1. The Common Core and Technology in Elementary Education Adapted from the presentation at Putnam/Northern Westchester BOCES January 23, 2012 By: Linda Brandon Adapted from the presentation at Putnam/Northern Westchester BOCES January 23, 2012 By: Linda Brandon Jennifer Kimbrell, Ed.S. NLRSD 2012 Jennifer Kimbrell, Ed.S. NLRSD 2012

2. Students will... employ technology thoughtfully to enhance their reading, writing, speaking, listening, and language use. tailor their searches online to acquire useful information efficiently, and integrate what they learn using technology with what they learn offline. be familiar with the strengths and limitations of various technological tools and mediums and can select and use those best suited to their communication goals.

3. Reading the standards First initial identifies the standard Second number identifies the grade Third number represents the specific standard First initial identifies the standard Second number identifies the grade Third number represents the specific standard RI.4.7

4. 4. Reading informational text grade 4 Standard 7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Anchor Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. RI. 7

5. Grade Levels K-1: Do Anteaters Eat Only Ants?Do Anteaters Eat Only Ants? Grade Levels 2-3: How Are Ponies and Horses Different?ifferent? Grade Levels 4-5: What waGrade Levels 4-5: What was the Kracken? Wonderopolis Click on the following link to go to your Googe doc: Do Anteaters Eat Only Ants? or How are Ponies and Horses Different? or What was the Kracken? Google doc. Find your groups section and there you will find your questions.Do Anteaters Eat Only Ants?ifferent? or What was the Kracken? Gthere you will find y

6. College and Career Readiness Anchor Standards for Reading Standard 5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other and the whole.

7. RI.K.5 Identify the front cover, back cover, and title page of a book. RI.1.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. RI.2.5 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. Reading Informational Text

8. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text. RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts. Group 1 Group 1

9. College and Career Readiness Anchor Standards for Reading Standard 7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

10. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.1.7 Use illustrations and details in a story to describe its characters, setting, or events. RL.2.7 Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot. Reading Literature

11. RL.3.7 Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting). RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text. RL.5.7 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). Group 2 Group 2

12. RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). RI.1.7 Use the illustrations and details in a text to describe its key ideas. RL.3.7 Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text. Reading Informational Text

13. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.5.7 Draw information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Group 3 Group 3

14. College and Career Readiness Anchor Standards for Writing Standard 6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Standard 8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

15. W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. W.1.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. W.2.6

16. W.3.6 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.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 one page in a single setting. W.5.6 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 setting. Group 4 Group 4

17. W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. W.1.8 W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

18. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. Group 5 Group 5

19. College and Career Readiness Anchor Standards for Speaking and Listening Standard 2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Standard 5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

20. SL.K-2.1 Participate in collaborative conversations with diverse partners about kindergarten (grade 1, grade 2) topics and texts with peers and adults in small and large groups. SL.3-5.1 Engage effectively in a range of collaborative discussions (one-on- one, in groups, and teacher-led) with diverse partners on grade 3 (grade 4, grade 5) topics and texts building on others’ ideas and expressing their own clearly. For all: e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.

21. SL.K.2 Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. SL.1.2 Ask and answer questions about key details in a text read aloud or presented orally or through other media. SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

22. SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and format, including visually, quantitatively, and orally. SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. Group 6 Group 6

23. SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. SL.1.5 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. SL.2.5 Create audio recordings or stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.

24. SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. Group 7 Group 7

25. College and Career Readiness Anchor Standards for Language Standard 4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

26. L.3.4d Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. L.4.4c - L.5.4c 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. L.2.4e Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. Group 8 Group 8