Technology and the Common Core in the Elementary Classroom

The Common Core and Technology in

Elementary Education

Presented at Putnam/Northern Westchester BOCESJanuary 23, 2012Linda Brandon

What Does It Mean to be a Literate Person in the 21st Century?

What Does It Mean to be a Literate Person in the 21st Century?

Portrait Of Student who is College and Career Ready

• 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

Overview of Standards

•3 sections

•Strands

Overview of Standards

•3 sections

•Strands

•CCR Anchor Standards

Overview of Standards

•3 sections

•Strands

•CCR Anchor Standards

•Grade Specific Standards

Overview of Standards

•3 sections

•Strands

•CCR Anchor Standards

•Grade Specific Standards

•K - 5 apply to all disciplines

Overview of Standards

•3 sections

•Strands

•CCR Anchor Standards

•Grade Specific Standards

•K - 5 apply to all disciplines

•6 - 12 has 2 specific sections

Overview of Standards

Reading the Standards

•First initial identifies the standard

•Second number identifies the grade

•Third number represents the specific standard

RI.4.7

4.Reading

Informational Text

Grade 4 Standard 7

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.

RI. 7

College and Career Readiness Anchor Standards for Reading

Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Reading standard falls short....

The New Literacies Project

Reading standard falls short....

The New Literacies Project

Reading Literature

RL.K.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

Reading Literature

RL.K.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

RL.1.7Use illustrations and details in a story to describe its characters, setting, or events.

Reading Literature

RL.K.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

RL.1.7Use illustrations and details in a story to describe its characters, setting, or events.

RL.2.7Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

Reading Literature

RL.3.7Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.3.7Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.4.7Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL.3.7Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

RL.4.7Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.

RL.5.7Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

Reading Informational Text

RI.K.7With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

Reading Informational Text

RI.K.7With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.1.7Use the illustrations and details in a text to describe its key ideas.

Reading Informational Text

RI.K.7With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

RI.1.7Use the illustrations and details in a text to describe its key ideas.

RL.3.7Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.

Reading Informational Text

RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.4.7Interpret 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.

RI.3.7Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

RI.4.7Interpret 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.

RI.5.7Draw information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

College and Career Readiness Anchor Standards for Writing

College and Career Readiness Anchor Standards for Writing

Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

College and Career Readiness Anchor Standards for Writing

Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Standard 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.

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

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

W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

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

W.1.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.2.6With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

W.3.6With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.3.6With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.4.6With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.

W.3.6With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

W.4.6With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single setting.

W.5.6With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.

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

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

W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

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

W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

W.2.8Recall information from experiences or gather information from provided sources to answer a question.

W.3.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

W.3.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

W.4.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W.3.8Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

W.4.8Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

W.5.8Recall 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.

College and Career Readiness Anchor Standards for Speaking and Listening

College and Career Readiness Anchor Standards for Speaking and Listening

Standard 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.

College and Career Readiness Anchor Standards for Speaking and Listening

Standard 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.

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

College and Career Readiness Anchor Standards for Speaking and Listening

Standard 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.

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

Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

SL.K-2.1Participate in collaborative conversations with diverse partners about kindergarten (grade 1, grade 2) topics and texts with peers and adults in small and large groups.

SL.K-2.1Participate in collaborative conversations with diverse partners about kindergarten (grade 1, grade 2) topics and texts with peers and adults in small and large groups.

SL.3-5.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 (grade 4, grade 5) topics and texts building on others’ ideas and expressing their own clearly.

SL.K-2.1Participate in collaborative conversations with diverse partners about kindergarten (grade 1, grade 2) topics and texts with peers and adults in small and large groups.

SL.3-5.1Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 (grade 4, grade 5) topics and texts building on others’ ideas and expressing their own clearly.

For all:e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.

SL.K.2Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.K.2Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.1.2Ask and answer questions about key details in a text read aloud or presented orally or through other media.

SL.K.2Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

SL.1.2Ask and answer questions about key details in a text read aloud or presented orally or through other media.

SL.2.2Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

SL.3.2Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and format, including visually, quantitatively, and orally.

SL.3.2Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and format, including visually, quantitatively, and orally.

SL.4.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.3.2Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and format, including visually, quantitatively, and orally.

SL.4.2Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.5.2Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.

SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.

SL.1.5Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.K.5Add drawings or other visual displays to descriptions as desired to provide additional detail.

SL.1.5Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

SL.2.5Create audio recordings or stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

SL.3.5Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.3.5Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.4.5Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.3.5Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

SL.4.5Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.

SL.5.5Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.