This document discusses the six major shifts in English Language Arts (ELA) standards according to the Common Core, including a focus on more informational texts and building knowledge in various disciplines. It provides resources on determining text complexity and examples of student writing. The objectives are to look at exemplar student work, create an assessment and unit plan based on an exemplar text, and discuss components of an effective unit that aligns to the ELA shifts.
ELA Proposed Curriculum Adoption: JourneysLynn McMullin
This document summarizes a school district's process for adopting a new English Language Arts program. It outlines the committee members who led the process. Key considerations included aligning with the Common Core shifts, balancing literary and informational texts, and increasing text complexity. The committee piloted two programs, Wonders and Journeys, and visited exemplar schools using each. They selected a balanced literacy model incorporating Reading and Writing Workshop, leveled readers, and online teacher resources. An implementation plan was outlined, including initial and ongoing professional development. The total projected cost for the new program over three years was $400,000.
This weekly lesson plan outlines instruction for a 6th grade ELA unit on argumentative and narrative texts. Over the course of one week, students will analyze texts about pit bulls, conduct research on whether pit bulls should be pets, and write an argumentative essay on their stance. Students will learn key vocabulary, read articles on pit bulls, decide on a claim, use online tools to plan and draft their essay, provide peer feedback, and type a final draft. Some students may opt to create a visual argument using multimedia elements. The goal is for students to cite evidence, write an argument to support a claim, and use reliable sources.
This document provides an overview of literacy strategies that can be used to engage students and help them connect with text, as required by the Common Core State Standards. It describes strategies such as GISTing, anticipation guides, notetaking templates, vocabulary strategies, and self-generated questions. Each strategy is explained in one to two sentences and examples are provided. The overall purpose is to demonstrate how these strategies can improve reading comprehension and engagement for students across different subject areas.
This lesson plan provides instruction for 6th grade students to create a presentation using a Web 2.0 tool to display their knowledge of quantitative measures including mean, median, mode, range, and box and whisker plots. Students will use a provided pathfinder with examples and links to choose a tool to create a video, poster, or other product. The media specialist will introduce various digital tools and work with the math teacher to develop the lesson and assessments. Students will share their final projects and reflections on the tools used.
The document discusses the shifts required by the Common Core State Standards for English Language Arts and Literacy. It outlines six key shifts for both ELA/Literacy and Mathematics. For ELA/Literacy, the shifts include balancing informational and literary texts, building knowledge in the disciplines through complex texts, generating text-dependent answers and writing from sources, and a focus on academic vocabulary. For Mathematics, the shifts are focus, coherence, fluency, deep understanding of core concepts, and real-world applications. The document provides examples of what students, teachers and principals can do to implement these shifts in ELA/Literacy and Mathematics instruction.
The document discusses the Common Core State Standards and the shifts they require in English Language Arts and Literacy as well as Mathematics. Some key points discussed include:
- ELA shifts focus to more informational texts, building knowledge through content, asking text-dependent questions, and citing evidence from texts.
- Math shifts focus instruction to focus on fewer topics, ensure coherence across grade levels, build fluency in key skills, foster deep conceptual understanding, and emphasize real-world applications.
- Teachers and principals are encouraged to support these shifts by changing instructional practices, allocating class time differently, and providing professional development opportunities to analyze student work and curriculum exemplars.
This document discusses the six major shifts in English Language Arts (ELA) standards according to the Common Core, including a focus on more informational texts and building knowledge in various disciplines. It provides resources on determining text complexity and examples of student writing. The objectives are to look at exemplar student work, create an assessment and unit plan based on an exemplar text, and discuss components of an effective unit that aligns to the ELA shifts.
ELA Proposed Curriculum Adoption: JourneysLynn McMullin
This document summarizes a school district's process for adopting a new English Language Arts program. It outlines the committee members who led the process. Key considerations included aligning with the Common Core shifts, balancing literary and informational texts, and increasing text complexity. The committee piloted two programs, Wonders and Journeys, and visited exemplar schools using each. They selected a balanced literacy model incorporating Reading and Writing Workshop, leveled readers, and online teacher resources. An implementation plan was outlined, including initial and ongoing professional development. The total projected cost for the new program over three years was $400,000.
This weekly lesson plan outlines instruction for a 6th grade ELA unit on argumentative and narrative texts. Over the course of one week, students will analyze texts about pit bulls, conduct research on whether pit bulls should be pets, and write an argumentative essay on their stance. Students will learn key vocabulary, read articles on pit bulls, decide on a claim, use online tools to plan and draft their essay, provide peer feedback, and type a final draft. Some students may opt to create a visual argument using multimedia elements. The goal is for students to cite evidence, write an argument to support a claim, and use reliable sources.
This document provides an overview of literacy strategies that can be used to engage students and help them connect with text, as required by the Common Core State Standards. It describes strategies such as GISTing, anticipation guides, notetaking templates, vocabulary strategies, and self-generated questions. Each strategy is explained in one to two sentences and examples are provided. The overall purpose is to demonstrate how these strategies can improve reading comprehension and engagement for students across different subject areas.
