SlideShare ist ein Scribd-Unternehmen logo
1 von 60
COMMON CORE STANDARDS
             &
    TECHNOLOGY INTEGRATION
                        Linda Brandon
                    Lakeland Central School District




NYSCATE Annual Conference
Rochester, NY
November 20, 2011
Technology and the Common Core Standards
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?
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
Technology and the Common Core Standards
PORTRAIT OF STUDENT WHO IS
 COLLEGE AND CAREER READY
Technology and the Common Core Standards
•   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
Students employ technology thoughtfully to enhance their
reading, writing, speaking, listening, and language use. They
tailor their searches online to acquire useful information
efficiently, and they integrate what they learn using
technology with what they learn offline. They are familiar
with the strengths and limitations of various technological
tools and mediums and can select and use those best
suited to their communication goals.
Students employ technology thoughtfully to enhance their
reading, writing, speaking, listening, and language use. They
tailor their searches online to acquire useful information
efficiently, and they integrate what they learn using
technology with what they learn offline. They are familiar
with the strengths and limitations of various technological
tools and mediums and can select and use those best
suited to their communication goals.
OVERVIEW OF STANDARDS
•3   sections

• Strands

• CCR    anchor standards

• Grade   specific standards

•K   - 5 apply to all disciplines

•6   - 12 has 2 specific sections
READING THE STANDARDS
• First   initial identifies the standard

• Second     number identifies the grade

• Third    number represents the specific standard



                           RI.4.3
READING INFORMATIONAL TEXT
          GRADE 4
        STANDARD 7
RI. 4. 7
RI. 4. 7



   READING
INFORMATIONAL
     TEXT
RI. 4. 7



   READING
                 GRADE 4
INFORMATIONAL
     TEXT
RI. 4. 7



   READING
                 GRADE 4   Standard 7
INFORMATIONAL
     TEXT
RI. 4. 7



   READING
                                       GRADE 4                                          Standard 7
INFORMATIONAL
     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.
READING
Anchor Standard 7

Integrate and evaluate content presented in diverse formats
and media, including visually and quantitatively, as well as in
words.
SHORTCOMING?
Technology and the Common Core Standards
RL.6.7
Compare and contrast the experience of reading a
story, drama, or poem to listening to or viewing an
audio, video, or live version of the text, including
contrasting what they “see” and “hear” when reading the
text to what they perceive when they listen or watch.
RL.6.7
Compare and contrast the experience of reading a
story, drama, or poem to listening to or viewing an
audio, video, or live version of the text, including
contrasting what they “see” and “hear” when reading the
text to what they perceive when they listen or watch.


 Integrate and evaluate content presented in diverse formats and media, including visually and
 quantitatively, as well as in words.
http://www.bartleby.com/101/530.html
http://www.bartleby.com/101/530.html
• AwesomeStories.com

• Digital   Storytelling

• Audio     books, ebooks

• Podcasts

• Video:    YouTube, Vimeo, etc.

• Multimedia  storybook sites (TumbleBooks, BBC
 Bitesize, Starfall, etc.)
Compare and contrast a text to an
         audio, video, or multimedia version of the
RI.7.7   text, analyzing each medium’s portrayal
         of the subject (e.g., how the delivery of a
         speech affects the impact of the words).
                                 ext
                             ll t e
                           Fu th
                             of ch
                               spee
WRITING
Anchor Standards 6, 8 and 11
#6. Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others

#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.
#11. Develop personal, cultural, textual and thematic connections
within and across genres as they respond to texts through written,
digital and oral presentations, employing a variety of media and
genres.
WRITING
Anchor Standards 6, 8 and 11
#6. Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others

#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.
#11. Develop personal, cultural, textual and thematic connections
within and across genres as they respond to texts through written,
digital and oral presentations, employing a variety of media and
genres.

                   N YS
            d by
      dde
IDEAS AND EXAMPLES
 W.K.6

With guidance and support from adults, explore a variety of digital
tools to produce and publish writing, including in collaboration
with peers.
IDEAS AND EXAMPLES
 W.K.6

With guidance and support from adults, explore a variety of digital
tools to produce and publish writing, including in collaboration
with peers.
IDEAS AND EXAMPLES
 W.K.6

With guidance and support from adults, explore a variety of digital
tools to produce and publish writing, including in collaboration
with peers.
IDEAS AND EXAMPLES
 W.K.6

With guidance and support from adults, explore a variety of digital
tools to produce and publish writing, including in collaboration
with peers.
IDEAS AND EXAMPLES
 W.K.6

With guidance and support from adults, explore a variety of digital
tools to produce and publish writing, including in collaboration
with peers.
IDEAS AND EXAMPLES
 W.K.6

With guidance and support from adults, explore a variety of digital
tools to produce and publish writing, including in collaboration
with peers.
IDEAS AND EXAMPLES
 W.K.6

With guidance and support from adults, explore a variety of digital
tools to produce and publish writing, including in collaboration
with peers.
WHST.9-10.6

Use technology, including the Internet, to produce, publish, and
update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display
information flexibly and dynamically.
WHST.11-12.6

Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
WHST.11-12.6

Use technology, including the Internet, to produce, publish, and
update individual or shared writing products in response to
ongoing feedback, including new arguments or information.
Technology and the Common Core Standards
FACEBOOK PROJECT IN
  GLOBAL STUDIES 9
CCR W8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source,
and integrate the information, while avoiding plagiarism.
CCR W8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source,
and integrate the information, while avoiding plagiarism.

W.K.8
With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.
CCR W8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source,
and integrate the information, while avoiding plagiarism.

W.K.8
With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.

W.5.8
Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
CCR W8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source,
and integrate the information, while avoiding plagiarism.

W.K.8
With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.

W.5.8
Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.6.8
Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
providing basic bibliographic information for sources.
CCR W8. Gather relevant information from multiple print and
digital sources, assess the credibility and accuracy of each source,
and integrate the information, while avoiding plagiarism.

W.K.8
With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.

W.5.8
Recall relevant information from experiences or gather relevant information from print and digital
sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.6.8
Gather relevant information from multiple print and digital sources; assess the credibility of each
source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and
providing basic bibliographic information for sources.

W.11-12.8
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose,
and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation.
5TH GRADE INFORMATION
   LITERACY PROJECT
SPEAKING AND LISTENING
Anchor Standards 1, 2 and 5

#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.

#2. Integrate and evaluate information presented in diverse media
and formats, including visually, quantitatively, and orally.


#5. Make strategic use of digital media and visual displays of data to
express information and enhance understanding of presentations.
IDEAS AND EXAMPLES
SL.3.2
Recount or describe key ideas or details from a text read
aloud or information presented orally or through other
media.
IDEAS AND EXAMPLES
SL.8.2
Analyze the purpose of information presented in diverse
media and formats (e.g., visually, quantitatively, orally) and
evaluate the motives (e.g., social, commercial, political)
behind its presentation.
IDEAS AND EXAMPLES
 SL.2.5
Create audio recordings of stories or poems; add drawings
or other visual displays to stories or recounts of experiences
when appropriate to clarify ideas, thoughts and feelings.
IDEAS AND EXAMPLES
 SL.7.5
Include multimedia components and visual displays in
presentations to clarify claims and findings and emphasize
salient points.
Linda Brandon
lbrandon@lakelandschools.org

Weitere ähnliche Inhalte

Ähnlich wie Technology and the Common Core Standards

Technology and Assessment L&B 2013
Technology and Assessment L&B 2013Technology and Assessment L&B 2013
Technology and Assessment L&B 2013drsuzycox
 
Connecting dots edtech-commoncore-smarterbalanced
Connecting dots edtech-commoncore-smarterbalancedConnecting dots edtech-commoncore-smarterbalanced
Connecting dots edtech-commoncore-smarterbalanceddennissmall
 
Common Core & Technology for Tech Tuesday
Common Core & Technology for Tech TuesdayCommon Core & Technology for Tech Tuesday
Common Core & Technology for Tech Tuesdaysmithalf
 
Pace new literacies workshop #1
Pace new literacies workshop #1Pace new literacies workshop #1
Pace new literacies workshop #1Pace University
 
Tech standards handout
Tech standards handoutTech standards handout
Tech standards handoutMichelle Cates
 
Common core-technology
Common core-technology Common core-technology
Common core-technology Lisa Huff
 
