CCSS Professional Development for librarians in KY - Great day! Great crowd...Thank you Joni, for the invitation!

2. On your card please write 1 sentence:
What is the best
experience you had this
summer?

3. How can
libraries
support the
CCSS?

4. Complete the
sentences with
your group.

7. http://www.youtube.com/watch?feature=player_detailpage&v=b0qmzRgqYA
k

8. THE WORLD:
8 Billion
literate
illiterate
semi-literate

9. THE SHOCK…
“Of the 8 billion in the world, … the literate, or approximately 2 billion, have
adopted the habits of the semi-literate. The next generation has an
aversion to reading. They want to look at pictures and click as though
they were SEMI-literate.”
-- Dr. Daniel Sheard, Lincoln Univ.

10. NOW…FLAT WORLD, 21ST CENTURY SKILLS, CCSS

11. THIS GENERATION IS BOMBARDED…

12. MILLENNIALS CAN…

13. CNN & FOX STYLE:
WHAT DOES THIS MEAN?
DO I AGREE?
WHY IS THIS IMPORTANT?
SO WHAT?
WHAT IF?
WHY?
http://chestofbooks.com/travel/usa/arizona/grand-canyon/John-Stoddard-
Lectures/images/Looking-Through-A-Crevice-Of-The-Enchanted-Mesa.png

14. CCR?
http://www.act.org/research/policymakers/cccr12/readiness7.html

15. 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.

16. MILLENNIALS WANT…
Branding
Possession “my”
Opportunity to express
Look at me generation
Easy access
Once is not enough
Build networks
Integrity
Structure is o.k.
Conformity
Admire Intelligence
What
Characteristics
do you see in
your students?

17. WHAT’S YOUR CURRENT POWER PULSE?

19. B O O K M A R K S , M I N D M A P S , E X I T S
The wave in
assessment is now
leaning to student
self-assessment.
Empower the learner
with directional
tools
First person phrasing
I can locate a book on
the shelf
I can identify my
keywords
I can narrow my search
with additional
keywords
I can evaluate articles
for relevance and
accuracy
I have ______________

20. IN 1942, ALDOUS HUXLEY WROTE:
People will come to love…technologies that undue their capacities to
think.
-- Brave New World

21. If your assignment can be
answered on Google, then it
is void of higher level
thought.
LITMUS TEST FOR LOW-LEVEL RESEARCH:
Hide „n Seek…

22. 3 DIMENSIONAL READING

23. An Index showed
that information could
be organized.
Move away
from “Dewey”

Organization
of Information

24. Editors…where are they now?
“Gatekeepers”

27. PRACTICE! REHEARSE!

28. SO HERE WE ARE:

29. Everyone
is in the
literacy
business!

30. Literacy is
not just ELA
50% - 50%
Building
knowledge
Writing from
evidence
Close
Reading &
Complex Text
Spotlight on
Vocabulary

31. Content Delivery Change

32. Pick a verb:
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 from print and digital 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
Prepare and participate effectively
in conversations.
Build and express persuasively
Express information and enhance
understanding
Sounds like a field
trip to the library …

33. Relevance
Rigor
Research
Resources
Reportin
g
Knowled
ge
Information
+ Technology =
________________
Higher level thought

34. RESEARCH IN THE COMMON CORE?
0 50 100 150 200 250 300 350 400 450
READING
INFORMATION
COMPLEX & COMPLEXITY
LITERACY
EVIDENCE
RESEARCH
VOCABULARY
NONFICTION
WORD PROMINANCE
Based on word frequency/appearance in the CCSS ELA
standards and Appendix A

35. INFORMATION & TECHNOLOGY

36. COMMON CORE WRITING… LET THE HELP
YOU:
W7 –
Conduct
short
research
projects
to answer
a
question
Research to
Build and
Present
Knowledge
W1-5:
Teach
them to
write, then:
W10: Do it
again!

