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The students that make it into help desk are those who not only enjoy working with technology in an educational context, but have a desire to serve, support and possibly solve problems in the school on a daily basis.

. Aside from simply troubleshooting, our students help their former teachers at the middle and elementary levels as well as create how-to scripts and videos for students, faculty and the Burlington community. Our students have not only helped within the BPS community, but have helped our Tech Team organize two major conferences in the past year:

You can have the most precisely calculated plan in place before you launch, but if you don't have the right support in place, your launch may stumble. I regard our IT department as one of the best I have ever worked with. I say this in all sincerity because I do "work with" this team. These guys not only manage a robust infrastructure, but they take part in the educational conversation and give our staff the best tools to create dynamic, engaging classrooms.

However, we must work to incorporate information and digital literacy standards into the K-12 curriculum as early as possible. Students in Kindergarten should understand what it means to be nice to someone and how that will translate to writing and living on the Web. As students grow up through the educational pathways, they must be exposed to new and emerging technologies as early as possible in a safe, responsible manner. By doing so, we are preparing them for a global economy that requires these skills.

re-order

order in which the four modules may be used is not critical

ocus and emphasis on the types of texts

What changes

is the

analytic reading

examining its meaning

read and reread deliberately.

understand the central ideas

supporting details

entails the careful gathering of observations

overall understanding and judgment

omparison and synthesis of ideas

drawing on relevant prior knowledge

suggests that educators select a minimum number of grade-level-appropriate short texts

as well as one extended text

in lower grades, chosen texts should include content from across the disciplines.

upper grades, content-area teachers are encouraged to consider how best to implement informational reading across the disciplines

present their analyses in writing and speaking

all students need access to a wide range of materials on a variety of topics and genres

students improve both their reading comprehension and their writing skills when writing in response to texts.

notes, summaries, learning logs, writing to learn tasks, or even a response to a short text selection or an open-ended question.[9]

hese responses can vary in length based on the questions asked and tasks performed, from answering brief questions to crafting multiparagraph responses in upper grades.

narrative story and narrative description

creative fiction, as well as memoirs, anecdotes, biographies, and autobiographies

include writing under time constraints

writing over multiple drafts

generate writing pieces in response to teacher-provided prompts and to their own prompts

For reading and writing in each module

Understand and apply grammar:

Cite evidence and analyze content

Understand and apply vocabulary

Conduct discussions and report findings:

grades 3-5

two standards progression charts for each grade level

Writing

peaking and Listening

Graham, S., and M. A. Hebert. 2010. Writing to Read: Evidence for How Writing Can Improve Reading. A Carnegie Corporation Time to Act Report. Washington, D.C.: Alliance for Excellent Education.

suggests both the number and types

Students

offer one way of organizing the standards

quarterly modules

reflects the integrated nature

four sections

to express an opinion/make an argument or to inform/explain

write

citing evidence

analyzing

grammar

vocabulary

discussions

reporting

Should remix be outlawed as a violation of an artist’s or photographer’s copyrigh

One facet of our reading instruction that cannot be overlooked is the importance of teacher readers in building a classroom reading community. According to Morrison, Jacobs, and Swinyard (1999), "perhaps the most influential teacher behavior to influence students' literacy development is personal reading, both in and out of school."

If we don't read, why should our students?

Share your reading life with your students. Show your students what reading adds to your life. If you are reading a nonfiction book at the moment, tell them what you are learning. Pass the children's books you are reading to them when you are done. Describe the funny, sad, or interesting moments in the books you read. When you read something challenging, talk with your students about how you work through difficult text. It will surprise them that you find reading hard at times, too, but choose to read, anyway.

Many students in today's world do not read books outside of school. When they do read, it is text-messages, web pages or homework assignments. For students who did not grow up in homes with books, with adults who read and who read to them, this time to read in school is both necessary and pleasurable. Many of my students need catch-up time when it comes to "hours-in" reading. The 10 minutes at the beginning of each period that I allow my juniors each day equals hours of reading across the months of the school year. My most dedicated readers begin books in the classroom, finish them at home, and return to the classroom/school library to check out new books.