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Common Core Technology for ELA

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Chicago Public Schools is inviting students, teachers, and staff to participate in National Digital Learning Day on February 1, 2012, through activities like creating videos that express their understanding of digital learning. Participants can also engage in various other activities throughout February, aiming to showcase innovative uses of digital technology in education. The document outlines guidelines for participation and emphasizes the importance of College and Career Readiness standards in the integration of technology in the classroom.

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Common Core & Technology for ELA Sussan Oladipo, Ed Tech Grant Administrator Rob Residori, Ed Tech Program Manager
DIGITAL LEARNING DAY  Chicago Public Schools  Chicago Public Schools’ Education Technology group would like to invite  students, teachers, and staff to participate in the first national Digital Learning  PARTICIPATE  Day on February 1, 2012.  We strongly encourage participation in the activity  below to help us showcase digital learning in CPS.  DIGITAL LEARNING DAY ACTIVITY FOR CPS    YOUR 3 WORDS  Take three words that describe what digital learning means to you. Film a short video of you, your students,  and/or colleagues displaying your 3 words and send it to us at edtech@cps.k12.il.us. We will collect all the  media and turn it into a CPS montage. By sharing your 3 words, you and your school are starting a  conversation with the entire school district. Make sure your students have photo release forms. Here’s an  example of the activity: GMA Y3W.  Action item: Capture your 3 words on film and send it to the Education Technology team at  edtech@cps.k12.il.us. Files that are received on or before Feb. 1 will be showcased on Digital Learning Day.   More ways to participate! Here are a few other ways to celebrate digital learning throughout the  month of February:  Sounds of CPS  Webcast and National Town Hall Meeting   Find sounds from the environments you interact with on a daily  Catch the Digital Learning Day webcast between 8 a.m. and 11  basis. Record them, upload them, and send us the link. We will  a.m. and National Town Hall Meeting from 12 ‐1:30 p.m. on  be mixing these sounds together to create innovative music to  February 1. This webcast is a great resource to learn more about  represent the district of CPS.   nationwide initiatives in digital learning.   Action item: When you and your students find a sound you  Action item: For more information, visit NTHM. To register for  love, record it and send it to edtech@cps.k12.il.us. For larger  the event, visit here.  files upload them to a file sharing website and send us the link.*        23 Things  Pinning Chicago  There are 23 Things that teachers should try as a way to build  Share what you are doing on Digital Learning Day by dropping a  professional development, including tutorials on digital learning  pin on a collective CPS Google map.   tools such as podcasts, pop‐up books, online collaboration  Action item: Add a Google pin to this map with your school  boards, social bookmarking, and more. Click here for more info.  name and a brief description on what you are doing on Digital  Action item: Learn about all 23 Things and submit a final report  Learning Day. Learn more about Google pinning here.  to receive 10 CPDUs. Send reports to edtech@cps.k12.il.us.        Poll Everyone  Safari Montage  Create an online poll for staff and students to respond. Possible  Take advantage of all that the Safari Montage module has to  sites to use for polling are: PollDaddy, PollEverywhere, and  offer. Access on‐demand visual resources such as  videos, stills,  Booroo.    web, interactive, ebooks, playlists, and more!   Action item: Create a poll on the topic of your choice and send  Action item: Safari Montage can be accessed through the icon  it to your staff and students for a response.  on your desktop.  *All file submission links should be sent to edtech@cps.k12.il.us by Feb. 29 at 5 p.m. To send a submission link  = Start a Conversation  follow these steps: (1) Go to a file sharing website; (2) Click upload and choose your file; (3) Copy the file link  = Try One New Thing  generated by the site; and (4) Email the link to edtech@cps.k12.il.us.    = Showcase Success 
Join the Chat! #cpstt @rresidori
•Why CCSS? To fulfill the charge issued by the states to create standards that help students to attain college readiness by high school •Leading the effort? Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA) Significance of the CCSS work: 1. Research and evidence based, 2. aligned with college and work expectations 3. rigorous, and 4. internationally benchmarked Document Organization: 3 Sections •Comprehensive K-5 ELA Section •Grades 6-12 ELA Section •Grades 6-12 Literacy in History/Social Studies and Science and Technical subjects
English Language Arts Common Core Standards Speaking Reading Writing and Language Strand Strand Listening Strand Strand
Common Core Technology for ELA
Common Core Technology for ELA
Strand
Headings for Topics
Grade Specific Standards
Curriculum Planning Standards Assessment Long – Term Planning Lessons
Unpack A Standard  Circle the verbs: “What do the students have to do?”  Underline the nouns: “What do the students have to know/produce?”
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
ISTE- NETS 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes b. create original works as a means of personal or group expression c. use models and simulations to explore complex systems and issues d. identify trends and forecast possibilities 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. communicate information and ideas effectively to multiple audiences using a variety of media and formats c. develop cultural understanding and global awareness by engaging with learners of other cultures d. contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results
ISTE- NETS 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project c. collect and analyze data to identify solutions and/or make informed decisions d. use multiple processes and diverse perspectives to explore alternative solutions 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. demonstrate personal responsibility for lifelong learning d. exhibit leadership for digital citizenship 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems b. select and use applications effectively and productively c. troubleshoot systems and applications d. transfer current knowledge to learning of new technologies Copyright © 2007, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved (http://www.iste.org/Libraries/PDFs/NETS_for_Student_2007_EN.sflb.ashx)
Kindergarten/1st Grade ELA CCSS Standard Strand Writing 1.6 1. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. 1. Confirm understanding of a text read aloud or information Speaking/Listeni presented orally or through other media by asking and ng 1.2 answering questions about key details and requesting clarification if something is not understood. Speaking/Listeni 2. Ask and answer questions about key details in a text read ng 1.2 aloud or information presented orally or through other media.
