This newsletter provides information to Maryland literacy leaders on issues related to the Common Core State Standards. It discusses the demands of college, career, and life that require strong literacy skills. While reading complexity has increased in these areas, K-12 texts have declined in sophistication. The newsletter aims to keep leaders informed of best practices to ensure students are prepared. It also promotes participation in Digital Learning Day on February 6th to highlight innovative uses of technology in education.
The Scottsbluff High School administration has introduced reading logs for students to track their weekly reading. This aims to improve reading scores, which were lower than the state average last year. The logs will allow teachers and administrators to monitor how long students spend reading and ensure honesty in completing assignments. While students struggle with sustained reading, the administration hopes engaging topics will improve reading habits and stamina. The drill team also saw great success, winning state again and performing well at nationals.
The document discusses assistive technology used in Quincy Public Schools. It describes how classrooms now have diverse students with varying needs, making the teacher's job very challenging. It shows pictures comparing past classrooms to modern classrooms that integrate technology. It asks questions about what Quincy's classrooms currently look like and if any students could benefit from assistive technologies. Examples are given of how technologies like word prediction and digital note taking can help struggling students. Resources for differentiating instruction with technology are also provided.
Digital Futures is a resource for exploring digital literacy. It aims to help educators understand what digital literacy means, examine how literacy has changed over time, and share good practices for teaching with digital technologies. The document discusses definitions of literacy, how students experience literacy at home versus school, and implications for incorporating digital literacies into teaching. Key points include how digital technologies can encourage critical thinking, creativity, and strengthen home-school connections through literacy. Challenges of using digital literacy in teaching are also addressed.
The document discusses adolescent literacy and content learning. It defines adolescent literacy as the skills needed from around 4th grade on to comprehend increasingly complex texts across subject areas. These include using background knowledge, monitoring comprehension, and learning specialized vocabulary and text structures. The document also notes debate around who is responsible for teaching literacy, with English teachers traditionally owning it but content teachers now recognizing their role. Finally, it discusses how literacy and content learning are intertwined, with content teachers aiming for both basic knowledge and deeper understanding of their subjects.
The document discusses the potential of e-resources for e-learning. It outlines how e-resources allow for the application of technology, free flow of information, and expansion of subject areas. It also notes some constraints in library resources and how e-resources can help substantiate learning resources through institutional repositories, digital repositories, and knowledge repositories. E-resources can support learning through exploration of information using information and communication technologies. The document advocates for the development of skills among learners to effectively use e-resources for e-learning.
Library media teachers are key stakeholders in the implementation of information literacy. Findings from a study suggest the library media teacher is energetic and enthusiastic in looking forward to creating a generation of information literate society.
A new report identifies 11 effective strategies for improving student writing skills based on a meta-analysis of existing research. The top two strategies are explicitly teaching writing strategies like planning, revising, and editing, and directly teaching students how to summarize written material. Having students collaborate on writing processes was also found to be effective when structured with clear goals. The report aims to strengthen writing instruction in U.S. schools by highlighting practices that significantly improve writing achievement.
The document outlines the learning standards and expectations for library skills for students in grades 9-12 in the Wellesley Public Schools. It includes 7 standards covering skills such as formulating research questions, defining information tasks, using digital tools to organize information, synthesizing and communicating information, understanding information ethics and legal issues, contributing positively to the learning community, and reading for personal growth. For each standard, it identifies the expected level of performance, from introduction to development to proficiency, for students in grades 9 through 12.
The Scottsbluff High School administration has introduced reading logs for students to track their weekly reading. This aims to improve reading scores, which were lower than the state average last year. The logs will allow teachers and administrators to monitor how long students spend reading and ensure honesty in completing assignments. While students struggle with sustained reading, the administration hopes engaging topics will improve reading habits and stamina. The drill team also saw great success, winning state again and performing well at nationals.
