The Common Core and             Technology in         Elementary EducationPresented at Putnam/Northern Westchester BOCESJa...
What Does It Mean to be a Literate  Person in the 21st Century?
What Does It Mean to be a Literate  Person in the 21st Century?
Portrait Of Student who isCollege and Career Ready
• demonstrate independence• build strong content knowledge• respond to varying demands of audience, task, purpose and  dis...
Students employ technology thoughtfully to enhancetheir reading, writing, speaking, listening, andlanguage use. They tailo...
Students employ technology thoughtfully to enhancetheir reading, writing, speaking, listening, andlanguage use. They tailo...
Overview of Standards
Overview of Standards•3 sections
Overview of Standards•3 sections•Strands
Overview of Standards•3 sections•Strands•CCR Anchor Standards
Overview of Standards•3 sections•Strands•CCR Anchor Standards•Grade Specific Standards
Overview of Standards•3 sections•Strands•CCR Anchor Standards•Grade Specific Standards•K - 5 apply to all disciplines
Overview of Standards•3 sections•Strands•CCR Anchor Standards•Grade Specific Standards•K - 5 apply to all disciplines•6 - 1...
Reading the Standards•First initial identifies the standard•Second number identifies the grade•Third number represents the s...
RI. 4.7   Reading                                Grade 4                    Standard 7Informational     Text    Interpret ...
College and Career Readiness Anchor        Standards for ReadingStandard 7:Integrate and evaluate content presented in div...
Reading standard falls short....     The New Literacies Project
Reading standard falls short....     The New Literacies Project
Reading Literature
Reading LiteratureRL.K.7With prompting and support, describe the relationshipbetween illustrations and the story in which ...
Reading LiteratureRL.K.7With prompting and support, describe the relationshipbetween illustrations and the story in which ...
Reading LiteratureRL.K.7With prompting and support, describe the relationshipbetween illustrations and the story in which ...
RL.3.7Explain how specific aspects of a text’s illustrationscontribute to what is conveyed by the words in a story(e.g., cr...
RL.3.7Explain how specific aspects of a text’s illustrationscontribute to what is conveyed by the words in a story(e.g., cr...
RL.3.7Explain how specific aspects of a text’s illustrationscontribute to what is conveyed by the words in a story(e.g., cr...
Reading Informational Text
Reading Informational TextRI.K.7With prompting and support, describe the relationshipbetween illustrations and the text in...
Reading Informational TextRI.K.7With prompting and support, describe the relationshipbetween illustrations and the text in...
Reading Informational TextRI.K.7With prompting and support, describe the relationshipbetween illustrations and the text in...
RI.3.7Use information gained from illustrations (e.g., maps,photographs) and the words in a text to demonstrateunderstandi...
RI.3.7Use information gained from illustrations (e.g., maps,photographs) and the words in a text to demonstrateunderstandi...
RI.3.7Use information gained from illustrations (e.g., maps,photographs) and the words in a text to demonstrateunderstandi...
College and Career Readiness Anchor        Standards for Writing
College and Career Readiness Anchor        Standards for WritingStandard 6:Use technology, including the Internet, to prod...
College and Career Readiness Anchor        Standards for WritingStandard 6:Use technology, including the Internet, to prod...
W.K.6With guidance and support from adults, explore avariety of digital tools to produce and publish writing,including in ...
W.K.6With guidance and support from adults, explore avariety of digital tools to produce and publish writing,including in ...
W.K.6With guidance and support from adults, explore avariety of digital tools to produce and publish writing,including in ...
W.3.6With guidance and support from adults, use technology toproduce and publish writing (using keyboarding skills) as wel...
W.3.6With guidance and support from adults, use technology toproduce and publish writing (using keyboarding skills) as wel...
W.3.6With guidance and support from adults, use technology toproduce and publish writing (using keyboarding skills) as wel...
W.K.8With guidance and support from adults, recallinformation from experiences or gather informationfrom provided sources ...
