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sophia park

WordQ - Sophia Park EDTC600 - 2 views

This is a software that accommodates to different stages of learners. When I downloaded the software, I got to choose the stage that is perfect for most third graders (it even specified third grad...

writing tools speech

started by sophia park on 13 Oct 13 1 follow-up, last by sophia park on 13 Oct 13
kristine Gregoire-Cope

Moving Beyond Brainstorming - 1 views

www.teachingchannel.org/...prep-for-expository-essays

615 SPR15 expository writing middle grades

shared by kristine Gregoire-Cope on 24 Mar 15 - No Cached
  • kristine Gregoire-Cope on 24 Mar 15
     
    How to make it easier for your students to write Expository Essays. Using a chunking method, including a step between brainstorming and writing called Piling, students are able to build up to writing Expository Essays. Kristine and Danica
melrichardson21

Exit Tickets | EL Education - 15 views

eleducation.org/...exit-tickets

SPRING2018 EDTC615

shared by melrichardson21 on 08 Oct 17 - No Cached
  • Barbara Lindsey on 08 Oct 17
     
    "At the end of class, students write on note cards or slips of paper an important idea they learned, a question they have, a prediction about what will come next, or a thought about the lesson for the day. Alternatively, students could turn-in such a response at the start of the next day-either based on the learning from the day before or the previous night's homework. These quick writes can be used to assess students' knowledge or to make decisions about next teaching steps or points that need clarifying. This reflection helps students to focus as they enter the classroom or solidifies learning before they leave."
  • ...11 more comments...
  • margarita_lp on 13 Oct 17
     
    My Smart goal is that "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." During our meetings we have noticed a significant gap in my pd. 2 in my SPED students. By using exit tickets, I can continuously gauge how well these specific students are understanding the new material of the week before getting to the formal formative assessment on Fridays. These exit tickets can be modified to include speaking and listening skills depending on where the formative reveals the greatest need is. - Margarita
  • hnlyons on 14 Oct 17
     
    This video using exit tickets is a great resource for my classroom. My SMART goal is Given 2 months of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least two levels." Using the planning protocol I rated this a 4 in the aligned to the standards category. I could create quick exit tickets based on the story my students are reading. The students could answer the question and I could quickly assess whether they were able to comprehend and understand the story which is a part of my smart goal. Reading comprehension is an important factor when testing students' reading level. I would love to use this in my classroom.
  • angelatrice on 15 Oct 17
     
    Smart Target Learning Goal is by the end of marking period 1, 70% of students will score 90% or higher on the EMATS/ performance matters. This will allow me to see where students are still needing understanding about the topic that is being taught. The dimension would be depth of knowledge with 1:recall. This is something that students need to be able to do short hand before they can recall later on.
  • akhanu on 22 Oct 17
     
    SMART GOAL: At least 80% of students in grade two will be reading level K books or above by the end of 6 weeks. (Julie's goal) Dimension: Alignment to Standards Impact: 2 Reason: Exit tickets are self-assessment questions prepared by teachers, often based on learning goals, that are to be completed by students. Since Julie's Smart Goal is based on measurement (80% of students), I believe that Exit Tickets will give her insight on the percentage of her students that illustrate her students reading comprehension levels. For Julie's Exit Tickets, I think that questions she pose should require answers in the form of explanations from students because I believe it would be the most effective way to help her detect the students that may require extra support. If there is not a common theme to student responses, then it may be an instruction gap that is the issue; if so, Julie would need to ensure that the curriculum/lesson plans correlate with state standards.
  • elijahbarrnwhs on 25 Feb 18
     
    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
  • elijahbarrnwhs on 25 Feb 18
     
    Smart Target Learning Goal: By the of Unit 5, 80% of students will score at least 70% on the end of unit assessment. My biggest problem is getting students to retain the important information that will be tested upon. Exit tickets will give me an incite to how well students are retaining the class content by creating exit tickets that are similar to exam questions at the end of a lesson where they learned the content to which the question related. This not only allows me to see if they learned the content but also will allow me to see which types of mistakes the students are making in regards to the test. From here my I will be able to modify my lessons in order to insure that my students are in line with the exam.
  • benjaminsmiller on 04 Mar 18
     
