Presentation given at LHRIC's Tech Expo on April 29, 2011.

1. The Seven C’s
in the Elementary Classroom
Content
Communica+on
Collabora+on
Crea+vity
Common Core
Classroom Linda Brandon
Stacie Boylan
Kathleen Costello
Kimberly Masserman
Lakeland Central School District

2. What Genre Am I?

3. Common Core Standards for English
Language Arts address the ques7on
What does it mean to
be a literate person in
the 21 st century?

4. Students who are CCR in Reading, Writing,
Speaking, Listening and Language

5. Students who are CCR in Reading, Writing,
Speaking, Listening and Language
• Demonstrate independence

6. Students who are CCR in Reading, Writing,
Speaking, Listening and Language
• Demonstrate independence
• Build strong content knowledge

7. Students who are CCR in Reading, Writing,
Speaking, Listening and Language
• Demonstrate independence
• Build strong content knowledge
• Respond to the varying demands of evidence, task,
purpose & discipline

8. Students who are CCR in Reading, Writing,
Speaking, Listening and Language
• Demonstrate independence
• Build strong content knowledge
• Respond to the varying demands of evidence, task,
purpose & discipline
• Comprehend as well as critique

9. Students who are CCR in Reading, Writing,
Speaking, Listening and Language
• Demonstrate independence
• Build strong content knowledge
• Respond to the varying demands of evidence, task,
purpose & discipline
• Comprehend as well as critique
• Value evidence

10. Students who are CCR in Reading, Writing,
Speaking, Listening and Language
• Demonstrate independence
• Build strong content knowledge
• Respond to the varying demands of evidence, task,
purpose & discipline
• Comprehend as well as critique
• Value evidence
• Use technology and digital media strategically and
capably

11. Students who are CCR in Reading, Writing,
Speaking, Listening and Language
• Demonstrate independence
• Build strong content knowledge
• Respond to the varying demands of evidence, task,
purpose & discipline
• Comprehend as well as critique
• Value evidence
• Use technology and digital media strategically and
capably
• Come to understand others’ perspectives and cultures

13. Students must habitually
perform the critical reading
necessary to pick carefully
through the staggering
amount of information
available today in print and
digitally.

14. Common Core Standards
• College and Career Readiness (CCR)
Standards anchor the work
• Focus on goals, not results
• Research & media skills blended in and
embedded throughout
• Shared responsibility for literacy development
• Growing emphasis on reading informational
text

17. CCR Anchor Standards for Reading

18. CCR Anchor Standards for Reading
• Integrate and evaluate content presented in diverse
media and formats, including visually and
quantitatively, as well as in words

19. CCR Anchor Standards for Reading
• Integrate and evaluate content presented in diverse
media and formats, including visually and
quantitatively, as well as in words
– Example for literature: Analyze how visual and multimedia
elements contribute to the meaning, tone or beauty of a text
(graphic novels, multimedia presentation, etc.)
– Example for informational text: Draw on information from
multiple print or digital sources, demonstrating the ability to
locate an answer quickly or solve a problem efficiently

20. CCR Anchor Standards for Writing

21. CCR Anchor Standards for Writing
• Use technology, including the Internet, to
produce and publish writing and to interact
and collaborate with others.

22. CCR Anchor Standards for Writing
• Use technology, including the Internet, to
produce and publish writing and to interact
and collaborate with others.

23. CCR Anchor Standards for Writing
• Use technology, including the Internet, to
produce and publish writing and to interact
and collaborate with others.
• Gather relevant information from multiple
print and digital sources, assess the
credibility and accuracy of each source, and
integrate the information while avoiding
plagiarism.

24. Writing Examples

25. Writing Examples
• With guidance and support from adults, explore a
variety of digital tools to produce and publish
writing, including in collaboration with peers.

26. Writing Examples
• With guidance and support from adults, explore a
variety of digital tools to produce and publish
writing, including in collaboration with peers.

27. Writing Examples
• With guidance and support from adults, explore a
variety of digital tools to produce and publish
writing, including in collaboration with peers.
• With guidance and support from adults, use
technology, including the Internet, to produce and
publish writing as well as to interact and
collaborate with others. Demonstrate sufficient
command of keyboarding skills to type a minimum
of two pages in a single setting.

