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Incredibly proud to be working with talented #teachers from DC Public Schools. This is our third year partnering with them, and we're thrilled to see them bringing Bootstrap to their students!
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Susan Oxnevad

Professional Development  - 
 
 
Webinar: Unpacking the CCSS Academic Vocabulary Shift
Are you wondering where to begin to adopt the Common Core Vocabulary Standards? While there are many specific vocabulary standards clearly listed in the K-12 Language Strand, it's helpful and important to look at Academic Vocabulary from the big picture vie...
Are you wondering where to begin to adopt the Common Core Vocabulary Standards? While there are many specific vocabulary standards clearly listed in the K-12 Language Strand, it's helpful and important to look at Academic Voc...
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"I don't know what was better the pedagogy or the programming/math. I learned a lot about how to be collaborative and deeply engage students. I would like all the heads of the math departments in my district to take this class, to bring home the reason why CS and Math are so interconnected." - Participant in our June 17 California workshop.

(Click below to request a workshop in your city.) 
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Great resources available for teachers to use in their classroom.
Lucy Loud Creative Learning Resources

http://www.teacherspayteachers.com/Browse/Search:Lucy%20Loud%20Creative%20Learning%20Resources

Cheers
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This #math  Certified Playlist provides a series of activities to help upper elementary and middle school students review number lines and integers. #ccss / #CommonCore: 6.NS.B.3, 6.NS.C.6, 6.NS.C.6b, 6.NS.C.6c, 6.NS.C.7, 6.NS.C.7a, 6.NS.C.7b, 6.NS.C.7d, 7.NS.A.1, 7.NS.A.1a, 7.NS.A.1b, 7.NS.A.1c, 7.NS.A.1d, 7.NS.A.2, 7.NS.A.2a
7.NS.A.2b, 7.NS.A.2c, 7.NS.A.3

http://goo.gl/7GyYKF
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Become an interactive whiteboard wizard without the trainings. Here is one example of an activity you can use in front of your class or allow students to practice independently.

It is called "Compare Symbols" and it lets you select from various types of assignments divided per grade and all aligned with Common Core:

Grade 1 - Compare two two-digit numbers (CCSS.Math.Content.1.NBT.B.3)
Grade 2 - Compare two three digit numbers (CCSS.Math.Content.2.NBT.A.4)
Grade 3 - Compare two fractions with the same numerator or denominator (CCSS.Math.Content.3.NF.A.3d)
Grade 4 - Compare two decimal numbers to hundredths (CCSS.Math.Content.4.NF.C.7)
Grade 4 - Compare two multi-digit numbers (CCSS.Math.Content.4.NBT.A.2)
Grade 4 - Compare two fractions with different numerators and denominators (CCSS.Math.Content.4.NF.A.2)
Grade 5 - Compare two decimals to thousandths (CCSS.Math.Content.5.NBT.A.3b)

Give it a try: http://r.gynzy.com/4dde8dbc
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I am Inspired! can't wait to start teaching 4th grade!!! God is great!
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Charlie Butts

Discussion  - 
 
Our blog about young people changing the world, www.TakingOnTheGiant.com, has been asked by a large city school system to develop quizzes for our posts that are linked to middle-school CCSS RI standards  Teachers seem to like the passion in our stories so are looking forward to adding this resource to their toolkit. All our material is open source. Here is a one example of a post and a quiz.  We would appreciate any feedback you could provide.  Thanks.

Lexile Measure 1080L Mean Sentence Length 16.14
Mean Log Word Frequency 3.39 Word Count 452
 Readability 8.8

Everyone who hears her story may be amazed, but to hear Claudette Colvin tell it, she really didn’t have much of a choice.
In 1955, Colvin was a 15-year old girl living in Montgomery, Alabama, when she was arrested for refusing to give up her seat on a bus to a white woman — nine months before Rosa Parks did the same.
Most everyone has heard of the Montgomery Bus Boycott, a defining moment in the early Civil Rights Movement. Far less known is the story of Colvin, a high school girl who simply refused to stand up or back down.
During February—Negro History Month—her segregated high school had taught her about black activists like Harriet Tubman and Sojourner Truth. She was taking the bus home from school when the bus driver told her to get up for a white woman who wanted her seat. But standing up was never an option for Colvin, who could feel the ghosts of Tubman and Truth commanding her to take a stand. She refused, and was promptly arrested and thrown in jail for the night.
After posting bail, the NAACP considered defending her in court but decided not to when she became pregnant later that year. Unlike Parks, an NAACP secretary, Colvin wasn’t the one the Civil Rights organizations wanted as the face of the Civil Rights Movement.  She didn’t have Parks’ fair skin, charisma or experience. She was only a teenager, after all.
But Colvin rejected the idea that she was too young, too small to fight. She became one of the first to truly challenge Montgomery’s bus laws, declaring herself not guilty in court. She was sentenced to probation.  As a result she struggled to find work with a criminal record, shunned by a community reluctant to be associated with someone who had challenged the white establishment. But despite these obstacles, she was determined to fight segregation. She became one of only four citizens willing to sue the bus company.  That 1956 suit, known as Browder v. Gayle, went to the U.S. Supreme court.  On December 17, 1956, the court ruled that Montgomery’s bus laws were unconstitutional.  In fact, it was that decision that brought the famous Montgomery bus boycott to a victorious conclusion.
History usually remembers the elder statesmen—Martin Luther King and others who served as the face of the Civil Rights Movement. Their gigantic reputations are more than justified. But there is another tale to tell, the tale of Claudette Colvin and so many like her. She is emblematic of countless young people who simply refused to tolerate discrimination and hatred. She didn’t wait her turn or sit idly by while others fought. She took a stand and took on the giant.