    Dimension: Rigor and Relevance Impact: 4 SMART Goal:Given 1 month of guided reading instruction, students in below grade-level reading groups will increase their reading level by at least one level. Exit tickets are an excellent way for the students to show their ability to comprehend the text by answering a text dependent question about the story that they have read during guided reading. This will give the teacher an insight on the level of comprehension that they student has for that level book that is being read. This is much more rigorous than just asking and answering questions because students are applying the knowledge of the story into the writing that they are doing about the book.
  • gnicholson1 on 04 Mar 18
     
    Hi Elijah! I think the issue is sometimes students do have difficulty retaining the information. I think that the exit tickets will also give you insight into a few different dimensions from the protocol worksheet as well. My SMART goal is by the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. So I think looking at the exit tickets based on the dimensions you should look into student engagement. Since this is important when it comes to exit tickets. If students are not engaged during the lesson then the exit tickets is pretty much showing that the students retained nothing. I think that teachers should always shoot for a 3 or 4 based on the protocol. That way students retention of the information is greater therefore, exit tickets are hopefully higher.
  • cbeard615 on 04 Mar 18
     
    Video: Exit Tickets Dimension Teacher Friendliness: Score: 3 I rate this strategy as a 3 in terms of teacher friendliness (3 = "low maintenance few materials and/or little prep work). With exit tickets, teachers can ask students to answer simple questions regarding the day's lesson in order to get a sense of students' understanding. This strategy involves little work to prepare for but provides a lot of insight into how to guide future instruction. There may be topics that many students misunderstood or areas that individual students need support in. The SMART goal I considered while watching this video is raising scores in AP Bio for select students who have not taken AP or advanced classes science classes before. I think exit tickets are a low maintenance way to guage which specific areas to focus on for these students.
  • cheneymele on 04 Mar 18
     
    Dimension: Impact on Learning Rating: 3- Medium-high impact SMART Goal: By the end of the marking, 80% or higher of students will score a 90% or higher on a base ten assessment. Exit tickets are a useful way to help both students and teachers recognize individual student mastery of a topic or skill. Since exit tickets informally assess student learning from that class period, there would be no impact on student learning as students are completing the task. However, teachers can use the information gathered from exit tickets to inform their instruction for the next days instruction. For instance, my groupmate could assign an exit card with 2-3 problems related to that day's lesson. After students complete the exit tickets, the teacher could evaluate to see who struggled and with what particular strategy. The teacher could then use that information to form small groups and provide re-teaching/alternate instruction as necessary. This ultimately will help students receive more personalized instruction thus enhancing impact on learning.
  • jcossette on 08 Mar 18
     
    I agree that exit tickets are a useful way to evaluate mastery of a concept; however, I do feel they have an impact on student learning as they're completing the task. As students complete an exit card, it requires thought and skill to demonstrate your understanding. Sometimes students make mistakes on exit cards, which helps students learn and grow. This strategy would be helpful as I implement my plan to reach my SMART goal. My SMART goal is "by the end of Marking Period 3, ELL students identified will be able to explain how to solve for an unknown number in an equation with at least 80% accuracy ." Exit card would be extremely helpful in the process of determining necessary supports and areas of need as I complete my action plan. On the planning protocol rubric, I would rate this a four in the dimension of alignment to standards. Exit cards are directly related to what you have taught from the curriculum and therefore align with the standards. This is a great way to evaluate students quickly and frequently on the standards.
  • kjordan31 on 13 Oct 18
     
    Dimension: Depth of Knowledge Rating: 3 - strategic reasoning SMART goal: Students will be able to solve an on grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period. I believe that my team would be able to use this instructional tactic because we could use the exit card to see if students meet the SMART goal. I think that exit cards are a powerful tool for teachers to use because it shows instant data of student performance. It is a quick and informal way to see if students understand the concept or not. This video provides a unique way to students to use/take an exit card in the classroom. We could take ideas from this video and apply to it our own classroom.
  • Jim Sweigert on 16 Oct 18
     
