Ed Innovation: What Matters?

As I take a look at ed-tech tools, I am wondering about what matters?  What matters to me as a teacher of young children, and tech enthusiast? What matters to the myriad of other teachers throughout the world, and most importantly, what matters to the learner, young and old?

As an educator the following matters to me with regard to teaching children well:

• essential skill identification and development.
• engaging, student-centered, brain/body-friendly learning.
• meaningful, relevant process and content.
• accessible, inspiring learning tools and spaces.

When it comes to tech tools, I care about these attributes:

• efficient, easy to use, not klunky or cumbersome.
• engaging, inspiring, welcoming, and inviting.
• almost invisible, leaving most of the time and effort for vigorous, positive learning.
• unique, meeting a still unmet need, or meeting a need in a way that's more engaging, efficient, and effective.

Tech creators are everywhere trying to invent a tool that everyone will want or need, hoping to become the Steve Jobs of ed-tech. Yet the momentum of the ed-tech movement is so fast, changing with the blink of an eye, that it's difficult to pinpoint just what will be the most useful, desired tool for rapid, meaningful, beneficial learning.

To date, there are some tools that make a big difference.  Some of the tools I use or hope to use in this regard are the following:

• Google Docs: This tool fosters collaboration, discussion, creation, and share in an efficient, timely, meaningful, and beneficial manner.
• Google Maps: Similar to docs this tools helps students to collaborate and create wonderful maps that tell a story, and change the way they and others think about, access, and interact with a particular geographical location.
• eBlogger and other blogging tools: This is a facile storytelling, share, and advertising space where people can reach out to others in order to question, lead, provoke, and create thought, action, and invention.
• SumDog and ThatQuiz:  These are easy-to-access, easy-to-manipulate tools that make practicing math enjoyable, efficient, and effective.  You don't work overtime to motivate children or teachers to use these tools, and the benefits are wonderful.
• KidPix: The creativity on KidPix is limitless as is the ease of use. There's not enough hours in the day to explore the multiple creativity, publishing, storytelling, and share that's possible with KidPix.
• iMovie: An amazing, limitless, movie making tool.
• YouTube, Quick as lightening, YouTube brings you where you want to go almost all the time allowing you to access quick snippets or lengthy movies to build your craft, share information, create a mood, relax, or challenge your thoughts. 
• NING: a graphically pleasing, easy-to-use, versatile closed social media network that I wish was available for the under-13 set. 
• Storify: This is an efficient, effective way to capture Twitter threads, streams, and chats. 
• Google Presentation: Terrific tool for creating a collaborative presentation.
• SCRATCH: Great intro to programming with multiple applications and room for differentiation. 
• Sketch-Up: Wonderful tool for 3-d design and exploration. 

What's missing?  What don't we have yet that we still need?  That answer depends on what we really think is important to learn and develop--what does our world need?  What will better the human condition and environment?  

With quick thought, I desire the following:

• Opportunities that come to you.  I love what Linked-In is doing by sending users lists of jobs they might be interested in. When I receive the list, I think, "Gee, I never thought of that, thanks for sending it my way." Groupon does a similar thing. 
• Tools that truly break down the global gap in meaningful, forward moving ways.  There are many tools that move us in this direction, but I've yet to find one that truly connects us with others with purpose, consistency, meaning, and result.
• Design tools that lead a child from dream to reality with regard to invention and creation--challenging, pushing, affirming, checking, and leading in ways that bring a child on a truly invigorating, passion-filled adventure to making positive change in their world and the world of others. Children have such wonderful vision for our world--imagine a tool that closed the gap between their dreams and reality, not a too-quick close or else the world might be more imaginary than we could handle.
• Tools that avail greater share, travel, exploration, and creation in real-time.  I imagine those would be connection and resource getting tools that connect need with resource.  Many initial tools exist in that regard.
• Smart Decision Making Tools: Tools such as Web MD decision making/assessment tools have wonderful potential for meaningful learning. 

