District Curriculum Team Update

Dear Community Members,

As the first signs of spring begin to emerge, so does a renewed energy within our classrooms. March/April are a pivotal months in our academic calendar—a time when the foundational work laid in the fall blossoms into deep, meaningful connections and "aha!" moments for our students.

In this month’s newsletter, we are highlighting the innovative ways our teachers are bringing the curriculum to life. Our collective focus remains steadfast: fostering an environment where every learner feels seen, challenged, and supported.

Thank you for your continued partnership in making our schools a vibrant hub for growth and discovery. I hope you find the resources and stories below both inspiring and informative.

Warmly,

Joanne Menard, Ed.D.

Assistant Superintendent for Curriculum & Instruction

Of our Performing Arts standards (Creating, Performing, Responding, Connecting), most people expect to see the Performance. However, many do not realize what the Creating strand entails in a performance group and the time it takes to deliver those experiences.

Creating

1. Generate and conceptualize artistic ideas and work. Improvise short melodic and rhythmic ideas that reflect characteristics of different genres. (N.M.Cr.01)

2. Organize and develop artistic ideas and work. Record decisions about accuracy of written music (e.g., adding reminder of key signature, or indicating beat subdivisions for a difficult rhythm). (N.M.Cr.02)

3. Refine and complete artistic work. Refine musical interpretations exploring different elements (e.g. dynamics and articulations). (N.M.Cr.03)

All of the arts have the same overarching strands (Create, Present, Respond, Connect) within our standards. Square One Art, while providing another revenue stream to fund our art supplies, it also delivers these standards:

Creating

3. Refine and complete artistic work. Respond to an artistic challenge and draft possible resolutions. (3-4.V.Cr.03)

Presenting

5. Develop and refine artistic techniques and work for presentation. Refine a specific technique to produce a desired effect (e.g., creating realistic shading). (3-4.V.P.05)

Responding

9. Apply criteria to evaluate artistic work. Develop criteria for evaluating how skillfully or expressively an artist uses the basic elements of art (e.g., color, line, shape). (3-4.V.R.09)

Connecting

10. Synthesize and relate knowledge and personal experiences to make art. Distinguish one’s own preferences in art from those of others (e.g., friends or family). (3-4.V.Co.10)

World Language has at its core communication, which obviously means to speak, read and write in a language other than our home language. However, most people do not realize that much of that communication is centered around culture - comparing students' own to the target language. The amazing models of French landmarks in the middle school Traditional French class is a perfect example.

Linguistic Cultures Standards

5. Cultures - In settings that students would find familiar and highly predictable, using the target language exclusively or almost exclusively, with appropriate linguistic scaffolding, students fully and consistently:

a. Identify typical products and practices to help understand perspectives within the diverse cultures of the target-language communities. (NM.5.a)

b. Recognize and identify factors that contribute to individual and cultural identities. (NM.5.b)

In Holliston, we take a holistic approach to Wellness in the way our standards intended! All of our HHS courses have both Health and a Physical Education elements. We are also fortunate to have both classes in elementary and middle school as well. One of the changes to our standards recently has been the addition of Social-Emotional Learning elements in every level of Wellness:

Mental and Emotional Health [5.2.MH]

1. Identify different feelings and emotions (e.g., anger, fear, grief, sadness, anxiety, stress, hopelessness, gratitude, love, excitement, contentedness, hope, pride, happiness) that people may experience and how people might express those emotions (including individual and cultural differences in expression). [HPE; SE]

2. Discuss how feelings and emotions can impact behavior. [HPE; SE]

3. Recognize that all feelings and emotions are information that individuals can use to support mental and emotional health. [HPE; SE]

4. Identify how a person’s brain and body influence mental and emotional well-being. [HPE]

5. Describe and demonstrate strategies for expressing and regulating emotions in health-promoting ways. [HPE; SE]

6. Identify characteristics of and practices to support mental and emotional well-being within various cultures and diverse perspectives. [HE; SE]

Celebrating the Caldecott Winners is just another way Ms Canal helps to develop students' love of reading and beautiful illustrations. This unit also connects to a variety of other goals:

• 1.12 Explain what the final product will look like.

