Oct 16th Librarian Network PD 2013

1. Network Meeting 2013
Open Symbaloo
Open NYSED PPTs

2. Network Meeting 2013

3. Housekeeping
 Bullying
 PD
 Multimedia
 SLS Website changes
 ILL Statistics
 Weekly News
 Copyright, Advocacy,
 Overdrive

4. a fresh, new character
education program for
preteens and teens

5.  12 truly gripping bullying, cyber bullying,

•
•
•
self-confidence, body image, peer pressure,
divorce, drug abuse, internet safety, and so
much more
The first person stories are honest
Students can learn and apply skills aligned
with state standards, such as plot,
character, comparing and contrasting,
cause and effect, figurative language, and
critical thinking
Discussion questions for each story
Possibilities are endless:
 Develop a student ambassador program to allow open communication
between staff and students.
 Implement a morning announcement program that inspires positive
behavior and brings “COURAGE” and “CLARITY” to the students.

6. Housekeeping
 Bullying
 PD
 Multimedia
 SLS Website changes www.coolibrary.com/sls
 ILL Statistics
 Weekly News
 Copyright, Advocacy,

7. Rigor, Evaluations, & DOK
How can the library embrace
the shifts?
What should I pay attention
to when planning lessons?

8. Mentor Texts
Paige Jaeger
Andrea Williams 2013

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

10. What’s a mentor?
And…what good do they do anyway?

11. Begin with the end in mind:

12. Consider:
 IFC Benchmark skills
 CCSS Language Standards classes may be




working on
How can I connect?
How can I support?
How can I teach?
What is a mentor text for [standard]?

13. Model

14. Learning Objectives:
 Language is power - Correct use of language
sounds “smart”
 Students will learn to use “neighborhood words” to
guess meaning
 Students will identify keywords
 Poetry comes in many forms

15. Pre-assessment
 How is language powerful?
 What do you do when you don’t know a word?
 How do words help us search the OPAC?
Listening standards
ELA reading standards
Etc.

16. 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….

17. 9 Academic
Vocabulary
Words

19. 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

20. Andrea Williams

21. Table Talk
 How can I use
mentor texts?
 Are teachers using
mentor texts in the
classroom?

22. Book
Dating
Review in Opals
or Follett! – How
many stars?
Does the
“review” meet
these guidelines?

23. Are You Shifty?

24.  On your card please write 1 sentence:
What is the best experience
you had this summer?

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

26. FOCUS DEEPLY – MASTERY
COHERENCE – APPLICATION
(ACROSS THE CONTENT AREAS)
FLUENCY - INTENSITY

27. CCR?
http://www.act.org/research/policymakers/cccr12/readiness7.html

28.  http://www.youtube.com/watch?feature=player_
detailpage&v=b0qmzRgqYAk

29.  TIER 3 = DOMAIN
SPECIFIC WORDS
 TIER 2 = SAT WORDS
 TIER 1 = EASY ORAL
LANGUAGE WORDS
Image: thefindrentals.com

30. Learning new words depends on
reading. -- Adams

31. Marilyn Jager Adams, PhD

32. Adams

33. The subtle differences
of word “families”
The simplicity of using exact
words which allow us to
present our ideas precisely

34. Precise words?of that ahead of time].
 I should have [thought
 The old house looked [worn out, broken down, and




awful.]
He [really didn’t want to do this]  He was [?]
He [drove faster and faster] .
Those are [the people we are playing against.]
[At the top of the mountain, we viewed the beautiful site
that was grand.] Re-write succinctly

35. Oral vs. Written
Oral
language :
<7 words
1 idea
Poor
grammar
(Adams)
Written text:
usually 15-25 words,
complex ideas,
good syntax

36. 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

37. EXAMINE YOUR SENTENCES:
 HOW MANY
WORDS?

38. Table Talk:
 EXAMINE YOUR
EXEMPLAR BOOK
 How many “academic”
SAT words can you
find?
 Is your building
focused on
vocabulary?

40. 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.

41. EQ:

42. Close Reading
 Increasing the Volume of Reading
 But before we do… think about

43. Purposeful Reading
Standards
Appendix A

44. 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…

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

46. 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.

47. Too Dumb for Complex…
Willingness
to probe
Capacity to
think deeply
Uninterrupted
thinking
www.ascd.org/publications/educationalleadership/feb11/vol68/num05/Too-Dumb-forComplex-Texts¢.aspx
SLOW
down

48. EngageNY.org
Close Reading
http://engageny.org/reso
urce/close-readingstrategies-withinformational-text-byexpeditionary-learning

49. RESEARCH TO BUILD AND
PRESENT KNOWLEDGE
& Evidence Based Claims

50. New pedagogy paradigm:
Cover
Uncover
Discover

51. SLS Guiding Principle:
 If your assignment can be
answered on Google, then it
is void of higher level
thought.
Hide „n Seek…

52. Millennials can…

53. Use precise words
Speak with authority
Cool words to
empower your writing

54. Research to Build and Present
Knowledge:

55. CCSS ELA…
Common Core Standards - Let us help you do this:
Research to Build and Present Knowledge
WI-.7. Conduct short research projects to answer a question, using
several sources and refocusing the inquiry when appropriate.
WI- .8. Gather relevant information from multiple print and digital
sources; assess the credibility of each source; and quote or
paraphrase
the data and conclusions of others-- while avoiding plagiarism
and providing basic bibliographic information for sources.
WI - .9. Draw evidence from literary or informational texts to
support analysis, reflection, and research.

56. Common Core Writing… Let
W1-5:
Teach
them to
write, then:
W10: Do it
again!
the
W7 –
Conduct
short
research
projects
to answer
a
question
help you:
Research to
Build and
Present
Knowledge

57. Ignite the Common Core with
Inquiry
Stages of Inquiry:
Wonder
School librarians
and classroom
teachers
collaborate to
ignite the
Common Core
with inquiry …
promoting
achievement.
Investigate
Synthesize
Express
Reflect
Common Core Key Ideas:
Activate thinking
Generate curiosity
Build background information
Tap prior knowledge
Frame quality questions for investigation
Conduct short and sustained research projects
Integrate relevant information in multiple formats
Construct meaning from text
Use facts to build big ideas
Manage search process
Record information using own words
Determine relationship between ideas
Use facts to build meaning
Connect ideas and infer
Think analytically, advocate creatively
Draw original conclusions
Use vocabulary of the content knowingly
Create a product that conveys new understanding
Communicate and share new knowledge
Use appropriate format for audience, task, and purpose
Present information, findings and evidence
Express information using the Internet and digital media
Engage in self-evaluation
Re-assess process and product based on feedback
Evaluate credibility, accuracy and limitations of sources
Evaluate arguments and claims
Participate in peer-evaluation
Ask new questions for continuing inquiry

58. Information Fluency Continuum
Using
Information
Pursuing
Growth
Demonstrating
Responsibility
• to build knowledge
• Personal
• Aesthetic
• Socially
• Academically

59. Well-planned Scaffolded Information Literacy Curriculum with
priority benchmarks for each grade level:

60. NYS – Same page in our information
economy:

61. Assessments are built-in which
correlate to the IFC & CCSS:

62. • What ESSENTIAL question can I ask
which requires the students to :
Uncover
Discover

63. Evidence Based Claims become
Thesis statements or hypothesis ?

64. A Look at the NYSED Research
Rollout
 3 Scenario Activity
 Connection to the
modules… - later
activity

65. Teaching Productive Inquiry –
Switch to NYS PPT
Assessing Sources and Revising
Questions
EngageNY.org

66. A Look at the NYSED Research
Rollout
 Essential Question
practice

67. Final Task
Create
Connect
 A 30 Minute library
 To the module with a
activity to embrace
the shifts
research question
 Brainstorm good
EQ‟s for lame
research now in your
building.

68. Task… brainstorm
Essential
Questions… which
demand evidence
Juxtapose picture
books…Which is
correct?
Close read 
leads to
INQUIRY…further
investigation
Younger students
can be taught how
to “think”
to
“question”

70. What would your patriot say to America today?
What is
that crazy
appendage
sticking out
of your
ear?
Bail out the
banks?
Who is
your King?
(Use Blabberize or CrazyTalk to bring this to
life.) http://www.librarydoor.blogspot.com/
http://www.loc.gov/index.html

71. 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?

72. What will that look like?
What will the knowledge product be?
Blog?
discussion
iBook?
iMovie
Blabberize
Fotobabble?
Debate?
Essay?
padlet
When you
pick a
webtool, pick
a powerverb
also…to
marry for
higher level

73. Did Pluto deserve to be kicked out
of the solar system?

74. As for special ed and Gifted?
FROM CORESTANDARDS.ORG, “KEY DESIGN
CONSIDERATIONS:

75. 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.

76. Prior
knowledge
requirements
Uncommon
words
(Tier 2 & 3)
Long,
Complicated
sentences
=
Complex
Text
Crossreferences
between
sentences