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WIDA: CAN DO Descriptors by grade level cluster; download for PreK-K, Grades 1-2, 3-5, 6-8, or 9-12 Look at all we can do! Creating learning environments for language learners based on what they can do! The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts. WIDA is proud to announce the release of the K–12 Can Do Descriptors, Key Uses Edition, the Early Years Can Do Descriptors (for children 2.5–5.5 years old), and the K–12 PODEMOS, the Spanish Language Development Edition of the Can Do Descriptors. The links below will take you directly to their pages. Note of Thanks The development of the Can Do Descriptors represents the work of many educators in the field. K-12 Can Do Descriptors, Key Uses Edition The K–12 Can Do Descriptors, Key Uses Edition highlights what language learners can do at various stages of language development as they meaningfully participate in the college and career readiness standards. Here’s what’s included in this edition: Webinar for K-12 Educators

Dr. Diane August Diane August, Ph.D., is a Managing Director affiliated with the American Institutes for Research and a Senior Research Scientist at the Center for Applied Linguistics, both located in Washington DC. Her area of expertise is the development of science and literacy in second-language learners. She is the Principal Investigator for a large NICHD-funded study investigating the development of literacy in English-language learners and Co-Principal Investigator at the IES-funded National Research and Development Center on English language Learners. At the Center she has she has conducted a series of experimental studies focused on developing science knowledge and skills in middle grade ELLs. She has been a Senior Program Officer at the National Academy of Sciences where she was study director for the Committee on Developing a Research Agenda on the Education of Limited English Proficient and Bilingual Students. See more In addition, Dr.

Tips & Tricks SMART Training | Next Level Interactive PD This is our new 21st Century learner... wow! Tip #17 SMART Response- Student Log-In vs. Anonymous: When using SMART Response software, you are hopefully attempting to collect data that will drive your instruction. In order to collect this precious data you will need to have all students log-in using their specific student ID's. This will not work in anonymous mode. Tip #16 SMART Response- WHY? When downloading SMART Notebook software you are given the option of including the Response software too. Tip #15 Homework Calendar- Gallery Highlight: Have you gone searching for a calendar to place on your SMART Board? Tip #14 Modeling Writing the Alphabet- Elementary: Research says that children learn best by modeling. arrow. Tip #13 Scrolling Text Banner- LAT Highlight: In the Lesson Activity Toolkit there are some real "gems" that you may pass by. that will scroll across your screen while presenting in Notebook software. Tip #12 Tip #11 assessment during your lessons? Tip #10 - August 18

New Jersey Student Learning Standards New Jersey Student Learning Standards In 1996, the New Jersey State Board of Education adopted the state's first set of academic standards called the Core Curriculum Content Standards. The standards described what students should know and be able to do upon completion of a thirteen-year public school education. Over the last twenty years, New Jersey's academic standards have laid the foundation for local district curricula that is used by teachers in their daily lesson plans. Revised every five years, the standards provide local school districts with clear and specific benchmarks for student achievement in nine content areas. Developed and reviewed by panels of teachers, administrators, parents, students, and representatives from higher education, business, and the community, the standards are influenced by national standards, research-based practice, and student needs. The most recent review and revision of the standards occurred in 2014.

Evaluating Technology Use in the Classroom Evaluating the use of technology in a classroom environment is not something most administrators are trained to do. It is easy to walk into a classroom and see that every student is using a computer, but how do you really assess if and what type of learning is taking place? In the past, I have had administrators tell me “I walked into the teacher’s room and all the students were on laptops.” As though just the site of students working on laptops meant they were engaged in the learning process. When most administrators evaluate teachers during the evaluation process, they have some sort of check sheet they are working from either mental or as part of a school’s evaluation process. I remembered a Marc Prensky article in Edutopia in which he talks about the typical process of technology adoption: Dabbling with technologyDoing Old things in Old WaysDoing Old things in New WaysDoing New things in New Ways Is the technology being used “Just because it’s there”? Prensky puts it this way:

Free Technology for Teachers Welcome to the Mathematics Assessment Project Rader's NUMBERNUT.COM Home Page Teachers Primary Pupils Secondary Students Events and PD "It gave me some good ideas to use in the classroom and ... a link that I can get all of the activities from." Book NRICH Bespoke PDBook Forthcoming EventsBook our Hands-on Roadshow Your Solutions The University of Arizona - Institute for Mathematics & Education The Common Core State Standards in mathematics were built on progressions: narrative documents describing the progression of a topic across a number of grade levels, informed both by research on children's cognitive development and by the logical structure of mathematics. These documents were spliced together and then sliced into grade level standards. From that point on the work focused on refining and revising the grade level standards. The early drafts of the progressions documents no longer correspond to the current state of the standards. It is important to produce up-to-date versions of the progressions documents. This project is organizing the writing of final versions of the progressions documents for the K–12 Common Core State Standards.

Model Curriculum: English Language Arts (K-12) English Language Arts (K-12) Introduction This first version of the model curriculum is intended to provide those standards that are met, in whole or in part, during each six-week ELA unit. The SLOs are intended to provide clear targets to assist in the daily planning of lessons. Assessments will be designed to measure how well students have met the targets, and, more important, what students still need to master. These assessment data will allow teachers to effectively determine what interventions students need as they encounter increasingly complex text. You will note that some standards are not meant to be mastered in one six-week unit. We remain grateful for your continued support of our work and for your feedback. Course Overviews (Standards Into Units) If you do not have the username and password to access assessments please email this address: Provide the following information in the body of the email: Name Position School District