1. From Common Bore to We Want More
Welcome!
Tina Stavrou, Pasco County School District
Deborah Kozdras: University of South Florida Stavros Center
Jodi Pushkin: Newspaper in Education
http://nieonline.com/tbtimes/downloads/supplements/2013_TobaccoFree.pdf

2. What is Black and White & Still Read
All Over?
http://blogs.loc.gov/loc/2012/10/black-and-white-and-still-read-all-over/

3. What is Black and White & Still Read
All Over?
http://blogs.loc.gov/loc/2012/10/black-and-white-and-still-read-all-over/

5. Newspaper in Education (NIE)
NIE programs throughout the state are a
cooperative effort between schools and
newspapers to promote the use of newspapers
in print and electronic form as educational
resources.
The goal of NIE is to build future, life-long
readers, productive citizens and critical thinkers.

6. Developing daily habits
 Using the newspaper in your classroom and NIE curriculum on
a regular basis helps students develop daily reading habits
that they will carry through their lives.
 The daily newspaper provides a vital link to the real world for
students who too often do not realize the value of their
academic programs. The study of today's critical issues,
events and people helps students understand the past and
see a role for themselves in their future world.

7. CSI-R Model for Reading -> Writing
• Content: What content do you want to teach?
What is your essential question? What is the
disciplinary vocabulary?
• Standards/Skills/Strategies: What CSSS
standards will help students learn the content.
• Investigate: Immerse students within a lesson
where they investigate to find evidence to
answer the question.
• Report: Show what you know through reporting
(write, podcast, blog, movie, etc.)

8. Florida Press Educational Services
Florida Press Educational Services, Inc. (FPES) is a non-profit
501(c)(3) organization of newspaper professionals that
promotes reading, particularly for young people. The
primary objectives for FPES have been established by the
Newspaper Association of America.
http://www.fniec.org/fpes.htm

9. S: CCSS Standards
CCSS Reading Info Anchor Standards
Key Ideas & Details
R1: Close reading (evidence)
R2: Main idea/details
R3: Develop/connect/interact
Craft & Structure
R4: vocabulary, word choice
R5: structure of texts
R6: POV/purpose, bias
Integration of Knowledge & Ideas
R7: info in diverse media
R8: argument, claims, evidence
R9: compare/contrast
Range of reading & TC
R10: range and text complexity
CCSS Writing Anchor Standards
Writing Texts & Purposes
W1: Writing arguments
W2: Writing informative/explanatory
W3: Writing narratives
Production & Distribution of Writing
W4: task, purpose, audience
W5: revising and editing
W6: tech: produce, interact, collaborate
Research: Build on Content Knowledge
W7: short & sustained research
W8: multiple print and digital sources
W9: evidence to support research
Range of Writing
W10: long/short, formal/informal

10. Disciplinary & Academic Vocabulary and Word Choice
R4: Vocabulary, Word choice
L5: Figurative Language
• What did you notice about the article titles?
•
•
•
•
•
•
•
•
Under Pressure
Us Against the World
Someone Like You
The New Divide
Bad Intentions
Wild Ones
The Rising Tide
Call Me Maybe

11. Vocabulary and Word Choice (R4)
Investigate each title. Find the original song.
–
–
–
–
What is the main idea of the song? (R2)
How does the title develop the meaning of the song?(R3, R4)
What is the main idea of the text? (R2)
How does the title develop the meaning of the text? (R3, R4)
• Was the title of the article a good word choice?
Why or why not? If not, what would you title the
article? (R2, R4, R3, R1)

12. I: Inquiry/investigation
“Reading” like a detective: pg. 5
Why has the tobacco industry targeted ethnic/minority populations?
Texts
Text dependent questions
• Which populations are being
targeted? (R1)
• What is the economic impact?
(R1, R3, R9)
– On the industry
– On the groups
• What does “causes of
concern” mean? Research and
identify a “cause of concern”
to one of the groups identified
in the text. (R4, R2)

13. I: Inquiry/investigation
“Reading” like a detective: pg. 5
Essential Question: Why has the tobacco industry aggressively targeted ethnic
and minority populations? RL.1.3
Text
Beyond the Text (R1, R7, W7-9)
http://chickenhead.com/truth/
index.html

14. R: Report/response
Why has the tobacco industry targeted ethnic/minority populations?
Create a Public Service Announcement
– Informing the public about the
aggressive tactics.
(W2, W9, SL5, SL4)
– Making an argument about the
ethics of these tactics.
(W1, W9, SL5, SL4)
– Create a newspaper ad/article
– Create a flyer or poster
– Create a Brochure
(W1/2/5/6/9)
http://www.readwritethink.org/classroomresources/lesson-plans/mytubechanging-world-with-1069.html
http://www.readwritethink.org/clas
sroom-resources/studentinteractives/printing-press30036.html?tab=5

15. I: Inquiry/investigation
“Reading” like a detective: pg. 12
Essential Question: What is the opportunity cost of smoking?
Texts
Text dependent questions
• How much does the typical
smoker spend every year on
cigarettes? (R1)
• Using both the examples in
the text and examples you
find in the Tampa Bay
Times, record alternative
ways to spend the
money.(R1, R2, W7, W8, W9
)

16. I: Inquiry/investigation
“Reading” like a detective: pg. 12
Essential Question: What is the opportunity cost of smoking?
Texts
Beyond the Text
• Make an Economic
Decision-Making PACED grid
to determine your
alternative choices to
smoking.
http://www.cdc.gov/tobacco/d
ata_statistics/sgr/

17. R: Report/response
What is the opportunity cost of smoking?
• Create a decision
making grid (R3)
• Write a report
based on your
findings in the
decision-making
model. (W2, W4)

18. Authentic Tasks/ Real World Applicability
ReadWriteThink.org
Click on Classroom Resources:
Student Interactives
Mobile Apps

19. Charting the Land of Flowers: Maps as Informational Text tampabay.com/nie

20. Thank You!
Contact Information:
astavrou@pasco.k12.fl.us
Tina Stavrou
dkozdras@usf.edu
DeborahKozdras
Website for NIE:
tampabay.com/nie