37. Reading Research
Library as
Powerstation

38. When you pick a
tech-tool…
Pick a verb….
That way you will
be marrying the
tool to the CCSS use

39. NEW PEDAGOGY PARADIGM:
Cover Uncover Discover

40. FROM FOREST  TREES
What do
you see?
Drawing
evidence
from the
text…
David Drexler / Creative Commons opb.org

41. MILLENNIALS CAN…

44. MARILYN JAGER ADAMS, PHD

45. Adams

46. TAYLOR MALI
TYPOGRAPHY BY RONNIE BRUCE

49. The subtle differences
of word “families”
The simplicity of using exact
words which allow us to
present our ideas precisely

50. PRECISE WORDS?
I should have [thought of that ahead of time].
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

51. TIER 3 = DOMAIN SPECIFIC
WORDS
TIER 2 = SAT WORDS
TIER 1 = EASY ORAL LANGUAGE
WORDS
Image: thefindrentals.com

52. WHY WE NEED COMPLEX TEXT:
Based on research of “The Text
Project” – Presented by Marilyn
Adams, @ NTI

53. ORAL VS. WRITTEN (ADAMS)
Oral
language :
<7 words
1 idea
Poor
grammar
Written text:
usually 15-25 words,
complex ideas,
good syntax

54. 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

55. 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.

56. THE READING DEFICIT IS INTEGRALLY TIED TO THE
KNOWLEDGE DEFICIT. ADAMS
Students
need receptive
vocabulary to learn
New knowledge
has to connect to
old knowledge
How much a student learns
about a new concept, and
new words, depends upon
knowing words

58. Examine the
academic word list.
PE? Art? Music?
Math ? Library?

59. MODEL: LISTENING STANDARDS AND A CLOSE
READING ACTIVITY:

60. EMBRACE VOCABULARY – COOL WORDS TO MAKE
YOU SOUND
SMART
V O C A B U L A R Y PA I N T
C H I P S
H T T P S : / / W W W . T E A C H I N G C H A N N E L . O R G / V I
D E O S / B U I L D - S T U D E N T - V O C A B U L A R Y

61. How can the library
support vocabulary?

62. MODEL: LISTENING STANDARDS AND A CLOSE
READING ACTIVITY:

63. OK. SO HOW DO WE…

64. Close Reading Activity:
& Evidence Based
Claim
Read: Increasing the Volume of
Reading, NYSED and find 3 VIP‟s.
Using the EBC Organizer, make a
claim, supported by evidence from
the text.
Discuss at your table

67. MODEL: LISTENING STANDARDS AND A CLOSE
READING ACTIVITY:

69. Use precise words
Speak with authority
Cool words to
empower your writing

70. PURPOSEFUL READING
S T A N D A R D S
A P P E N D I X A

71. Content Delivery
and
Understanding
Digest &
Discovery
Debate or
Discussion
NOT JUST TO READ…

72. Reading is not passive
Not all Close Reads have to look
alike!
Close Reads can be:
primary
sources, excerpts, articles, short
books & more
It‟s all about the kids…
Building Blocks
ESSENTIAL UNDERSTANDINGS:

73. ENGAGENY.ORG
http://engageny.org/resource/close-reading-strategies-
with-informational-text-by-expeditionary-learning
Close Reading

74. =
Complex
Text
Uncommon words
(Tier 2 & 3)
Prior knowledge
requirements
Long, Complicated
sentences
Cross-references
between sentences
M. Adams, PhD.

75. COMPLEX TEXT & RIGOROUS BOOKS
What’s this all about?
The more you read about [DNA],
the more you can read about [DNA].
The more you read about [dinosaurs],
The more you can read about [dinosaurs].
See Appendix A studies by Marilyn Jager Adams.

76. Close Reading
Activity and
Reading
Incentive
Building…

77. Lexiles?
Readability?

78. 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

79. WHAT’S A LEXILE?
HTTP://WWW.LEXILE.COM/ABOUT-LEXILE/LEXILE-CODES/ - SEE THE ADJUSTMENTS THAT HAVE BEEN MADE.
HTTP://WWW.LEXILE.COM/ABOUT-LEXILE/LEXILE-VIDEO/
Algorithm
Measure of
complexity
Fallible (But, it’s playing
an important role….)
Only one factor of
consideration
Caveat:
Assessments are
already Lexiled.

