4600guidelines. Untitled. Common Core State Standards Project / GIMET-QR. Curriculum - K-8 Math Textbook Adoption Committee. Our K-8 Math Adoption will complete the K-12 math book adoption cycle.
We will ask at least two teachers and a parent representative from each site as well as a principal representative, special education representative and a community representative participate in the process. In addition, we will have a highly-qualified, high-school math instructor co-chair the committee. The committee will receive a copy of the National Core Standards and we will review materials from several different publishers using a rubric establish by the National Council of Teachers of Mathematics that evaluates based upon the following: The committee scheduled meetings and reviews are as follows [meetings are scheduled from 4:00 p.m. - 5:30 p.m. in The Learning Center - Room 26]: August 24th – Review Standards and Goals of the Committee/Process of Evaluation September 28th – October 12th – Materials Available for Review – The Fine Arts Center September 14th– Convene to Narrow Choices to the Top Three. Quality Review Rubric & Materials. The Quality Review Rubric emerged from the EQuip Network which is tri-state collaborative including Massachusettes, Rhode Island and New York.
Teachers created lessons aligned to the Common Core State Standards and wanted a tool to help define "quality. " A rubric was designed to address lessons in math and English Language Arts using a common definition of quality, The four dimensions in the rubric examine alignment to the CCSS, key shifts in the CCSS, instruction and assessment. EQuIP teams are learning how to use tools and processes to review the quality of materials (tasks, lesson, units, modules) and to receive feedback prior to implementation. The following materials are designed to assist disrticts in the implementation of quality lessons, units, and materials aligned to the Common Core State Standards.
*See sample lessons for practice/training review at the bottom of the page. KU1 CC March12. The Importance of Mathematical Practices. Search. Number Rods. Number Rods Adjusted: 08/31/15 | Author: Illustrative Mathematics Grade K What we like about this task: Mathematically:Connects counting, cardinality, and linear ordering of numbers (K.CC.B)Builds meaning for numbers 11-19 as ten ones and some more ones (K.NBT.A.1)Relates concrete quantities and abstract symbols (MP.2)In the classroom:Uses concrete representation to make the mathematics explicitAllows for group or individual workCan lead into related discussions (such as one more/one less) Making the Shifts How does this task exemplify the instructional Shifts required by CCSSM?
Math Publishers Criteria K 8 Spring 2013 FINAL. Archives. English Language Arts ELA CCGPS Wikis • Elementary (K-5) • Middle (6-8) • High (9-12) • The GaDOE team hosted a series of professional learning opportunities during the summer of 2014.
The summer academies entitled, "Teachers: Classroom Change Agents," featured a two-day-long series of workshops showcasing educators from across the state. To access academy materials, visit our ELA Summer Academy 2014 Wiki. Science News Articles. CK-12 Middle School Math Concepts - Grade 6. In CK-12 Middle School Math Concepts – Grade 6, the learning content is divided into concepts.
Each concept is complete and whole providing focused learning on an indicated objective. Theme-based concepts provide students with experiences that integrate the content of each concept. Students are given opportunities to practice the skills of each concept through real-world situations, examples, guided practice and explore more practice. There are also video links provided to give students an audio/visual way of connecting with the content. 1. About Us - Curriculet. We believe that every moment of learning begins with reading, that teaching is a craft, and that the most effective curricula begins with the inspired work of great teachers and is perfected through peer collaboration.
Curriculet is revolutionizing the way kids read, and how teachers create, share, and teach with a simple yet dynamic digital reading platform. Curriculet enables teachers to deliver customized, Common Core aligned learning and digitally create and share their curriculum and lesson materials. Curriculet also allows school districts nationwide to purchase ebooks at a lower cost, expanding their library and enabling teachers to broaden their reading lists, making reading more enjoyable for all students. Jason Singer Co-Founder & CEO Jason is no stranger to the intersection between education, technology, and entrepreneurship. Mauricio Alvarez Co-Founder & CTO Mauricio has a track record of identifying business opportunities and building technology solutions to exploit them.
Common Core high school math standards. Rubrics for the Common Core. Educators are busy re-mapping and re-working curriculum at all levels to align with the Common Core State Standards (CCSS).
As I began to take a look at this monumental initiative, I decided a way I might help was to identify the rubrics that have been developed thus far for assessment of these standards. Some states started earlier than others with this project and I am sure additional resources will be showing up on the Web soon! Here are the rubric links that I have located thus far: I also found two rubrics for reviewing lessons and units for the CCSS:As I find additional ones, I will be adding them to my Assessment and Rubrics page. Have you come across any other useful tools to support the CCSS? Has your district created a series of rubrics in ELA or Math? To measure what tests can't, some schools turn to surveys. Putting the Practices Into Action. Putting the Practices Into Action Appendices from book (pdf only)
Object moved. Amazon.com Shopping Cart. GIPS CCSSM PK-12 Essential Maps. Curriculum Map Resources - Curriculum Mapping. Talking Circles Promote Equitable Discourse. Teachers facilitate math talk in the classroom, but introducing a structured discussion format called the talking circle can influence opportunities for equitable student participation.
Drawing on my reflections over the 2013–14 academic year and reviewing my detailed teaching notes and lesson plans, I take a close look at the structure of the talking circle and compare it with that of two other discussion formats that I commonly use in my classroom—traditional whole-class discussions and small-group discussions. I explore a mechanism that can potentially disrupt patterns of stratified classroom talk, with tradeoffs between frequency and spontaneity of student contributions.
I hope teachers can use this information to begin experimenting with talking circles in their classrooms, finding versions that fit their school culture, and to reflect critically on the issue of promoting equitable classroom discourse. Prompts may be direct or open-ended. . • “What about this intersection here?” Guide math ccss self learning module 1.