This document provides an overview of how to integrate technology into teaching the Common Core State Standards. It begins with introducing Edmodo as a platform for discussion and sharing resources. It then discusses three elements of the teaching process: 1) Locating texts and pairing fiction with nonfiction, 2) Close reading and critical thinking using tools like Wallwisher and Diigo, and 3) Assessing knowledge through digital products created with tools like Smore, Glogster and Animoto. Throughout are examples of specific tools that can be used at different grade levels to meet the goals of the Common Core.
Here is the original presentation of this slide show w/ colleague Lisa Marie Johnson. It does not include Twitter or Delicious, but does include portfolio, wiki, and blog.
Directions This assignment is for a Reading Course. The cross-disAlyciaGold776
Directions: This assignment is for a Reading Course. The cross-disciplinary unit that I will be implementing in my classroom is Social Studies (Grade 11 US History). Attached you will find a copy of the lesson plan and an attachment of Reading Standards. Current resources and tools that would enhance the learning experience for all students is Kahoot, Quizlet or Nearpod. Must use original work and must be APA formatted.
Please review the Special Accommodations and ELL section on the last page of the lesson plan, all bench marks and state standards for the lesson is within the lesson plan.
Benchmark - Cross-Disciplinary Unit Narrative
For this benchmark, write a 750-1,000 word narrative about a cross-disciplinary unit you would implement in your classroom. Choose a minimum of two standards, at least one for the content area of your field experience classroom and at least one supportive literacy standard to focus on for the unit narrative. You may use your Topic 3 "Instructional Strategies for Literacy Integration Matrix as a guide to inform this assignment."
Your narrative must include:
· Unit Description and Rationale: Complete description of unit theme and purpose, including learning objectives, based on the content area standards and literacy standards.
· Learning Opportunities: Description of two learning opportunities that create ways for students to learn, practice, and master academic language in content areas
· Collaboration: Description of how you would facilitate students’ collaborative use of current tools and resources to maximize content learning in varied contexts
· Support: Description of support that would be implemented for student literacy development across content areas
· Differentiation: Description of how the lessons within the unit would provide differentiated instruction
· Strategies: Description of strategies that you would use within your unit to advocate for equity in your classroom
· Cultural Diversity: Description of the effect of cultural diversity in the classroom on reading and writing development. Describe how the unit capitalizes on cultural diversity.
· Resources: Description of current resources and tools that would enhance the learning experience for all students.
Support your findings with 3-5 scholarly resources.
ELA Standards and Technology Matrix (Grades 11-12)
Click on the standard to view more information in CPALMS. Click on the links to visit the websites for the featured technology tools.
Grade Standards Technology
11-12 LAFS.1112.L.3.4
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grades 11–12 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that
indic ...
Here is the original presentation of this slide show w/ colleague Lisa Marie Johnson. It does not include Twitter or Delicious, but does include portfolio, wiki, and blog.
Directions This assignment is for a Reading Course. The cross-disAlyciaGold776
Directions: This assignment is for a Reading Course. The cross-disciplinary unit that I will be implementing in my classroom is Social Studies (Grade 11 US History). Attached you will find a copy of the lesson plan and an attachment of Reading Standards. Current resources and tools that would enhance the learning experience for all students is Kahoot, Quizlet or Nearpod. Must use original work and must be APA formatted.
Please review the Special Accommodations and ELL section on the last page of the lesson plan, all bench marks and state standards for the lesson is within the lesson plan.
Benchmark - Cross-Disciplinary Unit Narrative
For this benchmark, write a 750-1,000 word narrative about a cross-disciplinary unit you would implement in your classroom. Choose a minimum of two standards, at least one for the content area of your field experience classroom and at least one supportive literacy standard to focus on for the unit narrative. You may use your Topic 3 "Instructional Strategies for Literacy Integration Matrix as a guide to inform this assignment."
Your narrative must include:
· Unit Description and Rationale: Complete description of unit theme and purpose, including learning objectives, based on the content area standards and literacy standards.
