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Connecting the Universal Refugee Experience of Fleeing and Finding Home to the Title of the Novel Inside Out & Back Again | Common Core Success B. Forming Evidence-Based Claims: Connecting the Idea of Fleeing and Finding Home with “Inside Out” (14 minutes) Remind students that in their end of unit essay, they will analyze how the meaning of the novel’s title, Inside Out & Back Again, relates to the universal refugee experience of fleeing and finding home and how this experience is revealed in Ha’s story.Tell students that in this lesson, they will focus on gathering evidence and forming claims related to two questions. * “How do the lives of refugees turn ‘inside out’ as they flee and find home?” * “How do the lives of refugees turn ‘back again’ as they find a new home?” * “What is this first body paragraph of the model about? * “What evidence has the writer used to support her claims?” * “Look at the evidence we have recorded from informational texts on the Inside Out anchor chart. * “Is there any stronger evidence in any of the informational texts that hasn’t been recorded on the anchor chart?” Model briefly. Model briefly.

Tasks, Units & Student Work - Common Core Library NYC Keywords (optional) Enter keywords (e.g., K.OA.3, informational text, arguments, quadratic equations, etc.) Grade (select at least one) Subject (select one) NYC educators and national experts are developing Common Core-aligned tasks embedded in a unit of study to support schools in implementing the Citywide Instructional Expectations. Search a growing assortment of Common Core-aligned tasks, units and student work by keyword, grade level, subject area and Common Core Learning Standard. The components of the Common Core-aligned tasks with instructional supports include: Unit overview and task description Teacher-annotated student work representing a range of performance levels Rubrics used to assess student work Universal Design for Learning (UDL) principles Other instructional support materials To learn more about the components of these tasks and units and for help navigating the interactive student work, watch our virtual training modules. NEW!

On-Demand End of Unit Assessment and Celebration of Opinion Writing | Common Core Success A. Engaging the Writer and Unpacking the Learning Targets (10 minutes) Gather students together with their Peter Pan journals. Tell them that today they will get to write their opinion about their second favorite Peter Pan character.Ask students to sit with a partner and talk about which character they selected as their second favorite. Ask them: * “Why was that character your second favorite?” Tell students talk to each other about their second character choice. * “Think about the things you did as writers to create your opinion writing draft. Give students time to talk together.Then, using equity sticks, call on a few students to share their responses. * “We said which character captured our imagination, and then we gave reasons.” * “We used examples from the book to support our reasons.” * “We used linking words to connect our reasons together.”

Georgia CCS · CCGPS Mathematics Grades K-5 · CCGPS Mathematics Glossary Third grade teachers working on unit revisions at GaDOE (June 2013) 2013-2014 CCGPS Mathematics Unit Frameworks Teacher and Student Editions of the 2013-2014 CCGPS Mathematics Unit Frameworks were posted on July 1, 2013, to GeorgiaStandards.Org and Learning Village. K-5 CCGPS Mathematics Overview The K-5 standards are organized using domains, overarching ideas that connect topics across the grades, clusters that illustrate progression of increasing complexity from grade to grade and standards which define what students should know and be able to do at each grade level. The K-5 standards are organized in the following domains: counting and cardinality; operations and algebraic thinking; number and operations in base ten; number and operations – fractions; measurement and data; and geometry. The focus in the K-5 standards is comparable to that seen in high-performing countries.

Common Core Prompt/Task Builder Once you click on a template, use the field below to edit, revise, or add content to the template. The Context field gives you a place to add information about the audience or writing situation. The Context field can be left blank. When your prompt is finished, simply copy and paste it into a document or presentation. Sample 1 Write a letter to a non-profit organization whose mission is to improve education in underdeveloped countries. Sample 2 What problem does Renee Schoof introduce in her article “Warmer oceans taking toll on world’s coral reefs”? Sample 3 As more and more Americans struggle financially, some politicians are turning their focus to illegal immigration.

