Barb+and+Tracie's+Work+Room

Workspace MATH : CAS - I really don't know what they are referring to when computer algebra programs are referenced in the standards. We'll need to research this. The excel spreadsheet is REALLY messy. It is my worktable of math standards that specifically mention math. ** OBSERVATION OF TABLE DATA - Math** ** The majority of the early grades standards show technology as a good tool to help students visualize mathematical problems and deepen understanding of concepts. Technology is specifically listed in the standards, but in a very general way. I think the idea is that we want teachers using technology early on, but we want teachers to have the freedom to use what they deem is appropriate. As the students progresses into more complex math concepts (middle school age), the technology embedded in the standards becomes more specific. The math standards, beginning in 7th grade, are broken into six categories: modeling, number and quantity, algebra, functions, geometry, and statistics and probability. Spreadsheets, graphing utilities, and computer algebra systems are the tools that are repeatedly referenced in the standards. I believe within this category there are many tools teachers can use with students for modeling and practice with these mathematical concepts. I've sorted the ELA Anchor standards and content specific standards within these 5 areas so we have a better picture of what we are really dealing with in terms of what teachers will really need. I've cross posted any standards that clearly apply to more than one category.

ELA *Ignore the highlights in this table - it just copied some of my highlighted text from the document. These are __all__ tech-specific standards and anchor standards.
 * OBSERVATION OF TABLE DATA - ELA:** The two categories with the most standards addressed are Digital Literacies, and Basic Software Tools. So while it's clear that we still need kids to understand how to make word processing documents and PowerPoints, it's also clear that searching, being critical consumers of content, discerning sources of information, and identifying bias are new 21st Century skills our kids need to learn. The category with the least standards addressed is Basic Media Tools - this would include creating video or creating podcasts. Although I've heard many teachers express the belief this is what they need to be incorporating more of, the New Standards would seem to regard this as a very basic technical literacy. My personal belief (not being very objective here) is that these are powerful tools for creation, so we should not give them short shrift just because they are only minimally addressed. Only 11 ELA standards specifically address it. The two categories that were addressed quite a bit were also the two that I believe many ELA standards could infer as well - Social Media Platforms and Web 2.0 Tools. Because of the dynamic nature of both of these categories, it's relatively easy to find application for them in many places. Many of the standards listed under Basic Software Tools could just as easily be addressed using Social Media Platforms instead. Many of the Basic Media Tools, as well as many of the Digital Literacies could be addressed under the Web 2.0 Tools category.