2nd Grade ELA CCSS Standard Strand Reading RL 2.7 1. Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characteristics, setting, or plot. Reading RI 2.5 2. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 3. With guidance and support from adults, use a variety of digital Writing 2.6 tools to produce and publish writing, including in collaboration with peers. 4. Recount or describe key ideas or details from a text read aloud Speaking/Listeni or information presented orally or through other media. ng 2.2 5. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and Language 2.4 phrases.
3rd Grade ELA CCSS Standard Strand Reading RI3.5 1. Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Writing W3.6 2. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3. Recall information from experiences or gather information from Writing W3.8 print and digital sources; take brief notes on sources and sort evidence into provided categories. 4. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and Speaking/Listeni formats, including visually, quantitatively, and orally. ng SL3.2
4th Grade ELA CCSS Standard Strand Reading RI4.7 1. Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) explain how the information contributes to an understanding of the text in which it appears. 2. Write informative/ explanatory texts to examine a topic and Writing W4.6 convey ideas and information in paragraphs and sections: include formation (e.g. headings) illustrations, and multimedia when useful in aiding comprehension with 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.
4th Grade ELA CCSS Standard Strand Writing W4.8 3. Recall relevant information from experiences or gather relevant information from print an digital sources ; take notes and categorize information and provide a list of sources. 4. Consult reference materials (e.g. dictionaries, glossaries, Language L4.4 thesauruses) both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Interpret information presented visually, orally or quantitatively Reading RI4.7 (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) explain how the information contributes to an understanding of the text in which it appears.
5th Grade ELA CCSS Standard Strand Reading RL5.7 1. Analyze 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). 2. Write informative/ explanatory texts to examine a topic and Writing W5.2 convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g. headings), illustrations, and multimedia when useful in aiding comprehension. 3. With some guidance and support from adults, use technology including the Internet to produce and publish writing as Writing W5.6 well as to interact an collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.
5th Grade ELA CCSS Standard Strand Writing W5.8 4. 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. 5. Include multimedia components (e.g., graphics, sound) and Speaking/Listeni visual display in presentations when appropriate to enhance ng SL5.5 the development of main ideas or themes. 6. Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation Language L5.4 and determine or clarify the precise meaning of key words and phrases
6th Grade ELA CCSS Strand Standard Reading RI.6.7 1. Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 2. Integrate visual information (e.g. in charts, graphs, Reading RI.6-8.7 photographs, videos, or maps) with other information in print and digital texts. 3. Compare and contrast the information gained from Reading experiments, simulations, videos, or multimedia sources Science/Tech with that gained from reading a text on the same topic. RST 6-8.9
6th Grade ELA CCSS Strand Standard Writing W.6.2 4. Write informative/ explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g. headings) graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension. Writing W6.6 5. Use technology including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Writing W6.8 6. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility an accuracy of each source; an quote or paraphrase the date and conclusions of others while avoiding plagiarism and following a standard format for citation.
6th Grade ELA CCSS Strand Standard Speaking/Listeni 7. Include multimedia components (e.g. graphics, images, ng SL.6.5 music, sound) and visual displays in presentations to clarify information. Language L.6.4 8. Consult reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
7th Grade ELA CCSS Strand Standard Reading RI.7.7 1. Compare and contrast a text to an audio, video, or multimedia version of the text analyzing each medium’s portrayal of the subject (e.g. how the delivery of a speech affects the impact of the words). Language L.7.4 2. Consult general and specialize reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Speaking/Listeni ng SL.7.5 3. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Language L7.4 4. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech the ideas clarify a topic, text, or issue under study.
7th Grade ELA CCSS Strand Standard Writing W.7.6 5. Use technology including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others.
8th Grade ELA CCSS Strand Standard Reading RI.8.7 1. Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea. Language L.8.4 2. Consult general and specialize reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Speaking/Listeni ng SL.8.5 3. Integrate multimedia components and visual displays to clarify information, strengthen claims and evidence, and add interest. Language L8.4 4. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
8th Grade ELA CCSS Strand Standard Writing WHST 5. Gather relevant information from multiple print and digital 6-8.8 sources, using search terms effectively; assess the credibility an accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 6. Use technology including the Internet, to produce and Writing W.8.6 publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. 7. Introduce a topic clearly, previewing what is to follow; organize Writing W.8.2 ideas, concepts, and information into broader categories, include formatting (e.g. headings) graphics (e.g. charts and tables), and multimedia when useful, aiding in comprehension.
9th & 10th Grade ELA CCSS Strand Standard Writing W.9-10.2 1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g. headings), graphics (e.g. charts and tables) and multimedia when useful aiding comprehension. 2. Analyze various accounts of a subject told in different Reading mediums (e.g. a person’s life story in both print and RI.9-10.7 multimedia), determining which entails are emphasized in each account. 3. Use technology, including the Internet, to produce, publish, Writing 9-10.6 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.
9th & 10th Grade ELA CCSS Standard Strand Writing 4. Gather relevant information from multiple authoritative print and W.9-10.8 digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Speaking/Liste 5. Integrate multiple sources of information presented in diverse ning SL9-10.2 media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL9-10.5 6. Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Reading RH9- 10.7 7. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print and digital texts.
11th & 12th Grade ELA CCSS Standard Strand Writing 1. Use technology, including the Internet, to produce, publish, W.11-12.6 and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 2. Integrate and evaluate multiple sources of information Reading presented in diverse formats and media (e.g. quantitative data, RI.11-12.7 video, multimedia) in order to address a question or solve a problem. 3. Integrate multiple sources of information presented in diverse Speaking/Liste media or formats (e.g. visually, quantitatively, orally) ning evaluating the credibility and accuracy of each source. SL11-12.2
11th & 12th Grade ELA CCSS Standard Strand Writing 4. Gather relevant information from multiple authoritative print and W.11-12.8 digital sources, use advance searches effectively; assess 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. Writing W.11-12.2 5. Write informative/ explanatory texts to examine and convey complex ideas, concepts and information clearly an accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information so that each element builds on that which proceeds it to create a unified whole; include formatting (e.g. headings) graphics (e.g. charts and tables), and multimedia when useful for aiding in comprehension.
Performance Assessment Mr. Residori's class is devoted to the preservation of endangered species. We are currently creating a Web site about unusual and endangered animals to educate people. We need your help! Can you tell us what information we should include about the Pacific Northwest Tree Octopus at our Web page? First, find this site: Save the Pacific Northwest Tree Octopus. Explore the links to learn more about this animal. You may do other research, too. Then: Summarize the most important information that people should know about tree octopuses. Write 1-2 sentences and send it to us. We will use this at our Web site to educate people about this animal. Tell us if the information at the site, Save the Pacific Northwest Tree Octopus, is very reliable, somewhat reliable, or not at all reliable. Please give at least THREE reasons for your answer. Describe the thinking and information that you used to make your decision.
Performance Assessment Rubric Categories 4 3 2 1 Research Students used primary and secondary Students used primary and secondary Students used only primary research, Students used only primary (Finding site research, which included factual and research, which included minimal information. which included minimal information. research, which included and Exploring interesting information. Students included a minimum of two different Students included a minimum of 1 minimal information. links) Students included a minimum of three resources. different resource. Students included a minimum of different resources. Students created a running bibliography Students created a running bibliography 1 different resource. Students created a running including all online sources. including limited online sources. Students created a running bibliography including all online Students asked for permission to use any Students asked for permission to use any bibliography including limited sources. copyrighted material and attributed all copyrighted material and attributed some online sources. Students asked for permission to use referenced work to original creators of work referenced work to original creators of Students asked for permission to any copyrighted material and work use any copyrighted material attributed all referenced work to and attributed some referenced original creators of work work to original creators of work Summary of Summary gives the main points in a Summary gives important details but is Summary hits the big, main idea, but my Summary is a retell of the story. Information concise or brief form. Summary missing a clear big Idea or topic sentence. details don’t support it or are My summary misses the main includes a topic sentence that states Summary includes the main idea, and details unimportant. Summary gives my idea. My summary has the main idea. Summary includes are important, but too numerous personal opinion. inaccuracies or misconceptions supporting details that are important. Group Group member consistently and Consistently contributes some knowledge, Contributes knowledge, effort and skills Contributes knowledge, effort participation actively contributes knowledge, effort effort and skills without prompting and with some prompting and reminders. and skills only with prompting and skills without prompting and reminders. and reminders. reminders. Evaluation of Group provide 3 reasons for decision Group provide 3 reasons for decision on Group provide 2 reasons for decision on Group provide 1 reason for Website and on reliability of site reliability of site reliability of site decision on reliability of site links Reasons are based on evidence with Reasons are based few evidence with Reasons are based few evidence with Reasons are based on no reference to currency, reliability, reference to currency, reliability, authority and reference to currency, reliability, authority evidence with reference to authority and purpose purpose and purpose currency, reliability, authority and purpose 1 out of a 4 member group All members of a 4 member students 3 out of 4 member students’ group present 2 out of a 4 member group present some present some part of project, group present the project, some part of the project, presentation points part of project, presentation points flow presentation points does not flow presentation points flow well and Presentations flow somewhat well and argument are mostly fairly well and argument not coherent, well and argument are argument are coherent, and group coherent, groups members answer most group members answer few questions incoherent, groups member members answer all questions questions satisfactorily. satisfactorily. answer fewer questions satisfactorily. satisfactorily.
Student Responses  I think the web site is reliable because it gives information about a endangered species. I also think this because the web site talks about what they due and were they live. Another reason I think this because the web site give facts about the octopus and different things about the octopus.  The information in the site Save the Pacific Northwest Tree Octopus is very reliable because it has a lot of facts and you could go form one website to another. There was also interesting stories when people saw a certain octopus that they been wanting to see.  The information is somewhat reliable. I would say it is reliable because it has good information, but I don't know for sure if it is true. I also think it is some what reliable because I did learn a lot of new things.  Its mostly not real because they mostly look like toys or animated. The northwest wood octopus is fake because its a fish it needs water and so its not at all reliable.
