English Common Core Mobile Activities

By Harry Grover Tuttle

Use these 150+ different mobile activities to guide your students in learning and demonstrating the English Language Arts Common Core State Standards (CCSS) Anchor Statements in Language, Speaking and Listening, Reading, and Writing. The activities, organized by Anchor Statements, actively engage your students. More than half the activities are non-fiction. Although the ebook is intended for grades 6-12, teachers at both the elementary and the college level can easily adapt the activities. Over 98% of the suggested apps are free and work on both Android and iPad. Many of these activities can be implemented immediately in the classroom. Each activity is described in detail; most students already can use the app in each activity. Students spend time in achieving the Anchor Statements, not in learning apps. Many of these mobile activities are done in pairs or small group so not all students need to have a mobile device.

• Language: English
• Publisher: Harry Grover Tuttle
• Release date: Jun 16, 2014
• ISBN: 9781310799488

Harry Grover Tuttle

BA,MS from SUNY at Oswego, Ed.D. from SUNY Buffalo (UB)Taught middle, high and college language courses

Book preview

English Common Core Mobile Activities

by

Harry Grover Tuttle, Ed. D.

Copyright 2014 Harry Grover Tuttle

Smashwords ebook

All Rights Reserved, World Rights Reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission from the copyright owner, except brief quotations for the purpose of reviews.

This ebook is licensed for your personal enjoyment only. This ebook may not be re-sold or given away to other people. If you would like to share this book with another person, please purchase an additional copy for each recipient. If you are reading this book and did not purchase it, or it was not purchased for your use only, then please return to Smashwords.com and purchase your own copy. Thank you for respecting the hard work of this author.

Also by Harry Grover Tuttle, Published at Smashwords:

Modern Language Proficiency: Can-Do Strategies

Table of Contents

Introduction

Common Core

Mobile Devices

Language

L.1

Mini-Writing; Text to Standard Usage; Apartment Living Speech

L.2

Quick Conventions Mobile Formative Quiz; Family Conversation; Missing Punctuation

L.3

Transition Identification; Cloze Reading

L.4

Vocabulary Texting; Online Dictionary; Word Meanings; Root Vocabulary; Word Puzzle

L.5

Ladder of Words; Figurative Vocabulary; Vocabulary Graphic Organizer

L.6

Brainstorm of Domain-Specific Words; Facebook Topical Vocabulary Resources

Speaking and Listening

Comprehension and Collaboration:

SL.1

Story Continuation; Local History Interview; Partner In-Depth Interview; Commonalities Interview; Video Skit Continuation; Interaction Chat With an Expert; Paper Bag Stories; Schools-Similarities And Differences.

SL.2

Listening Comprehension Based on a Visual; Audio Chapter For Prediction; Photo Investigation; Two Songs; Restaurant Critics; Talk Notes

SL.3

My Opinion And Evidence; Persuasion Conversation Audio Recording; TV News Viewpoint

Presentation of Knowledge and Ideas

SL.4

Class To Class Song Interpretation; Time Organized Presentations; Space Organized Photo Description; Mystery Location Listening

SL.5

Speech Improvement; Object Documentary; Multiple Mobile Pictures Narration; Ignite Presentation; Student Created Documentary; Instagram Like Documentation; Survey Creation And Results; Survey Reaction; Personal Memory Recording; QRCode City Posters; Another City Research and Presentation; QR Community Object Based Poetry; News Contrast; Quote Of The Day

SL.6

Spontaneous Speaking With Pictures; Student News Reports For Different Audiences; How To Presentation; Spontaneous Mood Talking; Best TV Show Debate; Local City Video And Reactions

Reading

Key Ideas and Details:

R.1

True-False Content Texting; Literal Literature Questions in PDF; Students' Stories and Factual Questions; 7 W's Reading Comprehension

R.2

One Minute Theme Video; Human Condition From Friends; Theme and Songs; Guided Poetry Analysis; Human Conditions Personal Interview Video; Class Literature Online Discussion; Selection of Images to Illustrate Literature; Poetry Critical Question Texting; QR Poetry Theme Wall

R.3

One Period Background Literature Research and Presentation; Concept Mapping Characters; Intensity Chart; Character Texting

Craft and Structure:

R.4

Literary Terms Identification In A Poem; Speech Tone Analysis; Different Places Different Tones

R.5

Keyword Analysis; Predictions Surveys; Running Commentary Audio Recording; Novel Chapter Pre-Reading

R.6

A Magazine's Audience

Integration of Knowledge and Ideas:

R.7

Interactive Literature; Frozen Statues Play Pictures; Hashtag Labels; Twitter Topical Art Gallery; Poem's Meaning Through Images; Folio Audio Recording; Topical Tweet Searches; Facebook Person Or Organization; Two Video Versions

R.8

Reaction To Claim; Print Ads Online

R.9

Polling about Two Poems; Two Newspapers and Perspectives; Different Mood Poetry Contrast; Same Subject Contrast Reading; Historical Document Comparison

Range of Reading and Level of Text Complexity

R.10

Three Level Of Reading Comprehension; Complex Texts

Writing

Text Types and Purposes:

W.1

Local Problem And Solutions; Family Vacation Proposal

W.2

Image Identification; Family Tradition; Cinquain Poetry Texting

W.3

Flash Story Texting; Progressive Story Texting; Flash Story Expansion; Five Connected Pictures Writing

