Common Core Reading and Writing with Mobile Devices
Laurie Stowell
lstowell@csusm.edu
Cal State San Marcos
San Marcos Writing Project: http://www.csusm.edu/education/outreach/smwp.html
1. Introduction and background
TPaCK model: Technological, pedagogical and content knowledge
TPACK in 2 minutes: http://www.youtube.com/watch?v=FagVSQlZELY
SARMR model: Substitution, Augmentation, Modification and redefinition
SAMR model in 120 seconds:
http://www.youtube.com/watch?v=us0w823KY0g&list=PL5BFC880170A0E8EA
New literacies: The new literacies of the Internet and other ICTs include the skills,
strategies, and dispositions necessary to successfully use and adapt to the rapidly
changing information and communication technologies and contexts that
continuously emerge in our world and influence all areas of our personal and
professional lives. These new literacies allow us to use the Internet and other ICTs
to identify important questions, locate information, critically evaluate the usefulness
of that information, synthesize information to answer those questions, and then
communicate the answers to others.
New technologies require new literacies to exploit their potential and these new literacies
change regularly as technology opens new communication and information. These
include technologies such as gaming software (Gee, 2003), video technologies
(O’Brien, 2001), technologies that establish communities on the Internet (ChandlerOlcott & Mahar, 2003), search engines (Jansen, Spink, & Saracevic, 2000), webpages,
and many more yet to emerge.
2. Socrative and Poll anywhere: check for background knowledge, provide anticipation, set
goals, monitor for understanding or assess.
3. Reading
* Annotating Apps:
Good notes
Side by side
Notability
Notetaking: http://www.edutopia.org/blog/note-taking-with-ipads-bethholland?utm_source=facebook&utm_medium=post&utm_campaign=blog-notetaking-apps
* Six word memoirs: http://www.sixwordmemoirs.com
* Assessment (noting and recording) Evernote
* Digital Picture book apps
What makes a quality electronic text:
 Writing: Great digital pic books and book apps like their print counterparts start with
quality writing. The most successful picture book apps keep the story front and center.
 Images: Readers use text and image to garner meaning so quality of images is as important
as quality of the words used.
 Narration: Some books allow users to select from a choice of narrators., including the
author, character voices, record their own narration and some are available in more than
one language.
 Interactive functions: Quality digital puts the reader in charge and makes use of multiple
modes including read along, read to self, game playing and activity modes. Supportive
digital picture books cue the reader with signals that support interaction. Cues enable the
reader to fully utilize all animations and interactions.
 Withstands repeated use: Quality picture books provide a different reading experience
each time.
 Adds to or extends the original book.
For middle and high school readers:
Inanimatalice.com
Readwritethink Trading Cards app (free)
4. Writing
• Digital essay:
Hyperlinks in google docs: http://www.edutopia.org/blog/common-core-in-actionnarrative-writing-heather-wolpert-gawron
• Scavenger hunt
Book Creator (free and $1.99)
• Publishing student writing: see list in packet
• Feedback:
Figment: figment.com
• Six word memoirs: http://www.sixwordmemoirs.com
5. iMovie: Book Trailers ($4.99)
6. Speaking and listening:
Explaining to others: Educreations
Mad Lips (free)
Resources:
1. San Marcos Writing Project:
http://www.csusm.edu/education/outreach/smwp.html
2. Upstanders, not bystanders:
http://www.californiawritingproject.org/upstanders-bystanders.html
3. NCTE’s definition of 21st century literacies:
http://www.ncte.org/positions/statements/21stcentdefinition
4. IRA’s position statement on New Literacies:
http://www.youtube.com/watch?v=us0w823KY0g&list=PL5BFC880170A0E8EA
5. Writing, technology and teens:
http://www.collegeboard.com/prod_downloads/prof/community/PIP_Writing_Report
_FINAL.pdf
6. Findings of the Pew Internet and American Life project and the National
Commission on Writing: http://www.slideshare.net/PewInternet/writingtechnology-teens-the-findings-of-the-pew-internet-project-and-the-nationalcommission-on-writing?type=presentation
Make writing public: Places to publish student writing
1. Kid Lit: Art and writing from kids K-12: http://mgfx.com/kidlit/
2. Scholastic: Kids are authors: www.scholastic.com/kidsareauthors
3. Writing with writers: Students work with authors, editors and illustrators in workshops:
http://teacher.scholastic.com/writewit/
4. Publishing students: Created by a teacher, has tips and lots of links:
http://www.publishingstudents.com/
5. Web English Teacher: http://www.webenglishteacher.com/publish.html. A site that has
links to places that publish student (Of all ages) writing.
