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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.

Teachers have long associated the benefits of Pre-K when it comes to preparing the youngest learners with early literacy and emergent reading skills. While some policy makers and families are still resistant when it comes to enrolling their very young children in preschool, there is no longer any confusion when it comes to the potential benefits. This policy brief from the National Institute for Early Education Research out of Rutgers, clearly lists and delineates the benefits of such programs when it comes to early literacy. Clear and well-organized, this policy summary and analysis helps to define and provide examples of both family and Educational components that can better provide early literacy skills to children before they ever reach kindergarten.

This article provides a wonderful overview of ways to involve families in a learning community at school across multiple subject areas. However, there is a large focus on reading and ways to foster family involvement in developing early literacy skills at home. This will be an excellent resource for our group as we begin to design a plan for supporting students in Kindergarten in their ability to blend words and recall high frequency words in text.

This article focuses on a special education teacher and the methods she uses to teach her students reading comprehension. It is a resource for instructional strategies that may help close the instructional gap.

This article takes about the importance of Career and Technical classes in the schools. It also takes about students should be expose to both college and career ready education and not have to choose.

An article defining the problem not so much as snow days but as days students take off of school when it is in session

Week 9 - Lauren Geier (partner) This article is an important complement to any discussion on assessment: what kind of feedback will help our students improve? Wiggins describes feedback as "information about how we are doing in our efforts to reach a goal' and as such it needs to be goal-referenced, tangible and transparent, actionable, user-friendly, timely, ongoing and consistent. Wiggins elaborates on these key characteristics; often using sport to illustrate his point. He also gives examples to differentiate feedback from advice and evaluation and grades. This is a great article for teachers because it is very concrete and gives us very clear advice on how to improve the efficiency of our feedback. While some of these essentials may seem obvious, the feedback we give our students on a regular base might not meet all these criteria and it is an important read if we want our assessment to really help students progress.

I really like this article because I feel that this is an important topic that every educator should look at. It is very important for students to receive positive and negative feedback because it will only make them better. It will help the students become aware of what is expected of them. Feedback can come from comments verbally or written on rubrics, etc. The students progress will continue to grow when they receive quality feedback.

Week 9: By Nicole Long A picture is worth a thousand words, and a tweet is worth... 140 characters? If one of the main incentives for Twitter in education was tapping into a student-centered resource, then the newest trend for 2015 should be Instagram for education. This blog gives teachers an inside view of using Instagram to create lessons and provide interactive learning.

This resource is appropriate for all grade levels, as it contains a variety of routines that can be applied to a wide range of content. There are routines that address most of the different levels of Bloom's Taxonomy, so it is easy to find one to fit your needs. I haven't used the resource yet myself, but certainly will in the future. In addition, the Digital Toolkit provides links to dozens of other digital tools and breaks down their uses in education. This is a great place to find other educational technology.

Jared, Loved this site! I especially liked the thinking routine section. I enjoyed how direct and to the point it was. Thanks for sharing.

This looks like a great resource - I will explore it in more detail. I do a lot of group work and am always looking for great ways to help learners organise themselves with this.

"AutoCAD for Education Design and shape the world around you with the powerful, connected design tools in AutoCAD software." This software is free for students and has a three year licence. This would be a great tool for theatre students to download and use to create set and prop designs.

"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 resource speaks to the importance of giving students the opportunity to experience word problems in a more natural way, such as providing video anchors. This article identifies a video resource that was created by Vanderbilt University titled "The Adventures of Jasper Woodbury." These videos present a real life challenge and problem that helps students work through the problem solving process as a class.

This article discusses strategies for helping relate word problems to real life for students. It is suggested to use anchored instruction, linking instruction to assessment and having students answer challenge problems. The implication is that word problems are textual as opposed to contextual and that real-world problem solving occurs in dynamic environments. This could help by presenting word problems in a different manner for students, thereby linking the problem to a real world sccenario.

Temple Grandin is a renown icon in the Autism Field. She has a PHD in Animal Science and was diagnosed with Autism as a very young child. In this specific video she discusses how many students diagnosed with Autism think and view the world. She is an extremely helpful resource as she understands what its like to be in my students shoes. Its important to grasp how students might be thinking or viewing something to better understand their reactions to their environment. In Hopes to better understand why we might see certain behaviors spike at certain points. Furthermore how to address or prevent them from happening. -I am a Special Educator Serving students with Autism

This is an awesome resource for teachers, parents or anyone working with students with Autism. It provides helpful tips, challenges, and treatment and therapy options for these students. I like to reference it as it covers a lot of information on behaviors and how to handle them. It is applicable for any age pre-k though adulthood. -I am a special Educator serving students in the Autism Program.

"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."

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.

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?

this is a "protocol students can use to share and gain knowledge in preparation for an assessment."

I would rate the Go Go Mo protocol a 4 in the Rigor and Relevance dimension. While using this protocol, students are not only thinking (when they are giving) but also working. Students are actively moving around the classroom seeking out others from whom they can get new information. The teacher also suggested that they take their readings with them, which may hint at the fact that may still need to actively search for information. My group's SMART goal is that students will be able to analyze word problems to identify mathematical components needed to solve complex word problems and apply them to real-life problems and scenarios. This method could be effective (may be used on a smaller scale with 2-3 people for word problems) in that all students will have to identify information that they deem important and share with their classmates. From here, they can begin to decide what information is actually most important to solving the problem that is proposed and work together to solve the problem.

This activity will help close the learning gap by enabling collaboration and information sharing between students prior to exams.