Thursday, December 31, 2015

Access to new emails

This is a message for my coworkers in Middleton.

We have become a "Google Apps for Education" school!  (Que the applause!)

We have so much to learn, and this blog will be focused on the amazing tech integration and student learning that is happening in our schools with GAFE.

First, teachers need to access their new Gmail account.  Our email address will remain the same.

*  Go to

*  Your username is your school email address.

*  Your <initial> password is the password that the students use to log in at school.  I gave it to teachers during FM staff meeting, and during Team Time at HM.  You can private message me or email me at school to get the initial password.

*  You will be prompted to change your password to one that you want.  Your password MUST be at least 8 letters and or characters.

Please do not use Outlook for email anymore.

Click the picture below for Google resources

Tuesday, December 15, 2015

Hour of Code 2015 was founded in 2013 with the mission to provide access to computer science coding and programming to students of all backgrounds. The Hour of Code was created as a worldwide event to encourage all students across the world to engage in just one hour of code - to help inspire and spread access to computer science programming.

Click the picture below watch a video on "Hour of Code"

 During the week of December 7-11, 2015, students in Middleton participated in the Hour of Code.

Click the picture below watch a video of our Middleton Students participate in the Hour of Code.

Tuesday, November 17, 2015

Global Read Aloud 2015

Global Read Aloud in Middleton, Massachusetts

Every student in Middleton public schools participated in the 2015 Global Read Aloud.  Teachers read the book aloud to their students and planned/implemented projects and activities that align with our reading and writing curriculum.  Students became connected to other students throughout the world using technology.  Programs like Padlet, Twitter and blogging helped students to write to others about their connections and predictions and share with classrooms around the world.  A virtual book club was created using Skype and Google Hangouts and allowed students to meet others in our country and Canada.  We even participated in “Mystery Skypes” where the classes asked yes or no questions using maps to determine where they were from; building great geography skills.

What is the Global Read Aloud?
"The project was created in 2010 with a simple goal in mind; one book to connect the world.  Now with five years under our belt and more than 500,000 connections made in 60 different countries, we realize we are on to something larger than us so we look forward to continuing the global connections.

The premise is simple; we pick a book to read aloud to our students during a set 6-week period and during that time we try to make as many global connections as possible.  Each teacher decides how much time they would like to dedicate and how involved they would like to be.  Some people choose to connect with just one class, while others go for as many as possible.  The scope and depth of the project is up to you.  In the past we have used Twitter, Skype, Edmodo, our wiki, email, regular mail, Kidblog, and any other tools we can think of to make these connections.  Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year." (Source: and Pernille Ripp.)

Click HERE for video.

The Kindergarten students at Fuller Meadow School are reading six books by Amy Rosenthal. Watch this video:

The 1st-2nd grade students are reading The Year of Billy Miller by Kevin Henkes. Watch this video:

The 3rd-6th grade students are reading Fish in a Tree by Lynda Mullaly Hunt. Watch this video:

Friday, October 30, 2015

Mystery Skype with Canada

This week, most of our 6th grade students are on a 3-day overnight field trip to Nature's Classroom in New Hampshire.  Those of us who stayed at school had an adventure all the way to Alberta, Canada.

No, we didn't actually go to Alberta, but we did the next best thing!  We had a Mystery Google Hangout with a class to discuss the Global Read Aloud book, Fish in a Tree.

In a Mystery Google Hangout/Skype students spend the first portion of the session trying to figure out where the other class is from.  Students must ask Yes or No questions similar to the game "20 questions".

At first, we begin with a map of the world, divide up each hemisphere and begin asking questions to get closer to the location.  After each question, the student will color (with an Expo marker) out the area that the other class is NOT in.  This helps them to narrow down the search.  Each class takes turns until both classes guess where the other class is from.

Once students have figured out where our new friends are from, they participated in a discussion about the book. There were some great text-to-self connections which made us realize how similar we all are.

After the session, our 6th graders made a digital project using the app "Chatterpix" to make a self portrait and tell what we're good at.  Then, they made a movie trailer using the app "iMovie" for another Global Read Aloud book for our Kindergarten students based on the book "Exclamation Mark".  It was certainly a fun day!

Third graders take a trip to Nebraska

Today, Mrs. Cleveland's third grade students had the opportunity to have a Google Hangout with a Mrs. Laucomer's fourth graders in Nebraska.  This was their first time "meeting" another class through Skype or Google Hangouts.

