Mrs. Feilds' fourth graders are grouped into teams who hold one another accountable for reading. The team members talk about goals and recommend books to each other.
Mrs. Feild's rigorous learning targets clearly communicate to students what they should learn today.
Mrs. Higginbotham's students close read and analyzed poems about Martin Luther King. She differentiated the poems to accommodate various reading levels of her students. Students used a graphic organizer to record their inferences about the poems, and then will write their own reflections, siting evidence from the poems.
Third graders in Mrs. Wright's class use a mentor sentence to help them write complex sentences.
Mrs. Windham reads aloud a Series of Unfortunate Events book, stopping to clarify and question. Notice that students are having their snacks while she reads aloud, never missing a minute of instructional time. Routines are well understood and initiated by students.
Fifth graders prepare to write an expository piece by analyzing a newspaper article about man's first walk on the moon.
Fifth graders in Mrs. Wrights' class are preparing to write newspaper articles, free of bias or opinion, about the Revolutionary War.
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