The Standards Building on the best of existing state standards, the Common Core State Standards provide clear and consistent learning goals to help prepare students for college, career, and life. The standards clearly demonstrate what students are expected to learn at each grade level, so that every parent and teacher can understand and support their learning. The standards are: Research and evidence basedClear, understandable, and consistentAligned with college and career expectationsBased on rigorous content and the application of knowledge through higher-order thinking skillsBuilt upon the strengths and lessons of current state standardsInformed by other top-performing countries to prepare all students for success in our global economy and society According to the best available evidence, the mastery of each standard is essential for success in college, career, and life in today’s global economy. For grades K-8, grade-by-grade standards exist in English language arts/literacy and mathematics.
Thomas Hart Benton — The Sources of Country Music Activity 1. Becoming Country In Activity 1, students will identify the sources of folk music based on their own observations and compare their findings to the thoughts of the artist. To prepare for this activity, you will need Internet access. If the Internet is not available, use sections of PBS Thomas Hart Benton as well as sections of the oral history interview with Thomas Hart Benton from the Truman library. If you use the oral history interview, pass out the primary document worksheet. Step 1: Project an image of The Sources of Country Music on the board and give students a copy of it. Step 2: Divide the class into pairs or small groups of 3 or 4 students. Where do you see music played in the painting? Allow students 10–15 minutes to complete this exercise. Step 3: Elicit responses to the questions and write them on the board. (5 min) What steps does Benton follow to create the mural? Activity 2. Any number of activities can be included here depending on the interests of students.
Parent-Teacher Conference Resources (Printables & Articles Highlights Earth Day Kids love hearing about the Earth and ways we can be better to our environment! We've gathered some great resources to help you celebrate Earth Day (April 22) with your class. Some of our most popular activities include this Pollution Matching Worksheet, Recycling Videos and Activities, and Renewable and Non-renewable Energy Worksheet, Recycled Art Lesson Plan, and a Trash & Climate Change Activities Packet! Videos Interested in using different types of media in your classroom? We have a growing collection of videos, with related activities, for holidays and events, including: slavery & the Civil War, American History, U.S. April Calendar of Events April is full of events that you can incorporate into your standard curriculum. Coding & Computer Science Introduce your students to basic coding and computer science!
Before and Beyond the Constitution: What Should a President do? “… the executive authority, with few exceptions, is to be vested in a single magistrate. This will scarcely, however, be considered as a point upon which any comparison can be grounded; for if, in this particular, there be a resemblance to the king of Great Britain, there is not less a resemblance to the … khan of Tartary, to the Man of the Seven Mountains....”—Alexander Hamilton in The Federalist Papers 69 on the EDSITEment-reviewed website Avalon Project at the Yale Law School “if you adopt this government, you will incline to an arbitrary and odious aristocracy or monarchy…” —Anti-Federalist Paper Cato #5 Executive Power on the Constitution Society website, a link from the EDSITEment resource Internet Public Library At the time the Founders were shaping the future of a new country, John Adams suggested the President should be addressed as "His Excellency."
Teacher Toolkit Teachers need both a repertoire of instructional strategies and resources for their Teacher Toolkit. The Teacher Toolkit includes hundreds of templates, tools, cheat sheets, resources, and infographics. I continually add new resources so you’ll want to check this page often to see what new categories and resources I’ve added! In addition, check out my Pinterest page where 900+ followers enjoy 60+ boards and over 1,300 pins – all to support your literacy instruction, student learning, and technology needs. Share this page and pass on the Teacher Toolkit to friends and followers. Toolkit Resources Fluency Growing fluent readers is critically important to aid students in comprehending text. Vocabulary A broad and wide vocabulary is highly correlated to comprehension! Cheat Sheets Like Cheat Sheets? Classroom Libraries Classroom Libraries serve an important function in creating a literacy-rich environment for students. Informational Text Infographics Phonics & Phonemic Awareness Comprehension
My Blackboard Check Browser | Help | Log In CONCORD UNIVERSITY Entry Page Welcome. Course List View course information Enroll in courses that allow self-registration Log In Log in to the Blackboard Learning System Developing a Collaborative Culture: From Command and Control to Collaborative Responsibility Good people work in all these schools, as do people who want students to be successful, but some are more effective than others. The difference is culture (see Figure 10.1). Teachers who work in strong, collaborative cultures behave differently from those who depend on administrators to create the conditions of their work. In collaborative cultures, teachers' individual and collective behavior enables them to maintain a consistent focus on student learning and exercise the flexibility they need to grow and change. Figure 10.1. Collaborative Versus Top-Down School Culture When superintendents, principals, and teachers are under pressure to improve test scores, there's a tendency to abandon collaboration in favor of more direct, top-down edicts. Increased student learning, as reflected in rising test scores, is no longer negotiable, and plans for achieving these results are often dictated from the central office. Schools are filled with intelligent and experienced teachers. Figure 10.2.