The document discusses assistive technology used in Quincy Public Schools. It describes how classrooms now have diverse students with varying needs, making the teacher's job very challenging. It shows pictures comparing past classrooms to modern classrooms that integrate technology. It asks questions about what Quincy's classrooms currently look like and if any students could benefit from assistive technologies. Examples are given of how technologies like word prediction and digital note taking can help struggling students. Resources for differentiating instruction with technology are also provided.
Digital Futures is a resource for exploring digital literacy. It aims to help educators understand what digital literacy means, examine how literacy has changed over time, and share good practices for teaching with digital technologies. The document discusses definitions of literacy, how students experience literacy at home versus school, and implications for incorporating digital literacies into teaching. Key points include how digital technologies can encourage critical thinking, creativity, and strengthen home-school connections through literacy. Challenges of using digital literacy in teaching are also addressed.
The document discusses adolescent literacy and content learning. It defines adolescent literacy as the skills needed from around 4th grade on to comprehend increasingly complex texts across subject areas. These include using background knowledge, monitoring comprehension, and learning specialized vocabulary and text structures. The document also notes debate around who is responsible for teaching literacy, with English teachers traditionally owning it but content teachers now recognizing their role. Finally, it discusses how literacy and content learning are intertwined, with content teachers aiming for both basic knowledge and deeper understanding of their subjects.
The document discusses the potential of e-resources for e-learning. It outlines how e-resources allow for the application of technology, free flow of information, and expansion of subject areas. It also notes some constraints in library resources and how e-resources can help substantiate learning resources through institutional repositories, digital repositories, and knowledge repositories. E-resources can support learning through exploration of information using information and communication technologies. The document advocates for the development of skills among learners to effectively use e-resources for e-learning.
Library media teachers are key stakeholders in the implementation of information literacy. Findings from a study suggest the library media teacher is energetic and enthusiastic in looking forward to creating a generation of information literate society.
A new report identifies 11 effective strategies for improving student writing skills based on a meta-analysis of existing research. The top two strategies are explicitly teaching writing strategies like planning, revising, and editing, and directly teaching students how to summarize written material. Having students collaborate on writing processes was also found to be effective when structured with clear goals. The report aims to strengthen writing instruction in U.S. schools by highlighting practices that significantly improve writing achievement.
The document outlines the learning standards and expectations for library skills for students in grades 9-12 in the Wellesley Public Schools. It includes 7 standards covering skills such as formulating research questions, defining information tasks, using digital tools to organize information, synthesizing and communicating information, understanding information ethics and legal issues, contributing positively to the learning community, and reading for personal growth. For each standard, it identifies the expected level of performance, from introduction to development to proficiency, for students in grades 9 through 12.
Christina Dunlap proposes creating a Kindergarten Literacy Night and monthly newsletters to involve parents in their child's literacy development. The literacy night and newsletters will focus on key literacy skills like phonics, vocabulary, and comprehension, and provide parents with activities to do at home. This project aims to improve children's literacy by enhancing the home learning environment and equipping parents to support their child's education.
This document provides information for parents about their child's kindergarten classroom. It outlines that children will be practicing reading skills like sight words, letter sounds, and reading simple books. It encourages parents to read with their child from the I Can Read notebook for 15 minutes weekly and do activities included. It also provides information about volunteering in the classroom, a classroom newsletter, and contacting the teacher. The overall goal is to help children progress in reading and writing skills over the kindergarten year through schoolwork and parental involvement at home.
The newsletter summarizes activities at the Ambassador Kindergarten in November 2014. It discusses events like Flag Day, Sports Day, and UAE Cultural Week. It also provides instructions for a candle decoration craft activity for children to make for Christmas. The principal wishes everyone a Merry Christmas and happy holidays. Other sections discuss the kindergarten's orientation day for parents, an open house, coffee morning, Children's Day celebrations, and participation in Dubai Cares' Creative Challenge program.
I created this presentation for my Wilkes' EDIM 510 class. I would also like to use this presentation for my school's grade group meeting, Kindergarten Open House, and if and when we get a much needed 3rd Kindergarten teacher.
