•+Links+for+Teachers

**[|Create your own wiki - http://www.wikispaces.com/site/for/teachers100K]**
The following directories provide topical links to K-12 educational sites in all curricular areas. Each site has it's own search engine to speed up the process of finding links to sites related to specific topics.
 * K/12 Directories**

Provide more personalized and meaningful feedback to students in their Google Documents.  From the creators of Voice Comments

 [|MentorMob EDU] Allows anyone with a passion for what they do to curate websites, videos, blogs, and more into Learning Playlists.

allows you to turn a video into a customized lesson that can be assigned to students or shared more widely. You can add context, questions, and follow-up suggestions to any video on TED-Ed or YouTube.

__Resources from Alaska EED__

 *  [|Text Structure Bulletin Board Set] – pdf
 *  [|Text Structure Poster] - pdf
 *  [|Text Structure Poster: Student Cards] - pdf


 * ===[|RESOURCES FOR MATH STANDARDS IMPLEMENTATION] Alaska EED ===
 * ===[|RESOURCES FOR ENGLISH LANGUAGE ARTS STANDARDS IMPLEMENTATION] ALASKA EED ===
 * ===[|PROFESSIONAL LEARNING MODULES] ===
 * [|Literacy in History/Social Studies, Science and Technical Subjects: Learning Module]

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 * ReadWorks.org - Skill & Strategy Units, Comprehension Units, Novel Study Units, reading passages with question sets


 * Mandated Training: http://www.eed.state.ak.us/elearning/**

[|Reading Strategies: Scaffolding Students' Interactions With Text] [|Possible Sentences] Possible Sentences takes what students know of a topic and their familiarity with the English language sentence structure to activate prior knowledge of a topic. After new information is introduced through the use of cognitive teaching strategies, possible sentences are re-evaluated for accuracy.

Dense Questioning (D/A) The dense questioning strategy can be used to help students pose increasingly dense questions as they make text-to-text, text-to-self, text-to-world connections.

[|ANTICIPATION GUIDE] Using the Anticipation/Reaction Guide, students will make predictions based upon prior knowledge and evaluate those predictions after exposure to new information. ||
 * [[file:Anticipation GO.doc]] || [[file:Inferences and Informational_Text.doc]] ||
 * [[file:Sentence Patterns for_teachers.docx]] || [[file:usage rubric.docx]] ||
 * [[file:Herringbone.docx]] || [[file:paragraph shaping sheet.doc]] ||
 * [[file:TeachingLearningStrategyHandout.docx]] || [[file:2014 HW Bookmarks.docx]]
 * [[file:TeachingLearningStrategyHandout.docx]] || [[file:2014 HW Bookmarks.docx]]
 * ===Structuring Active Participation===

-Dr. Anita Archer
http://youtu.be/G7y0yd8H4tM ||  ||

Learning and Literacy Strategies

D.O.L. Daily Oral Language
 * //__**Conventions in the writing process: last, not first**__//

//__Teaching conventions in isolation is ineffective at best, because students need opportunities to apply their knowledge of conventions to their writing__//. Even daily oral language activities are a waste of time for students without procedural knowledge of how and when to use conventions in writing. Consequently, the most effective way to teach conventions is to integrate instruction directly into the writing process.

Attention to conventions too early in the writing process, however, can interfere with both students’ development of automaticity. Writers need the ability to automatically juggle the many physical and cognitive aspects of writing — letter formation, spelling, word order, grammar, vocabulary, and ideas — without consciously thinking about them. The only way to develop this automaticity in writing is to practice, practice, practice. For many students, however, most daily writing is limited to filling in the blanks on worksheets.

The first step to improving automaticity, then, is to provide daily opportunities to write for extended periods of time. Initially, this writing should be single-draft writing only, using phonic spelling, with no physical editing of their writing by either the teacher or the student. Only when students grow more automatic in their writing should teachers introduce conventions into the writing process.

Students’ motivation to write also suffers when teachers focus on conventions first and ideas last. Many students have little self-confidence when they write because teachers and parents have been too quick to point out their errors instead of praising their ideas first. This problem can be solved by having students share first drafts in a positive, conversational atmosphere that focuses only on the content of their writing, with no correction of errors (Cunningham, Hall, and Cunningham, 2003).

The proper place for teaching conventions, then, is at the end of the writing process, during the editing phase, when students are preparing their writing for publication. When students know that their work will be published for a specific audience, they are more motivated to learn the conventions that will make their writing readable and to edit for those conventions. []

[|Notable Sentences...for Imitation and Creation]- Blog Jeff Anderson suggested using good examples of punctuation (use examples of good writing from established authors) that just illustrate one or two concepts of, say, ways to use commas. ||

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__ Helpful guides to assist you: __ <span style="background-color: #ffffff; font-family: 'Times New Roman',Times,serif; font-size: 14px; vertical-align: baseline;">**<span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">[|Transitional words & phrases] ** Using transitional words and phrases helps papers read more smoothly... "Directives" ask you to answer, or present information, in a particular way... Grammar refers to the rules regarding the current standard of correctness...
 * <span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">[|Essay terms and directives] **
 * <span style="background-color: transparent; color: #000000; text-decoration: none; vertical-align: baseline;">[|Modifiers & commas] **

=Vocabulary Builders=

[|Puzzlemaker] Allows you to create puzzles and games for newsletters, flyers, handouts, or classroom assignments.
 * Curriculum Activities**

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">[|Measurements Converter] <span style="background-color: #e8f3f9; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">Conversion calculators for mass and weight, distance and length, capacity and volume, temperature and more.

<span style="color: #000000; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">[]

<span style="background-color: #ffffff; font-family: Arial,Verdana,Helvetica,sans-serif; font-size: medium;">** Rubrics **
 * [|Kathy Schrock's Guide for Educators] Offers a collection of assessment [|rubrics]and [|graphic organizers] to assist teachers in designing their own.


 * [|Rubrics 4 Teachers] A complete guide for educational rubrics to choose from.

//**__ Educational Web Pages __**// [|GRAMMAR GIRL] [] <span style="background-color: #ffffff; color: #000033; font-family: Verdana,Geneva,sans-serif; font-size: 12px;">[|EduHound.com] is a highly specialized educational directory with FREE categorized resources, lesson plans, clipart, and site sets for educators, teachers, students, and families. [|Education World] - An educational search engine for the World Wide Web, resources for lesson plans and curriculum, education news, and a set of detailed links on topics relevant to education. [|Awesome Library - K-12 Education Directory] Organizes your exploration of the World Wide Web. Contains 14,000 carefully reviewed resources, including the top 5 percent in education. Search by subject or key word. Links to sites for [|teachers], kids, teen, parents, and community. [|Teachers Net-Lesson Plan Bank] Links to lessons by level (PreK-HS) and subjects (language arts, math, science, social studies, music, art, technology, physical education