A useful first step is to use online resources to teach CCSS foundational offline reading skills in PreK, kindergarten, and first grade.

online reading compre-hension is online research. Second, online reading also becomes tightly integrated with writing as we communicate

As we try to understand these New Literacies we encounter a conundrum: How can we develop adequate understanding when the very object that we seek to study continuously changes

and court battles over the teaching of evolution (Pennock, 2001) demonstrate, issues relating to curriculum content can be areas of significant contention and disagreement.

teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach.

It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning.

On an academic level, it is easy to argue that a pencil and a software simulation are both technologies

But in today’s networked world, there’s no reason why all children should not have the opportunity to pursue connected learning.

The culture clash between formal education and interest-driven, out-of-school learning is escalating in today’s world where social communication and interactive content is always at our fingertips.

The perfor-mance tasks ask students to apply their learning to a new and authentic situation as means of assessing their understand-ing and ability to transfer their learning.

Bloom’s Taxonomy

oo often, teaching focuses primarily on presenting information or modeling basic skills for acquisition without extending the lessons to help students make meaning or trans-fer the learning.

Acquisition of content is a means, in the service of meaning making and transfer.

They focus on ensuring that learning happens, not just teaching (and assuming that what was taught was learned); they always aim and check for successful meaning making and transfer by the learner.

think purposefully about curricular plan-ning.

Managing and maintaining the privacy and security of your digital identity through behaviors and digital tool settings.

Learning through making involves constructing new content.

Using questions and keywords to find the information you need.

Good online readers know the tools and strategies that can be used to search for and locate people, resources, and information.

Approachable and accessible to diverse audiences and their needs. The map needs to be written in a language that is easy to understand, and relevant—why do web literacy skills matter to them. Applicable to interest and/or expertise. The map needs to connect to curriculum, credentials, professional development, and other resources to teach people the skills they need to engage online and offline.

coach students in using rubrics or other sets of criteria to critique one another's work.

After their discussion about encounters with pollution, in addition to choosing a driving question, Ms. McIntyre's students as a whole class generated a list of more detailed questions about diseases

Collaboration was central to the project. Students formed teams of three or four and began planning what tasks they would do and how they would work together.

initiates questioning

tudents shared their experiences with suspicious water quality, discussed times when beaches had been closed and why, and talked about how much pollution bothered them.

First, students must perceive the work as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfills an educational purpose.

eaching is a means to an end. Having a clear goal helps us as educators to focus our planning and guide purposeful action toward the intended results.

Authentic learning experiences shift a student from the role of a passive knowledge receiver into a more active role as a constructor of meaning.

What would we accept as evidence that students have attained the desired understandings and proficiencies—before proceeding to plan teaching and learning experiences? Many teachers who have adopted this design approach report that the process of "thinking like an assessor" about evidence of learning not only helps them to clarify their goals but also results in a more sharply defined teaching and learning target, so that students perform better knowing their goal.

We are advocating the reverse: One starts with the end—the desired results (goals or standards)—and then derives the curriculum from the evidence of learning (performances) called for by the standard and the teaching needed to equip students to perform.

the ability to regurgitate information is no longer valued the way it once was.

A PBL project might ask students to educate their peers on the best ways to prevent the spread of viruses in school.

In the process of solving the problem, students also meet required standards, but this work is integrated into the project, not separate from it.

Create a Positive Classroom Environment --------------~

Ono of tho major ways that you cnn focilitalo lhe dovolopment of linguistic diver-sily is hy creating a classroom onvironmenl that acknowledges, vnluos, and crnhancos lhat divorsily.

The rationale for this approach relies on the assumption that second language learners will gradually acquire English through participating in an English-only environment

Transitional bilingual education/I'BE has as its goal the gradual transition from tho student's first language to English. This approach is used in self-contained classrooms where children are taught by a teacher who is fluent in both languages.

Some programs focus only on students' acquisition of English to enhance and facilitate their success in educational settings;

Research on past programs has docu· mcmtcd lhc critical impact of such programs on family culture and communication.

The social setting In which English language leamers Interact with speakers of the target (new) language Is an important factor in second language acquisition.

Ago is a significnnt factor in second ln11guagn acquisi-1 ion.

Codeswitching is distinguished from code mixing and language interference by the speaker's apparently conscious and deliberate use of two languages within the same sentence or from one sentence to another

Children acquiring two languages prior lo age 3 is termed simultaneous bilin-gualism (Baker, 1996; Goodz, 1994).

In some settings, "no problem" has replaced the use of "you're welcome"-

It is also important for teachers and parents to acknowl-edge the importance for children to develop the linguistic flexibility to be able to comprehend and use not only the dialect used at home and in their immediate com-munities but to also understand the form of English used in other social settings (Delpit, 1995).

Slandard American English (SAE) is often referred lo as the "most correct" form of language used in I he Unilecl Stales and is the form of l,mguage considered appropriate in corporate, business. government, and formal educalional settings.

She found differences in communication in working-class black and white families as well as among middle-class townspeople of both ethnic groups

Differences are simply clifferoncos. not deficiencies of language.

hey are not encouraged to initiate conversa-tions with adults or to join spontaneously in ongoing adult conversations.

Each of these factors contribute to the context in which language develops.

Linguistic scaffolding involves supporting children's speech by recognizing their linguistic capabilities and assisting them in building a conversation.

Because this speech is ,often in Lhe form of phrases or single words, il is referred to here as "ullerances" rather than sentences,

The communication loop is severed whenever one of the participants fails to continue participating, either by not listening lo the speaker or not responding as a speaker.

Wernicke's area,

Broca's area

For a person to write, a message must be cognitively encoded in a writing system, and the muscles of the hand must be coor-dinated to produce the appropriate written symbols.

Not only does the concept of the zone of proximal development provide us with an idea of development to come, but it emphasizes the crucial role of adults in chil-dren's development of language.

Positive reinforcomenls using attention and approval would be given lo encourage children lo interact using language.

One of the distinguishing features of concepts and schemata is that they reflect experience broader Umn that of the individual person.

For "language" to exist, Piaget contended, the "capacity for mental represen· talion must be present"

While languages may differ dramatically with respect to linguistic features, the development and use of language in all cultures is universal.

people inherently have the capacity to acquire language

These perspectives have varied in the ways they believe nature and nurture influence language developmonl.