MASL - CASL Pre-conference PD - Three hours of intense, fun, creative PD on "Navigating Nonfiction" - Join your colleagues next year!

1. NESLA
March 2014

2. APRIL 1848
VICTORIA STRAIGHT - THE ARCTIC OCEAN
The cry rattled through the ship like the howl of a
wounded jungle beast-- a mournful wail that sounded
like a plea for death. The moan incited a second voice,
and then a third, until a ghoulish chorus echoed
through the darkness.
When the morbid cries ran their course, a few
moments of uneasy silence prevailed until the tortured
soul initiated the sequence again. A few sequestered
crewmen, those, with their senses still intact, listened
to the sounds while praying that their own death would
arrive more easily.

3. “VICTORIA
STRAIGHT 1848”
OR, WAS IT…?
Nonfiction is
the building
block of
fiction !
Nonfiction is
the building
block of
everything…

4. WHAT DO YOU KNOW ABOUT THE COMMON
CORE? WRITE 5 THINGS ON POST-IT NOTES.
ONE “THING” PER NOTE

5. Close
Reading &
Text-based
Answers
50% - 50%
Writing from
Sources
Building
knowledge
Spotlight on
Vocabulary
Literacy is
not just ELA

8. “Average Person spends two seconds on each website.”
-Marilee Sprenger
Images:
fannation.com
Orkin.com
news.discovery.com

9. 3 DIMENSIONAL READING

10. MILLENNIALS CAN…

12. ESSENTIAL UNDERSTANDING:
Content
Delivery
Change

13. CCSS PEDAGOGY VERBS
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
Cover
Uncover
Discover
Assess the credibility and
accuracy
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

14. ELA ANCHOR STANDARDS
Writing &
Research
Reading
Closely &
Complexity
Comprehend
&
Collaborate
Vocabulary &
Grammar

15. Core
Proficiencies
Units
An EBC is:
•Clearly presented
•Rises from close reading of
text(s) and details
•An accurate, knowledgeable
analysis and-or conclusion
•Supported with credible, sufficient
evidence
•Logically developed through
quotes, reference, facts, &
citations
Curriculum

19. WHAT IS YOUR CURRENT
VOCABULARY OF THE DISCIPLINE
?

20. MARILYN JAGER ADAMS, PHD

21. Adams

22. ORAL VS. WRITTEN
Oral
language :
<7 words
1 idea
Poor
grammar
(ADAMS)
Written text:
usually 15-25 words,
complex ideas,
good syntax

23. 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

24. •
•
TIER 2 = SAT WORDS
•
Image: thefindrentals.com
TIER 3 = DOMAIN SPECIFIC
WORDS
TIER 1 = EASY LANGUAGE
WORDS

25. Unknown
Understand
“receptive”
Use
“productive”

26. Embed vocabulary of the
discipline in your RUBRICS

28. So how can I repackage
what I am teaching
to align with CC and
the hyper-connected?

29. MODEL:
LISTENING STANDARDS
CLOSE READING
VOCABULARY
EVIDENCE-BASED CLAIM
NONFICTION
RESEARCH & MORE!

31. 1.
Look at the neighbors
–
–
–
2.
3.
Negative?
Positive?
Synonyms?
Listen… sound like
another word? (part)?
Read around for clues
Everyone is in the
literacy business. Our
walls are flanked with
literacy tools….

32. 9 Academic
Vocabulary
Words

34. NOT JUST TO READ…
Debate or
Discussion
Digest &
Discovery
Content Delivery
and
Understanding

35. What’s the
gist?
What’s the
Purpose?
Perspective
Visualize
Read with a
pencil
Vocabulary
Connections
to real life
Space for
debate &
critique
Mining for
meaning
Find 3 VIP’s

36. PURPOSEFUL READING
S TA N D A R D S
APPENDIX A

37. CLOSE READING
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?
READING NEEDS A PURPOSE
IF YOU WANT STUDENTS
ENGAGED:

38. READER & THE TASK RECIPE:
Rigor & Relevance
Identify
questions
for inquiry
Read &
Investigate
Examine another
explorer of your choice,
and determine who
would win Survivor.
What awards would you
give your explorers?
Conclude
Create
Create a tweet log
for Shackelton.
What
recommendations
would you have for
him today?
Synthesize