6. LearnEnglish Kids: A British based website provides an interactive tool for creating
stories: http://learnenglishkids.britishcouncil.org/en/make-your-own/story-maker
7. Launch Pad: http://www.launchpadmag.com
8. Young Author’s Workshop: http://www.planet.eon.net/~bplaroch/Publish.html A
list of links to places to publish
9. The kids’ storytelling club: http://www.storycraft.com
10. KidsCom: http://www.kidscom.com/create/write/write.html Publishes on line
11. Kid Authors: http://www.kidauthors.com/
12. Kidscribe: A bilingual site for kid authors: http://brightinvisiblegreen.com/kidscribe/
13. Creative Writing for Kids: http://www.creativewriting4kids.com/
14. Young Poets: Publishes children’s poetry: http://www.loriswebs.com/youngpoets/
15. Cyberkids: http://www.cyberkids.com/he/html/submit.html
16. The mysteries of Harris Burdick: publish on Chris Van Allsburgs site and read students’
stories: http://www.hmhbooks.com/features/harrisburdick/readers_stories.html
17. Write reviews of books on Amazon: www.amazon.com
18. Nonfiction: My hero project: http://www.myhero.com/go/home.asp
19. Writing Fix: Publishes student writing from lessons they provide:
http://www.writingfix.com
Middle and high school students
20. Figment: http://www.myhero.com/go/home.asp
21. Kid Pub: http://www.kidpub.com
22. Candlelight stories: http://www.candlelightstories.com
23. Cyberteens: http://www.cyberteens.com
24. Frodo’s Notebook: http://frodosnotebook.com
25. Space: Middle school students share their work: http://fablogs.org/space/
26. This I believe: Series from NPR, now publishes essays online: http://thisibelieve.org
27. Flipsnack: http://www.flipsnack.com
Magazines that publish student writing:
1. Highlights for children: http://www.highlights.com
2. Highlights online: http://www.highlights.com (go to “Share it”)
3. Stone Soup: http://www.stonesoup.com
4. Young Writer: The magazine for children with something to say
http://www.mystworld.com/youngwriter/
5. Merlyn’s Pen: http://www.merlynspen.org/ This is a magazine that publishes pre-teens
and teen’s writing.
6. Teen Ink: Print and online: http://www.teenink.com
ipad scavenger hunt
Find and take a photo of each of the following. You may not use previously taken photos
or download photos from the web. You may work together, but you must each try to get
as many photos as you can individually. You are competing against each other and will have
individual scores. You all must collect the first 6 (don’t come back without them!) If no
one else has your answer you receive an additional 2 points for that item. Prizes for the
most points. We will be using these photos for various lessons during the course.
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1. Something from the natural world (1 point)
2. A character trait (3 points)
3. Person (over the age of 18 -preferably not from the cohort!)1 (1)
4. Conflict or action (1 point)
5. A setting related to education (1 point)
6. A setting that does not look like school (1 point)
7. An artifact of at least one of the four content areas (ELA, Math, SS, Science) (2
points)
8. An artifact of education outside of the one of the four content areas (2 points)
9. Learning (10 pts.)*
10. Change (10 pts.)*
11. A metaphor or simile (10 pts.)*
12. Engagement (10 pts.)*
13. Literacy (10 pts.)*
14. A beautiful sound (10 pts.)*
15. Thinking (10 pts.)*
16. 3 photos in a series: Before, during and after (10 pts.)*
17. Visual thinking (or non alphabetic) (10 pts.)*
18. An act of kindness (10 pts.)*
19. An unusual perspective (10 pts.)*
20. Your reflection captured in an unexpected place (10 pts.)*
21. Something that will be in history texts 100 years from now (10 pts.)*
22. An unusual detail. (10 pts.)*
23. A cultural artifact (10 pts.)*
24. Math problem (can be more than 1 photo) (10 pts.)*
25. Something symmetrical (10 points)*
Do not take photos of students or anyone under the age of 18 on this scavenger hunt.