This lesson plan provides instruction for 6th grade students to create a presentation using a Web 2.0 tool to display their knowledge of quantitative measures including mean, median, mode, range, and box and whisker plots. Students will use a provided pathfinder with examples and links to choose a tool to create a video, poster, or other product. The media specialist will introduce various digital tools and work with the math teacher to develop the lesson and assessments. Students will share their final projects and reflections on the tools used.
The document discusses the shifts required by the Common Core State Standards for English Language Arts and Literacy. It outlines six key shifts for both ELA/Literacy and Mathematics. For ELA/Literacy, the shifts include balancing informational and literary texts, building knowledge in the disciplines through complex texts, generating text-dependent answers and writing from sources, and a focus on academic vocabulary. For Mathematics, the shifts are focus, coherence, fluency, deep understanding of core concepts, and real-world applications. The document provides examples of what students, teachers and principals can do to implement these shifts in ELA/Literacy and Mathematics instruction.
The document discusses the Common Core State Standards and the shifts they require in English Language Arts and Literacy as well as Mathematics. Some key points discussed include:
- ELA shifts focus to more informational texts, building knowledge through content, asking text-dependent questions, and citing evidence from texts.
- Math shifts focus instruction to focus on fewer topics, ensure coherence across grade levels, build fluency in key skills, foster deep conceptual understanding, and emphasize real-world applications.
- Teachers and principals are encouraged to support these shifts by changing instructional practices, allocating class time differently, and providing professional development opportunities to analyze student work and curriculum exemplars.
This document provides an overview of a session on the Common Core State Standards for teachers. It includes:
1) Introductions of the presenters and an overview of the session objectives to understand the principles and shifts of the CCSS in English/Language Arts and math.
2) A discussion of the key principles of the CCSS including that it focuses on fewer, clearer, and higher standards that are internationally benchmarked and prepare students for college and careers.
3) An explanation of the three major shifts in both ELA/literacy and math, which emphasize complex texts, evidence-based writing, building knowledge in ELA and focus, coherence and rigor in math.
4) Information about
Writing Step-by-Step is a two-book writing series designed for young students of
English. Expanding on students’ knowledge of core vocabulary and fundamental
structures, this series introduces higher level, more expressive vocabulary, and
more complex structures to help emerging writers better express their ideas.
Students are also introduced to paragraph form and the basics of the writing
process, including essential brainstorming methods. Throughout each unit,
activities progress gradually step by step-from vocabulary building and structure
practice to writing sentences and their own fully developed paragraphs. The
series introduces students to increasingly complex paragraphs-from descriptive
and narrative to argumentative to parallel students developing fluency.
Features
Unit themes and topics that young learners can relate to
Carefully leveled vocabulary and structures
Wide variety of activity types to maintain interest
Guided practice with important steps in the writing process
Exposure to different paragraph types
The newest edition of Reading for Speed and Fluency provides reading practice for fluency development with articles on current trends and more attention to vocabulary acquisition. Based on the idea that the most important requirement for reading fluency development is reading the material at the right level, the series creates an informative and enjoyable speed reading course. Passages with familiar vocabulary and grouped themes will enable students gain confidence in reading as they progress through each book.
Features
• Updated articles that discuss current trends
• More attention to vocabulary learning
• Gradual increase in word count as level progresses
• Focus on overall development in fluency for students to “read faster-read more-read well” cycle
• Aims to help students reach 250 WPM
Eed 465 all weeks discussion and assignments – entire coursejohn willamson
This document provides details for the assignments and discussions for the entire EED 465 course. It includes instructions for weekly discussion questions and assignments related to social studies instruction, standards, textbooks, cultural diversity, and lesson planning. Students are asked to interview a teacher, analyze standards and textbooks, compare approaches to social studies learning, research different cultures, and design a social studies lesson to teach in a classroom. The assignments require drawing upon educational research and address topics like multiple intelligences, literature integration, and depth of knowledge.
School Subject Readings, Second Edition is a three-level course in reading fluency for elementary to high beginner learners of English. Incorporating the important features of a North American textbook, each book captures readers’ interest through fiction and non-fiction readings of various genres: stories, letters, journal entries, and articles. In addition, the readings over a broad range of academic subjects, including history, literature, social studies, astronomy, and more. Each reading is accompanied by illustrated vocabulary words and a variety of exercises that check comprehension and develop essential reading skills.
New In Second Edition:
- Useful key expressions in each unit that aid in reading fluency
- Detachable Workbook with vocabulary, listening, writing, and speaking exercises to reinforce content
- Interactive Hybrid CD and free app activities to engage students to practice more vocabulary, sentences, and passage summarizing
- Homepage downloadable materials for further practice
The KWL strategy is a reading comprehension technique where students identify what they already Know (K), what they Want to learn (W), and what they have Learned (L) about a topic. A KWL chart is used to organize this information in a graphic organizer. It activates prior knowledge and sets a purpose for reading. Students fill out the K column with what they already know before reading, generate questions for the W column, and then fill in the L column with what they've learned after reading. The strategy helps students monitor their comprehension and is effective for learning from expository texts.
The author aimed to describe the types of vocabulary learning strategies used by undergraduate students learning English at Rajabhat University. Through classroom observations, oral interviews, written questionnaires, think aloud exercises, and diary studies, the author found that students employed 54 individual vocabulary learning strategies both inside and outside of class for vocabulary learning and improvement in general. The evidence gathered through these various tools was an appropriate way to obtain the information needed to describe the vocabulary learning strategies used by the students.
Blueprint is a new seven-book series developed for and targeting adult English learners of all ability levels. From introducing basic greetings and social situations to dealing with select academic or vocational topics, the Blueprint series will provide the mature learner with relevant practical skills. Grammar, vocabulary, speaking patterns, and listening activities will allow practice essential for the development and mastering of real world usage.
Integrate is a multi-level reading and writing series for beginner to intermediate learners of English. The series features reading passages in a variety of formats on high-interest topics linked to common academic standards. Throughout the series, learners gain familiarity with reading skills, reinforced through writing tasks. Reading comprehension is progressively developed in tandem with fluency. Throughout the series, students gradually expand their vocabulary through exposure to high-frequency focus words related to the unit topics. Engaging videos and augmented reality (AR) content enrich the learning experience and provide opportunities for developing digital literacy and 21st-century skills.
Introduction to ELA/Literacy PA Core Standards, Grades 9-12Cissy Mecca
The document provides an overview of the PA Core Standards including the background and goals of the Common Core Standards, key shifts in English Language Arts including a focus on balancing literary and informational texts and building text complexity, and details on how the PA Academic Standards for ELA are organized and examples of vocabulary instruction frameworks.
This document discusses evaluating materials for English for Specific Purposes (ESP) and English for Academic Purposes (EAP). It notes that ESP materials emphasize specialized content and assume English proficiency, focusing on language aspects relevant to the subject. EAP materials may be for students aged 15+ preparing for exams and include published and custom materials. Key criteria for evaluating EAP materials include appropriateness of level and content, quality of audio/video, teaching listening and note-taking strategies, providing model notes and transcripts, and developing academic writing skills. Checklists are proposed to evaluate if materials are based on needs analysis and teach subject-specific language and professional strategies.
The document discusses various aspects of evaluating English for Specific Purposes (ESP) teaching materials, including designing, adapting, and selecting existing materials. It describes designing original materials by providing input and language learning opportunities for students. It also discusses adapting existing materials to suit specific purposes and evaluating materials by looking at what meets learner needs. Key aspects of evaluation include examining how well materials fulfill learning objectives, suit a task-based syllabus, and provide a basis for improving future materials. The document also provides examples of preliminary, performance, and formative evaluation types and criteria for course book evaluation.
Level 5 diploma in education and training mbuyu ilunga wa mulsimba35
This document provides evidence for a Level 5 Diploma in Education and Training. It includes a teaching log of 100 hours covering subjects like ICT, English, social studies, and math. It also includes schemes of work, lesson plans, lesson observations and feedback, and qualifications of the supervising teacher. The lesson plans show an emphasis on developing students' reading, writing, critical thinking, and social skills over the 100 hour period through group activities, debates, and project-based learning.
The document discusses close reading in elementary grades. It defines close reading as careful, sustained interpretation of a text to answer questions or form opinions. Close reading involves short passages, complex texts, repeated readings, annotation, and text-dependent questions. It is a key part of literacy and comprehension instruction. The document provides examples of close reading routines and resources for starting close reading, including lesson plans and curated article collections.
Writing Basics is a two-book writing series designed for elementary students of English. Throughout, carefully leveled activities guide students as they expand their core vocabulary and gain familiarity with fundamental structures. Students gradually build their confidence in writing about a wide range of topics and everyday situations as they progress towards producing their own responses to prompts. With plenty of support and gradually-increasing task difficulty, the Writing Basics series offers young writers the chance for a positive learning experience and a solid foundation for their English writing skills.
Features
Themed units with graded topic-based vocabulary
Realistic topics and everyday themes
Systematic progression of important structures
Separate vocabulary, grammar, comprehension, and writing practice
Lots of colorful illustrations to support understanding
Gradually increasing task complexity and difficulty
The KWL chart is an instructional strategy that involves 3 columns: Know, Want to Know, and Learned. It is used before, during, and after a lesson to activate prior knowledge, guide learning goals, and assess understanding. KWL charts can be adapted for any subject area. They help students organize information and involve them in the learning process through critical thinking and self-assessment. However, KWL charts rely on prior knowledge and may not support students with low literacy or vocabulary skills without additional scaffolding techniques from the teacher.
Materials play an important role in English for Specific Purposes (ESP) courses by exposing learners to language, supporting learning, and motivating students. There are several types of materials, including paper-based resources, audio/video, computers, and real objects. Effective materials present authentic language, maximize language exposure, involve learners cognitively, and are challenging yet achievable. Teachers can select existing materials, be creative with available resources, modify activities, and supplement materials to best meet learners' needs. Learner-generated materials like framework activities can also enhance learning.
The document outlines a professional development workshop for teachers on standards-based instruction. The workshop goals are to increase teacher understanding of standards and how to relate them to classroom lessons. Teachers will analyze language arts standards and demonstrate how activities can show the relationship between standards and instruction. The document also discusses how standards can improve instruction, assessments, collaboration, multiple intelligences, and ensuring all students access grade-level content.
The document summarizes strategies for six Common Core instructional approaches: Reading for Meaning, Compare and Contrast, Inductive Learning, Circle of Knowledge, Write to Learn, and Vocabulary's CODE. Each approach is connected to Common Core standards and explained with examples of implementation in the classroom. Experts from a school district provide overviews of the strategies to achieve excellence with the Common Core.
This document provides an overview of a session on the Common Core State Standards for teachers. It includes:
1) Introductions of the presenters and an overview of the session objectives to understand the principles and shifts of the CCSS in English/Language Arts and math.
2) A discussion of the key principles of the CCSS including that it focuses on fewer, clearer, and higher standards that are internationally benchmarked and prepare students for college and careers.
3) An explanation of the three major shifts in both ELA/literacy and math, which emphasize complex texts, evidence-based writing, building knowledge in ELA and focus, coherence and rigor in math.
4) Information about
Writing Step-by-Step is a two-book writing series designed for young students of
English. Expanding on students’ knowledge of core vocabulary and fundamental
structures, this series introduces higher level, more expressive vocabulary, and
more complex structures to help emerging writers better express their ideas.
Students are also introduced to paragraph form and the basics of the writing
process, including essential brainstorming methods. Throughout each unit,
activities progress gradually step by step-from vocabulary building and structure
practice to writing sentences and their own fully developed paragraphs. The
series introduces students to increasingly complex paragraphs-from descriptive
and narrative to argumentative to parallel students developing fluency.
Features
Unit themes and topics that young learners can relate to
Carefully leveled vocabulary and structures
Wide variety of activity types to maintain interest
Guided practice with important steps in the writing process
Exposure to different paragraph types
The newest edition of Reading for Speed and Fluency provides reading practice for fluency development with articles on current trends and more attention to vocabulary acquisition. Based on the idea that the most important requirement for reading fluency development is reading the material at the right level, the series creates an informative and enjoyable speed reading course. Passages with familiar vocabulary and grouped themes will enable students gain confidence in reading as they progress through each book.
Features
• Updated articles that discuss current trends
• More attention to vocabulary learning
• Gradual increase in word count as level progresses
• Focus on overall development in fluency for students to “read faster-read more-read well” cycle
• Aims to help students reach 250 WPM
Eed 465 all weeks discussion and assignments – entire coursejohn willamson
This document provides details for the assignments and discussions for the entire EED 465 course. It includes instructions for weekly discussion questions and assignments related to social studies instruction, standards, textbooks, cultural diversity, and lesson planning. Students are asked to interview a teacher, analyze standards and textbooks, compare approaches to social studies learning, research different cultures, and design a social studies lesson to teach in a classroom. The assignments require drawing upon educational research and address topics like multiple intelligences, literature integration, and depth of knowledge.
School Subject Readings, Second Edition is a three-level course in reading fluency for elementary to high beginner learners of English. Incorporating the important features of a North American textbook, each book captures readers’ interest through fiction and non-fiction readings of various genres: stories, letters, journal entries, and articles. In addition, the readings over a broad range of academic subjects, including history, literature, social studies, astronomy, and more. Each reading is accompanied by illustrated vocabulary words and a variety of exercises that check comprehension and develop essential reading skills.
New In Second Edition:
- Useful key expressions in each unit that aid in reading fluency
- Detachable Workbook with vocabulary, listening, writing, and speaking exercises to reinforce content
- Interactive Hybrid CD and free app activities to engage students to practice more vocabulary, sentences, and passage summarizing
- Homepage downloadable materials for further practice
The KWL strategy is a reading comprehension technique where students identify what they already Know (K), what they Want to learn (W), and what they have Learned (L) about a topic. A KWL chart is used to organize this information in a graphic organizer. It activates prior knowledge and sets a purpose for reading. Students fill out the K column with what they already know before reading, generate questions for the W column, and then fill in the L column with what they've learned after reading. The strategy helps students monitor their comprehension and is effective for learning from expository texts.
The author aimed to describe the types of vocabulary learning strategies used by undergraduate students learning English at Rajabhat University. Through classroom observations, oral interviews, written questionnaires, think aloud exercises, and diary studies, the author found that students employed 54 individual vocabulary learning strategies both inside and outside of class for vocabulary learning and improvement in general. The evidence gathered through these various tools was an appropriate way to obtain the information needed to describe the vocabulary learning strategies used by the students.
Blueprint is a new seven-book series developed for and targeting adult English learners of all ability levels. From introducing basic greetings and social situations to dealing with select academic or vocational topics, the Blueprint series will provide the mature learner with relevant practical skills. Grammar, vocabulary, speaking patterns, and listening activities will allow practice essential for the development and mastering of real world usage.
Integrate is a multi-level reading and writing series for beginner to intermediate learners of English. The series features reading passages in a variety of formats on high-interest topics linked to common academic standards. Throughout the series, learners gain familiarity with reading skills, reinforced through writing tasks. Reading comprehension is progressively developed in tandem with fluency. Throughout the series, students gradually expand their vocabulary through exposure to high-frequency focus words related to the unit topics. Engaging videos and augmented reality (AR) content enrich the learning experience and provide opportunities for developing digital literacy and 21st-century skills.
Introduction to ELA/Literacy PA Core Standards, Grades 9-12Cissy Mecca
The document provides an overview of the PA Core Standards including the background and goals of the Common Core Standards, key shifts in English Language Arts including a focus on balancing literary and informational texts and building text complexity, and details on how the PA Academic Standards for ELA are organized and examples of vocabulary instruction frameworks.