• 1.13 Select a topic from a range of possibilities.

• 4.16 Collaborate with others, including using technology to share information.

• 5.8 Collaborate with peers in sharing information.

• 7.7 Use critical and creative thinking skills to analyze, synthesize and evaluate relevance, reliability, and authority of sources

• 7.10 Summarize new knowledge gained through peer presentations.

• 8.15 Incorporate critical and creative thinking skills to evaluate literary elements and conventions.

• 8.16 Display knowledge of various types of print material, of genres, and of selection aids.

• 8.17 Identify and read from a variety of genres, e.g., historical, realistic, fantasy, fiction, folklore, poetry, biography, nonfiction.

• 8.18 Recognize reading as a lifelong pursuit.

• 8.19 Recognize characteristic styles of various authors and illustrators.

This year's Mathapalooza was another huge success in bringing our Miller and Placentino community together to share the love of Math and STEM! Mathapalooza had an estimated count of over 700 attendees, including students, siblings, parents and volunteers. During the event, participants interacted with 20 engaging stations, including Penny Polish Playground, Sponge Squeeze, Quickdraw and the Math Olympics to name a few.

We would like to give a special shout out and thank you to the following for supporting this event and contributing to its huge success: the Holliston PTO for sponsoring this event; our Assistant Superintendent for Curriculum and Instruction, Dr. Menard; Ms. Kirkpatrick and the Holliston Leo Club members; our Holliston High School volunteers; our teachers and administration from Placentino and Miller: Mrs. Perpall, Mr. Gagliardi, Mrs. Ryan, Mrs. Dowling, Mr. Snyder, Mrs. Creonte, Mrs. Curley, Ms. Merten, Mrs. Kinsky, Ms. Lovell, Ms. Ramage, Mrs, Bouchard, Mrs. Marino, Mr. Keim, Dr. Slaney, Mrs. Cordero and our custodial staff. (Science and Engineering Practices #1-8, Standards for Mathematical Practices #1-8)

In February , we celebrated the 100th day of school with a variety of fun, 100-themed activities. Students engaged in creative challenges, counting games, and special projects, all focused on the number 100, making the day both exciting and educational!

At Placentino, students participated in STEAM stations around the building where they were tasked with using their imagination to create something given a specific building tool. STEAM stands for Science, Technology, Engineering, Art, and Math, and it encourages hands-on learning and problem-solving. Engineering is especially important for growing brains because it helps students think critically, design solutions, and understand how things work, fostering creativity and innovation for the future.

Miller Elementary School rocked the 100th Day in style with our new 100 Day pencils and bookmarks sponsored by the Holliston PTO, thank you! Students had fun engaging in 100 day challenges such as guessing which jars contained exactly 100 items, 100 stacking cups, 100 cm Tower and more! Congratulations to our 5th graders who celebrated their 1,000th day of school! (MP2, MP4, MP7)

As part of the Earth and Space Science unit, students in Kindergarten have been learning about reasons for change in the common phenomena we experience with the four seasons. Through observations, experiments in the science lab and real world experiences this winter students are building their quantitative knowledge of temperature in relation to the weather (K-ESS2-1, K-ESS3-2).

Students used thermometers for investigations and communicated the idea that different kinds of materials can be solid or liquid depending on temperature. They had fun using oobleck,kinetic sand, beach sand, water and ice! (K-PS1-1(MA)).

Students in first grade practiced using their inquiry skills to describe seasonal patterns of motion between the sun and earth as well as seasonal patterns between sunrise and sunset. In this Earth and Space Science unit, they will continue to learn more about the monthly patterns of change in the shadow of the earth across the Moon and seasonal star patterns in the sky! (1-ESS1-1 and 1-ESS1-2).

Students had fun experimenting with ice and water to learn about reversible and irreversible changes(2-PS1-4). They created models of mountains to observe water flow and the changes that flowing water causes over time for example rocks turning into sand eventually! (2-ESS2-3 and 2-ESS2-4(MA).

