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Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
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Technology and the Common Core Standards

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This is the presentation given at NYSCATE Annual Conference, November 2011.

This is the presentation given at NYSCATE Annual Conference, November 2011.

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  • This session is for those who are unfamiliar with common core. will provide and overview of what they say and specifically, about technology. this presentation deals ONLY with ELA standards, not math. will provide broad brush overview of standards, drill down to those that specifically refer to or lend themselves to Technology Integration and will provide examples or tools that help you address the standards. It will be a dialog, not a lecture. I am hoping for you to participate. Let’s start by opening up todaysmeet.com/cct and if you have an ipad or other device, give me some feedback about the common core.\n
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  • The introduction to the standards explain how the project was developed in order to create the next set of standards that could be used nationwide, that would help ensure that all students are college and career ready in literacy no later than the end of high school. The committee that designed the standards had standards of their own. A particular standard was only included if it was deemed essential for college and career readiness in a 21st century, globally competitive society. Lays out the vision of what it means to be a literate person in the 21st century.\n
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  • Not treated as a separate subject\n
  • Not treated as a separate subject\n
  • Not treated as a separate subject\n
  • Not treated as a separate subject\n
  • Not treated as a separate subject\n
  • Not treated as a separate subject\n
  • Not treated as a separate subject\n
  • Not treated as a separate subject\n
  • common core standards describe the student who is college and career ready\n
  • students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  • students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  • students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  • students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  • students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  • students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  • students who are college and career ready\nlet’s look at that bullet about technology more closely\n
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  • Three sections: 1. K - 5, and then 2 content specific sections for 6 - 12, one for ELA and one for History, SS, Science and technology subjects. \nEach section has strands: K - 5 and 6 - 12 ELA have Reading, Writing, Listening and Speaking and a Language section and 6 - 12 History, SS, Science and Tech have Reading and Writing sections. \nEach strand has strand-specific set of CCR Anchor Standards that are identical across all grade and content areas. Each CCR Standard has an accompanying grade specific standard translating the broader statement into grade appropriate year end expectations. In the 6 - 12 section the grade specific standards are tuned toward the particular discipline.\nCode for reading standards: The first initial tells what strand and standard. For example: R is for Reading but there are two R’s: RL and RI.\nNext is the grade level and then the grade specific standard.\nfor grades 6 - 12 there RS (science and technology) and RH (history and social studies) and WHST history science and technology\n\n
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  • In the Anchor reading standards, basically recognizes that visual and multimedia contribute to the meaning, tone, or beauty of a text in terms of literature, or that multimedia elements, illustrations, graphs, etc, contribute toward understanding.\n
  • Online reading comprehension not addressed. As our students do more and more reading online, we need to assess how they are reading online. Is their understanding the same? How is reading hypertext different from reading linear text? Are our students reading successfully and for understanding when they read online? What happens when our assessments are online? Should the common core design team addressed this issue? Doesn’t say anything about eBooks, which is becoming HUGE. Ability to annotate, look up words, etc. when reading on devices like Nook, Kindle, iPad.\n
  • In addition, are we addressing the evaluative aspect of reading when done online? \n
  • audio books, you tube videos, vimeo, podcasts, itunes\n
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  • Be prepared as a teacher when using these audio clips. this one is preceded by a minute and a half of “talking” - advertising, etc. if you can download the clip, do that and have it readily available. we don’t have time in class to waste even a minute and those minutes add up.\n
  • Three of the writing standards address technology directly. This is probably the area where there is the greatest opportunity for integrating technology. There are so many tools for publishing online now. We could spend the entire hour sharing and brainstorming how these tools, many of them free, can help us meet the Common Core Writing Standards. On the following pages I will show the various iterations of standard six and its progression through the grade levels with examples and ideas.\n
  • Three of the writing standards address technology directly. This is probably the area where there is the greatest opportunity for integrating technology. There are so many tools for publishing online now. We could spend the entire hour sharing and brainstorming how these tools, many of them free, can help us meet the Common Core Writing Standards. On the following pages I will show the various iterations of standard six and its progression through the grade levels with examples and ideas.\n
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  • In the middle and high school grades the shift goes to shared writing. Google Docs, wikispaces, google sites come to mind.\n
  • One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
  • One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
  • One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
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  • Let’s look at Writing Standard 8 over the grade levels\nUse Web Detector Project\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
  • Let’s look at Writing Standard 8 over the grade levels\nUse Web Detector Project\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
  • Let’s look at Writing Standard 8 over the grade levels\nUse Web Detector Project\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
  • Let’s look at Writing Standard 8 over the grade levels\nUse Web Detector Project\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
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  • Standard 1 recognizes the need for communication and collaboration with diverse partners. Technology’s capacity to allow for communication with people all over the world helps us address that standard much more easily than we could have 10 years ago.\n
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  • for middle school students this can mean analyzing primary source materials, including audio, video and other multimedia and evaluating how the media used influences the message conveyed. For example, the Library of Congress has a vast digital collection. One interesting section is on advertising and an analysis of a very famous coca cola campaign. This is when television was beginning to be recognized as a force that could really reflect society. \n
  • moving on to Speaking and Listening Standard 5, this standard has the students themselves creating the multimedia or incorporating the media into their presentations. Digital Storytelling comes immediately to mind here in the elementary grades. In my district we have hundreds of podcasts and vodcasts on our webpage. here are some created by second graders.\n
  • our middle school students have posted hundreds of podcasts and vodcasts on a variety of topics. They do PSA’s in their ELA classes on subjects such as bullying, internet safety, video game addiction, eating disorders and how the media influences their lives. In seventh grade social studies students create podcasts on eras in American History, What Democracy means to me, and the “This day in history podcast.” In addition, the seventh grade Spanish students create podcasts in Spanish to help with fluency and conversational Spanish.\n
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  • Transcript

    • 1. COMMON CORE STANDARDS & TECHNOLOGY INTEGRATION Linda Brandon Lakeland Central School DistrictNYSCATE Annual ConferenceRochester, NYNovember 20, 2011
    • 2. WHAT DOES IT MEAN TO BE A LITERATE PERSON IN THE 21ST CENTURY?
    • 3. WHAT DOES IT MEAN TO BE A LITERATE PERSON IN THE 21ST CENTURY?
    • 4. PORTRAIT OF STUDENT WHO IS COLLEGE AND CAREER READY
    • 5. • demonstrate independence• build strong content knowledge• respond to varying demands of audience, task, purpose and discipline• comprehend as well as critique• value evidence• use technology and digital media strategically & capably• come to understand other perspectives & cultures
    • 6. Students employ technology thoughtfully to enhance theirreading, writing, speaking, listening, and language use. Theytailor their searches online to acquire useful informationefficiently, and they integrate what they learn usingtechnology with what they learn offline. They are familiarwith the strengths and limitations of various technologicaltools and mediums and can select and use those bestsuited to their communication goals.
    • 7. Students employ technology thoughtfully to enhance theirreading, writing, speaking, listening, and language use. Theytailor their searches online to acquire useful informationefficiently, and they integrate what they learn usingtechnology with what they learn offline. They are familiarwith the strengths and limitations of various technologicaltools and mediums and can select and use those bestsuited to their communication goals.