39. ESSENTIAL UNDERSTANDINGS:
Reading is not passive
Not all Close Reads have
to look alike!
Building
Blocks
Close Reads can be:
primary sources,
excerpts, articles, short
books & more
It’s all about the kids…

41. NEW PEDAGOGY PARADIGM:
Cover
Uncover
Discover

42. SO HOW CAN I REPACKAGE
WHAT WE ARE DOING TO
ALIGN WITH CC AND
HYPER-CONNECTED?

43. If your assignment can be
answered on Google, then it
is void of higher level
thought.
Why bother?

44. RESEARCH TO BUILD AND PRESENT
KNOWLEDGE:

45. PANORAMIC  MYOPIC
How Will I
teach this?
How will I
assess?
Vocabulary of
the discipline
Standard
What text(s)
should I use?
What TDQ’s
should I ask?
What’s the
“task”

46. WHAT WILL THE KNOWLEDGE PRODUCT
BE?
Blog?
Prezi?
iBook?
iMovie
Blabberize
Fotobabble?
Presentation,
Script,
Public Service
Announcement
Debate?
Essay?
Museum Box

47. TAKE A LOOK AT YOUR “POWER VERBS”
WHICH GET TO THE TOP OF BLOOM’S?
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
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
Explore a topic
Prepare and participate effectively
in conversations.
Draw evidence from texts
Build and express persuasively
Support analysis
Express information and enhance
understanding
Research and reflection
Gather information from print and digital

48. LEARN TO CRAFT ESSENTIAL QUESTIONS…

49. What question can we
ask to compel
students to
Uncover
Discover

50. Start with
content:
What would you like
you student to know
or be able to do…at
the end of the unit?

51. What can you ask
that will compel the
students to find an
answer?
Can you imbed a
PRONOUN– I, Us,
We, ?
What’s the moral of
the story?

52. 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

53. DID PLUTO DESERVE TO BE KICKED
OUT OF THE SOLAR SYSTEM?

54. How did (will) this book make you
smarter, richer, wiser, or more
successful in life?
What indelible footprints did this
person leave on the world? How
did this life change history?
Where is the “suffrage” in the world
today? Should America be
concerned?

55. EQ BRAINSTORMER…
STUDENT-CENTERED INSTRUCTION
Allow your
students to craft
their own
questions for
discovery.

56. ELIMINATE
THE
TRIVIAL
WHAT
IF…COULD IT
BE…
CONSIDER…
“LIBRARIAN
AS SOCRATIC
GUIDE”
COMMONALITIE
S
SYNTHESI
S
RELATIONSHI
PS
MOST
IMPORTA
NT
LEAST
GROUPING
S
CAUSE
AND
EFFECT

57. CAVEATS
If you “cheat” the
front end of
Inquiry, then you
will not transfer
“ownership” of
the assignment to
the student.
When the student
defines the
investigation,
it is his baby.
If you define the
investigation, it
is your
assignment.

58. • Integrate technology to convey thought, not info
•
Migrate from “transfer” of info  “transforming” information
“
Resources
Research
Relevance
Rigor
Reporting
Knowledge

59. Resources
Reporting
Knowledge
Research
Relevance
Rigor
Information
+ Technology =
________________
Higher level thought

60. SOURCES AND 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.
Jaeger, Paige – original photos (otherwise noted URL’s)
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.

61. SOURCES AND RESOURCES:
•
http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/fulltranscript.pdf
•
http://thechoice.blogs.nytimes.com/2012/05/16/college-board-selects-backer-of-commoncore-school-curriculum-as-new-president/
•
http://www.corestandards.org/assets/Appendix_B.pdf
•
http://www.corestandards.org/assets/Appendix_A.pdf
•
http://engageny.org/
•
Inquiry Resources: http://www.wswheboces.org/SSS.cfm?subpage=419
•
NYC Resources for CC and Inquiry:
http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htm
•
WISE – Inquiry Model: http://tinyurl.com/42dd2oj