Transliteracy will not build Dr., lawyers, actuaries, engineers, accountants, and other people who will achieve, invent, solve, etc .
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
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.
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 are ways to engage?
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
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.
Poverty and vocabulary studies
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…”
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:
Simple text has simple sentences – those with only 1 thoughtComplex sentences have 2 or more thoughts within them, and they are grammatically correct.
Number of words per sent… divided by # syllable on the Metametrics site great tool…” Find a book” - dialog will reduce the Lexile, thus Shakespeare scores around 500. That does NOT mean they should be ignored… WHY assessments already lexiled…
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?
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….
Kentucky Fayettville Schl: Librarians & the CCSS
On your card please write 1 sentence:
What is the best
experience you had this
“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.
CNN & FOX STYLE:
WHAT DOES THIS MEAN?
DO I AGREE?
WHY IS THIS IMPORTANT?
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.
Opportunity to express
Look at me generation
Once is not enough
Structure is o.k.
do you see in
B O O K M A R K S , M I N D M A P S , E X I T S
The wave in
assessment is now
leaning to student
Empower the learner
First person phrasing
I can locate a book on
I can identify my
I can narrow my search
I can evaluate articles
for relevance and
I have ______________
IN 1942, ALDOUS HUXLEY WROTE:
People will come to love…technologies that undue their capacities to
-- Brave New World
If your assignment can be
answered on Google, then it
is void of higher level
LITMUS TEST FOR LOW-LEVEL RESEARCH:
Hide „n Seek…
Pick a verb:
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
Research and reflection
Gather information from print and digital sources
Assess the credibility and accuracy of sources
Integrate information avoiding
Produce and publish writing
Interact and collaborate
Write arguments to support claims
Formulate an argument
Prepare and participate effectively
Build and express persuasively
Express information and enhance
Sounds like a field
trip to the library …
+ Technology =
Higher level thought
RESEARCH IN THE COMMON CORE?
0 50 100 150 200 250 300 350 400 450
COMPLEX & COMPLEXITY
Based on word frequency/appearance in the CCSS ELA
standards and Appendix A
The subtle differences
of word “families”
The simplicity of using exact
words which allow us to
present our ideas precisely
I should have [thought of that ahead of time].
The old house looked [worn out, broken down, and
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
TIER 3 = DOMAIN SPECIFIC
TIER 2 = SAT WORDS
TIER 1 = EASY ORAL LANGUAGE
WHY WE NEED COMPLEX TEXT:
Based on research of “The Text
Project” – Presented by Marilyn
Adams, @ NTI
ORAL VS. WRITTEN (ADAMS)
usually 15-25 words,
RESEARCH OF THE CCSSO
MARILYN JAGER RAND
Oral language = 4th
Number of words in
popular written =
The fastest way
language is via
The more you read the
better you‟ll read
The better you
read, the more
The more you
The more you read
about geology, the
more you can read
THE READING DEFICIT IS INTEGRALLY TIED TO THE
KNOWLEDGE DEFICIT. ADAMS
vocabulary to learn
has to connect to
How much a student learns
about a new concept, and
new words, depends upon
academic word list.
PE? Art? Music?
Math ? Library?
MODEL: LISTENING STANDARDS AND A CLOSE
EMBRACE VOCABULARY – COOL WORDS TO MAKE
V O C A B U L A R Y PA I N T
C H I P S
H T T P S : / / W W W . T E A C H I N G C H A N N E L . O R G / V I
D E O S / B U I L D - S T U D E N T - V O C A B U L A R Y
Close Reading Activity:
& Evidence Based
Read: Increasing the Volume of
Reading, NYSED and find 3 VIP‟s.
Using the EBC Organizer, make a
claim, supported by evidence from
Discuss at your table
MODEL: LISTENING STANDARDS AND A CLOSE
Use precise words
Speak with authority
Cool words to
empower your writing
S T A N D A R D S
A P P E N D I X A
NOT JUST TO READ…
Reading is not passive
Not all Close Reads have to look
Close Reads can be:
sources, excerpts, articles, short
books & more
It‟s all about the kids…
(Tier 2 & 3)
M. Adams, PhD.
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.