Each class introduced their teacher, class, school, town, and state.  We are always so proud to say that we are the home of the 2015 Super Bowl Champions New England Patriots.

It was fun to see our new friends wearing their Halloween costumes in school.  We discussed the differences in each state, including the time difference.

But, what everyone was the most interested in, was discussing our Global Read Aloud book, Fish in a Tree.  Students shared their favorite characters and why, made analogies as to why two characters feel like "A lobster playing tennis" when they read, and text to self connections.  Everyone was so engaged in this process and excited to talk about our book.  We will continue to "meet" up with our new friends, even after the Global Read Aloud is finished.

Our new friends are from Nebraska

Wednesday, October 14, 2015

Mystery Skype

Fourth graders in Mrs. Deeley's classes had the great opportunity of participating in a "Mystery Skype".  With a connection through the Global Read Aloud and Twitter, students met with students from the Middletons!  Yes, Middleton, Massachusetts met Middleton, Wisconsin.

During a "Mystery Skype", students work together to guess where the other class lives.  They are given a map, markers, paper, and sticky notes to come up with a set of questions based on the map.  Students work together to try to pinpoint where the others are from by asking yes and no questions; similar to the game "20 Questions).

They start out with trying to figure out which hemisphere they are on, then which continent, then which state.  Using geographic features, such as oceans, rivers, lakes, and other countries, students begin to narrow in on the location.  They start big and get smaller with each question.

Each class takes turns asking questions and the fun escalates as they get it right.

Mrs. Deeley's students worked hard to determine that Mrs. Autz's class is from Wisconsin. They cheered extra loudly when they found out that their town is named the same thing!

Here are some pictures from our "visit" -

Monday, October 12, 2015

Ten Marks Math Program

Students are Fuller Meadow and Howe Manning Elementary have been introduced to the Ten Marks program this year.  With our math curriculum specialist, Mary Pelrine, teachers and students have been trained to use this program.

 “TenMarks, an Amazon Company, is grounded in educational research. TenMarks Math is an engaging math program for students in grade 1 through high school. Within the program, designed from the ground up for the new standards, teachers select assignments to meet each student's learning needs. Students are also in the driver's seat as they select the core math skills to work on in "Jam Sessions". TenMarks Math is founded on the principle that with immediate feedback and just-in-time instructional assistance, students have a greater chance of developing deeper conceptual understanding, leading to better outcomes.”  (Source:  Amazon)

Ten Marks works in four ways - Prepares and Instructs our students, allows the teacher to Reinforce and Intervene, Assess and Differentiate, and Engage and Motivate.

Before the students work with the program, teachers set up assignments for their students based on the Common Core Math Standards that they are working on.  A teacher can assign problems and when the student logs in, they can work on those problems.  Then, the program will automatically grade their work, giving the student immediate feedback on their progress.  During the assignment, the student has access to a video tutorial and three hints to help them.  The program will adjust the difficulty depending on how the student is doing.  This tool is called an "amplifier" and will allow the student some flexibility and success. Once the student is finished, the program will set up additional problems to differentiate their work.

I had the chance to help Mrs. Cleveland introduce her students to the Ten Marks program.  She set up some assignments for "rounding" and "place value" and the students worked on it.  Mrs. Cleveland showed the students how to log in, start their work, and access the tools to help them.  Her students also had a chance to explore the "Jam Sessions".The Jam Sessions allow students to practice math skills in a game-like area.  The students had a great time using Ten Marks.

Mrs. Cleveland and her students using Ten Marks.

Sunday, October 11, 2015

Chatterpix in Social Studies

Students in Mrs. Kennedy's 2nd grade class have been exploring the topic "People We Depend On". Discussions in class lead to public service workers such as police, fire, military and medical personnel, as well as family members whom they depend on.

Each child chose one member of society to write about and created a paper figure of that person then made that figure "talk" through the app "Chatterpix."

Using Chatterpix, students used an iPad to take a picture of their figure, create a mouth, read their description of the job that this person does, type their name on the picture and email it to their teacher.
Mrs. Kennedy assists students in creating their Chatterpix

Watch Mrs. Kennedy's class' Chatterpix project:  "People We Depend On"

Massachusetts Standards for Grade 2 Social Studies

2.7 Give examples of fictional characters or real people in the school or community who admirable (e.g., honesty, dependability, modesty, trustworthiness, courage).

