At George I. Sanchez Community School, a Title I school in Albuquerque, New Mexico, Title I Kindergarten students are actively using technology to collaborate, create and communicate in ways that deepen content learning. It didn’t start this way. Learn how teachers collaborated to transform their teaching.
“Instead of brushfires for excellence, we need infernos of excellence. Our project will do this.” In a packed hotel conference room in Albuquerque, New Mexico, teacher leader Maureen Torrez, NBCT, describes the observation inquiry pilot project she and her team of National Board Certified Teachers are leading to deepen how teachers and students learn in Albuquerque public schools.
When I was eight, I remember staring out the car window and thinking about disconnect between my world and the world of my Spanish-speaking neighbors who lived only a freeway exit away. No one in my family spoke Spanish, but I wanted to. In California, Spanish is the song of street signs and city names. It’s the voice of a history I wanted to hear, and neighbors I wanted to understand.
As an adult, I wrote this poem in my second language, Spanish, to reach out in a new way. An English translation follows.
Engaging students in writing for a real audience and purpose is motivating, AND it enhances the QUALITY of student writing. Busy educators want easy ways to make it happen.
Here are four powerful ways to engage students in writing to CCSS expectations for a real audience and purpose.