3. What is your
Common Core Understanding?
Jot down 6 things you know
about the Common Core on
your 6 different post-it notes.
4. On the card please write
one sentence:
What is one expectation
you have for this year?
5. It’s all about the kids.
It’s all about global
competiveness…
6. Essential Questions:
• Am I reaching this Millennial
generation?
• Which hats should I wear to embrace the
Common Core … via reading,
information, investigation, and
technology (in the library)?
14. • TIER 3 = DOMAIN
SPECIFIC WORDS
• TIER 2 = SAT WORDS
• TIER 1 = EASY ORAL
LANGUAGE WORDS
Image: thefindrentals.com
15. Why we need complex text:
Based on research of “The Text Project” –
Presented by Marilyn Adams, @ NTI
16.
17. Oral language
:
<7 words
1 idea
Poor grammar
Written text:
usually 15-25 words,
complex ideas,
good syntax
Oral vs. Written
(Adams)
18. 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
Research of the CCSSO
Marilyn Jager Rand, Stephen Krashen, et. al
19. The subtle differences
of word “families”
The simplicity of using exact
words which allow us to
present our ideas precisely
20. Complete these sentences with precise words:
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_____
22. 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
23. 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.
Reading Research:
25. 50% - 50%
Close Reading
& Complex
Text
Building
knowledge
Writing from
evidence
Spotlight on
Vocabulary
Literacy is not
just ELA
26.
27. 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
Speaking & Listening
Standards
36. •
•
•
•
•
•
•
•
•
•
•
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?
Millennials want…
39. Bookmarks, mind maps, exits
• 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 ______________
40. “Average Person spends two seconds on each website.”
-Marilee Sprenger
Images:
fannation.com
Orkin.com
news.discovery.com
44. •
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 …
48. 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…
Essential
understandings:
51. 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….
55. “Once I was a scuba diver in the sea of
words. Now I zip along the surface like
a guy on a Jet Ski.”
Nicholas Carr…
56. 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
59. • “Of the 8 billion in the world, … the literate, or
approximately 2 billion, have adopted the habits of
the semi-literate. The next generation has an
aversion to reading. They want to look at pictures
and click as though they were SEMI-literate.”
-- Dr. Daniel Sheard, Lincoln Univ.
The shock…
62. DAVID WARLICK
“We …have lost control over the
information. Children control it
now. They need to learn to
control [it]…in
positive, productive, and
personally meaningful ways….”
65. WORD PROMINANCE
Based on word frequency/appearance in the CCSS ELA
standards and Appendix A
NONFICTION
VOCABULARY
RESEARCH
EVIDENCE
LITERACY
COMPLEX & COMPLEXITY
Research in the Common
Core?
INFORMATION
READING
0
100
200
300
400
500
66. 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
67. This generation is
technologically
literate,
But information
illiterate.
68.
69. In 1942, Aldous Huxley wrote:
• People will come to love…technologies that undue
their capacities to think.
-- Brave New World
70. Litmus test for low-level research:
If your assignment can be
answered on Google, then
it is void of higher level
thought.”
73. What’s the
enduring
understanding
Does this
question
relate to the
knowledge
product
Can I use a
pro-noun?
Essential
Question?
How can we
ask a question
that gets this
to be relevant
outside of
school?
How can we
relate this to
the learner at
his level?
75. • 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?
77. 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
78.
79. Did Pluto deserve to be kicked out
of the solar system?
You are a tour
guide. Write a
script for an
inter-galactic
tour.
80. 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
83. First graders got to inquiry a little quicker than I expected, and I was realizing yesterday when I was driving home that I didn’t even record it! Darn. First graders were asked to choose an animal from fairy tales that we
could do a little inquiry on, and eventually compare fact to fictional stories involving these animals. One class chose wolves, while the other chose frogs. The questions they came up with were a lot of fun, such as:
How are frogs related to toads?
How many kinds of frogs are there?
Do frogs shed their skin?
Do frogs have families? (Love that…)
How do frogs breathe underwater?
How many babies do frogs have?
Are frogs carnivores?
What do frogs eat besides bugs?
Do frogs know their babies? If so, how?
How do frogs sense danger?
How do frogs know if they are male or female?
How do wolves “talk” to each other?
Can you see a wolf’s eyes in the dark?
Are all wolves mammals?
Do they come out only at night?
Where do wolves live?
Where do wolves go to give birth?
What do wolves eat and drink??
Do wolves live in one place or do they move around?
Are werewolves real?
What do baby wolves look like?
How do wolves sleep?
How do wolves smell things? Hear things?
How fast do they run?
Do mommy wolves stay with their babies? If they do, how long do they stay with them?
The group who brainstormed wolves came in yesterday, and they were so cute. When I gave them time to check out books, I grabbed some wolf books that we pulled off the shelf together, and put them on the
table…they immediately gravitated to them, opened them, and started exclaiming, “Mrs. H! Mrs. H! I think I found out…” and they immediately began investigating on their own by browsing the books and looking
at pictures. So cute. They can’t wait to find out more!
Fourth grade has just started inquiry into biomes, which, again, sneaked up on me. (The teacher was suddenly ready after putting it off for weeks.) This has potential…rather than what I often get from teachers, which is
inquiry that doesn’t always get used (essentially, “okay, you can be curious and brainstorm, but I’m still going to assign a scoop-and-spit traditional project from it”), this teacher is actually allowing them to explore
their curiosity. They did small inquiry projects in the fall about an animal of their choice, and now they are starting an inquiry project on a biome of their choice. They get to pick their biome, and decide what they
want to ask within certain categories…animal life, plant life, and a “fun stuff” category. She has asked to meet with me Monday about the project I designed awhile ago, so I’m hoping this is going to expand…she’s
open to the travel agency idea.
87. •
Green Apple:http://www.tasltn.org/assets/images/Conference2013/apple.png
•
Madden, Mary, Amanda Lenhart, Maeve Duggan, Sandra Cortesi, and Urs Gasser. " Teens and
Technology | Pew Internet & American Life Project." Pew Research Center's Internet & American
Life Project. N.p., n.d. Web. 4 Oct. 2013. <http://www.pewinternet.org/Reports/2013/Teens-andTech/Main-Findings/Teens-and-Technology.aspx>.
•
Small, Gary W., and Gigi Vorgan. IBrain: surviving the technological alteration of the modern
mind. New York: Collins Living, 2008. Print.
Sprenger, Marilee. How to teach so students remember. Alexandria, Va.: Association for
Supervision and Curriculum Development, 2005. Print.
•
•
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.
Citations, Resources, &
Attributions
Notas del editor
Learning Targets
What worked 50 years ago, does not work today.
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.
Value words …words = power words = money empowerment Your library computers should be set to a DEFAULT TO CHECKING WRITING AND GRAMMAR WITHIN MCROSOFT WORD
Poverty and vocabulary studies Cool Words to make you sound smart
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.
Visually infested generation… needs to strengthen the auditory modality. READ – The CASE of the MISSING Diamond.
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.”
Relevance shift in the pedagogy… Away from recall relevance
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…”
Passive consumers Reading has moved from a passive activity to an engaged activity
Invitation to InvestigatePictoral reprentation of facts is EFFECTIVE - knowledge products via INFOGRAPHICS. Relevance and takes rigorous content and summarizes. - top of Bloom’s
Teach Like a Champion
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.”
99 Essential Question examples
What if Sherlock Holmes investigated, Synthesized came to a conclusion, and never reported it? Shared it? Sleuthing… Students do not need technology. They need a “voice” - to be heard.