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26. Something wet other than water (10 pts.)*
27. Something that dissolves (10 pts.)*
28. Something that reflects (10 pts.)*
29. Something that magnifies sound (10 pts.)*
30. Something that distorts objects (10 pts.)*
31. Something that changes shape (10 pts.)*
32. Something a scientist needs (10 pts.)*
33. Something a mathematician needs (10 pts.)*
34. Something an historian needs (10 pts.)*
35 Something a reader or writer needs (10 pts.)*
36. Something wicked (10 pts.)*
37. Something tricky (10 pts.)*
38. Something annoying (10 points)* (no photos of people in the cohort!)
39. Evidence of civilization (10 pts.)*
40. Evidence of a scientific principle (10 pts.)*
41. Something that evaporates (10 pts.)*
42. Letter of the English alphabet that you discovered, did not create (10 pts.)*
43. 5 photos of the same thing from different perspectives (10 pts.)*
44. Something a middle school student would value (5 pts)
*Cohort will vote on best example of these and receive additional points:
1st place: additional 30 points
2nd place: additional 20 points
3rd place: additional 10 points
Determining the Credibility of Online Sources:
When using online sources for formal research, you must determine credibility in order to validate
the reliability of your own research. Keep in mind: Articles from peer reviewed online journals
like those found in JSTOR, EBSCO Host, and other databases include all citation information and
can easily be found credible. Sites like Wikipedia, blogs, and social media sites are open forums
for non-experts and while they may be great brainstorming tools, they are not credible sources for
formal research. With so many sites in the spectrum between Wikipedia and JSTOR, it can be
difficult to determine credibility, so here is a checklist to go through when making an evaluation:
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What is your topic?
o You should always look for sources appropriate to your topic. For example, if you
are researching heart disease, you should look at sites run by The American Heart
Association and not a side note blog post from Huffington Post.
What is the URL?
o Always be sure to record the entire URL. You will need this information and more to
cite properly. Be sure you are aware of the root site of the page you found.
Is the extension appropriate to the content?
o .gov and .mil are government run sites, .edu means it is an education site, and
.com/.org/.co can be purchased online. This does not mean that .com/.org/.co are
not reliable, but you should make note of the extension for overall reliability testing.
Who is the author?
o You should use sites that have a stated author. Sometimes the author’s name will be
on the article or page, and sometimes you will have to dig a little deeper to an “about
the author” page or a link on the main site.
Is there contact information for the author?
o Credible authors will have some type of contact information. It may be in the form of
an email, phone number, address, or online submission form.
What are the author’s credentials?
o Look for authors who hold degrees, experience, titles, or memberships to
recognizable professional groups relating to the topic.
Does the site appear to be professional?
o Look for sites that are professional, clean, and organized. For most research,
personal blogs are not a reliable source.
Are there typos and other errors?
o Grammar, spelling, and other errors are a hint that the information has not been
reviewed carefully and may be suspect.
What is the purpose of the site?
o Are they trying to persuade? educate? preach? other?
Is there bias? If so, what is it?
o For example, if you take medical information from a cigarette company or sports
information from a particular college, understand the bias. Bias does not mean you
can’t use the page; you just have to be aware and use the information accordingly.
Is this a primary or secondary source?
o The closer to the primary source a page is, the more reliable the information.
Are there citations or a bibliography?
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o These will help you determine the legitimacy of secondary sources. Ask yourself if
the bibliography shows quality research material.
Is there a date for the publication/revision of the page?
o You will need this information to cite properly. It is also important to know that
your information is current. You don’t want to research current educational trends
and use high school drop out rates from 1990.
Does the information seem in depth and comprehensive?
o You want to look for sources dedicated to the information you are looking for, not a
source, which briefly touches on your topic.
Overall Evaluation:
o Based on this list, do you find this source to be credible? Be sure that you are able to
justify your evaluation with evidence.
Citing an online source:
Please refer to the Owl at Purdue for information on citing electronic sources in MLA or APA
format: Owl.English.Purdue.edu
California Common Core Standards and Digital Writing Alignment
Laurie Stowell
Cal State San Marcos
lstowell@csusm.edu
Writing:
Anchor Standard: 6. Use technology, including the Internet, to produce and publish
writing and to interact and collaborate with others.