Abraham Lincoln's Classroom: support for scholars studying Abraham Lincoln. RTI and Math Instruction by Amanda VanDerHeyden, Ph.D., Education Research and Consulting, Inc., Fairhope, AL Using RTI to Improve Learning in Mathematics Response to Intervention (RTI) has become a vehicle for system reform because it provides a framework in which data can be relied on as the basis for making relative judgments (e.g., determining who needs help the most and how much they need) and for distributing instructional resources to promote the greatest good for the greatest number of students. Much of the writing and research on RTI has occurred in the area of reading, but RTI is not limited to reading. Rather, it is a science of decision making that can be applied to a variety of “problem” behaviors. Children who have had less experience or exposure to mathematical concepts and numeracy are at high risk for mathematics failure (Griffin & Case, 1997).Most students fail to meet minimal mathematics proficiency standards by the end of their formal schooling (U.S. Who Needs Mathematics Intervention? U.S.
A Model of Christian Charity --- by Gov. John Winthrop, 1630 Introduction John Beardsley This is Winthrop’s most famous thesis, written on board the Arbella, 1630. We love to imagine the occasion when he personally spoke this oration to some large portion of the Winthrop fleet passengers during or just before their passage. In an age not long past, when the Puritan founders were still respected by the educational establishment, this was required reading in many courses of American history and literature. Winthrop’s genius was logical reasoning combined with a sympathetic nature. Winthrop’s intent was to prepare the people for planting a new society in a perilous environment, but his practical wisdom is timeless. Redacted and introduced by John Beardsley, Editor in Chief, the Winthrop Society Quarterly. GOD ALMIGHTY in His most holy and wise providence, hath so disposed of the condition of mankind, as in all times some must be rich, some poor, some high and eminent in power and dignity; others mean and in submission. The Reason hereof: 1st Reason.
Response to Intervention | Intervention Central Michael Yell on Using DVDs/Video Segments in the History Classroom Jul 13 2011 One may hear a thousand words or read a thousand volumes, and, at the end of the process, be very much where [he or she] was as regards knowledge. Something more than merely admitting it into the mind is necessary, if it is to remain there. History instruction cries out for engaging thoughtful strategies to help our students embrace the content. [. . . As history teachers, we want our students to question and to inquire into historical events, ideas, and people, and we also want to impart historical information. Some will give students worksheets to fill out while viewing, but that is hardly involving them. The Interactive Viewing Guide Experience told me long ago that simply turning on the video and running it from start to finish was definitely not the way to go, and so I began early in my career dividing the video viewing into segments. My preference is to begin the preview with discussion and developing questions. [. . . Turn the Suggested Process into Your Practice
Sample Items and Performance Tasks Smarter Balanced sample items illustrate the rigor and complexity of the English language arts/literacy and mathematics items and performance tasks students will encounter on the Consortium’s next-generation assessments. The sample items and performance tasks are intended to help teachers, administrators, and policymakers implementing the Common Core State Standards (CCSS) and preparing for next-generation assessments. They provide an early look into the depth of understanding of the CCSS that will be measured by the Smarter Balanced assessment system. The sample items and tasks can be viewed by grade band (grades 3-5, 6-8, and high school) or content focus. The sample English language arts/literacy items and performance tasks include a mixture of published and commissioned reading passages and sources. It is important to note that these samples represent only a small fraction of the more than 10,000 items and tasks currently in development to support the Pilot Test in early 2013.
APProgram - WV Center for Professional Development Program Information Advanced Placement (AP) * is a nationally recognized program sponsored by the College Board™. It provides high school students an opportunity to take college-level courses and receive college credit before entering college. The West Virginia Center for Professional Development (WVCPD) provides West Virginia teachers with the professional development needed to enhance instruction and effectiveness in the AP classroom. In addition, the Center offers a suite of AP resources, services and support designed to expand equity and access to AP in West Virginia. WVCPD maintains a close working relationship with the College Board to achieve its AP goal of connecting more students to post-secondary success through rigorous instruction. *Advanced Placement, AP Vertical Teams, and Pre-AP are registered trademarks of the College Board. AP Programs Include: AP Credit Guide: The most recent AP Credit Guide is available for download in PDF format. Course Registration: