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View copy - K-2 Modules Stages of Implementation.pdf

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3-5 Modules ALL Stages of Implementation.pdf

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3-5 Modules ALL Stages of Implementation.pdf

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Writing in the journals (the lines and lack of space are very challenging for a lot of students)

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Writing in the journals (the lines and lack of space are very challenging for a lot of students)

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The students love most (if not all) of the recommended texts and read alouds that go along with the lessons

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The students love most (if not all) of the recommended texts and read alouds that go along with the lessons

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Students feel we read the same book too many times.

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Backward design using the End of the Unit Assessment and Learning Targets

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The students love the topics of the modules

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The students love the topics of the modules

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I use the end performance task and the outcomes to start with so I know what students need to come away with. Then I work backwards to unpack the lessons.

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Openings and Closings in a more meaningful way.

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Students are expected to sit and attend for long periods not appropriate for their age.

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This will be my first year using the curriculum in the classroom

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This will be my first year using the curriculum in the classroom

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They love helping create anchor charts and having book discussions.

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The writing components for some students can be extremely taxing and require excessive
 amounts of support

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The writing components for some students can be extremely taxing and require excessive
 amounts of support

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Students love the books. They begin to make connections and build on their skills from module to module.

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Differentiating parts of lessons for the struggling learners.

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Backward design (looking at the assessment) changing/revisiting daily to adjust as needed.

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Backward design (looking at the assessment) changing/revisiting daily to adjust as needed.

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Most students are engaged, interested, and learning in challenging texts and tasks. We work together to accomplish the target of the lesson.

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Unsure at this time as this will be my initial year using the curriculum with my students

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Unsure at this time as this will be my initial year using the curriculum with my students

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Some walk-throughs occurring

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The students enjoy the topics and the books connected to the topic.

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The students enjoy the topics and the books connected to the topic.

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How to find the right balance and accommodate all students needs.

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How to find the right balance and accommodate all students needs.

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Writing jumps from paragraph to painted essay rather quickly.

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I look at the performance task and standards for the module and work backwards from there. Then I unpack each lesson to see what the outcomes for that lesson are and how they align with the PT.

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Students have been very engaged with and excited by the texts.  They have remembered and made connections to texts from the previous year. 

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Students have been very engaged with and excited by the texts.  They have remembered and made connections to texts from the previous year. 

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Outcomes of walk-throughs (what they are telling us as a system) not clearly communicated (yet)

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Habits of character

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Deciding what to let go of to ensure that we accomplish the goals of the lessons and get through the 4 modules by the end of the year.

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Time to complete larger writing assignments involving research

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Pacing in order to complete the 4 modules in the school year

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Journals need larger lines and a midline for young writers. More at grade level books, on topic, to put into student hands.

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Journals need larger lines and a midline for young writers. More at grade level books, on topic, to put into student hands.

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Hope Chest was very challenging for my class last year especially the third graders. I accommodated by doing all of the reading to them instead of the times in the module when they were asked to read parts of the book.

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The lessons are very long and don't lend themselves to natural break points.  The journal pages are not lined and transitioning to that is exceptionally difficult for many students.

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The lessons are very long and don't lend themselves to natural break points.  The journal pages are not lined and transitioning to that is exceptionally difficult for many students.

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Balance in presenting.  Opening, closing and work times being the most effective.

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Balance in presenting.  Opening, closing and work times being the most effective.

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Backward design, find the main lessons that lead to the task at the end.

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Backward design, find the main lessons that lead to the task at the end.

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It is hard working with different classroom teachers to plan for IEP students when different teachers implement the program differently

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Students bring the knowledge they are gaining in classroom to discussions in support services.  

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Students bring the knowledge they are gaining in classroom to discussions in support services.  

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Creating better balance of all parts and incorporating the habits of character more intentionally.

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Creating better balance of all parts and incorporating the habits of character more intentionally.

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Backward design by looking at the assessments first. Using the Kiddom lesson presentations- decide which slides/videos/charts are valuable and needed to accomplish the goals of the lesson.

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Students enjoyed the texts and the content of the modules. They expanded their vocabulary. They enjoy the additional texts and made a lot of connections during ALL block time with those texts. When completing writing tasks they were able to add a lot to their writing because of the depth of knowledge they had from the repetitive nature with the texts.

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When beginning to teach a module not taught before, finding the time to really dig in and figure out what can "go" and what is essential to cover (even starting with the assessment). Would love to have this happen across the district as the 3-4 team has been able to achieve

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The quality of student writing has improved. Students are also better at finding the gist, summarizing and reading closely. In addition, students have become more comfortable discussing and sharing their ideas.

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Streamlining the lesson so we can accomplish the target in one hour.