This document discusses evaluating materials for English for Specific Purposes (ESP) and English for Academic Purposes (EAP). It notes that ESP materials emphasize specialized content and assume English proficiency, focusing on language aspects relevant to the subject. EAP materials may be for students aged 15+ preparing for exams and include published and custom materials. Key criteria for evaluating EAP materials include appropriateness of level and content, quality of audio/video, teaching listening and note-taking strategies, providing model notes and transcripts, and developing academic writing skills. Checklists are proposed to evaluate if materials are based on needs analysis and teach subject-specific language and professional strategies.
The document discusses various aspects of evaluating English for Specific Purposes (ESP) teaching materials, including designing, adapting, and selecting existing materials. It describes designing original materials by providing input and language learning opportunities for students. It also discusses adapting existing materials to suit specific purposes and evaluating materials by looking at what meets learner needs. Key aspects of evaluation include examining how well materials fulfill learning objectives, suit a task-based syllabus, and provide a basis for improving future materials. The document also provides examples of preliminary, performance, and formative evaluation types and criteria for course book evaluation.
Level 5 diploma in education and training mbuyu ilunga wa mulsimba35
This document provides evidence for a Level 5 Diploma in Education and Training. It includes a teaching log of 100 hours covering subjects like ICT, English, social studies, and math. It also includes schemes of work, lesson plans, lesson observations and feedback, and qualifications of the supervising teacher. The lesson plans show an emphasis on developing students' reading, writing, critical thinking, and social skills over the 100 hour period through group activities, debates, and project-based learning.
The document discusses close reading in elementary grades. It defines close reading as careful, sustained interpretation of a text to answer questions or form opinions. Close reading involves short passages, complex texts, repeated readings, annotation, and text-dependent questions. It is a key part of literacy and comprehension instruction. The document provides examples of close reading routines and resources for starting close reading, including lesson plans and curated article collections.
Writing Basics is a two-book writing series designed for elementary students of English. Throughout, carefully leveled activities guide students as they expand their core vocabulary and gain familiarity with fundamental structures. Students gradually build their confidence in writing about a wide range of topics and everyday situations as they progress towards producing their own responses to prompts. With plenty of support and gradually-increasing task difficulty, the Writing Basics series offers young writers the chance for a positive learning experience and a solid foundation for their English writing skills.
Features
Themed units with graded topic-based vocabulary
Realistic topics and everyday themes
Systematic progression of important structures
Separate vocabulary, grammar, comprehension, and writing practice
Lots of colorful illustrations to support understanding
Gradually increasing task complexity and difficulty
The KWL chart is an instructional strategy that involves 3 columns: Know, Want to Know, and Learned. It is used before, during, and after a lesson to activate prior knowledge, guide learning goals, and assess understanding. KWL charts can be adapted for any subject area. They help students organize information and involve them in the learning process through critical thinking and self-assessment. However, KWL charts rely on prior knowledge and may not support students with low literacy or vocabulary skills without additional scaffolding techniques from the teacher.
Materials play an important role in English for Specific Purposes (ESP) courses by exposing learners to language, supporting learning, and motivating students. There are several types of materials, including paper-based resources, audio/video, computers, and real objects. Effective materials present authentic language, maximize language exposure, involve learners cognitively, and are challenging yet achievable. Teachers can select existing materials, be creative with available resources, modify activities, and supplement materials to best meet learners' needs. Learner-generated materials like framework activities can also enhance learning.
The document outlines a professional development workshop for teachers on standards-based instruction. The workshop goals are to increase teacher understanding of standards and how to relate them to classroom lessons. Teachers will analyze language arts standards and demonstrate how activities can show the relationship between standards and instruction. The document also discusses how standards can improve instruction, assessments, collaboration, multiple intelligences, and ensuring all students access grade-level content.
The document summarizes strategies for six Common Core instructional approaches: Reading for Meaning, Compare and Contrast, Inductive Learning, Circle of Knowledge, Write to Learn, and Vocabulary's CODE. Each approach is connected to Common Core standards and explained with examples of implementation in the classroom. Experts from a school district provide overviews of the strategies to achieve excellence with the Common Core.
This document outlines key components of a leadership model for improving adolescent literacy. It discusses the importance of whole-school literacy efforts and defines adolescent literacy. It presents a literacy leadership model with three goal areas and five action points for taking action on adolescent literacy. It emphasizes integrating literacy instruction across content areas and providing strategic interventions for struggling readers.
Presentation given by Eric Sweet, Leslie Yolen and Liz Hood at Teaching the Hudson Valley's 2013 Summer Institute, "Placed-Based Learning & Common Core"
This document provides guidance to students on Assignment 2 of the Masters module "Critical Issues in the Secondary School". It discusses choosing a critical issue in one's subject area to research, such as teaching controversial topics in history. Advice is given on focusing the research with a specific question, submitting a synopsis, conducting research, referencing, and structuring the assignment. Key requirements are that the issue relates to one's teaching, can be investigated through research and reflection, and aids professional development.