What tools matter to you?  What do you desire that has not yet been invented?  How do we invent and utilize tech tools well so that we impact life in real-time by building stronger communities, establishing more comprehensive care and support to children, the elderly and those in need, and maintaining and developing environments, both natural and man-made, that inspire the best in all of us.

It is such a wonderful time of creativity, promise, and possibility--so many avenues, and so little time. What will be your next step?

Amazing Ed-Tech Collaboration

This morning I was invited by a tech entrepreneur to discuss an upcoming new tech tool. We met on Google hangouts and explored the tools together.

The young, bright, and energetic tech creator walked me through the tool's steps with care.  As I watched and questioned, I envisioned using this tool with students.  In fact, in a few weeks I'll have the change to create some wonderful lessons for my students using this tool. If positive, I'll share the outcome with my readers.

As I engaged in this process, I learned so much, and once again realized that the best learning happens when you jump right in and get your feet wet.

Specifically I learned the following:

• Vocabulary: As we discussed the tool, he used a lot of tech terms I didn't know, but could easily figure out as he walked me through the tool's use.  I, likewise, transferred his language at times into teacher-talk and language.
• Next we exchanged viewpoints. While he was thinking about the tool's reach to educators, I was thinking of the tool's use with regard to student learning.  Hence, a great exchange of perspectives.
• Further I got to use Google hangouts again for a useful reason--the more we use new tools like Google hangouts, the more comfortable we'll be with those tools, and the better we'll be able to manipulate the tools.

In summary, my advice is to jump right in, and find the time and place to work outside of your comfort zone with learners and professionals from many walks of life.  Only then will you truly challenge yourself as a learner, and develop a stronger empathy and understanding of those you teach.  

Tell a Story with Maps

I'm exploring Google Maps and Google Earth as part of Google's online certificate course.  The experience is definitely propelling me into 21st century learning with strength.  It is the first online course I've taken that has been organized well for my busy teacher life.  The course is short (two weeks), targeted, personable, and connected to current inquiry: a fourth grade maps/regions project.

Today as I explored Google Maps Lite, I was able to make a Family Fun Map of my community.  Google instructors emphasize that you should tell a story when making the map.  Since storytelling is a main emphasis of the fourth grade program, I immediately began to see connections. I was also struck once again by the fact that 21st century storytelling takes many more paths than the old fashion essay on white lined paper.

How will my students use this tool to explore their community, United States regions, and the world?

How will I teach this tool next fall as students begin using maps with greater strength to explore their world?

I'll begin the year by making a map with the students. That map will include the places where we live as well as our favorite local places to play and learn.  That will be a good way to get to know one another while making a useful resource for the entire class. Later, we'll explore U.S. regions and our cultural histories using these tools.

Google is changing the way we communicate and think about our world in significant ways.  Their description of learners as "explorers" brings creativity, adventure, and enthusiasm to this task.

Similar to when I made my first iMovie, Google presentation, Animoto, screencast or any other digital project, there's a lot of trial and error going on. I watch a little video, try it out, watch some more, try again, rewind, revise, review, reflect and repeat.  Learning today is an amazing new adventure.

If you're embarking on this mapping journey, let me know.  What have you learned so far?  How do you plan to use this learning with your students?

Fourth Grade: The Digital Year

What does your digital year look like in the classroom?  What projects, tools, and sites do you focus on?  What will you add and revise over the summer months?

I made an initial attempt to capture the digital year for my class, Team 15.  Soon colleagues will meet and discuss this plan.  What would you add?  What would you reconsider?  Have I missed any integral fourth grade learning tools, projects, or sites?  Note I'm still thinking about what "guided social media" I want to use to replace NING (my favorite, but not allowed for students under 13).  I keep revisiting Edmodo and Kidblog--still thinking.  Please share if you have thoughts about that.





Great Link for Embedding Google Presentations in eBlogger.

PBL: The Finishing Touches

Unfortunately I'm home ill today, but the students' work is flowing in via email as they craft public service films for the endangered species projects, and study their math facts using SumDog.  It's amazing how the Internet has changed the sick day routine for teachers.  I can send my plans via email hence no need for my husband to run them in early in the morning, and I can assess students work from home.

