly turn into a fun activity when morphed into Boom Cards. They enjoy the instant feedback they get and know right away if they are “getting it.”

Becky Clark, Teacher Features

This election is an opportunity and a challenge. An opportunity to make government and geography lessons relevant. Augment your lessons with Boom Cards United States Presidential Election resources.

Government Teaching Resources


Presidential Fun Facts Snip

Learning about past POTUSi can be dry and dull. Presidential Trivia Fun Facts mixes it up with a walk on the lighter side of history. Jamie likes to use this deck during small group rotation time. Skills + standards + Boom Cards = fun. Or try a different resource about the Presidents.

The Three Branches of Government

Jamie will also be teaching her students about our three-part system of government this year. After they complete the lesson, she assigns the Three Branches of Government.  It doesn’t feel like an assessment to the students; it is more like a game. In her dashboard, she can see at a glance which standards the students understood and what they missed. Since feedback is immediate, students learn while they self-assess. You can try government teaching resources from a variety of authors.

Geography for Younger Students

Quality Learning, No Time Wasters Required

Map SKills

In her 16 years as a third grade teacher, Becky Clark has met more than a few students who didn’t share her love for social studies. This year she has Boom Learning to help transform reluctant learners into Social Studies geeks like herself. She has her students practice Geography Map Skills: U.S. Regions, Continents & Oceans using Boom Cards.

“My students can easily complete deck after deck, at their own learning pace and not need me to set it up, make copies, replenish materials and waste precious learning time.”

Suggested pairings:

#Elections2020 #Presidents #Government #Geography

Enjoy Election season!
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