Common Core State Standards define the knowledge and skills that students should have at the end of the school year. These standards have been adopted by 45 states. Technology is not a separate standard in the Common Core, it is embedded throughout the standards. The information here identifies areas where technology is embedded for grades K-5. This information can help you develop lesson plans that integrate technology with the Common Core grade level standards.

Common Core Standards Adoption in the States:

States highlighed in yellow have adopted the Common Core Standards.

Common Core

"They Use Technology and Digital Media Strategically and Capably"

That statement offers a portrait of students who meet the standards set out in the Common Core State Standard for English Language Arts & Literacy in History / Social Studies, Science and Technical Subjects.It is one of many descriptions set forth in the Common Core Standards for students who are college and career ready in reading, writing, speaking, listening and language.

Reading Standards for Information Text K-5

Category = Integration of Knowledge and Ideas

These standards indicate areas where online research is embedded.

4th grade = "Interpret information presented visually, orally or quantitavely (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on web pages)...

5th grade = "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."

Writing Standards K-5

Category = Production and Distribution of Writing

These standards indicate areas where typing / keyboarding / word processing are embedded.

Kindergarten = "With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers."

First Grade = "With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers."

Second Grade ="With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers."

Third Grade = "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.

Fourth Grade = "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."

Fifth Grade = "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 two pages in a single sitting."

Category = Research to Build and Present Knowledge

These standards indicate areas where online research is embedded.

Third Grade = "Conduct short research projects that build knowledge about a topic. Recall relevant information from experiences or gather relevant information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Fourth Grade = "Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources."

Fifth Grade = "Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources."

Speaking and Listening Standards K-5

Category = Presentation of Knowledge and Ideas

These standards indicate areas where multimedia usage and digital storytelling are embedded.

Second Grade = "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."

Third Grade = "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."

Fourth Grade = "Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes."

Fifth Grade = "Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

Mathematics | Standards for Mathematical Practice

The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years.

These standards indicate areas where spreadsheets and charts are embedded.

Standard 4 = Model with mathematics

"They are able to identify important quantities in a practical situation and map their relationships using tools such as diagrams, two-way tables, graphs, flowcharts, and formulas.

Standard 5 = Use appropriate tools strategically

"Mathematically proficient students consider the available tools when solving a
mathematical problem. These tools might include pencil and paper, concrete
models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system,
a statistical package, or dynamic geometry software. Proficient students are
sufficiently familiar with tools appropriate for their grade or course to make sound
decisions about when each of these tools might be helpful, recognizing both the
insight to be gained and their limitations. For example, mathematically proficient
high school students analyze graphs of functions and solutions generated using a
graphing calculator. They detect possible errors by strategically using estimation
and other mathematical knowledge. When making mathematical models, they know
that technology can enable them to visualize the results of varying assumptions,
explore consequences, and compare predictions with data. Mathematically
proficient students at various grade levels are able to identify relevant external
mathematical resources, such as digital content located on a website, and use them
to pose or solve problems. They are able to use technological tools to explore and
deepen their understanding of concepts. "