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How is technology changing the face and pace of K-12 education?  Information is abundant and as Daniel Pink discusses in his latest book, it is not about accessing information, but about curating it. When you have access to all of the information in the world, there is obviously some great stuff, and some stuff that is of a poor quality. How are students critical of what they see, and how do they reflect and share? Too many schools are worried about students “googling” answers on test because that would make them “cheaters”, yet as adults, we would be considered resourceful if we did the same thing. What we do with the information is much more important now than simply finding it. We need to look at how students are not only consumers of information, but creators of content as well. That is where the real learning happens and technology gives us the opportunity to be able to share easily with the entire world

A recent post focused on connecting the trait of Ideas with the Common Core. This time around, we’ll look at Organization: ordering ideas to make them both clear and interesting. We’ll define the trait, link it to the CCSS for writing, and suggest favorite books to use as mentor texts in teaching important elements of Organization—including leads, endings, and transitions.

School leaders and math teachers must therefore understand the instructional implications of CCSS in addition to the content implications. This is why I begin Math CCSS training with a discussion of six shifts in instruction associated with CCSS: Focus: fewer topics covered in greater depth Coherence: connect learning within and across grades Fluency: perform mathematics with speed and accuracy Understanding: use mathematics in complex situations Application: know when and how applying math can solve a problem Dual Intensity: achieve fluency and conceptual understanding/application

*Standards - what we teach *Text Complexity - what we teach with *Focus on comprehension Scaffolds - how we teach *The Task - how we measure what we teach Comprehension Standards - What's new? NOT the same cake with different frosting

Key ideas and details - what is author saying Standard 1Standard 2Standard 3 Craft and Structure - How is the author saying itStandard 4Standard 5Standard 6 Integration of Knowledge and Ideas - Why is the author saying itStandard 7Standard 8Standard 9 Text Complexity and RangeStandard 10

NEW ADDITIONS to think about when thinking about the CCSS 1. More on character development (characters who change from beginning to end) 2. Summary includes theme 3. Paraphrasing 4. Vocabulary: tier2, tier3, figurative language (simile, personification, idioms), TONE (where did the character have a bad attitude,  a good attitude, change attitude) 5. Genre, text structure 6. Text to text connections 7. Broader definition of text (digital, live, video) 8.Illustrations part of message (picture shows mood of character) 9. Point of view / perspectives (values and belief systems) NO LONGER TEACHING in CCSS: text to self connections because it takes students away from the texts Creative thinking

CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.