#CCSS #edutopia NYC's Aligned Resources

          

edutopia ‏@edutopia7h

Lesson planning this weekend? Check out these 95+ resources aligned to the #CCSS: http://edut.to/17Ulsru  on Pinterest #edchat #ntchat #edu

Trust me, none of us can do it all in this age of CCSS; however, there are some pretty neat resources that lots of people are developing and sharing on TWITTER and PINTEREST!  While I always worry that I will "miss" some great news, information, or resource in the plethora of Twitter feeds, it has become my #1 professional resource of late!  While Pinterest can fill my heart with "I should haves,"  the resources it provides are also invaluable!

Edutopia tweeted about these NY City provided resources.  They are similar in some ways to the resources provided on Engage NY; however, they appear to be a little clearer and no matter what, the graphic organizers and assessment rubrics provided are a fabulous resource for anyone aligning their own work to the CCSS.  


http://schools.nyc.gov/Academics/CommonCoreLibrary/TasksUnitsStudentWork/default.htm

http://www.pinterest.com/edutopia/common-core/

Remembering the Words of Nelson Mandela

Graphic Novels in a Common Core World

During parent teacher conferences, I was questioned about reading graphic novels during independent reading.  Interestingly, the parent referred indirectly to the CCSS as he asked for "harder" book with more "meat" in them.  We had a good conversation about the "rigor" demanded by the Common Core, about the staircase of text complexity, the need to balance rigor, the power of interest, and the value of accessible (just right) books.  The parent agreed Baby Mouse was an OK read for now.

I was left thinking about the conversation and with a quick search came up this post from Reading with Picture Books, a non-profit group that supports  graphic novels.  They actually created a list of graphic texts matched with Common Core Standards!   
http://www.readingwithpictures.org/2013/10/reading-with-pictures-releases-common-core-graphic-texts-list-for-elementary-grades/ 
It's important to note that comics and graphic novels are specifically addressed in the Standards for grades 5-12.  They are by design complex texts with multiple levels of meaning.

Say What? 5 Ways to Get Students to Listen | Edutopia

Say What? 5 Ways to Get Students to Listen | Edutopia

One Grateful Teacher: My Commandments: Getting Started is Half the Battl...

Michelle wrote this amazing list of personal commandments as she tried to overcome procrastination. 
They work for me!
One Grateful Teacher: My Commandments: Getting Started is Half the Battl...:

Family Writing Night

Oh my, I WANT to do this!
http://twowritingteachers.wordpress.com/2013/12/02/family-literacy-night-writing-together/#comment-61205

#SOL 2013 Now that I am doing better, they want me to do more!

"There is something wrong here," she said seriously the other night. "I really do think I am getting stronger.  I can walk better and I can even push myself back and forth in my recliner!  Robert even said I was standing up straighter and not dragging my foot. Rita had me rolling all over the bed so I know I am doing better.  But now that I am doing better, they want to see me more!"

I had to smile as she shared her tale of woe; yet, I was thrilled when I learned that her progress had qualified her for yet another day on the Medicare supported therapy train.

"Think about it," she said to me.  "When I wasn't making enough progress, they stopped my physical therapy.  When I do better, they add more days!  There is something wrong with a system that gives you MORE service when you do BETTER and LESS SERVICE when you don't do so well!  It's like you get punished for working hard and making progress!"

"I guess it does seem that way," I acknowledged, "but that is the way the  system works!   The more you do well, the more work they give you to do."  

As I drove home, the conversation reverberated in my head.  Perhaps that is the way it is in many parts of our lives.  The more you do, the more work you get to do!  The one who does the dishes well, gets to do them more than the kid who doesn't!  The poor soul who is lucky enough to figure how to carve a turkey, will earn that job for many years!  Who would have ever thought that our Medicare system would be an analogy for life!        

#nerdlution begins today

The idea of doing something for ME every day seems to be pretty selfish; yet, it seems that all my cyber-reading-writing friends are trying it!  The objective is to do something for YOU every day for 50 DAYS and then write or tweet about it using the hashtag #nerdlution.  The goal, I guess, is to stretch you personal habits and do those things you want to do but never find time to do.  Frankly, I spend too much time reading and answering emails and blog posts!  I spend too much of my precious free minutes in front of the computer!  So today, on this first day of a very busy time of year, on the eve of parent teacher conferences, final grad student projects and holiday shopping, I am committing publicly to reading a non-teacher book AND / OR exercising for at least 15 minutes every day!  I know that does not seem like a lot to those of you who are gym-fitness rats.  In fact, I used to exercise for 20-40 minutes every day.  To be honest, I have slacked off seriously and have been blogging, reading blogs, reading Twitter a whole lot more. In fact, even my reading life has suffered! But, like so many others I keep busy with work and family obligations.  So there it is .....  I'm off to the treadmill! I'll let you know how this is going!   

Monitoring Progress in a RtI World

Monitoring, evaluating, and reporting student progress is certainly not a new idea, yet in the Response to Intervention (RtI) model, it gets lots of attention.  For sure, we all must use data to inform and support "grades" and "descriptions" of students.   For certain, we must use data to inform and support our decisions about supporting learners. 

For RtI Tier 2, I use ongoing formative assessments  (every session) and curriculum based measures at least twice a month. (Some researchers recommend weekly assessments for monitoring student progress, Fuchs, 1989.)  I use structure assessments, such as the Fountas and Pinnell Benchmark Assessment System subtests, at least every six weeks to determine if I am really supporting needs, or if I need to decrease (Tier 1) or increase support (Tier 3).I look to ongoing data collection in my own school as well as the work of Fountas and Pinnell to determine if the "cut points" are valid and strong determinations of students' learning.

My own personal goal, right now, it so look beyond my own data and interface with other RtI providers to talk about their data collection and management of students. While the RtI model certainly challenges us to look at progress short term support (and not just "keep" kids in support September-June based on a "test" score), it also encourages and emposers us to look at data in brave new ways - the RtI way.

https://www.heinemann.com/fountasandpinnell/supportingMaterials/bas/10MonthProgressByInstructionalLevel.pdf

The gift of today and the promise of great joy

I don't often talk of religion on this blog, but today it is close to my heart.  This morning, a terrible train crash made me stop in my "tracks" and reminded me that we should never take today, this moment, or the people we care about for granted.  There were people I know who were supposed to be on that train. There were people who were loved and cared about by people just like me on that train.  I was reminded that we are not promised tomorrow.  Today, with all its imperfections, is in itself the greatest of gifts.

As I listened to the horrific reports about the accident, I thought I should call all the people I know and tell them I loved them.  I wondered if I should get those Christmas cards addressed, today, just in case.  I pondered if I should shop, wrap, cook, clean and party enjoying every moment of the day.

Only a few hours later, I ushered in the beginning of Advent, a season of preparation for Christmas. While Advent coincides with shopping and parties, it is more accurately a season of intense reflection and preparation of our homes and hearts.  During this season, we prepare through reflection on how our day-to day sacrifices and challenges will eventually be rewarded with intense joy.  Good things come to those who wait might be a slogan for Advent.      

As I prayed for those who are suffering and reflected on my own preparation during Advent, I wondered how "enjoying every moment" and "deferring fulfillment" might live side by side.  Were the messages counter intuitive?  I suspect they are not.  We need preparation, reflection, and acknowledgement of the moment in all that we do as caring and compassionate people.  The gift of today and the promise of great joy for those who believe in tomorrow can happily coexist.