· Learning Opportunities: Description of two learning opportunities that create ways for students to learn, practice, and master academic language in content areas
· Collaboration: Description of how you would facilitate students’ collaborative use of current tools and resources to maximize content learning in varied contexts
· Support: Description of support that would be implemented for student literacy development across content areas
· Differentiation: Description of how the lessons within the unit would provide differentiated instruction
· Strategies: Description of strategies that you would use within your unit to advocate for equity in your classroom
· Cultural Diversity: Description of the effect of cultural diversity in the classroom on reading and writing development. Describe how the unit capitalizes on cultural diversity.
· Resources: Description of current resources and tools that would enhance the learning experience for all students.
Support your findings with 3-5 scholarly resources.
ELA Standards and Technology Matrix (Grades 11-12)
Click on the standard to view more information in CPALMS. Click on the links to visit the websites for the featured technology tools.
Grade Standards Technology
11-12 LAFS.1112.L.3.4
Determine or clarify the meaning of unknown and multiple-
meaning words and phrases based on grades 11–12 reading
and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence,
paragraph, or text; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
b. Identify and correctly use patterns of word changes that
indic ...
A study of sixth graders’ critical evaluation of Internet sourcesaj6785
This study was a descriptive, task-based analysis to determine how sixth-grade students approach the cognitive task of critically evaluating Internet sources. Pairs of sixth grade students in an Information Literacy course evaluated four preselected Internet sites to determine their credibility and appropriateness for two specific research scenarios. Data for analysis included written responses, screencasts, and video of students while completing the task. Results suggest that these students tended toward simplistic modes of evaluation in the face of increased cognitive load, though some moved toward a more critical stance and many applied basic metacognitive strategies. The study points to the importance of instructional approaches that teach students to flexibly apply evaluation criteria in ill-structured environments, that teach advanced metacognitive strategies, and that instill habits of mind for critical inquiry. Instruction that empowers students to practice healthy skepticism even in the face of authority is also essential.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Tech the Common Core!
By Angie Johnson
ajohnson@lakeshoreps.org
Twitter: @angkjohns
2. Are you an ipadder?
If so, download the CCSS app from itunes!
3. Let’s Get Set Up!
Go to
Edmodo.com. If
you don’t already
have an account,
sign up. If you
have an account,
under Groups
(left sidebar)
click JOIN & type
in this code:
y6xdz0
4. Once on Edmodo . . .
2. Click on the Wallwisher
1. Take the poll. link to post an answer.
When my students post on
Edmodo, they are to use
capital letters, correct
punctuation, and correct
spelling! This is where we
talk about purpose and
audience in writing.
5. Common Core State Standards for ELA & Literacy
http://www.youtube.com/watch?v=RmLElb7yHDU
6. Important Themes
(i.e. stuff teacher needs to get kids to do)
Main focus today is on
these.
Made at bubbl.us
7. How to plug tech into the CCSS?
Start by integrating digital tools into these three
sequential elements of the teaching process:
Locating texts for Teaching and Assessing
study, practicing close knowledge
emphasizing reading, analysis, through digital
nonfiction in a and attention to products with
variety of styles, evidence. attention to
genres, mediums. audience,
purpose.
Let’s consider each of these three elements separately . . .
8. 1. Locating Texts for Study
IDEAS of things you may want to do to SOURCES or TOOLS to do them . . .
meet goals of the CCSS . . . (E, M, H = Elem, Middle, High)
Pair pro/con texts—Compare/contrast opposing Middle School Public Debate Program (M)
sides of the same issue http://www.middleschooldebate.com/topics/topicresearch.ht
m#tvbad
*Note: I recommend giving students the TEXTS,
Debatepedia (Use their sources)
not sending them to the page summarizing
(H)http://debatepedia.idebate.org/en/index.php/Welcome_to
arguments. THEY need to do the work! _Debatepedia!
Pair primary and secondary texts—Compare a The Primary Source Librarian (M, H)
secondary report to the primary source; site http://www.maryjjohnson.com/primarysourcelibrarian/?p=76
0
provides analysis methods, links to sources.
Pair nonfiction with fiction—To provide Informational Texts (E, M,
historical context or prior knowledge. H)http://www.jogtheweb.com/run/iwx1s5yz5KFi/Informatio
nal-Texts-Common-Core-Resource
Primary Source and Informational Text
Websites
http://2011commoncore.pbworks.com/w/page/47145470/Pri
mary%20Source%20and%20Informational%20Text%20Websi
tes
Pair news reports of same story—to show bias Sources for Informational Text (E, M, H)
or slant (for example Fox vs. NPR). http://helloliteracy.blogspot.com/2011/02/sources-of-short-
web-based-text.html
9. 1. Locating Texts for Study (Cont.)
