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The article, A Dangerous Game, is attached separately.

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Rebecca Zumbro "Eat Your Breakfast" (Main Idea)

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Rebecca Zumbro "Eat Your Breakfast" (Main Idea)

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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Marie Brancato (Read Works article A Dangerous Game)

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Marie Brancato (Read Works article A Dangerous Game)

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This goes along with my Literacy Trekker.

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ReadWorks: "Amazing Animal Helpers"

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Michelle Kee/A Crime to Remember: 38 Who Saw Murder Didn't Call the Police

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Michelle Kee/A Crime to Remember: 38 Who Saw Murder Didn't Call the Police

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2nd Grade - Literacy Trekker
(Social Studies / ELA)
American Heroes – readworks.org
http://www.readworks.org/passages/american-heroes

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Literacy Trekker- 2nd grade Vivian Almodovar

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Teana and Dulcemar.                             

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Teana and Dulcemar.                             

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Objective : Learn school rules
Purpose for Reading: Identify appropriate and inappropriate school behavior.
Book: David goes to School ( David Shannon)

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KG - If You Give a Mouse a Cookie

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Susan D.  Science Geothermal?  What is it?

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Susan D.  Science Geothermal?  What is it?

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4th grade - Literacy Trekker

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9-12 Learning Strategies
Learning to Learn, Revised
Pages 16-21

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Thinking Out Loud - iReady 4th Grade Lesson 12

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Thinking Out Loud - iReady 4th Grade Lesson 12

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Julie Bayer
Ann-Marie Boyd

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4th Grade
American Government: Branches of Government: A Closer Look from readworks.org

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Attilio - Literacy Trekker Branches of Goverment 4th grade passage Readworks.org

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5th Grade Music

Literacy Trekker on “Jingle Bells” by James Pierpont

Objective: Identify and label the form for “Jingle Bells.”

Purpose for reading: You will identify the form of “Jingle Bells” by labeling the phrases that are same or different.

1. People perform songs for cultural, social, and personal purposes. For what cultural purpose do people perform “Jingle Bells”? Specifically, what time of year do they perform the song? Who do they perform it with?

2. Preview the music. What instruments could you play “Jingle Bells” on?

3. Read measures 1-4 and stop. Label the pitches using the notation helper. Label the phrase “A.”

4. Read measures 5-8 and stop. Are they the same or different from measures 1-4? Label the phrase.

5. Read measures 9-12 and stop. Are they the same as measures 1-4 or 5-8? Label the phrase.

6. Read measures 13-16. Are the same as measures 1-4, 5-8, or 9-12? Label the phrase.

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2nd grade
Mr. March and the Moose

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6th grade ELA Andrea Hinch  “The honeybee has taken flight from the Cheerios box to sound a bee alert”

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6th grade ELA Andrea Hinch  “The honeybee has taken flight from the Cheerios box to sound a bee alert”

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2- Literacy Trekker on the effects of colonial settlement on Native American populations

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Ojective:  Determine the theme or central idea of "Leo Tolstoy's

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Composer Contributions - Choice Assignment

Objective: Describe the contributions of a composer in a specific historical period.

Rationale: Composers communicate with audiences by writing music. When you listen to music, or perform it, the composer is communicating with you, whether or not they are involved in the performance. Choose one of the following assessments to describe how composers communicate with audiences by writing music.

Choose Your Assessment (work alone or with a partner)

1. Create a Facebook profile about your composer. Include their contributions, where they are from, and what time period they lived during.

2. Create a poster for your composer. Include their contributions, where they are from, and what time period they lived during.

3. Design a Prezi for your composer. Include their contributions, where they are from, and what time period they lived during.

4. Write a talk show script for a TV host to interview the composer. Include their contributions, where they are from, and what time period they lived during

5. Write a script for a dinner party that the composer attends. Include their contributions, where they are from, and what time period they lived during

6. Create your own assignment. You must get approval from the teacher before you begin.

7. Roll the dice!

Scoring Element #1 - Describe 3 contributions by the composer.

Scoring Element #2 - Describe where the composer is from (1) and what time period he or she lived during (1

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Julie Bayer
Ann-Marie Boyd

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Kindergarten Standard

Objective:  Retell the story using the important details from the story.

Rationale: It is important to know how to tell events in the correct order, so that it makes sense. When you tell about your day to your family, it will be easier for you to do by saying what happened first, next and last.

Activity/Assessment:
1.On a sentence strip place the pictures of the events in the order they happened in the story.

Activity/Assessment:
2. Create finger puppets of the characters, glue them on a craft stick and retell  the story to a friend.

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Several examples of rubrics that can be found on the web are linked below to aid in the development of rubrics for post secondary education settings.

Template for Creating a Rubric

The below link is to a MSWord file that contains a template for a rubric and instructions for how to use and modify the template to meet individual grading needs. Instructors can download this file and modify it as needed to construct their own rubric.

The AAC&U VALUE initiative (2007-09) developed 16 VALUE rubrics for the LEAP Essential Learning Outcomes. Elements and descriptors for each rubric were based on the most frequently identified characteristics or criteria of learning for each of the 16 learning outcomes. Drafts of each rubric have been tested by faculty with their own students' work on over 100 college campuses.

The VALUE rubrics contribute to the national dialogue on assessment of college student learning. The AAC&U web is widely used by individuals working in schools, higher education associations, colleges, and universities in the United States and around the world.

Instructors can use the rubrics in their current form. They can also modify the language and rubric elements to meet the specific needs of their assignment or assessment goal.

