Visual Literacy and CCSS Kris n Fon chiaro

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1 6/24/13 Eye by Helga Birna Jónasdó r on Flickr. CC- BY. h p://flickr.com/photos/helgabj/ / Visual Literacy CCSS Kris n Fon chiaro We re in the business of suppor ng educators in the tough job of robust, engaging, ac ve learning. Permuta on by Woodley Wonderworks on Flickr. CC- BY. h p://flickr.com/photos/wwworks/ / 1

2 Keep In Mind CCSS Teacher Agency CCSS = Stards (exit outcomes) CCSS are not curriculum (strategies ac vi es that propel learning) Teachers are thus free to provide students with whatever tools knowledge their professional judgment experience iden fy as most helpful for mee ng the goals set out in the Stards. (ELA Introduc on, p. 4) Keep In Mind Research Research across media types is ar culated To be ready for college, workforce training, life in a technological society, students need the ability to gather, comprehend, evaluate, syntheize, report on informa on ideas, to conduct original research in order to answer ques ons or solve problems, to analyze create a high volume extensive range of print nonprint texts in media forms old new. The need to conduct research to produce consume media is embedded into every aspect of today s curriculum. (ELA Introduc on, p. 4) Research performance task is about 1/6 of the overall stardized tes ng plan 2

3 Keep In Mind CCSS wants students who comprehend as well as cri que (ELA intro, p. 7) use technology digital media strategically capably tailor their searches online to acquire useful informa on efficiently are familiar with the strengths limita ons of various technological tools mediums can select use those best suited to their communica on goals (ELA intro, p. 7) integrate informa on from oral, visual, quan ta ve, media sources use media visual displays strategicaly to help achieve communica ve purposes (ELA intro, p. 8) That s all well good, but can you get more specific? Ques on Mark Sign by Colin Kinner on Flickr. CC- BY. h p://flickr.com/photos/colinkinner/ / 3

4 Selected Relevant Stards: K - 2 Kindergarten Grade 1 Grade 2 RL.K.7 With promp ng support, describe the rela onship between illustra ons the story in which they appear RI.K.7 With promp ng support, describe the rela onship between illustra ons the text in which they appear RL.1.7 Use illustra ons details in a story to describe its characters, se ngs, or events. RI.1.7 Use the illustra ons details in a text to describe its key ideas. RL.2.7 Use info. gained from the illustra ons & words in a print or digital text to demonstrate understing of characters, se ng, or plot. RI.2.7 Explain how specific images contribute to clarify a text. SL.K.5 Add drawings or other visual displays to descrip ons as desired to provide addi onal detail. SL.1.5 Add drawings or other visual displays to descrip ons when appropriate to clarify ideas, thoughts, feelings. SL.2.5 [A]dd drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas thoughts, feelings. Selected Relevant Stards: 3-5 Grade 3 Grade 4 Grade 5 RL.3.7 Explain how specific aspects of a text s illustra ons contribute to what is conveyed by the words in a story RI.3.7 Use informa on gained from illustra ons words to demonstrate understing of the text SL.3.5 [A]dd visual displays when appropriate to emphasize or enhance certain facts or details. RL.4.7 Make connec ons between the text of a story or drama a visual or oral presenta on of the text RI.4.7 Interpret informa on presented visually, orally, or quan ta vely explain how the informa on contributes to an understing of the text SL.4.5 Add visual displays to presenta ons when appropriate to enhance the development of main ideas or themes. RL.5.7 Analyze how visual mul media elements contribute to the meaning, tone, or beauty of a text RI.5.7 Draw on informa on from mul ple print or digital resources SL.5.5 Include mul media components visual displays in presenta ons when appropriate to enhance the development of main ideas or themes. 4

5 Selected Relevant Stards: 6-8 Grade 6 Grade 7 Grade 8 RL.6.7 Compare contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contras ng what they see hear RL.7.7 Compare contrast a wri en story, drama, or poem to its audio, filmed, staged, or mul media version, analyzing the effects of techniques unique to each medium RL.8.7 Analyze the extent to which a filmed or live produc on of a story or drama stays faithful to or departs from the text or script RI.6.7 Integrate informa on presented in different media or formats (e.g., visually, quan a vely) as well as in words to develop a cohernt understing of a topic or issue. SL.6.5 Include mul media components (e.g., graphics, images, music sound) visual displays in presenta ons to clarify informa on. RI.7.7 Compare contrast a text to an audio, video, or mul media version of the text SL.7.5 Include mul media components visual displays in presenta ons to clarify claims findings emphasize salient points. RI.8.7 Evaluate advantages disadvantages of using different mediums (e.g., print or digital text, video, mul media) to present a topic or ideas. SL.8.5 Integrate mul media visual displays into presenta ons to clarify informa on, strengthen claims evidence, add interest. Selected Relevant Stards: 9-12 Grades 9-10 RL Analyze the representa on of a subject or key scene in two different ar s c mediums Grades RL Analyze mul ple interpreta ons of a story, drama or poem evalua ng how each version interprets the source text info Text RI Analyze various accounts of a subject told in different mediums determining which details are emphasized in each account. RI Integrate evaluate mul ple sources of informa on presented in different media or formats in order to address a ques on or solve pa problem. SL SL Make strategic use of digital media in presenta ons to enhance understings of findings, reasoning, evidence to add interest. 5