Learning to read computer code for the new digital age is a challenge. Many of the old literacy skills do not apply - including vocabulary. For many students this process is like learning a whole new language. Here are some shots of one of the classes taught on code at Vinalhaven. Bravo to Randy and the students!

Here are students presenting what they have learned in small groups as they work their way through the textbook.  Randy has taken them back to the try it out section - one they often ignore - to help them prepare for the upcoming unit.

EDU 590 at the High School Level!

The last assigned reading dealt with compare and contrast using the top hat graphic organizer.  Jud Raven's history class is an example.  Students were to compare immigration laws and then write a persuasive essay.

Pre-writing was done using the top hat:

During the day I visited, students were doing peer revising and editing.  Based on feedback, students were continuing to work on their essays.

As the students worked on their papers Mr. Raven and I discussed the need for transitional words in persuasive essays.  Following is a list.  Please feel free to use it.

Kudos to all of the teachers and students using this process!

Fifth Grade is moving towards CCSS! Ms. Paquet is using standards and creating learning targets for her students. Kudos to her class for all of their great work.

What Is a Shared Learning Target?

If you own a global positioning system (GPS), you probably can't imagine taking a trip without it. Unlike a printed map, a GPS provides up-to-the-minute information about where you are, the distance to your destination, how long until you get there, and exactly what to do when you make a wrong turn. But a GPS can't do any of that without a precise description of where you want to go.

Think of shared learning targets in the same way. They convey to students the destination for the lesson—what to learn, how deeply to learn it, and exactly how to demonstrate their new learning. In our estimation (Moss & Brookhart, 2009) and that of others (Seidle, Rimmele, & Prenzel, 2005; Stiggins, Arter, Chappuis, & Chappuis, 2009), the intention for the lesson is one of the most important things students should learn. Without a precise description of where they are headed, too many students are "flying blind."

Taken from:

Knowing Your Learning Target

Connie M. Moss, Susan M. Brookhart and Beverly A. Long

Fourth Grade with Ms Osborne -- Guided Reading and work on Poetry. Literacy Centers are in place and being used! Brvo!

Guided Reading and writing work together to develop student comprehension.

Third grade is the most challenging - especially under the CCSS. Students must read informational texts fluently as well as move up several levels.

Mrs. Davidson shares a student exemplar with students based on their informational text reading...

as she reviews the process for the project and helps students assess where they are and plan next steps.

Later, Mrs. Davidson works with students individually.  She provides daily one on one instruction for the students who need extra support in order to accelerate. 

Kudos to students and teacher as well for the overall acceleration in reading.  Well done!