8. MillenNials want…
• Branding
• Possession “my”
• Opportunity to express
• Look at me generation
• Easy access
• Once is not enough
• Build networks
• Integrity
• Structure is o.k.
• Conformity
• Admire Intelligence
What
Characteristics
do you see in
your students?
Selfies?
14. Bookmarks, mind maps, exits
• The wave in assessment is
now leaning to student self-
assessment.
• Empower the learner with
directional tools
• First person phrasing
• I can locate a book on the
shelf
• I can identify my
keywords
• I can narrow my search
with additional keywords
• I can evaluate articles for
relevance and accuracy
• I have ______________
15.
16.
17. In 1942, Aldous Huxley wrote:
• People will come to love…technologies that
undue their capacities to think.
-- Brave New World
19. CNN & FOX STYLE:
What does this mean?
Do I agree?
Why is this important?
So What?
What if?
Why?
http://chestofbooks.com/travel/usa/arizona/grand-canyon/John-Stoddard-
Lectures/images/Looking-Through-A-Crevice-Of-The-Enchanted-Mesa.png
20. Litmus test for low-level research:
• If your assignment can be
answered on Google, then it is
void of higher level thought.
Hide „n Seek…
28. Literacy is not
just ELA
50% - 50%
Building
knowledge
Writing from
evidence
Close Reading
& Complex Text
Spotlight on
Vocabulary
29. Common Core Writing… Let the help you:
W7 –
Conduct
short
research
projects to
answer a
question
Research to
Build and
Present
Knowledge
W1-5: Teach
them to
write, then:
W10: Do it
again!
30. Pick a verb:
Integrate
Evaluate
Comprehend
Critique
Analyze - think analytically
Address a Question
Solve a problem
Conduct a short research projects
Conduct sustained research projects
Students generate questions
Explore a topic
Draw evidence from texts
Support analysis
Research and reflection
Gather information from print and digital
sources
Assess the credibility and accuracy of sources
•
Integrate information avoiding plagiarism
Produce and publish writing
Interact and collaborate
Debate
Write arguments to support claims
Formulate an argument
Comprehend
Prepare and participate effectively
in conversations.
Build and express persuasively
Express information and enhance
understanding
Sounds like a field
trip to the library …
31. Connection:
When you pick a tech-
tool…
Pick a verb….
That way you will be
marrying the tool to the
CCSS use
33. Research in the Common Core?
0 50 100 150 200 250 300 350 400 450
READING
INFORMATION
COMPLEX & COMPLEXITY
LITERACY
EVIDENCE
RESEARCH
VOCABULARY
NONFICTION
WORD PROMINANCE
Based on word frequency/appearance in the CCSS ELA standards
and Appendix A
34. Considerations: It’s not about the activity or the technology.
It’s about learning, content and transferring ownership!
Student Centered
Empowered
First person
“I” “mine”
Evidence
Vocab
Shifts
44. The subtle differences
of word “families”
The simplicity of using exact
words which allow us to
present our ideas precisely
45. Adams
• That dinner was ______________________ .
• Our big red,( old worn-out, broken down barn)
Our red barn was in ____________________.
• The (little pink baby was only a few weeks old)
The ______________________.
• The politicians (went on and on with their hot air)
the politician were _______________________.
• The wrecked house needs ___________________.
• The very tall yellow and brown long-necked animal that
is native to Africa munched on the tree leaves_____
Complete these sentences with precise words:
46. • TIER 3 = DOMAIN SPECIFIC
WORDS
• TIER 2 = SAT WORDS
• TIER 1 = EASY ORAL
LANGUAGE WORDS
Image: thefindrentals.com
47. Why we need complex text:
Based on research of “The Text Project” –
Presented by Marilyn Adams, @ NTI
48. Oral vs. Written (Adams)
Oral language :
<7 words
1 idea
Poor grammar Written text:
usually 15-25 words,
complex ideas,
good syntax
49. Research of the CCSSO
Marilyn Jager Rand
Oral language = 4th grade
~ 10,000
Number of words in popular
written = 1,000,000.