The teacher, Erica Sinicropi, welcomes families to the new school year in kindergarten. She provides important information about classroom procedures, expectations, and upcoming activities. Parents are encouraged to be involved by volunteering in the classroom and communicating regularly with the teacher. A supply list is included for items needed for classroom activities.
This letter from Kindergarten teacher Erica Sinicropi welcomes families to the new school year. It provides important classroom policies and procedures including drop-off/pick-up times, required school supplies, snack guidelines, and volunteer opportunities. The teacher emphasizes establishing a happy and safe learning environment where students and families can be involved and communicate regularly about each child's progress.
This document provides instructions for creating a newsletter using Microsoft Publisher. It outlines steps such as clicking on the "Page Design" tab and "Change Template" tab to select a newsletter template from the "Newsletters" category. The template can then be customized by resizing text, reviewing the entire layout, and using a slider to magnify the newsletter for finer details. When finished, the newsletter is saved by clicking "Save as" and choosing a file location.
The document discusses how a primary school in Singapore implemented virtual learning environments to enhance students' information literacy skills. Students used online platforms like wikispace to collaboratively discuss topics in their Tamil language class. This allowed students to connect, construct, and relate information on issues like the impact of tourism on Singapore. The virtual platform provided a space for students to build on each other's contributions. Overall, the implementation was successful in engaging students in higher-order thinking and helping them develop skills in accessing, evaluating, and using information to learn.
The document discusses creating a literate environment for students and analyzing different perspectives on literacy learning. It addresses getting to know students' learning styles and needs, aspects of literacy development, using various assessments, selecting appropriate texts, incorporating informational texts and writing, and analyzing interactive, critical and response perspectives. The analysis reflects on how considering students' interests and needs, exposing them to different types of texts, and engaging them in interactive lessons helped create a literate environment.
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
This lesson plan uses the ASSURE model to teach 5th grade students about the Great Depression. Students will learn about the social and economic impacts of the Great Depression by playing a PowerPoint Jeopardy game and reading resources. They will then apply their knowledge by writing formal letters in Microsoft Word to First Lady Michelle Obama. The lesson integrates technology such as computers, the internet, and Word to engage students and help them meet the objectives of understanding the Great Depression and writing formal letters.
The document summarizes the many leadership roles and responsibilities of today's school library media specialists:
They are instructional leaders who collaborate with teachers and administrators, advocate for new technologies and resources, and lead initiatives to promote literacy. As technology experts, they introduce blogs, wikis and podcasts to support teaching and learning. Media specialists also display leadership in reading through collection development, reading promotion programs, and helping all students succeed. Their roles require curriculum expertise and mentoring teachers to integrate information literacy across the school.
The document discusses the leadership role of today's school library media specialists. It describes how a media specialist's day may include helping students with last-minute assignments, leading technology training for teachers, and collaborating with other educators. The document also provides examples of how media specialists can demonstrate leadership through promoting new technologies like blogs, wikis, and podcasts. It emphasizes that leadership opportunities are abundant if media specialists are willing to take on challenges.
The document discusses creating a literate classroom environment. It emphasizes getting to know students individually through assessments of reading attitudes, skills, and knowledge. These assessments help teachers identify student needs and interests to guide instruction. The document also stresses exposing students to a variety of texts, including stories, informational texts, and internet texts. Implementing lessons that teach comprehension strategies and decoding skills while allowing student response and perspective fosters literacy development.
Creating a literate environment power point presentationGrazia Russo
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
The document summarizes a study that assessed the reading comprehension levels of junior high school students at Zosimo Magdadaro National High School. It discusses the background of the study, statement of the problem, significance of the study, scope and limitations. It also describes the methodology used, including the research design, subjects, instruments and data collection process. Key findings indicated a need for targeted interventions to improve reading comprehension skills. Recommendations included providing more reading exercises and materials, assessing students earlier, and developing instructional tools tailored to their levels.