Grade
Level(s)
2-12
Writing objective
Technology
Notes
Write a book review
Create a book trailer in
iMovie
Fan Fiction websites
Create rubrics, evaluate movie and boo
line. Apply criteria to their book trailer
This is especially good for English learn
know the stories and are basically writ
Many online places to publish: see attac
Flipsnack – original pieces published ju
Writing narrative
Publish for a variety of
audiences
Publish a piece of writing
and receive feedback
Provide feedback
Online communities, Fan
Fiction sites, online
contests.
Flipsnack.com
Figment.com
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.
Grade
Level(s)
Writing
objective
Determine
credibility of
sources
Technology
Notes
Websites
Assess
credibility and
accuracy of
news sources
cnn.com
foxnews.com
cbsnews.com
nbcnews.com
abcnews..go.com
msn.com
npr.org/sections/news/
pbs.org/newshour/
See Carrie Haynes session at SD CUE!
Go to websites like
Save the Pacific Northwest Tree
Octopus:
http://zapatopi.net/treeoctopus/
Or
CNN ireport: http://ireport.cnn.com
Visit newspaper, TV, radio, online blogs
(like Huffpost) news sources and
compare what is reported and how, i.e.
point of view.
Students can also analyze visual
information.
nytimes.com
huffingtonpost.com
washingtonpost.com
Reading:
Anchor Standard: 7. Integrate and evaluate content presented in diverse
formats, including visually and quantitatively, as well as in words.
Grade
Level(
s)
2-12
K-5
K-5
Reading
objective
Technolo
gy
Notes
Evaluate book
and movie
trailers/revie
ws
View
Amazon
or Barnes
and Noble
reviews.
Add a
review of
their own.
Also view
game
apps
Generate rubrics/criteria, evaluate movie and book reviews
on line. Many book reviews on Amazon include video book
trailers
The fault in our stars by John Green:
http://www.amazon.com/The-Fault-StarsJohnGreen/dp/0525478817/ref=sr_1_1?ie=UTF8&qid=138
1157049&sr=8-1&keywords=the+fault+in+our+stars
Catching Fire movie Trailer:
https://www.youtube.com/watch?v=keT5CRhhy84
Compare book and movie “Hunger Games” Everything
wrong with Hunger Games in 3 minutes:
https://www.youtube.com/watch?v=pn0LXWaPxnQ
Middle school Hunger Games book review:
https://www.youtube.com/watch?v=QVi6c07343k
The chronicles of Harris Burdick:
https://www.youtube.com/watch?v=M3kpYep7EQw
Evaluate
Picture
picture book
book apps
apps
Compare/cont
rast
Voice
Thread,
Educreati
ons
Monitor for
Good
understanding notes app
,
comprehensio
n: annotate
Evaluate picture book apps: The world of ants, Press here,
Where do balloons go, Ocean Journey, Hiding Hannah, The
artifacts, A tale off the top of my head, The fantastic flying
books of Mr. Morris Lessmore, Freight Train
Create sound effects for a read aloud
Teach annotating, close reading.
Speaking and Listening:
Anchor Standard: 2. Integrate and evaluate information presented in diverse
media and formats, including visually, quantitatively, and orally.
Grade
Level(s)
2-12
K-12
objective
Technology
Present informative
writing
Keynote, Slide shark, Video students’ presentations and
powerpoint, prezi
then debrief them when they finish.
Students record their voice presenting
and post
Educreation app
Narrate thinking for reading a piece of
text – a think aloud.
Narrate thinking for a piece of writing
and where want feedback
Provide oral feedback for a piece of
writing
Demonstrate
understanding
Notes
Anchor Standard: 5. Make strategic use of digital media and visual displays of data
to express information and enhance understanding of presentations.
Grade
level
K-12
5-9
Speaking
/listening
objective
Explain thinking
(in math or
science) or
process (in
writing or
reading) as they
write on
whiteboard and
record their
explanation
Evaluate digital
media and visual
displays of
information
technology
Notes
Educreations app
Educreations shows student
work and records students’
voice
http://www.inanimatealice.com Students can discuss
interpretations of story and
effectiveness of media