Instructional Implications/Lessons Based on observations, we can start to determine what a student needs to work on:  Use several search strategies:  Quotation marks  Boolean  Advanced search tools  Read search engine results  Skimming main results before deciding  Understanding URLs  Identifying website authors  Investigate multiple sources  Author’s purpose
This is not a technology issue... This is a reading comprehension issue.
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Gather Sources
Webpage Annotation
Got Chrome?
Multiple Users
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Relevant Sources
Relevant Sources
Common Core Technology for ELA
Common Core Technology for ELA
Common Core Technology for ELA
Common Core Technology for ELA
Why Johnny Can’t Search
Common Core Technology for ELA
Professionals and Academics don’t practice SEO!!
Common Core Technology for ELA
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Type of Strategy Typical Response Random “I randomly pick one, and if that doesn’t work then I pick the others.” Numerical “I just, well, usually I click on the first one, and if that’s not the one I want, I go to the second one, and I just go down the list.” Judicious I read the little paragraphs they have underneath and see which one I think is the best for what I want.”
Type of Strategy Typical Response Random “I randomly pick one, and if that doesn’t work then I pick the others.” Numerical “I just, well, usually I click on the first one, and if that’s not the one I want, I go to the second one, and I just go down the list.” Judicious I read the little paragraphs they have underneath and see which one I think is the best for what I want.”
Type of Strategy Typical Response Random “I randomly pick one, and if that doesn’t work then I pick the others.” Numerical “I just, well, usually I click on the first one, and if that’s not the one I want, I go to the second one, and I just go down the list.” Judicious I read the little paragraphs they have underneath and see which one I think is the best for what I want.”
Type of Strategy Typical Response Random “I randomly pick one, and if that doesn’t work then I pick the others.” Numerical “I just, well, usually I click on the first one, and if that’s not the one I want, I go to the second one, and I just go down the list.” Judicious I read the little paragraphs they have underneath and see which one I think is the best for what I want.”
Common Core Technology for ELA
Common Core Technology for ELA
Title Description URL
Which site is best for your science project?
Rate these sites in terms of usefulness for...
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Currency  How recent is the information?  How recently has the website been updated?  Is it current enough for your topic?
Reliability  What kind of information is included in the resource?  Is the content of the resource primarily opinion? Is it balanced?  Does the creator provide references or sources for data or quotations?
Authority  Who is the creator or author?  What are the credentials?  Who is the publisher or sponsor?  Are they reputable?  What is the publisher’s interest in this information?  Are there advertisements on the website?
Purpose/Point of View  Is this fact or opinion?  Is it biased?  Is the creator/author trying to sell you something?
Website Evaluation C • Currency R • Reliability A • Authority P • Purpose/Point of View http://www.landmark.edu/Library/course_guides/C.R.A.P.htm
Reading Critically - WWWDOT W • Who wrote it? W • When? W • Why? D • Does this meet my needs? O • Organization of site? T • To do list for the future? Instruction in the WWWDOT approach to improving students' evaluation of websites by Zhang, Shenglan, PhD, MICHIGAN STATE UNIVERSITY, 2007
MODEL MODEL MODEL
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Don’t Let This Happen To You! Signed by:gbeal@masterfile.com 6/21/2011 7:37:30 PM (UTC)
Common Core Technology for ELA
Thanks!
Questions? Comments? Sussan Oladipo snoladipo@cps.k12.il.us Rob Residori rjresidori@cps.k12.il.us
Resources http://www.technotricks.in/wp-content/uploads/2011/01/chrome-icon.jpg http://1.bp.blogspot.com/_sblfejvo4ew/TPyTjOAswgI/AAAAAAAACzU/iuK3AY8V_qs/s1600/Many+Thanks.jpg http://blippitt.com/wp-content/uploads/2009/03/twitterbird.jpg http://farm5.staticflickr.com/4027/4241414341_23c7f157d1_z_d.jpg?zz=1 http://farm4.static.flickr.com/3577/3526002850_6ac64e374e_b_d.jpg http://farm4.staticflickr.com/3093/3206948670_c572072150_z_d.jpg?zz=1 http://farm2.staticflickr.com/1275/652332630_68f65d8442_b_d.jpg http://farm3.staticflickr.com/2180/2233632419_409e943e69_b_d.jpg http://1.bp.blogspot.com/_sblfejvo4ew/TPyTjOAswgI/AAAAAAAACzU/iuK3AY8V_qs/s1600/Many+Thanks.jpg http://farm5.staticflickr.com/4150/4832655997_065e18bd29_b_d.jpg http://www.conferencesthatwork.com/wp-content/uploads/2010/10/Modern-classroom-74907741_c2d59deb64_o.jpg http://farm4.staticflickr.com/3372/3308971616_6ff2d8b2b3_b_d.jpg http://blippitt.com/wp-content/uploads/2009/03/twitterbird.jpg

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Common Core Technology for ELA

  • 1. Common Core & Technology for ELA Sussan Oladipo, Ed Tech Grant Administrator Rob Residori, Ed Tech Program Manager
  • 2. DIGITAL LEARNING DAY  Chicago Public Schools  Chicago Public Schools’ Education Technology group would like to invite  students, teachers, and staff to participate in the first national Digital Learning  PARTICIPATE  Day on February 1, 2012.  We strongly encourage participation in the activity  below to help us showcase digital learning in CPS.  DIGITAL LEARNING DAY ACTIVITY FOR CPS    YOUR 3 WORDS  Take three words that describe what digital learning means to you. Film a short video of you, your students,  and/or colleagues displaying your 3 words and send it to us at edtech@cps.k12.il.us. We will collect all the  media and turn it into a CPS montage. By sharing your 3 words, you and your school are starting a  conversation with the entire school district. Make sure your students have photo release forms. Here’s an  example of the activity: GMA Y3W.  Action item: Capture your 3 words on film and send it to the Education Technology team at  edtech@cps.k12.il.us. Files that are received on or before Feb. 1 will be showcased on Digital Learning Day.   