Terry Anderson discusses three generations of distance training pedagogy: behavioral/cognitive, constructivist, and connectivist. The first focuses on individual learning of content through direct instruction. The second adds a social constructivist approach using groups. The third generation involves networked learning through connecting information and contacts to solve real problems. New technologies have advanced each approach, but quality education requires effectively combining all three pedagogies to develop 21st century skills.
This document discusses effective literacy instruction strategies for elementary students. It emphasizes the importance of teachers getting to know their students' individual interests, abilities, and backgrounds in order to select appropriate texts and incorporate interactive, responsive, and critical reading perspectives. The document also presents a matrix for analyzing texts based on linguistic, informational, semiotic, and narrative elements, as well as a second matrix to determine readability levels. Colleagues and parents provided positive feedback and requested additional guidance on applying the literacy strategies.
Christina Dunlap proposes creating a Kindergarten Literacy Night and monthly newsletters to involve parents in their child's literacy development. The literacy night and newsletters will focus on key literacy skills like phonics, vocabulary, and comprehension, and provide parents with activities to do at home. This project aims to improve children's literacy by enhancing the home learning environment and equipping parents to support their child's education.
This document provides information for parents about their child's kindergarten classroom. It outlines that children will be practicing reading skills like sight words, letter sounds, and reading simple books. It encourages parents to read with their child from the I Can Read notebook for 15 minutes weekly and do activities included. It also provides information about volunteering in the classroom, a classroom newsletter, and contacting the teacher. The overall goal is to help children progress in reading and writing skills over the kindergarten year through schoolwork and parental involvement at home.
The newsletter summarizes activities at the Ambassador Kindergarten in November 2014. It discusses events like Flag Day, Sports Day, and UAE Cultural Week. It also provides instructions for a candle decoration craft activity for children to make for Christmas. The principal wishes everyone a Merry Christmas and happy holidays. Other sections discuss the kindergarten's orientation day for parents, an open house, coffee morning, Children's Day celebrations, and participation in Dubai Cares' Creative Challenge program.
I created this presentation for my Wilkes' EDIM 510 class. I would also like to use this presentation for my school's grade group meeting, Kindergarten Open House, and if and when we get a much needed 3rd Kindergarten teacher.
The teacher, Erica Sinicropi, welcomes families to the new school year in kindergarten. She provides important information about classroom procedures, expectations, and upcoming activities. Parents are encouraged to be involved by volunteering in the classroom and communicating regularly with the teacher. A supply list is included for items needed for classroom activities.
This letter from Kindergarten teacher Erica Sinicropi welcomes families to the new school year. It provides important classroom policies and procedures including drop-off/pick-up times, required school supplies, snack guidelines, and volunteer opportunities. The teacher emphasizes establishing a happy and safe learning environment where students and families can be involved and communicate regularly about each child's progress.
This document provides instructions for creating a newsletter using Microsoft Publisher. It outlines steps such as clicking on the "Page Design" tab and "Change Template" tab to select a newsletter template from the "Newsletters" category. The template can then be customized by resizing text, reviewing the entire layout, and using a slider to magnify the newsletter for finer details. When finished, the newsletter is saved by clicking "Save as" and choosing a file location.
The document discusses how a primary school in Singapore implemented virtual learning environments to enhance students' information literacy skills. Students used online platforms like wikispace to collaboratively discuss topics in their Tamil language class. This allowed students to connect, construct, and relate information on issues like the impact of tourism on Singapore. The virtual platform provided a space for students to build on each other's contributions. Overall, the implementation was successful in engaging students in higher-order thinking and helping them develop skills in accessing, evaluating, and using information to learn.
The document discusses creating a literate environment for students and analyzing different perspectives on literacy learning. It addresses getting to know students' learning styles and needs, aspects of literacy development, using various assessments, selecting appropriate texts, incorporating informational texts and writing, and analyzing interactive, critical and response perspectives. The analysis reflects on how considering students' interests and needs, exposing them to different types of texts, and engaging them in interactive lessons helped create a literate environment.
Digital literacy and digital participation #FLRIFuturelab
Digital participation: Exploring the development of digital literacy in subject teaching. An overview of the recent research given at Futurelab's research insights day, April 29th 2010 in London.