So as the movie drafts came in from Animoto this morning, I was reminded that our next focus lesson has to center on the finishing touches of PBL--the essentials when it comes to publishing including:

• Just right, on topic humor (that's a challenging one to judge and guide for 4th graders).
• Proper grammar and spelling (best possible--we all err from time to time).
• Correct capitalization for titles (this requires constant review in 4th grade).
• Thinking of our audience as we edit--how will the audience react to the films, presentations, and displays.  Will we inspire them with words, music and images to help save endangered animals with action?  Do we give them ideas about what they can do to make a difference? 

There's a give and take nature to all learning.  The teacher and/or students prompt an investigation and make a beginning to end plan with backwards design.  We get to work, analyze, and reflect.  The reflection leads to the project meeting and class discussion related to next steps, making the project better, and effect.  We work more, analyze, reflect, and the cycle continues until we get to the final stage, the presentation. This is the wonderful, authentic, real-world movement of PBL--a not to be missed effort for all children and teachers today. Learning choreography that both stays the same and changes with every class, every year, and every learning endeavor.

Treating Teachers with Dignity

On a number of occasions I was treated with dignity lately. That served to uplift my spirit and motivate positive work. I also witnessed the way a group of professionals moved and talked today when treated with dignity, and thought about what a difference that makes.

In old factory model schools and systems, teachers aren't always treated with dignity.  Instead, they are treated as the "doers" rather than "thinkers and doers."  As "doers" their thoughts, needs, and ideas are often not taken seriously or given time, yet as "thinkers and doers" they are treated professionally with dignity and respect.

How can school systems transform so that teachers are treated with dignity?  What systems create that?

Here are a few points to start:

• All voices are welcome and respected.
• Decisions are given time and thoughtful structure.
• Ideas are shared with all and transparency is the mainstay for almost all information (no secrets).
• Communication is clear and inclusive.
• Needs are considered and met with a timely response.
• Lead time is given for all work and decision making.
• Expectations are reasonable and well communicated.
• Roles and responsibilities are understood by all--confusion is minimal.
• Support for collaboration is provided.
• Working spaces are clean, inviting, and support good work.
• Teachers are treated like the well-educated, thoughtful, dedicated professionals they are.
• High expectations are clearly stated and in place for all staff. 

What other conditions can you think of that promote dignity for teachers, and in turn what does dignity for other members of the learning community (families, community members, leaders, support staff) look like?  This is an area I want to think about and develop with greater effect. I look forward to your responses. 

Crowdshare: The Best Year Ever?

How do we create school so a child has his/her best year ever?

What structure, actions, and attitudes create that kind of year for a child?

Let's crowdshare this question.  Please add your thoughts to this Google doc.

Dillon's Great Questions

Post Update 7/14
I noticed that someone read this post, and then I reread the questions and my responses. Dillon's questions remain outstanding and thought provoking, so I'll answer again with this year's lens. Note that the environment and my lens continue to evolve. 

Post update 11/2/13: Each year takes on a life of its own.  As I read the answers to Dillon's questions from 6/13, I know am prompted to add updates and revision about 5 months later. 

Dr. Robert Dillon posted "The Questions That Won't Go Away" on Connected Principals.  His questions prompt us to think about the year ahead with depth. I answered Dillon's questions briefly from my point of view as a classroom teacher.  I wonder how my colleagues and leaders would answer the same questions. 

What is going to be fundamentally different about your school next year?

This is a tough question for a teacher to answer alone, but I know that those in my school, including me, are implementing new technology and strategies to teach children well. We are having our scope and sequence meetings in the spring which will give all educators time over the summer to plan for, and study upcoming units. Also, our schools will embark on the planning for a potential restructure.  I hope the restructure choice will help us to continue to move our schools forward with structure, curriculum, and approach. 

