CCSS Videos - The Reading Pathways to the Common Core: Videos from Inside Classrooms features almost 40 clips of Common-Core aligned teaching and learning. We captured these scenes of classroom teaching in an effort to help you imagine methods of teaching that can support students in moving towards the ambitious standards set by the Common Core. Watch videos of teaching aimed to help move students toward major aspects of the standards: Reading Literature Reading Informational Texts Opinion/Argument Writing Information Writing Narrative Writing Each clip includes critical commentary by a member of the Project staff and explains connections we see to the Common Core. School: PS 199 Title: Common Core Aligned Book Club ConversationSynopsis: A informally shot video of a fourth grade historical fiction book club from PS 199 engaging in cross-text, cross-genre conversation. School: Title:Discussing Historical Fiction CriticallySynopsis:A video of Kathleen Tolan reading aloud Freedom Summer to support club talk.
Welcome to the Mathematics Assessment Project News New – TRU Math: Teaching for Robust Understanding of Mathematics is a suite of tools for professional develompent and research - the alpha versions of these documents are available here… More International Awards for Team: Hugh Burkhardt and Malcolm Swan, leaders of the Shell Centre team, have been chosen by the International Commission on Mathematical instruction (ICMI) as the first recipients of the Emma Castelnuovo Medal for Excellence in the Practice of Mathematics Education. This complements the award by ICMI to Alan Schoenfeld of the 2011 Felix Klein Medal for Lifetime Achievement in research. The project is working to design and develop well-engineered assessment tools to support US schools in implementing the Common Core State Standards for Mathematics. Products Tools for formative and summative assessment that make knowledge and reasoning visible, and help teachers to guide students in how to improve, and monitor their progress. The Team What's on this site? More about MAP
Response to Intervention | Intervention Central dy/dan RTI and Math Instruction by Amanda VanDerHeyden, Ph.D., Education Research and Consulting, Inc., Fairhope, AL Using RTI to Improve Learning in Mathematics Response to Intervention (RTI) has become a vehicle for system reform because it provides a framework in which data can be relied on as the basis for making relative judgments (e.g., determining who needs help the most and how much they need) and for distributing instructional resources to promote the greatest good for the greatest number of students. Much of the writing and research on RTI has occurred in the area of reading, but RTI is not limited to reading. Rather, it is a science of decision making that can be applied to a variety of “problem” behaviors. RTI, properly understood and used, is focused on improving student learning. In mathematics, a reform process similar to what occurred in reading in the 1990s appears to be underway. Useful Screening and Progress Monitoring Measures in Mathematics Data are required for decision making in RTI. References
Developing a Collaborative Culture: From Command and Control to Collaborative Responsibility Good people work in all these schools, as do people who want students to be successful, but some are more effective than others. The difference is culture (see Figure 10.1). Teachers who work in strong, collaborative cultures behave differently from those who depend on administrators to create the conditions of their work. Figure 10.1. When superintendents, principals, and teachers are under pressure to improve test scores, there's a tendency to abandon collaboration in favor of more direct, top-down edicts. Increased student learning, as reflected in rising test scores, is no longer negotiable, and plans for achieving these results are often dictated from the central office. When top-down edicts identify problems and dictate solutions, teachers see these problems as somebody else's fault and solutions as somebody else's responsibility. Schools are filled with intelligent and experienced teachers. How Information is Disseminated Information is the lifeblood of any organization. Time
My First Week as a Principal Life as an Educator: Becoming a teacher has been a dream of mine since I was 10 years old. I have been a Youth Coach & Camp Director, Physical Education teacher, Wellness Coordinator, Adjustment Counselor, Athletic Director, Head High School Football Coach, Assistant Principal and as of four weeks ago, the Principal of Normandin Middle School in New Bedford, Massachusetts. A New Beginning: My first week as principal has been exciting, challenging and fulfilling. Relationships are Built 1 Person at a Time: I gave our 1st Friday Focus (an idea I borrowed from @ToddWhitaker Todd's Page) to all our faculty and staff - personally handing it to all of our bus & van drivers. I had the pleasure of meeting you this afternoon while waiting for students to be dismissed for the day. Ron Ouellet Thank you Mr. What I Learned from Getting Out of My Office: **I placed the following list in our Friday Focus** Normandin’s 1st week....BY THE #’s 4 Administrative assistants who welcomed the masses 2 New Babies!
Parent-Teacher Conference Resources (Printables & Articles Highlights Earth Day Kids love hearing about the Earth and ways we can be better to our environment! We've gathered some great resources to help you celebrate Earth Day (April 22) with your class. Videos Interested in using different types of media in your classroom? April Calendar of Events April is full of events that you can incorporate into your standard curriculum. Coding & Computer Science Introduce your students to basic coding and computer science! Back to School- 2nd & 3rd Day Day 2 & 3 = lots of back to school fun! Day 2 For morning work on the 2nd day, my students will decorate the cover of their "All About Me" book. Super Simple! After the kids come back from activity, it's calendar time & another round of the name game. Then we have fun with our names all day long!! After I read the Chrysanthemum, we'll talk about everyone's special name! Here are some other fun things you can do with names: *Graph the number of letters in your students' names and discuss who has the fewest letters, who has the most, who has the same, etc. *Let students create an acrostic poem using their name. *Let your students write & decorate the letters in their name with sequins, noodles, pom poms, etc.... *Play the name scramble game. Day 3.... My students will continue to work in their "All About Me" books for morning work! Then we'll play a game called "Find a Friend". For snack, we are making "Friendship Fruit Salad"! In a large bowl.... Add one can of fruit...." Have a GREAT weekend!
Middle School (5-8) Writer's Workshop / Peer Editing Lessonplans, homework, quizzes BetterLesson Sign-Up Login Forgot? Middle School (5-8) Writer's Workshop / Peer Editing Middle School (5-8) Views Favorites 9-2-10 Day One: Expectations & Procedures Alicia Gilbert from AF Endeavor Middle School Location: 8th Grade Writers Workshop Intro to the Writer's Workshop Views 9-3-10 Intro to Six Traits Views 9-16-10 Important Parts of a Narrative, Focusing on Small Moments, & Subjects in the Middle Views Favorite 9-8-10 Materials Set Up and Partner Work Views 9-13-10 Goals, Purpose for Writing, & Connection to Literature thru Writing Views 9-15-10 Locale Mapping & Identifying Subjects Views 9-17-10 Independent Word Study and Conferring Expectations, Grammar Quiz #1 Views LP 2 - Generating Day II - Objects List Evan Seymour Location: 5th Grade Writing Launching the Writing Workshop WWBAT generate ideas for their writing by creating a list of small moments connected to a special object. Views Publish your book review Sue Harmon from AF Amistad Academy Middle School Views Create a focus statement Views Views Views
Writer's Workshop Resources and Ideas The majority of time of Writing Workshop is devoted to independent writing. During this time, students are prewriting, drafting, revising, editing, and publishing their pieces. Depending on the age and abilities of your students, independent writing can be as short as 15 minutes or as long as 45-60 minutes. It helps to build stamina with your class, beginning with a short amount of time and building that time until they can work for up 30 minutes or more. According to Katie Wood Ray (The Writing Workshop, 2001), students can also do other activities during their writing time, such as writing in their schema notebooks journal writing writing exercises to experiment with language and style conducting peer-conferences reading to support writing During independent writing time, the teacher confers with students about their writing. Teachers should keep conferences short. Websites on Conferring: