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Leading With the Common Core- NYLA School Library Conference 2013
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Leading With the Common Core- NYLA School Library Conference 2013

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  • 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….

Transcript

  • 1. Paige Jaeger 2013 NYSED Conversation…. What is being delivered in Albany?
  • 2. • On your card please write 1 sentence: • What is the best experience you had this summer?
  • 3. Pre-assessment: How can libraries support the CCSS?
  • 4. Complete the sentences with your group.
  • 5. WHO ARE WE TEACHING?
  • 6. • http://www.youtube.com/watch?feature=pl ayer_detailpage&v=b0qmzRgqYAk
  • 7. 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?
  • 8. What’s your current power pulse?
  • 9. 3 Dimensional Reading
  • 10. An Index showed that information could be organized. Move away from “Dewey”  Organization of Information
  • 11. Editors…where are they now? “Gatekeepers”
  • 12. 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 ______________
  • 13. In 1942, Aldous Huxley wrote: • People will come to love…technologies that undue their capacities to think. -- Brave New World
  • 14. MillennialS can…
  • 15. 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
  • 16. 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…
  • 17. Practice! Rehearse!
  • 18. So Here We are:
  • 19. CCR? http://www.act.org/research/policymakers/cccr12/readiness7.html
  • 20. Relevance Choice Engagement
  • 21. Content Delivery Change
  • 22. Expectations Increased Rigor Achievement
  • 23. Literacy is not just ELA 50% - 50% Building knowledge Writing from evidence Close Reading & Complex Text Spotlight on Vocabulary
  • 24. 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!
  • 25. 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 …
  • 26. Connection: When you pick a tech- tool… Pick a verb…. That way you will be marrying the tool to the CCSS use
  • 27. Information & Technology
  • 28. 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
  • 29. 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
  • 30. New pedagogy paradigm: Cover Uncover Discover
  • 31. From Forest  Trees What do you see? Drawing evidence from the text… David Drexler / Creative Commons opb.org
  • 32. Relevance Rigor Research Resources Reporting Knowledge Information + Technology = ________________ Higher level thought
  • 33. CONNECTION: DEREGULATING READING
  • 34. Everyone is in the literacy business!
  • 35. Marilyn Jager Adams, PhD
  • 36. What teachers expect Adams
  • 37. Taylor Mali Typography by Ronnie Bruce
  • 38. The subtle differences of word “families” The simplicity of using exact words which allow us to present our ideas precisely
  • 39. 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:
  • 40. • TIER 3 = DOMAIN SPECIFIC WORDS • TIER 2 = SAT WORDS • TIER 1 = EASY ORAL LANGUAGE WORDS Image: thefindrentals.com
  • 41. Why we need complex text: Based on research of “The Text Project” – Presented by Marilyn Adams, @ NTI
  • 42. Oral vs. Written (Adams) Oral language : <7 words 1 idea Poor grammar Written text: usually 15-25 words, complex ideas, good syntax
  • 43. 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
  • 44. 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.
  • 45. Examine your “exemplar.” How many SAT, academic words, can you find?
  • 46. • Look at the simple SAT word sample
  • 47. Examine the academic word list. PE? Art? Music? Math ? Library?
  • 48. Embrace Vocabulary – Cool Words to make you sound smart Vocabulary Paint Chips https://www.teachingchannel.org/videos/build-student- vocabulary
  • 49. 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
  • 50. OK. So how do we…
  • 51. Purposeful ReadingStandards Appendix A
  • 52. NOT just to read… Content Delivery and Understanding Digest & Discovery Debate or Discussion
  • 53. Use precise words Speak with authority Cool words to empower your writing
  • 54. 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.
  • 55. = Complex Text Uncommon words (Tier 2 & 3) Prior knowledge requirements Long, Complicated sentences Cross-references between sentences M. Adams, PhD.
  • 56. 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
  • 57. EngageNY.org http://engageny.org/resource/close-reading-strategies-with- informational-text-by-expeditionary-learning Close Reading
  • 58. 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
  • 59. 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
  • 60. ESSENTIAL UNDERSTANDING: Lexiles? Readability?
  • 61. 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.
  • 62. 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
  • 63. Model: Listening standards and a close reading activity:
  • 64. Close Encounter… • We will experience a close read
  • 65. • “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?”
  • 66. 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?
  • 67. As for special ed and Gifted?
  • 68. Considerations when you choose complex text
  • 69. Staircase of Complexity… Lexile, Quality & Reader and the task
  • 70. Task… brainstorm Essential Questions… which demand evidence Juxtapose picture books…Which is correct? Close read  leads to INQUIRY…further investigation Evidence? Vocabulary? Sleuthing?
  • 71. Rigor Relevance Research Resources Reporting Knowledge Information + Technology = ________________ Higher level thought
  • 72. Reading Research Library as Powerstation
  • 73. CHANGE: http://www.wingclips.com/movie- clips/the-lorax/let-it-grow
  • 74. Is your library a power station for knowledge?
  • 75. What question can I ask to inspire investigative research? Examples  Information Product Vs. Knowledge Product
  • 76. 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 „
  • 77. • 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?
  • 78. Essential Questions Essential Question? What’s the enduring understanding? 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? Can I use a pro- noun? Does this question relate to the knowledge product
  • 79. 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?
  • 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
  • 81. 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?
  • 82. 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
  • 83. 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?
  • 84. Did Pluto deserve to be kicked out of the solar system?
  • 85. 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.
  • 86. 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?
  • 87. 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
  • 88. 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.
  • 89. 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
  • 90. Writing from sources http://engageny.org/resource/a-protocol-for- citing-evidence-from-informational-text-from- expeditionary-learning