IDEAS of things you may want to do SOURCES or TOOLS to do them . . .
to meet goals of the CCSS. . . (E, M, H = Elem, Middle, High)
Check readability—to determine if an Readability Test Tool (E, M, H)
Internet text is appropriate. http://www.read-able.com/
Make a clean pdf of web site text—to Joliprint (E, M, H)
copy and distribute OR to insert into a http://joliprint.com/
digital presentation.
Tools in BOLD are highlighted
later in this presentation.
10. 2. Close Reading and Critical Thinking
IDEAS of things you may want to do to SOURCES or TOOLS to do them . . .
meet goals of the CCSS. . . (E, M, H = Elem, Middle, High)
Introduce close reading—Shows close How To Do A Close Reading (M, H)
reading of Dr. Seuss excerpt. http://www.youtube.com/watch?v=adXdTXEzmzE
Extend class discussion after class OR Edmodo.com (upper E, M, H)
during class—Assign some students to post http://www.edmodo.com/
observations, reflections on content or
process OR Have small groups post in class.
Post thoughts, questions while reading a Wallwisher (upper E, M, H)
text together, in small groups, individually. http://wallwisher.com
Annotate Internet texts with highlighting Diigo (M, H)
and sticky notes, and save those to a http://www.diigo.com
collection.
If there’s an app symbol in the box, there’s an
ipad app for that tool!
11. 2. Close Reading & Critical Thinking Cont.
IDEAS of things you may want to do SOURCES or TOOLS to do them . . .
to meet goals of the CCSS. . . (E, M, H = Elem, Middle, High)
Small groups find evidence for themes Each group has a page for posting
or ideas in a text, post these to a space evidence.
where they are accesssed later to be Wikispaces, Googledocs—Post evidence
used as evidence in writing. on single page in chart format. Could also
Ex: Keep track of evidence for theme of do this using Stixy (upper E, M,H).
“fate” in Romeo and Juliet and record in http://www.stixy.com/
your section of shared chart.
Incorporate in writing final essays on
R&J. (Thanks to April Niemela for that
great idea!)
Teach critical evaluation of Internet Screencast-o-matic (upper E, M, H)
sources by providing an example video http://www.screencast-o-matic.com/
Have students watch video online and TED.ed (Youtube videos only; E, M, H)
answer questions during or after http://ed.ted.com/videos
watching. Use for “class-flipping.” Grockit Answers (Any videos; M, H)
https://grockit.com/answers/
12. 3. Create final products digitally
IDEAS of things you may want to do to SOURCES or TOOLS to do them . . .
meet goals of the CCSS. . . (E, M, H = Elem, Middle, High)
Make presentations with embedded Smore (M, H) http://www.smore.com/
graphics, video, audio, and text. Glogster (E, M, H) http://www.glogster.com/
Prezi (M, H) http://prezi.com/
Summarize, review, or persuade through Animoto (upper E, M, H)
video. http://animoto.com/
Organize, synthesize, and share Bubbl.us (M, H) https://bubbl.us/
information in a graphic organizer. Stixy (upper E, M, H)http://www.stixy.com/
Create an infographic that synthesizes the Easel.ly (M, H)
most important ideas of the text(s). http://www.easel.ly/
Display knowledge by teaching others how Screencast-o-matic (upper E, M, H)
to do something online: search, evaluate http://www.screencast-o-matic.com/
sources, accomplish a technical goal.
Create a comic to share ideas via short MakeBeliefsComix.com (E, M, H)
dialogue. http://www.makebeliefscomix.com/Comix/
Create a list of sources in proper format for Easybib (M, H) http://www.easybib.com/
a bibliography.
13.
14. -Emphasis on “complex texts”
Readability Test Tool -Ensure appropriate level
-Input by web address or
http://www.read-able.com/ copy/paste text onto site.
16. TED.ed http://ed.ted.com/videos
-Assign video followed by questions and other
links; students submit answers online.
