Category Archives: Common Core

iTunes U Courses on Innovation and Common Core

I’ve authored two iTunes U courses which you’re welcome to subscribe to.

Innovation and Communication is a course for school leaders on how to start a movement, support teachers, and lead by example.

Technology in the Common Core is a course on how to integrate technology into the teaching of the Common Core.

As with all iTunes U courses, you must have an iPad to view.

Moving Beyond the Personal Narrative

Narrative writing.  What is it?  From the perspective of an elementary school teacher, it’s the first genre of writing you teach of the school year.  And it’s always the personal narrative.  Students brainstorm and write about their trips to Disneyland, the beach, or playing video games for hours on end.  While students should write about what the know and experience, a narrative is an account of events, either real or fictitious.  The Anchor Standard for Writing expects students to “write narratives to convey real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.”  The word “imagined” does not appear in a grade level specific standard until third grade, but that does not mean that you ignore children’s imaginations in grades K-2.

I would push you to teach children the art of storytelling beyond the personal narrative.  Why?  Let’s think about advertising.  The most memorable commercials are the ones that tell a story, whether it that makes you laugh, cry, or cringe.  But it’s the advertisers job to sell a product, right?  Some commercials use gimmicks, but storytelling is an effective communication tool.

Here are some tips for thinking beyond the personal narrative:

1.  Start with a concrete object.  In her book Making Comprehension Connections: Bridges to Strategic Reading, Tanny McGregor has a lesson on inferencing in which students look at a shoe and answer the question, “Who wears this shoe?”  Based on physical evidence, the students can infer who wears it (e.g., a gardener wears the scuffed, faded brown boot).   I would take the lesson a step further and tell a story from the perspective of the person wearing the shoe.  Perhaps the gardener found a secret portal in the garden that took him to another world.  Let the students’ imaginations drive the storytelling.  As the teacher, you still teach the techniques of effective storytelling such as adding sequencing events, descriptive details, using quotations, etc.

2.  Use a painting or an illustration in a picture book, with the words covered up.  Have a discussion about the painting.  For example:  

This is the painting “The Circus” by Georges Seurat.  Ask the students, “What is going in the painting?  How do you know?”  Chart the “characters” that they see in the picture.  Once the class has had a discussion on what is going on at this current moment, students can then select a character and talk about what happened before and after.  Students can create a Flow Map to show the sequence of events, and let the writing begin.

3.  Primary sources are a great tool for storytelling.  A primary source can be an object, photograph, diary entry, newspaper article, or anything from the time period that you are studying.  Archaeologists analyze artifacts they find and try to piece together a story with the remains.  Students can think like archaeologists and create a story about the primary source  For example, something as simple as the remains of a plate from the colonial era.  Ask students questions such as, “Who would eat from this plate?  Why was it broken or abandoned?  What could have happened to the owner of this plate?  What was going on at that time?”

Students can write a story from the perspective of the owner of the plate.  A plate is just a plate until students begin to ask questions, then it becomes a key to the unlocking the past, and the pen for their story.

What have you done to move your students beyond the personal narrative?  Please post your ideas below.

Mathew Needleman’s note:  This post was written by Susan Obuchi.  She is a Elementary Common Core Facilitator in English Language Arts and a National Board Certified Teacher.  I hesitate to call her a guest blogger.  If this goes well you may see some additional posts related to English Language Arts posted here.

What Good Teaching Looks Like: Digital Research

As per the Common Core State Standards students must incorporate digital research in their work.  I interpret this to mean that students need a twenty-first century version of book sense.  We used to teach students how to find books in a library, how to determine who the author and illustrator is, and where to find copyright information.  We now need to teach them how to determine keywords, know how to search, be able to determine who created a particular web page and evaluate a page for bias and reliability.

How do you do this and what does it look like in a classroom?

Let me be clear, I’m a fan of digital libraries (LAUSD teachers should check out the LAUSD Digital Library).  However, in addition to putting expensive high quality pre-vetted resources in front of students we also need to be teaching them how to choose keywords and use Google like a pro.

Picking Keywords

Beginning in kindergarten I would be modeling how to pick keywords before entering them in the Google search box and finding results.  For example, let’s say you’re researching where an octopus lives.  Say to students,

“I’m looking for information on where the octopus lives.  What words should I search for?”

With your help, students should come up with something like “octopus home” or “octopus habitat” depending how much academic language  you’ve seeded.

This two minute step would go a long way toward building effective researchers.

Sharon Sutton at the UCLA lab school has compiled and created some resources to help.  Scroll down to the Information Literacy Worksheets, in particular the keywords and synonyms one which asks students to list keywords and synonyms for a research question.

Advanced Googling

Familiarize yourself with the Google Cheat sheet.

In particular, know that using quotes allows you to search for a particular name or phrase e.g. “Mathew Needleman” gives you only people with my first and last name rather than any page with both my first and last name, possibly disconnected on the page.

Also know that using the minus sign “-” eliminates results.  For example, when searching for information about the band, The Eagles, you might search “eagles -football” (eliminating results about the football team).  In this example, you will likely need to add keywords to specify information specific about the band and not the bird.

Bias and Reliability

Students should always check for an “about this page” link.  If there isn’t one, move on to another site.  I’m a fan of the site All About Explorers, it’s created by teachers and gives absolutely false information about famous explorers.  Will students catch the errors or will they report that Columbus was born in Australia?  Students always need to triangulate the data, find information from multiple sources to eliminate inconsistencies and gain depth.

Have any tips to add?  Post them below.

 

Technology in the Common Core: What Do Students Need to be Able to Do?

 

 

 

While there are no isolated technology standards in the Common Core State Standards, technology is embedded across the the grade levels.  Many people are focused on students needing a device to take the assessment and not thinking about what students will need to be able to do with that device.  The assessment will not only require a computer for students to take it, students will actually be tested on their use of their device.

According to the language arts standards here are the three major things students will need to be able to do.

1.  Research

Students will:

Use search tools.

Interpet interactive elements on a web page.

Draw on information from digital sources.

2.  Writing

Students will:

Explore a variety of digital tools to produce and publish writing including in collaboration with peers.

3.  Multimedia

Students will:

Ask and answer questions about key details in [multi]media…

Include multimedia elements…in presentations.

I haven’t separated the standards by grade level.  The same requirements exist at all grade levels with different amounts of teacher assistance and depth and complexity.

In future posts I will suggest sample activities to meet each standard.  If you want a preview, please check out my slideshare presentation, Technology in the Common Core.

 

 

 

 

 

 

Understanding Technology in the Common Core Standards

I’m reviewing technology use in the Common Core Standards this morning and thought I would share a few resources I’ve found for better understanding them.  Remember that I am based in California so the information related specifically to our state might not apply to you directly.

What is the difference between California standards and the Common Core?

There is a lot of overlap.  However, the Common Core standards are based on college and career readiness standards.  The Common Core:

  • Focus to a greater extent on text complexity and drawing information from sourcesAs I interpret this, students now have to evaluate the strengths and weaknesses of different text sources (including digital) and comprehend information that comes from media  as well as text.
  • Address reading and writing across the curriculumThere’s reading in science as well as reading in language arts.  All disciplines require writing
  • Where’s the technology?Technology is a tool rather than a set of isolated standards.  I like this.  The Common Core speaks generally about students choosing a variety of texts (including digital) and publishing writing in a variety of formats including digital.

My sources: