L eaders in L iteracy Presented by Angela Maiers Angelamaiers.com Omaha Public Schools Feb 3, 2009

Class of 2026?

Literacy...

No Matter Their Path….

V ision F ocus S tamina

V ision

Global Skills Innovation Readiness Technology

Global Skills

Innovation

Readiness

Technology

F ocus

21 st Century Standards NAEP 2002 Students will have the ability to construct new understandings by interacting across and within texts, summarizing, analyzing, and evaluating them actively. They must be able to use literacy for creative and critical thinking and for advanced problem solving. Proficient and advanced readers know and apply multiple strategies to text in order to construct meanings from multiple perspectives and understand how their meanings may differ from those of others.

Students will have the ability to construct new understandings by interacting across and within texts, summarizing, analyzing, and evaluating them actively. They must be able to use literacy for creative and critical thinking and for advanced problem solving. Proficient and advanced readers know and apply multiple strategies to text in order to construct meanings from multiple perspectives and understand how their meanings may differ

from those of others.

Stamina

V ision

21 st Century Standards NAEP 2002 Students will have the ability to construct new understandings by interacting across and within texts, summarizing, analyzing, and evaluating them actively. They must be able to use literacy for creative and critical thinking and for advanced problem solving. Proficient and advanced readers know and apply multiple strategies to text in order to construct meanings from multiple perspectives and understand how their meanings may differ from those of others.

Students will have the ability to construct new understandings by interacting across and within texts, summarizing, analyzing, and evaluating them actively. They must be able to use literacy for creative and critical thinking and for advanced problem solving. Proficient and advanced readers know and apply multiple strategies to text in order to construct meanings from multiple perspectives and understand how their meanings may differ

from those of others.

NAEP Content Area Findings 2005 “ High school seniors demonstrated consistently low performance across content areas when asked to move beyond literal level interpretations. Fewer than 10 percent appear to have a deep understanding of specialized material in which they are required to, evaluate, interpret, integrate, infer, analyze, generalize, and articulate conclusions from.” Accelerating Academic Achievement: A Summary of Findings from 20 years of NAEP , The National Assessment of Educational Progress, p.6. ©Angela Maiers, 2008

“ High school seniors demonstrated consistently low performance across content areas when asked to move beyond literal level interpretations. Fewer than 10 percent appear to have a deep understanding of specialized material in which they are required to, evaluate, interpret, integrate, infer, analyze, generalize, and articulate conclusions from.”

Accelerating Academic Achievement: A Summary of Findings from 20 years of NAEP , The National Assessment of Educational Progress, p.6.

F ocus

©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency

Conventions Language Syntax Semantics

Conventions

Language

Syntax

Semantics

©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency

Ask Q Schema Inference Det Imp Visualize Monitor Synthesize

Ask Q

Schema

Inference

Det Imp

Visualize

Monitor

Synthesize

©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency

Text User Genre Form Format Medium

Genre

Form

Format

Medium

©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency

Purpose Intention Motivation Bias Viewpoint Credibility Reliability Craft

Purpose

Intention

Motivation

Bias

Viewpoint

Credibility

Reliability

Craft

Comprehension Then What color was Riding Hood’s Coat? Who was she going to see? What did she bring? Who did she find in the cottage?

Comprehension Now How did Red feel when she saw the wolf? What did the author mean when he said the wolf was devious? Describe the mood of the setting?

How did Red feel when she saw the wolf?

What did the author mean when he said the wolf was devious?

Describe the mood of the setting?

The author’s purpose for writing is… The tone of this passage is? The writer believes that… Why did the author probably write this passage? Which sentence helps convey the mood of the text? Read the passage, which passage best describes the author’s purpose ? Which writer is most qualified to say . . . The author thinks that . . . The author is believable because… The following assumptions about the author suggest… The author uses sarcasm to…. The tone of this poem can best be described as…? Why might the author recommend . . . The purpose of this is to…? What is this paragraph suggest that the authors’ believes that…? ©Angela Maiers, 2008

The author’s purpose for writing is…

The tone of this passage is?