Access to the VALUE Rubrics is free. AAC&U requests that users register before downloading PDF or Word versions of the rubrics to assist their research on rubric use.

External link to AAC&U Rubric download page: http://www.aacu.org/value-rubrics

Collections of Rubric Links

Classroom Participation

Graphic Organizers

Interactive Quality of an Online Course

Presentations

Short Essays

Student Paper

Student Peer Review

Team Participation

Theses and Dissertations
Updated: 06/20/16 gb

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Several examples of rubrics that can be found on the web are linked below to aid in the development of rubrics for post secondary education settings. The below link is to a MSWord file that contains a template for a rubric and instructions for how to use and modify the template to meet individual grading needs.

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Tech ideas for Choice Assignment/Assessment

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Tech ideas for Choice Assignment/Assessment

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2- Impact of Colonization- Choice Assessment

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UDL 3 Essential Ingredients: A Three Little Pigs Analogy

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UDL 3 Essential Ingredients: A Three Little Pigs Analogy

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Marie Brancato and Beth Beatty

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Mike

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1- Scaffolded Reading homework- Literacy Trekker

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Essential Ingredients

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CGCV: Clear Goals Context and Variability

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CGCV: Clear Goals Context and Variability

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Mnemonic device CG, CV: Clear Goals, Context and Variability. Symbolism: Yellow because we light the way with Clear Goals for our students, Blue and green because their environment guides them and a rainbow for our diverse students wrapped in black because without considering their variability, they are in the dark.

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Describe 3 essential UDL ingredients from Darlene Huntley

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Clear goals are standards-based, student-friendly, and reached through flexible means. Variability is providing multiple means of engagement, representation, action, and expression. Context means changing outside constraints (curriculum, assessment) when appropriate.

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Soccerball - the goal!
Rainbow colors - the variability!
Soccer goal - the context!

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Goals- Clear instructions on our final destination
Variability-We will reach our destinations through various methods
Context-critical information that will make sure you reach your destination unexpected detours may occur

Beverlin Pickett

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The bullseye reminds me of what my goals are and what I want to achieve in my classroom. The brain reminds me of variability that represents each part of the brain. The pencil reminds me of context and how I can plan and reflect to change what is needed in my classroom to make sure my students are successful.

-Julie

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Goals: What is the goal we are trying to meet? I should be able to relate it to my students in a way they will understand and relate to it. - Learning Goal/Standard
Variability: How will I execute the goal so my students embrace it,  understand it & apply it. -  Venn Diagram to compare & contrast
Context: Make the context relevant & relatable. - Compare & contrast in best way of understanding (drawing, index cards,  short skit)
** Vivian Almodovar **

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The Brave Pearl
CG-Clear Goals
Goals
CV-Context and Variability
V-Variability
Blue stands for sky.
Green for grass.
These colors stand for the environment. Context is the environment.
CG - Yellow symbolizes how we light the way for our students with Clear Goals.
Black - Students will be in the dark if we don't account for the variability.
All the different colors stand for the rainbow of variability.
Brain represents Engagement - Representation and Action and Expression.

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1. Goals: As teachers our 'goals' or standards are clearly laid out for us. Present to the goal in a student friendly format.
2.Variability: I have to very strategic and purposeful in when planning my lessons, in order to reach all levels of all students.
3.Context: Change the context to highlight the strengths of the students and not change the student to fit the context.

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1- UDL Snapshot 3 Ingredients and UDL Framework

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1- Clear goal flexible means activity edition 2

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4th ELA

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7th grade S

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Kindergarten ELA

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1- Clear goal flexible means activity edition 2

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2nd grade

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1- Clear goal flexible means activity edition 2

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1- Clear goal flexible means activity edition 2

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1. LAFS.3.RI.1.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.
2. Content
3. Determine or figure out the main idea of a text; recount or remember the key details and explain how they help the main idea.
4. Yes
5. Yes
6. Using Twitter for the main idea and hashtags for details or a comic strip.

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Good morning

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1.LAFS.4.RL.1.2 Determine the theme of a story, drama or poem from details in the text, summarize the text.

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1. MU.5.C.1.3 Identify, aurally, selected instruments of the band and orchestra.
2. Content.
3. Identify, aurally, meaning when you hear it, selected instruments of the band and orchestra.
4. Yes, identify.
5. Yes, students can identify the instrument using verbal means like choral response or discussion. They can also use non-verbal means like cue cards and Four Corners.
6. In addition to choral response, cue cards, and Four Corners, students could create a Prezi for band and orchestra instruments including sound clips.
7. The goal is for students to identify band or orchestra instruments when they hear them.

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1- Clear goal flexible means activity edition 2

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Hola! Im Andrea, I teach ICT at Ocoee Middle and in my spare time I travel. I just got back from Barcelona.

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Hola! Im Andrea, I teach ICT at Ocoee Middle and in my spare time I travel. I just got back from Barcelona.

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Hello! I am going into my second year of teaching at John Young ES and will be in 3rd grade this upcoming school year. In my free time, I love to go outdoors and soak up some sunshine (unless FL decides to rain nonstop - like these past two weeks)!

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Hi, I am a 4th grade teacher at Flora Ridge Elementary in Kissimmee, Fl. In my free time I enjoy spending time with my family, watching movies, and reading.

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Hi, I am a 7th grade teacher at Ocoee Middle School.  In my free time I love to try my hands at gardening, watch the sunrise, and spend time with my family.