Merging Social Media Concepts Into Education #Gaetc13
Merging Social Media Concepts Into Education #Gaetc13 Merging Social Media Concepts Into Education #Gaetc13
Merging Social Media Concepts Into Education #Gaetc13 Carlos Fernandez
 
Ed techsummit2013
Ed techsummit2013Ed techsummit2013
Ed techsummit2013Ron Peck
 
Denapalooza 2013 presentation Bradenton, FL
Denapalooza 2013 presentation Bradenton, FLDenapalooza 2013 presentation Bradenton, FL
Denapalooza 2013 presentation Bradenton, FLCarlos Fernandez
 
Digital literacy, skills development and curriculum connections
Digital literacy, skills development and curriculum connectionsDigital literacy, skills development and curriculum connections
Digital literacy, skills development and curriculum connectionsmurcha
 
2014 NYSE Teacher Workshop Presentation
2014 NYSE Teacher Workshop Presentation2014 NYSE Teacher Workshop Presentation
2014 NYSE Teacher Workshop PresentationVincent Young
 
Integrating Technology into CCR Standards for ELA and Literacy
Integrating Technology into CCR Standards for ELA and LiteracyIntegrating Technology into CCR Standards for ELA and Literacy
Integrating Technology into CCR Standards for ELA and LiteracyNell Eckersley
 
Common core, technology, & pbl final
Common core, technology, & pbl finalCommon core, technology, & pbl final
Common core, technology, & pbl finalJennifer Malone
 
CCSS technology k12
CCSS technology k12CCSS technology k12
CCSS technology k12Lisa Huff
 
Effective Education Through The Stock Market Game
Effective Education Through The Stock Market GameEffective Education Through The Stock Market Game
Effective Education Through The Stock Market GameVincent Young
 

Ähnlich wie Technology and the Common Core Standards (20)

Technology and common core
Technology and common coreTechnology and common core
Technology and common core
 
Technology and Assessment L&B 2013
Technology and Assessment L&B 2013Technology and Assessment L&B 2013
Technology and Assessment L&B 2013
 
Connecting dots edtech-commoncore-smarterbalanced
Connecting dots edtech-commoncore-smarterbalancedConnecting dots edtech-commoncore-smarterbalanced
Connecting dots edtech-commoncore-smarterbalanced
 
Common Core & Technology for Tech Tuesday
Common Core & Technology for Tech TuesdayCommon Core & Technology for Tech Tuesday
Common Core & Technology for Tech Tuesday
 
Pace new literacies workshop #1
Pace new literacies workshop #1Pace new literacies workshop #1
Pace new literacies workshop #1
 
Tech standards handout
Tech standards handoutTech standards handout
Tech standards handout
 
MsBisOnline with her scholars
MsBisOnline with her scholarsMsBisOnline with her scholars
MsBisOnline with her scholars
 
Common core-technology
Common core-technology Common core-technology
Common core-technology
 
Merging Social Media Concepts Into Education #Gaetc13
Merging Social Media Concepts Into Education #Gaetc13 Merging Social Media Concepts Into Education #Gaetc13
Merging Social Media Concepts Into Education #Gaetc13
 
Ed techsummit2013
Ed techsummit2013Ed techsummit2013
Ed techsummit2013
 
Crosswalk
CrosswalkCrosswalk
Crosswalk
 
Denapalooza 2013 presentation Bradenton, FL
Denapalooza 2013 presentation Bradenton, FLDenapalooza 2013 presentation Bradenton, FL
Denapalooza 2013 presentation Bradenton, FL
 
Digital literacy, skills development and curriculum connections
Digital literacy, skills development and curriculum connectionsDigital literacy, skills development and curriculum connections
Digital literacy, skills development and curriculum connections
 
2014 NYSE Teacher Workshop Presentation
2014 NYSE Teacher Workshop Presentation2014 NYSE Teacher Workshop Presentation
2014 NYSE Teacher Workshop Presentation
 
Info Lead 3.0
Info Lead 3.0Info Lead 3.0
Info Lead 3.0
 
Tech and ccss
Tech and ccssTech and ccss
Tech and ccss
 
Integrating Technology into CCR Standards for ELA and Literacy
Integrating Technology into CCR Standards for ELA and LiteracyIntegrating Technology into CCR Standards for ELA and Literacy
Integrating Technology into CCR Standards for ELA and Literacy
 