    I like the fact that students assess themselves (based on the learning target). They also give feedback to one another. In this model teachers can adjust instruction based on how students feel they reached learning targets. I am wondering, though, whether or not young students have enough self-realization to understand how they performed during a given lesson. If we're asking them to rate themselves, we have to hope that they understand how important this is, and what it really means. How does this video address dimensions in the 'Planning Protocol Rubric?' Since most of the dimensions were addressed (in other comments here), I'll comment on this video's ways of addressing 'Technology Integration.' No technology integration seen (though it's certainly possible that it may have occurred during the lesson and before this video was taken). Technology Integration level (based on the available video): 1. My SMART Learning Goal: "After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. (The ESOL RELA [WIDA Access] pre-test was given approximately one month ago, while the baseline math pre-test was developed by our school's math department [and contains test stems from past PARCC exams].)" The 'exit ticket' approach can be used in any classroom, but with ESOL learners it might be more difficult to ascertain whether or not they have understood the question/s on the exit ticket sheet. And again, do they have the skills, understanding and self-realization necessary to rate themselves on how they do in a given classroom on a daily basis?
Barbara Lindsey

Musical Chairs Retell | Somewhere to Share - 2 views

somewheretoshare.com/...musical-chairs-retell

Spr15 strategy formative assessment umuc 615 CLASSRoad blog

shared by Barbara Lindsey on 10 Mar 15 - No Cached
  • Barbara Lindsey on 10 Mar 15
     
    In this blog post, Carrie Toth describes how she uses a 'musical chairs' strategy to help students collaboratively write a story. This requires them to first read and then build upon previous contributions. Carrie Toth describes how she uses this with her language learning students but it can be used in any content area to help develop student writing and reading skills. An additional benefit is that students get to move around and research shows the importance of physical activity and learning.
jlinman7

The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia - 0 views

www.edutopia.org/...nt-action-5-keys-andrew-miller

EDTC615 Spring2018

shared by jlinman7 on 02 Apr 18 - No Cached
  • If we don't know where we are going, we may or may not get there.
  • Even though there was choice in the written products, there was a common, standards-aligned rubric that could be used to assess all the products to ensure that all students were meeting the same outcomes.
  • It is important that we allow students other modes of showing what they know, and we can also use these performance assessments to assess different learning outcomes.
  • ...6 more annotations...
  • It allowed them to go deeper and express their creativity with the content.
  • Formative assessment allowed students to experiment and, yes, sometimes fail. However, they were given the tools, both through feedback and instruction, to improve and move forward to success.
  • By providing choice, more students were able to own how they showed what they knew.
  • These methods mean that assessment is no longer done to students, but with them, putting the focus on the student and learning. Although students are awarded grades, they are rewarded through being at their best and coached through their challenges.
  • The 5 Keys to Successful Comprehensive Assessment in Action | Edutopia
    • jlinman7
      jlinman7 on 30 Oct 18
       
      (Week 7: Javon and Kim) I found this Edutopia article on Diigo. This article is about using well-developed assessments to set goals for student-learning and how it can shape instruction. The author, Andrew Miller of Edutopia, highlights Stanford Professor Linda Darling-Hammond's 5 key nuggets for a successful assessment. 1. Meaningful Unit Goals and Question Professor Darling-Hammond states the importance of beginning with the end in mind which is setting a purposeful goal at the beginning. Kim stated during our implementation meeting #2 last night that "this is very realistic when creating lessons plans as it ties in with Common Core State Standards." With the "Question" piece, Professor Darling-Hammond surfaces having a relevant "question" for the students to examine around the topic. 2. Summative Assessment Through Writing The second key the author states for a successful assessment is 'Summative Assessment Through Writing.' She stated with the written assessment, she would give the students some choice (i.e. write a letter or do an essay around the given subject), but they would still need to perform research and cite evidence. 3. Performance Assessment Through Presentation and Portfolio 'Performance Assessment Through Presentation and Portfolio' is the 3rd key of this article. Within this section, the author conveyed the importance of allowing students to show what they learned. Within this article is an 8-minute very informative video that shows students having the freedom to express their learning through presentations, projects, papers, and collaborative efforts with their peers. Kim and I both feel this is a great tip as this will show what the students learned and the areas where additional instruction time may be needed for deeper engagement. 4. Formative Assessment and Feedback Along the Way The fourth key Miller focuses on of Professor Darling-Hammond's is 'Formative Assessment and Feedback Along the Way.' Ensuring s
  • The 5 Keys to Successful Comprehensive Assessment in Action Stanford professor Linda Darling-Hammond shares how using well-crafted formative and performance assessments, setting meaningful goals, and giving students ownership over the process can powerfully affect teaching and learning. By Andrew MillerMarch 16, 2015close modal
  • melrichardson21 on 02 Apr 18
     