W.K.8With guidance and support from adults, recallinformation from experiences or gather informationfrom provided sources ...
W.K.8With guidance and support from adults, recallinformation from experiences or gather informationfrom provided sources ...
W.3.8Recall information from experiences or gather informationfrom print and digital sources; take brief notes on sources ...
W.3.8Recall information from experiences or gather informationfrom print and digital sources; take brief notes on sources ...
W.3.8Recall information from experiences or gather informationfrom print and digital sources; take brief notes on sources ...
College and Career Readiness AnchorStandards for Speaking and Listening
College and Career Readiness Anchor Standards for Speaking and ListeningStandard 1:Prepare for and participate effectively...
College and Career Readiness Anchor Standards for Speaking and ListeningStandard 1:Prepare for and participate effectively...
College and Career Readiness Anchor Standards for Speaking and ListeningStandard 1:Prepare for and participate effectively...
SL.K-2.1Participate in collaborative conversations with diversepartners about kindergarten (grade 1, grade 2) topics andte...
SL.K-2.1Participate in collaborative conversations with diversepartners about kindergarten (grade 1, grade 2) topics andte...
SL.K-2.1Participate in collaborative conversations with diversepartners about kindergarten (grade 1, grade 2) topics andte...
SL.K.2Confirm understanding of text read aloud or informationpresented orally or through other media by asking andanswering...
SL.K.2Confirm understanding of text read aloud or informationpresented orally or through other media by asking andanswering...
SL.K.2Confirm understanding of text read aloud or informationpresented orally or through other media by asking andanswering...
SL.3.2Determine the main ideas and supporting details of a textread aloud or information presented in diverse media andfor...
SL.3.2Determine the main ideas and supporting details of a textread aloud or information presented in diverse media andfor...
SL.3.2Determine the main ideas and supporting details of a textread aloud or information presented in diverse media andfor...
SL.K.5Add drawings or other visual displays to descriptions asdesired to provide additional detail.
SL.K.5Add drawings or other visual displays to descriptions asdesired to provide additional detail.SL.1.5Add drawings or o...
SL.K.5Add drawings or other visual displays to descriptions asdesired to provide additional detail.SL.1.5Add drawings or o...
SL.3.5Create engaging audio recordings of stories or poems thatdemonstrate fluid reading at an understandable pace; addvisu...
SL.3.5Create engaging audio recordings of stories or poems thatdemonstrate fluid reading at an understandable pace; addvisu...
SL.3.5Create engaging audio recordings of stories or poems thatdemonstrate fluid reading at an understandable pace; addvisu...
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
Technology and the Common Core in the Elementary Classroom
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Technology and the Common Core in the Elementary Classroom

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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
  • 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
  • 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
  • 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
  • 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
  • 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. \nAnd what does it say about the evaluative nature of reading? That is dealt with in the writing standard, but according to Leu, should have more prominence within these standards.\n
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  • audio books, you tube videos, vimeo, podcasts, itunes, Starfall, TumbleBooks, Capstone Interactive, RAZ Kids, digital storytelling, awesomestories.com, bitesize, iTunes, watchknowlearn.org, vital\n
  • audio books, you tube videos, vimeo, podcasts, itunes, Starfall, TumbleBooks, Capstone Interactive, RAZ Kids, digital storytelling, awesomestories.com, bitesize, iTunes, watchknowlearn.org, vital\n
  • audio books, you tube videos, vimeo, podcasts, itunes, Starfall, TumbleBooks, Capstone Interactive, RAZ Kids, digital storytelling, awesomestories.com, bitesize, iTunes, watchknowlearn.org, vital\n
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  • 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.\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.\n
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  • Look at Page 61 of Standards document and the second paragraph on the left: I have summarized this on one page; basically, there are scaffolding skills that are shown by bullet points under the main standard. In essence, this standard emphasizes collaborative conversations and discussions, with an emphasis on multicultural and divergent perspectives. Technology allows us to have these conversations much more easily than we could have before we broke down the walls of the classroom with the Internet\n
  • Look at Page 61 of Standards document and the second paragraph on the left: I have summarized this on one page; basically, there are scaffolding skills that are shown by bullet points under the main standard. In essence, this standard emphasizes collaborative conversations and discussions, with an emphasis on multicultural and divergent perspectives. Technology allows us to have these conversations much more easily than we could have before we broke down the walls of the classroom with the Internet\n
  • Look at Page 61 of Standards document and the second paragraph on the left: I have summarized this on one page; basically, there are scaffolding skills that are shown by bullet points under the main standard. In essence, this standard emphasizes collaborative conversations and discussions, with an emphasis on multicultural and divergent perspectives. Technology allows us to have these conversations much more easily than we could have before we broke down the walls of the classroom with the Internet\n
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  • Technology and the Common Core in the Elementary Classroom

    1. 1. The Common Core and Technology in Elementary EducationPresented at Putnam/Northern Westchester BOCESJanuary 23, 2012Linda Brandon
    2. 2. What Does It Mean to be a Literate Person in the 21st Century?