Integrating Literacy Across the Curriculum JenSweigartINK
This document outlines Jen Sweigart's approach to integrating literacy into science and social studies lessons. She begins with a modeled reading where she thinks aloud to demonstrate comprehension strategies. This is followed by shared reading where students apply the strategies to complex texts with teacher support. Students then build content-driven anchor charts citing text evidence. Hands-on activities help synthesize learning. The approach emphasizes using reading strategies like questioning, determining importance, and synthesizing across genres to develop deep understanding of concepts in a positive learning environment.
To ensure all students are ready for success after high school, the Common Core State Standards establish clear, consistent guidelines for what every student should know and be able to do in math and English Language Arts from Kindergarten through 12th grade.
The document discusses the Common Core State Standards (CCSS), which are a set of clear standards for math and English language arts adopted by most U.S. states. The goals of the CCSS are to ensure students are college and career ready by establishing consistent guidelines for what students should know and be able to do from kindergarten through 12th grade. The CCSS emphasize skills like critical thinking, problem solving, and analytical skills over rote memorization. Key shifts in instruction include focusing curricula, increasing text complexity, and requiring students to support answers with evidence from source texts.
The document discusses the use of portfolios and multiple intelligences theory to assess student learning in a more holistic way. It advocates assessing students by "sitting beside them" rather than in front of them to better understand their unique strengths and learning profiles. Teachers can use portfolios containing work samples, reflections, and other materials collected over time to evaluate students through multiple lenses like linguistics, art, science, and more. This helps make each student's learning more visible and personalized.
Designed to help educators understand critical components to work more efficiently when implementing Common Core. The critical components include the instructional shifts, text complexity, Standards for Mathematical Practice, Anchor Standards for Reading, and Webb's DOK.
Contact me if you can't get the voice over for this PPT show.
Common Core State Standards: An Occasion for ChangeEileen Murphy
The document provides information about the Common Core State Standards including:
1) The standards aim to ensure students are college and career ready by increasing the rigor of content and skills, including more informational texts and analytical writing.
2) The standards emphasize literacy in all subjects and require students to cite evidence from texts to support arguments. New assessments will test higher-order thinking skills.
3) Successful implementation of the standards requires selecting increasingly complex texts and tasks, focusing instruction around careful examination of texts, and providing scaffolding and independent reading practice.
The document summarizes initiatives in Alabama to improve literacy and education through programs like the Alabama Reading Initiative (ARI), Alabama Math Science and Technology Initiative (AMSTI), and ACCESS distance learning. It discusses how ARI uses coaching and data-driven instruction. Coaches work with teachers and focus on areas like phonemic awareness, phonics, vocabulary and comprehension. AMSTI provides hands-on science and math instruction. ACCESS aims to provide equitable access to advanced courses for all public high school students through online learning.
This document provides an agenda for a network meeting in 2013. The agenda includes opening Symbaloo and NYSED PPTs, various housekeeping items like bullying, professional development, and website changes. It also discusses weekly news, copyright, advocacy, and Overdrive. There is discussion of a character education program for preteens and teens that addresses bullying, self-confidence, and other issues. Rigor, evaluations, and depth of knowledge are discussed in planning lessons. The use of mentor texts and close reading are also covered.
This document provides an overview of strategies to support literacy in content area classes. It emphasizes that all teachers are responsible for teaching literacy skills and that content area teachers are best positioned to help students meet literacy challenges in their subjects. The document outlines strategies to use before, during, and after reading to improve comprehension, such as linking new concepts to prior knowledge, teaching vocabulary, using graphic organizers, and having students reflect on and apply what they've learned.
The document describes the development of a library curriculum by the Parkway School District library team. They created student-focused "I Can" statements aligned to standards and expanded them into "Library Media Expectations". The curriculum has four strands - Find, Use, Share, Enjoy and Grow information. It is organized by grade level in an online guide. The team evaluated how the library program was evolving and used guidance from professional organizations to develop the curriculum to better support student learning.
Presentation used for literacy across the curriculum training September 2014. Created by Lindsay Maughan, Intervention Lead at The Aacdemy at Shotton Hall.
Here are the key points discussed in the video clips:
- Ms. Granville wants students to be able to communicate about themselves and their interests in French. She plans lessons backward from the communicative goals.
- Students conduct oral history interviews in French to learn about each other's families and integrate language and culture learning.
- In the 6th grade lesson, students acquire vocabulary through TPR gestures and actions. TPR helps make the meanings of words concrete.
- Students are actively involved through hands-on activities like acting out vocabulary to reinforce learning.
- Language and culture are integrated as students learn vocabulary for family members and traditions within a cultural context.
Intro to HTML: STEAM & Making in Informal Learning Environments Community of ...Fayetteville Free Library
View the lesson used to teach HTML to members of the STEAM & Making in Informal Learning Environments Community of Practice, during our Coding Learning Day on 5/3/2017
This presentation was delivered by Fayetteville Free Library's Executive Director, Susan Considine, and Director of Community Engagement and Experience, Leah Kraus, at the Computers in Libraries conference in March 2016.
This document discusses how libraries can incorporate making and maker culture through inspiration, innovation, and education rather than needing expensive equipment or large spaces. It provides examples of how Fayetteville Free Library and other libraries inspire community members through activities like Lego robotics and sewing clubs. These activities allow participants to develop innovative solutions and educate each other. The document emphasizes that libraries should start with their own community's interests and needs rather than replicating what others are doing.