Common core, technology, & pbl final
Common core, technology, & pbl finalCommon core, technology, & pbl final
Common core, technology, & pbl final
 
CCSS technology k12
CCSS technology k12CCSS technology k12
CCSS technology k12
 
Effective Education Through The Stock Market Game
Effective Education Through The Stock Market GameEffective Education Through The Stock Market Game
Effective Education Through The Stock Market Game
 

Mehr von Lakeland Central School District

Beginning to Scratch the Surface: Computer Programming for Elementary Students
Beginning to Scratch the Surface: Computer Programming for Elementary StudentsBeginning to Scratch the Surface: Computer Programming for Elementary Students
Beginning to Scratch the Surface: Computer Programming for Elementary StudentsLakeland Central School District
 

Mehr von Lakeland Central School District (16)

Breaking the Code NYSCATE 2015
Breaking the Code NYSCATE 2015Breaking the Code NYSCATE 2015
Breaking the Code NYSCATE 2015
 
Breaking the Code Handout from Tech Expo 2015
Breaking the Code Handout from Tech Expo 2015Breaking the Code Handout from Tech Expo 2015
Breaking the Code Handout from Tech Expo 2015
 
Beginning to Scratch the Surface: Computer Programming for Elementary Students
Beginning to Scratch the Surface: Computer Programming for Elementary StudentsBeginning to Scratch the Surface: Computer Programming for Elementary Students
Beginning to Scratch the Surface: Computer Programming for Elementary Students
 
Teaching American History Presentation: April 3, 2014
Teaching American History Presentation:  April 3, 2014Teaching American History Presentation:  April 3, 2014
Teaching American History Presentation: April 3, 2014
 
iPads Make it 'Appen
iPads Make it 'AppeniPads Make it 'Appen
iPads Make it 'Appen
 
June 27 2013
June 27 2013June 27 2013
June 27 2013
 
Teaching American History Presentation
Teaching American History PresentationTeaching American History Presentation
Teaching American History Presentation
 
What's 'Appening in Special Ed
What's 'Appening in Special EdWhat's 'Appening in Special Ed
What's 'Appening in Special Ed
 
June 28 2012
June 28 2012June 28 2012
June 28 2012
 
Teaching American History Presentation Aug. 2011
Teaching American History Presentation Aug. 2011Teaching American History Presentation Aug. 2011
Teaching American History Presentation Aug. 2011
 
Assistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn KalbfellAssistive Technology in Action! by Jenn Kalbfell
Assistive Technology in Action! by Jenn Kalbfell
 
Assistive Technology in Action by Jenn Kalbfell
Assistive Technology in Action by Jenn KalbfellAssistive Technology in Action by Jenn Kalbfell
Assistive Technology in Action by Jenn Kalbfell
 
Teaching American History Feb. 12 Presentation
Teaching American History Feb. 12 PresentationTeaching American History Feb. 12 Presentation
Teaching American History Feb. 12 Presentation
 
LHRID Tech Expo Presentation: What Does 1:1 Add Up To?
LHRID Tech Expo Presentation: What Does 1:1 Add Up To?LHRID Tech Expo Presentation: What Does 1:1 Add Up To?
LHRID Tech Expo Presentation: What Does 1:1 Add Up To?
 
Technology And Curriculum
Technology And CurriculumTechnology And Curriculum
Technology And Curriculum
 
Cool Tools
Cool ToolsCool Tools
Cool Tools
 

Kürzlich hochgeladen

The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17Celine George
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfTechSoup
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxDr. Asif Anas
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxraviapr7
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 

Kürzlich hochgeladen (20)

The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17How to Add a New Field in Existing Kanban View in Odoo 17
How to Add a New Field in Existing Kanban View in Odoo 17
 
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdfMaximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
Maximizing Impact_ Nonprofit Website Planning, Budgeting, and Design.pdf
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
Prelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quizPrelims of Kant get Marx 2.0: a general politics quiz
Prelims of Kant get Marx 2.0: a general politics quiz
 
Ultra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptxUltra structure and life cycle of Plasmodium.pptx
Ultra structure and life cycle of Plasmodium.pptx
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024UKCGE Parental Leave Discussion March 2024
UKCGE Parental Leave Discussion March 2024
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
Prescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptxPrescribed medication order and communication skills.pptx
Prescribed medication order and communication skills.pptx
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 