    This is a great read for our SMART goal. An assessment is a great way to figure out what the students know, what they want to know, and what interests them the most so we are able to improve and adjust our teaching.
  • melrichardson21 on 04 Apr 18
     
    Week 9 Melissa and Claire: This article is accessible using the link above though Diigo Well crafted formative and performance assessments which include setting meaningful goals, and giving students ownership over the process can powerfully and positively affect teaching and learning. The key to good instruction is assessments. Assessments show what students know, what they want to know, it allows us to adjust our instruction to cater to each student. There are 5 keys to an effective assessment: Meaningful unit goals and questions, summative assessment through writing, performance assessment through presentation and portfolio, formative assessment and feedback along the way, and student ownership of assessment process. These methods of assessments are to be done with the students putting a focus on the student and their learning. Resource: The 5 Keys to Successful Comprehensive Assessment in Action By: Andrew Miller
margarita_lp

Adapting Curriculum to Learners' Needs | EL Education - 11 views

eleducation.org/...g-curriculum-to-learners-needs

EDTC615 Strategies Fall17 week5 video

shared by margarita_lp on 13 Oct 17 - No Cached
toladipo liked it
  • margarita_lp on 13 Oct 17
     
    My SMART Goal: "By the end of the numbers unit, 60% of students in the Special Education program in MS Spanish 1A - Period 2 will achieve 80% or higher on each formative assessment including listening, speaking and writing assessments." - This resource video on adapting curriculum to learners' needs could assist in differentiation the strategies and activities done in class for students with varying special needs to close their achievement gap since they are not currently receiving many of their needed accommodations.
  • ...3 more comments...
  • cillanes1 on 22 Oct 17
     
    The SMART Goal I will be using: "By the end of the four week close reading intervention, 80% of students will be able to demonstrate improvement in their writing ability by composing a paragraph with less then 5 grammatical, spelling, and structural errors. Students will meet with the teacher three times a week for a 30 min session". Planning Protocol: I would evaluate this video as a Rigor and Relevance of 4 as each student has an opportunity to engage with the content through differentiated activities suited to their individual learning needs. I feel this particular video was very useful in demonstrating various strategies for differentiating the lesson content to make it accessible to learners of various levels of proficiency. These methods could be extremely helpful in differentiating the content of my SMART Goal to ensure that every student has a opportunity to improve their writing skills according their level of skill.
  • proman11 on 11 Oct 18
     
    Planning Protocol: Impact on Learning would be a good reflection on this video because the instructor is differentiating the lesson based on the data she has to make sure each student has some type of impact on his or hers learning. I think differentiating the lesson will have a huge impact on each students learning. The SMART Goal that I will be using is "Students will be able to solve an on-grade level math task, that will require them to respond and defend their work to explain their reasoning 3 out of 5 times by the end of the 1st marking period." I think this video will be a great instructional tactic because the lesson is differentiated based on the student. With the data the instructor has, the student will be able to receive more help that will help them respond and defend their work on grade level. With students that need more help with sentences.... a sentence starter can be used to help support them.
  • scarey11 on 14 Oct 18
     