Saturday, October 10, 2015

Global Read Aloud 2015- First graders Skype with Arizona

During the Global Read Aloud (GRA) 2015, first and second grade students at Fuller Meadow are reading The Year of Billy Miller, by Kevin Henkes.  In 1st grade, students are reading with another class in their school to build community. In Mrs. Higgins' and Mrs. Scharffenberg's classes, students are listening to the book and making connections.

Students in Mrs. Higgins' 1st grade class had to opportunity to Skype with a class in Arizona who is also reading The Year of Billy Miller.  During the Skype session, each class introduced themselves, their school, and their town.  Then, they shared ideas about the book, making connections between the book and their own lives.  They also made text to text connections with another book written by Kevin Henkes.

Everyone had a wonderful time meeting each other.  The students also received a geography lesson as they found Arizona on the map and discussed the Grand Canyon.

Check out our meeting:

Friday, October 9, 2015

Global Read Aloud Week 1

Students and teachers in Middleton, MA are joining over 500,000 other students around the world for Global Read Aloud 2015 (GRA).

Students at Fuller Meadow are reading and discussing their book.  They are making text to self and text to text connections.  They are also investigating the genre "Realistic Fiction" as they read.

Students at Howe Manning participated in an activity to explore their strengths and weaknesses.  They watched a video, "This I Believe" about how we can all shine if we have the right environment.  Click below to watch the video.

Watch the video below, "This I Believe".

Here is a description for Global Read Aloud:

What is the Global Read Aloud?
"The project was created in 2010 with a simple goal in mind; one book to connect the world.  Now with five years under our belt and more than 500,000 connections made in 60 different countries, we realize we are on to something larger than us so we look forward to continuing the global connections.

The premise is simple; we pick a book to read aloud to our students during a set 6-week period and during that time we try to make as many global connections as possible.  Each teacher decides how much time they would like to dedicate and how involved they would like to be.  Some people choose to connect with just one class, while others go for as many as possible.  The scope and depth of the project is up to you.  In the past we have used Twitter, Skype, Edmodo, our wiki, email, regular mail, Kidblog, and any other tools we can think of to make these connections.  Teachers get a community of other educators to do a global project with, hopefully inspiring them to continue these connections through the year." (Source: and Pernille Ripp.)

The Kindergarten students at Fuller Meadow School are reading six books by Amy Rosenthal.

The 1st-2nd grade students are reading The Year of Billy Miller by Kevin Henkes.

The 3rd-6th grade students are reading Fish in a Tree by Lynda Mullaly Hunt.

Wednesday, July 1, 2015

Assessing the Math Workshop Infographic (MTI562)

Assessing the Math Workshop Infographic (MTI562)

Projects rubric: 
Superior (160 pts)
Sufficient (128 pts)
Below Standard (112 pts)
Understanding of web tool

Shows strong understanding of activity, concept, or tool and maximize learning
Shows adequate understanding of activity, concept, or tool and benefit learning.
Shows little understanding of activity, concept, or tool and may not benefit learning.
Practical evidence

Shows strong evidence of ideas and insights gained from this course and how they are applied to classroom. 
Shows evidence of ideas and insights from this course and how they are applied to classroom.
Shows little evidence of ideas and insights from this course or how they are applied to the classroom.

Completed in a thoughtful and meaningful manner.
Completed, but with minimal quality.
Not all projects are completed and of those that are, some are minimal quality. 
Grammar and Spelling

Includes no mistakes in grammar or spelling. 
Includes few grammar and spelling mistakes.
Includes numerous grammar and spelling mistakes.

Sequenced, showing if-then thinking and the logical order required to complete skill, solve problem, or use tool. 
Not always sequenced, showing incomplete if-then thinking and understanding of logical order required to complete skill.
Confusing making it difficult to replicate activities; little understanding of logic or if-then thinking evidenced.

As I assessed my Infographic project, I quickly realized how essential it is to give students a self evaluation/rubric to complete for their work.  Also, a brief conference about their work would be so beneficial.  I know how much time and effort I put into my work that may not seem like a lot to others, including my teacher. 

