October 16th - PD WSWHE Librarians


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Oct 16th Librarian Network PD 2013

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  • We would like to thank you for meeting with us today to hear about our exciting, new character education programBefore we begin, let us tell you a little bit about ourselves:Michelle: My name is Michelle Marion. I began my career as the Assistant Director of Admissions at Berkeley College, and after receiving my Master’s Degree became a guidance counselor at DePaul Catholic High School, where I worked with Jerry. When I left DePaul five years ago to start a family, I began my own college counseling business, Next Step College Consulting Services. I now live in Cedar Knolls with my husband, Sean, and our two sons Dylan who is 5 and about to start kindergarten, and Austin who is 2. Working with students on a personal level and seeing the effects that bullying and peer pressure had on them made me realize that there was something else out there that I still had to do, and this project accomplishes just that.Jeanne: My name is Jeanne Glodek. I’ve been a fifth grade teacher in the Parsippany School District for the past 9 years. During that time, I have become heavily involved in school and district character and discipline initiatives. Last year I served as the teacher on the anti-bullying team. I live in Randolph with my husband, Gary, and our 3 month old son, Christopher. I am very passionate about this project and am eager to see it implemented into school across this state and this country.
  • 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.
  • Visually infested generation… needs to strengthen the auditory modality. READ – The CASE of the MISSING Diamond.
  • 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.
  • Value words …words = power words = money empowerment
  • 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:
  • Transliteracy will not build Dr., lawyers, actuaries, engineers, accountants, and other people who will achieve, invent, solve, etc .
  • Relevance shift in the pedagogy… Away from recall  relevance
  • 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…”
  • RIGOR – look how difficult to digest…. compare
  • Invitation to InvestigatePictoral reprentation of facts is EFFECTIVE - knowledge products via INFOGRAPHICS. Relevance and takes rigorous content and summarizes. - top of Bloom’s
  • 3 strands
  • What if Sherlock Holmes investigated, Synthesized came to a conclusion, and never reported it? Shared it? Sluething…
  • Simple text has simple sentences – those with only 1 thoughtComplex sentences have 2 or more thoughts within them, and they are grammatically correct.
  • October 16th - PD WSWHE Librarians