    From the Planning Protocol Rubric I choose to relate this video to the dimension "Rigor and Relevance": At the Highest level-Students think and work. All students in this video are being challenged in very different ways this leading them to think and work independently and collaboratively. This teacher does a phenomenal job at differentiating her material on all levels. All students are doing the same work on the reading assignment however the avenue in which they give there response are different. She is able to give each student the support they need ahead of time so that students don't feel singled out. By doing this the students often feel empowered to be able to complete the assignment because they know the supports they need will be available to them. This also allows the teacher to go directly to the students who need extra support because the higher students have the challenges they need as well to not become board with the lesson. The SMART Goal I am focusing on this is one of my team members "After three weeks of targeted instruction, students will increase their pre-assessment scores by 3 or more points, or 75 percent or higher on the post-assessment" Our team could defiantly translate the instructional tactic used in this video to the above SMART goal. The teacher in the video is targeting specific learning goals in her instruction by reaching students at their specific needs and helping guide them all in the same direction teaching the same topic just in different ways. The above SMART goal is all about targeting instruction for the PARCC assessment to improve students scores. All students will have to take the same assessment however the supports they need along the way will be different.
  • daverogoza on 17 Oct 18
     
    This video had some great ideas especially about differentiation that could be used for me to achieve my SMART goal of 100% pass rate for standardized English Language tests amount a targeted group. The teacher's method of pre-arranged assignments to prevent students from feeling singled out is very clever, and especially important for students in that age group. I could see myself adapting these strategies for use in many different classes. From the dimension of 'teacher friendliness' I do think these tactics are not necessarily teacher friendly, but they sure seem to be worth it if it means positive student outcomes.
  • toladipo on 17 Oct 18
     
    EDTC615 Fall2018 Group 6 Dimension: Teacher Friendliness My SMART target goal is the percentage of students who will score 90% will increase by 80%. This means that 80% of the students will score 90%. The instructional tactic I will use from this video is teacher friendliness. In the video, the teacher displays high level of support, and maintenance with the students. She showed how she provided materials to the students and go over the materials in the class. She also does some great prep work as well. She was seen going around the students table to provide supported as needed. This is very relevant tactic that can be used by my team. The data we both presented covers teaching Microsoft suite-excel, access, word and powerpoint. The instructional style boarders greatly on simulation training, grader activities, grader projects and hands-on practice. In this regard, it is important for the instructor to provide high maintenance and support the students as needed. For instance, during simulation training, the instructor needs to go around the class to assist individual student as needed. The instructor should also provide students will relevant materials and resources to help them achieve success. For instance, in meeting this goal, during our review, we realized that we should teach the topics using 2016 applications as against 2013 applications. This guide of quest was born out of our desire to promote students friendly learning environment. EDTC615 Fall2018
fitz1908

Writing Across the Curriculum- Writing to Learn Mathematics - 2 views

www.michigan.gov/...Learn_Mathematics_306722_7.pdf

EDTC615 mathematics teaching writing ELA K-12

shared by fitz1908 on 16 Mar 16 - No Cached
  • fitz1908 on 16 Mar 16
     
    The following is a pdf file about how to integrate writing into mathematics. It is a fantastic resource from the Michigan Department of Education that addresses integrating Common Core skills into every subject area.
cillanes1

8 Smart Strategies for Teaching Writing - The Classroom Key - 2 views

www.theclassroomkey.com/...gies-for-teaching-writing.html

EDTC615 fall17

shared by cillanes1 on 18 Oct 17 - No Cached
  • cillanes1 on 18 Oct 17
     
    I found these writing strategies to be extremely useful in helping come up with activities for helping students improve their writing skills.
kristine Gregoire-Cope

Writing Mini Lessons - 7 views

www.ttms.org/...rkshop%20v001%20%28Full%29.pdf

Spr15 615 writing English ELA middle school high secondary

shared by kristine Gregoire-Cope on 31 Mar 15 - No Cached
  • kristine Gregoire-Cope on 31 Mar 15
     
    Week 8, Kristine G and Danica J. This PDF offers lots of mini-lessons to help students write better. Considering the time constraints we have had this semester, these mini-lessons are perfect for a quick review or an introduction to a writing topic. These are also great for differentiation to be used as enrichment or remediation. Resource type: activity
  • danicajustsen on 12 Apr 15
     
    Should also be tagged: "middle school" "high school" "secondary" and "lesson"
ctrimbl1

Reader Idea | Using an Op-Doc Video to Teach Argumentative Writing - 1 views

learning.blogs.nytimes.com/...to-teach-argumentative-writing

ELA English9 EDTC615 argument

shared by ctrimbl1 on 28 Jun 16 - No Cached
  • ctrimbl1 on 28 Jun 16
     
    This would definitely be an interesting way of teaching argument writing to my 9th grade classes. With this lesson, students analyze how an author creates an argument in several short documentaries.
Sharon Lee

Sibelius Music Tool (Denee Devenishh - FALL - EDTC 600) - 8 views

Denee, This software is probably really exciting for Music teachers and students. I see that Sibelius offers a free trial download for 30 days, which is always a plus.

