Gwinnett Digital Learning Conference 2014:
Published on Nov 18, 2015
A basic walk-through of digital tools that assist teachers in enhancing the Social Studies and English Language Arts integration process.
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PRESENTATION OUTLINE
Gwinnett Digital Learning Conference 2014:
INTEGRATING TECHNOLOGY, LANGUAGE ARTS, AND SOCIAL STUDIES
Gwinnett Digital
Learning Conference 2014
Session 1: Integrating Technology, Language Arts, and Social Studies
Presenter: Edgar Rivas
School: Nesbit Elementary
Room: Dacula Room 2.144
Time: 10:00-11:00
Learning Conference 2014
Session 1: Integrating Technology, Language Arts, and Social Studies
Presenter: Edgar Rivas
School: Nesbit Elementary
Room: Dacula Room 2.144
Time: 10:00-11:00
Session Objectives
- Understanding the value in ELA & S.S. integration
- Explore related standards in ELA & S.S.
- Discuss Quality Plus Teaching Strategies Digital Guide
- Demonstrate ELA & S.S. integration with technology
- Questions & Answers
Thank you for attending this session of the Gwinnett Digital Learning Conference. The overall objective is to understand the value of integrating English Language Arts and Social Studies through various digital technology tools. Each slide will highlight points about the elements of
(ELA & S.S.) integration and the accompanying notes will help you navigate to each of the modeled or illustrated technology tools.
Thank you,
Edgar Rivas
(ELA & S.S.) integration and the accompanying notes will help you navigate to each of the modeled or illustrated technology tools.
Thank you,
Edgar Rivas
Understanding the value of ELA & S.S.
- Strengthens the natural connections of both subjects
- Encourages higher order thinking skills
- Creates a basis for collaborative learning
- Real world connection is often better when using rich data
- ELA skills are fundamental to all other subjects
Schell (2007) explains that subjects should not be taught on categorized schedules but that there should be a seamless incorporation throughout the day. The author cites the natural connections of ELA and S.S. skills, such as, sequence in reading and chronological events in history as examples. https://www.herffjonesnystrom.com/index.cfm?fa=Teachers.07February
Gardner (2006) states that the value of integration is on the development of high quality lessons that incorporate real world applications and 21st century skills utilization. The website http://www.pnwboces.org/ssela/sample_lessons/sample.htm provides sample lessons for K-6.
Smith & Irvine (2012) illustrate the specific Common Core Language Arts standards that align with Social Studies.
http://www.texasreaders.org/uploads/8/6/6/5/8665759/chapter_four.pdf
Gardner (2006) states that the value of integration is on the development of high quality lessons that incorporate real world applications and 21st century skills utilization. The website http://www.pnwboces.org/ssela/sample_lessons/sample.htm provides sample lessons for K-6.
Smith & Irvine (2012) illustrate the specific Common Core Language Arts standards that align with Social Studies.
http://www.texasreaders.org/uploads/8/6/6/5/8665759/chapter_four.pdf
related Standards include those that...
- Acquire information and manipulate data
- Develop and present policies, arguments, & stories
- Construct new knowledge
- Encourages participation of groups
Smith & Irvine (2012) examined the connection between the National Council for Social Studies and the Common Core State Initiative to localize the 4 essential skills (listed on the slide) the standards shared. The authors went further by identifying which Common Core standards aligned with these skills. Example Skill 1 aligns with ELA 1, 7, 10.
Proceed to the following link to read the Smith & Irvine article and see all the aligned standards. http://www.texasreaders.org/uploads/8/6/6/5/8665759/chapter_four.pdf
Proceed to the following link to read the Smith & Irvine article and see all the aligned standards. http://www.texasreaders.org/uploads/8/6/6/5/8665759/chapter_four.pdf
Quality Plus Teaching Strategies Digital Guide
The guide provides teachers with websites, technology based tools, and software to assist in implementing the Quality+ Teaching Strategies.
Proceed to the link to have a closer look.
http://publish.gwinnett.k12.ga.us/gcps/wcm/connect/gcps_public_content_enus...
Proceed to the link to have a closer look.
http://publish.gwinnett.k12.ga.us/gcps/wcm/connect/gcps_public_content_enus...