The writer believes that…

Why did the author probably write this passage?

Which sentence helps convey the mood of the text?

Read the passage, which passage best describes the author’s purpose ?

Which writer is most qualified to say . . .

The author thinks that . . .

The author is believable because…

The following assumptions about the author suggest…

The author uses sarcasm to….

The tone of this poem can best be described as…?

Why might the author recommend . . .

The purpose of this is to…?

What is this paragraph suggest that the authors’ believes that…?

©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency

©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency

ALL EXPRESS AND IMPLIED WARRANTIES FOR THE PRODUCT, INCLUDING BUT NOT LIMITED TO ANY IMPLIED WARRANTIES AND CONDITIONS OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE, ARE LIMITED IN TIME TO THE TERM OF THE LIMITED WARRANTY PERIOD REFLECTED ON YOUR PACKING SLIP OR INVOICE. NO WARRANTIES, WHETHER EXPRESS OR IMPLIED, WILL APPLY AFTER THE LIMITED WARRANTY PERIOD HAS EXPIRED. SOME STATES DO NOT ALLOW LIMITATIONS ON HOW LONG AN IMPLIED WARRANTY LASTS, SO THIS LIMITATION MAY NOT APPLY TO YOU. WE DO NOT ACCEPT LIABILITY BEYOND THE REMEDIES PROVIDED FOR IN THIS LIMITED WARRANTY OR FOR CONSEQUENTIAL OR INCIDENTAL DAMAGES, INCLUDING, WITHOUT LIMITATION, ANY LIABILITY FOR THIRD-PARTY CLAIMS AGAINST YOU FOR DAMAGES, FOR PRODUCTS NOT BEING AVAILABLE FOR USE, OR FOR LOST DATA OR LOST SOFTWARE. OUR LIABILITY WILL BE NO MORE THAN THE AMOUNT YOU PAID FOR THE PRODUCT THAT IS THE SUBJECT OF A CLAIM. THIS IS THE MAXIMUM AMOUNT FOR WHICH WE ARE RESPONSIBLE. ©Angela Maiers, 2007

ALL EXPRESS AND IMPLIED WARRANTIES FOR THE PRODUCT, INCLUDING BUT NOT LIMITED TO ANY IMPLIED WARRANTIES AND CONDITIONS OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE, ARE LIMITED IN TIME TO THE TERM OF THE LIMITED WARRANTY PERIOD REFLECTED ON YOUR PACKING SLIP OR INVOICE. NO WARRANTIES, WHETHER EXPRESS OR IMPLIED, WILL APPLY AFTER THE LIMITED WARRANTY PERIOD HAS EXPIRED. SOME STATES DO NOT ALLOW LIMITATIONS ON HOW LONG AN IMPLIED WARRANTY LASTS, SO THIS LIMITATION MAY NOT APPLY TO YOU. WE DO NOT ACCEPT LIABILITY BEYOND THE REMEDIES PROVIDED FOR IN THIS LIMITED WARRANTY OR FOR CONSEQUENTIAL OR INCIDENTAL DAMAGES, INCLUDING, WITHOUT LIMITATION, ANY LIABILITY FOR THIRD-PARTY CLAIMS AGAINST YOU FOR DAMAGES, FOR PRODUCTS NOT BEING AVAILABLE FOR USE, OR FOR LOST DATA OR LOST SOFTWARE. OUR LIABILITY WILL BE NO MORE THAN THE AMOUNT YOU PAID FOR THE PRODUCT THAT IS THE SUBJECT OF A CLAIM. THIS IS THE MAXIMUM AMOUNT FOR WHICH WE ARE RESPONSIBLE.

©Maiers, 2008

Stamina

Assessing the Mission

Retell

Answer “ Our” Questions!

Complete Graphic Organizers

Extension “ Activity”

Book or Reader?

Assessing the Mission