Over the past few months, our Makerspace has been buzzing with creativity and problem-solving! In October, students kicked things off by creating square pumpkins inspired by Spookley the Square Pumpkin, using LEGOs to design and build their own unique creations. In December, we dipped our toes into the world of coding as students used Code & Go mice to help a hungry mouse navigate a maze and find his cheese snack—lots of planning, trial, and teamwork! Then in January, in celebration of International LEGO Day on 1/31, our students became LEGO Masters, designing bridges and inventing brand-new toys for friends to play with.

Thank you, as always, to our families for your continued support of this amazing space. We are so grateful for your generosity—and we happily welcome ongoing donations to keep the creativity going!

Our 4th graders are making some noise! In our recent sound workshops, students have been diving into the mechanics of vibration and frequency. The highlight for many was "making a splash" by plunging vibrating tuning forks into water to see sound energy in action. Our young scientists also got creative by engineering their own unique sound-makers using everyday household materials. It’s been a high-energy (and high-volume!) way to see how sound travels through the world around us. A special thank you to Holliston's PTO for sponsoring this wonderful event! (PreK-S2-1, PreK-PS4-1, 1-PS4-1, 1-PS4-4, 1.K-2-ETS1-1,4-PS4-1)

Our 5th graders recently took a "chilling" look at the physical properties of matter! Through a high-energy workshop featuring dry ice and liquid nitrogen, students explored the fascinating transitions between solids, liquids, and gases. From witnessing liquid water turn instantly to gas to watching flowers and rubber bands shatter like glass, the room was full of wonder. We even saw a banana used as a hammer and watched solid metal shrink in seconds—bringing the laws of physics to life in the most dramatic way possible! A special thank you to Holliston's PTO for sponsoring this wonderful event! (2-PS1-4, 5-PS1-1)

Our 5th-grade students recently turned into teachers! After diving deep into the Earth’s Water Cycle, these young scientists showcased their expertise through dynamic presentations and mini-lessons. We were thrilled to welcome younger peers from Placentino and Miller to join the fun. Our 5th graders did an exceptional job of mentoring our younger learners and sparking a district-wide excitement for science! (5-ESS2-1, 5-ESS2-2)

In Miller Makes & Innovates, co-taught by Mrs. Hastings and Mrs. Curley, our 5th graders have officially transitioned from skill-builders to problem-solvers. After a semester of mastering digital learning tools & design thinking, students are now in the exciting early stages of their projects.

Where We Are Now:

• Empathy-First Design: Students are currently identifying real-world problems, using an "empathy lens" to ensure their inventions truly improve life for others.

• The Planning Phase: Our young innovators are busy sketching blueprints, drafting "Shark Tank" style pitches, designing logos and launching their personal Google Sites to document their progress.

• Prototyping: The Makerspace is buzzing as students begin experimenting with 3D design, paper circuits, Makey Makey, and even textiles like crochet and sewing to bring their initial ideas to life.

We are so impressed by the creativity and compassion shown in these early designs. We can't wait to see how these concepts evolve into fully realized solutions by the end of the year!

(3-5.DTC.a, 3-5.DTC.b, 3-5.DTC.c, 5.3-5-ETS3-1(MA), 5.3-5-ETS3-2(MA))

Our 3rd graders are officially embarking on the journey of learning a brand-new language: Scratch. Much like learning French or Spanish, mastering a programming language (Blockly) takes time, immersion, and plenty of practice. Students began their journey in Code.org and Hour of Code, where they built a foundation in logic before diving into the Scratch interface.

Currently, students are using tutorials to build their fluency in essential coding terminology:

• Algorithms: Creating step-by-step instructions.

• Loops: Learning how to make actions repeat efficiently.

• Events: Programming specific triggers to run their code.