2 a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), labeled or captioned visuals/diagrams, and multimedia when useful to aiding comprehension. || 1st Writing: ** 6. ** With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. || 2a. Introduce a topic clearly,provide a general observation and focus,and group related information logically; include formatting (e.g.,headings),labeled or captioned visuals/graphics,and multimedia when useful to aiding comprehension. || 2nd Writing: ** 6. ** With guidance and support from adults,use a variety of digital tools to produce and publish writing,including in collaboration with peers. || 2a. Introduce a topic clearly,provide a general observation and focus,and group related information logically; include formatting (e.g.,headings),labeled or captioned visuals/graphics,and multimedia when useful to aiding comprehension. || 2a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), labeled or captioned visuals/diagrams, and multimedia when useful to aiding comprehension. || 5th Speaking & Listening: ** 5. ** Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully. || 4th Writing: 2a. Introduce a topic clearly,provide a general observation and focus,and group related information logically; include formatting (e.g.,headings),labeled or captioned visuals/graphics,and multimedia when useful to aiding comprehension. || 6th Speaking & Listening: ** 5. ** Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. || 5th Writing: ** 6. ** With some guidance and support from adults, use technology, including the Internet, to produce, edit, 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 sitting. || e. Use glossaries and beginning picture dictionaries, both print and digital, to determine or clarify the meaning of words and phrases. || 2a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension || 8th Speaking & Listening: ** 5. ** Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. || 3rd Language: d. Use glossaries or beginning dictionaries, both print and digital, to determine or clarify the precise meaning of key words and phrases. || 2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. || 9/10 Speaking & Listening: ** 5. ** 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. || 4th Language: c. 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. || 2a. 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, tables), and multimedia when useful to aiding comprehension. || 11/12 Speaking & Listening: ** 5. ** 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. || 5th Language: c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both printing and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases. || 2a. Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. || 2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. || a. 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, tables), and multimedia when useful to aiding comprehension. || 4c. Consult reference materials (e.g., dictionaries, glossaries, thesauruses and specialized reference materials), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. ||
 * __**Digital Literacies**__ || __**Social Media Platforms**__ || __**Web 2.0 Tools**__ || __**Basic Media Tools**__ || __**Basic Software Tools**__ ||
 * Reading Anchor Standard: 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. || Writing Anchor Standard: 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. || Writing Anchor Standard: 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. || Speaking & Listening Anchor Standard: 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. || K Writing: ** 6. ** With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. ||
 * Writing Anchor 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. || Writing Anchor 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. || Writing Anchor 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. || 4th Writing:
 * 1st Grade Reading: ** 5. ** Know and use various text features(e.g., title, labels with graphics,bold print,visual cues such as arrows, electronic menus, icons)to locate key facts or information in a text. || Speaking & Listening Anchor Standard: 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. || Speaking & Listening Anchor Standard: 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. || 5th Writing:
 * 2nd Grade Reading: ** 5. ** Know and use various text features (e.g.,captions,bold print, headings, charts,bulleted or numbered lists, electronic menus, icons)to locate key facts or information in a text efficiently. || K Writing: ** 6. ** With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. || K Writing: ** 6. ** With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. || 2nd Grade Speaking & Listening: ** 5. ** Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. || 4th Writing: 2a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), labeled or captioned visuals/diagrams, and multimedia when useful to aiding comprehension. ||
 * 4th Grade Reading: ** 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. || 1st Writing:
 * 6. ** With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. || 1st Writing: ** 6. ** With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers. || 3rd Speaking & Listening: ** 5. ** Create audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; use techniques that engage the listener (e.g., inflection, different voices); and add visual displays when appropriate to emphasize or enhance certain facts or details. || 5th Writing:
 * 5th Grade Reading:
 * 7. ** Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. || 2nd Writing:
 * 6. ** With guidance and support from adults,use a variety of digital tools to produce and publish writing,including in collaboration with peers. || 2nd Writing:
 * 6. ** With guidance and support from adults,use a variety of digital tools to produce and publish writing,including in collaboration with peers. || 4th Speaking & Listening: ** 5. ** Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully. || 3rd Writing:
 * 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 and to locate information about topics. ||
 * 3rd Writing:
 * 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 and to locate information about topics. || 3rd Writing:
 * 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 and to locate information about topics. || 4th Writing:
 * 6. ** With some guidance and support from adults, use technology, including the Internet, to produce, edit, and publish writing as well as to interact and collaborate with others and to locate information about topics; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. ||
 * 4th Writing:
 * 6. ** With some guidance and support from adults, use technology, including the Internet, to produce, edit, and publish writing as well as to interact and collaborate with others and to locate information about topics; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. || 4th Writing:
 * 6. ** With some guidance and support from adults, use technology, including the Internet, to produce, edit, and publish writing as well as to interact and collaborate with others and to locate information about topics; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting. || 5th Writing:
 * 5th Writing:
 * 6. ** With some guidance and support from adults, use technology, including the Internet, to produce, edit, 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 sitting. || 5th Writing:
 * 6. ** With some guidance and support from adults, use technology, including the Internet, to produce, edit, 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 sitting. || 5th Speaking & Listening:
 * 5. ** Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully. || 7th Speaking & Listening: ** 5. ** Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. || 2nd Language:
 * 6th Reading: ** 7. ** Integrate information presented in different media (e.g., may include, but not limited to podcasts) or formats (e.g., visually, quantitatively/ data-related) as well as in words to develop a coherent understanding of a topic or issue. || 5th Speaking & Listening: ** 5. ** Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes and to engage listeners more fully. || 6th Writing:
 * 7th Reading: ** 7. ** 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 method of the delivery of a speech affects the impact of the overall message). || 6th Writing:** 6. ** 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 create a piece of writing. || 7th Writing:
 * 8th Reading:
 * 7. ** Evaluate the advantages anddisadvantagesof usingdifferent media (e.g.,printordigital text,video,multimedia)to presentaparticular topicoridea. || 7th Writing: ** 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, including linking to and citing sources || 8th Writing:
 * 6th Writing: ** 8. ** Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. || 8th Writing:** 6. ** 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. || Writing 9/10:
 * 6. ** 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. ||  || 6th Writing:
 * 7th Writing: ** 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. || Writing 9/10: ** 6. ** 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. || 6th Speaking & Listening: ** 5. ** Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information. ||  || 7th Writing:
 * 8th Writing: ** 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. || Writing 11/12: ** 6. ** 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. || 7th Speaking & Listening: ** 5. ** Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. ||  || 8th Writing:
 * Writing 9/10: ** 8. ** 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. || 6-8 Writing Literacy SS, sci, tech: ** 6. ** Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently. || 8th Speaking & Listening: ** 5. ** Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. ||  || 6th Language:
 * Writing 11/12:
 * 8. ** Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the 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. || 9-10 Writing Literacy SS, sci, tech: ** 6. ** 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. || 9/10 Speaking & Listening: ** 5. ** 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. ||  || 7th Language: 4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, and thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. ||
 * 11/12 Sci/Tech Reading Literacy:
 * 7. ** 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. || 11-12 Writing Literacy Ss, sci, tech: ** 6. ** 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. || 11/12 Speaking & Listening: ** 5. ** 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. ||  || 8th Language: 4c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, and thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech. ||
 * 6-8 Writing Literacy SS, sci, tech: ** 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. ||  ||   ||   || 6-8 Writing Literacy ss, sci, tech: 2a. 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 ||
 * 9-10 Writing Literacy Ss, sci, tech: ** 8. ** 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. ||  ||   ||   || 9-10 Writing Literacy SS, sci, tech: 2a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. ||
 * 11-12 Writing Literacy SS, sci, tech: ** 8. ** Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific 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 ||  ||   ||   || 11-12 Writing Literacy SS, sci, tech: 2a. 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, tables), and multimedia when useful to aiding comprehension. ||