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Online Assignment Help - Get 35% Discount for your first assignment order. We're available 24*7 for help with your assignments. provide: - Online Assignment Help, University Assignment Help, Online Tutors Help for students to earn better grades.

I'm pretty sure I found this app listed by a reputable resource.  Here's why it's not yet worthy of accolades... The app is easy to get, but you also need to pay an annual access fee. It's something like $4.99, be warned, if that is mention in the app description, it could be easy to overlook. ADDING STUDENTS: to add students, you have to add each individually; fine if you have one class, but an inconvenience if you have more. The objective is to track your assignments and use of Common Core Standards. Adding an assignment does not include the ability to write a description of the assignment; it does not allow you score by a rubric; it does not allow you add comments. A lot of work still needs to be done.

WebCHECK Professional, designed for educators and Web designers to use for (1) assessing the quality of Web sites used for assignments and learning activities and (2) determining how to improve the quality of locally-designed personal, classroom, library and/or school Websites. · WebCHECK Senior, designed for high school students (grades 9-12) · WebCHECK Middle, designed for middle school students (grade 5-8) · WebCHECK Junior, designed for elementary school students (grades 2-4) · WebCHECK for Facilitors, designed for K-12 educators, administrators and higher education faculty to use when assigning a single Web site to be evaluated by groups or classes of students or by educators in an in-service or professional development workshop. What makes WebCHECK unique: · based on a foundation of instructional design and motivation theory. · available online, fully automated, and free. · both fun and easy-to-use. · a powerful instructional and learning tool. · generates a full evaluation report to share results with teachers, administrators, students, parents, etc. · uses graphs for visual representation of scores and text for details and interpretations. · On the WebCHECK Web site, you will find all of the instruments, as well as more than 30 lesson plans, designed by school librarians nationwide, that incorporate WebCHECK at various levels and subject areas.

In July, 2011, the AASL Board approved the Position Statement on Labeling Books with Reading Levels. The AASL position statement defines standard directional spine labels and compares them to reading level labels (associated with computerized reading programs) as they are often applied in school libraries. The statement also offers suggestions for concerned librarians to be aware not only of the possible negative effects of these  labels on children as they browse, but also offers suggestions for voicing those concerns. There are proponents and opponents to how computerized reading programs are implemented in schools and their effects on school library collections and students' free access to books of their choice.  A school librarian (name withheld) shares this story of how labels affect students' choices in her school. "Recently I helped a student who came to me while his class was in the library browsing. As the librarian of a middle school library, I often see situations such as this one. The boy had been most recently reading about George Washington and Ben Franklin. His class assignment that day was to checkout two computerized reading program books within his tested reading level and thus was "allowed" only one free choice book. "But I'd rather not have to check out labeled books and there are some books I'd like today that don't have the dots or reading level labels on the backs of the books. Does that mean Ican't check them out?" he asks me. The boy went on to say that he'd rather be allowed to check out three books on his favorite non-fiction topics, regardless of reading level. As he expresses his frustration, he lowers his voice and moves toward a corner of the library where there are no other students. "I'm a pretty good reader," he said quietly, "and I really like reading about the American Revolution. But I have to stay within a certain range. I can't find many books in my reading level that are really interest

"My biggest tip for surviving group tasks is to appoint a group leader, just one, who will evenly distribute tasks. Aim to meet as a group face to face at least once a week for a minimum one hour, allowing for ideas and concepts to flow between the group without the restrictions and limitations of the online world."

VocabularySpellingCity has a new summer word study program that allows children to sharpen academic skills as they play. These simple assignments are a daily workout for the brain, building literacy skills such as vocabulary, spelling, and writing.

The more students read, the better they'll read   So, why limit their reading to a pre-set reading level with limited titles available?  Students need opportunities to read easy books to build fluency  - This is ratified in Appendix A, Page 9,  of the CCSS standards.  We shouldn't have to define what level they should read at -- whether easy or hard -- for independent reading.  Students need experience reading complex text to improve their ability to decode meaning when they encounter difficult material - This is based on the research of Marilyn Jager Rand, PhD. Brown University Students will  shift from easy -->  hard  material if it's on a subject of their interest.  - So let them choose what they want and their innate curiosity will compel them to read and achieve understanding, thus raising their reading ability.  Students need curiosity to inspire reading.  They will either have natural curiosity or stirred up curiosity (stirred up by the educator)  Students need a reason to read that is not about 'assignment' - a quest for knowledge or an answer to find.    

Subtext is a free iPad app that allows classroom groups to exchange ideas in the pages of digital texts. You can also layer in enrichment materials, assignments and quizzes-opening up almost limitless opportunities to engage students and foster analysis and writing skills.

Tools to help students focus and get assignments completed.

Information Literacy Skills Groups and Accompanying Assignments Created by Librarians from the Kern High School District and Bakersfield College

"This survey asks questions about how students make decisions when using digital technologies, including the Internet, cell phones, and other personal digital devices. This survey is anonymous, so no one will know how you responded. You may skip questions if you want. Please answer honestly with what you think and are doing, not what you have been told to do. On this survey, if the answers have a circle, you can only provide one response. If the answers have a square, you can and should check all that apply. You should be aware that this is a long survey -- 57 questions. The results will be used for discussions with students about how you are making choices when using digital technologies. You should think of this survey as you would think of a homework assignment, because completing the survey will help you to think about your own actions when using digital technologies."

Fairy tale writing assignment

A GREAT example of social media in action. Also a very good example of the power of Prezi. This would be great as a homework assignment prior to a lesson on social media and/or an example of a well constructed, web-based narrative. Students could analyze all the elements and evaluate the sources.