Sussan Oladipo, Ed Tech Grant Administrator

Sussan Oladipo, Ed Tech Grant Administrator
Common Core & Technology for ELA Sussan Oladipo, Ed Tech Grant Administrator Rob Residori, Ed Tech Program Manager

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

Speaking and Listening Strand
English Language Arts Common Core Standards Reading Strand Writing Strand Speaking and Listening Strand Language Strand 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

Strand

Headings for Topics

Grade Specific Standards

Curriculum Planning Standards Assessment Long – Term Planning Lessons
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.

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.

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), (U.S. & Canada) or (Int’l), All rights reserved (

Kindergarten/1st Grade
ELA CCSS Strand Standard Writing 1.6 Speaking/Listening 1.2 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Confirm understanding of a 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. Ask and answer questions about key details in a text read aloud or information presented orally or through other media.

2nd Grade ELA CCSS Strand Standard Reading RL 2.7 Reading RI 2.5
Writing 2.6 Speaking/Listening 2.2 Language 2.4 Use information gained from illustrations and words in a print or digital text to demonstrate understanding of its characteristics, setting, or plot. 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. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. Recount or describe key ideas or details from a text read aloud or information presented orally or through other media. Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.

3rd Grade ELA CCSS Strand Standard Reading RI3.5 Writing W3.6
Speaking/Listening SL3.2 Use text features and search tools (e.g. key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. 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. Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4th Grade ELA CCSS Strand Standard Reading RI4.7 Writing W4.6
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. Write informative/ explanatory texts to examine a topic and 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 Strand Standard Writing W4.8 Language L4.4
Reading RI4.7 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. Consult reference materials (e.g. dictionaries, glossaries, thesauruses) both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. 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.

5th Grade ELA CCSS Strand Standard Reading RL5.7 Writing W5.2
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). Write informative/ explanatory texts to examine a topic and 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. With some guidance and support from adults, use technology including the Internet to produce and publish writing as 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 Strand Standard Writing W5.8
Speaking/Listening SL5.5 Language L5.4 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. Include multimedia components (e.g., graphics, sound) and visual display in presentations when appropriate to enhance the development of main ideas or themes. Consult reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases

6th Grade ELA CCSS Strand Standard Reading RI.6.7 Reading RI.6-8.7
Reading Science/Tech RST 6-8.9 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. Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. Compare and contrast the information gained from experiments, simulations, videos, or multimedia sources with that gained from reading a text on the same topic.

6th Grade ELA CCSS Strand Standard Writing W.6.2 Writing W6.6
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. Use technology including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. 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/Listening SL.6.5
Language L.6.4 Include multimedia components (e.g. graphics, images, music, sound) and visual displays in presentations to clarify information. 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 Language L.7.4
Speaking/Listening SL.7.5 Language L7.4 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). 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. Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. 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
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 Language L.8.4
Speaking/Listening SL.8.5 Language L8.4 Evaluate the advantages and disadvantages of using different mediums (e.g. print or digital text, video, multimedia) to present a particular topic or idea. 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. Integrate multimedia components and visual displays to clarify information, strengthen claims and evidence, and add interest. 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 6-8.8 Writing W.8.6
Gather relevant information from multiple print and digital 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. 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. Introduce a topic clearly, previewing what is to follow; organize 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 Reading
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. Analyze various accounts of a subject told in different mediums (e.g. a person’s life story in both print and multimedia), determining which entails are emphasized in each account. 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.

9th & 10th Grade ELA CCSS Strand Standard Writing W.9-10.8
Speaking/Listening SL9-10.2 SL9-10.5 Reading RH9-10.7 Gather relevant information from multiple authoritative print and 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. Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source. 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. Integrate quantitative or technical analysis (e.g. charts, research data) with qualitative analysis in print and digital texts.

11th & 12th Grade ELA CCSS Strand Standard Writing W.11-12.6 Reading
Speaking/Listening SL 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. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem. Integrate multiple sources of information presented in diverse media or formats (e.g. visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

11th & 12th Grade ELA CCSS Strand Standard Writing W.11-12.8 Writing
Gather relevant information from multiple authoritative print and 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. 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 (Finding site and Exploring links) Students used primary and secondary research, which included factual and interesting information. Students included a minimum of three different resources. Students created a running bibliography including all online sources. Students asked for permission to use any copyrighted material and attributed all referenced work to original creators of work Students used primary and secondary research, which included minimal information. Students included a minimum of two different resources. Students used only primary research, which included minimal information. Students included a minimum of 1 different resource. Students created a running bibliography including limited online sources. Students asked for permission to use any copyrighted material and attributed some referenced work to original creators of work Students asked for permission to use any copyrighted material and attributed some referenced work to original creators of work Summary of Information Summary gives the main points in a concise or brief form. Summary includes a topic sentence that states the main idea. Summary includes supporting details that are important. Summary gives important details but is missing a clear big Idea or topic sentence. Summary includes the main idea, and details are important, but too numerous Summary hits the big, main idea, but my details don’t support it or are unimportant. Summary gives my personal opinion. Summary is a retell of the story. My summary misses the main idea. My summary has inaccuracies or misconceptions Group participation Group member consistently and actively contributes knowledge, effort and skills without prompting and reminders. Consistently contributes some knowledge, effort and skills without prompting and reminders. Contributes knowledge, effort and skills with some prompting and reminders. Contributes knowledge, effort and skills only with prompting and reminders. Evaluation of Website and links Group provide 3 reasons for decision on reliability of site Reasons are based on evidence with reference to currency, reliability, authority and purpose Reasons are based few evidence with reference to currency, reliability, authority and purpose Group provide 2 reasons for decision on reliability of site Group provide 1 reason for decision on reliability of site Reasons are based on no evidence with reference to currency, reliability, authority and purpose Presentations All members of a 4 member students group present the project, presentation points flow well and argument are coherent, and group members answer all questions satisfactorily. 3 out of 4 member students’ group present some part of the project, presentation points flow somewhat well and argument are mostly coherent, groups members answer most questions satisfactorily. 2 out of a 4 member group present some part of project, presentation points flow fairly well and argument not coherent, group members answer few questions satisfactorily. 1 out of a 4 member group present some part of project, presentation points does not flow well and argument are incoherent, groups member answer fewer questions 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. We need to provide our students with the tools and we can just expect them to know how to navigate.

Gather Sources Diigo – Educator set up for students

Webpage Annotation

Got Chrome?

Multiple Users

Relevant Sources

Why Johnny Can’t Search

One study had Google results change order and students still clicked the top-ranked pages.

Professionals and Academics don’t practice SEO!!

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.”

MLK example .org?

Title Description URL

Which site is best for your science project?

Rate these sites in terms of usefulness for...
Take quiz

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

Reading Critically - WWWDOT
Who wrote it? When? 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

Don’t Let This Happen To You!

Chapter 6 has a bunch of links for fake websites

Thanks!

Questions? Comments? Sussan Oladipo snoladipo@cps.k12.il.us
Rob Residori

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