    • 8. OVERVIEW OF STANDARDS•3 sections• Strands• CCR anchor standards• Grade specific standards•K - 5 apply to all disciplines•6 - 12 has 2 specific sections
    • 9. READING THE STANDARDS• First initial identifies the standard• Second number identifies the grade• Third number represents the specific standard RI.4.3
    • 10. READING INFORMATIONAL TEXT GRADE 4 STANDARD 7
    • 11. RI. 4. 7
    • 12. RI. 4. 7 READINGINFORMATIONAL TEXT
    • 13. RI. 4. 7 READING GRADE 4INFORMATIONAL TEXT
    • 14. RI. 4. 7 READING GRADE 4 Standard 7INFORMATIONAL TEXT
    • 15. RI. 4. 7 READING GRADE 4 Standard 7INFORMATIONAL TEXT Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
    • 16. READINGAnchor Standard 7Integrate and evaluate content presented in diverse formatsand media, including visually and quantitatively, as well as inwords.
    • 17. SHORTCOMING?
    • 18. RL.6.7Compare and contrast the experience of reading astory, drama, or poem to listening to or viewing anaudio, video, or live version of the text, includingcontrasting what they “see” and “hear” when reading thetext to what they perceive when they listen or watch.
    • 19. RL.6.7Compare and contrast the experience of reading astory, drama, or poem to listening to or viewing anaudio, video, or live version of the text, includingcontrasting what they “see” and “hear” when reading thetext to what they perceive when they listen or watch. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
    • 20. http://www.bartleby.com/101/530.html
    • 21. http://www.bartleby.com/101/530.html
    • 22. • AwesomeStories.com• Digital Storytelling• Audio books, ebooks• Podcasts• Video: YouTube, Vimeo, etc.• Multimedia storybook sites (TumbleBooks, BBC Bitesize, Starfall, etc.)
    • 23. Compare and contrast a text to an audio, video, or multimedia version of theRI.7.7 text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). ext ll t e Fu th of ch spee
    • 24. WRITINGAnchor Standards 6, 8 and 11#6. Use technology, including the Internet, to produce and publishwriting and to interact and collaborate with others#8. Gather relevant information from multiple print and digitalsources, assess the credibility and accuracy of each source, andintegrate the information, while avoiding plagiarism.#11. Develop personal, cultural, textual and thematic connectionswithin and across genres as they respond to texts through written,digital and oral presentations, employing a variety of media andgenres.
    • 25. WRITINGAnchor Standards 6, 8 and 11#6. Use technology, including the Internet, to produce and publishwriting and to interact and collaborate with others#8. Gather relevant information from multiple print and digitalsources, assess the credibility and accuracy of each source, andintegrate the information, while avoiding plagiarism.#11. Develop personal, cultural, textual and thematic connectionswithin and across genres as they respond to texts through written,digital and oral presentations, employing a variety of media andgenres. N YS d by dde
    • 26. IDEAS AND EXAMPLES W.K.6With guidance and support from adults, explore a variety of digitaltools to produce and publish writing, including in collaborationwith peers.
    • 27. IDEAS AND EXAMPLES W.K.6With guidance and support from adults, explore a variety of digitaltools to produce and publish writing, including in collaborationwith peers.
    • 28. IDEAS AND EXAMPLES W.K.6With guidance and support from adults, explore a variety of digitaltools to produce and publish writing, including in collaborationwith peers.
    • 29. IDEAS AND EXAMPLES W.K.6With guidance and support from adults, explore a variety of digitaltools to produce and publish writing, including in collaborationwith peers.
    • 30. IDEAS AND EXAMPLES W.K.6With guidance and support from adults, explore a variety of digitaltools to produce and publish writing, including in collaborationwith peers.
    • 31. IDEAS AND EXAMPLES W.K.6With guidance and support from adults, explore a variety of digitaltools to produce and publish writing, including in collaborationwith peers.
    • 32. IDEAS AND EXAMPLES W.K.6With guidance and support from adults, explore a variety of digitaltools to produce and publish writing, including in collaborationwith peers.
    • 33. WHST.9-10.6Use technology, including the Internet, to produce, publish, andupdate individual or shared writing products, taking advantage oftechnology’s capacity to link to other information and to displayinformation flexibly and dynamically.
    • 34. WHST.11-12.6Use technology, including the Internet, to produce, publish, andupdate individual or shared writing products in response toongoing feedback, including new arguments or information.
    • 35. WHST.11-12.6Use technology, including the Internet, to produce, publish, andupdate individual or shared writing products in response toongoing feedback, including new arguments or information.
    • 36. FACEBOOK PROJECT IN GLOBAL STUDIES 9
    • 37. CCR W8. Gather relevant information from multiple print anddigital sources, assess the credibility and accuracy of each source,and integrate the information, while avoiding plagiarism.
    • 38. CCR W8. Gather relevant information from multiple print anddigital sources, assess the credibility and accuracy of each source,and integrate the information, while avoiding plagiarism.W.K.8With guidance and support from adults, recall information from experiences or gather informationfrom provided sources to answer a question.
    • 39. CCR W8. Gather relevant information from multiple print anddigital sources, assess the credibility and accuracy of each source,and integrate the information, while avoiding plagiarism.W.K.8With guidance and support from adults, recall information from experiences or gather informationfrom provided sources to answer a question.W.5.8Recall relevant information from experiences or gather relevant information from print and digitalsources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
    • 40. CCR W8. Gather relevant information from multiple print anddigital sources, assess the credibility and accuracy of each source,and integrate the information, while avoiding plagiarism.W.K.8With guidance and support from adults, recall information from experiences or gather informationfrom provided sources to answer a question.W.5.8Recall relevant information from experiences or gather relevant information from print and digitalsources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.6.8Gather relevant information from multiple print and digital sources; assess the credibility of eachsource; and quote or paraphrase the data and conclusions of others while avoiding plagiarism andproviding basic bibliographic information for sources.
    • 41. CCR W8. Gather relevant information from multiple print anddigital sources, assess the credibility and accuracy of each source,and integrate the information, while avoiding plagiarism.W.K.8With guidance and support from adults, recall information from experiences or gather informationfrom provided sources to answer a question.W.5.8Recall relevant information from experiences or gather relevant information from print and digitalsources; summarize or paraphrase information in notes and finished work, and provide a list of sources.W.6.8Gather relevant information from multiple print and digital sources; assess the credibility of eachsource; and quote or paraphrase the data and conclusions of others while avoiding plagiarism andproviding basic bibliographic information for sources.W.11-12.8Gather relevant information from multiple authoritative print and digital sources, using advancedsearches effectively; assess the strengths and limitations of each source in terms of the task, purpose,and audience; integrate information into the text selectively to maintain the flow of ideas, avoidingplagiarism and overreliance on any one source and following a standard format for citation.
    • 42. 5TH GRADE INFORMATION LITERACY PROJECT
    • 43. SPEAKING AND LISTENINGAnchor Standards 1, 2 and 5#1. Prepare for and participate effectively in a range ofconversations and collaborations with diverse partners, building onothers’ ideas and expressing their own clearly and persuasively.#2. Integrate and evaluate information presented in diverse mediaand formats, including visually, quantitatively, and orally.#5. Make strategic use of digital media and visual displays of data toexpress information and enhance understanding of presentations.
    • 44. IDEAS AND EXAMPLESSL.3.2Recount or describe key ideas or details from a text readaloud or information presented orally or through othermedia.
    • 45. IDEAS AND EXAMPLESSL.8.2Analyze the purpose of information presented in diversemedia and formats (e.g., visually, quantitatively, orally) andevaluate the motives (e.g., social, commercial, political)behind its presentation.
    • 46. IDEAS AND EXAMPLES SL.2.5Create audio recordings of stories or poems; add drawingsor other visual displays to stories or recounts of experienceswhen appropriate to clarify ideas, thoughts and feelings.
    • 47. IDEAS AND EXAMPLES SL.7.5Include multimedia components and visual displays inpresentations to clarify claims and findings and emphasizesalient points.
    • 48. Linda Brandonlbrandon@lakelandschools.org

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