Grade 1 | Introduction. In Grade 1, instructional time should focus on four critical areas: (1) developing understanding of addition, subtraction, and strategies for addition and subtraction within 20; (2) developing understanding of whole number relationships and place value, including grouping in tens and ones; (3) developing understanding of linear measurement and measuring lengths as iterating length units; and (4) reasoning about attributes of, and composing and decomposing geometric shapes. Students develop strategies for adding and subtracting whole numbers based on their prior work with small numbers.
They use a variety of models, including discrete objects and length-based models (e.g., cubes connected to form lengths), to model add-to, take-from, put-together, take-apart, and compare situations to develop meaning for the operations of addition and subtraction, and to develop strategies to solve arithmetic problems with these operations. Operations and Algebraic Thinking Measurement and Data Geometry. English Language Arts Standards | Anchor Standards | College and Career Readiness Anchor Standards for Language. The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.
Standards in this strand: Conventions of Standard English: CCSS.ELA-Literacy.CCRA.L.2Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Knowledge of Language: CCSS.ELA-Literacy.CCRA.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. Vocabulary Acquisition and Use: Note on range and content of student language use. Common Core English/Language Arts. Common Core Strand Learning Pathways Select a strand or grade level below to begin exploring our collection of standards-based resources.
Overview The Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. The Standards set requirements not only for English Language Arts but also for literacy in history/social studies, science, and technical subjects. Just as students must learn to read, write, speak, listen, and use language effectively in a variety of content areas, so too must the Standards specify the literacy skills and understandings required for college and career readiness in multiple disciplines.
Strands are larger groups of related standards. Tennessee English/Language Arts Curriculum Center. Common Core State Standards (CCSS) establish learning goals for English Language Arts students and the literacy proficiencies for students in history/social studies, science, and technical subject areas. The CCSS for grade 6 and above are predicated on having teachers from different content areas combine their area content knowledge expertise to help students develop the literacy skills and understandings required for college and career readiness across multiple disciplines. The 6–12 literacy standards in history/social studies, science, and technical subjects do not replace content standards in these content areas, but rather, are intended to supplement them. In terms of their organization, the Common Core State Standards for ELA are grouped into: Strands: larger groups of related standards.
Standards from different strands may sometimes be closely related. Tennessee Common Core English/Language Arts Resources TNCore.org Read Tennessee. 24 Multimedia Tools That Support The Common Core. How Students Benefit From Using Social Media 12.68K Views 0 Likes A lot of criticism has been leveled at social media and the effect it has on the way students process and retain information, as well as how distracting it can be. However, social media offers plenty of opportunities for learning and interactivity, and if you take a moment to think about it, it's not too hard to see how students benefit from using social media. 10 African-American History Month Teaching Resources 1.25K Views 0 Likes This week’s Featured Ten Learnist boards are dedicated to African-American history month. 3 Tech Tips Your Grandma Could Teach You 2.02K Views 0 Likes Those who have been using technology, in some form, have a few tech tips you should know about.
The Hobbit In Five Minutes. Mapping Media to the Common Core » What do you want to CREATE today? Common Core Curriculum Maps | Digital Resources. These digital resources and tools for creating, collaborating, researching, and sharing can be found in the Common Core Curriculum Maps. This is not intended to be a comprehensive list, as the technologies are constantly evolving. Consider it a beginning! Free Online Resources Bookmarking These programs allow teachers to store bookmarks in one place, and allow others to access them. Edmodo Edmodo is an easy and engaging way to manage assignments, provide a way for students to communicate and create an online classroom.
Edmodo Glogster Students can easily create and share interactive posters. Glogster Google Docs Google Docs is “storage in the clouds” — a place that allows many students to collaborate on documents, spreadsheets, presentations, and forms. Google Docs Google Earth Google Earth lets students view satellite imagery, maps, terrain, 3D buildings, canyons of the ocean, and other features and physical locations from their computers. Google Earth Jing Jing Open Educational Resources Picasa Picasa.
12 Graphics to Illustrate Mapping Media to the Curriculum. <div class="greet_block wpgb_cornered"><div class="greet_text"><div class="greet_image"><a href=" rel="nofollow"><img src=" alt="WP Greet Box icon"/></a></div>Hello there! If you are new here, you might want to <a href=" rel="nofollow"><strong>subscribe to the RSS feed</strong></a> for updates on this topic.