Sarah Payton & Cassie Hague, Futurelab
This lesson plan uses the ASSURE model to teach 5th grade students about the Great Depression. Students will learn about the social and economic impacts of the Great Depression by playing a PowerPoint Jeopardy game and reading resources. They will then apply their knowledge by writing formal letters in Microsoft Word to First Lady Michelle Obama. The lesson integrates technology such as computers, the internet, and Word to engage students and help them meet the objectives of understanding the Great Depression and writing formal letters.
The document summarizes the many leadership roles and responsibilities of today's school library media specialists:
They are instructional leaders who collaborate with teachers and administrators, advocate for new technologies and resources, and lead initiatives to promote literacy. As technology experts, they introduce blogs, wikis and podcasts to support teaching and learning. Media specialists also display leadership in reading through collection development, reading promotion programs, and helping all students succeed. Their roles require curriculum expertise and mentoring teachers to integrate information literacy across the school.
The document discusses the leadership role of today's school library media specialists. It describes how a media specialist's day may include helping students with last-minute assignments, leading technology training for teachers, and collaborating with other educators. The document also provides examples of how media specialists can demonstrate leadership through promoting new technologies like blogs, wikis, and podcasts. It emphasizes that leadership opportunities are abundant if media specialists are willing to take on challenges.
The document discusses creating a literate classroom environment. It emphasizes getting to know students individually through assessments of reading attitudes, skills, and knowledge. These assessments help teachers identify student needs and interests to guide instruction. The document also stresses exposing students to a variety of texts, including stories, informational texts, and internet texts. Implementing lessons that teach comprehension strategies and decoding skills while allowing student response and perspective fosters literacy development.
Creating a literate environment power point presentationGrazia Russo
The document discusses creating a literate environment for early literacy learners. It emphasizes the importance of getting to know students, their interests and motivations. It outlines three perspectives to consider in literacy instruction - interactive, critical and responsive. The interactive perspective focuses on accuracy, fluency and comprehension. The critical perspective deals with evaluating ideas and issues. The responsive perspective encourages emotional responses to text. The document also provides information on assessing literacy development through formal and informal assessments and selecting appropriate texts for students.
The document summarizes a study that assessed the reading comprehension levels of junior high school students at Zosimo Magdadaro National High School. It discusses the background of the study, statement of the problem, significance of the study, scope and limitations. It also describes the methodology used, including the research design, subjects, instruments and data collection process. Key findings indicated a need for targeted interventions to improve reading comprehension skills. Recommendations included providing more reading exercises and materials, assessing students earlier, and developing instructional tools tailored to their levels.
Terry Anderson discusses three generations of distance training pedagogy: behavioral/cognitive, constructivist, and connectivist. The first focuses on individual learning of content through direct instruction. The second adds a social constructivist approach using groups. The third generation involves networked learning through connecting information and contacts to solve real problems. New technologies have advanced each approach, but quality education requires effectively combining all three pedagogies to develop 21st century skills.
This document discusses effective literacy instruction strategies for elementary students. It emphasizes the importance of teachers getting to know their students' individual interests, abilities, and backgrounds in order to select appropriate texts and incorporate interactive, responsive, and critical reading perspectives. The document also presents a matrix for analyzing texts based on linguistic, informational, semiotic, and narrative elements, as well as a second matrix to determine readability levels. Colleagues and parents provided positive feedback and requested additional guidance on applying the literacy strategies.
Integrated Curriculum Unit for Multicultural Classroom (audia marisol)Marisol Audia
This document presents an integrated curriculum unit for kindergarten students focused on how individual choices impact the world. The unit utilizes workshop models for reading and writing instruction. It incorporates standards for literacy, social studies, and other subject areas. Key activities include reader's and writer's workshop using mini-lessons, conferring, and sharing. Students will compose a persuasive letter and assess how choices affect their community. The unit aims to develop students' comprehension, writing skills, and understanding of their roles and responsibilities within a community.
