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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.

This article talks about seeing all students as part of your classroom. I personally like how it lists things to think about when instructing students. Although some will think these are no brainers, its always good to reflect on yourself as an educator. Especially when it comes to students with IEPs and 504s. I also liked how it reminds educators to reflect on the whole student and think about forces outside the school that greatly affect the students performance in the classroom.

Khan Academy is a free site that includes videos and practice questions on many subjects. This link, in particular, focuses on fourth grade mathematics, multiplication and division. There are videos that explain each concept and then practice questions to check for comprehension. Students can work and complete this tasks at their own pace.

This article is a case study on how better teacher preparation for instruction and assessment of writing can lead to improved writing instruction.

(Week 4: Frances and Claudio) This article is accessible through the link given above. This article focus on teachers ability to improve their instruction skills by eliminating their weakness to overlook students needs by pretending the problem is non existent. It focus on the inconsistencies of teachers' techniques for class deliverance and the missed learning opportunities for students. The readings present that students are not always given the opportunities to write or be assessed in the context of classroom instruction by teachers who feel uneasy on how they deliver the class subject. Other areas of the article points out that students get low exposure to variety forms of writing and become in prepared when there is a change in writing format.(Graham & Perin, 2007; Hillocks, 2008). Through the SMART goal, Group#4 can utilize some of the examples by providing opportunities to students by offering different writing assignments that are more realistic to meet writing abilities of the students. Students will be more in line with the SMART goal if they are allowed to provide the feedback to the teacher once the assignment is complete so they can see their own improvements. Also, teachers can improve in the teaching efforts and will be able to provide the appropriate assignments to those students who extra help which will move the teachers' uneasiness about their preparation to teach and assess writing at different learning levels. Read, Sylvia and Landon-Hays, Melanie M. (2013) "The Knowing/Doing Gap: Challenges of Effective Writing Instruction in High School," Teaching/Writing: The Journal of Writing Teacher Education: Vol. 2 : Iss. 2 , Article 3. Available at: http://scholarworks.wmich.edu/wte/vol2/iss2/3

Week 7: Margarita Lugo and Erika Eason This journal article is accessible through the link given above by accessing the UMUC library. This article focuses on the "multiple intelligence theory" and its application for foreign language teachers and their classrooms as a way to actively and authentically engage students in learning in all subject areas (however, this article does emphasize foreign language). This theory says that content can be taught in a variety of ways and recommends that teachers should design lessons, projects, homework, and assessments while thinking of students' learning preferences and styles. Specifically, the article goes through Gardner's theory and illustrates how it can be applied to Spanish classroom. Our 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". This article can help me achieve this goal by giving me new insight on differentiating instruction and assessments for my SPED students who struggle in one or more areas of communication. References: Anders, L., & Willen, W. (2005/2006). Differentiating instruction in the Spanish as a foreign language course using multiple intelligence theory. International Journal of Learning, 12(6), 9-14. Retrieved from Education Research Complete database. (Accession No. 25089780)

This research looks in to the amazing influence collaboration plays on closing the achievement gap in both instructional gaps and learning gaps.