-Play back Youtube vids w/o access to YT.
-Get link and save! You can’t return to this later!
My ex: http://ed.ted.com/on/aKZeKhap
17. Grockit https://grockit.com/answers/
Answers
-Students answer questions while
they watch video.
-Like TED, students need to log in.
-Conversations are either public or
private, can be moderated.
-GREAT video intro for teachers:
TEACHER link at bottom of home
page. Watch it!
-Not just for Youtube vids! Add
applet for toolbar and Grock any
video. Details in teacher intro.
-Be sure to make make video
private so you can moderate
student posts.
-MyHERE for a blog post with
Go ex:
specific tips and instructions!
https://grockit.com/answers/v/yt.
adXdTXEzmzE.public
18. Wallwisher
http://wallwis
her.com
-Brainstorm as a class, in groups, or individually as you read/process text.
-Could include reactions to text, questioning, predicting, listing
vocabulary/word choices, and so on, but max of 160 characters per note.
19. Screencast-o-matic http://www.screencast-o-matic.com/
-Make instructional videos for students.
-Have students demonstrate to you and each
other their mastery of a digital activity—search,
site evaluation, technical know-how.
-Free version allows up to 15 min. recording
time and you can save in several formats.
-Doesn’t require a download!
-Set volume here but also make sure
your computer’s volume is turned up,
or you’ll get no audio!
-Super quick and easy!
-Upgrade only $15/yr, allows
unlimited length; class acct. $20/mo
-Lame web site, but great service if
you email them.
20. Diigo
www.diigo.com
-Must have the Diigolet—
under TOOLS.
-Students log in; collect web
pages, sort by tags.
-Highlight pages, sticky note
pages and save those.
-Best for HS research.
Looks like this on my Firefox toolbar.
21. Stixy http://www.stixy.com/
-Use as collaboration space,
bookmarking, or presenting.
-Quick share w/web address.
-Can add notes, photos, docs.
-Can tag Stixyboards by topic for
later search.
-No style options, but very simple
and efficient.
-My
ex:http://www.stixy.com/guest/
213465
22. Smore
http://www.
smore.com/a
pp/users/log
in
-Essentially a quick web page maker.
-Choose from several formats; I chose
newsletter format for example to left.
-Some choice of background, colors,
themes; even a box at bottom of page for
you/students to post responses.
-Quick share with anyone via address.
Here’s mine: http://smore.com/16r5
23. Easel.ly http://www.easel.ly/
Watch vid on
home page!
-Students must synthesize info
to present it graphically.
-Several styles to choose from.
-Log in and save to your acct.
-Share through a link, embed,
or download.
-My ex:
https://s3.amazonaws.com/eas
el.ly/all_easels/19623/Fox_vs_
NPR/image.jpg
24. Make
Beliefs
Comix
http://www.
makebeliefsc
omix.com/
-Choose from many people, elements,
background settings, etc.
-Click the function button on the left FIRST, and
then manipulate the element in frame.
-Up to three frames only.
-Few different color options for background,
rest is black and white.
-No saving to site, so print comic or have link
sent to your email for download.
-Create comics in Sp, Fr, Ger, It, Port, Lat!!
-I think screenshot is just as easy!
25. Now to plan . . .
1. First, pick a lesson, unit or subject you already
teach. What texts could you pair with non-fiction?
For what topics could you add non-fiction?
2. Find non-fiction texts to pair or add to your
curriculum.
3. Consider how you’ll help students read closely for
comprehension, possibly incorporating tech tools.
4. Consider how you can get students to show their
understanding by creating digital products.
5. Don’t be afraid to take a chance!
6. Relax and have fun. Thanks for watching.
26. About the Presenter
Angie Johnson began teaching in 1990
when she singlehandedly became the
high school English and French
departments of a K-12 school in
northern Michigan. In 1995 she joined
the staff of Lakeshore High School and in
2002 earned a National Board
Certification. In 2004 she became the
library media specialist at Lakeshore
Middle School, where she currently
teaches eighth grade language arts and
runs the media center. In the summer of
2012 she began her third year in
Michigan State University’s Ph.D.
program in Educational Psychology and
Educational Technology. Reach her on
Twitter @angkjohns.