Dartmouth Public Schools
iInspire, Kindness Matters, You Matter
History and Writing Standards in Action
Students in Kindergarten are practicing their "snap" words (or high-frequency words). Snap words are words that students encounter frequently in reading and writing. They are words that they know in a "snap". It is critical that readers and writers develop automatically (automatic recognition); a skill that leads to fluency. Students need to be able to read these words instantly because they appear in a great many of the books they read. This is extremely helpful because it moves the reading along. Comprehension begins to break down when students are focused on trying to decode or sound out every word.
Giving Back to Community
7th Annual School Lunch Hero Day
Check out DESE's PK-12 curriculum maps for English language arts, mathematics, and science technology/engineering. The maps display the most commonly used materials for specific subject areas and grade spans.
Writing Standards in Action
In the grade 3 current unit, "Once Upon a Time Adapting" and "Writing Fairy Tales", students chose either Little Red Riding Hood or Three Billy Goats Gruff and reread the classic version, annotated while noticing the plot as well as qualities of a fairly tale. Students then planned their adaptations, thinking about significant changes they could make to alter the course of the tale. Students then applied all they learned and wrote an original fairly tale. One teaching point was to create characters who encounter trouble and then (maybe with a little magic or fabrication) there's a resolution.
Applying Skills to Make Change
Students in Ms. Shurtleff's fourth grade class were grumbling at the school lunch choices. After they learned about the impact plastic has on our environment and nutrition health, they wanted to do something to make positive changes. Ms. Shurtleff' challenged her students to use what they had learned in essay writing (thesis, reasons, evidence) and what they learned in reading (synthesizing non fiction text) to come up with a presentation about their concerns. She encouraged them to gather evidence that was research based.
After contacting Mrs. Sheridan she meet with the class to discuss their concerns. On their own time, the students researched and prepared what they were going to say to her. They chose reputable resources, took appropriate notes, as well as synthesized the information to support their ideas. Their main concerns were with the excessive use of plastic as well as the nutritional quality of the school lunches. In their research, they learned about the daily requirements for school lunches, how lunches have changed over the years, and different places where there are ideal school lunches. Mrs. Sheridan treated them as though their concerns and questions were of ultimate importance and she was open to hearing their suggestions for positive changes. They saw a problem and wanted to fix it and used the skills they were learning in class.
Personalized and Blended Learning
Name: Alexander Lee
School/Postion: DHS, World Language Teacher
Hometown: Maracaibo, Venezuela
Education: PhD, Portuguese, UMass Dartmouth
One goal I have achieved in my career so far that I feel most satisfied about: Getting my PhD and gaining high school and college teaching experience
Role model or someone who has had a great impact on my life: My parents and Mr. Del, my high school Latin teacher
If I could travel anywhere in the world it would be: Ethiopia, Martinique, Réunion
If I could eat dinner with someone famous, dead or alive, it would be: Marco Polo
Pet Peeve: Making the bed
Favorite leisure activities: Traveling, cooking, listening to music
Favorite movie: The Motorcycle Diaries
Favorite book: Joie de Vivre (R. Arbor/K. Whiteside)
I think the world’s greatest invention is: YouTube
My favorite motto or saying: When there’s a will, there’s a way
What I like best about working at DHS: The camaraderie and support of my colleagues; sharing the value of learning languages with students