Achterman csla 2011reading_online

Reading Online: Responding to the Changing Literacy Landscape California School Library Association Conference, Nov. 2011 Doug Achterman Teacher Librarian San Benito High School [email_address] http://caschoollibraries.pbworks.com

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The Plan REVISE ,[object Object],[object Object],[object Object],[object Object]

Good Readers…What’s missing? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Common Core Standards (CCS) ,[object Object], Common Core State Standards Initiative. (2010). Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects . Washington, DC: National Governors Association Center for Best Practices and the Council of Chief State School Officers.

CCS: College-ready students: ,[object Object]

On the NAEP Horizon: Technology and Engineering Assessment 2014 ,[object Object]

Sample constructed-response questions being considered for 2014 NAEP test.

In this example, students use various tools to explore the factors that affect plant growth in a greenhouse (Grade 12)

NAEP Tech&Engineering Framework: ,[object Object]

What must students be able to do in order to: ,[object Object],[object Object],[object Object]

Leu et al., 2008 ,[object Object],PRINT ONLINE EXAMPLE 1 EXAMPLE 2

BUT: ,[object Object],[object Object],Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., & O’Neil, M. (2008). What is new about the new literacies of online reading comprehension? In A. Berger, L. Rush, & J. Eakle (Eds.) Secondary school reading and writing: What research reveals for classroom practices . NCTE/NCRLL: Chicago, IL. PRINT ONLINE EXAMPLE 3 EXAMPLE 4

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Guiding Questions ,[object Object],[object Object]

Coiro, J. (2009). Rethinking online reading assessment . Educational Leadership 66 (6), 59-63.

In the Online Reading Comprehension Assessment (ORCA), Students ,[object Object]

In the ORCA, Students ,[object Object]

Skilled Online Readers Can ,[object Object],[object Object],[object Object],[object Object]

Fisher, Lapp, & Wood ,[object Object],[object Object],Fisher, D., Lapp, D., & Wood, K. (2011). Reading for details in online and printed text: a prerequisite for deep reading. Middle School Journal 42 (3) 58-63.

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Fisher, Lapp, & Wood ,[object Object],[object Object],[object Object],[object Object],[object Object],Fisher, D., Lapp, D., & Wood, K. (2011). Reading for details in online and printed text: a prerequisite for deep reading. Middle School Journal 42 (3) 58-63.

Think-Alouds as Modeling ,[object Object],[object Object],[object Object],Coiro, J. (2011). Talking about reading as thinking: modeling the hidden complexities of online reading comprehension. Theory into Practice 50(2 ) 107-115.

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Coiro, J. (2011). Talking about reading as thinking: modeling the hidden complexities of online reading comprehension. Theory into Practice 50(2 ) 107-115.

Coiro, J. (2011). Talking about reading as thinking: modeling the hidden complexities of online reading comprehension. Theory into Practice 50(2 ) 107-115. Teacher's guide for planning think-aloud lessons for online reading comprehension: https://sites.google.com/site/tiponlinethinkaloudlessons/home

Today we’re going to use this site as a starting point to create a brochure that helps other students understand what cancer is, what different cancers have in common, and whether or not cancer is contagious. We’ll also rate this site for ease of use, reliability, and quality of information, so we can decide whether or not to recommend it as a resource for other students. . Practice your think-aloud with your partner. What skills or strategies will you emphasize? What troubles, confusions, or road blocks can you anticipate? How will you address these in your think-aloud?

Modeling, Part 2 ,[object Object],[object Object],[object Object],See Coiro, J. (2009). Promising practices for supporting adolescents’ online literacy development. In K.D. Wood and W.E. Blanton (Eds.). Promoting literacy with adolescent learners: Research-based instruction. New York, NY: Guilford Press.

Sample questions from Beyersdorfer’s lesson: If the site were a book, how many chapters would it have? What would be the title of Chapter Three?

Guided practice/Independent practice ,[object Object]

Guided practice/Independent practice ,[object Object],This is confusing. Should I click on the link for more information, or should I read what it says here?

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Capturing and Assessing ,[object Object],[object Object]

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Slow Down: Cut/Paste/Comment ,[object Object]

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Achterman csla 2011reading_online

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