More ways to participate! Here are a few other ways to celebrate digital learning throughout the  month of February:  Sounds of CPS  Webcast and National Town Hall Meeting   Find sounds from the environments you interact with on a daily  Catch the Digital Learning Day webcast between 8 a.m. and 11  basis. Record them, upload them, and send us the link. We will  a.m. and National Town Hall Meeting from 12 ‐1:30 p.m. on  be mixing these sounds together to create innovative music to  February 1. This webcast is a great resource to learn more about  represent the district of CPS.   nationwide initiatives in digital learning.   Action item: When you and your students find a sound you  Action item: For more information, visit NTHM. To register for  love, record it and send it to edtech@cps.k12.il.us. For larger  the event, visit here.  files upload them to a file sharing website and send us the link.*        23 Things  Pinning Chicago  There are 23 Things that teachers should try as a way to build  Share what you are doing on Digital Learning Day by dropping a  professional development, including tutorials on digital learning  pin on a collective CPS Google map.   tools such as podcasts, pop‐up books, online collaboration  Action item: Add a Google pin to this map with your school  boards, social bookmarking, and more. Click here for more info.  name and a brief description on what you are doing on Digital  Action item: Learn about all 23 Things and submit a final report  Learning Day. Learn more about Google pinning here.  to receive 10 CPDUs. Send reports to edtech@cps.k12.il.us.        Poll Everyone  Safari Montage  Create an online poll for staff and students to respond. Possible  Take advantage of all that the Safari Montage module has to  sites to use for polling are: PollDaddy, PollEverywhere, and  offer. Access on‐demand visual resources such as  videos, stills,  Booroo.    web, interactive, ebooks, playlists, and more!   Action item: Create a poll on the topic of your choice and send  Action item: Safari Montage can be accessed through the icon  it to your staff and students for a response.  on your desktop.  *All file submission links should be sent to edtech@cps.k12.il.us by Feb. 29 at 5 p.m. To send a submission link  = Start a Conversation  follow these steps: (1) Go to a file sharing website; (2) Click upload and choose your file; (3) Copy the file link  = Try One New Thing  generated by the site; and (4) Email the link to edtech@cps.k12.il.us.    = Showcase Success 
  • 4. •Why CCSS? To fulfill the charge issued by the states to create standards that help students to attain college readiness by high school •Leading the effort? Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA) Significance of the CCSS work: 1. Research and evidence based, 2. aligned with college and work expectations 3. rigorous, and 4. internationally benchmarked Document Organization: 3 Sections •Comprehensive K-5 ELA Section •Grades 6-12 ELA Section •Grades 6-12 Literacy in History/Social Studies and Science and Technical subjects
  • 5. English Language Arts Common Core Standards Speaking Reading Writing and Language Strand Strand Listening Strand Strand
  • 11. Curriculum Planning Standards Assessment Long – Term Planning Lessons
  • 12. Unpack A Standard  Circle the verbs: “What do the students have to do?”  Underline the nouns: “What do the students have to know/produce?”
  • 13. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 14. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 15. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 16. ISTE- NETS 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes b. create original works as a means of personal or group expression c. use models and simulations to explore complex systems and issues d. identify trends and forecast possibilities 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media b. communicate information and ideas effectively to multiple audiences using a variety of media and formats c. develop cultural understanding and global awareness by engaging with learners of other cultures d. contribute to project teams to produce original works or solve problems 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks d. process data and report results
  • 17. ISTE- NETS 4. Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project c. collect and analyze data to identify solutions and/or make informed decisions d. use multiple processes and diverse perspectives to explore alternative solutions 5. Digital Citizenship Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: a. advocate and practice safe, legal, and responsible use of information and technology b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity c. demonstrate personal responsibility for lifelong learning d. exhibit leadership for digital citizenship 6. Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: a. understand and use technology systems b. select and use applications effectively and productively c. troubleshoot systems and applications d. transfer current knowledge to learning of new technologies Copyright © 2007, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved (http://www.iste.org/Libraries/PDFs/NETS_for_Student_2007_EN.sflb.ashx)
  • 18. Kindergarten/1st Grade ELA CCSS Standard Strand Writing 1.6 1. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. 1. Confirm understanding of a text read aloud or information Speaking/Listeni presented orally or through other media by asking and ng 1.2 answering questions about key details and requesting clarification if something is not understood. Speaking/Listeni 2. Ask and answer questions about key details in a text read ng 1.2 aloud or information presented orally or through other media.
  • 19. 2nd Grade ELA CCSS Standard Strand Reading RL 2.7 1. Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characteristics, setting, or plot. Reading RI 2.5 2. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. 3. With guidance and support from adults, use a variety of digital Writing 2.6 tools to produce and publish writing, including in collaboration with peers. 4. Recount or describe key ideas or details from a text read aloud Speaking/Listeni or information presented orally or through other media. ng 2.2 5. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and Language 2.4 phrases.