Information Literacy In Higher EducationKavita Rao
Information Literacy in Higher Education: A Revolution in Learning.Paper presented In International Conference on “e-Resources in Higher education: Issues, Developments, Opportunities and Challenges” held on 19-20 February 2010.
This document discusses digital literacy models and summarizes three articles. It explores the concepts of visual, numerical, and textual literacy based on Jamie McKenzie's Power Learning series. The first article describes the design of an ideal high school to prepare students for lifelong learning. The second discusses how new school buildings are designed as learning studios to stimulate students. The third explains how a school in Tanzania was rebuilt to consider students' individual needs and flexibility through collaboration and technology.
The document discusses active reading skills and strategies for the digital age, including moving toward social reading. It covers theoretical frameworks of learner interactions with content, critical thinking, and communication skills. Key aspects of active reading highlighted include annotation of texts by circling, underlining, questioning, and summarizing. Digital annotation tools allow for collaborative annotation and sharing of annotations to facilitate incremental growth of knowledge through social interactions. The implications discussed are that social active reading and applying higher-order thinking skills through digital annotation can provide both opportunities and anxieties for learning and teaching.
Putting wow in the classroom with common coreKeith Pruitt
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
Peer-Review and Writing Development in a Social Studies High School ClassroomAlejandro Camacho
This document is a thesis submitted in partial fulfillment of a Master's degree in education. It examines how peer interaction can support writing development and build content knowledge in a high school social studies classroom. The study explores using peer review as part of the writing process for a 10th grade world history class. Students provided peer feedback on drafts using guiding questions, and reported deeper understanding of historical events from interacting with peers. An interview with an experienced English teacher supported the idea that both content learning and critical thinking can occur through peer review in social studies classes. The goal is to help students make connections between thinking and writing to clarify ideas and show analysis in their writing.
Similar to Literacy Leaders Newsletter - Issue 1 (20)
The document discusses the need to take a systems thinking approach to transforming education to successfully implement the Common Core standards. It emphasizes that all components of the education system, including curriculum, instruction, leadership, professional development, and stakeholders must be considered. Isolated changes to single areas will only result in minimal improvements. Leaders must ensure everyone shares an understanding of the core purpose, goals and principles. Finally, it raises questions about how to address challenges across different domains from an organizational, personal, and technical perspective during the transformation process.
This document introduces Dr. B.'s Lesson Design Framework (LDF) for designing lessons aligned to the Common Core standards. It then questions whether the LDF measures up to and helps educators address the components of the recently updated Tri-State Quality Review Rubric, which is used to evaluate lesson and unit alignment to the Common Core. The document explores this question and compares the two frameworks.
The document discusses the importance of language standards in the Common Core. It provides examples of language standards for grades K-8. Each standard focuses on determining the meaning of unknown words using various strategies. The standards emphasize building conceptual understanding of language through recognizing word patterns and word parts to determine meaning from context.
The document discusses the importance of speaking and listening standards in the Common Core. It provides examples of standards for different grade levels that emphasize using relevant details, facts, and descriptions when speaking to ensure listeners understand. The standards focus on clearly communicating ideas, stories, reports, and experiences through organized speaking.
The Core Deconstructed walks you through the process of extracting information needed for great instruction, like the conceptual understandings. Here are examples conceptual understanding statements for RL-6 standards, grades K-12.
This document provides guidance for educators on deconstructing the Common Core State Standards in order to better understand and teach them. It begins by explaining how to align the achievement level descriptors with Bloom's revised taxonomy of cognitive processes. It then discusses transforming learners from novices to experts and providing different levels of support. Finally, it introduces the idea that standards involve two dimensions: cognitive processes and knowledge, and explores how these intersect. The overall aim is to empower teachers by helping them gain a firm understanding and command of the standards.