Technology has been met by surprising push-back this year which has placed it lower on the agenda than expected. The restructure process is ongoing, and no decision has been made to date. 
Next year I'm going deeper and more focused with regard to students' learning to learn mindsets and actions, the teaching of math and science, and the area of inspiring all students. 

What huge risk for kids are you dreaming about implementing?

This is a challenging questions. For my own part, I want to increase our STEAM exploration and innovation times throughout the year.  As far as a "huge risk" I'd like to see our school tackle the issue of students who struggle with physical fitness issues. 

The huge risk ended in a huge dilemma.  We tried and we hit unexpected giant, thick walls, hence I'm taking a break from huge risks for the moment.  The school has not taken on the other risk I mention. 
I'm taking a break from huge risks in my teaching/learning environment next year. Instead I am focused on greater detail with regard to pedagogy, curriculum, and my own efforts with Fullen's 6 C's: communication, collaboration, critical thinking skills, creativity, citizenship, and character. I am going to start this effort by directly teaching the mindsets and actions that support the 6 C's to students. That teaching will serve as a cornerstone of my work and my students' efforts all year. 

Do you truly still believe in incremental change?

I imagine you mean here change that happens over months or years.  I think that kind of change is too slow given the way the world is changing.  I think we need to increase the pacing with which we make important change, but I do think change needs to be thought out, and planned for. 

My thoughts remain the same in this regard. 
I definitely believe in incremental change, and look forward to the growth my goals and actions will bring next year for my own work and for my students' experience of school and learning. 

With what school in the country are you most impressed because of the way that they serve kids?

Presently there's no one school that impresses me alone, but there are multiple practices and efforts shared from all over the world that impress me.  I look forward to reading this good news about education from leaders and educators near and far. Hence, I hope educators continue to share the wonderful work they are doing. 

I am very impressed with what Pam Moran @pammoran is doing in her school district.  Recently I was impressed with what a neighboring school district, Weston, was doing with STEAM particularly since our efforts were unsuccessful. 
This remains a good question, and one for which I don't have a particular school at this time. I'll be on the lookout for this school during the year, and perhaps I'll even make a point of visiting the school I choose. This would be good professional development. As I think I'm wondering if I'll have the chance to visit Tony Sinais' school in New Jersey as I find Tony to be an inspirational leader who works in a public school like me. 

Are you a disruptive force for your school and education as a whole?

I'll let the readers of the blog and my colleagues answer that.

I won't comment on that now, as I'm still smarting from the STEAM disruption. 
This year I will continue to read, write, and share about the ways I think schools can develop in positive ways to teach children well. In my own school environment, I will focus on observation and understanding. I want to truly listen to, and understand well the initiatives, expectations, and structures in place. Last year's disruption (and struggle to a large degree) may have been rooted in the fact that I was misunderstanding some of the foundational beliefs and structures that exist in my own work environment. I'm interested to see what I notice as I look more deeply and take the time to listen carefully. 

Do you have enough courage to do this position?

In my current position, yes. 

Yes, but I'm rethinking strategy. 
Definitely, one of the areas of education I find most fulfilling is our mission which is to serve children well. This mission challenges me greatly, and it's a mission I'm committed to. 

What is your best example of how you model excellent learning for kids?

I am a learner with students.  I embark on similar explorations.  We meet to share ideas and questions.  I teach my students and they teach me. 

I continue to do the same and it remains successful. I only wish I had more time for my own creativity and learning--that would help. 
I bring learning full circle. For example last year I took a brand new research report and examined each element with depth, then I redesigned a signature unit of study by implementing all the elements included in the research report with our TEAM Research Project. I shared the research with the children and brought the project from start to finish ending with reflection--it was a terrific study, one that both students and I profited from. 

What fuel do you have in the system to promote students innovation and creativity?

We have some amazing tools and amazing, innovative teachers who are pushing new strategies and endeavor to promote innovation and creativity.  I have been keenly watching and listening to those teachers.  This week one of those teachers is going to host my class for a STEAM afternoon--I know I'll learn a lot.

