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WIDA

WIDA
WIDA's Can Do Philosophy promotes the accomplishments of English language learners, always emphasizing the assets and potential they bring to our classrooms. Read more Be an advocate for language learners! Share lesson plans See examples of what works for other educators Learn about opportunities to collaborate with WIDA Get involved! 35 U.S. states and territories now belong to the WIDA Consortium.

http://www.wida.us/

Fast Facts English language learners Question: Do you have information on English language learners? Response: 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.

100 Ways To Use Google Drive In The Classroom 100 Ways To Use Google Drive In The Classroom by onlineuniversities.com Students and educators have a wealth of learning and productivity tools available to them online. Google offers some of the highest-quality resources on the web to meet all your study and teaching needs, and all you need to access them is an internet connection.

Watch & Learn in the ELL Classroom Colorín Colorado is pleased to present this online professional development series for middle and high school ELL educators, Watch & Learn! Funded by the American Federation of Teachers, Watch & Learn presents four video modules featuring strategies from secondary ELL classrooms and interviews with experts on ELL best practices. Watch & Learn is also a 2011 recipient of the Telly Award for Online Educational Video! 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 was Staff Director for the National Literacy Panel on Language Minority Children and Youth.

English Language Learner Teaching and Professional Development Using deep expertise and evidence-based knowledge on students who are English language learners, we strengthen practice and policy to accelerate all students’ achievement. We direct numerous projects and services that help address the dual needs of students who must master academic content and the English language simultaneously. WestEd’s widely acclaimed Quality Teaching for English Learners, for example, builds the capacity of educators to help all students, particularly English language learners, achieve success in the era of Common Core and other standards that emphasize college and career readiness. Many of WestEd’s initiatives focus on language development in the context of rigorous subject matter such as science, math, English language arts, and history.

Tips & Tricks SMART Training This is our new 21st Century learner... wow! Tip #17 SMART Response- Student Log-In vs. 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.

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. I have been trying to wrap my head around a simple way for administrators to evaluate the use of technology in the classroom (a thank you to Dennis Harter who got me thinking about this).

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 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. They can explain why standards are sequenced the way they are, point out cognitive difficulties and pedagogical solutions, and give more detail on particularly knotty areas of the mathematics.

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