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# Getting to the Core: Integrating Technology into Common Core Standards

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The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.

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• Ten Mathematical Principles form the backbone of these standards. Each principle is accompanied by an explanation that describes the coherent view students are expected to have of a specific area of mathematics. With this coherent view, students will be better able to learn more mathematics and use the mathematics they know. The principles pull together topics previously studied and target topics yet to be learned in post-secondary programs. Each principle consists of a statement of a Coherent Understanding of the principle, together with Core Concepts, Core Skills, and Explanatory Problems that exemplify and delimit the range of tasks students should be able to do. These standards, like vectors, specify direction and distance for students to be ready for college and careers: 1. Direction—The Coherent Understanding The Coherent Understandings attempt to communicate the mathematical coherence of the knowledge students should take into college and careers. They are intended to tell teachers, ‘This is how your students should see the mathematics in this area in order to aim them towards mastering it.’ 2. Distance—The Concepts, Skills and Explanatory Problems Collectively, these statements and sets of problems define and clarify the level of expertise students should reach if they are to be prepared for success in college and career. They are a. statements of concepts students must know and actions students must be able to take using the mathematics; and b. examples of the problems and other assignments they must be able to complete. In addition to the Mathematical Principles, the standards also contain a set of Mathematical Practices that are key to using mathematics in the workplace, in further education and in a 21st Century democracy. Students who care about being precise, who look for hidden structure and note regularity in repeated reasoning, who make sense of complex problems and persevere in solving them, who construct viable arguments and use technology intelligently are more likely to be able to apply the knowledge they have attained in school to new situations. These mathematical practices are described and tied to examples. Taken together, the explanations of the mathematical principles, the associated concepts and skills and the mathematical practices form the College and Career Readiness Standards for Mathematics.
• ### Getting to the Core: Integrating Technology into Common Core Standards