Technology and the Common Core Standards

  • 1. COMMON CORE STANDARDS & TECHNOLOGY INTEGRATION Linda Brandon Lakeland Central School District NYSCATE Annual Conference Rochester, NY November 20, 2011
  • 3. WHAT DOES IT MEAN TO BE A LITERATE PERSON IN THE 21ST CENTURY?
  • 4. WHAT DOES IT MEAN TO BE A LITERATE PERSON IN THE 21ST CENTURY?
  • 13. PORTRAIT OF STUDENT WHO IS COLLEGE AND CAREER READY
  • 15. 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
  • 16. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
  • 17. Students employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. They tailor their searches online to acquire useful information efficiently, and they integrate what they learn using technology with what they learn offline. They are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.
  • 18. OVERVIEW OF STANDARDS •3 sections • Strands • CCR anchor standards • Grade specific standards •K - 5 apply to all disciplines •6 - 12 has 2 specific sections
  • 19. READING THE STANDARDS • First initial identifies the standard • Second number identifies the grade • Third number represents the specific standard RI.4.3
  • 20. READING INFORMATIONAL TEXT GRADE 4 STANDARD 7
  • 22. RI. 4. 7 READING INFORMATIONAL TEXT
  • 23. RI. 4. 7 READING GRADE 4 INFORMATIONAL TEXT
  • 24. RI. 4. 7 READING GRADE 4 Standard 7 INFORMATIONAL TEXT
  • 25. RI. 4. 7 READING GRADE 4 Standard 7 INFORMATIONAL 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.
  • 26. READING Anchor Standard 7 Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
  • 29. RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch.
  • 30. RL.6.7 Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they “see” and “hear” when reading the text to what they perceive when they listen or watch. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
  • 33. • AwesomeStories.com • Digital Storytelling • Audio books, ebooks • Podcasts • Video: YouTube, Vimeo, etc. • Multimedia storybook sites (TumbleBooks, BBC Bitesize, Starfall, etc.)
  • 34. Compare and contrast a text to an audio, video, or multimedia version of the RI.7.7 text, analyzing each medium’s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). ext ll t e Fu th of ch spee
  • 35. WRITING Anchor Standards 6, 8 and 11 #6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others #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. #11. Develop personal, cultural, textual and thematic connections within and across genres as they respond to texts through written, digital and oral presentations, employing a variety of media and genres.
  • 36. WRITING Anchor Standards 6, 8 and 11 #6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others #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. #11. Develop personal, cultural, textual and thematic connections within and across genres as they respond to texts through written, digital and oral presentations, employing a variety of media and genres. N YS d by dde
  • 37. IDEAS AND EXAMPLES W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • 38. IDEAS AND EXAMPLES W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • 39. IDEAS AND EXAMPLES W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • 40. IDEAS AND EXAMPLES W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • 41. IDEAS AND EXAMPLES W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • 42. IDEAS AND EXAMPLES W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • 43. IDEAS AND EXAMPLES W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
  • 44. WHST.9-10.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
  • 45. WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
  • 46. WHST.11-12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
  • 48. FACEBOOK PROJECT IN GLOBAL STUDIES 9
  • 49. CCR W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism.
  • 50. CCR W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
  • 51. CCR W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.
  • 52. CCR W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
  • 53. CCR W8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information, while avoiding plagiarism. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.6.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. W.11-12.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
  • 54. 5TH GRADE INFORMATION LITERACY PROJECT
  • 55. SPEAKING AND LISTENING Anchor Standards 1, 2 and 5 #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. #2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. #5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
  • 56. IDEAS AND EXAMPLES SL.3.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.
  • 57. IDEAS AND EXAMPLES SL.8.2 Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.
  • 58. IDEAS AND EXAMPLES SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts and feelings.
  • 59. IDEAS AND EXAMPLES SL.7.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