 In this course, MTI562, "The Tech Infused Teacher" our professor really stressed that we reach and "fail" and try again.  Well, that is exactly what happened during this project.  Infographics are nice because they incorporate pictures and information in a visually appealing manner.  They lend themselves to looking impressive.  This was my first attempt at creating one.  Initially you create an account and choose a template.  This took me a long time as I changed several formats until I found one that worked sequentially.  Then, I found that I had many photos that I wanted to include.  So, my next task was to figure out how I was going to use my pictures in order to create a true story of the workshop in our room.  I used the online collage maker "PicMonkey" to incorporate all of my photos.  Learning all of the tools for the infographic program "Picktograph" also took some time.  But, now I know a little more about the program and have made several more since this.  As with anything new, there's a learning curve, then comes efficiency.  

Often the final product doesn't show the amount of time and effort that someone spends on it.  I'm going to make sure that I really know where my students and colleagues are with their final product and take into account the time spent doing it and not only on the product. 

Sunday, June 28, 2015

Digital Citizenship - An Eye-Opening Lesson For Me (MTI 562)

In my online class, "The Tech Infused Teacher" - MTI 562 this week we investigated Digital Citizenship and Internet Search/Research.  This is an enormous topic and requires a lot of time to digest.  As a digital learning specialist it is my number one job to teach my students and teachers the proper way to use the internet in all areas.  This spans across many platforms - from researching state landmarks or the butterfly life cycle to staying safe online during video gaming and social networking.  Topics range from stranger danger to plagiarism.  We just scratched the surface and my head is spinning.

Our Week 4 Project is to digitally research a tech ed topic that interests me.  Well, they all interest me!  I have spent numerous hours researching many different topics.  Here is my thought process:

Idea 1:  Digital Citizenship...Staying Safe on Line:  Next year, one of my main focuses will be teaching Digital Citizenship to students in Kindergarten to 6th grade. As you can imagine, this is a major undertaking.  Yes, we do introduce digital safety and guidelines starting in Kindergarten.  Then, as they transition into the next grades, they will feel comfortable and empowered by their skills.

Click HERE for an article on teaching Digital Citizenship.

Idea 2:  Using Educational Technology with Common Core:  A majority of my job is to use programs and apps to enhance the curriculum.  Teachers must follow the standards for their curriculum and make a plan for how to teach those standards.  I work with them to see how technology will assist them in this.  I use the SAMR model to integrate technology into our classes.

I found some great websites for Ed Tech and Common Core:

Click HERE for an article on what the Common Core says about tech integration.

Idea 3:  Giving Credit Where Credit is due.
After really searching for some good topics, I decided to discuss the use of blogging in the classroom to integrate and really use technology to enhance the curriculum.  Blogging has proven to be an amazing platform for students to incorporate 21st century learning skills into their lessons and the curriculum.  This is a way that students can share their writing with an authentic audience in a creative and collaborative way.

I have a personal blog as well as a professional blog, as you can see. I worked with several teachers this year to incorporate blogging into their classes.  I created a compilation of materials to share with teachers to help them with all aspects of blogging with their students.  I put all of my resources into one place using the online program, "Blendspace". I felt really satisfied with my materials.  They range from my personal notes and resources to online websites, articles, and videos.

Here is the problem...During this week's online class, I learned about the legalities of copyrighted materials.  Of course I know not to plagiarize someone else's work, but I didn't really consider giving credit to these sources when I use them for my lessons.  Wow, my mind is blown.  So, instead of researching how blogging helps teachers with Common Core, I went back to my Blendspace and gave credit on all of my resources.  It was a difficult and time consuming task.  I had to go back and try to find these resources online to be able to cite them.  I started off with the intention of storing these sources for myself, but decided to share them with others.

There are "Copyright and Fair Use Guidelines for Teachers" where we can use some materials and information for educational use, but it is not extremely easy to understand or decipher.  There is a great chart, but I'm not sure if I can legally share the chart.  I'm really shocked by the information that I'm learning about copyrights and penalties that I'm scared to share it.

Here is a link for lots of resources.

Below is my Blendspace compilation of Blogging Resources that I used with teachers last year.  You'll see my personal meeting notes along with many resources to understand and use blogging.

Sunday, June 21, 2015

Math Workshop in 3rd Grade (MTI562)

Student work books created with "Book Creator".

