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"Common Core Map Grade: K Grade: 1 Grade: 2 Grade: 3 Grade: 4 Grade: 5 Grade: 6 Grade: 7 Grade: 8 Grade: 9-12 Standard Description Videos Exercises Grade: K 2 VIDEOS 2 EXERCISES Counting and Cardinality K.CC.1 Count to 100 by ones and by tens. K.CC.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality. K.CC.4.a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. K.CC.4.b Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. K.CC.4.c Understand that each successive number name refers to a quantity that is one larger. K.CC.5 Count to tell the number of objects. K.CC.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.1 Comparing Whole Numbers 2 Comparing Whole Numbers 3 K.CC.7 Compare two numbers between 1 and 10 presented as written numerals. Geometry K.G.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. K.G.2 Correctly name shapes regardless of their orientations or overall size. K.G.3 Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.4 Analyze, compare, create, and compose shapes. K.G.5

" What amazed me most about Classtools.net was not the valuable tools provided, but the ability for teachers to easily customize these tools and use them in any subject area. If that is not enough, how about the ability to embed your newly made instructional resource on your own classroom website, wiki, or blog? Any educator will also like the fact that students have no need to log in or sign up for an account… and neither do teachers! Need tutorials… they are provided! Do samples help you understand better… you will find plenty! Is budget a problem… then free should be affordable! Classtools.net is the work of educator, Russel Tarr, Head of History at the International School of Toulouse, France. Upon entering the site, educators will see the listing of tools. Clicking on a tool allows teachers to individualize that specific tool for their own classroom needs. Teachers then have the option of copying a generated link to place on their own web site or of copying a generated code to embed as a tool (widget) on their classroom site. Also, on the front page, are some video links that will provide further information. Two videos that provide excellent information are the 1 Minute Overview and How to Create Games. The Listing Of Over 20 Digital Tools For Your Classroom The tools that you can even customize are included below. Along with this tool listing you will find descriptions of each tool, an overview of and samples of specific tools (if provided), and any related video (if provided). * Arcade Game Generator - Allows teachers to create concept builders, practice exercises, and reviews. Best of all, one set up feeds into five different game possibilities at the same time The teacher can choose which game, or allow students a choice. Make sure you check out all the examples and pre-made games in (overview and samples). Also watch the How to Create Games . * Random Name Picker - Can be used as an activity management tool or skip the names.

Copyright Law Copyright law protects the owner of an original work against the unauthorized use of his work by others. The work of student journalists, photographers and artists - just like any other author - is protected from copyright infringement. The most common issue for student media, however, is not so much protecting their work from use by someone else as it is determining whether they can use material produced by others in their publications or programs. For example, is it permissible to reproduce a popular cartoon character or reprint the words of a poem in a student yearbook? Is it okay to download photos from the Internet to illustrate a story in the student newspaper? Can you run clips from a music video on a student-produced television program? Unfortunately, the answers to such questions can be more complicated than a simple "yes" or "no."

"When I started working on PCs back in the mid-80's, there were thirty-six individual memory chips to be inserted in motherboard sockets. Today's computers don't have half that many individual parts! But the basic tool for troubleshooting PC problems remains unchanged - it's your brain. Swapping parts without thinking about it may work in production environments where there are endless supplies of spare parts lying around, but if you're trying to troubleshoot your home computer or out on a field service job, you won't have that luxury. The majority of computer problems turn out to be software issues, especially malicious software. But intermittent hardware failures can baffle the best technicians, and the only way to work around them is to adopt a systematic approach to troubleshooting rather than shooting from the hip. The approach I teach through my websites and books is to a process of elimination that narrows down the possibilities until the failure can be identified. When you master the basic troubleshooting technique, you'll be able to apply the lesson to technologies and situations not covered here. The flowcharts below are miniatures excerpted from my book "Computer Repair with Diagnostic Flowcharts" which is used by home hobbyists as well as for a course text in technical colleges and a field guide for technicians. "

"Easy to use You've got a lot of important things to do. With Canvas, you'll have more time to do them. Teachers and administrators alike have been able to save hours by using Canvas in their classes and institutions. We designed Canvas with the user in mind, making usability and efficiency our top priorities. Spend less time working in your LMS and more time on the things you really care about. Only the features that matter At Instructure, we're obsessed with validating our feature set to make sure we're consistently working on the things that matter most to our customers. The result is a simple interface that allows you to navigate through your day-to-day tasks quick and easily without unnecessary distractions. Learn more about canvas Start using a personal, customizable, Canvas demo instantly and free. "

"Are 20% projects profitable? Email Print By Craig Buckler | November 14, 2012 | Business | General business | Marketing | Revenue 7 Apple has launched an internal initiative named "Blue Sky" which allows a number of employees to work on personal projects. Blue Sky appears similar to Google's 20% time where engineers spend one day per week working on systems which aren't related to their job. Employees are encouraged to develop something new or fix something which is broken. The policy led to the introduction of GMail and Maps - two of Google's most successful offerings."

"Welcome to my Flipped Classroom! This blog serves as a place to reflect and analyze the use of this new way of teaching and learning in my two math classes: Algebra 1 and Math Analysis Honors. My goal is to share what's working, what's not working, and ideas on how to improve as I strive to continue to help my students succeed at their highest level!"

"A new way to work. iPad features incredible applications like Mail, Calendar, Notes, and Safari in a beautiful, thin and light design, so you stay productive anywhere. With easy, secure integration into business environments and a robust platform for app development, iPad is ready to start working when you are. "

"The SMARTER Balanced Assessment Consortium is a state-led consortium working to develop next-generation assessments that are aligned to the Common Core State Standards and that accurately measure student progress toward college and career readiness. The work of the Consortium is guided by the belief that a high-quality assessment system can provide resources and tools for teachers and schools to improve instruction and help students succeed. The Consortium involves educators, researchers, policymakers, and community groups in a transparent and consensus-driven process. "

Jane Good, a teacher with 21st Century Virtual Academy, works from her home in Thornton, Colo. on Jan. 11, 2012. Nick Pandolfo Teacher Jane Good hurries around her kitchen on a recent morning in her Denver suburb, preparing breakfast in what will serve as her work attire for the day: black exercise pants, a black, long-sleeved running shirt and white slipper booties. "

"Dr. Lodge McCammon is a Specialist in Curriculum and Contemporary Media at the Friday Institute for Educational Innovation (www.fi.ncsu.edu). His work in education began in 2003 at Wakefield High School in Raleigh, North Carolina, where he taught Civics and AP Economics. He finished a Ph.D. from North Carolina State University in 2008 where his work at The Friday Institute continues to bring innovative practices to students, teachers and schools. He developed a teaching and professional development process called FIZZ which encourages and models best practices in implementing user-generated video and online publishing in the classroom to enhance standards-based lessons. He is also a studio composer who writes standards-based songs, with supporting materials, about advanced curriculum for K-12 classrooms. More information, user-generated videos, and songs can be found at Lodge's website (www.iamlodge.com). Dr. Lodge McCammon explains how to create a Paper Slide Video."

The Tech4Learning team is constantly amazed, inspired, and awed by the work students and teachers are doing with our tools, and we hope you will use this space to connect with colleagues and celebrate the work you are doing! Learn more about Tech4Learning.

What we have learnt Recently Chris Flesuras from Kyoto Gakuen school created the movies below (Part 1 and Part 2). Not much more than a year ago MLC school began our journey and were very unsure of how virtual worlds would work.  Since that time we have had many meetings, many trial activities, many failures and successes.  What Chris' videos say to me is that we have learnt plenty.  I invite you to watch both parts and enjoy.  Whilst it is only explaining one event within Skoolaborate I believe it clearly shows how our understanding on 'how to work with Education in Virtual worlds' has grown.

"This project focuses on building the capacity of leaders and policymakers in states that are members of the Innovation Lab Network (ILN) to design assessment and accountability systems that result in deeper forms of student learning. With support from the Sandler Foundation and the William and Flora Hewlett Foundation, SCALE works alongside ILN states (California, Kentucky, Iowa, Maine, New Hampshire, Ohio, Oregon, West Virginia, and Wisconsin) to support the development, piloting, and implementation of new performance assessments that can be incorporated into accountability systems. All assessments are aligned to the Common Core State Standards and the work of SBAC and PARCC, the two assessment consortia."

"Wikispaces makes managing your class a breeze, with tools to handle day-to-day work and features to tackle the special activities you've only dreamed of."

About Creaza Creaza is used worldwide by thousands of students and teachers every day. Creaza offers you an integrated, web-based toolbox for creative work, both at school and in your spare time. You can use the toolbox along with various fully developed thematic universes: historical periods, fairy-tales, fantasy worlds, and current challenges, such as climate change/environmental issues. You can combine these themes with your own uploaded content. Creaza integrates professional and user generated content, creative tools and a social network in a new and innovative way.

This guide is part of a series from NWREL to assist in school improvement. Publications are available in five areas:
 Assists schools, districts, and communities in reshaping rules, roles, structures, and relationships to build capacity for long-term improvement        Provides resources and strategies for teachers to improve curriculum, instruction, and assessment by promoting professional learning through reflective, collegial inquiry          Promotes child and youth success by working with schools to build culturally responsive partnerships with families and communities       Assists educators in understanding the complex nature of literacy development and identifying multiple ways to engage students in literacy learning that result in highly proficient readers, writers, and speakers  Helps schools identify, interpret, and use data to guide planning and accountability This project has been funded at least in part with federal funds from the U.S. Department of Education under contract number ED-01-CO-0013. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizat

"Atmosphere of Innovation: What's Your 20% Project? September 27, 2012 - by Adam Renfro You don't want to be the one who can't breathe in this atmosphere of innovation. I've had the great opportunity to work with some impressive leaders who always encouraged innovation and creativity. One went on to lead the 18th Airborne Corp, another became the Chairman of the Joint Chiefs of Staff, another went straight from principal to superintendent, and others went on to start, resurrect, and transform state-level virtual schools. I'm lucky indeed."

"Parent and Teacher Guide to Online Life If you find a link that is not working, please let me know the title and I will fix it! Thank you!"

"A reversed teaching model that delivers instruction at home through interactive, teacher-created videos and moves "homework" to the classroom. Moving lectures outside of the classroom allows teachers to spend more 1:1 time with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers - creating a collaborative learning environment. "