I continue to look to those teachers, but currently innovation at my system level has met more resistance than support. 
The parents in the school system where I teach support all worthy, dynamic education efforts. These parents are well educated and active in multiple disciplines. They understand the need for innovative and creative teaching/learning environments. They support this kind of study and work in their own homes as well. 

Are your college-ready kids truly life ready?

I think the opportunities exist in our community and school to make students life-ready, greater access to those opportunities for all will serve to increase this effort.

I think there needs to be a greater emphasis on global, cultural, and economic share, contribution, and understanding for this to happen. 
Similar to last year's reflection, I continue to believe that we have to engage our students in real world learning tools, venues, questions, and pursuits on both a local and global scale. The more our learning design, efforts, and resources reflect that, the better able our students will be to succeed in college and beyond. 

Is your school a joyous place?

Yes, our students are happy.  People remark that our students "skip down the hall" and if you visit our school, you'll notice that. 

Overall the students are very happy.  Many teachers are struggling with issues of choice and voice, and if this is not remedied, the struggle may trickle down to students.  Teachers are more than conduits of information, and that's important to recognize. 
Again, I continue to believe our school will be a joyous place in the new school year. The care and attention each child receives from staff members, classmates, families, and the greater school community continues to support every individual well. The student-centered approach our school system supports matters and is evident in the joy our students exhibit throughout the grades. 

Are you dreaming big enough?

This is a great question for me--there are some dreams I've yet to consider. I see this question as a positive challenge. 

Perhaps too-big, if that's possible. 
Again, in my own small work situation the answer is perhaps too-big, but for the world of education, I don't think I'm dreaming big enough. We do have to act as a citizenry to propel a high quality education forward for every child, and to do this we have to think outside of the school building. We have to make sure that every child grows up in safe, nurturing, environmentally beautiful, healthy, and happy communities. We have to take good care of our nation's children, and pay attention to that with regard to every decision we make in all disciplines. I believe that better organization and goals of systems and structures will support this. 

Prep 2013-2014 School Year: Details

There's lots to do in the spring, summer, and early fall to prep for a wonderful year.  Making a list of those efforts will help you to stay on track in a timely fashion. Hence, this is the list I'll use.  I'll most likely revise the list as the weeks move forward, but this makes a good starting point, one that I am able to share with colleagues if to use as a guide if interested.

Do you chart the course for classroom prep and efforts?  If so, does your list look similar to mine?  What additions would you make?  How do you effectively collaborate so that summer study and school year prep is reasonable for every member of the faculty?

Take a look at the items below.  Make your own list if interested.  And, make sure you make time for summer fun and family too.

2013-2014 School Year Start Checklist

Task	Check
Professional Learning
Self Reflection: MA Teacher Evaluation Rubric Daily Blog Post	X
Math and ELA Scope and Sequence Review and Revision: add details, links.	X
Learning Design Research/Template Creation Lesson Plan Template	X
Wayland ELA Institutes Coursework	X
Wayland Math Institute Course Work week of 8/11	X
NBPTS Renewal Work - Start Sept.	X
Prep MTA Summer Conference Presentation -  Week of July 29	X
Prep “Learning to Learn” School Year Unit - Week of August 11 (or before) Continue to read Summer Study links, apply to curriculum templates, efforts.	X
Prep MassCUE “The 24-7 Classroom” Unit - Prep September	X
MassCUE conference form	X
Special Education Access Work re MD and school - July	X
US Tour Project Creation	still working
Room, Classroom Routine, Schedule, Class Culture Prep - Week of 8/27
Curriculum Night Preparation	X
Draft Scheduling, Weekly Pattern, and Communication Protocols.	X
Ordering: Check orders, put away all supplies. 8/27	X
Supply Purchases (keep receipts!)	need to submit receipts
Room Set Up: clean, organize child friendly learning space. * 8/27	X
First Weeks of School
Scheduling and Communication Protocols with Learning Community**	X
PLC Start: Norms, Protocols, Focus	X
Set up Class Data Chart and Individual Student Coaching Chart	X
Curriculum Night: Establishing the Learning Community	X
Early Year Assessments/Goal Setting: Reading, Writing, Math, Students’ Interests and Attitudes	X
Early Year Family Meetings (optional)	X
System-Wide and School Committees Sign Up and Start	X
Evaluation Professional Learning and Practice Goals: Writing Fluency (#of pieces, type, focus), NBPTS Recertification	X
Writer’s Workshop Establish Routines Create offline writer’s notebooks, use and practice Create online’s writer’s notebooks, use and practice Establish daily writing routines, regular conference routines Initial Assessment	X
Reader’s Workshop Establish Routines Create schedule for reading response online and offline in writer’s notebooks. Conference with each child Choosing just-right books for each child w/child. First read aloud: Gold Threaded Dress Time for reading in school and at home every day--establish positive patterns, troubleshoot where necessary	X
Math Workshop Establish Routines Use SMP Unit roll-out for first unit: Measurement Initial Assessments Begin Computation Thread w/daily attention, individualized student efforts.	X
Social Competency/Learning to Learn Start of Year Unit (This is start of year PBL block) Teach children what it means to be a successful learner. Establish classroom protocols, norms, routines w/students. Establish classroom community patterns, expectations.	still needs work
Read and Apply PARCC Models and Standards to ongoing units.	ongoing

