Content+Team+Selections

Hello Content Team, Would everyone take a moment to post their NAME, AREA OF INTEREST, and DIGITAL TOOL they would like to present during the institute? Remember, the focus of this year's institute is on ELA content as described in the New Massachusetts Frameworks, so remember to think "purpose" and "research" as you make the connections. Thanks, Polly

Hi All, I moved this from a DISCUSSION format to this new page so folks could have better/easier access. It is my hope we can ensue a discussion on how what we present all fits together.

Stephanie Grimaldi:

Do you have a particular place you want it posted? I am comfortable in both content construction and online reading comprehension and have used a number of tools with students over the past year (Glogster, Animoto, Xtranormal (and variants), Storybird, My Fake Wall, etc...) I'd be happy to be the one that fills in the missing spaces once everyone responds- up to you. Looking forward to our first meeting. Stephanie

Beth Dichter:

My response is similar to Stephanie's in that I am comfortable with content construction and reading comprehension, and also collaborative learning. I have a wide range of tools and would like to discuss this at our meeting tomorrow. I would also like to suggest that we create a time, perhaps during the design studio time, that there could be a drop-in space for assistance with the iPad.

Polly: Hi Beth, my only concern with your iPad proposal is we may shift away from the integrity of the institute. The focus is content as it pertains to English Language Arts. The state specifically asked us to remember that our purpose is to focus on our New Massachusetts ELA Curriculum Frameworks. The Digging Deeper sessions where we focus on Digital Tools and Text (DTATs) really shifts this year to show how tools help implement the standards defined in the New Curriculum Frameworks. (e.g. How may these tools be used to assess or show mastery in Speaking/Language.)

FOR EVERYONE: http://www.doe.mass.edu/candi/commoncore/

Stephanie's Digital Tool Draft __Deepening Comprehension through Character Analysis (Elementary)__ We come to know characters in both literary and informational texts through their words and actions as well as the words and actions of those they interact with. Using My Fake Wall, students are able to consider characters in new ways, deepening their understanding of both the character and the story lines in which they live. Trixie's Wall //Key Ideas and Details// Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. //Integration of Knowledge and Ideas// Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Xtranormal, GoAnimate
 * Related Anchor Standards**
 * Other Possible Tools**

__Synthesizing and Summarizing New Knowledge (Elementary)__ One of the critical processing strategies for successful comprehension and engagement of texts involves a students ability to combine their background knowledge and new understandings generated into a cohesive and logical whole. Glogster, an interactive poster, is one way students can synthesize and summarize new content acquired over time.

media type="custom" key="9809697" media type="custom" key="9809699" //Key Ideas and Details// Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. //Integration of Knowledge and Ideas// Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Animoto, Xtranormal, GoAnimate
 * Related Anchor Standards**
 * Other Possible Tools**

__**Self- and Peer-Evaluation of Writing Using Shared Rubrics**__ Providing students with collaborative writing experiences and opportunities to practice evaluating their peers’ and their own work can result in improved writing. Allowing students to use, and in some cases even create, the rubrics with which their writing will be evaluated can help them better understand how to meet and exceed the requirements of an assignment. Google Forms allows teachers and students to create, share, and use online rubrics so that students can get more experience assessing their own and others‘ writing, receive feedback on their writing from multiple evaluators, and edit and revise their writing in order to ensure that it meets all criteria on the rubric.
 * Jared's Digital Texts & Tools Draft **

__Writing - Production and Distribution of Writing:__ 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. __Language - Conventions of Standard English__ 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
 * Related Anchor Standards**

1) Overview of importance of self- and peer-evaluation 2) Introduction to Google Forms/How to create form 3) Exemplars of Google Forms rubrics 4) Participants practice with exemplar rubrics and/or create Google Forms rubric for an assignment of their choice
 * Sequence of Activities**

**How to Create a Google Form**

Here are two short video tutorials that go over the basics of Google Forms. There are several other tutorials available online if you need further help.

Tutorial #1 (1 min)

Tutorial #2 (2.5 min)

**Exemplars of Google Forms Rubrics**
 * Example Essay Rubric (paper version):** [[file:New Essay Rubric.pdf]]


 * Example Essay Rubric Spreadsheet**

**Scoring Practice: Poetry Project**

media type="custom" key="9902411" Example Poetry Project Rubric Spreadsheet

Sample Projects to Score

Click HERE to see the spreadsheet showing the scores you gave the Sample Projects

**Scoring Practice: Reading Response Journal**

media type="custom" key="9901815" Sample Journal Entries to Score

Click HERE to see the spreadsheet showing the scores you gave the Sample Journal Entries

**Helping All Students Find Their Voice: Collaborative Discussions, Presentations, and Inquiry Using VoiceThread** In order to prepare all students for college and the workplace, teachers must provide frequent opportunities for them to contribute to meaningful conversations with one another about a variety of topics and ideas across multiple domains. Technology has expanded and transformed the ways in which students can engage in speaking, listening, and other forms of communication for the purpose of gaining and sharing knowledge. VoiceThread allows teachers and students to create and engage in group conversations around common types of digital media, such as pictures, video, PowerPoint presentations, and documents. Once these media are uploaded, others can provide comments about them in 5 different ways - via text, audio, video, drawing, or telephone - in order to deepen, extend, and enrich conversation and thinking.

__Speaking and Listening - Comprehension and Collaboration:__ 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. __Speaking and Listening - Presentation of Knowledge and Ideas:__ 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. __Reading - Key Ideas and Details:__ 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. __Reading - Integration of Knowledge and Ideas:__ 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
 * Related Anchor Standards**