Sample Pages | Common Core State Standards Review, Practice, & Mastery Sample Pages These are PDF documents. If you have Adobe Acrobat, simply click on the link and print out your copy. If not, download Adobe Acrobat Reader software for free. We highly recommend that you download the PDF files to your computer before opening them. This program is SOLD ONLY TO educators and sent to school or district addresses only. Lindenwold High School Welcome to the dystopian world of 1984, a chilling novel by George Orwell. Consider the following Essential Questions as we journey through Winston Smith’s world: • How does our world resemble the dystopia presented by the novel? • Hoe can we ensure that our society doesn’t become like the one created by Big Brother? • How does language matter? How does it shape our society and who we are? The novel is divided into three parts: For each batch of reading, I want you to keep a running journal composed of three items:  An open-ended question that your answer using a brief paragraph.  An open-ended question that you would like other students to answer.  A list of no less than 10 SAT type words. To keep up, you need to have the chapters finished by class time: Part ONE Chapters I – II – Tuesday, March 23 Chapters III – IV – Wednesday, March 24 Chapters V – VI - Thursday, March 25 Chapters VII – VIII – Friday, March 26 Part TWO Chapters I-II – Monday, March 29 Chapters III – IV – Tuesday, March 30

Essential Strategies for Supporting Fraction Sense Interactive Support for the 10 Essential Strategies. Our fractions tools support the instructional strategies found in this innovative new book about teaching fractions. 10 Essential Strategies for Supporting Fraction Sense, Grades 3-5 Julie McNamara and Meghan M. Shaughnessy This excellent instructional resource with its 10 Essential Strategies offers a unique and insightful approach to helping teachers excel at teaching fractions. We have collaborated with Julie McNamara to support the strategies in the book with our dynamic software tools. Click below to find direct support for the 10 Essential Strategies, including ideas for using the tools and several classroom activities. Strategies 9 and 10 Strategy 9. Strategy 10. Both of these strategies can be supported whenever using the fractions tools.

Educational Leadership:Instruction That Sticks:Strategies That Make Learning Last Daniel T. Willingham The second way is by illuminating fundamental principles of how students think and learn. Every teacher has a theory of how children learn; the theory may be unstated, but every teacher takes actions (or refrains from taking them) in the belief that doing so will help kids learn better. If researchers could offer principles of memory that are relatively universal across students, materials, and contexts, now that would help educators. Learning to Teach Oneself In the early years of schooling, we don't expect students to be able to guide their own learning; the teacher is largely responsible for creating classroom experiences that lead to student learning. Researchers have asked college students how they study, and the results show that most use inefficient strategies (Hartwig & Dunlosky, 2012; Kornell & Bjork, 2007). These results fit well with another, highly informal finding from my own teaching. What Students Typically Do Clearly the first strategy is not optimal. America Achieves: Dashboard Privacy Policy - Table of Contents Privacy Policy This policy (the "Privacy Policy") addresses collection, use and access to information that may be obtained through the use of this website. We extend the following information to assure you, our guest, that we are concerned about and respect your privacy. Please know that America Achieves will never sell, lease or rent your confidential information or share it with any other organization. How We Collect and Use Your Information We collect personally identifiable information and non-personally identifiable information from you in a number of ways. We use this information to understand better how our visitors use our website, research our visitors' demographics, interests, and behaviour, provide visitors with customized services and information, improve our promotional and outreach efforts, and for other similar purposes. Information Collected and Stored Automatically If You Send Us Personal Information Personal Information and Choice Cookies

Common Core Resources | KATM Supports the Implementation of the Common Core State Mathematics Standards NCSM position paper Kansas Common Core Myths and Facts Websites, files, and discussion related to the Common Core State Standards: PPTX VIEWER for Windows PDF VIEWER for Windows Structuring the mathematical practices Bill McCallum In the progressions project we’ve been discussing how best to represent the standards for mathematical practice. Summer Academy 2012 The Sylvester’s powerpoints: Flipbooks The Common Core “FlipBooks” are a compilation of research, “unpacked” standards from many states, instructional strategies and examples for each standard at each grade level. Resources used: Common Core State Standards, NCTM’s Focus In Grades K-8 series, Student Centered Mathematics by J. Websites K-5th – Several mentioned more time to study/understand WHAT to teach as part of CCSS. LESSON PLANS from Lesson–may be a resource for creating mini-units for standards that are missing or too shallow in your texts.