Spring Prep
Move-Up Letter	X
Summer Study Lists	X
Ordering	X
Review of Scope and Sequence	X
Summer Study List Created	X
Summer 2014 Professional Study Possibilities
Background Information, Reading: Yardsticks, Math Info Text

*Classroom Set-Up

**Daily Routine (rough schedule that includes focus lessons, but does not include specific times since I haven’t received my school schedule yet)

Day/ Subject	Mon.	Tues.	Wed.	Thurs.	Fri.
8:30	check-in keyboard (outside lab)	check-in keyboard (outside lab)	check-in keyboard (outside lab)	check-in keyboard (outside lab)	check-in keyboard (outside lab)
8:50	writing wkshp	writing wkshp	writing wkshp	writing wkshp	writing wkshp
9:50	reading wkshp	reading wkshp	reading wkshp	reading wkshp	reading wkshp
10:50	recess	recess	recess	recess	recess
11:00	math comp	math comp	math comp	math comp	math comp
11:30	math workshop	math workshop	math workshop	math workshop	math workshop
12:30	lunch	lunch	lunch	lunch	lunch
1:20	Lexia	Lexia	Lexia	Lexia	Lexia
1:45	PBL/spec	PBL/spec	PBL/spec	PBL/spec	PBL/spec
2:40	read aloud	read aloud	read aloud	read aloud	read aloud

Content Structure and Goals

Subject	Content/Structure	Goals
Online Skills	Structure varies dependent upon tech and staffing access: Keyboarding Math Facts Lexia (reading)/SumDog Symphony (math concept)	Keyboarding: Reach or exceed 30-45 wpm. Facts: 100 facts accuracy 5 min or less, all operations. Lexia: 3-5 times a week until complete/SumDog English/Writing when done. Symphony: 3-5 times per week until completion, SumDog when done.
Writer’s Workshop	Start with Warm-Up (get computers/or writer’s notebook) Focus Lesson Write Share	Write fluently-easily write/type 2-4 pages. Write with craft. Write with voice and focus on audience. Write with organization.
Reader’s Workshop	Start with focus lesson (before rti) reading/RTI share	Read independently for 45-60 minutes. Choose “just right” books. Analyze and discuss reading with specific evidence aloud and in writing. Read with fluency and expression.
Math Workshop	start with warm-up active math learning share	Meet all grade-level math standards. Meet SMPs. Enjoy Math.
Math Computation	Review skill or emphasis, practice!	Compute with speed, accuracy, and understanding across all operations.
PBL/STEAM	Interdisciplinary project/problem base learning w/social studies and science focus that embeds standards, skills, and knowledge from all curriculum areas.	State problem/project objective. Create and follow steps. Assess and revise regularly. Present. Assess and create next steps.
Specials	Phys. Ed., Art, Music, Instrumental, Library, Tech, New(?)
Read Aloud	Class read aloud.   Genre usually matches reading/writing emphasis.	Model reading comprehension strategies, fluency, and expression. Discuss genre, craft, organization, intent.
Home Study	15 minutes online math practice 15 minutes journal writing - online or off 15 minutes reading book of choice	Regular check-ins to assess work. Parent/Student meetings to supportt.