  • 20. 3rd Grade ELA CCSS Standard Strand Reading RI3.5 1. Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Writing W3.6 2. With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others. 3. Recall information from experiences or gather information from Writing W3.8 print and digital sources; take brief notes on sources and sort evidence into provided categories. 4. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and Speaking/Listeni formats, including visually, quantitatively, and orally. ng SL3.2
  • 21. 4th Grade ELA CCSS Standard Strand Reading RI4.7 1. Interpret information presented visually, orally, or quantitatively (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) explain how the information contributes to an understanding of the text in which it appears. 2. Write informative/ explanatory texts to examine a topic and Writing W4.6 convey ideas and information in paragraphs and sections: include formation (e.g. headings) illustrations, and multimedia when useful in aiding comprehension with 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.
  • 22. 4th Grade ELA CCSS Standard Strand Writing W4.8 3. Recall relevant information from experiences or gather relevant information from print an digital sources ; take notes and categorize information and provide a list of sources. 4. Consult reference materials (e.g. dictionaries, glossaries, Language L4.4 thesauruses) both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 5. Interpret information presented visually, orally or quantitatively Reading RI4.7 (e.g. in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) explain how the information contributes to an understanding of the text in which it appears.
  • 23. 5th Grade ELA CCSS Standard Strand Reading RL5.7 1. Analyze 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). 2. Write informative/ explanatory texts to examine a topic and Writing W5.2 convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g. headings), illustrations, and multimedia when useful in aiding comprehension. 3. With some guidance and support from adults, use technology including the Internet to produce and publish writing as Writing W5.6 well as to interact an collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single setting.
  • 24. 5th Grade ELA CCSS Standard Strand Writing W5.8 4. 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. 5. Include multimedia components (e.g., graphics, sound) and Speaking/Listeni visual display in presentations when appropriate to enhance ng SL5.5 the development of main ideas or themes. 6. Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation Language L5.4 and determine or clarify the precise meaning of key words and phrases
  • 25. 6th Grade ELA CCSS Strand Standard Reading RI.6.7 1. Integrate information presented in different media or formats (e.g. visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. 2. Integrate visual information (e.g. in charts, graphs, Reading RI.6-8.7 photographs, videos, or maps) with other information in print and digital texts. 3. Compare and contrast the information gained from Reading experiments, simulations, videos, or multimedia sources Science/Tech with that gained from reading a text on the same topic. RST 6-8.9
  • 26. 6th Grade ELA CCSS Strand Standard Writing W.6.2 4. Write informative/ explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g. headings) graphics (e.g. charts, tables), and multimedia when useful to aiding comprehension. Writing W6.6 5. Use technology including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. Writing W6.8 6. Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility an accuracy of each source; an quote or paraphrase the date and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 27. 6th Grade ELA CCSS Strand Standard Speaking/Listeni 7. Include multimedia components (e.g. graphics, images, ng SL.6.5 music, sound) and visual displays in presentations to clarify information. Language L.6.4 8. Consult reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  • 28. 7th Grade ELA CCSS Strand Standard Reading RI.7.7 1. Compare and contrast a text to an audio, video, or multimedia version of the text analyzing each medium’s portrayal of the subject (e.g. how the delivery of a speech affects the impact of the words). Language L.7.4 2. Consult general and specialize reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Speaking/Listeni ng SL.7.5 3. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Language L7.4 4. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech the ideas clarify a topic, text, or issue under study.
  • 29. 7th Grade ELA CCSS Strand Standard Writing W.7.6 5. Use technology including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others.
  • 30. 8th Grade ELA CCSS Strand Standard Reading RI.8.7 1. Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea. Language L.8.4 2. Consult general and specialize reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. Speaking/Listeni ng SL.8.5 3. Integrate multimedia components and visual displays to clarify information, strengthen claims and evidence, and add interest. Language L8.4 4. Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
  • 31. 8th Grade ELA CCSS Strand Standard Writing WHST 5. Gather relevant information from multiple print and digital 6-8.8 sources, using search terms effectively; assess the credibility an accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. 6. Use technology including the Internet, to produce and Writing W.8.6 publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. 7. Introduce a topic clearly, previewing what is to follow; organize Writing W.8.2 ideas, concepts, and information into broader categories, include formatting (e.g. headings) graphics (e.g. charts and tables), and multimedia when useful, aiding in comprehension.
  • 32. 9th & 10th Grade ELA CCSS Strand Standard Writing W.9-10.2 1. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g. headings), graphics (e.g. charts and tables) and multimedia when useful aiding comprehension. 2. Analyze various accounts of a subject told in different Reading mediums (e.g. a person’s life story in both print and RI.9-10.7 multimedia), determining which entails are emphasized in each account. 3. Use technology, including the Internet, to produce, publish, Writing 9-10.6 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.
  • 33. 9th & 10th Grade ELA CCSS Standard Strand Writing 4. Gather relevant information from multiple authoritative print and W.9-10.8 digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. Speaking/Liste 5. Integrate multiple sources of information presented in diverse ning SL9-10.2 media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL9-10.5 6. Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Reading RH9- 10.7 7. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print and digital texts.