1. Volume 1, Issue 1 – Inaugural Issue
February 1, 2013
21 s t Centu ry Literacy Leaders
State of Maryland International Reading Association Council (SoMIRAC)
21 s t Century Literacy Leaders
By Anitra Butler
INSIDE THIS readability demands
The purpose of this According to ACT:
ISSUE: and university text
newsletter is to provide
Reading demands in is increasing
What is Close
specialized information to
Maryland’s literacy the workforce, (Williamson, 2008,
Reading? 2
leaders. As our state’s college, and life p. 618; ACT 2011)
Town Hall for schools build teacher have held steady or
Digital Learning 3 capacity in preparation for increased over the Hence, this newsletter will
the Common Core State last half century, yet provide bi-monthly updates
Linguistics Standards, it is essential K-12 texts have on literacy issues and serve
Anyone? 3 that Maryland’s literacy
declined in as an optimal source of
leaders understand the
The Authentic sophistication information to state leaders,
Literacy Model 4
demands of these
standards and keep (CCSSI, 2010, district leaders, curriculum
Save the Date/ abreast of the best Appendix A, p. 2) writers, school-based
Resources 5 approach, methods, leaders, teachers, and
and/or practices that will This gap between support service personnel
get our students career the end of high because it takes a village to
and college ready. school text educate a child.
Digital Learning Day – Wednesday, February 6, 2013
Special points
of interest: The Alliance for Excellent sign-up TODAY to join
Education is the proud tens of thousands of
host of Digital Learning educators in a wave of
Digital literacy is the Day - a national campaign innovation sweeping
ability to effectively and that celebrates educators across our nation’s
critically navigate, and the potential of schools.
evaluate and create technology in education.
Participation is free and
information using a The national event is open to all interested 1201 Connecticut
range of digital taking place on parties. This is a great Avenue NW, Suite 901
technologies. Wednesday, February 6, opportunity to highlight
2013 and local events are teachers doing great Washington, DC 20036
Literacy of the 21st popping up all over the things and your efforts to
Century today depends country with more than promote the effective use Phone: 202 828 0828
on understanding the 17,000 teachers already of technology in
multiple media that signed up to participate education. Take a look at Fax: 202 828 0821
make up our high-tech representing more than http://www.digitallearning
reality and developing 3.3 million students. We day.org/participate/ for
the skills to use them urge you to make plans to ideas on ways you can
effectively. host local activities and participate.
2. Page 2
21 s t Century Literacy Leaders
What is Close Reading?
By Dr. Sheron Brown
If you have been keeping sentence by sentence. This that can transfer for later
up with the Common means that students engage use. The third level of
Core, in particular ELA, with a very meaty piece of close reading asks the
you have heard the term text and the text is short. It reader to analyze the
close reading a few times also means that teachers text. This analysis follows
and may have asked have to decide on the most a structured format. The
―what is close reading?‖ important portion of text as format is referred to as
In the last year I’ve it relates to the content they the eight elements of
participated in several want the students to engage thought (purpose,
sessions where attendees in for the day. At this point questions, information,
have asked this same of the definition, teachers inferences, concepts,
question. The presenters and leaders tend to respond, assumptions, implications
attempted to define close ―Yes BUT, what about my and point of view.) Every
reading, but none of them struggling readers? They lesson may not
provided the clarity don’t know the words in the necessarily require
needed to help a teacher text.‖ After I ask, ―have students to engage in all
really understand what to they been taught the elements, but students
do in the classroom. I necessary vocabulary, ‖their should be familiar with
heard one presenter say answer is a gaze toward the how to interact with all
to have the students read heavens. A lack of eight elements of
the text slowly. I’ve heard understanding of the thoughts and should be
another say have them academic language is one asked to use them
re-read the text multiple major reason struggling regularly.
“The fellows at times. My favorite was learners struggle. So if your
The fourth level of close
when a presenter said question is how can I get
the Critical reading asks students to
―have them hold the text struggling learners to
Thinking evaluate. Evaluation
close to their eyes.‖ That grapple with complex text,
requires critiquing and/or
Foundation was hilarious! But one major response is teach
judging. When one judges
unfortunately, neither of them the vocabulary they
defined close those descriptions could need for the day.
they need standards, and
in this case the standards
reading for us help teachers support
The second level of close are the foundation’s
students as they grapple
years before with complex text, and so
reading involves intellectuals standards.
summarizing a piece of text, They include clarity,
the Common the question is beckoned:
paragraph by paragraph. precision, accuracy, logic,
Core even what is close reading?
