Staircase of Text-based complexity answers Academic Vocabulary 50% - 50% Writing fromLiteracy is not Research just ELA Drawing evidence from the text EngageNY.org
Disconnection is goodPrint is novelTactile is valuableReal world connections = relevanceConnection to life= meaningful learningOpportunities for further investigation = research & the CCSSNon-fiction is required
? 5 W’s Sources…Check’m out Credibility, accuracy Know your media skills Sort your sources Write!
Answer – 5 W’s Concise – 1st Paragraph Nutgraph Listing of facts, quotes, from most important least important Why should you care Wrap up Interest !
With a partner, Examine a newspaper section and try to find a compelling article that connects with a Common Core learning standard, or that connects with classroom content? Be ready to report out in a few minutes What would your higher level thought question be for “connecting interest” ? (EQ)
“Excessive connectedness can cause stress, which results in the release of Cortisol and adrenaline from the adrenal glands. Initially, this cocktail enhances memory. ... In small doses, this can be useful, but habitually using this kind of attention will put peoples ability to problem solve and interact with others at risk.”
“Average Person spends two seconds on each website.” * We call this Kangarooing Super-squirreling •Marilee Sprunger, Educational Leadership, Sept 2009. •Small, Gary. iBrain: Surviving the technological alternation of the modern mind. NY. Harper Collins, 2008.
Fogg, B.J., Soohoo, C., Danielson, D.R., Marable, L., Stanford, J. and Tauber, E.R. (2003), “How do users evaluate the credibility of web sites? A study with over 2,500 participants”, Proceedings of the 2003 Conference on Designing for User Experiences, San Francisco, CA, USA, pp. 1-15. Fogg, B.J., Marshall, J., Laraki, O., Osipovich, A., Varma, C., Fang, N., Paul, J., Rangnekar, A., Shon, J., Swani, P. and Treinen, M. (2001), “What makes web sites credible? A report on a large quantitative study”, Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, Seattle, Washington, USA, March 31-April 4, pp. 61-8. Fogg, B.J., Marshal, J., Osipovich, A., Varma, C., Laraki, O., Fang, N., Paul, J., Rangnekar, A., Shon, J., Swani, P. and Treinen, M. (2000), “Elements that affect web credibility: early results from a self-report study”, Proceedings of ACM CHI ’00 Extended Abstracts on Human Factors in Computing Systems, The Hague, The Netherlands, pp. 287-8.Deep Web vs. surface Web scores were obtained by using the BrightPlanet technologys selection by source option and then counting total documents and documents above the quality scoring threshold.Results and DiscussionThis study is the first known quantification and characterization of the deep Web. Very little has been written or known of the deep Web. Estimates of size and importance have been anecdotal at best and certainly underestimate scale. For example, Intelliseeks "invisible Web" says that, "In our best estimates today, the valuable content housed within these databases and searchable sources is far bigger than the 800 million plus pages of the Visible Web." They also estimate total deep Web sources at about 50,000 or so. Ken Wiseman, who has written one of the most accessible discussions about the deep Web, intimates that it might be about equal in size to the known Web. He also goes on to say, "I can safely predict that the invisible portion of the Web will continue to grow exponentially before the tools to uncover the hidden Web are ready for general use."  A mid-1999 survey by About.coms Web search guide concluded the size of the deep Web was "big and getting bigger."  A paper at a recent library science meeting suggested that only "a relatively small fraction of the Web is accessible through search engines."The deep Web is about 500 times larger than the surface Web, with, on average, about three times higher quality based on our document scoring methods on a per- document basis. On an absolute basis, total deep Web quality exceeds that of the surface Web by thousands of times.
• Kids go home from school and engage in meaningful, intelligent, authentic communication and knowledge creation in Internet environments. • Kids are highly engaged, creative, motivated, and connected to meaningful communities via technology after the school day ends.Study involved over 1200 learners, parents, teachers, administrators.
National Research Council, Inquiry and the National Science Education Standards, 2000• "The challenge for all us who want to improve education is to create an educational system that exploits the natural curiosity of children, so that they maintain their motivation for learning not only through their school years but throughout life. We need to convince teachers and parents of the importance of childrens questions."