Tuesday, July 2, 2013
Friday, March 29, 2013
Websites that you can use
5. Google SketchUp Pro for creating 3D models of buildings/architecture; this is used on a personal computer. Can get free licenses from MACUL website or Michigan.gov
6. Indiana Youth Initiative, driveofyourlife.org, kids can make decisions about life (job, money, college, etc.)
8. Arcademicskillbuilders.com Kids can create usernames and play against their classmates
9. Protopage.com Teachers can create links for resources for kids and parents; it’s free; can be accessed at home
16. http://fur.ly allows you to link several sites together and flip back and forth through them with the click of a button; great for K-2
17. http://tinyurl.com takes a really long website address that you want students to go to, and makes it a shortcut with less than 8 characters that you can name yourself
19. www.tagxedo.com allows you to create word clouds (like Wordle) in shapes of animals and people and such but changes color too
20. www.tenmarks.com Free Math—can create a site from 2-8th grade—has videos that show kids how to do the problems step by step
24. http://library.
26. Encyclopedia Brittanica— training webinars posted on Training Resources on homepage
30. www.uen.org Utah Education Network—Has interactive games broken by grade bands and subject areas
34. http://classtools.net free educational games plus random name/vocab word picker to select students for centers, class jobs, answering questions, etc.
39. Create a spreadsheet to log all equipment (sample-post on sharepoint)
43. Animoto.com - like an interactive slideshow; can get a teacher account; has music, students can create their own presentations 30 seconds up to 5 minutes; kids can get own accounts using gmail accounts. Works on Thin Clients (sound has to be done on desktop though)
47. Kindergarten—buy long foam sheets from Michael’s and cut them up for kids to sit on to stay away from each other (stop touching); helps classroom management and is cheap
50. Scholastic.com scholastic.thanksgiving
52. www.classmarker.com - can be used as a Do Now, make quizzes/tests and can assign by groups (homerooms); grades it and gives score immediately.
Wednesday, March 27, 2013
NCTM MIDDLE SCHOOL MATH
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Copyright © 2013, National Council of Teachers of Mathematics
1906 Association Drive, Reston, VA 20191-1502
Phone: (703) 620-9840 | Toll Free: (800) 235-7566 | Fax: (703) 476-2970
www.nctm.org | nctm@nctm.org
Copyright © 2013, National Council of Teachers of Mathematics
1906 Association Drive, Reston, VA 20191-1502
Phone: (703) 620-9840 | Toll Free: (800) 235-7566 | Fax: (703) 476-2970
www.nctm.org | nctm@nctm.org
Tuesday, March 26, 2013
Gallery Walk – A Walk on the Thinking Side
I like to call this strategy “worksheet on the wall.”
However, unlike the typical worksheet, Gallery Walks
provide learners with an opportunity to get up and move around,
talk to fellow peers and, best of all, THINK!
You, the teacher, act as the question designer and
facilitator. This strategy can be modified for any grade level
and content area.
Before You Begin:
• Think about a concept(s) and/or problem(s) your students
may have/have had a difficult time
understanding/solving.
• Design and type up a question for the number of groups you
have organized in your
classroom; for example, I had six groups of four in my room,
therefore I designed six
questions/actions.
• Tape each question around your classroom on a piece of
chart paper. Allow some space
between each question/chart paper.
• Have a different colored marker for each of your groups.
The Walk:
• Invite students to the Gallery Walk by reading over each
of the questions or statements
hanging around the room.
• Tell them that they will be working in their groups
thinking and responding to each
question/statement. For the first question/statement, they
are to read each question, discuss
their responses, and one person will write. *Depending on
the question/action, you may want
them to write their responses using complete sentences.
• Hand out one marker per group; each group should have a
different color.
• Assign groups to a question/chart paper.
• *Depending on the question/statement, allow enough time
for groups to think, discuss, write
and revise.
• Tell groups that once they are finished writing and
revising their responses they are to turn
around and look at you. This is your sign to know that they
are finished.
• Walk around to groups and listen to the discussion,
providing assistance only when needed.
Be their cheerleader and facilitator.
• Once everyone is finished, ask students to move clockwise
to the next question/statement,
HOWEVER THIS TIME THEY ARE TO READ THE QUESTION/STATEMENT AS
WELL AS THE PREVIOUS GROUPS’ RESPONSE. THEY MAY NOT REPEAT.
ALSO, ON THE CHART PAPER THERE SHOULD BE SPACE FOR GROUPS TO
MAKE SUGGESTIONS, AGREE WITH, OR ASK QUESTIONS (i.e. CHECKS
OR
QUESTION MARKS) TO THE PREVIOUS GROUPS’ RESPONSES.
• Continue until all questions/statements are complete. You
may wish to assess the responses, but
please tell the class your intentions before the Gallery
Walk begins.
• Extension: Once the rotation is complete, have
groups with the question marks defend theirresponses to the rest of the class.
Monday, March 25, 2013
Common Core Resources ENGAGE NY
 Common Core Resources
Below is a list of key
resources on EngageNY.org designed
to assist educators with the implementation of the Common Core.
