Two Rivers: Stages of Implementation (Modules) by Andrea Lavoie

K-2

andrealavoie2 — 2024-08-13 00:12:09 UTC

3-5

andrealavoie2 — 2024-08-13 00:12:09 UTC

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

2024-08-15 12:38:40 UTC

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

2024-08-15 12:39:13 UTC

2024-08-15 12:39:18 UTC

Students feel we read the same book too many times.

2024-08-15 12:39:53 UTC

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

The students love the topics of the modules

2024-08-15 12:39:55 UTC

2024-08-15 12:40:13 UTC

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.

They LOVE the paleontology work!

2024-08-15 12:40:20 UTC

2024-08-15 12:40:24 UTC

Openings and Closings in a more meaningful way.

2024-08-15 12:40:31 UTC

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

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

2024-08-15 12:40:38 UTC

2024-08-15 12:41:01 UTC

They love helping create anchor charts and having book discussions.

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

2024-08-15 12:41:03 UTC

2024-08-15 12:41:08 UTC

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

2024-08-15 12:41:21 UTC

Differentiating parts of lessons for the struggling learners.

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

2024-08-15 12:41:22 UTC

2024-08-15 12:41:25 UTC

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

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

2024-08-15 12:41:31 UTC

Walk throughs

2024-08-15 12:41:40 UTC

Some walk-throughs occurring

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

2024-08-15 12:41:43 UTC

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

2024-08-15 12:41:43 UTC

Backwards Design

2024-08-15 12:41:44 UTC

2024-08-15 12:42:00 UTC

Writing jumps from paragraph to painted essay rather quickly.

2024-08-15 12:42:07 UTC

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.

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

2024-08-15 12:42:09 UTC

Walk-throughs

2024-08-15 12:42:20 UTC

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

2024-08-15 12:42:25 UTC

Habits of character

Backward design

2024-08-15 12:42:32 UTC

2024-08-15 12:42:33 UTC

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.

2024-08-15 12:42:46 UTC

Time to complete larger writing assignments involving research

2024-08-15 12:43:42 UTC

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

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

2024-08-15 12:43:48 UTC

2024-08-15 12:44:01 UTC

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.

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.

2024-08-15 12:44:03 UTC

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

2024-08-15 12:44:05 UTC

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

2024-08-15 12:44:38 UTC

Backward design

2024-08-15 12:44:38 UTC

Planning for IEP students

2024-08-15 12:44:57 UTC

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

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

2024-08-15 12:45:10 UTC

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

2024-08-15 12:45:27 UTC

2024-08-15 12:45:29 UTC

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.

2024-08-15 12:46:23 UTC

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.

Time

2024-08-15 12:46:38 UTC

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

Student Gains

2024-08-15 12:46:43 UTC

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.

2024-08-15 12:47:03 UTC

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