Massachusetts Standards for Grade 3 Math

Measurement and Data  
3.MD Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects.
1. Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

Thursday, June 11, 2015

MTI - 562 Assignment - Tech Problems

Source of Image

Our assignment for my online class, MTI - 562, is to blog about a tech problem that I have experienced as a teacher.  I know that this topic is meant to discuss technical issues that we face in our school.  I'd say that my biggest obstacles center around iPads.  To begin with, we don't have as many iPads that we need to have all of our teachers using this technology.  I am working with teachers to use several iPad apps to create projects with the students in all subject areas.   A full cart of iPads is needed for me to teach a whole class activity and scheduling these is difficult.  Other teachers are using several iPads for their centers or remediation activities which leaves my full cart not so full.  My other problem with the iPads is that they don't get updated often enough and when they do get updated, there are issues with the update.  Sometimes the entire cart doesn't get updated and the IT guys don't catch it.  Right now, I'm currently unable to email projects easily off of the iPads which is a major problem for me.  I have to set up Gmail on each iPad every single time I use them.  This process takes a long time and is very frustrating.

Although it's not actually a tech related problem, one major issue that I face as a Digital Learning Specialist is helping teachers get over the mindset that tech integration is just "Another thing on their plate."  Technology needs to be viewed as a positive enhancement for our lessons.  A challenge that most teachers face when using technology is adapting and designing technology-enhanced curricula to meet the students' needs.  We have to ask ourselves "What does technology offer my students in terms of developing concepts and content?"  "How does it help them carry out processes such as inquiry, collaboration, and problem solving?"  And, "How can we use technology to develop authentic learning?"

Sunday, June 7, 2015

Getting Professionally Developed - MTI 563: TheThe 21st Century Digitally-infused Teacher

MTI 562: The 21st Century Digitally-infused Teacher

Teaching is an evolving profession.  It seems like everywhere you turn, there's something new to integrate into your classroom to help our students learn and grow!  Our heads are spinning trying to learn this program or that new technique.  But, as any educator will tell you, if it helps even one child, it's totally worth it!

So here I am, taking an online course to help me help my students.  I have been a classroom teacher for 19 years and have taught every subject within that time frame.  This past school year I have taken a new journey as the Digital Learning Specialist for my school district.  I never would have considered the job if my principal didn't believe in me.  She said that they were looking for a "Teacher first" and the technology would come over time.  When we interviewed my principal I knew that she would be someone who I could grow professionally with and her faith in me for this job has inspired me to work hard and dedicate every day to this journey.  I also want to thank my superintendent who also had faith in me and gave me this position.

I have been very fortunate to have a mentor, Paula Klipfel, who guides me and is the one I call with my questions.  We have formed a support group the fellow Digital Learning Specialist, Samantha.  Together we attend conferences, professional development opportunities, and frequent meetings to help guide the teachers we work with.

Now I'm enrolled in this awesome class to take the learning to another level.  "The 21st Century Digitally-infused Teacher".  I'm learning so much right out of the gate.  We have some amazing people in the class to collaborate with and share ideas. Everyone has a blog and we have been assigned to read them and get to know each other.  This builds our PLN - Professional Learning Network.  We are going to learn so much from each other.

Lots to learn!  I'm excited to learn some new technologies to help teachers with while working with students.  I've already been stretched out of my comfort zone which is a great thing.  The professor said that it's okay to "fail" some techniques and projects as long as we keep moving forward and never stop. Well, that's me...Never Stop!

Thursday, May 14, 2015

National Limerick Day

Tuesday, May 12th was National Limerick Day.  Students in 4th Grade celebrated this by writing limericks about super heroes.  First, they had a lesson on what a limerick poem is and the mechanics of writing one.

Students worked diligently on their limericks and drew a picture of their super hero.  Then, they used the iPad app "Chatterpix" to make their pictures talk, and used the app "iMovie" to put them all together.

Massachusetts and Common Core Standards for ELA
L.4.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
S.L.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

 Check out the videos below for each class:

Friday, May 1, 2015

Living Biography Museum

How do you teach the biography genre without it being boring and mundane?  You have students choose someone they are passionate about…someone who has made a difference…someone that will keep them engaged during their time researching.  You also have them become the person and present themselves to the public.