Production and Distribution of Writing:

W.4

Audience And Task Writing Cards; House Selling; Family History

W.5

Paragraph Mobile Dictation; Sentence Details Expansion; Evidence for Topic Sentence Texting; Tone Paragraph; International Writing Reaction; QR Code Writing Exemplars; Teacher's Suggested Writing Improvements; Online Peer View; Think Aloud For Writing; Poetry Personalization Substitution; Record Of Revisions

W.6

Prospective Pictures And Writing; Thirty Second Flash Story Video; Critical Questions; Visual Written Stories; Picture Captioning; News Tweets; Twitter TV Reactions; Questions Based on an Article

Research to Build and Present Knowledge:

W.7

Pro-Con Writing; Place Map Location and Images; Entertainment Online Survey; Written Visual Research; Sustained Local Research

W.8

Collective Research; Self Validity as a Writer; Analysis of Research Sources; Various Research Sources

W.9

Evidence Analysis Chart; Ad Analysis; Mobile Research Notes

Range of Writing

W.10

A Week of Thank You Emails; Short Bursts Of Daily Research; Daily Short Stories Texting

Assessment

Assessment Twitter Lesson Questions; Standards Proof; Eportfolio of the Standards; Facebook Standards- Achievement For Parents

Conclusion

References and Annotated Apps

About the Author

Acknowledgment

Introduction

English Common Core Mobile Activities contains over one hundred and fifty different mobile learning strategies to help guide your students in learning and demonstrating the English Common Core State Standards (CCSS). This book organizes the mobile activities around the Common Core anchor statements in Language, Speaking and Listening, Reading, and Writing. The activities in this book actively engage your students. Although the book is intended primarily for grades six through twelve, teachers at both the elementary and the college level can easily adapt the activities. Each activity is a sample; you can modify it for your students. More than half of these mobile activities use nonfiction.

This ebook shows how to promote students’ literacy growth in English through various mobile applications or apps. The emphasis is not on an app but on how the students improve their listening, speaking, reading, and writing through an app. Likewise, the students spend most of their time in these mobile activities in developing their language skills, not in learning or manipulating the app. Furthermore, these mobile activities focus not on lower level skills such as verb drills but on higher level thinking activities such as speaking for communication (Bahrani, 2011; Bailey, 2005). The activities put the learning in a meaningful context which aids the students in seeing the importance of learning the skill (Chih-Ming and Yi-Lun, 2010).

The activities in this ebook do not solely fit into one specific anchor standard. Since many activities incorporate at least two standards such as Speaking and Listening and Reading, these activities could be placed under either anchor standard. Furthermore, since all Speaking and Listening activities in this book incorporate mobile learning, they can be considered at both SL.5 for their media use or under another Speaking and Listening anchor standard.

You can decide how you want to read this ebook. You may want to read it from start to finish. You may select to read a whole standard section at a time to obtain various ways of assisting your students to learn the standard. Likewise, since it is an ebook, you can search for a specific anchor statement, a non-fiction activity, or a specific mobile app.

As a starting point for using mobile activities in your class, you may read the Common Core standard you have chosen for your next unit, read the corresponding section from this ebook, and select a mobile activity to use with your students. You may decide to start with a simple mobile activity such as students taking digital pictures or students video recording something. You can evaluate their learning after they do the activity to see if they are progressing in the standard.

** To the Table of Contents **

Common Core State Standards

The Common Core State Standards create the same standards across the USA. Students in rural Altmar, NY will be learning the same skills as students in urban Los Angeles, CA. As students travel from a school in the North to a school in the South, they can expect to learn the same literacies. The CCSS introduces rigor since students are expected to show an increase in their language literacy at each grade level (Calkins ,Ehrenworth & Lehman, 2012). Furthermore, the Standards set requirements not only for English Language Arts (ELA) but also for literacy in history/social studies, science, and technical subjects (New York State Education Department, 2010).

The CCSS proposes some basic changes to what has traditionally been considered English class. (Common Core State Standards Initiative, 2014; Lafond, 2012). These new standards build students' knowledge through content-rich nonfiction; the students do not rely solely on literature. Students are to deeply engage with multiple forms of reading (Owocki, 2012); at least half of what students read will be nonfiction. Also, the ELA/literacy standards highlight the growing complexity of the texts students must read to be ready for the demands of college, career, and life. Each grade level advances the students in terms of reading skills; students read ever more complex reading in each grade level (Burke, 2013). Equally important, the CCSS uses reading, writing, and speaking grounded in evidence from texts, both literary and informational; it moves away from the heavy reliance on personal reaction. Furthermore, students write using evidence based from a text to inform or make an argument rather than writing a personal narrative or an emotional response. In addition, the CCSS emphasizes that students build an academic vocabulary that covers many subject areas; students do not just learn vocabulary limited only to literature.

EngageNY (2012) identifies numerous instructional shifts for teachers of ELA CCSS. Teachers change from being disseminators of information to facilitators of student learning. Classroom teachers help all of their students to be active learners instead of passive receivers of information. Their students move from being dependent on their teachers to being independent of their teachers; for example, the students discover their own answers by analyzing texts. ELA teachers constantly challenge their students; they want their students to reach these high level standards. They want their students to read complex information, to have a wide range of real-world writing, and to develop listening and speaking skills so they will be prepared for college and their future careers.

** To the Table of Contents **

Mobile Learning