The foundation suggests the breadth, relevance,
existed.” A clear definition of close following format for significance, and fair-
reading exists for us all. summarizing: state your mindedness. I’ve heard
The fellows at the Critical understanding of the text; teachers ask, ―but how do
Thinking Foundation elaborate on your I teach these standards
defined close reading for understanding; provide an everyday?‖ I would
us years before the example of the meaning of suggest that you don’t.
Common Core even the text; and illustrate the Instead, look at your unit
existed. According to their meaning of the text with an plan or lesson and
clear definition, close analogy or metaphor (SEEI). determine what
reading has five levels This process sounds rather intellectual standards are
and each level supports easy, but actually doing it is most appropriate in
students with determining a challenge–even for the relation to the text you
the meaning behind adults I’ve observed. are using and your
complex texts — yes, Nevertheless, it is still a learning goals. Developing
even struggling learners great exercise because it proficiency in this
too. The first level deepens comprehension, professional exercise
involves students improves mental capacity takes time, but it’s time
paraphrasing the text and supports the well spent.
understanding of concepts
5. Page 5
21 s t Century Literacy Leaders
Save the Date – February 9, 2013
T H E 2 1S T C E N TU RY
L I T E R A CY LE A DE R S Maryland ASCD invites you to join us for a Super Saturday
Professional development opportunity to Lead, Learn, and
COMMITTEE
Teach with the Common Core.
Yvette Rivers, Chair, Buck
Lodge Middle School Maryland’s Education: Setting a New Course for Success
for the School Leader, Teacher, and Student
Anitra Butler, Assoc.
Professor, Prince George’s Keynote Speaker:
Community College
Dr. Lillian Lowery, MSDE State Superintendent
Gloria Darlington, Robert
Goddard Montessori
When: Feb. 9 (snow date- Feb.23)
Elementary School Cost: $25 for members and $30 for nonmembers
Brenda Davis, William Wirt Time: 8:30-3:30
Middle School
Place: Anne Arundel Community College
Agnes Fatokun, Buck Lodge
Middle School
Jennifer Johnson, Templeton Continental Breakfast and Box Lunch included!
Elementary School
Earn 1 CEU and/or 1 CPD credit
Kweli Powell, University of
Maryland, Doctoral
Candidate
For further information call: Chris Sparr at 440-465-4134 or
Carolyn Seubert, PhD,
Templeton Elementary e-mail: mascdinfo@gmail.com
School
See us at:
Resources links:
T H E 2 1S T C E N TU RY
http://www.mysay.org/
L I T E R A CY LE A DE R S Newsletter for middle schoolers, published by local Author Jennifer Keats C urtis,
SHALL COMMUNICATE WITH powered by SoMIRAC
ADMINISTRATORS,
SUPERVISORS, http://www.corestandards.org/
COORDINATORS, AND Common Core State Standards
DIRECTORS IN MARYLAN D
TO INFORM THEM OF THE http://www.all4ed.org/
PURPOSE OF SOMIRAC, Alliance for Excellent Education website
MAKE THEM AWARE OF NEW
TRENDS IN THE AREA O F http://www.edsolutionsbydesign.com/
READING AND LANGUAGE Local educational online resource
ARTS AND UPDATE THEM ON
NEW FEDERAL AND STAT E www.lilaac.com
LEGISLATION AND ITS A blog site dedicated to literacy, language, and culture
IMPACT ON SCHOOLS.
See us at: http://sheronbrownphd.com/
A blog site where Dr. Brown shares, reflects, and inspires
http://www.somirac.org/
Anitra Butler serves as the Publisher and Editor of the 21st Century
Newsletter. She can be reached at anitra.butler@gmail.com