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Speaking and Listening Standards take center stage with Digital Storytelling

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Speaking and Listening Standards take center stage with Digital Storytelling

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Personally I feel like these standards always take a backseat to reading, writing and math standards.  They are never really the focus of our instruction, but just happen to be tied in when students present to their classmates.  With digital storytelling, teachers can easily include speaking and listening standards as students present, collaborate and critique each other's projects.  As Bernard Robin stated, "In addition, students
who participate in the creation of digital stories may develop enhanced communications
skills by learning to organize their ideas, ask questions, express opinions, and construct
narratives. It also can help students as they learn to create stories for an audience, and present their ideas and knowledge in an individual and meaningful way. "

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CC.1.5.3.A
Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.
CC.1.5.3.B
Determine the main ideas and supporting details of a text read aloud or information presented in diverse media formats, including visually, quantitatively, and orally.
CC.1.5.3.C
Ask and answer questions about information from a speaker, offering appropriate detail.
CC.1.5.3.D
Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.
CC.1.5.3.E
Speak in complete sentences when
appropriate to task and situation in order to provide requested detail or clarification.
CC.1.5.3.F
Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.
CC.1.5.3.G
Demonstrate command of the conventions of standard English when speaking, based on Grade 3 level and content.

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Digital Storytelling Provides a Students with an Authentic Audience

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Digital Storytelling Provides a Students with an Authentic Audience

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Here are several examples of Digital Storytelling by Tech4 Learning (this company created Wixie, a digital paint program used by our district).  While watching any of these stories, it is easy to see the link between writing and digital storytelling.  As stated by Bernajean Porter: “From initial investigation to rough draft and then through refinement as draft after draft is polished and improved, writing should take about 40% of the project-building time.” Regardless of the type of writing that your students are doing (persuasive, expository, narrative), digital storytelling provides students an authentic audience with which to share their writing.

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Examples of a range of digital storytelling types: docudrama, biography, documentary, narrative, interviews, and more.

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CC.1.4.3.A
Write informative/ explanatory texts to examine a topic and convey ideas and information clearly.
CC.1.4.3.B
Identify and introduce the topic.
CC.1.4.3.C
Develop the topic with facts, definitions, details, and illustrations, as appropriate.
CC.1.4.3.D
Create an organizational structure that includes information grouped and connected logically with a concluding statement or section.
CC.1.4.3.E
Choose words and phrases for effect.
CC.1.4.3.F
Demonstrate a gradeappropriate
command of the conventions of standard English grammar, usage, capitalization, punctuation, and
spelling.
CC.1.4.3.G
Write opinion pieces on familiar topics or texts.
CC.1.4.3.H
Introduce the topic and state an opinion on the topic.
CC.1.4.3.I
Support an opinion with reasons.
CC.1.4.3.J
Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section.
CC.1.4.3.K
Use a variety of words and sentence types to appeal to the audience.
CC.1.4.3.L
Demonstrate a grade appropriate command of the conventions of standard English grammar, usage,
capitalization, punctuation, and spelling.
CC.1.4.3.M
Write narratives to develop real or
imagined experiences or
events.
CC.1.4.3.N
Establish a situation and introduce a narrator and/or characters.
CC.1.4.3.O
Use dialogue and descriptions of
actions, thoughts, and feelings to develop experiences and events or show the response of characters
to situations.
CC.1.4.3.P
Organize an event sequence that unfolds naturally, using temporal words and phrases to signal event order; provide a sense of closure.
CC.1.4.3.Q
Choose words and phrases for effect.
CC.1.4.3.S
Draw evidence from literary or informational texts to support analysis, reflection, and research, applying grade-level reading
standards for literature and
informational texts.
CC.1.4.3.T
With guidance and support from peers and adults, develop and strengthen writing as needed by
planning, revising, and editing.
CC.1.4.3.U
With guidance and support, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
CC.1.4.3.V
Conduct short research projects that build knowledge about a topic
CC.1.4.3.W
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories
CC.1.4.3.X
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

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Book Snaps Allow Students to Demonstrate Deep Comprehension of Literature

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Book Snaps Allow Students to Demonstrate Deep Comprehension of Literature

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According to the cell phone data report, it is safe to say that the Snapchat app occupies a high percentage the Martin-bill usage.

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CC.1.3.3.A
Determine the central message, lesson, or moral in literary text; explain how it is conveyed in text.
CC.1.3.3.B
Ask and answer questions about the text and make inferences from text, referring to text to support responses.
CC.1.3.3.C
Describe characters in a story and explain how their actions contribute to the sequence of events.
CC.1.3.3.D
Explain the point of view of the author.
CC.1.3.3.E
Refer to parts of texts when writing or speaking about a text using such terms as chapter, scene, and stanza and describe how each successive
part builds upon earlier sections.
CC.1.3.3.F
Determine the meaning of words
and phrases as they are used in grade level text, distinguishing literal from nonliteral meaning as well as shades of meaning among related words.
CC.1.3.3.G
Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).
CC.1.3.3.H
Compare and contrast the themes,
settings, and plots of stories written by the same author about the same or similar characters.
CC.1.3.3.I
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
CC.1.3.3.J
Acquire and use accurately grade appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal relationships.
CC.1.3.3.K
Read and comprehend literary fiction on grade level, reading independently and proficiently.

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Critically Evaluating Nonfiction Texts Using Digital Storytelling

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Critically Evaluating Nonfiction Texts Using Digital Storytelling

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This is a great example of how teachers could use digital storytelling and nonfiction texts to teach ELA standards.  Personally I can see how digital storytelling can transform lessons that I have already taught, including using nonfiction text features and text structures, main idea and details, and comparing and contrasting texts on the same topic.

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Digital Storytelling: Writing, Media Literacy, and the Common Core (Tapestry)

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CC.1.2.3.A
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CC.1.2.3.B
Ask and answer questions about the text and make inferences from text; refer to text to support responses.
CC.1.2.3.C
Explain how a series of events, concepts, or steps in a procedure is connected within a text, using language that pertains to time, sequence, and cause/effect.
CC.1.2.3.E
Use text features and search tools to locate and interpret information.
CC.1.2.3.G
Use information gained from text features to demonstrate understanding of a text.
CC.1.2.3.H
Describe how an author connects sentences and paragraphs in a text to support particular points.
CC.1.2.3.I
Compare and contrast the most important points and key details presented in two texts on the same topic.
CC.1.2.3.J
Acquire and use accurately grade appropriate conversational, general academic, and domain-specific words and phrases, including those that signal spatial and temporal
relationships.
CC.1.2.3.K
Determine or clarify
the meaning of unknown and multiple-meaning words and phrases based on grade-level reading and content, choosing flexibly from a range of strategies and tools.
CC.1.2.3.L
Read and comprehend literary
nonfiction and informational text on grade level, reading
independently and proficiently.