Samantha Reid Part-Time Instructor - 8 th Floor Technology Integration Specialist Tulsa Public Schools

 State-led and coordinated by:  National Governors Association  Council of Chief State School Officers

 Standards for  English Language Arts  Mathematics  Literacy in History/Social Studies, Science, and Technical Subjects

 Aligned with college and work expectations  Focused and coherent Include rigorous content and application of knowledge through high-order skills  Build upon strengths and lessons of current state standards  Internationally benchmarked so that all students are prepared to succeed in our global economy and society  Based on evidence and research

2010: Standards are released : Exploration of the CCS : Strategic Initiatives for implementing the CCS 2012 – 13: Strategic Initiatives for implementing the CCS : Pilot Assessments : Accountability for the CCS

 How teachers should teach  All that can or should be taught  The nature of advanced work beyond the core  The interventions needed for students well below grade level  The full range of support for English language learners and students with special needs  Everything needed to be college and career ready

 Focus on critical thinking  Increased Lexile levelsLexile  Focus on informational texts (4-50%, 8-55%, 12-70%)  Emphasis on argumentative writing (4- 65%,8-70%,12-80%)  Technology integrated throughout standards  ALL teachers are expected to teach Literacy # LexileLexile

English/Language Arts & Literacy Standards Anchor Standards Strands Sections

English Language Arts Common Core Standards Reading Strand Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Writing Strand Text Types and Purposes Production and Distribution of Writing Research to Build Knowledge Range of Writing Speaking and Listening Strand Comprehension and Collaboration Presentation of Knowledge and Ideas Language Strand Conventions of Standard English Knowledge of Language Vocabulary Acquisition and Use

 English/Language Arts & Literacy Sections  Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects K–5 Strands  Reading Standards for Literature K-5 (RL) Standards  With Prompting and Support…. Anchor Standards  Key Ideas and Details RL.K.1

Greater Focus and Coherence  Focus on key topics at each grade level  Coherent progressions across grade levels.  Standards for Mathematical Practice

Balance of concepts and skills Content standards require both conceptual understanding and procedural fluency. CCSS concentrate early learning of mathematics on the number and geometry strands with less emphasis on data analysis and minimal exposure to algebra. CCSS focus on fewer content domains within a grade range. Specific domains will be taught more deeply.

Mathematics

 To be ready for college, workforce, and life in a technological society, students need the ability to  Gather, comprehend, evaluate, synthesize, and report on information and ideas.  Conduct original research in order to answer questions or solve problems.  Analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Key Design Considerations, p. 4

 Tailor their searches online to acquire useful information efficiently  Integrate what they learn using technology with what they learn offline  Are familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communications goals p. 7

 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, including linking to and citing sources. W.7.6

 Students need to be able to use technology strategically when creating, refining, and collaborating on writing.  Students have to become adept at gathering information, evaluating sources, and citing material accurately… p. 41

 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. p. 41

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

 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.

 They need to be able to use technology strategically when creating, refining, and collaborating on writing.

 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.  5. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

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

In groups of 2-4, put the standards in order from Kindergarten to 12 th grade Discuss:  How each standard builds on previous standard  Type(s) of technology needed for students to master the standard Be prepared to share

 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.K.6)  With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. (W.1.6)

 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. (W.3.6)  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 sitting. (W.4.6)

 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 two pages in a single sitting. (W.5.6)  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 three pages in a single sitting. (W.6.6)

 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, including linking to and citing sources. (W.7.6)  Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. (W.8.6)

 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. (W )  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. (W )

Side by Sides

Oklahoma is a governing state for the Partnership for Assessment Readiness for College and Careers (PARCC), which consists of 25 states.

 Two summative, required assessment components designed to:  Make “college- and career-readiness” and “on-track” determinations,  Measure the full range of standards and full performance continuum, and  Provide data for accountability uses, including measures of growth.  Two non-summative, optional assessment components designed to:  Generate timely information for informing instruction, interventions, and professional development during the school year.  A third non-summative component in English language arts/literacy will assess students’ speaking and listening skills PARCC will also use technology throughout the design and implementation of the assessment system. The overall assessment system design will include a mix of constructed response items, performance-based tasks, and computer-enhanced, computer- scored items. The PARCC assessments will be administered via computer, and a combination of automated scoring and human scoring will be employed.

 The Partnership Resource Center (PRC)  PRC will be an online, digital resource that includes two important instructional supports:  model curriculum frameworks that teachers can use to plan instruction and gain a deep understanding of the CCSS, and  released items and tasks that teachers can use for ongoing formative assessment.

Task: Create a story around four of the images below. Drag the images you have chosen to the filmstrip. Click the area beneath each image on the filmstrip to record narration for that image. Use the Play All button to see the end result.

 Content?  Technology Skills?  What are we using now?

Task: This entry within a user-edited encyclopedia has four content errors. Use the link to the National Geographic Web Site to research the Emperor Penguin. Correct the errors by clicking the EDIT buttons and making these small corrections to eliminate the four errors.

 Content?  Technology Skills?  What are we using now?

 Content?  Technology Skills?  What are we using now?

 task-prototypes

Students who are college and career ready use technology and digital media strategically and capably. p. 7

 Hardware

 Technology in the Common Core  Samantha Reid   n+the+Common+Core      standards-resources