    3. 3. What Does It Mean to be a Literate Person in the 21st Century?
    4. 4. Portrait Of Student who isCollege and Career Ready
    5. 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. 6. Students employ technology thoughtfully to enhancetheir reading, writing, speaking, listening, andlanguage use. They tailor their searches online toacquire useful information efficiently, and theyintegrate what they learn using technology withwhat they learn offline. They are familiar with thestrengths and limitations of various technologicaltools and mediums and can select and use those bestsuited to their communication goals.
    7. 7. Students employ technology thoughtfully to enhancetheir reading, writing, speaking, listening, andlanguage use. They tailor their searches online toacquire useful information efficiently, and theyintegrate what they learn using technology withwhat they learn offline. They are familiar with thestrengths and limitations of various technologicaltools and mediums and can select and use those bestsuited to their communication goals.
    8. 8. Overview of Standards
    9. 9. Overview of Standards•3 sections
    10. 10. Overview of Standards•3 sections•Strands
    11. 11. Overview of Standards•3 sections•Strands•CCR Anchor Standards
    12. 12. Overview of Standards•3 sections•Strands•CCR Anchor Standards•Grade Specific Standards
    13. 13. Overview of Standards•3 sections•Strands•CCR Anchor Standards•Grade Specific Standards•K - 5 apply to all disciplines
    14. 14. Overview of Standards•3 sections•Strands•CCR Anchor Standards•Grade Specific Standards•K - 5 apply to all disciplines•6 - 12 has 2 specific sections
    15. 15. Reading the Standards•First initial identifies the standard•Second number identifies the grade•Third number represents the specific standard RI.4.7
    16. 16. 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.
    17. 17. College and Career Readiness Anchor Standards for ReadingStandard 7:Integrate and evaluate content presented in diversemedia and formats, including visually andquantitatively, as well as in words.
    18. 18. Reading standard falls short.... The New Literacies Project
    19. 19. Reading standard falls short.... The New Literacies Project
    20. 20. Reading Literature
    21. 21. Reading LiteratureRL.K.7With prompting and support, describe the relationshipbetween illustrations and the story in which theyappear (e.g., what moment in a story an illustrationdepicts).
    22. 22. Reading LiteratureRL.K.7With prompting and support, describe the relationshipbetween illustrations and the story in which theyappear (e.g., what moment in a story an illustrationdepicts).RL.1.7Use illustrations and details in a story to describe itscharacters, setting, or events.
    23. 23. Reading LiteratureRL.K.7With prompting and support, describe the relationshipbetween illustrations and the story in which theyappear (e.g., what moment in a story an illustrationdepicts).RL.1.7Use illustrations and details in a story to describe itscharacters, setting, or events.RL.2.7Use information gained from the illustrations andwords in a print or digital text to demonstrateunderstanding of its characters, setting, or plot.