The fastest way
to grow
language is via
written form…
i.e. READING
50. Reading Research:
The more you read the
better you’ll read
The better you
read, the more
you’ll
comprehend
The more you
comprehend, the
greater the
achievement
The more you read
about geology, the
more you can read
about geology.
55. Embrace Vocabulary – Cool Words to make
you sound smart
Vocabulary Paint Chips
https://www.teachingchannel.org/videos/build-student-
vocabulary
56. The reading deficit is integrally tied to
the knowledge deficit. Adams
Students
need receptive
vocabulary to learn
New knowledge
has to connect to
old knowledge
How much a student learns
about a new concept, and
new words, depends upon
knowing words
62. From Appendix A:Being able to read complex text independently and
proficiently is essential for high achievement in
college and the workplace and important in numerous
life tasks. Moreover, current trends suggest that if
students cannot read challenging texts with
understanding—if they have not developed the
skill, concentration, and stamina to read such texts—
they will read less in general. In particular, if students
cannot read complex expository text… they will likely
turn to text-free or text-light sources, such as
video, podcasts, and tweets. These sources, while not
without value, cannot capture the
nuance, subtlety, depth, or breadth of ideas
developed through complex text.
63. =
Complex
Text
Uncommon words
(Tier 2 & 3)
Prior knowledge
requirements
Long, Complicated
sentences
Cross-references
between
sentences
M. Adams, PhD.
64. Essential understandings:
Reading is not passive
Not all Close Reads have to look
alike!
Close Reads can be:
primary
sources, excerpts, articles, short
books & more
It’s all about the kids…
Building Blocks
67. Close Reading Activity:
& Evidence Based Claim
Read: Increasing the Volume of
Reading, NYSED and find 3 VIP’s.
Using the EBC Organizer, make a
claim, supported by evidence from the
text.
Discuss at your table
70. Complex Text & Rigorous Books
What‟s this all about?
The more you read about [DNA],
the more you can read about [DNA].
The more you read about [dinosaurs],
The more you can read about [dinosaurs].
See Appendix A studies by Marilyn Jager Adams.
71. Speaking & Listening Standards
SL.6.1 Engage effectively
expressing their own ideas
clearly.
SL.6.2 Interpret information
presented in diverse media
and formats
SL.6.3 Delineate a speaker’s
argument and specific
claims, distinguishing claims
that are supported by
reasons and evidence from
claims that are not.
SL.6.4 Present claims and
findings, sequencing ideas
logically and using pertinent
descriptions, facts, and
details to accentuate main
ideas or themes;
SL.6.5 Include multimedia
components in presentations
to clarify information.
SL.6.6 Adapt speech to a
variety of contexts and
tasks, demonstrating
command of formal English
75. • “Read with a pencil”
• Circle unfamiliar words
• Discuss important points
• Be prepared to support your conclusions:
• POINT OF VIEW…
(Read like a tree-hugger.
Read like the CEO of Exxon)
• OPINION… is shaped from POV
• Share 3 VIP’s
(Very important points)
Mother
Governor
Exxon
CEO
Tree Hugger
Purposeful reading… increases RELEVANCE
“Why do I have to read this?”
76. Close Reading
Reading needs a purpose if
you want students engaged:
Read this as if:
• you were a pirate.
• you were the king.
Where do we see piracy today?
If you were living in the
1600‟s, would you be a
pirate?
88. What question can I ask to
inspire investigative research?
Examples
Information
Product
Vs.
Knowledge Product
89. Digging Deeper in the Common Core
Repackaging for the CCSS
(and a quick peek at the research behind
vocabulary and close reading…)
•What matters?
•Why?
•How can I do this?
Paige Jaeger
Coordinator for School Library Services
„
90. • Think about a
content area you
would like to plan a
CCSS aligned unit
for?