EDTC600 music tools

started by deneedevenish on 10 Oct 13 1 follow-up, last by Sharon Lee on 12 Oct 13
deneedevenish

Sibelius Music Tool (Denee Devenishh - FALL - EDTC 600) - 1 views

www.sibelius.com/...index.html

audio tools sibelius music tool edtc 600

shared by deneedevenish on 13 Oct 13 - No Cached
  • deneedevenish on 13 Oct 13
     
    Dear Professor and Class, Sibelius is a music editor software that gives music students, composers, and songwriters a platform to write, play and publish music notations. Sibelius is ideal tool for music students and teachers. Sibelius is used to construct professional and perfectly aligned notes. Sibelius allows users to write music, transcribe audio, share notations, scan and print music sheets. The software is adaptable and flexible. Students and teachers can import music from other programs such as iTunes and connect to several sites such as Facebook and Youtube. Sibelius also is capable of using Midi instruments. Sibelius insists on being the fastest, smartest and easiest software around (http://www.sibelius.com/products/sibelius/7/index.html). Students easily write music by creating your own musical score and there are several templates already in place. References Sibelius 7 - music notation software. Sibelius - the leading music composition and notation software. Retrieved October 10, 2013, from http://www.sibelius.com/products/sibelius/7/index.html
beththeducator

Pre-K: Getting Ready to Read and Write - 0 views

www.readingrockets.org/...prek_guide

615 spr15 online tool resources news article reading writing elementary parents personalized learning literacy

shared by beththeducator on 02 Mar 15 - No Cached
  • beththeducator on 02 Mar 15
     
    The website helps guide teachers as well as parents to focus on the building blocks of reading and writing. This Pre-K guide is designed to walk teachers through several important building blocks, including sounds, print awareness, letters and more. Within each section, you'll find easy to read and use resources for learning more, and for trying some activities within your setting. Short videos bring concepts to life, booklists provide ideas for extension, and we provide guidance about when to have concerns about a child's development.
kristine Gregoire-Cope

What Are the Four Tips for Writing a Good Thesis Statement for an Expository Essay? | T... - 1 views

classroom.synonym.com/ent-expository-essay-1810.html

writing thesis statement expository essay

shared by kristine Gregoire-Cope on 12 Mar 15 - No Cached
  • kristine Gregoire-Cope on 12 Mar 15
     
    In this quick article it identifies a formulaic way to create good thesis statements. I love giving students a map or tool to help them remember how to structure a solid thesis statement that anchors a good essay. These four steps are dead on but we will have to adapt it to the 6th grade level for my PLC practice.
kristine Gregoire-Cope

inContext by SAS® Curriculum Pathways® - 2 views

www.sascurriculumpathways.com/...Launch

615 ELA Expository Writing SPR15

shared by kristine Gregoire-Cope on 02 Mar 15 - No Cached
  • kristine Gregoire-Cope on 02 Mar 15
     
    Navigate the inContext universe to explore reading, writing, and other language arts skills. You'll discover a giant network of terms, definitions, and activities; add your own examples to clarify terms; create, define, and illustrate new terms; and demonstrate what you've learned about a particular topic by writing a short paragraph in response to a summary question.
kristine Gregoire-Cope

English Language Arts Standards \" Writing \" Grade 6 - 0 views

www.corestandards.org/...6

615 ELA middle school expository writing common core SPR15

shared by kristine Gregoire-Cope on 02 Mar 15 - No Cached
  • kristine Gregoire-Cope on 02 Mar 15
     
    CCSS.ELA-Literacy.W.6.1.b Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. CCSS.ELA-Literacy.W.6.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Bruce Wilson

