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Hear Gay Su Pinnell detail strategies for Phonics Mini Lessons, which are designed to support effective and efficient delivery of phonics instruction to young learners. Fountas and Pinnell are renown in the field of literacy instruction. This tutorial is a valuable mini lesson for educators who are not fortunate enough to have participated in their workshops.

I was highly impressed by this young teacher's blog. He is already teaching like a master teacher. David Leed's blog has a tons of great teaching ideas and links.

Teacher resource that shares NSTA's position on how to shift to Next Generation Science Standards. Teachers can use this as a guide for building lesson plans that incorporate activities that adopt these shifts.

This source is a list of research-based strategies you can use to teach beginning phonics and phonemic awareness skills to struggling readers. It is meant to used as intervention methods.  Some of these suggested activities would be good for use in whole group scenarios but many of the activities would be better for us in working with small groups of students. Most of the suggested activities are multi-sensory and interactive.

Free resources for teachers just specify your content area.

This blog post by Todd Finley describes what formative assessment is, in particular, what alternative formative assessment (AFA) is and how and why it can be used to advance student learning. Teachers can begin to plan the use of AFA by using the downloadable guide of 53 ways to use AFA. For 615 colleagues, be sure to evaluate any strategy using Venables' Planning Protocol Rubric!

This article by Sunday Cummins focuses on teaching students how to self-monitor while reading difficult texts. It suggests teaching students the coding method to help them learn how to self-monitor. Using meaningful symbols to mark up a text students learn how to evaluate what they understand and what they still need to comprehend as well how to go about achieving that deeper comprehension. (Week 7)

This article addresses aspects of my groups exploration of student reading level ability and achievement on state tests on critical reading. In this article, the author suggests the implementation of a coding method while reading in order to teach students how to self-inform their reading in order to improve upon the student's ability to conduct close readings of informational text. This is just the sort of strategy that could assist IEP and ESOL students (2 subset groups of struggling readers) to improve the learning gap when it comes to reading for meaning.

The article from Response To Intervention (RTI) focuses on ELLs and how we can support them with learning a new language. Some key points highlighted in the article that align to our teams EQ and would support ELL learners include: monitoring student progress 3 or more times a year, review a 3 tier system RTI outlines, and encourage general educators to participate in ESL/ESOL professional developments focused on meeting the needs of the ELLs in their classroom.

This google presentation curated by David Wees provides 56 ways to use formative assessment in the classroom. Teachers can look through these to see which ones might be useful to address their students' learning gaps. For 615 colleagues, be sure to evaluate any strategy using Venables' Planning Protocol Rubric!

Week 9 (Bonnie Brady, Malkie Horovitz, Katie Tress) This article is about how English Language Learners learn a second language and describes the importance of five different aspects of reading instruction and how they relate to ELL students. The article explains each of the five aspects of reading instruction, why it is important, challenges that ELL students may face when trying to read in a second language, and discusses strategies to help them succeed.

Week 9: This is a journal article that ties in the importance of screencasts and mathematical education. The article delves deeper into e-learning and evaluates the effectiveness of screencasts on both math and science. Screencasts can be used as instructional strategies for increasing learning beyond what an individual educator can do for any one child at a time. The key behind this strategy in its value is if it is reused enough times to impact learning. It is a resource to keep in mind when planning for reteaching or providing more exposure and support for a concept learned.

Teacher resources and professional development across the curriculum.

A website for the Florida standards and resources to teach these across grade levels and subjects. This website can be used to research standards and find lesson plans that correspond. I was interested in simple circuits and came across this: http://www.cpalms.org/Public/PreviewResourceLesson/Preview/76115

In this video Rick Wormeli describes the difference between formative and summative assessment and how and when they are used for student learning. This could be a great PLC discussion starter prior to work on developing assessments for a data action plan.

This article describes research that indicates better recall of content when taking notes by hand versus taking notes with an electronic device. This can be shared with students to encourage them to take notes by hand.

"Glogster is a Web 2.0 tool that allows users to create virtual posters combining text, audio, video, images, and hyperlinks and to share them with others electronically. Using Glogster's educational site, Glogster EDU, teachers can establish class lists and monitor student activity while protecting privacy and anonymity."

This page provides a set of descriptions that detail the characteristics of quality student work regardless of content area. Teachers could use this in the PLCs as a gauge to evaluate student work. For students in middle school, high school and college, teachers could share these with students to help them achieve high quality work.

Nuffield Foundation " Practical Physics " > Electric circuits and fields " Simple electric circuits. Practical activities designed for use in the classroom with 11- to 19-year-olds. Have also developed resources and approaches that underpin effective educational practice. These are freely available via our teachers page.

Tests show that pre-service teachers have unscientific ideas about "source of stationary current", "The concept of current, energy and potential differences are used one another by mistaken", "current usage" and "sequential reasoning".