Rubistar Home - 4teachers.org Aug 20, 2014 · Rubric for art Projects. art teachers often struggle to fairly evaluate their students' artwork, because art is subjective. rubrics are advantageous ...
Beverly Smith Follow-up:
What were the different types of trash being recycled in this video?
(Aluminum cans, paper, leaves, and plastic.)
What happened to the old trash?
(It was recycled).How can recycling help our landfills? Culminating Activities headings that represent the corecycle.
Show students a picture of a piece of trash that can be reused, one that can be
them how to sort the pictures under the Activity:
Touch the item of trash and place it under the proper heading Reduce, Reuse, or Recycle.(note: If seat can do the same sort wes ahead of did you sort that picture under that heading? Discuss how some under more than one heading.Give each child a set of the trash picture cards in a Ziploc bag, and have him or e appropriate word/picture heading.Use the Reduce, Reuse, Recycle rubricHave a custodian from your school come kinds of trash he collects from our school or classroom each day.
Take a walking her truck to come speak to Visit a nearby landfill and find out how trash is sorted.
Reuse trash items to make a class art Writing
reuse, or recycle trash at home or Beverly Smith
Page 5 of 7
Page 6 of 7
Trash Sorting Cards.
Field Test Edition Winter 2008 A SUGGESTED 2
Professional Development Department of Gifted/Talented & EnrichmentField Test Edition Winter 2008 NYC Department of Education Joel I.Klein, Enrichment Special Assistant to Director of ELA, Social Studies and Gifted/Talented
Field Test Edition
chment develops policy and program recommendations to meet the educational needs of New York City public school kindergarten through grade 12 students
This unit of study has been developed with and for classroom
to the following individuals who Sandra Cover Leigh Fischler Field Test Edition
Winter 2008 Table of Contents Cambournes Conditions for Learning
1 Principles of Learning
2-4 Principles of Quality Gifted Instruction
5 Gifted Program Goals 6 Gifted Education Programming Criterion: Curriculum and Instruction 7 Curriculum Compacting 8 Classroom Options for Gifted Instruction
9 Issues in Grouping and Acceleration
9 Differentiation Features
10 Inquiry in the Elementary Classroom
11 Social Studies Skills
12 New Research on Content Literacy and Academic Vocabulary 13 Social Studies Content Area Reading Strategies 14-16 Diversity and Multiple Perspectives: An Essential Component
17-18 Interdisciplinary Models: Literacy and Social Studies as Natural Partners
31 Unit Overview 32-33 New York State Overview 34-36 New York City Borough Overviews 37-46 Brainstorm Web
47 Essential Question
48 Interdisciplinary Unit of Study Two-Page Planning Matrix
49-51 Interdisciplinary Unit of Study Daily Planning Sheets
52-59 Sample Lesson Plans 60-106 Field Test Edition
Geography Vocabulary 61-63
Vocabulary for Art lesson 65-69
This Land Is Your Land 70-75
New York State Facts and Symbols 76-77
New York City Geography 78-79
Boroughs of New York City 80-84
Poetry of the Boroughs 85-92
Little Red Lighthouse and the Great Grey of Maxi the Taxi Dog 95-97
Landforms of New York City 98-99
Responding to Artists Views of New York City 100-101
Culminating Lessons: Creating a City
102-106 Teacher Rubric 109
Retelling Writing Rubric 112
Final Project Rubric 113
Multiple Intelligence Checklist for Students
114-116 Writing Geography Cards 121
Accordion Books 122
Rubber Band Journal 123
Flag Book 124
Pop-Up Book 125
Tunnel Book 126
Self-Portrait Book 127 Plan 129
Brainstorming Web 130
Unit Planning Template 131
Planning Matrix 132
Two-Page Planning Matrix
133-134 Field Test Edition
Venn Unit of Study Planning Matrix Template 142 Photo and Map Square
Seals of New York
Waterways of New York City
Green Spaces of New York City 149
Five Borough Outline Map 150-151
Major Cities of New York State 152 Bibliographies and Internet Resources 162-163
Field Trip Websites 164-166 Field Test Edition Winter 2008 In the 1960s, researcher Brian Cambourne studied the conditions under which young children acquire language.
Cambourne found that children tend to learn most effectively when these eight essential conditions exist in learning environments.
In the years since his initial research, Cambournes findings have come to be known collectively as the Conditions for Learning.
Educators have studied and replicated Conditions for Learning and found that they are consistent and flexible enough to apply to all subjects Immersion
Students who are learning to read and write need to be deeply involved in both written and oral language.
Immersion refers to the print rich environment that makes this possible.
In a learning classroom, a wide variety of meaningful texts are used which include charts, labels, books, and student work.
The teacher and students often refer to this variety of texts as part of their daily lives as readers and Demonstration
Students need clear and powerful examples of effective reading and writing strategies.
Teachers model these strategies in a variety of contexts so that students can see what fluent readers, writers and speakers do.
Is it not enough for the teacher to employ these strategies.
The teacher must make them explicit by repeating them in a variety of contexts and at various literacy teachers have high expectations for all students.
Teachers must communicate both implicitly and explicitly that their students can be fluent readers and writers.
At the same time, students learn to expect that they will be fluent readers, writers and speakers.
Together, classroom culture centered around high successful literacy classrooms, everyone shares the responsibility for success.
Thoughtful teachers are careful not to create dependent students who rely on the teacher for correction and decision-making.
As students begin to take responsibility for their learning, they make more informed and autonomous choices during classrooms provide a risk-free environment for students to take small steps when practicing new learning strategies.
Effective teachers give students time to practice and master skills as they learn.
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