Free Online Idea Management and Collaboration Service | Wridea.com - 1 views

wridea.com

EDTC610 brainstorming idea web2.0

shared by Bruce Wilson on 29 May 14 - Cached
  • Bruce Wilson on 29 May 14
     
    A teacher could use this in his or her classroom to help students brainstorm ideas in the writing process. I have used googledocs to insert a pre-writing template for students to complete prior to some writing assignments which fulfills a similar purpose. The resource could also be useful in helping you keep your agenda or priorities organized especially when working in a group.
Samantha Biskach

Kidblog - 1 views

kidblog.org/home

ELA EDTC610 all subjects collaboration

shared by Samantha Biskach on 02 Jun 14 - No Cached
  • Samantha Biskach on 02 Jun 14
     
    As a goal for the next school year, I have decided to include a blog that would accompany my teaching and assignments my students would complete throughout the year. Through my searching, I discovered Kidblog. According to the site, "Kidblog is designed for K-12 teachers who want to provide each student with an individual blog. Students publish posts and participate in academic discussions within a secure classroom blogging community." For my language arts students, they would use this tool by completing and discussing discussion questions relating to a novel study (we complete at least 4 throughout the year). In regards to writing, their personal blog would be a great place to stay organized with their process of writing. I also like how this platform allows students to start an e-portfolio, especially for their writing and composition samples.
kjordan31

How to Write SMART Goals - 0 views

www.smartsheet.com/...tial-guide-writing-smart-goals

goals smart detailed informative fall2018 edtc615

shared by kjordan31 on 09 Oct 18 - No Cached
  • kjordan31 on 09 Oct 18
     
    This post has valuable information about how to write a SMART goal. It provides a detailed explanation of each letter. It will tell you what it stands for, examples, and how to use this part to form a goal.
Barbara Lindsey

Scaffolding Literacy Instruction for English Language Learners | EL Education - 5 views

eleducation.org/...-for-english-language-learners

EDTC615 strategy fall17 video ELL week5

shared by Barbara Lindsey on 08 Oct 17 - No Cached
  • froseparker on 21 Oct 17
     
    Dimension: Depth of Knowledge Rating: 3 This article is a good example of how to collaborate and learn from peer to peer. I like this exercise because it would allow students to apply words to topics for understanding what is necessary to build an essay. This could be used for group#4 action plan and a good tool to support my team's SMART Goal achievement for improving their writing proficiency for the 5th grade students because it focus on decreasing their English language barriers so they are able to reach their WIDA exiting level of 4.4. With practice students will be able to remember what they are learning so that they are able to break the text and understand what they mean in order to write. Scaffolding would be a good way to get to the bottom of improving in the English language.
  • Jim Sweigert on 16 Oct 18
     
    Great video! It directly addresses many issues ESL/ELL teachers have in reaching their students, and in helping them make sense of complex texts (like the one mentioned here from 'The Washington Post') and other readings. (Again, as I often mention, if you have taken 'reading literacy' courses for your state teaching certification, you know that newspapers like 'The Post' are designed for students with grade 12+ reading ability.) For ESL/ELL learners, this is especially difficult. In the school featured here, 27% are ESL learners in a "blended" classroom in a Portland, Maine middle school. It appears that the social studies teacher and the ESL support teacher work effectively in tandem, helping students to be "close readers," and focusing on students themselves as those responsible for their own learning. The teachers use excellent ESL/FL strategies such as "pacing and pausing," "reading aloud," "sharing with partners," and so forth. ESL/ELL learners work together with their mainstream counterparts, and the process seems to work quite well. I like their approach ('Reading, Thinking, Talking, Writing') here. With proper teacher guidance, this puts the burden on the students to come up with their own interpretations of the text/s they are reading. From the 'Planning and Protocol Rubric': hitting '4s' on most dimensions, except for perhaps 'Technology Integration' (not entirely evident). Otherwise, students are expected to perform at a very high level. My SMART Learning Goal: After three weeks of targeted instruction--and in concert with the content-area teacher--75% or more of our students will score at least one point higher on their ESOL RELA and ESOL math assessments. Targeted instruction, based on the requirements of the 'Action Plan Tracking Sheet,' closely hews to what is going on in this video.
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