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x | |
Preface |
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xvii | |
Acknowledgments |
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xx | |
About the Author |
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xxii | |
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Chapter 1 The Heart of the Common Core: Points of Emphasis in the Literacy Standards |
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1 | (14) |
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1 | (1) |
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1 | (1) |
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Points of Emphasis in the Common Core |
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2 | (8) |
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2 | (2) |
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4 | (1) |
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5 | (1) |
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6 | (1) |
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Literacy Across Disciplines |
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7 | (1) |
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Technology and Media Literacy |
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8 | (2) |
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10 | (1) |
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Tips for Teachers Just Getting Started |
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11 | (1) |
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Tip 1 Think Big, But Start Small |
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11 | (1) |
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Tip 2 Be Patient With Yourself |
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12 | (1) |
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12 | (1) |
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Tip 4 Use Technology to Replace and Improve |
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12 | (1) |
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12 | (1) |
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Celebrating a Common Language |
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12 | (1) |
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13 | (1) |
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Study Questions and Activities |
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13 | (2) |
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Chapter 2 Transforming Low-Tech Classrooms With BYOD and Mobile Devices |
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15 | (13) |
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15 | (3) |
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Favorite Mobile Apps With Lesson Ideas |
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18 | (7) |
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18 | (1) |
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19 | (1) |
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20 | (1) |
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Google Drive, Google Docs, Google Sheets, and Google Slides |
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21 | (1) |
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22 | (1) |
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23 | (2) |
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Create Your Own Technology Tool Belt |
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25 | (1) |
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26 | (1) |
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Study Questions and Activities |
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26 | (2) |
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Chapter 3 The Reading Standards |
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28 | (34) |
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29 | (5) |
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29 | (2) |
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31 | (2) |
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Reader and Task Considerations |
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33 | (1) |
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The Progression of the Reading Standards |
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34 | (1) |
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Key Shift: Increased Emphasis on Informational Texts |
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35 | (5) |
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37 | (3) |
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Close Reading on Paper and Online |
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40 | (2) |
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Reading in the Digital Age |
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42 | (1) |
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43 | (1) |
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44 | (9) |
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44 | (5) |
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49 | (1) |
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50 | (3) |
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Using Tech Tools to Enhance Reading |
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53 | (7) |
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53 | (1) |
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Using Google Docs to Develop Reading Skills |
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53 | (4) |
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57 | (1) |
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57 | (3) |
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60 | (1) |
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Study Questions and Activities |
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60 | (2) |
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Chapter 4 Argumentative Writing |
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62 | (20) |
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Purpose of Argumentative Writing in English, History, and Science |
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62 | (1) |
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Argumentative Versus Persuasive: What's the Difference? |
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63 | (1) |
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64 | (8) |
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Argumentative Paragraph Structure for 6th Grade |
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66 | (2) |
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Argumentative Paragraph Structure for 7th and 8th Grade |
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68 | (2) |
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Argumentative Paragraph Structure for 9--12th Grade |
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70 | (2) |
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Teaching Argumentative Writing: Breaking It Down |
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72 | (8) |
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80 | (1) |
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Study Questions and Activities |
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80 | (2) |
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Chapter 5 Informative Writing |
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82 | (27) |
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Purpose of Informative Writing |
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83 | (1) |
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Choosing an Organizational Structure |
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84 | (8) |
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84 | (2) |
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86 | (1) |
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87 | (1) |
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88 | (2) |
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90 | (2) |
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Prewriting Think Aloud Activity With Screencasting |
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92 | (1) |
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Informative Writing in English |
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93 | (1) |
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Writing Template Using Jane Schaffer's Paragraph Model |
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93 | (2) |
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Informative Writing in History/Social Studies |
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95 | (2) |
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Informative Writing in Science |
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97 | (9) |
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Digital Multimedia Scientific Lab Notebook |
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98 | (4) |
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Creating a Digital Notebook With Blogger |
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102 | (4) |
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Scientific Writing: Digital Lab Report |
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106 | (1) |
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107 | (1) |
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Study Questions and Activities |
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107 | (2) |
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Chapter 6 Narrative Writing |
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109 | (23) |
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Developing Narrative Techniques |
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109 | (16) |
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110 | (1) |
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Developing Dynamic Dialogue With Google Story Builder |
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111 | (5) |
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116 | (1) |
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116 | (1) |
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117 | (1) |
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117 | (1) |
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Get Realistic With Google Maps |
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118 | (3) |
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121 | (1) |
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Sequencing and Story Building |
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122 | (3) |
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Narrative Writing Project: Digital Story Inspired by StoryCorps |
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125 | (5) |
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130 | (1) |
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Study Questions and Activities |
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130 | (2) |
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Chapter 7 Rethinking Research |
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132 | (25) |
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Research in the Common Core Standards |
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132 | (2) |
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134 | (2) |
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Practice With a Google a Day |
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136 | (2) |
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138 | (4) |
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The Classic Research Paper Goes Digital |
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142 | (2) |
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Beyond the Research Paper |
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144 | (2) |
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146 | (4) |
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Student-Designed Infographics |
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146 | (4) |
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Crowdsourcing Information Instead of Lecturing |
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150 | (2) |
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Crowdsourcing in Your Classroom |
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151 | (1) |
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Expert Group Investigations |
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152 | (3) |
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155 | (1) |
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Study Questions and Activities |
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156 | (1) |
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157 | (13) |
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157 | (5) |
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Helping Students Catch Their Own Errors |
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158 | (2) |
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Real-World Grammar Challenges |
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160 | (2) |
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162 | (7) |
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Flipping Vocabulary Instruction |
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162 | (1) |
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Designing and Recording My Flipped Videos |
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163 | (1) |
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The Flipped Classroom Model Explained |
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164 | (1) |
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Designing a Flipped Vocabulary Lesson |
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164 | (3) |
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Reflections on Flipping Vocabulary Instruction |
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167 | (1) |
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Technology-Infused Vocabulary Activities |
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167 | (1) |
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167 | (1) |
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168 | (1) |
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168 | (1) |
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168 | (1) |
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169 | (1) |
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Study Questions and Activities |
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169 | (1) |
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Chapter 9 Speaking and Listening |
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170 | (18) |
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Using Schoology for Online Discussions |
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171 | (3) |
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Teaching Students How to Engage Online |
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174 | (4) |
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Establish Clear Expectations for Online Behavior |
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175 | (1) |
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Practice With Icebreakers |
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175 | (1) |
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Critique Initial Online Discussions in Class |
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175 | (3) |
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Provide Students With Strategies to Say Something Substantial Online |
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178 | (1) |
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Weave Online Conversations Back Into the Classroom |
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178 | (1) |
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Four-Corner Conversations |
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178 | (3) |
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Teaching Active Listening |
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181 | (1) |
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Capturing Ideas With Mobile Devices |
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182 | (2) |
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184 | (1) |
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185 | (1) |
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186 | (1) |
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Study Questions and Activities |
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186 | (2) |
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Chapter 10 Charging Ahead in the Face of Change |
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188 | (6) |
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189 | (3) |
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189 | (1) |
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Social Media Should Be Leveraged for Learning |
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190 | (1) |
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Individual Contributions Cannot Compare to Collective Intelligence |
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190 | (1) |
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If They Build It, They Will Learn |
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191 | (1) |
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191 | (1) |
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What Will the Story of Education Be? |
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192 | (2) |
Appendix: Tools and Strategies for Developing Skills Identified in the Common Core Anchor Standards |
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194 | (6) |
References |
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200 | (3) |
Index |
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203 | |