Rebecca Davis sets up a coordinate plane on the floor of her classroom. Groups of 3 or 4 students are assigned equations in slope-intercept form and graph them using their bodies on the giant coordinate plane. As extensions, Ms. Davis changes the slope or y-intercept of the original equation and makes the activity into a race.

In this activity students will make a “growing” bracelet and learn about the basic elements plants need to grow and thrive. Includes activity instructions, extension activities, songs, and additional reading list.

NGSS: K-LS1-1, 1-LS1-1, K-ESS2-2 (extension activity)

CCSS: L.K.5, SL.K.1, SL.K.5, SL.1.4

Social Sciences: Partially meets 3.13

Time: 30 minutes

Materials: "One Bean" book, chenille stems/pipe cleaners, and pony beads (yellow, brown, blue, clear, green, and red.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

In this five part series, see all the pieces that come together for guided reading in Jenna Ogiers classroom. Students learn to work independently and rotate through stations, while Ms. Ogier meets with small groups of students and delivers a lesson at their level.

This is a unit plan frame for the text I Know Why the Caged Bird Sings, and "Letters from a Birmingham Jail." It is designed to address the Common Core standards grade band 11-12 and inlcudes suggested activities, supplemental texts, and assessment ideas.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important aspects of the task and its potential use.

Music teacher Genein Letford teaches students about similes to the beat of Duke Ellington using story, jazz solos, and improvisations. Filmed at New Academy Canoga Park, CA.

Key Design Principles for Teaching with the Open Access Common Core Collection for Mathematics and English Language Arts

This resource describes the guiding principles behind the Open Access Common Core Collection for Mathematics and ELA. Inspired by the latest research on student motivation and engagement, as well as teaching and learning, the key design principles support student mastery of standards within the classroom.

Assignments matter. Task predicts performance. The rigor of a task sets students up for engagement with texts and with their peers.

Based on the cognitive demands of college-and-career-readiness standards, LDC "task templates"—a set of fill-in-the-blank assignment shells that support cognitive demands such as analysis, synthesis, comparison, and evaluation—help teachers, coaches, and curriculum designers create well aligned tasks.

These templates are used to design assignments that ask students to write in response to reading—assignments that teachers use to center and frame the type of work they do in class.

This paper points out three different ways that language is involved in the standards: language requirements in the content standards, English language arts standards, and language-convention-specific standards. It calls for a thoughtful integration of these three dimensions.The authors also frame language in the context of the Common Core, focusing on what students can accomplish using language rather than on whether or how students use specific language features. This broader definition encourages the development of cognitive, linguistic, and affective strengths in ELLs and gives students the opportunity to take valuable actions toward academic success.

Math Snacks is a fun and interactive educational series. This website contains five animated videos focusing on key mathematical concepts included in the Common Core curriculum for grades 4-8. Each interactive is beautifully illustrated, contains audio, and is supported by supplementary printable resources. All learner resources are available in both English and Spanish. Teacher guides as well as teaching videos support classroom implementation. A powerful supplementary tool for educators teaching about ratios, rates, scale factor, unit conversion, and the number line, as well as a source for children's educational entertainment at home.
Math Snacks was developed by the Learning Games Lab located at New Mexico State University.

This presents a general discussion of the development of the Common Core Mathematics Standards and the aspirations within them for student college-and-career readiness and success.

This paper makes recommendations for developing mathematics instruction for English Language Learners (ELLs) aligned with the Common Core State Standards. The recommendations can guide teachers, curriculum developers, and teacher educators as they develop their own ways of supporting mathematical reasoning and sense-making for ELLs.Some instructional recommendations discussed in the paper include: Focus on ELL students' mathematical reasoning, not the correctness of their mathematical language use. Shift to a focus on mathematical discourse practices; move away from simplified views of language. Support ELL students as they engage in complex mathematical language. Use ELL students' language and experiences as resources. Provide professional development to enhance teachers' awareness of ways to support ELs as they develop both language and mathematical knowledge.

Art students create portraits for youth around the world who've been neglected, orphaned, or disadvantaged.

A collaboration between the National Aeronautics and Space Administration (NASA) and the CK-12 Foundation, this book provides high school mathematics and physics teachers with an introduction to the main principles of modeling and simulation used in science and engineering. An appendix of lesson plans is included.

Every student in Ms. Montgomerys class draws a picture of a monster and then writes a descriptive paragraph about it. Ms. Hoover then connects this class with another via video conference. This new class must now draw pictures based on the descriptions from the first class, who are now very aware of the importance of details in descriptive writing.