Curriculum Map

Curriculum Map: 2013-2014

Subject / Month	Reading	Writing	Math	PBL/Special Events
September	Establish RW structure and routine Review all Comp. Strategies Review Story Elements Reading Response Intro	Establish WW structure and routines Create Writers’ Books: online and off. Opinion: Class Community scholars project?	Measurement Line Plots Add/Subtract Place Value Estimation	“I AM” Poems Collaborative Class Map: Google Maps US Tour Starts Landforms trip Culture Flags
October	Review Strategies: Schema Monitor for Meaning Summarizing Sensory Imagining Reading Response	Opinion/Essay	Factors, Multiples Multiplication Facts	Culture Project Writing paragraphs about culture. Creating culture posters Culture Museum.
November	Strategies: Asking Questions Determining Importance Reading Response Genre: Informational Text	Opinion/Essay	Area/Perimeter Multiplication w/large numbers	Culture Project (cont.) NA Culture Trip Promised Lands Immigration Present.
December	Strategies: Inferring Reading Response Genre: Poetry	Poetry Writing	Patterns/Algebra Long Division	Gifts of Poetry “Self Portrait Poetry Anthology”?”
January	Strategies: Inferring Reading Response Genre: Realistic Fiction Focus on Character	Personal Narrative	Fractions/Decimals Computation Review Problem Solving	Digital Story
February	Strategies: Determining Importance MCAS Prep Examples across genre Reading Response	Fictional Narrative MCAS Prep for Writing genre review each week independent test trial	Fractions/Decimals Computation Review Problem Solving	Digital Story
March	Reading Strategy: Synthesizing Determining Importance	Informational Text Project/Research: ES Drama/script as part of study/ presentation	Fractions/Decimals Computation Review Problem Solving Geometry Open Response Problem Solving Computation Review	Biomes Animal Adaptation Animal Adaptation Presentation
April	Reading Strategy: Synthesizing Determining Importance		Geometry Open Response Problem Solving Computation Review MCAS Prep	ES Research
May	Reading Strategy: Synthesizing Determining Importance	Explain it: writing matched w/math, science study	Open Response Problem Solving Computation Review MCAS Prep STEAM	zoo trip Multimedia ES presentations Plate Tectonics with Dr. Sheffels (6 lessons)
June	Genre Study: review  genre through summer reading emphases.	Writing Across Genre Summer journal start w/genre writing -online or off.	STEAM Continued Computation and Problem Solving Review	Wolf Hollow STEAM Share

September Specific

Subject / Month	Reading	Writing	Math	PBL/Special Events
September	Establish RW structure and routine Review all Comp. Strategies Review Story Elements Reading Response Intro Read Gold Threaded Dress twice first w/reading comprehension strategies in mind, next with “read like an author” in mind. Meet with every child to read together, discuss reading, set goals. GRADE Assessment. Fluency assessments.	Establish WW structure and routines Create Writers’ Books: online and off. Opinion: Class Community Project scholars project? Assessment: Letter to the teacher that tells about yourself. Conferences: Meet with every child to read and discuss their letter, writer’s books, goals.	Measurement study. Line Plots intro and used to get to know each other. Add/Subtract review and practice. Place Value study. Estimation study. Facts assessment, start of facts practice. GMADE Assessment.	“I AM” Poems - Collaborative Class Map: Google Maps to start US Tour Starts Learning to Learn Unit Social Competency Class meetings. Start of culture unit i.e. flags and other unit work. Curriculum Night Parent Meetings per request.

Related Post: Road Map 2013-2014
Related Post: Teaching Well: Prep