Quiz
CCSS.ELA-LITERACY.RI.7.2
Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

Question 1-Which of the following sentences is one of the central themes of the article?
1. She was only a teenager, after all.
2. Most everyone has heard of the Montgomery Bus Boycott, a defining moment in the early Civil Rights Movement.
3. But Colvin rejected the idea that she was too young, too small to fight.
4. That 1956 suit, known as Browder v. Gayle, went to the U.S. Supreme court.
CCSS.ELA-LITERACY.RI.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of a specific word choice on meaning and tone

Question 2-What is the best meaning of the word “face” as used in the following sentence? History usually remembers the elder statesmen—Martin Luther King and others who served as the face of the Civil Rights Movement.
1. Surface
2. Photo
3. Visage
4. Representative


CCSS.ELA-LITERACY.RI.7.5
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Question 3-Why did the author use this sentence when he did?  But standing up was never an option for Colvin, who could feel the ghosts of Tubman and Truth commanding her to take a stand. She refused, and was promptly arrested and thrown in jail for the night.
1. The author wanted to surprise the reader
2. The author gave the rationale for Colvin’s action
3. The author wanted to provide his opinion of Colvin’s action
4. The author wanted to show that Colvin was brave

CCSS.ELA-LITERACY.RI.7.5
Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.
Question 4- What reason do you believe the author had for putting the following sentence in the last paragraph?  But there is another tale to tell, the tale of Claudette Colvin and so many like her.
1. The author liked Colvin
2. The author showed that Colvin’s story was important
3. The author revealed that Colvin’s story was like a fairy tale
4. The author was saying that Colvin’s story was just like lots of others

Answer code: 3422
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Common Core tests did pretty well this spring when it came to technology infrastructure.
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About this community

Let's use this space to think about how we can energize the K-12 experience. Let's make it a fun, vibrant and enjoyable place to reflect and develop as educators. TWO RULES: 1. Please play nicely. 2. Please +1/comment and SHARE as much as possible as it gives a community energy! Created by Annabelle Howard.
 
Teachers are leaving the profession fast...we need them!😃
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Kim Fleming

Professional Development  - 
 
New GTL Resources on Teacher and Leader Preparation. The GTL Center has released two briefs for states, focusing on how to support reforms in teacher and school leader preparation. For more, see http://www.coreeducationllc.com/blog2/new-gtl-resources-on-teacher-and-leader-preparation/
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Lucy Ravitch

Mathematics  - 
 
Math blog linky party...
Hey everyone!  It is July which means a new month for MaTh (math activity Thursday).   It's time for Kindergarten MaTh all month!  I changed the format for the linky : )  so now you take the image and input your stuff to add ...
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New from NCEE: Guides for making the most of opportunities to learn what works. Two new guides – one for researchers and one for education leaders – show how “opportunistic experiments” can build evidence by incorporating rigorous research studies into the normal operations of a school or program. For more, see http://www.coreeducationllc.com/blog2/new-from-ncee-guides-for-making-the-most-of-opportunities-to-learn-what-works/
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Priscilla Grim

Professional Development  - 
 
Are you a #teacher  on Twitter? Join this  #summerlearningchat  tomorrow at 2pm EST!
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Craig Rupert

Hello, my name is . . .  - 
 
Hi, I am Craig. I try to inspire those around me by my positive attitude and providing content which enlightens all :)
Love your stuff! #dreambig   #inspirationalaussie  
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PHYSICS AND HUMAN SEXUALITY

As the veteran educators remember, in the 1990s, there was a national movement in the universities across the US toward a "general education" with a few core science courses from which students could choose.

In one of the few discussions that we (the physics department) had with the dean of the college of liberal arts and sciences, we tried to convince him futilely that there should be restrictions on the choices, and that a completely free choice would drive the students away from physics. I asked the dean, "How can our introductory physics course with an implicit prerequisite of high school algebra compete with 'Human Sexuality' with no implicit prerequisite which the biology department is considering to offer and which has a course description that includes  'an audio-visual analysis of the physiological and emotional processes of intercourse'?" His answer was, "Liberal education is like a free market economy. Be innovative!"
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Some may think that a state Teacher of the Year has all the answers, but Kristal Doolin, Kentucky’s top educator in 2013, knows that the classroom is a hotbed for vexing questions. Fortunately, she understands that the answers to tough questions, including the best ways to implement Common Core State Standards (CCSS), can be found when teachers help teachers, which is exactly what she strives to do as a National Education Association (NEA) Master Teacher.

#commoncore   #commoncorestandards   #commoncorestatestandards   #education   #edchat   #teachers   #students  
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Stanislavski and the Common Core
an article in the CT Reading Association Journal

"The process of taking a play from the page to the stage is one 
of re-reading, revising and re-envisioning what each word and 
action means for a variety of stakeholders: the playwright, the 
individual actor, the other actors, and, of course, the audience."

To find out how this is done and how precisely it correlated to the CCSS for 3rd, 4th, and 5th graders, take the jump for the full article:

https://custom.cvent.com/3C248E50E6AF4BAC995FB91BBA2DABD1/files/6578de291fc64bb08e224bc37075ae51.pdf

#CT   #reading   #artseducation  
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The Resilience of Common Core. How resilient are the standards in the face of repeated attacks in state legislatures? For more, see http://www.coreeducationllc.com/blog2/the-resilience-of-common-core/
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