• What would you like
you student to
know or be able to
do…at the end of
the unit?
92. What will that look like?
What will the knowledge product be?
Fotobabble?
Blog?
Blabberize
Museum
Box
Essay?
iMovie
iBook?
Prezi?
Presentation,
Script,
Public Service
Announcement
Debate?
93. Early American Movers and Shakers…
• If your mover or shaker were alive today, what would their “Vanity Plate” read?
• What would their resume look like?
Prepare a resume for your mover or shaker and be prepared to interview for a job.
Susan B. Anthony
Herman Melville
Sojourner Truth
William Lloyd Garrison
Vanderbilt
94.
95. Reader & the task recipe:
Identify
questions
for inquiry
Read &
Investigate
Conclude Synthesize
Create
Rigor & Relevance
Examine another explorer
of your choice, and
determine who would win
Survivor. What awards
would you give your
explorers?
Create a tweet log
for Shackelton.
What
recommendations
would you have for
him today?
96. What would your patriot say to America today?
What is that
crazy
appendage
sticking out
of your ear?
(Use Blabberize or CrazyTalk to bring this to
life.) http://www.librarydoor.blogspot.com/
Bail out the
banks?
Who is your
King?
http://www.loc.gov/index.html
97. Biographies…
• If you could meet anyone from history, who would that be?
What would you ask them?
• What is the legacy (enduring footprint) that your person has
left behind?
• How was your person a change agent?
• What were the defining character traits of your person and how
were they used in his “journey” to change something?
• How would history have changed if this person did not walk the
earth?
100. Headlines! Read all about it!
1. If you were to write a headline for this module that
captured the most important aspects that should be
remembered, what would that headline be?
2. Write one headline for COLLEAGUES,
3. Write one for KIDS.
A headline should “capture the most important message
in summative, catchy, pithy words.
101. Build in Assessment
Capture proof !
• Pre & post
• Tickets out the door
• Mind map at
beginning, mind map
along the way, mind
map at end – (name
and date!)
Tickets to leave
Exit
• Draw me a picture of a cell
Exit
• Tell me what you know
about Manifest Destiny.
Exit
• What advice would you give
someone leaving Europe
emigrating to America?
102. Post Assessment
How can an emphasis on vocabulary close the achievement gap and support
all students to meet the demands of the Common Core Standards?
Learning Targets:
I can explain how the effective vocabulary can close the
achievement gap and support all students to meet the
demands of the CCSS.
I can analyze effective instructional strategies that build
students’ vocabulary.
I can identify and embed the shifts into instructional practices
102
103.
104. Resources
• IBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008.
Print.
• Carr, Nicholas G.. The shallows: what the Internet is doing to our brains. New York: W.W.
Norton, 2010. Print.
• Jaeger, Paige. Marketing Information Literacy. School Library Media Activities Monthly Vol.
XXV, March 2009.
• Library of Congress: loc.gov/
• Twenge, Jean M.. Generation me: why today's young Americans are more
confident, assertive, entitled--and more miserable than ever before. New York: Free Press, 2006.
Print.Small, Gary W., and Gigi Vorgan
• Sprenger, Marilee. Educational Leadership: Focus on the Digital Brain. September 2009.
105. Sources and Resources:
• http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/f
ulltranscript.pdf
• http://thechoice.blogs.nytimes.com/2012/05/16/college-
board-selects-backer-of-common-core-school-curriculum-as-
new-president/
• http://www.corestandards.org/assets/Appendix_B.pdf
• http://www.corestandards.org/assets/Appendix_A.pdf
• http://engageny.org/
• WISE – Inquiry Model: http://tinyurl.com/42dd2oj
• Inquiry Resources:
http://www.wswheboces.org/SSS.cfm?subpage=419
• NYC Resources for CC and Inquiry:
http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/defa
ult.htm
• K-12 Information Fluency Continuum (NYC, adopted NYS-wide):
http://tinyurl.com/8a4x6n3
MarileeSprenger, Educational Leadership, Sept 2009: Focus on the Digital BrainiBrain .. 2 second evaluationMillennials personify…Lexiles – rigor – Readability & CCSS
Low-budget research? What are you going to say?