Tool 1: Digital Images
Searching, selecting, and saving pictures...
All images have been obtained by Pics4learning or Encyclopedia Britannica Image Quest. Both sites are copyright-friendly which allows for students and teachers to use for various educational purposes (websites, projects, etc...)
(Non-Verbal Representation)
http://pics.tech4learning.com/
http://quest.eb.com/
(Non-Verbal Representation)
http://pics.tech4learning.com/
http://quest.eb.com/
Tool 2: Storyjumper
Making a book the whole class will want to read...
Let's take a look at how integration might work in a Kindergarten class.
Kindergarten Standards: (Literacy and Collaboration)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
(GPS) (KSS_H208-31): identify the purpose of Thanksgiving Day and describe the people or events celebrated.
(CCGPS) (KLA_D2012-28/ELACCKW6): Explore a variety of digital tools and print media to produce and publish writing, including in collaboration with
peers, with guidance and support from adults.
http://www.storyjumper.com/book/index/15215812/53a8afee6b690
Kindergarten Standards: (Literacy and Collaboration)
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
(GPS) (KSS_H208-31): identify the purpose of Thanksgiving Day and describe the people or events celebrated.
(CCGPS) (KLA_D2012-28/ELACCKW6): Explore a variety of digital tools and print media to produce and publish writing, including in collaboration with
peers, with guidance and support from adults.
http://www.storyjumper.com/book/index/15215812/53a8afee6b690
Tool 3: Piktochart
Informational Chart projects to capture creativity
A First grade integrated lesson might look something like this...
First Grade Standards: (Non-Verbal Representation)
(GPS) (1SS_K2008-33): Identify goods that people make and services that people provide for each other.
(CCGPS) (1LA_D2012-25/ELACC1W2): Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
(CCGPS) (1LA_B2012-14/ELACC1RI5): Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.
https://magic.piktochart.com/output/1942684-economics-the-quest-for-money
First Grade Standards: (Non-Verbal Representation)
(GPS) (1SS_K2008-33): Identify goods that people make and services that people provide for each other.
(CCGPS) (1LA_D2012-25/ELACC1W2): Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
(CCGPS) (1LA_B2012-14/ELACC1RI5): Know and use various text features (e.g., headings, tables of content, glossaries, electronic menus, icons) to locate key facts or information in a text.
https://magic.piktochart.com/output/1942684-economics-the-quest-for-money
Tool 4: inklewriter
Creative Writing a la Techno
Now let's take a look at some integration in Second Grade.
Second Grade Standards: (Literacy & Vocabulary)
(CCGPS) (2LA_B2012-10/ELACC2RI1): Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
(CCGPS) (2LA_D2012-25/ELACC2W5): Focus on a topic and strengthen writing as needed by revising and editing, with guidance and support from adults and peers.
(GPS) (2SS_D2008-21): Describe the cultural and geographic systems associated with James Oglethorpe, Tomochichi, and Mary Musgrove.
http://writer.inklestudios.com/stories/gxhp
Second Grade Standards: (Literacy & Vocabulary)
(CCGPS) (2LA_B2012-10/ELACC2RI1): Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
(CCGPS) (2LA_D2012-25/ELACC2W5): Focus on a topic and strengthen writing as needed by revising and editing, with guidance and support from adults and peers.
(GPS) (2SS_D2008-21): Describe the cultural and geographic systems associated with James Oglethorpe, Tomochichi, and Mary Musgrove.
http://writer.inklestudios.com/stories/gxhp
TooL 5: TimeToast
Timelines and the Progress of Knowledge
For 3rd grade an integrated lesson might include the following...
Third Grade Standards: (Background Knowledge)
(CCGPS) (3LA_B2012-
12/ELACC3RI3): Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
(CCGPS) (3LA_D2012-23/ELACC3W2): Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
(GPS) (3SS_E2008-30): Discuss the life of Paul Revere and his efforts to expand people’s rights and freedoms in a democracy.
http://www.timetoast.com/timelines/777320
Third Grade Standards: (Background Knowledge)
(CCGPS) (3LA_B2012-
12/ELACC3RI3): Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
(CCGPS) (3LA_D2012-23/ELACC3W2): Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
(GPS) (3SS_E2008-30): Discuss the life of Paul Revere and his efforts to expand people’s rights and freedoms in a democracy.
http://www.timetoast.com/timelines/777320
Tool 6: Thinglink
Interactive Image Projects
As the grades get higher the expectations of our students should as well. Let's take a look at some upper elementary integration.