  • 34. 11th & 12th Grade ELA CCSS Standard Strand Writing 1. Use technology, including the Internet, to produce, publish, W.11-12.6 and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 2. Integrate and evaluate multiple sources of information Reading presented in diverse formats and media (e.g. quantitative data, RI.11-12.7 video, multimedia) in order to address a question or solve a problem. 3. Integrate multiple sources of information presented in diverse Speaking/Liste media or formats (e.g. visually, quantitatively, orally) ning evaluating the credibility and accuracy of each source. SL11-12.2
  • 35. 11th & 12th Grade ELA CCSS Standard Strand Writing 4. Gather relevant information from multiple authoritative print and W.11-12.8 digital sources, use advance searches effectively; assess 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. Writing W.11-12.2 5. Write informative/ explanatory texts to examine and convey complex ideas, concepts and information clearly an accurately through the effective selection, organization, and analysis of content. Introduce a topic; organize complex ideas, concepts, and information so that each element builds on that which proceeds it to create a unified whole; include formatting (e.g. headings) graphics (e.g. charts and tables), and multimedia when useful for aiding in comprehension.
  • 36. Performance Assessment Mr. Residori's class is devoted to the preservation of endangered species. We are currently creating a Web site about unusual and endangered animals to educate people. We need your help! Can you tell us what information we should include about the Pacific Northwest Tree Octopus at our Web page? First, find this site: Save the Pacific Northwest Tree Octopus. Explore the links to learn more about this animal. You may do other research, too. Then: Summarize the most important information that people should know about tree octopuses. Write 1-2 sentences and send it to us. We will use this at our Web site to educate people about this animal. Tell us if the information at the site, Save the Pacific Northwest Tree Octopus, is very reliable, somewhat reliable, or not at all reliable. Please give at least THREE reasons for your answer. Describe the thinking and information that you used to make your decision.
  • 37. Performance Assessment Rubric Categories 4 3 2 1 Research Students used primary and secondary Students used primary and secondary Students used only primary research, Students used only primary (Finding site research, which included factual and research, which included minimal information. which included minimal information. research, which included and Exploring interesting information. Students included a minimum of two different Students included a minimum of 1 minimal information. links) Students included a minimum of three resources. different resource. Students included a minimum of different resources. Students created a running bibliography Students created a running bibliography 1 different resource. Students created a running including all online sources. including limited online sources. Students created a running bibliography including all online Students asked for permission to use any Students asked for permission to use any bibliography including limited sources. copyrighted material and attributed all copyrighted material and attributed some online sources. Students asked for permission to use referenced work to original creators of work referenced work to original creators of Students asked for permission to any copyrighted material and work use any copyrighted material attributed all referenced work to and attributed some referenced original creators of work work to original creators of work Summary of Summary gives the main points in a Summary gives important details but is Summary hits the big, main idea, but my Summary is a retell of the story. Information concise or brief form. Summary missing a clear big Idea or topic sentence. details don’t support it or are My summary misses the main includes a topic sentence that states Summary includes the main idea, and details unimportant. Summary gives my idea. My summary has the main idea. Summary includes are important, but too numerous personal opinion. inaccuracies or misconceptions supporting details that are important. Group Group member consistently and Consistently contributes some knowledge, Contributes knowledge, effort and skills Contributes knowledge, effort participation actively contributes knowledge, effort effort and skills without prompting and with some prompting and reminders. and skills only with prompting and skills without prompting and reminders. and reminders. reminders. Evaluation of Group provide 3 reasons for decision Group provide 3 reasons for decision on Group provide 2 reasons for decision on Group provide 1 reason for Website and on reliability of site reliability of site reliability of site decision on reliability of site links Reasons are based on evidence with Reasons are based few evidence with Reasons are based few evidence with Reasons are based on no reference to currency, reliability, reference to currency, reliability, authority and reference to currency, reliability, authority evidence with reference to authority and purpose purpose and purpose currency, reliability, authority and purpose 1 out of a 4 member group All members of a 4 member students 3 out of 4 member students’ group present 2 out of a 4 member group present some present some part of project, group present the project, some part of the project, presentation points part of project, presentation points flow presentation points does not flow presentation points flow well and Presentations flow somewhat well and argument are mostly fairly well and argument not coherent, well and argument are argument are coherent, and group coherent, groups members answer most group members answer few questions incoherent, groups member members answer all questions questions satisfactorily. satisfactorily. answer fewer questions satisfactorily. satisfactorily.
  • 38. Student Responses  I think the web site is reliable because it gives information about a endangered species. I also think this because the web site talks about what they due and were they live. Another reason I think this because the web site give facts about the octopus and different things about the octopus.  The information in the site Save the Pacific Northwest Tree Octopus is very reliable because it has a lot of facts and you could go form one website to another. There was also interesting stories when people saw a certain octopus that they been wanting to see.  The information is somewhat reliable. I would say it is reliable because it has good information, but I don't know for sure if it is true. I also think it is some what reliable because I did learn a lot of new things.  Its mostly not real because they mostly look like toys or animated. The northwest wood octopus is fake because its a fish it needs water and so its not at all reliable.
  • 39. Instructional Implications/Lessons Based on observations, we can start to determine what a student needs to work on:  Use several search strategies:  Quotation marks  Boolean  Advanced search tools  Read search engine results  Skimming main results before deciding  Understanding URLs  Identifying website authors  Investigate multiple sources  Author’s purpose
  • 40. This is not a technology issue... This is a reading comprehension issue.