As they become more "fluent," they will eventually transition from the screen to the physical world, using their skills to program our Dash robots and seeing their code come to life!
(3-5.CT.b.1, 3-5.CT.b.4, 3-5.CT.d.1, 3-5.CS.a.3)

Our 4th graders are taking their foundational knowledge from last year and "leveling up" their expertise. While they also reinforced their skills through Code.org and Hour of Code, they are now moving beyond basic sequences to become digital creators.

These students are currently busy designing complex animations, interactive games, and digital stories. This stage of their learning focuses on the "user experience," which involves:

• Dynamic Visuals: Learning to swap backgrounds and "costumes" for their characters.

• Audio Engineering: Incorporating sound effects to enhance their storytelling.

• Advanced Logic: Using more sophisticated Blockly structures to make their games interactive.

To wrap up their unit, 4th graders will also apply their advanced logic to our Dash robots, tackling complex navigational challenges that require precise and creative coding.

(3-5.CT.d.2, 3-5.DTC.a.3, 3-5.CT.d.3, 3-5.CT.b.5)

6th grade students put their Math, Science, and general reasoning skills to the test with their Mission to Mars! This field trip combines Math, Science, and Engineering challenging students to land a rover on Mars. They had to really work together to make the mission a success, one partner in ground control, and the other as the shuttle crew. They communicated through audio and digital means. Each team had a specialized area to complete to make the mission a success!

They also explored the sixth grade space standards with a planetarium show to better experience the wonder of looking up at the sky and received tips for stargazing to bring home and try out in the real world.

7th grade tried a unit by the famous Mark Rober from Crunch Labs. This unit is all about the invisible superpowers of electric and magnetic forces. Together, we'll uncover how they make magnetic levitation (maglev) trains float, help scrapyards move giant piles of metal, and let MRI machines see inside the human body. Students use their skills as scientists and designers to model, test, and explain how these forces make everyday marvels possible.

8th grade Science students examine the problem of ocean acidification. Students determined the effect of temperature and pH level on the rate of corrosion of the shells' calcium carbonate.

This was coupled with problem solving ways to reduce this effect of climate change on ocean life. This activity covered covered multiple standards from multiple areas including Chemistry, Ecology, and Climate.

7th Grade students are working on Ratios and Proportional Relationships. In this activity students are playing Percent Change Battleship, turning their learning into fun strategy gaming. This also makes Math a cooperative and social venture for students to tap into the social emotional piece so important to them at this phase of their lives.

8th Grade Math completed Tarsia puzzles. This activity created stained glass decorations with positive messages for Social/Emotional well being and students were able to use their knowledge to positively impact the classroom space. Students who were ready were able to try addition and subtraction of polynomials to extend their thinking from the prior activity. and others used them as a review for linear equations.

What’s Happening in the CS Lab?

6th Grade: Coding as the Teacher

The 6th graders are currently doubling as teachers. For their Interactive Education Project, they’ve been tasked with taking a concept they are learning in another subject like a history timeline or a biology cycle and turning it into an interactive experience using Scratch.

Watching them figure out how to explain a complex topic through a game or an animation has been fantastic. It forces them to think about how a user interacts with their work, making sure the "lesson" is as clear as the code behind it.

7th Grade: Robots on the Move

If you’ve walked by the 7th-grade room lately, it looks a lot more like a workshop than a traditional classroom. We’ve officially transitioned into our VEX Robotics unit.

The students are currently deep in the "problem-solving" phase, building and tweaking robots to handle specific physical challenges. We are focusing heavily on sensors and actuators essentially teaching the robots how to "see" and "touch." The big goal? Writing algorithms that allow these bots to navigate search-and-rescue simulations, which really brings the stakes of their programming to life.

8th Grade: Creative Coding

In 8th grade, we’ve made the jump to JavaScript. Using the p5.js library, students are learning that coding isn't just about math, it’s a creative medium.

Their first big challenge is a Emoji Project. Each student is currently writing original code to render a custom emoji or icon. It’s a great exercise in precision; they have to use coordinate geometry and specific syntax to get their designs exactly right. It’s been great to see their personalities come through in the icons they’ve chosen to build.