    24. 24. RL.3.7Explain how specific aspects of a text’s illustrationscontribute to what is conveyed by the words in a story(e.g., create mood, emphasize aspects of a character orsetting).
    25. 25. RL.3.7Explain how specific aspects of a text’s illustrationscontribute to what is conveyed by the words in a story(e.g., create mood, emphasize aspects of a character orsetting).RL.4.7Make connections between the text of a story or dramaand a visual or oral presentation of the text,identifying where each version reflects specificdescriptions and directions in the text.
    26. 26. RL.3.7Explain how specific aspects of a text’s illustrationscontribute to what is conveyed by the words in a story(e.g., create mood, emphasize aspects of a character orsetting).RL.4.7Make connections between the text of a story or dramaand a visual or oral presentation of the text,identifying where each version reflects specificdescriptions and directions in the text.RL.5.7Analyze how visual and multimedia elementscontribute to the meaning, tone, or beauty of a text(e.g., graphic novel, multimedia presentation of fiction,folktale, myth, poem).
    27. 27. Reading Informational Text
    28. 28. Reading Informational TextRI.K.7With prompting and support, describe the relationshipbetween illustrations and the text in which theyappear (e.g., what person, place, thing, or idea in thetext an illustration depicts).
    29. 29. Reading Informational TextRI.K.7With prompting and support, describe the relationshipbetween illustrations and the text in which theyappear (e.g., what person, place, thing, or idea in thetext an illustration depicts).RI.1.7Use the illustrations and details in a text to describe itskey ideas.
    30. 30. Reading Informational TextRI.K.7With prompting and support, describe the relationshipbetween illustrations and the text in which theyappear (e.g., what person, place, thing, or idea in thetext an illustration depicts).RI.1.7Use the illustrations and details in a text to describe itskey ideas.RL.3.7Explain how specific images (e.g., a diagram showinghow a machine works) contribute to and clarify a text.
    31. 31. RI.3.7Use information gained from illustrations (e.g., maps,photographs) and the words in a text to demonstrateunderstanding of the text (e.g., where, when, why, andhow key events occur).
    32. 32. RI.3.7Use information gained from illustrations (e.g., maps,photographs) and the words in a text to demonstrateunderstanding of the text (e.g., where, when, why, andhow key events occur).RI.4.7Interpret information presented visually, orally, orquantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Webpages) and explain how the information contributes toan understanding of the text in which it appears.
    33. 33. RI.3.7Use information gained from illustrations (e.g., maps,photographs) and the words in a text to demonstrateunderstanding of the text (e.g., where, when, why, andhow key events occur).RI.4.7Interpret information presented visually, orally, orquantitatively (e.g., in charts, graphs, diagrams, timelines, animations, or interactive elements on Webpages) and explain how the information contributes toan understanding of the text in which it appears.RI.5.7Draw information from multiple print or digitalsources, demonstrating the ability to locate an answerto a question quickly or to solve a problem efficiently.
    34. 34. College and Career Readiness Anchor Standards for Writing
    35. 35. College and Career Readiness Anchor Standards for WritingStandard 6:Use technology, including the Internet, to produceand publish writing and to interact and collaboratewith others.
    36. 36. College and Career Readiness Anchor Standards for WritingStandard 6:Use technology, including the Internet, to produceand publish writing and to interact and collaboratewith others.Standard 8:Gather relevant information from multiple printand digital sources, assess the credibility andaccuracy of each source, and integrate theinformation while avoiding plagiarism.
    37. 37. W.K.6With guidance and support from adults, explore avariety of digital tools to produce and publish writing,including in collaboration with peers.
    38. 38. W.K.6With guidance and support from adults, explore avariety of digital tools to produce and publish writing,including in collaboration with peers.W.1.6With guidance and support from adults, use a varietyof digital tools to produce and publish writing,including in collaboration with peers.