<div style="clear:both"></div></div></div> (cross-posted from Playing with Media) This evening I spent several hours drawing on my iPad using the wonderful app, Brushes. After drawing these with a Rocketfish stylus (my favorite of the 4 or 5 iPad styluses I’ve tried to date) I cropped the images on my iPad using the Skitch app, and uploaded them to Flickr using PhotoSync. If anything, I hope by creating and sharing these amateurish drawings I’m following my own advice in “playing with media!” Literacy Is Not Enough: 21st Century Fluency for the Digital Age by Ian Jukes.
These are my notes from Ian Jukes‘ METC 2010 presentation, “Literacy Is Not Enough: 21st Century Fluency for the Digital Age” at the METC 2010 conference. MY THOUGHTS ARE IN ALL CAPS. I haven’t heard Ian present in quite a few years. He was the first person at an educational technology conference (TCEA) to really make my head spin and inspire me to get on the digital learning mardi gras float. Quoting Don Tapscott, “Grown Up Digital: How the Net Generation is Changing Your World” consumers vs prosumers In have value entertain teach students today may be literate by the standards of the 20th century, but won’t be literate by the standard of OUR society today we need to move to 21st century literacies or fluencies – when you are literate, you still have to think about what you are going to do next – fluencies are unconscious skills, you just “know” what to do next hands up: who learned to ride a bicycle?
Decisionmaking, time management, etc. How many times have you heard some. Media Literacy/Core Subjects & 21st Century Themes. Media Literacy/Core Subjects & 21st Century Themes How Can Media Literacy Be Integrated into K-12 Learning? This snapshot provides resources that describe how Medial Literacy skills can be integrated into a multidisciplinary K-12 curriculum. It includes the following: Definition of Media LiteracyOverview of Media Literacy’s Role in K-12 CurriculaExamplesProfessional Development Resource (MediaLit Kit)How Teachers Are Incorporating Media Literacy into Their Curricula (video clip)Using the Language of Film to Develop Visual Critical Thinking Skills (video clip)Additional Resources Definition Media Literacy:Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media Overview of Media Literacy’s Role in K-12 Curricula Different media forms — print, video, and web — permeate 21st century society.
Professional Development Resource How Teachers Are Incorporating Media Literacy into their Curricula Additional Resources. Students Evolve from Consumers to Critics and Creators. Critical-thinking skills -- and fluency in multimedia production -- are integral to media literacy. Running Time: 8 min. For many students, what happens in the traditional American classroom is boring. Small wonder, when you compare such relatively inanimate stuff as pencil-and-paper-bound reading, writing, and math drills to the media mix of mind-bending imagery and hair-raising sound that consumes most of their waking hours outside school. A recent study, "Generation M: Media in the Lives of 8- to 18-Year-Olds," found that students in grades 3-12 spend an average of six hours and twenty-one minutes plugged in to some type of media each day. Accounting for multitasking, the figure jumps to about eight and a half hours including nearly four hours of TV viewing and forty-nine minutes of video game play.
Comparatively, homework gets slightly less than fifty minutes of attention. Credit: Edutopia One place kids live is the multiplex, where they indulge in popcorn and eye candy. What is Media Literacy? iGeneration 08 - The Water Cube. Project Exegesis This video is aimed at talking about participatory culture, community and communication through featuring the Water Cube, which is used as a venue for the Beijing Olympics 2008. Participatory culture can be seen in three ways: through the planning phase, construction phase and lastly, during the Olympics itself. Participatory culture can be seen from paper work, manual labour, to competitions amongst athletes. This shows that the Water Cube has had large amount of participatory culture since its birth and perhaps, will continue to do so even after the Beijing Olympics is over. The Water Cube also exemplifies elements of communities since its birth. The water cube explores the notion of participatory culture from its planning phase to delivery phase and finally, its usage during the Beijing Olympics 2008.
However, these five key characteristics of participatory culture are not confined to just the planning phase as they are also relevant in the construction stage. Digitallearning.macfound.org/atf/cf/%7B7E45C7E0-A3E0-4B89-AC9C-E807E1B0AE4E%7D/JENKINS_WHITE_PAPER.PDF.
Using Film to Teach Common Core Skills.