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This is an article that discusses increasing student's reading comprehension in 1st and 2nd grade. This supports my smart goal because my goal is about reading comprehension. The article explains the importance of students working in cooperative groups such as readers theatre to increase comprehension.

The purpose of this action research project report was to increase reading comprehension by using cooperative learning. Reading comprehension was a concern for the three teacher researchers at both research sites. There were 51 first and second grade students, 28 elementary teachers, and 51 families of the first and second grade students involved for a total of 184 participants.

Week 7- This is an article for educators to gain a deeper understanding of what differentiation is and how to begin implementing these type of activities into your classroom. I provide teachers with a graphic of "teacher to do's" and "teacher do not's" and strategies. "This article was contributed by Jennnipher Willoughby, a freelance writer and former science and technology specialist".

This resource is the most complete guide that I was able to find in regards to developing SMART Goals as a means to pinpoint areas for professional growth. Many of the articles that I found online were short articles that just listed the definition and provided few examples of SMART Goals or anecdotal information based on the person writing the web page. I thought that this resource was a wonderful document that could be used by school systems to help teachers show growth. Currently, we have and SLO in Howard County, however, it requires us to make a student performance goal. It does not require us to develop as a professional in the process. I think that this is a complete disservice to our students. As a teacher, I believe that I am tasked with continuing to learn for all the year which I choose to stay in this profession. I should never be "comfortable" with my teaching practices and materials. I should always adapt materials to meet the needs of the students have each year and I should continuously be looking for new ways/materials to present information to students. As a math teacher and special educator, I think that Web 2.0 tools are the future of my field, however, most other professionals at my school disagree. They believe that students should learn in the classroom and not be provided with direct instruction of how to use the Web to help them learn a variety of mathematical concepts or ways to improve study methods. I hope to use this resource to develop my own practices and help others grow as well.

SMART Goal: By the end of marking period 3, 80% or higher of students will score a 90% or higher on a representing numbers assessment. This website is offers fun and engaging games to support math development of students grades pre-kindergarten through high school. When selecting a grade level, teachers can view a large list of skills associated with Common Core. Skills are categorized, making it easy for educators to look for desired math practice. In regard to the SMART goal posted above the teacher could select from the series of skills related to representing numbers such as: Counting tens and ones - up to 20, County on ten frames - up to 40, and Counting by tens - up to 100. Students will be motivated by this resource as it is colorful and interactive. A benefit to using this site is that when students are unable to answer a correctly, they are provided with an explanation of how to correctly apply the skill.

Week 4: This website provides teachers and students with all different resources to solve word problems. It also can help teachers create posters, showcase methods, come up with lesson plans, and generate practice worksheets. This information can be used in a second grade classroom. This tool can help students understand the steps they need to take in order to solve word problems.

This website contains a wide variety of virtual manipulative that can be maneuvered by all learners at all stages. Both students and teachers can use this to demonstrate understanding as well as modeling a strategy. All viewers are able to see concrete place values as well as the composition and decomposition of hundred and ten blocks. It is a great tool for the visual learner and those who are still in the concrete stage in addition/subtraction.

With Pear Deck, educators are able to upload and create slideshows that allow students to follow along and interact on their electronic device. Within the slideshow educators can ask various question types and get student responses in real time. Educators can also get student feedback during a slideshow.

This is a great source that provides the similar manipulatives that we use in math- digi blocks, fraction patterns, base tens blocks. Students can manipulate the resources online. In the homepage, you'll see that the manipulatives are organized by grade level and math topic.

This online language learning platform uses gamification to motivate students and make language learning fun. It provides an individualized learning path (differentiation) to increase language proficiency. I have used Duolingo for my own language practice, for teaching my children languages, and in my classroom as a part of language instruction.

This blog post discusses the advantages of doing a search in Diigo using the 'community' search function as opposed to doing a search in Google. This can be used to demonstrate to colleagues as well as students the benefits of doing educational searches via curated social bookmarking sites such as Diigo.

This website offers fun, interactive, online games for students to play over the summer to assist in closing their learning gap. This would be a great resource for teachers to give to their students at the end of the school year, or even over long breaks, for them to practice skills they are lacking.

The main takeaway from this resource for me was where the onus falls for the learning gap. Unlike the instruction gap, the learning gap seems more focused on the student needing to bring up their learning to ensure that they maintain over the summer, or reach new levels. The common denominator is that these all seem to take place outside of the classroom. However, I could see a teacher recommend these resources to different groups or having centers set up to ensure that students are working in areas that they need to improve to close their learning gaps during class time.

Resources and exposure to programs like this are imperative for underprivileged students who's family's do not have an understanding of how to maintain and increase their child's educational progress during the summer.

"a Chalk Talk protocol allows students to have non-verbal "discussion.""

My group's SMART Target Learning Goal is 75% of students will improve their informational text comprehension by 1 grade level. The Dimension I'm referencing is Technology Integration. Although I feel this is a great tool and has a major impact on student learning, it does lack technology integration. I rate it as a 1. I think it rates off the scales in the other dimensions. Some sort of tech integration would make this a huge win all around.

EDTC615 FALL2018 I have found several dimensions from the Planning Protocol that I could assess this particular under for instance: Depth of Knowledge- The Chalk Talk can be use on a multitude of levels for DOK. From a basic warm up to a well thought out thought provoking silent Socrative seminar, depends on how the teacher want to use the tool in their classroom will determine the DOK. Teacher Friendliness - This instructional tactic is very teacher friendly and low maintenance across the board. you can just use a whiteboard and post it stickies, or chart paper and post it stickies, and just a window/liquid chalk and post it stickies. Rigor and Relevance- Again rigor and relevance is dependent upon how the teacher decides to use this instructional tactic in their classroom. This is a tool that can evoke deep thought or a tool that can be used as a quick response to a warm up question. Possible Technology Integration- Although the video did not depict a technology integration while I was watching the video an idea came to mind to use this idea in conjunction with Padlet app and divide the classroom up into groups with each a different Padlet question or conversation and first each member in the group share to the Padlet and then have the student rotate to each groups table and share a post to each other's Padlet. That is one way to integrate technology into a Chalk Talk discussion. This could be used as an instructional tactic for all our group members as an exit ticket, class survey, check for understanding of the day's lesson, warm-up question, and/or silent Socrative seminar. I can think of endless possibilities with this particular tool based on the dynamics of your student population, skill set, and grade level. Spencer's SMART Goal is 75% of the 24 students with a C or lower to have a B (80%) or higher in my class, by the end of the 1st quarter. Ericka's SMART Goal is By the end of 1st quarter 75% of the LSN Government students will be able to an