    39. 39. W.K.6With guidance and support from adults, explore avariety of digital tools to produce and publish writing,including in collaboration with peers.W.1.6With guidance and support from adults, use a varietyof digital tools to produce and publish writing,including in collaboration with peers.W.2.6With guidance and support from adults, use a varietyof digital tools to produce and publish writing,including in collaboration with peers.
    40. 40. W.3.6With guidance and support from adults, use technology toproduce and publish writing (using keyboarding skills) as wellas to interact and collaborate with others.
    41. 41. W.3.6With guidance and support from adults, use technology toproduce and publish writing (using keyboarding skills) as wellas to interact and collaborate with others.W.4.6With some guidance and support from adults, use technology,including the Internet, to produce and publish writing as wellas to interact and collaborate with others; demonstratesufficient command of keyboarding skills to type a minimumof one page in a single setting.
    42. 42. W.3.6With guidance and support from adults, use technology toproduce and publish writing (using keyboarding skills) as wellas to interact and collaborate with others.W.4.6With some guidance and support from adults, use technology,including the Internet, to produce and publish writing as wellas to interact and collaborate with others; demonstratesufficient command of keyboarding skills to type a minimumof one page in a single setting.W.5.6With some guidance and support from adults, use technology,including the Internet, to produce and publish writing as wellas to interact and collaborate with others; demonstratesufficient command of keyboarding skills to type a minimumof two pages in a single setting.
    43. 43. W.K.8With guidance and support from adults, recallinformation from experiences or gather informationfrom provided sources to answer a question.
    44. 44. W.K.8With guidance and support from adults, recallinformation from experiences or gather informationfrom provided sources to answer a question.W.1.8With guidance and support from adults, recallinformation from experiences or gather informationfrom provided sources to answer a question.
    45. 45. W.K.8With guidance and support from adults, recallinformation from experiences or gather informationfrom provided sources to answer a question.W.1.8With guidance and support from adults, recallinformation from experiences or gather informationfrom provided sources to answer a question.W.2.8Recall information from experiences or gatherinformation from provided sources to answer aquestion.
    46. 46. W.3.8Recall information from experiences or gather informationfrom print and digital sources; take brief notes on sources andsort evidence into provided categories.
    47. 47. W.3.8Recall information from experiences or gather informationfrom print and digital sources; take brief notes on sources andsort evidence into provided categories.W.4.8Recall relevant information from experiences or gatherrelevant information from print and digital sources; takenotes and categorize information, and provide a list ofsources.
    48. 48. W.3.8Recall information from experiences or gather informationfrom print and digital sources; take brief notes on sources andsort evidence into provided categories.W.4.8Recall relevant information from experiences or gatherrelevant information from print and digital sources; takenotes and categorize information, and provide a list ofsources.W.5.8Recall relevant information from experiences or gatherrelevant information from print and digital sources;summarize or paraphrase information in notes and finishedwork, and provide a list of sources.
    49. 49. College and Career Readiness AnchorStandards for Speaking and Listening
    50. 50. College and Career Readiness Anchor Standards for Speaking and ListeningStandard 1:Prepare for and participate effectively in a range ofconversations and collaborations with diverse partners,building on others’ ideas and expressing their own clearly andpersuasively.
    51. 51. College and Career Readiness Anchor Standards for Speaking and ListeningStandard 1:Prepare for and participate effectively in a range ofconversations and collaborations with diverse partners,building on others’ ideas and expressing their own clearly andpersuasively.Standard 2:Integrate and evaluate information presented in diversemedia and formats, including visually, quantitatively, andorally.
    52. 52. College and Career Readiness Anchor Standards for Speaking and ListeningStandard 1:Prepare for and participate effectively in a range ofconversations and collaborations with diverse partners,building on others’ ideas and expressing their own clearly andpersuasively.Standard 2:Integrate and evaluate information presented in diversemedia and formats, including visually, quantitatively, andorally.Standard 5:Make strategic use of digital media and visual displays of datato express information and enhance understanding ofpresentations.