1. 1. Getting to the Core: Integrating Technology into Common Core Standards<br />Date/Time: July 11, 9-3pmLocation: RAC 311Presenter: Shawndra Johnson <br />The Common Core standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success. We will explore what technology tools and resources can help you begin addressing these new standards in real and relevant ways.<br />
2. 2. My Contact Info:<br />
4. 4. What are the ACCSS?<br />Alabama’s Common Core State Standards (ACCSS) for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (“the Standards”) are the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K–12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school. <br />
5. 5. College and Career Readiness Standards: Reading<br />Key Ideas and Details <br />1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. <br />2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. <br />3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. <br />Craft and Structure <br />4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. <br />5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. <br />6. Assess how point of view or purpose shapes the content and style of a text. <br />Integration of Knowledge and Ideas <br />7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. (Please see ―Research to Build and Present Knowledge‖ in Writing and ―Comprehension and Collaboration‖ in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources.) <br />8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. <br />9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. <br />Range of Reading and Level of Text Complexity <br />10. Read and comprehend complex literary and informational texts independently and proficiently.<br />
6. 6. College and Career Readiness Standards: Writing<br />Text Types and Purposes<br />1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. <br />2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. <br />3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. <br />Production and Distribution of Writing <br />4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. <br />5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. <br />6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. <br />Research to Build and Present Knowledge <br />7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. <br />8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. <br />9. Draw evidence from literary or informational texts to support analysis, reflection, and research. <br />Range of Writing <br />10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.<br />
7. 7. College and Career Readiness Standards: Speaking & Listening<br />Comprehension and Collaboration <br />1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. <br />2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. <br />3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. <br />Presentation of Knowledge and Ideas <br />4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. <br />5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. <br />6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.<br />
8. 8. College and Career Readiness Standards: Language<br />Conventions of Standard English <br />1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. <br />2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. <br />Knowledge of Language <br />3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. <br />Vocabulary Acquisition and Use <br />4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. <br />5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. <br />6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression .<br />
9. 9. College and Career Readiness Standards: Mathematical Principles<br />Number. Procedural fluency in operations with real numbers and strategic competence in approximation are grounded in an understanding of place value. The rules of arithmetic govern operations and are the foundation of algebra. <br />Expressions. Expressions use symbols and efficient notational conventions about order of operations, fractions and exponents to express verbal descriptions of computations in a compact form. <br />Equations. An equation is a statement that two expressions are equal, which may result from expressing the same quantity in two different ways, or from asking when two different quantities have the same value. Solving an equation means finding the values of the variables in it that make it true. <br />Functions. Functions describe the dependence of one quantity on another. For example, the return on an investment is a function of the interest rate. Because nature and society are full of dependencies, functions are important tools in the construction of mathematical models. <br />Quantity. A quantity is an attribute of an object or phenomenon that can be measured using numbers. Specifying a quantity pairs a number with a unit of measure, such as 2.7 centimeters, 42 questions or 28 miles per gallon. <br />Modeling. Modeling uses mathematics to help us make sense of the real world—to understand quantitative relationships, make predictions, and propose solutions. <br />Shape. Shapes, their attributes, and the relations among them can be analyzed and generalized using the deductive method first developed by Euclid, generating a rich body of theorems from a few axioms. <br />Coordinates. Applying a coordinate system to Euclidean space connects algebra and geometry, resulting in powerful methods of analysis and problem solving. <br />Probability. Probability assesses the likelihood of an event. It allows for the quantification of uncertainty, describing the degree of certainty that an event will happen as a number from 0 through 1. <br />Statistics. We often base decisions or predictions on data. The decisions or predictions would be easy to make if the data always sent a clear signal, but the signal is usually obscured by noise. Statistical analysis aims to account for both <br />
10. 10. How were the ACCSS developed?<br />Nationally:<br />College and career readiness standards developed in summer 2009<br />Based on the college and career readiness standards, K-12 learning progressions developed<br />Multiple rounds of feedback from states, teachers, researchers, higher education, and the general public<br />Final Common Core State Standards released on June 2, 2010<br />
11. 11. National CCS Updates<br />The Standards are intended to be a living work: as new and better evidence emerges, the Standards will be revised accordingly. <br />To remain abreast of the latest information related to the Common Core visit:<br />www.corestandards.org<br />
12. 12. How were the ACCSS developed?<br />State Initiative:<br />May-June 2010: Specialist performed preliminary correlation of CCSS to current ELA and mathematics COS standards<br />June 24, 2010: Provided overview and Presented Draft of the Common Core Standards to the State Board<br />July 12-15, 2010: Convened Task Forces for initial meeting<br />August 25-27, 2010: Met with Task Forces to revise and make recommendations<br />
13. 13. How were the ACCSS developed?<br />State Initiative:<br />July 12 –15 Meeting: <br />▫ Reviewed correlation of CCSS and Alabama Course of Study (Math and ELA) using Achieve Common Core Comparison Tool and noted gaps in correlation.<br />▫ Reviewed Alabama standards not addressed by CCSS and identified initial decisions regarding standards and bullets to be added to CCSS.<br />▫ Wrote first draft of grade or course standards to be added to CCSS.<br />
14. 14. How were the ACCSS developed?<br />State Initiative:<br />August 25 –27:<br />▫ Received staff and administrative review.<br />▫ Reviewed and revised July draft.<br />▫ Finalized draft of standards for placement on ALSDE Web site for public review and for submission to the State Superintendent as a recommendation for revision.<br />
15. 15. How were the ACCSS developed?<br />State Initiative:<br />September 23: Update State Board on Review Process<br />September 28 – October 21: Post Standards on ALSDE Web site<br />Public Meetings<br /> ▫Sept 28-Davidson High School, Mobile<br /> ▫Oct 5-Spain Park High School, Hoover<br /> ▫Oct 12-Carver High School, Montgomery<br /> ▫Oct 19-Decatur High School, Decatur<br />October 2010: Present to State Superintendent for Recommendation to State Board<br />October 28: Present to State Board with Final Recommendations<br />November 18: Present to State Board for Approval <br />
16. 16. When is this be implemented?<br />Alabama was one of forty-eight states that participated in the creation of the common core state standards, which build on the best state standards and go further by internationally benchmarking and backmapping them for grades K-12.<br />The Alabama State board of Education voted in November 2010 by a margin of 7-2 to adopted the common core state standards. <br />The standards will go into effect at the beginning of the 2012-13 school year.<br />
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18. 18. Correlation Between Standards<br />Mathematics<br /> ▫ 96% of Common Core State Standards Matched Alabama’s Standards<br />English Language Arts<br /> ▫ 92% of Common Core State Standards Matched Alabama’s Standards<br />*You can find these document on the Alabama State Department of Education’s website at: http://www.alsde.edu/html/sections/documents.asp?section=54&sort=21&footer=sections<br />
19. 19. Structure of the Standards<br />English Language Arts<br />The Standards comprise two main sections: a section with English language arts (ELA) standards for each grade and one for history/social studies, science, and technical subjects. <br />Each grade is divided into strands. K–12 ELA standards have Reading, Writing, Speaking and Listening, and Language strands; the 6–12 history/social studies, science, and technical subjects section focuses on Reading and Writing. <br />Standards for each grade follow the College and Career Readiness (CCR) anchor standards in each strand. <br />Alabama-specific standards are noted by a state of Alabama symbol. <br />
20. 20. Students who are college and career ready…<br />in reading, writing, speaking and language:<br />demonstrate independence<br />build strong content knowledge<br />respond to the varying demands of audience, task, purpose, and discipline<br />comprehend as well as critique<br />value evidence<br />use technology and digital media strategically and capably<br />come to understand other perspectives and cultures<br />
21. 21. Key Concepts: ELA<br />Reading: Text complexity and the growth of comprehension <br />Writing: Text types, responding to reading, and research <br />Speaking and Listening: Flexible communication and collaboration <br />Language: Conventions, effective use, and vocabulary <br />
22. 22. Technology Tools: Reading<br />Intel Thinking Tools:<br />Visual Ranking: http://educate.intel.com/en/ThinkingTools/VisualRanking<br />Seeing Reason: http://educate.intel.com/en/ThinkingTools/SeeingReason<br />Showing Evidence: http://educate.intel.com/en/ThinkingTools/ShowingEvidence<br />
23. 23. Technology Tools: Writing<br />Inspiration:<br />Inspired Learning Community: http://www.inspiration.com/community/<br />Inspiration/Kidspiration: http://www.inspiration.com/<br />Webspiration Classroom: http://www.inspiration.com/webspirationclassroom<br />Google Docs: http://docs.google.com<br />
24. 24. Technology Tools: Speaking/Listening<br />Avatars with Voki: <br />http://www.voki.com/<br />Lesson Plans: http://www.voki.com/lesson_plans.php<br />Digital Storytelling with VoiceThread: <br />http://voicethread.com/<br />Lesson Ideas: http://voicethread.com/about/library/<br />Podcasting on A.L.E.X.:<br />http://alex.state.al.us/staticfiles/podcasts.php<br />