In an AP Physics lab, students investigated uniform circular motion using a “flying pigs” apparatus, measuring how changing the radius of motion affected the pig’s speed by timing full rotations. Students collected and analyzed experimental data to test a hypothesis about the relationship between radius and speed, applying concepts of rotational motion and experimental design. Students then worked to explain how their data related to their initial claim using Claim-Evidence-Reasoning writing. (AP Physics Unit 3)

In this senior Probability and Statistics class, students kicked off the semester with a hands-on data collection project designed to build collaboration and introduce key statistical concepts. Working in small groups, students created survey questions, collected categorical data from their classmates, and represented their findings using tables and graphs such as bar graphs and pie charts. The activity emphasized teamwork, communication, and clear data representation as a foundation for the course ahead.

Our Kindergarteners are currently developing foundational reading skills by mastering CVC (Consonant-Vowel-Consonant) patterns. By focusing on short vowel sounds, students are learning to segment and blend simple words like cat, sit, and pot, which serves as a critical step toward independent decoding. Students are building their understanding of word patterns by changing initial sounds to make similar words. This phonetic work is being integrated into their writing, where students have been responding to prompts about defining love and identifying why they are lucky. These exercises allow students to apply their new spelling skills to personal, meaningful reflections, building both their stamina as writers and their ability to express abstract ideas on the page.

(RF.K.2, RF.K.3, W.K.1, L.K.1)

First-grade students have completed studies of beloved authors: Kevin Henkes and Mo Willems. These units allow students to examine the distinct narrative styles and character development techniques used by each author. In addition to these literary studies, students have begun an informational writing unit, learning to organize facts and use text features like headings and labels to teach others about a specific topic. Students also engaged in open-ended writing, reflecting on personal experiences with bravery and articulating the specific ways they express love for the important people in their lives. In phonics, students are being exposed to vowel teams (such as ai, ea, and oa). Mastering these combinations is essential for decoding multi-syllabic words and improving overall reading fluency.

(RL.1.3, W.1.2, RI.1.2, RF.1.3)

Students in Montessori Grades 1-2 used puzzle maps to create drawings of various continents. This work serves as the foundation for a broader curriculum that integrates physical geography with cultural studies. As students master the locations and shapes of each continent, they begin exploring the specific biomes, wildlife, and diverse traditions that define different regions. This sequence helps students develop a technical understanding of world geography while building a framework for global citizenship.

(SS.1.T2, SS.2.T2)

Our second graders are transforming into confident communicators as they bridge the gap between decoding words and forming big ideas. Students are currently mastering syllable types, learning to "crack the code" of complex words by identifying open and closed vowel patterns. This technical precision supports their work in literary analysis, where they are moving beyond basic plot points to determine the main idea and underlying themes of the stories they read. These analytical skills shine brightest in our opinion writing unit; students are no longer just sharing their likes and dislikes, but are crafting structured arguments supported by clear, evidence-based reasons. It is an exciting season of growth as they find their voices both as readers and writers!

(W.2.1, RI.2.2, RL.2.2, RF.2.3)

Our 3rd graders have been hard at work during their literacy and social studies blocks. In literacy, they have been navigating nonfiction texts with a focus on the purpose of text features. By studying the Titanic, students practiced writing descriptive captions and creating realistic illustrations to inform their readers. We’ve also been "mapping" out our surroundings in social studies, mastering Massachusetts geography and our New England borders. From "Phenomenal Penguin" paragraphs to personal Bio Poems, these hard-working students have been researchers, geographers, and writers. (RI.3.5, RI.3.7, W.3.2, 3.T2.1, 3.CS.2)

Our 4th graders have been hard at work during their literacy and social studies blocks. In literacy, they have been navigating nonfiction articles to develop and defend strong opinions on school-based debates, such as the necessity of homework and uniforms. Students are building five-paragraph essays that prioritize text evidence to support their claims. Alongside this, we celebrated Black History Month by analyzing biographies of influential figures. Students identified main ideas and supporting details to create "Impact Playing Cards," illustrating how these historical leaders have shaped our modern society. (W.4.1., W.4.1.b., RI.4.2., RI.4.8, 4.T4.6)