Fourth Grade Standards: (Non-Verbal Representation)
(CCGPS) (4LA_A2012-3/ELACC4RL3): Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
(CCGPS) (4LA_B2012-18/ELACC4RI9): Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
(CCGPS) (4LA_D2012-28/ELACC4W7): Conduct short research projects that build knowledge through investigation of different aspects of a topic.
(GPS) (4SS_H2008-57) Describe the economic conditions and the effect on growth and expansion.
http://www.thinglink.com/scene/524782317449773056
Fourth Grade Standards: (Non-Verbal Representation)
(CCGPS) (4LA_A2012-3/ELACC4RL3): Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).
(CCGPS) (4LA_B2012-18/ELACC4RI9): Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
(CCGPS) (4LA_D2012-28/ELACC4W7): Conduct short research projects that build knowledge through investigation of different aspects of a topic.
(GPS) (4SS_H2008-57) Describe the economic conditions and the effect on growth and expansion.
http://www.thinglink.com/scene/524782317449773056
Tool 7: Glogster Edu
Interactive Posters for Education
In 5th Grade an integrated lesson may contain something like this...
Fifth Grade Standards: (Technology)
(CCGPS) (5LA_D2012-28/ELACC5W7): Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
(CCGPS) (5LA_D2012-30/ELACC5W9): Draw evidence from literary or informational texts to support analysis, reflection, and research.
(GPS) (5SS_B2008-15): Identify issues and/or problems and alternative solutions.
(GPS) (5SS_J2008-55): Trace important developments in America since 1975.
http://edgar8278.edu.glogster.com/gdlc-session-1
Fifth Grade Standards: (Technology)
(CCGPS) (5LA_D2012-28/ELACC5W7): Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
(CCGPS) (5LA_D2012-30/ELACC5W9): Draw evidence from literary or informational texts to support analysis, reflection, and research.
(GPS) (5SS_B2008-15): Identify issues and/or problems and alternative solutions.
(GPS) (5SS_J2008-55): Trace important developments in America since 1975.
http://edgar8278.edu.glogster.com/gdlc-session-1
Summary
It is important to note that not all technologies can or should be utilized at one time. That the integration process takes time in the following; developing an understanding of the technology tools; selecting the correct skills and standards; and comprising it all together. Also, teachers should not underestimate the technological abilities of students. Lastly, as teachers we have to understand that depending on our skill level and student ability, a balance in the teacher-directed to student-led instruction must be utilized.
Questions?
General or Specific
If you would like to contact me about any of the wonderful tools presented today, please email me at edgar_rivas@gwinnett.k12.ga.us
I will be happy to help you out in any way possible.
All slides have links that correspond to the shared samples I created. However, you can navigate to the homepage of each program from the links provided.
Tool Info:
Story Jumper: Free to create, pay to publish, educator discount
Piktochart: Free & Premium versions (various differences)
Inklewriter: Free, free, free...
Timetoast: Free & Premium version, group & collaboration only major difference
Thinglink: Free & Pay versions (Basic tagging and some analytics in free version, pay a lot more but expensive)
GlogsterEDU: Free & Pay versions (after initial free trial no student accounts on free and premium has student accounts)
I will be happy to help you out in any way possible.
All slides have links that correspond to the shared samples I created. However, you can navigate to the homepage of each program from the links provided.
Tool Info:
Story Jumper: Free to create, pay to publish, educator discount
Piktochart: Free & Premium versions (various differences)
Inklewriter: Free, free, free...
Timetoast: Free & Premium version, group & collaboration only major difference
Thinglink: Free & Pay versions (Basic tagging and some analytics in free version, pay a lot more but expensive)
GlogsterEDU: Free & Pay versions (after initial free trial no student accounts on free and premium has student accounts)
Additional Sites
Extra tidbits to help you along the way!
References
Please view notes for all references used.
Information for each source used is found in the links that accompany each slide.