Does your library support 21st century literacy skills? Why STEAM in libraries? This webinar will expose you to the research that supports the integration of informal STEAM learning into your libraries’ programming and services. Leave armed with a starter toolkit of ideas so you can experiment with STEAM in your library today!
NYLA MSRT Webinar, delivered in June 2015
The Fayetteville Free Library in Fayetteville, New York opened the nation's first library makerspace, called the Fab Lab, to provide free and open access to tools and technology for community members to discover, create and build projects. The Fab Lab has been highly successful, with over 10,000 hours of 3D printing time logged and hundreds of community members certified to use the 3D printers, laser cutters, and vinyl cutters. In addition to open access, the Fab Lab also offers classes, camps, and programming led by volunteers to teach skills like 3D modeling and sewing to over 300 attendees. The makerspace has supported entrepreneurship in the community and strengthened local partnerships and small businesses.
Want to bring STEAM to your library? Find ways to leverage existing dollars, programs, spaces, services and collections and integrate STEAM components. Don’t worry about reinventing the wheel at your library; just inject some STEAM in to what you already do!
NYLA MSRT Webinar delivered on 8/25/15 by Fayetteville Free Library
This presentation was delivered by Sue Considine at the Mid Hudson Library System Annual meeting in October 2013, and at Edmonton Public Library's Leader-In-Residence program in spring 2014.
This presentation has been presented many times by the Fayetteville Free Library in many iterations, including for as a webinar for the "American Spaces" series at the U.S. Embassy in Rome, and as a continuing education program for Wester New York Library Resource Council.
This presentation was developed by Fayetteville Free Library and has been presented on many occassions, including for a continuing education program for Western New York Library Resources Council, and at the New York State Library Association Conference in 2013.
This presentation was developed by Fayetteville Free Library and delivered to a classroom of students at Lincoln Middle School in Syracuse, NY during February 2015.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Build a Module in Odoo 17 Using the Scaffold Method
Common Core Learning Standards - Fayetteville Free Library
1. College & Career Readiness
Problem Solving Skills
Critical Thinking Skills
Vocabulary
Informational Text
The standards will help prepare students with the
knowledge and skill they need to succeed in educational and
job related training after high school.
3. Break into Groups
Read the Shift given to your group
Describe the Shift on Chart paper
Be prepared to share
We are going to UNPACK one together and then
support YOUR small groups to do the same.
4. Shift 1
Balancing Informational & Literary Texts
Students read a true balance of informational and
literary texts. Elementary school classrooms are,
therefore, places where students access the world –
science, social studies, the arts and literature –
through text. At least 50% of what students read is
informational.
5. Informational Text
Narrative Non-Fiction
Literary Text
Appendix B
ELA Module list (in a later slide)
At least 50% is informational
Research shows students do not read informational
text and remember what they read- College and Career
Ready
Shift 1: What is Read in School
6. Shift 2
Knowledge in the Disciplines
Content area teachers outside of the ELA classroom
emphasize literacy experiences in their planning and
instruction. Students learn through domain specific
texts in science and social studies classrooms – rather
than referring to the text, they are expected to learn
from what they read.
7. Shift 2: Reading in Other Areas
Read in Science
Read in Social Studies
Read in …
Students will learn from what they read
8. Shift 3
Staircase of Complexity
In order to prepare students for the complexity of
college and career ready texts, each grade level
requires a “step” of growth on the “staircase”. Students
read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create
more time and space in the curriculum for this close
and careful reading, and provide appropriate and
necessary scaffolding and supports so that it is possible
for students reading below grade level.
9. Shift 3: Staircase of Complexity
Every year, student climb a “step” of knowledge
Students not reading at levels needed
Teachers provide scaffolding
Lexile, Fountas and Pinnell, DRA, Accelerated Reader,
Reading Counts
We understand argument
around leveled reading!
Monroe 2 BOCES SLS info on Complex Text
10. Shift 4
Text-Based Answers
Students have rich and rigorous conversations which
are dependent on a common text. Teachers insist that
classroom experiences stay deeply connected to the
text on the page and that students develop habits for
making evidentiary arguments both in conversation,
as well as in writing, to assess comprehension of a text.
11. Shift 4: Text Based Answers
Read closely for information
Information based directly on text
Evidence comes from text to support argument
12. Shift 5
Writing from Sources
Writing needs to emphasize use of evidence to inform
or make an argument rather than the personal
narrative and other forms of decontextualized
prompts. While the narrative still has an important
role, students develop skills through written
arguments that respond to the ideas, events, facts, and
arguments presented in the texts they read.
13. Shift 5: Writing from Sources
Evidence from text
Written response
Use of multiple sources
Analyze and synthesize
14. New shift change released earlier
this month!!
Sub Shift 5: This is where Libraries
can easily live!!
15. Subshift - 5A Work with sources Students gather, assess, synthesize, integrate, analyze sources
Subshift -5B Grapple with complex text and content;
leverage academic vocabulary
Students apply academic vocabulary and content knowledge they gained through other shifts,
but also through gathering, assessing, and synthesizing sources. Research is an integrated
process which combines the reading, writing, and language standards.
