Recent Changes

technological resources. Please view the video below to view our definition of a learning platform.

In the fall we completed our first lesson using Project Based Learning design . To be able to make connections with the voting process during the presidential elections, students had to decide on a fair way to vote for their reward to be given by Mrs. Blaisure for working so hard the first semester. We integrated the PBL into all subject areas as the students read and listened to books that had plots centered around voting, created campaign posters, wrote speeches, compared numbers and recorded data through graphing. The PBL ended with students using an IPAD to place their vote and receiving the reward voted by the majority. We are currently preparing our second PBL for next month to go along with our unit on Texas.
Student Learning in Action
through pic collage.collage
{PicCollage}
Students create and pulish books to share with others.
- vacation.pdf} {Sara Autobiography.pdf}
Students take part in Today's Meet to share words with diagraphs they found reading the room and doing book looks.
View Today's Meet (This Today's Meet page will expire on March 4)

English and Spanish students creating an end product to share their learning through pic collage.
{PicCollage}
Students take ownership of their own learning as they record and listen to themselves reading, then choose a fluency goal from the checklist, record and reread , and listen back to see if their fluency improved.
(Insert fluency checklist and picture)
Students create and pulish books to share with others.
{Galilea - vacation.pdf}

second language learners'learners’ progress in open up additional avenues to will offer additionalmore ways to meet all learners'learners’ needs.

We have both had an interest in becoming digital, however that interest grew after separate trainings that we took part in training this year that encouraged us in our lesson design and gave us a great hope for becoming digital in the future.in. Mrs. McAdams in the SchlectySchlechty design training Net Generation. When we collaborated andWe shared theour learning from both of these trainings, wewith one another and were very excitedeager to implement whatbegin implementation. Currently, we had taken away. We would likeare able to have digital classrooms to intensify the learning platform implementation that is already taking place for our second language learners. Since collaboration and community is at the corea fraction of our program, technology will provide addtional outlets to sharing work with others beyond the classroom, being able to use our communitcation skills to share with others outside of our classroom, and offering more resources to help second language learners build contextual meaning through pictures and videos. Collaboration can expand beyond having just a conversation about ideas to sharing written ideas through resources such as blogging and Today's Meet. This will allow second language learners greater exposure to their written second language and an added opportunity to share key vocabulary through written form. A digital classroom will open up mulitple avenues to independency and ownership as students can research through the use of technology to gain information and offer additional ways to present their learning. As we move towards project based learning lesson design, the use ofclass using digital tools will be used for students to research, create, andwhile working in a time share their discoveries. While plannning lessons that have differentiation built into them, leveled apps will be anothe resource we can use to meet children at their individual levels. We wantmodel. Our desire is for our to be a part of a fully interacticeinteractive classroom where they engageexist comfortably and parallel world. Having a digital classroom will move us forward in our implementation of what we have learned as professional and fully equip our students with skills they will need for college readiness and a future career. Developing respect for other’s cultures is an important aspect of the Dual Language program. Providing our students with digital resources will further expand their global awareness of the world around them.

Meet, and skype.Skype. Sources such

took part intrainingin training this year part in a training sharing ideas for using digital tools inEngaging the classroom.Net Generation. When we had taken away..away. We would digital classrooms to go along with our dual language program to intensify learning platform implementation that is able to skype and use our share with children in other classes or schools,others outside of our classroom, and offering additinoalmore resources to open up additionalmulitple avenues to will be available as an additionalanothe resource we can use to meet where they exist comfortableengage comfortably and naturally an online paralledparallel world.

Currently,Currently, we are lessons.
As dual language,Dual Language, our students
In language arts, we currently have students reading above grade level in their native language transferring their reading in their second language as they take part in their second language classroom for part of the language arts block. We structure our reading block around the Daily Five model and Reading Cafe. During guided reading, students are facilitating their own book discussions, making choices with buddies as to which word work tasks would help them grow the most in their learning, and are taking ownership of their own learning through fluency goal setting, in which they read and record, choose a fluency goal, reread, and then reflect on their own progress towards their goal. Students are also creating their own stories through digital storytelling, writing about topics of choice they are personally connected to, and sharing their writing with others. Our current social studies focus is on inventors, which leads us into biographies and autobiographies during reading. We are helping our students make connections through the creation of their own autobiography using Scribble Press, which they will publish in a class wiki so they are able to share with classmates and others they have an interest in sharing their work with that are not within our classroom.
During math, science, and social studies, classes are created with a 1:1 ratio of english and spanish speakers. Collaboration and communication is key to students development of their second language. We utilize visual, tactile, and kinesthetic learning into each day to help second language learners make a connection to the concepts being introduced. In math, we are currently using a guided math structure where Mrs. McAdams is able to teach students in small groups at differing levels to meet individual needs. While not working in a small group, students are engaged in math activities at differentiated levels through resources available on the IPAD, computer, or centers with choice. In science and social studies, Mrs. Velazquez has students working together to complete hands on inquiry investigations that allow for discovery and creating products for sharing their learning through resources such as Pic Collage and thinking maps.