28. CCR Anchor Standards for
Speaking & Listening

29. CCR Anchor Standards for
Speaking & Listening
• Prepare for and participate in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively

30. CCR Anchor Standards for
Speaking & Listening
• Prepare for and participate in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively

31. CCR Anchor Standards for
Speaking & Listening
• Prepare for and participate in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
• Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively and orally

32. CCR Anchor Standards for
Speaking & Listening
• Prepare for and participate in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
• Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively and orally

33. CCR Anchor Standards for
Speaking & Listening
• Prepare for and participate in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
• Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively and orally
• Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations

34. CCR Anchor Standards for
Speaking & Listening
• Prepare for and participate in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
• Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively and orally
• Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations

35. CCR Anchor Standards for
Speaking & Listening
• Prepare for and participate in a range of conversations and
collaborations with diverse partners, building on others’ ideas and
expressing their own clearly and persuasively
• Integrate and evaluate information presented in diverse media and
formats, including visually, quantitatively and orally
• Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations
• Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or
appropriate

36. Speaking & Listening Examples

37. Speaking & Listening Examples
• Participate in collaborative conversations with
diverse partners with peers and adults

38. Speaking & Listening Examples
• Participate in collaborative conversations with
diverse partners with peers and adults
• Create audio recordings of stories or poems, add
drawings or other visual displays to clarify ideas,
thoughts and feelings

39. Speaking & Listening Examples
• Participate in collaborative conversations with
diverse partners with peers and adults
• Create audio recordings of stories or poems, add
drawings or other visual displays to clarify ideas,
thoughts and feelings
• Include multimedia components and visual
displays in presentations to enhance the
development of main ideas or themes.

41. Create audio recordings of stories or
poems, add drawings or other visual
displays to clarify ideas, thoughts and
feelings

42. Create audio recordings of stories or
poems, add drawings or other visual
displays to clarify ideas, thoughts and
feelings

43. Create audio recordings of stories or
poems, add drawings or other visual
displays to clarify ideas, thoughts and
feelings
Participate in collaborative
conversations with diverse partners
with peers and adults

44. Create audio recordings of stories or
poems, add drawings or other visual
displays to clarify ideas, thoughts and
feelings
Participate in collaborative
conversations with diverse partners
with peers and adults

45. Create audio recordings of stories or
poems, add drawings or other visual
displays to clarify ideas, thoughts and
feelings
Participate in collaborative
conversations with diverse partners
with peers and adults
Include multimedia components and
visual displays in presentations to
enhance the development of main
ideas or themes.

46. Create audio recordings of stories or
poems, add drawings or other visual
displays to clarify ideas, thoughts and
feelings
Participate in collaborative
conversations with diverse partners
with peers and adults
Include multimedia components and
visual displays in presentations to
enhance the development of main
ideas or themes.

47. Podcasting

48. Podcasting

49. “What’s My Genre?”
Podcast
• 5th grade collaborative class project
• Students worked cooperatively with
partners
• Students conducted research online to learn
about specific genres, paraphrased
information learned
• Goal was to teach other students in class
and around country about different genres

50. Steps to Successful Podcasting
• Research information
• Create graphic organizer
• Write script
• Find images to match script
• Crop images
• Record script & add images
• Insert jingles & sound effects
• Final edits
• Upload and share

51. Teacher Reflection
• Podcasting is a long but worthwhile process
• Students love to share podcasts with family
and friends all over the world
• Podcasting gets easier as the year
progresses
• Students become mentors to other classes

52. Wikis in the 5th Grade ELA Classroom

53. Wikis in the 5th Grade ELA Classroom

54. Wiki Successes
• High student interest
• Improved editing
• Access at home and on weekends
• Highly motivating due to enlarged audience
• Proud of themselves when viewed online
• Learning how to critique others’ work
constructively

55. Wiki Challenges
• Keeping up with posts, discussion
• Sustainability – keeping students engaged
through the year
• Coming up with other uses for the wiki

56. Glogster

57. Glogster

58. Glogster Presentation
As a summative assessment upon completion
of their guided reading books, students had to
create a Glogster project. Specific instructions
were given and included the story elements and
connections. Students also had to comment on
other classmates’ glogs.

59. Examples
• Indian Captive by Aden
• There’s an Owl in the Shower by Maria
• There’s an Owl in the Shower by Anna
• Indian Captive by Ali B
• Indian Captive by Will

60. Digital Literacy
• Netiquette
• Responsible use of a social network
• Preparation for college and career where
they will use these tools

61. Teacher Reflection
• High motivation level
• Great for visual learners
• Community of learners
• Anecdotes – user names, specific rules on
responding
• Teacher monitoring
• Problems with website

62. han k you!
T
Contact informa+on:
Linda Brandon
lbrandon@lakelandschools.org