Moral of the story: Change is inevitable and constant. Teaching needs change as learning needs change. Learning needs define teaching needs
Gap analysis…To ignore one is to ignore half of the Common Core. Get to know content, embrace the pedagogy shift. “To treat CCSS as the same thing, is doing a disservice to your students.”
Gap analysis…To ignore one is to ignore half of the Common Core. Get to know content, embrace the pedagogy shift. “To treat CCSS as the same thing, is doing a disservice to your students.”
Gap analysis…To ignore one is to ignore half of the Common Core. Get to know content, embrace the pedagogy shift. “To treat CCSS as the same thing, is doing a disservice to your students.”
These shifts “layer” on top of the standards.We cannot just talk about the standards or just shifts… they are WOVEN Become familiar to be a building leader.
Invitation to InvestigatePictoral reprentation of facts is EFFECTIVE - knowledge products via INFOGRAPHICS. Relevance and takes rigorous content and summarizes. - top of Bloom’s
Relevance shift in the pedagogy… Away from recall relevance
What are ways to engage?
Everyone is in the literacy business…”
Value words …words = power words = money empowerment Your library computers should be set to a DEFAULT TO CHECKING WRITING AND GRAMMAR WITHIN MCROSOFT WORD
Oral sentences are usually less than 7 words, with 1 single idea, grammar ill, Written sentences are usually 15-25 words long, complex and grammar precise.
Dilemma.. If we want kids to learn, we have to give them texts they can understand. BUT – I few restrict texts to understanding, they already know the words and we deny them the opportunity to learn new words. Even if you explicitly and implicitly teach Vocabulary…. You still won’t reach the 1,000,000 words in modern print.
One source of “academic vocabulary” lists
Poverty and vocabulary studies
Love word clouds. Kids love them…. “A picture’s worth 1000 words…” Look at these clouds for 10 seconds-- Now… look at them and tell me in the chat box, what “library lingo” do you see there? -- Reading for meaning… Try again -- . What higher level Bloom’s words do you see? (PURPOSEFUL reading vs. reading) Did you read differently? Deeply? …”i.e. Shift 1:
When I gave you a purpose to read, you read “closer” -- That is “close reading” – purposeful reading. “I read it, but I don’t get it…”
Read red… Poll: Vote– have you seen this? Transliteracy will not build Dr., lawyers, actuaries, engineers, accountants, and other people who will achieve, invent, solve, etc .
Simple text has simple sentences – those with only 1 thoughtComplex sentences have 2 or more thoughts within them, and they are grammatically correct.
Visually infested generation… needs to strengthen the auditory modality. READ – The CASE of the MISSING Diamond.
As a librarian, you can do this 1 on 1 with students.
I read it but I don’t get it….
We don’t have time to address this in detail, and I would refer you to the rubrics on the handout for more information…On blog… For both books and Primary source documents this evaluative conversation needs to occur. With ELA core novels – Is this a sacred cow? Or, do we have to reconsider this in light of the CCS and Lexile recommendations? NYS “kate gershon”
What are ways to engage?
Gap analysis…To ignore one is to ignore half of the Common Core. Get to know content, embrace the pedagogy shift. “To treat CCSS as the same thing, is doing a disservice to your students.”
What if Sherlock Holmes investigated, Synthesized came to a conclusion, and never reported it? Shared it? Sluething…
Inquiry promotes student “ownership” – which makes it relevant to their lives. When they are allowed to ask their own questions, they “own” the investigation and they usually ask “relevant” questions to their life.
Tickets to leave correlate to our EQ’s at the beginning. If you are not teaching the students anything, watch out. Define your learning objective. EQ: what do you….