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Navigating Nonfiction

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

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

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  • My claim…. You’ve been doing CCSS, but need to tweak it, assess it, model it correctly and clearly, amplify it, speak it, and archive it
  • 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.
  • What worked 50 years ago, does not work today.
  • 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.”
  • Ultimate Cliff’s Notes on the CCSS. Pedagogy verbs… Create a bookmark, or visit my blog and get the pre-printed bookmark that you could place in teachers mailboxes -- handout…
  • Teach Like a Champion
  • 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.
  • 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:
  • I read it but I don’t get it….
  • 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.
  • Relevance shift in the pedagogy… Away from recall  relevance
  • 99 Essential Question examples
  • What are ways to engage?
  • Transcript

    • 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
    • 6. “Average Person spends two seconds on each website.” -Marilee Sprenger Images: fannation.com Orkin.com news.discovery.com
    • 7. 3 DIMENSIONAL READING
    • 8. MILLENNIALS CAN…
    • 9. ESSENTIAL UNDERSTANDING: Content Delivery Change
    • 10. 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
    • 11. ELA ANCHOR STANDARDS Writing & Research Reading Closely & Complexity Comprehend & Collaborate Vocabulary & Grammar
    • 12. 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
    • 13. WHAT IS YOUR CURRENT VOCABULARY OF THE DISCIPLINE ?
    • 14. MARILYN JAGER ADAMS, PHD
    • 15. Adams
    • 16. ORAL VS. WRITTEN Oral language : <7 words 1 idea Poor grammar (ADAMS) Written text: usually 15-25 words, complex ideas, good syntax
    • 17. 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
    • 18. • • TIER 2 = SAT WORDS • Image: thefindrentals.com TIER 3 = DOMAIN SPECIFIC WORDS TIER 1 = EASY LANGUAGE WORDS
    • 19. Unknown Understand “receptive” Use “productive”
    • 20. Embed vocabulary of the discipline in your RUBRICS
    • 21. So how can I repackage what I am teaching to align with CC and the hyper-connected?
    • 22. MODEL: LISTENING STANDARDS CLOSE READING VOCABULARY EVIDENCE-BASED CLAIM NONFICTION RESEARCH & MORE!
    • 23. 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….
    • 24. 9 Academic Vocabulary Words
    • 25. NOT JUST TO READ… Debate or Discussion Digest & Discovery Content Delivery and Understanding
    • 26. 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
    • 27. PURPOSEFUL READING S TA N D A R D S APPENDIX A
    • 28. 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:
    • 29. 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
    • 30. 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…
    • 31. NEW PEDAGOGY PARADIGM: Cover Uncover Discover
    • 32. SO HOW CAN I REPACKAGE WHAT WE ARE DOING TO ALIGN WITH CC AND HYPER-CONNECTED?
    • 33. If your assignment can be answered on Google, then it is void of higher level thought. Why bother?
    • 34. RESEARCH TO BUILD AND PRESENT KNOWLEDGE:
    • 35. 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”
    • 36. WHAT WILL THE KNOWLEDGE PRODUCT BE? Blog? Prezi? iBook? iMovie Blabberize Fotobabble? Presentation, Script, Public Service Announcement Debate? Essay? Museum Box
    • 37. 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
    • 38. LEARN TO CRAFT ESSENTIAL QUESTIONS…
    • 39. What question can we ask to compel students to Uncover Discover
    • 40. Start with content: What would you like you student to know or be able to do…at the end of the unit?
    • 41. 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?
    • 42. 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
    • 43. DID PLUTO DESERVE TO BE KICKED OUT OF THE SOLAR SYSTEM?
    • 44. 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?
    • 45. EQ BRAINSTORMER… STUDENT-CENTERED INSTRUCTION Allow your students to craft their own questions for discovery.
    • 46. 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
    • 47. 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.
    • 48. • Integrate technology to convey thought, not info • Migrate from “transfer” of info  “transforming” information “ Resources Research Relevance Rigor Reporting Knowledge
    • 49. Resources Reporting Knowledge Research Relevance Rigor Information + Technology = ________________ Higher level thought
    • 50. 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.
    • 51. 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