Hinweis der Redaktion

  1. 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
  2. \n
  3. 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
  4. \n
  5. \n
  6. \n
  7. \n
  8. Not treated as a separate subject\n
  9. Not treated as a separate subject\n
  10. Not treated as a separate subject\n
  11. Not treated as a separate subject\n
  12. Not treated as a separate subject\n
  13. Not treated as a separate subject\n
  14. Not treated as a separate subject\n
  15. Not treated as a separate subject\n
  16. common core standards describe the student who is college and career ready\n
  17. students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  18. students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  19. students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  20. students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  21. students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  22. students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  23. students who are college and career ready\nlet’s look at that bullet about technology more closely\n
  24. \n
  25. 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
  26. \n
  27. \n
  28. \n
  29. \n
  30. \n
  31. \n
  32. \n
  33. 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
  34. Online reading comprehension not addressed. As our students do more and more reading online, we need to assess how they are reading online. Is their understanding the same? How is reading hypertext different from reading linear text? Are our students reading successfully and for understanding when they read online? What happens when our assessments are online? Should the common core design team addressed this issue? Doesn’t say anything about eBooks, which is becoming HUGE. Ability to annotate, look up words, etc. when reading on devices like Nook, Kindle, iPad.\n
  35. In addition, are we addressing the evaluative aspect of reading when done online? \n
  36. audio books, you tube videos, vimeo, podcasts, itunes\n
  37. \n
  38. \n
  39. Be prepared as a teacher when using these audio clips. this one is preceded by a minute and a half of “talking” - advertising, etc. if you can download the clip, do that and have it readily available. we don’t have time in class to waste even a minute and those minutes add up.\n
  40. Three of the writing standards address technology directly. This is probably the area where there is the greatest opportunity for integrating technology. There are so many tools for publishing online now. We could spend the entire hour sharing and brainstorming how these tools, many of them free, can help us meet the Common Core Writing Standards. On the following pages I will show the various iterations of standard six and its progression through the grade levels with examples and ideas.\n
  41. Three of the writing standards address technology directly. This is probably the area where there is the greatest opportunity for integrating technology. There are so many tools for publishing online now. We could spend the entire hour sharing and brainstorming how these tools, many of them free, can help us meet the Common Core Writing Standards. On the following pages I will show the various iterations of standard six and its progression through the grade levels with examples and ideas.\n
  42. \n
  43. \n
  44. \n
  45. \n
  46. \n
  47. \n
  48. In the middle and high school grades the shift goes to shared writing. Google Docs, wikispaces, google sites come to mind.\n
  49. One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
  50. One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
  51. One a student reaches grades 11 and 12, the shift is to the feedback component: reacting to and responding to various points of view expressed by others\n
  52. \n
  53. \n
  54. Let’s look at Writing Standard 8 over the grade levels\nUse Web Detector Project\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
  55. Let’s look at Writing Standard 8 over the grade levels\nUse Web Detector Project\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
  56. Let’s look at Writing Standard 8 over the grade levels\nUse Web Detector Project\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
  57. Let’s look at Writing Standard 8 over the grade levels\nUse Web Detector Project\nThis standard puts an emphasis on critical evaluation and credibility. It’s interesting that this is really a reading standard and what I found missing in the reading standard. I guess the standard assumes that a student will write about or in some way publish a piece that shows their understanding of what they have read. \n
  58. \n
  59. Standard 1 recognizes the need for communication and collaboration with diverse partners. Technology’s capacity to allow for communication with people all over the world helps us address that standard much more easily than we could have 10 years ago.\n
  60. \n
  61. for middle school students this can mean analyzing primary source materials, including audio, video and other multimedia and evaluating how the media used influences the message conveyed. For example, the Library of Congress has a vast digital collection. One interesting section is on advertising and an analysis of a very famous coca cola campaign. This is when television was beginning to be recognized as a force that could really reflect society. \n
  62. moving on to Speaking and Listening Standard 5, this standard has the students themselves creating the multimedia or incorporating the media into their presentations. Digital Storytelling comes immediately to mind here in the elementary grades. In my district we have hundreds of podcasts and vodcasts on our webpage. here are some created by second graders.\n
  63. our middle school students have posted hundreds of podcasts and vodcasts on a variety of topics. They do PSA’s in their ELA classes on subjects such as bullying, internet safety, video game addiction, eating disorders and how the media influences their lives. In seventh grade social studies students create podcasts on eras in American History, What Democracy means to me, and the “This day in history podcast.” In addition, the seventh grade Spanish students create podcasts in Spanish to help with fluency and conversational Spanish.\n
  64. \n