Our 5th graders have been hard at work during their literacy and social studies blocks. In literacy, students are participating in collaborative book clubs, where they lead their own discussions on character development, theme, and complex plot structures in various chapter books. To sharpen their informational writing, they have also been drafting expository essays, focusing on organizing complex ideas with clear headings, transition words, and concrete details. In social studies, students are wrapping up their American Revolution unit, focusing on the battles that led to the American victory and British defeat, as well as the impact of important leaders throughout the war. They are now beginning to explore the weaknesses surrounding the adoption of the Articles of Confederation, which led to the Constitutional Convention and the start of our unit on the principles of government.(RL.5.1., SL.5.1., W.5.2, 5.T2.1, 5.T3.1)

As we move towards the final stage of the elementary curriculum review for literacy, teachers K-5 are evaluating high-quality instructional materials to enhance our elementary literacy instruction. We are currently piloting two high quality curricula: Wonders and Amplify CKLA (Core Knowledge Language Arts). To ensure a comprehensive evaluation, two classrooms per grade level are testing these programs this spring. This pilot allows our educators to compare how each curriculum supports foundational reading skills, vocabulary development, and complex text analysis. By gathering direct feedback from both students and teachers in a live classroom environment, we can make an informed, data-driven decision on which program best meets the diverse needs of our learners for years to come.

This fall semester, students from Holliston High School’s Community Service Learning class developed meaningful projects to address many needs in our community. These students worked with different community organizations and across a variety of disciplines to develop Service Learning projects. We celebrated their successes at a Community Celebration on Wednesday, January 21st in the Holliston High School library. Students showcased their projects and reflected on how their work impacted both the community and themselves as individuals.

In December, 6th graders read A Long Walk to Water by Linda Sue Park, a true story of a refugee escaping civil war in South Sudan. We focused on theme and how we can learn from the main character's perseverance and hope. These photos are from the coin drive students helped organize to raise money for Water for South Sudan, the organization started by the main character, that builds water wells in communities across South Sudan. Grade 6 students collected over $3000 in support of access to clean water. Now, students are researching ways they would like to improve our school and are writing letters to the editor for our school newspaper.

6th graders just finished our Mesopotamia unit and are starting to learn about Ancient Egypt. Some class favorites included analyzing the harsh nature of Hammurabi’s code, writing their names in Cuneiform, and discovering that one of the first poets in history was a priestess named Enheduanna. Students are highly anticipating all the exciting things to come in our next unit!

Seventh graders are working their way through the writing genres. Last month they completed a persuasive essay, and are now editing their expository work while concurrently beginning a reflective personal narrative. These pictures showcase students highlighting their work to reflect on the tasks expected within a CER - using the highlighting technique to recognize parts that need to be revised, included, or expanded. This supports students application of standard essay structure as well as use of a writer's process.

Seventh-grade social studies students in Mrs. Ryan’s class got hands-on with history by sculpting their own terracotta soldiers after learning about Emperor Qin and his tomb. Inspired by the famous Terracotta Army, students had fun shaping details that showed what they learned about the mysterious tomb. The project helped students connect art, history, and archaeology memorably.

Eighth graders have been learning about the Holocaust and WWII, as well as the refugee vs. immigrant experience during that time and today. Students read Elie Wiesel’s Night and are currently listening to We Share the Same Sky, a podcast about a woman tracing her grandmother’s journey of escape from the Nazis. The Holocaust / WWII unit ends with a student-driven Socratic Seminar to discuss learning and summarize key takeaways.

Our 8th grade students are engaging in in-depth learning about the United States Constitution, exploring not just what it says, but why it matters. Through close reading, discussion, and real-world connections, students are examining the principles of democracy, individual rights, and the structure of our government. This work helps them better understand how the Constitution continues to shape laws, civic responsibilities, and everyday life today.