The Living Biography Museum was created by the fourth grade students as they developed their research, writing, and presentation skills. Many classes throughout the school visited the Living Biography Museum, and during the exhibition, students presented the lives of their famous person in the first person.

Click on the image below to check out this video of our museum:

Wednesday, April 15, 2015

Sailing Through Space

Students in Mrs. Jones’ science classes have been learning about SPACE.  Everything from the planets in our solar system and dwarf planets to comets and the Kuiper Belt, these students sure did become experts. The essential question that was posed to the students is:

What are the physical attributes of planets and comets?

Each student chose a planet to research.  At the beginning of the unit, students had a scavenger hunt around the classroom to learn facts about space.  They had fun moving from one area to another as they recorded their facts.  

Scavenger Hunt of facts about space.

Students used laptops to conduct their research.  They were given a packet to complete that included each planet in our solar system.  Then, they focused on their chosen planet and filled in as much information that they could find.

Research on planets.
There were two projects that the students made at the end of their research.  One project was to create a presentation for their classmates. They had a choice of many projects: creating a brochure, poster board, write a poem, play or short story, make a model, conduct an interview or be a newscaster, create a wanted poster, write a song, or create a digital presentation.  With so many project options, students were sure to find one that allows them to utilize their strengths and creativity. This activity builds public speaking skills and allows for the entire class to learn a bit about all of the planets.

Project presentation

Some students presented their project to our School Committee and several parents.

Another project that the students created was to report on an assigned object in space and make a video using the apps “Green Screen” by Do Ink and iMovie. Check out the movies below:

Mrs. Deeley’s Homeroom Video

Mrs. Jones’ Homeroom Video

Ms. Brown’s Homeroom Video


Wednesday, April 8, 2015

TenMarks Math Program

Our Math Curriculum Specialist, Mary Pelrine, has been teaching our students and staff how to use the math program, TenMarks.  

“[TenMarks] partners with schools and districts to drive an integrated model of powerful [math] curriculum and instruction, supported by technology and 1:1 personalization. [They] accomplish this with a content-driven technology strategy, focusing on 3 core areas.”

Click here for more information about TenMarks.

Mrs. Pelrine begins each lesson with a brief description of the TenMarks program and how to access it on our iPads.  Students are given a username and password and learn how to access their assignment.  There are several features that enhance the program where students have space to show their work, get hints and/or watch a video if they don’t understand the type or problem, or just need review.

Students then got busy working on their math.  Their excitement grew with each problem and when they finished, they received their score.  Students are asked to go back and make corrections on the problems that they missed.  They gladly reviewed these problems to get a better score.

Students working on TenMarks

Thursday, March 19, 2015

Persuasive Writing in 3rd Grade

Students in Mrs. Goldstein’s class were challenged with a (fictitious) situation to stimulate a conversation, and writing piece, to voice their opinion.  “Which Specialist class should NOT be cut from the curriculum?”  Boy, did these children have the answers!  We all have opinions, but usually they don’t have any real research or evidence behind them.  But not in Mrs. Goldstein’s class.  They worked hard on their research to find factual information to back up their opinion.

A lot of preparation went in to this writing process.  The teacher used several mentor texts to teach the writing traits – voice, focus, organization, writing with details, idioms, and conjunctions.

Students decided on the Specialist that they were going to “save” and formed groups for each one.  They brainstormed together to create a persuasive chart.

Persuasive Charts for each Specialist: Library, Art, Music, Gym, and Computers.

Research began to find factual details for their opinion.  Mrs. Goldstein and Miss Fawson found some great websites that included facts that would support keeping our Specialists in the curriculum.  Students investigated the websites and found great facts to support their opinion.

Students gathered three facts off of the websites to support their opinion. The teachers also had hard copies of each website just in case students wanted to use them. 

They recorded their work on a graphic organizer and then wrote a letter to the principal to support their Specialist.

 I used the app “Green Screen” by Do Ink to create a video for the traits of writing –  Factual Information, Explicit Topic Sentence, and Voice.  Check out the video below.

Check out our Twitter tweet for “Voice”.  We were re-tweeted by Green Screen by Do Ink for using their app.  We were also chosen as a ‘favorite’ for a couple of people. 


Massachusetts and Common Core Standards for ELA
W.3.1. Write opinion pieces on topics or texts, supporting a point of view with reasons.  Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.3.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.3.8. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.