Subshift -5C Emphasize questioning, Inquiry, and
explaining understanding rather than
defense
Students engage in an iterative and cyclical inquiry process
Subshift -5D Follow inquiry process: questions, sources,
information, scope and planproduct
Students' questions lead them to the sources, which lead to information, which lead to the
scope of the project, which may lead back to the questions, and so on. This process is iterative
and results in a rigorous, grade level appropriate product.
Subshift - 5E Use technology and other minds This is the 21st century, and the internet is a research tool, but students do more than a simple
Google search; they collaborate productively with other students and adults.
Subshift -5D Repeat Research opportunities should be happening throughout the school year and take varying
forms, including (but not limited to) short and more sustained research projects. In secondary,
research should happen early and often.
16. Shift 6
Academic Vocabulary
Students constantly build the vocabulary they need to
access grade level complex texts. By focusing
strategically on comprehension of pivotal and
commonly found words (such as “discourse,”
“generation,” “theory,” and “principled”) and less on
esoteric literary terms (such as “onomatopoeia” or
“homonym”), teachers constantly build students’
ability to access more complex texts across the content
areas.
17. Shift 6: Academic Vocabulary
Build vocabulary
Words chosen strategically across disciplines
Meaningful words
Breakdown to key words for better search strategies
18.
19. ELA Anchor Standards
They are the same skills for each grade level
They indicate what kids should be able to do
The specific standards are different for each grade
level.
20. Reading Writing Speaking/
Listening
Language
Key ideas and
details
Text types and
purposes
Comprehension
and
Collaboration
Conventions of
Standard
English
Craft and
Structure
Production and
Distribution of
Writing
Presentation of
Knowledge and
Ideas
Knowledge of
Language
Integration of
Knowledge and
Ideas
Research to
Build and
Present Knowledge
Vocabulary
Acquisition and
Use
Range of
Reading and Level
of Text Complexity
ELA Anchor Standards
21.
22. Collection Development
From ENGAGEny: Text List for P-12 ELA
http://www.engageny.org/resource/text-list-for-p-12-ela
Click on the Text List for P-12 ELA
Looking for high quality & interesting informational
texts
Especially look for history and science
23. Collection Dev. Cont’d
Looking for Book Pairing Ideas: Fiction with non
fiction
Audio books for texts being used
Books with multiple (opposing) viewpoints
Online databases- talk to the
schools!
Still purchase fiction!!!
24. Programming Ideas for Kids
Connecting ideas and books to real life (not just for
science or social studies)
More experiential
When doing a story time or a program, have
informational texts available or on display
Ask questions that refer back to book or illustrations
Content creation classes for kids
Book trailers
Video production
Vodcast book talks
25. Programming for Adults
Primary Resources for Parents
Information Literacy for Parents
Many think this means informational technology
How to use online databases
Website evaluation
Searching online catalog
For teachers: What resources are available from Public
Library
26. Work With the Schools
Ask for curriculum maps
Work together on summer reading
Offer to have a library department meeting at public
library
Joint non fiction book club for kids
27. Other Items
Reading Levels in Online Catalog
Repeat from earlier: Book Pairing
Reach out to PTA:
Tell them resources and services YOU can provide
around Common Core
Text based answers- have kids use them when
discussing a book with them
28. Lending books to schools
Schools are very grateful for ILL
Waive late fees when a school borrows
Help with finding class sets of a text
If you have large quantities of the same texts not being used, offer to
loan to schools
Promote AUDIOBOOK and eBook access (especially for required titles)
Participate in literacy campaigns, initiatives, contests
29. Virtual Presence
Create a virtual presence for kids and parents
Easy access to online resources
24-7 access for patrons
Primary source documents
eBooks/audiobooks/music
Institutional websites
WHAT DO YOU CURRENTLY HAVE???
WHAT needs better promotion/easier access?
30. Your Turn!
What is one thing you can do within the
next two weeks?
What is one thing you can do over the course of the
next year?
Who can you connect with to make these goals a
reality?
Put this into your calendar to remind yourself!
31. What message can we share
with our school librarians on
your behalf?
32. Shifts in Mathematics
32
Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy is
spent in the math classroom. They do so in order to focus deeply on only the
concepts that are prioritized in the standards.
Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades
so that students can build new understanding onto foundations built in previous
years.
Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations;
teachers structure class time and/or homework time for students to memorize,
through repetition, core functions.
Shift 4 Deep
Understand
ing
Students deeply understand and can operate easily within a math concept before
moving on. They learn more than the trick to get the answer right. They learn
the math.
Shift 5 Application Students are expected to use math and choose the appropriate concept for
application even when they are not prompted to do so.
Shift 6 Dual
Intensity
Students are practicing and understanding. There is more than a balance
between these two things in the classroom – both are occurring with intensity.
33. Math Shifts- What’s Different?
Apply math concepts in “real world” situations. Teachers in
content areas outside of math, particularly science, ensure that
students are using math to make meaning of and access content.
Students move beyond THE RIGHT ANSWER. They demonstrate deep
conceptual understanding of core math concepts by applying them to
new situations as well as writing and speaking about their
understanding.
Understand the world mathematically.
Use mathematics to make decisions and real world connections.
Common Core – Mathematics - KEY IDEAS
http://www.corestandards.org/about-the-standards/key-points-in-mathematics