Read with a
to real life
Find 3 VIP‟s
WHAT’S A LEXILE?
HTTP://WWW.LEXILE.COM/ABOUT-LEXILE/LEXILE-CODES/ - SEE THE ADJUSTMENTS THAT HAVE BEEN MADE.
Fallible (But, it’s playing
an important role….)
Only one factor of
SPEAKING & LISTENING STANDARDS
SL.6.1 Engage effectively
expressing their own ideas
SL.6.2 Interpret information
presented in diverse media
SL.6.3 Delineate a
speaker’s argument and
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
command of formal English
We will experience a close read… READS 1 & 2 TOGETHER THEN READ
Lexile 1450 --
Closely chosen for engagement, vocabulary of the discipline and more.
You will engage in an evidence-based discussion, then…
You will engage in an evidence-based debate.
NO LIKES ALLOWED
“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)
Purposeful reading… increases RELEVANCE
“Why do I have to read this?”
R E A D I N G N E E D S A P U R P O S E
I F Y O U W A N T S T U D E N T S
E N G A G E D :
Read this as if:
you were a pirate.
you were the king.
Where do we see piracy
If you were living in the
1600’s, would you be a
STAIRCASE OF COMPLEXITY…
LEXILE, QUALITY & READER AND THE TASK
+ Technology =
Higher level thought
Is your library a
power station for
DIGGING DEEPER IN THE COMMON CORE
REPACKAGING FOR THE
( A N D A Q U I C K P E E K A T T H E
R E S E AR C H B E H I N D
V O C A B U L A R Y A N D C L O S E
R E A D I N G … )
•W H A T M A T T E R S ?
•W H Y ?
•H O W C A N I D O T H I S ?
P A I G E J A E G E R
C O O R D I N A T O R F O R S C H O O L L I B R A R Y S E R V I C E S
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
How can we ask
a question that
gets this to be
How can we
relate this to the
learner at his
Can I use a pro-
WHAT WILL THAT LOOK LIKE?
WHAT WILL THE KNOWLEDGE PRODUCT
If your mover or shaker were alive today, what would their “Vanity Plate”
What would their resume look like?
Prepare a resume for your mover or shaker and be prepared to interview
for a job.
EARLY AMERICAN MOVERS AND SHAKERS…
Susan B. Anthony
William Lloyd Garrison
READER & THE TASK RECIPE:
Rigor & Relevance
explorer of your
choice, and determine
who would win Survivor.
What awards would you
give your explorers?
Create a tweet log
would you have for
WHAT WOULD YOUR PATRIOT SAY TO AMERICA TODAY?
(Use Blabberize or CrazyTalk to bring this to
Bail out the
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
How would history have changed if this person did not
walk the earth?
DID PLUTO DESERVE TO BE KICKED
OUT OF THE SOLAR SYSTEM?
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
2. Write one headline for COLLEAGUES,
3. Write one for KIDS.
A headline should “capture the most important message in
summative, catchy, pithy words.
BUILD IN ASSESSMENT
C A P T U R E P R O O F !
Pre & post
Tickets out the door
Mind map at
beginning, mind map
along the way, mind
map at end – (name
T I C K E T S T O L E A V E
• Draw me a picture of a cell
• Tell me what you know
about Manifest Destiny.
• What advice would you give
someone leaving Europe
emigrating to America?
How can an emphasis on vocabulary close the achievement gap and support all
students to meet the demands of the Common Core Standards?
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’
I can identify and embed the shifts into instructional practices
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
SOURCES AND RESOURCES:
WISE – Inquiry Model: http://tinyurl.com/42dd2oj
NYC Resources for CC and Inquiry:
K-12 Information Fluency Continuum (NYC, adopted NYS-wide):
CONSIDERATIONS: IT’S NOT ABOUT THE ACTIVITY OR THE
TECHNOLOGY. IT’S ABOUT LEARNING, CONTENT AND
WRITING FROM SOURCES