Redefining Literacy in grade 4

Studio 17Ever WonderEpisode 1, Map Skills

Students of the Hive (grade 4, Davis/Valzania) have been transformed into producers, directors, screen writers, actors and more!  As part of a generous grant from B.E.S.T., students have been taking their learning into the world of video production.  Their first episode, Map Skills, asked a small production team from Studio 17, the After Effects Agency, to dig deep and remember everything they learned about map skills.  The team then created a "tv show" based on map skills, complete with skits, commercials and more.

In today's digital age, being literate no longer means just being able to read and write. With the rise of social media and video content, it has become essential for students to be able to create and understand video content as well. As such, redefining literacy for students to include video creation is a necessary step.

Video creation can be a powerful tool for students to express their ideas, thoughts, and creativity. It allows them to present information in a more engaging and visually appealing way, making it easier for their audience to understand and retain the information. In addition, video creation can also enhance critical thinking and problem-solving skills, as students must plan, storyboard, and edit their videos.

Of course, video creation should not replace traditional literacy skills such as reading and writing, but rather complement them. It is essential for students to be able to communicate effectively in various forms, and video creation is becoming an increasingly important one.

Redefining literacy for students to include video creation is an important step in preparing them for the digital age. It can help enhance critical thinking and problem-solving skills, as well as provide a creative outlet for students to express themselves. By incorporating video creation into the curriculum, students can develop the necessary skills to thrive in a world where digital media is becoming increasingly prevalent.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.DTC.a.3; 3-5.DTC.b.1

Breakout EDU

Grade Six Breakout EDUChallenge Accepted"Karma Con"

Breakout EDU is an educational game that has been gaining popularity in recent years. It is a gamified learning experience that encourages teamwork, critical thinking, and problem-solving skills. The game is designed to be played in a physical classroom setting but can also be adapted to virtual or remote learning environments.

The concept of Breakout EDU is based on escape rooms, which are popular entertainment activities where players are locked in a room and have to solve puzzles to escape. In Breakout EDU, players work together to solve a series of puzzles and challenges to unlock a series of locks that will eventually lead them to a final puzzle or challenge.

The game is designed to be played in groups, with each group working together to solve the challenges. Players are given a set amount of time to solve the puzzles, usually around 45 minutes to an hour. The challenges can be adapted to different age groups and subject areas, making it a versatile game for teachers to use in their classrooms.

After completing their unit of study on India, grade six students in Ms. Boyle's social studies classes accepted the breakout challenge and got busy in an exciting race against the clock!

Technology Essential Questions
Why is exploration an important part of learning?
How can an "escape room" experience motivate students and inspire active participation?How can an "escape room" experience inspire critical thinking, collaboration, communication & creativity?

Tech Skills

"When you teach typing, the goal isn't speed and accuracy.  The goal of keyboarding is that students type well enough that it doesn't disrupt their thinking."- Jacqui Murray, Ask a Tech Teacher

Recently, Spofford Pond has added Typetastic to its digital subscriptions.  Students in all grade levels have the opportunity to spend some time practicing their keyboarding skills and working their way through a variety of fun games using Typetastic.
Sending students on a

Technology Essential Questions

Which fingers belong on which keys?

What happens when you don't use the correct finger to reach the correct key from the home row?

What is the correct posture and technique for Touch Typing?

How does bad posture affect your keyboarding skills?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CAS.a.1; 3-5.DTC.a.1

Pi Fair 23

Spofford Pond School Presents:

In celebration of Pi Day (3.14) the Specialist Team invited the Spofford Pond school community to a "Pi" filled evening of fun and creative activities.

Students and families experienced Pi-themed activities infused with Specialists' subjects.

Activities Included:

Make Your Own Pi Bracelets

Exercise with Pi Repetitions

Community Created Circular Art Mural

Rounds of Music

Albert Einstein Trivia Bingo

Thanks for stopping by and stretching your creativity to the limit.

Hope you found it was as easy as 3.14159265...

Polar VorTechs

Polar VorTechs CodingGame Design with Scratch

Students in grade 6 who volunteer to participate in the Polar VorTechs Code Club spend several weeks learning to use the popular coding program, Scratch.  Scratch is a coding program created at MIT.  According to their website, "Scratch is the world’s largest coding community for children and a coding language with a simple visual interface that allows young people to create digital stories, games, and animations. Scratch is designed, developed, and moderated by the Scratch Foundation, a nonprofit organization.  Scratch promotes computational thinking and problem solving skills; creative teaching and learning; self-expression and collaboration; and equity in computing."
Spofford Pond sixth graders are using Scratch to design games.  Here are a few BTS pictures of programmers at work!

Technology Essential Questions:
What are the fundamentals of computer programming?
How are algorithms used in coding?
How can you use computer programming to complete a task?
How is computer programming useful in real life?
How might you use computer programming in your future career?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CT.b; 3-5.CT.d; 6-8.CT.b; 6-8.CT.d

Grade 4

Poetry Jam Sessions

The Spofford Pond School Green Screen studio has seen a lot of action recently.

In celebration of their recent discoveries during a unit on writing poetry, Mr. Duffy's fourth grade class used the space to perform their original pieces.  Poets spent time perfecting their work, practicing their lines and then performing them on camera. 

Here are a few BTS (behind the scenes) moments:

Check out a few of their finished products:

Technology Essential Questions:

How can we use this software to create original, innovative works and ideas?

Are there technological solutions or enhancements to supplement what is being taught?

Why is exploration and creation an important part of learning?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.DTC.a.3; 3-5.DTC.b.1

Tech Skills

Grade 3 Tech Skills

Students in the third grade have been learning new tech skills.  They practiced learning how to split their screen.  This skill comes in handy when you are trying to view two windows at the same time.  For example, when doing reading response exercises students can have one window open to an online article and another on a Google Doc where they can write their response to the reading.
This exercise teaches new tech skills like maximize, minimize, pull tab, and toggle.  It also allows students to practice their listening skills and their ability to follow directions.

Technology Essential Questions:

Technology is always changing and improving. How can we know what skills to learn?

How do we choose technological tools to use for a particular task?

How can we learn to adapt to new technologies?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:3-5.CAS.a.1; 3-5.CAS.b; 3-5.DTC.a; 3-5.DTC.b; 3-5.DTC.c.2; 3-5.DTC.c.3