Many of us are asked to use curriculum maps to help us plan our instruction. While these maps are useful and at times essential, we must also remember to watch for those teachable moments which bring learning alive to our students.

During the first weeks of school, we were reading aloud the novel Fish In A Tree,  by Linda Mulhally Hunt. Ally, the main character, is told she is “crossing the line,” and realizes her teacher is not discussing the finish line of a race. As we talked about this idiom, one student commented that his mom tells him he is “on thin ice” when he is in trouble. Another girl piped up that her parents tell her she is “in hot water.” A lively debate started over the use of water in both idioms – one water freezing and the other heated!

“Is it worth the time it takes?” 

My teammates and I have vowed to start each planning meeting asking that question. As we look at all the standards we have to teach, the assessments we’re asked to give, and the learning engagements we want to share, we quickly run out of hours in the school day. The question was central in our discussion on whether or not to give a writing assessment to our fourth graders the first week of school.

After much thought, I chose to ask my students to write to the prompt,

“In your opinion, what would be the best job to have as an adult?” Explain the reasons for your choice of career.

Last spring, our school district decided to do away with parents and students purchasing the necessary school supplies. Instead, the district would charge parents a supply fee and the supplies would be ordered by and delivered to the school. Three days before our annual “Meet the Teacher” night, my classroom was filled with boxes of paper, notebooks, crayons, pencils, and miscellaneous supplies needed to start the year.