The New York State
P-12 Common Core Learning Standards in ELA and Mathematics
Read the standards organized by grade level in both English language arts and math.
These resources explain the
six instructional shifts in ELA and math needed to effectively implement the
Common Core.
Memo
regarding the Implementation of the Common Core
The State Education Department sent this memo to school administrators providing an update on Common Core implementation.
Common Core Curriculum
Materials in ELA and Math
Access free Common Core-aligned curriculum materials, including lesson plans and performance tasks, in ELA and math.
View Item Review Criteria and
additional guidance resources designed to guide test question development on
the Grades 3-8 ELA and math assessments.
The test guides and sample
questions demonstrate how the Common Core will be measured on the 2013
assessments.
The Text List for P-12 ELA
contains all the full-length books, articles, excerpts and other texts to be
used in the ELA curriculum modules on EngageNY.
The Tri-State Collaborative
(composed of educational leaders from Massachusetts, New York, and Rhode
Island and facilitated by Achieve) has developed criterion-based rubrics and
review processes to evaluate the quality of lessons and units intended to
address the Common Core State Standards for Mathematics and ELA/Literacy.
This workbook is designed to
assist Network Teams, District Superintendents and superintendents in their
ongoing Common Core, Data Driven Instruction, and APPR implementation
efforts.
The purpose of these tools is
to capture evidence of the shifts in practice in each of our classrooms. The
results of this collection can play a key role in providing evidence-based
feedback in general and as it relates to APPR specifically.
Watch how educators are
bringing the Common Core to life in their classrooms.
A collection of materials and
resources that will help parents and families understand the Common Core and
how to help their child learn, including an FAQ, Parent's Backpack
Guide to the Common Core, and What Parents Can Do to
Help Their Children Learn.
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NYSED announces CTB/McGraw Hill will produce new
High School Equivalency test replacing the GED(R),
becoming the first state in the nation to offer an alternative test.
The U.S. Department of
Education has announced plans for improving the
implementation of equitable services requirements under
applicable programs authorized by the Elementary and Secondary Education Act
and Part B of the Individuals with Disabilities Education Act.
Let's Move! Active Schools is
a new program to support schools in creating a culture of physical activity. Discover more about Let's Move! Active
Schools here.
NYSED recommends that districts, BOCES, and charter schools review the letter from the Office for Civil Rights regarding non-academic and extracurricular activities and Section 504 to determine whether their policies are consistent with this guidance. NYSED annually collects the number of "immigrant children and youth" to determine LEA eligibility and allocations for the Title III, Part A Immigrant Education 2013-2014 grant program. LEAs must report this information to NYSED no later than March 29, 2013. For questions, please contact Laura Arpey at 518-474-8775 or larpey@mail.nysed.gov.
Evolution Workshop: "Stones,
Bones and Genes," May 4, 2013
Do not miss this one day workshop that provides teachers with a firm foundation in evolutionary biology, including up-to-date information on genetics, the fossil record, and human evolution.
D.H. Cadwell Earth Science
Workshop, July 8-10, 2013
Join State Museum geologists at the 13th Annual Earth Science Workshop and learn more about Earth Science and New York's unique geology.
The New York State Museum is pleased to offer
this two-day workshop to provide educators with classroom lessons,
activities, and projects designed to expose students to the excitement of
archaeology.
Summer Reading at New York Libraries The New York State Library has created a wealth of summer reading information and promotional materials that educators can use to help students and their families continue to read all summer long. These resources include flyers for educators and parents, manuals for early childcare providers and educators, and New York State themed booklists. Find the latest research about the value of summer reading here. |
Wednesday, March 13, 2013
Third Week
Third Week
The initial meeting should take place after students have been identified. The referring teacher should complete the Intervention Team Referral Form and Referral Form:
Intervention Team Referral Form:
Referral Form:
Initial Meeting Steps:
During the third week of school the reading specialist will be asked to complete a screening on each child that has been identified. Recommendations for interventions should be made at that time. Other interventions may have been agreed upon during the initial Intervention Team meeting.
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Initial Intervention Team Meeting
Intervention Team Members:
- Referring Teacher
- Guidance Counselor (keeps file)
- Parent
- Administrator
- Others (Reading Specialist, Intervention Specialist, Literacy Coach)
The initial meeting should take place after students have been identified. The referring teacher should complete the Intervention Team Referral Form and Referral Form:
Intervention Team Referral Form:
- Intervention Team Form Word Format (click and type)
Referral Form:
- Intervention Referral Forms Word Format (click and type)
Initial Meeting Steps:
- Review data with all personnel in attendance Answer questions
- Brainstorm interventions (interventions must be research-validated)
- Review data with all personnel
- Answer questions
- Get permission for vision/hearing screenings and tests (see permission form) if last screening was over 1 year. See permission form:
- Intervention Referral Forms Word Format (click and type)
- Brainstorm interventions (interventions must be research based)
- Suggested Academic Interventions
- Suggested Behavioral Interventions
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