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What science and engineering enrichment lessons best support Grades 1-4 classroom teachers with their new science units?

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I've talked with Lateefah and Michael about working on developing practices/resources to best support families for school readiness and supporting students academically, socially, etc in the early childhood years (birth-grade 1)

Laurie- I'm interested in this, too

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Kerrilynn, we should talk about this.  Anyone else interested in math 6-8? Possibly along the lines of challenging students who need to go beyond?

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I'd like to discuss the book Lost at School and work on plan B's

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We would like to incorporate more diverse literature of varied genres into our curriculum so that students can learn more about cultures and experiences outside of their own. We will tie this into understanding how society/the media  perpetuate and reinforce stereotypes. What hidden prejudices might we subconsciously harbor based on our narrow perceptions of others who are different from us?

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I am interested in how I can best use technology to create meaningful assignments in my google classrooms in order to increase comprehensible input for my students.

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Question: How can we incorporate the Expanding Expression Tool (EET) in the classroom as an added support?.  It's a manipulative that helps children increase their oral and written language skills and can be used across many genres. It's fun and easy to learn and use, and it's so helpful when children get stuck when telling or writing about various topics.
* Also combine EET with V&V (Visualizing & Verbalizing), which is a tool to help increase children's comprehension of  language.

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I'd love to create a recorder curriculum in order to support kids learning basic music elements and the treble clef.

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I'd LOVE to really dig into student writing across a span of grade levels. How does our students' writing change over time? What exciting and puzzling things do we see in our student's writing in relation to standards and our teaching?  How do we talk about those things with kids and with each other from year to year?

Jillian--I had a different idea, but if that doesn't work out, I'd love to work on this!

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We would like to pursue the following idea.
How can we best use the intervention block to differentiate instruction and engage all students in learning?

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I would like to use "protocols" per GTG to delve deeper into a big topic/question.

I was thinking of conversations related to equity and access.  From there, we could each bring our dilemmas and student work to help kids reach high expectations.

Alyssa is interested in this, too.

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HI'd like to think about the inclusion/ability to be one's "whole self" at school for certain groups of students, specifically LGBTQ youth, METCO students, and students of color. In addition, I'd like to explore any potential stigma around accessing support, especially mental health supports.

Claudia is interested in this, too  (and other things)

Alice  is interested in this too Along with other things...

Brian - I might be interested in this.

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Tara--I would like to work on a  project surrounding a K-8 student mentoring program, where middle schoolers are matched up with students in the elementary school not quite sure how to phrase this as a question...

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Tara--I would like to work on a  project surrounding a K-8 student mentoring program, where middle schoolers are matched up with students in the elementary school not quite sure how to phrase this as a question...

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Alice is interested in this too
Lateefah is interested in this too.
Mairead is interested in this too - `you find out how much you really know when you have to teach some-one else.' Love to have Science Buddies!

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We would like to work on answering 'What do we want students to learn?' in the context of the new technology standards.

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I'm planning on looking at reading intervention (Wilson/Just Words) and how we are delivering services, particularly with the older students.

me too (Melissa)

I would also like to look at the trajectory of students who progress through the Wilson program. Specifically, when should they start Fundations, transition into Wilson, determining service frequency, how best to remediate the children in the younger grades so that they are not still in Wilson in middle school.

Kerry

Also, the tracking of progress and impact of instruction to narrow the gap. The duration of instruction/ when and how to discontinue services.
Alechia

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Sarah.W

I would like to think about how to use the intervention block to improve student engagement as well as improve students ability to write in math. (I know that is kind of 2 things!)

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I'm interested in looking at student writing in math.  Maybe look at strategies that help improve the written communication

Me, too. - Becky E.

I would be interested in working on this as well.
-Laura

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I'd like to continue working on incorporating Mindfulness practices into my classroom culture.

Alice - I might be interested in how to use mindfulness in a "specials" context.

Kristin - I'm interested in what you are doing with your students, as well as working on mindfulness during play rehearsals.

Brian - I'm interested bringing Mindfulness practices into the classroom as well.

Laura - me, too!

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I would like to work on an  interdisciplinary project with teachers who work with 7th graders.

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I would like to work on measurement in any grade 5-8 and transference of skills between math and science. Also making measurement a more engaging topic : how big is really big?!

I would love to look at creative ideas to engage students - using measurements in `maker' type projects, like designing fashion fabrics, making scale models, designing a `tiny house' prototype etc.

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I would like to work on something math-related in the range of grade 5-8. Happy to join in with a group with similar interest. (I don't have a specific question yet.)

Kerrilynn:
I'd like to work with you Ellen, something 5-8 or 6-8 math related. Maybe it could be something about how we can further challenge students who already know the math?

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I would like to work on strategies to keep all students engaged and to monitor progress in real time.

Note: This could include using protocols to look at student work.

Colette likes this too!
Claudia is interested in this, too  (and other things)