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Written Report
Below is a written report containing the overall process, research, and planning for this staff development class and the need for student-created videos in the classroom. the report also contains all the references for the project. Please click the link below to view the document.
Written Report {7485_Hanley_WrittenReport.docx}
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Written Report
Below is a written report containing the overall process, research, and planning for this staff development class and the need for student-created videos in the classroom. the report also contains all the references for the project. Please click the link below to view the document.
Written Report
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ELACC4SL2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELACC4SL4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
ideas or themes.(GaDOE:themes.
(GaDOE: GeorgiaStandards.org, 2011)
5th grade
ELACC5RL7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
ELACC5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
ELACC5SL2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ideas or themes.(GaDOE:themes.
(GaDOE: GeorgiaStandards.org, 2011)
Standards found at:
Georgia Department for Early Care and Learning. (2011).Georgia's pre-k program content standards. Bright from the Start: DECAL.Retrieved from http://decal.ga.gov/documents/attachments/content_standards_full.pdf

Common Core Alignment
Using digital videos and allowing students to express understanding and knowledge of concepts by creating them now standards in the Common Core Georgia Performance Standards. Technology is now heavily threaded throughout the CCGPS. Student-created videos not only meet the technology standards but can address many more standards depending on the concepts you are teaching and wanting represented in the projects. Standards like listening and speaking skills, sequencing, inferencing, and writing skills. Creating digital videos also addresses several levels of Bloom's Taxonomy higher-order thinking skills. The main technology Common Core Standards student-created videos addresses are in reading for each grade level and are listed below for Pre-K through fifth grade.
Grade Level
Standards
Pre-K
LD 1 g: Becomes increasingly familiar with the structure of stories (characters, events, plot, resolution of story), retells the events in a story, discusses the characters in a story, uses illustrations to predict printed text, such as saying, “Goldilocks is running away!”
LD 4 d: Uses language to pretend or create. Pretends with words or actions. Tells real or make-believe stories.
LD 5 f Dramatizes, tells and retells poems and stories.
(Georgia Department for Early Care and Learning, 2011)
Kindergarten
ELACCKW6: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELACCKW7: Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them)
(GaDOE: GeorgiaStandards.org, 2011)
1st grade
ELACC1W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
ELACC1W7: Participate in shared research and writing projects (e.g., exploring a number of “how-to” books on a given topic and use them to write a sequence of instructions).
ELACC1SL2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
ELACC1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
(GaDOE: GeorgiaStandards.org, 2011)
2nd grade
ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media.
ELACC2SL5: Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.
ELACC2W7: Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
(GaDOE: GeorgiaStandards.org, 2011)
3rd grade
ELACC3W6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ELACC3SL4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
ELACC3SL5: 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.
ELACC3SL6: Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See grade 3 Language standards 1 and 3 for specific expectations.)
(GaDOE: GeorgiaStandards.org, 2011)
4th grade
ELACC4RI7: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
ELACC4W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
ELACC4SL2: Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELACC4SL4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
ELACC4SL5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.(GaDOE: GeorgiaStandards.org, 2011)
5th grade
ELACC5RL7: Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
ELACC5RI7: Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
ELACC5SL2: Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELACC5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.(GaDOE: GeorgiaStandards.org, 2011)
Standards found at:
Georgia Department for Early Care and Learning. (2011).Georgia's pre-k program content standards. Bright from the Start: DECAL.Retrieved from http://decal.ga.gov/documents/attachments/content_standards_full.pdf
GaDOE:GeorgiaStandards.org. (2011). English-Langauage arts K-5. Georgia Department of Education. Retrieved from https://www.georgiastandards.org/Common-Core/Pages/ELA-K-5.aspx
Written Report
Below is a written report containing the overall process, research, and planning for this staff development class and the need for student-created videos in the classroom. the report also contains all the references for the project. Please click the link below to view the document.

Using digital videos and allowing students to express understanding and knowledge of concepts by creating them now standards in the Common Core Georgia Performance Standards. Technology is now heavily threaded throughout the CCGPS. Student-created videos not only meet the technology standards but can address many more standards depending on the concepts you are teaching and wanting represented in the projects. Standards like listening and speaking skills, sequencing, inferencing, and writing skills. Creating digital videos also addresses several levels of Bloom's Taxonomy higher-order thinking skills. The main technology Common Core Standards student-created videos addresses are in reading for each grade level and are listed below for Pre-K through fifth grade.
Written Report
view the documentdocument.
Home

CCGPSCommon Core Alignment
Using digital videos and allowing students to express understanding and knowledge of concepts by creating them now standards in the Common Core Georgia Performance Standards. Technology is now heavily threaded throughout the CCGPS. Student-created videos not only meet the technology standards but can address many more standards depending on the concepts you are teaching and wanting represented in the projects. Standards like listening and speaking skills, sequencing, inferencing, and writing skills. Creating digital videos also addresses several levels of Bloom's Taxonomy higher-order thinking skills. The main technology Common Core Standards student-created videos addresses are in reading for each grade level hereand are listed below for Pre-K through fifth grade.
Written Report
Below is a written report containing the overall process, research, and planning for this staff development class and the need for student-created videos in the classroom. the report also contains all the references for the project. Please click the link below to view the document

Evidence of student success in research
Common Core Standards met
a familiar modelmodality to present
Easy and really cool to use.
The Cons

Why Should I Use Student-Created Videos in my Classroom?
The Pros
Click on the edit button aboveIncrease in student engagement
Evidence of student success in research
Common Core Standards met
Allowing students to put your own content on this page.use a familiar model to present knowledge
Easy and really cool to use.
The Cons
Click on the help link aboveClass time required to learn more about howcomplete projects.
Time to use your wiki.
v learn applications for students and teachers
Feeling unsure and apprehensive in trying something new
Limited technology for student access
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presentation,

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presentation,
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To view sample videos using each application, please use the navigation tool bar to the right. You will also find a home link at the bottom of each page that will bring you back to this page.