    53. 53. SL.K-2.1Participate in collaborative conversations with diversepartners about kindergarten (grade 1, grade 2) topics andtexts with peers and adults in small and large groups.
    54. 54. SL.K-2.1Participate in collaborative conversations with diversepartners about kindergarten (grade 1, grade 2) topics andtexts with peers and adults in small and large groups.SL.3-5.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners ongrade 3 (grade 4, grade 5) topics and texts building on others’ideas and expressing their own clearly.
    55. 55. SL.K-2.1Participate in collaborative conversations with diversepartners about kindergarten (grade 1, grade 2) topics andtexts with peers and adults in small and large groups.SL.3-5.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners ongrade 3 (grade 4, grade 5) topics and texts building on others’ideas and expressing their own clearly.For all: e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.
    56. 56. SL.K.2Confirm understanding of text read aloud or informationpresented orally or through other media by asking andanswering questions about key details and requestingclarification if something is not understood.
    57. 57. SL.K.2Confirm understanding of text read aloud or informationpresented orally or through other media by asking andanswering questions about key details and requestingclarification if something is not understood.SL.1.2Ask and answer questions about key details in a text readaloud or presented orally or through other media.
    58. 58. SL.K.2Confirm understanding of text read aloud or informationpresented orally or through other media by asking andanswering questions about key details and requestingclarification if something is not understood.SL.1.2Ask and answer questions about key details in a text readaloud or presented orally or through other media.SL.2.2Recount or describe key ideas or details from a text readaloud or information presented orally or through other media.
    59. 59. SL.3.2Determine the main ideas and supporting details of a textread aloud or information presented in diverse media andformat, including visually, quantitatively, and orally.
    60. 60. SL.3.2Determine the main ideas and supporting details of a textread aloud or information presented in diverse media andformat, including visually, quantitatively, and orally.SL.4.2Paraphrase portions of a text read aloud or informationpresented in diverse media and formats, including visually,quantitatively, and orally.
    61. 61. SL.3.2Determine the main ideas and supporting details of a textread aloud or information presented in diverse media andformat, including visually, quantitatively, and orally.SL.4.2Paraphrase portions of a text read aloud or informationpresented in diverse media and formats, including visually,quantitatively, and orally.SL.5.2Summarize a written text read aloud or informationpresented in diverse media and formats, including visually,quantitatively, and orally.
    62. 62. SL.K.5Add drawings or other visual displays to descriptions asdesired to provide additional detail.
    63. 63. SL.K.5Add drawings or other visual displays to descriptions asdesired to provide additional detail.SL.1.5Add drawings or other visual displays to descriptions whenappropriate to clarify ideas, thoughts, and feelings.
    64. 64. SL.K.5Add drawings or other visual displays to descriptions asdesired to provide additional detail.SL.1.5Add drawings or other visual displays to descriptions whenappropriate to clarify ideas, thoughts, and feelings.SL.2.5Create audio recordings or stories or poems; add drawings orother visual displays to stories or recounts of experienceswhen appropriate to clarify ideas, thoughts, and feelings.
    65. 65. SL.3.5Create engaging audio recordings of stories or poems thatdemonstrate fluid reading at an understandable pace; addvisual displays when appropriate to emphasize or enhancecertain facts or details.
    66. 66. SL.3.5Create engaging audio recordings of stories or poems thatdemonstrate fluid reading at an understandable pace; addvisual displays when appropriate to emphasize or enhancecertain facts or details.SL.4.5Add audio recordings and visual displays to presentationswhen appropriate to enhance the development of main ideasor themes.
    67. 67. SL.3.5Create engaging audio recordings of stories or poems thatdemonstrate fluid reading at an understandable pace; addvisual displays when appropriate to emphasize or enhancecertain facts or details.SL.4.5Add audio recordings and visual displays to presentationswhen appropriate to enhance the development of main ideasor themes.SL.5.5Include multimedia components (e.g., graphics, sound) andvisual displays in presentations when appropriate to enhancethe development of main ideas or themes.

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