    1. 1. Network Meeting 2013 Open Symbaloo Open NYSED PPTs
    2. 2. Network Meeting 2013
    3. 3. Housekeeping  Bullying  PD  Multimedia  SLS Website changes  ILL Statistics  Weekly News  Copyright, Advocacy,  Overdrive
    4. 4. a fresh, new character education program for preteens and teens
    5. 5.  12 truly gripping bullying, cyber bullying,  • • • self-confidence, body image, peer pressure, divorce, drug abuse, internet safety, and so much more The first person stories are honest Students can learn and apply skills aligned with state standards, such as plot, character, comparing and contrasting, cause and effect, figurative language, and critical thinking Discussion questions for each story Possibilities are endless:  Develop a student ambassador program to allow open communication between staff and students.  Implement a morning announcement program that inspires positive behavior and brings “COURAGE” and “CLARITY” to the students.
    6. 6. Housekeeping  Bullying  PD  Multimedia  SLS Website changes www.coolibrary.com/sls  ILL Statistics  Weekly News  Copyright, Advocacy,
    7. 7. Rigor, Evaluations, & DOK How can the library embrace the shifts? What should I pay attention to when planning lessons?
    8. 8. Mentor Texts Paige Jaeger Andrea Williams 2013
    9. 9. Close Reading & Text-based Answers 50% - 50% Writing from Sources Building knowledge Spotlight on Vocabulary Literacy is not just ELA
    10. 10. What’s a mentor? And…what good do they do anyway?
    11. 11. Begin with the end in mind:
    12. 12. Consider:  IFC Benchmark skills  CCSS Language Standards classes may be     working on How can I connect? How can I support? How can I teach? What is a mentor text for [standard]?
    13. 13. Model
    14. 14. Learning Objectives:  Language is power - Correct use of language sounds “smart”  Students will learn to use “neighborhood words” to guess meaning  Students will identify keywords  Poetry comes in many forms
    15. 15. Pre-assessment  How is language powerful?  What do you do when you don’t know a word?  How do words help us search the OPAC? Listening standards ELA reading standards Etc.
    16. 16. 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….
    17. 17. 9 Academic Vocabulary Words
    18. 18. 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
    19. 19. Andrea Williams
    20. 20. Table Talk  How can I use mentor texts?  Are teachers using mentor texts in the classroom?
    21. 21. Book Dating Review in Opals or Follett! – How many stars? Does the “review” meet these guidelines?
    22. 22. Are You Shifty?
    23. 23.  On your card please write 1 sentence: What is the best experience you had this summer?
    24. 24. Close Reading & Text-based Answers 50% - 50% Writing from Sources Building knowledge Spotlight on Vocabulary Literacy is not just ELA
    26. 26. CCR? http://www.act.org/research/policymakers/cccr12/readiness7.html
    27. 27.  http://www.youtube.com/watch?feature=player_ detailpage&v=b0qmzRgqYAk
    28. 28.  TIER 3 = DOMAIN SPECIFIC WORDS  TIER 2 = SAT WORDS  TIER 1 = EASY ORAL LANGUAGE WORDS Image: thefindrentals.com
    29. 29. Learning new words depends on reading. -- Adams
    30. 30. Marilyn Jager Adams, PhD
    31. 31. Adams
    32. 32. The subtle differences of word “families” The simplicity of using exact words which allow us to present our ideas precisely
    33. 33. Precise words?of that ahead of time].  I should have [thought  The old house looked [worn out, broken down, and     awful.] 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
    34. 34. Oral vs. Written Oral language : <7 words 1 idea Poor grammar (Adams) Written text: usually 15-25 words, complex ideas, good syntax
    35. 35. 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
    37. 37. Table Talk:  EXAMINE YOUR EXEMPLAR BOOK  How many “academic” SAT words can you find?  Is your building focused on vocabulary?
    38. 38. 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.
    39. 39. EQ:
    40. 40. Close Reading  Increasing the Volume of Reading  But before we do… think about
    41. 41. Purposeful Reading Standards Appendix A
    42. 42. 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…
    43. 43. What‟s the gist? Read with a pencil Perspective Visualize What‟s the Purpose? Vocabulary Connections to real life Space for debate & critique Mining for meaning Find 3 VIP‟s
    44. 44. 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.
    45. 45. Too Dumb for Complex… Willingness to probe Capacity to think deeply Uninterrupted thinking www.ascd.org/publications/educationalleadership/feb11/vol68/num05/Too-Dumb-forComplex-Texts¢.aspx SLOW down
    46. 46. EngageNY.org Close Reading http://engageny.org/reso urce/close-readingstrategies-withinformational-text-byexpeditionary-learning
    47. 47. RESEARCH TO BUILD AND PRESENT KNOWLEDGE & Evidence Based Claims
    48. 48. New pedagogy paradigm: Cover Uncover Discover
    49. 49. SLS Guiding Principle:  If your assignment can be answered on Google, then it is void of higher level thought. Hide „n Seek…
    50. 50. Millennials can…
    51. 51. Use precise words Speak with authority Cool words to empower your writing
    52. 52. Research to Build and Present Knowledge:
    53. 53. CCSS ELA… Common Core Standards - Let us help you do this: Research to Build and Present Knowledge WI-.7. Conduct short research projects to answer a question, using several sources and refocusing the inquiry when appropriate. WI- .8. Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others-- while avoiding plagiarism and providing basic bibliographic information for sources. WI - .9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
    54. 54. Common Core Writing… Let W1-5: Teach them to write, then: W10: Do it again! the W7 – Conduct short research projects to answer a question help you: Research to Build and Present Knowledge
    55. 55. Ignite the Common Core with Inquiry Stages of Inquiry: Wonder School librarians and classroom teachers collaborate to ignite the Common Core with inquiry … promoting achievement. Investigate Synthesize Express Reflect Common Core Key Ideas: Activate thinking Generate curiosity Build background information Tap prior knowledge Frame quality questions for investigation Conduct short and sustained research projects Integrate relevant information in multiple formats Construct meaning from text Use facts to build big ideas Manage search process Record information using own words Determine relationship between ideas Use facts to build meaning Connect ideas and infer Think analytically, advocate creatively Draw original conclusions Use vocabulary of the content knowingly Create a product that conveys new understanding Communicate and share new knowledge Use appropriate format for audience, task, and purpose Present information, findings and evidence Express information using the Internet and digital media Engage in self-evaluation Re-assess process and product based on feedback Evaluate credibility, accuracy and limitations of sources Evaluate arguments and claims Participate in peer-evaluation Ask new questions for continuing inquiry
    56. 56. Information Fluency Continuum Using Information Pursuing Growth Demonstrating Responsibility • to build knowledge • Personal • Aesthetic • Socially • Academically
    57. 57. Well-planned Scaffolded Information Literacy Curriculum with priority benchmarks for each grade level:
    58. 58. NYS – Same page in our information economy:
    59. 59. Assessments are built-in which correlate to the IFC & CCSS:
    60. 60. • What ESSENTIAL question can I ask which requires the students to : Uncover Discover
    61. 61. Evidence Based Claims become Thesis statements or hypothesis ?
    62. 62. A Look at the NYSED Research Rollout  3 Scenario Activity  Connection to the modules… - later activity
    63. 63. Teaching Productive Inquiry – Switch to NYS PPT Assessing Sources and Revising Questions EngageNY.org
    64. 64. A Look at the NYSED Research Rollout  Essential Question practice
    65. 65. Final Task Create Connect  A 30 Minute library  To the module with a activity to embrace the shifts research question  Brainstorm good EQ‟s for lame research now in your building.
    66. 66. Task… brainstorm Essential Questions… which demand evidence Juxtapose picture books…Which is correct? Close read  leads to INQUIRY…further investigation Younger students can be taught how to “think” to “question”
    67. 67. What would your patriot say to America today? What is that crazy appendage sticking out of your ear? Bail out the banks? Who is your King? (Use Blabberize or CrazyTalk to bring this to life.) http://www.librarydoor.blogspot.com/ http://www.loc.gov/index.html
    68. 68. 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?
    69. 69. What will that look like? What will the knowledge product be? Blog? discussion iBook? iMovie Blabberize Fotobabble? Debate? Essay? padlet When you pick a webtool, pick a powerverb also…to marry for higher level
    70. 70. Did Pluto deserve to be kicked out of the solar system?
    71. 71. As for special ed and Gifted? FROM CORESTANDARDS.ORG, “KEY DESIGN CONSIDERATIONS:
    72. 72. 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.
    73. 73. Prior knowledge requirements Uncommon words (Tier 2 & 3) Long, Complicated sentences = Complex Text Crossreferences between sentences