  • 41. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 42. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 47. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 48. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 59. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 60. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 61. Type of Strategy Typical Response Random “I randomly pick one, and if that doesn’t work then I pick the others.” Numerical “I just, well, usually I click on the first one, and if that’s not the one I want, I go to the second one, and I just go down the list.” Judicious I read the little paragraphs they have underneath and see which one I think is the best for what I want.”
  • 62. Type of Strategy Typical Response Random “I randomly pick one, and if that doesn’t work then I pick the others.” Numerical “I just, well, usually I click on the first one, and if that’s not the one I want, I go to the second one, and I just go down the list.” Judicious I read the little paragraphs they have underneath and see which one I think is the best for what I want.”
  • 63. Type of Strategy Typical Response Random “I randomly pick one, and if that doesn’t work then I pick the others.” Numerical “I just, well, usually I click on the first one, and if that’s not the one I want, I go to the second one, and I just go down the list.” Judicious I read the little paragraphs they have underneath and see which one I think is the best for what I want.”
  • 64. Type of Strategy Typical Response Random “I randomly pick one, and if that doesn’t work then I pick the others.” Numerical “I just, well, usually I click on the first one, and if that’s not the one I want, I go to the second one, and I just go down the list.” Judicious I read the little paragraphs they have underneath and see which one I think is the best for what I want.”
  • 67. Title Description URL
  • 68. Which site is best for your science project?
  • 69. Rate these sites in terms of usefulness for...
  • 70. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 71. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 72. Currency  How recent is the information?  How recently has the website been updated?  Is it current enough for your topic?
  • 73. Reliability  What kind of information is included in the resource?  Is the content of the resource primarily opinion? Is it balanced?  Does the creator provide references or sources for data or quotations?
  • 74. Authority  Who is the creator or author?  What are the credentials?  Who is the publisher or sponsor?  Are they reputable?  What is the publisher’s interest in this information?  Are there advertisements on the website?
  • 75. Purpose/Point of View  Is this fact or opinion?  Is it biased?  Is the creator/author trying to sell you something?
  • 76. Website Evaluation C • Currency R • Reliability A • Authority P • Purpose/Point of View http://www.landmark.edu/Library/course_guides/C.R.A.P.htm
  • 77. Reading Critically - WWWDOT W • Who wrote it? W • When? W • Why? D • Does this meet my needs? O • Organization of site? T • To do list for the future? Instruction in the WWWDOT approach to improving students' evaluation of websites by Zhang, Shenglan, PhD, MICHIGAN STATE UNIVERSITY, 2007
  • 79. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 80. Writing Standard 7.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
  • 81. Don’t Let This Happen To You! Signed by:gbeal@masterfile.com 6/21/2011 7:37:30 PM (UTC)
  • 84. Questions? Comments? Sussan Oladipo snoladipo@cps.k12.il.us Rob Residori rjresidori@cps.k12.il.us
  • 85. Resources http://www.technotricks.in/wp-content/uploads/2011/01/chrome-icon.jpg http://1.bp.blogspot.com/_sblfejvo4ew/TPyTjOAswgI/AAAAAAAACzU/iuK3AY8V_qs/s1600/Many+Thanks.jpg http://blippitt.com/wp-content/uploads/2009/03/twitterbird.jpg http://farm5.staticflickr.com/4027/4241414341_23c7f157d1_z_d.jpg?zz=1 http://farm4.static.flickr.com/3577/3526002850_6ac64e374e_b_d.jpg http://farm4.staticflickr.com/3093/3206948670_c572072150_z_d.jpg?zz=1 http://farm2.staticflickr.com/1275/652332630_68f65d8442_b_d.jpg http://farm3.staticflickr.com/2180/2233632419_409e943e69_b_d.jpg http://1.bp.blogspot.com/_sblfejvo4ew/TPyTjOAswgI/AAAAAAAACzU/iuK3AY8V_qs/s1600/Many+Thanks.jpg http://farm5.staticflickr.com/4150/4832655997_065e18bd29_b_d.jpg http://www.conferencesthatwork.com/wp-content/uploads/2010/10/Modern-classroom-74907741_c2d59deb64_o.jpg http://farm4.staticflickr.com/3372/3308971616_6ff2d8b2b3_b_d.jpg http://blippitt.com/wp-content/uploads/2009/03/twitterbird.jpg

Editor's Notes

  • #6: At its most basic organizational view. There are four strands or disciplines within the ELA Common Core State Standards (CCSS). Reading, Writing, Speaking and Listening, and Language
  • #12: This process starts with the unpacking of standards. As we unpack standards, we not only understand them better, we have a foundation and guide for building an assessment that will enable students to show proficiency on a standard. We then use that product to determine the best manner in which to assess the standards so we can use the data to inform our instructional planning. We then determine how to move our students toward the mastery of those standards through long term plans that articulate a scope and sequence of weekly and daily plans. The weekly and daily lessons describe the instruction and student work that will build and monitor student understanding.
  • #41: We need to provide our students with the tools and we can just expect them to know how to navigate.
  • #44: Diigo – Educator set up for students
  • #57: One study had Google results change order and students still clicked the top-ranked pages.
  • #66: MLK example .org?
  • #67: MLK example .org?
  • #70: Take quiz
  • #83: Chapter 6 has a bunch of links for fake websites