80. 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

81. CLOSE ENCOUNTER…
We will experience a close read… READS 1 & 2 TOGETHER THEN READ
#3…
Lexile 1450 --
Content vocabulary
Closely chosen for engagement, vocabulary of the discipline and more.
You will engage in an evidence-based discussion, then…
You will engage in an evidence-based debate.
NO LIKES ALLOWED

82. “Read with a pencil”
Circle unfamiliar words
Discuss important points
Be prepared to support your conclusions:
• POINT OF VIEW…
(Read like a tree-hugger.
Read like the CEO of Exxon)
• OPINION… is shaped from POV
• Share 3 VIP’s
(Very important points)
Mother
Governor
Exxon
CEO
Tree Hugger
Purposeful reading… increases RELEVANCE
“Why do I have to read this?”

83. CLOSE READING
R E A D I N G N E E D S A P U R P O S E
I F Y O U W A N T S T U D E N T S
E N G A G E D :
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?

84. AS FOR SPECIAL ED AND GIFTED?

85. CONSIDERATIONS WHEN YOU CHOOSE COMPLEX TEXT

86. STAIRCASE OF COMPLEXITY…
LEXILE, QUALITY & READER AND THE TASK

87. TASK… BRAINSTORM
Essential
Questions… which
demand evidence
Juxtapose picture
books…Which is
correct?
Close read 
leads to
INQUIRY…further
investigation
?

88. Rigor
Relevance
Research
Resources
Reporting
Knowledge
Information
+ Technology =
________________
Higher level thought

89. Is your library a
power station for
knowledge?

92. Examples 
Information
Product
Vs.
Knowledge Product

93. DIGGING DEEPER IN THE COMMON CORE
REPACKAGING FOR THE
CCSS
( A N D A Q U I C K P E E K A T T H E
R E S E AR C H B E H I N D
V O C A B U L A R Y A N D C L O S E
R E A D I N G … )
•W H A T M A T T E R S ?
•W H Y ?
•H O W C A N I D O T H I S ?
P A I G E J A E G E R
C O O R D I N A T O R F O R S C H O O L L I B R A R Y S E R V I C E S
„

94. Think about a content
area you would like
to plan a CCSS
aligned unit for?
What would you like
you student to
know or be able to
do…at the end of
the unit?

95. ESSENTIAL QUESTIONS
Essential
Question?
What‟s the
enduring
understanding?
How can we ask
a question that
gets this to be
relevant outside
of school?
How can we
relate this to the
learner at his
level?
Can I use a pro-
noun?
Does this
question relate
to the
knowledge
product

96. WHAT WILL THAT LOOK LIKE?
WHAT WILL THE KNOWLEDGE PRODUCT
BE?
Fotobabble?
Blog?
Blabberize
Museum BoxEssay?
iMovie
iBook?
Prezi?
Presentation,
Script,
Public Service
Announcement
Debate?

97. 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.
EARLY AMERICAN MOVERS AND SHAKERS…
Susan B. Anthony
Herman Melville
Sojourner Truth
William Lloyd Garrison
Vanderbilt

99. READER & THE TASK RECIPE:
Identify
questions
for inquiry
Read &
Investigate
Conclude Synthesize
Create
Rigor & Relevance
Examine another
explorer of your
choice, and determine
who would win Survivor.
What awards would you
give your explorers?
Create a tweet log
for Shackelton.
What
recommendations
would you have for
him today?

100. WHAT WOULD YOUR PATRIOT SAY TO AMERICA TODAY?
What is
that crazy
appendage
sticking out
of your
ear?
(Use Blabberize or CrazyTalk to bring this to
life.) http://www.librarydoor.blogspot.com/
Bail out the
banks?
Who is
your King?
http://www.loc.gov/index.html

101. 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?
BIOGRAPHIES…

102. DID PLUTO DESERVE TO BE KICKED
OUT OF THE SOLAR SYSTEM?

104. HEADLINES! READ ALL
ABOUT IT!1. If you were to write a headline for this module that captured the most
important aspects that should be remembered, what would that
headline be?
2. Write one headline for COLLEAGUES,
3. Write one for KIDS.
A headline should “capture the most important message in
summative, catchy, pithy words.

105. BUILD IN ASSESSMENT
C A P T U R E P R O O F !
Pre & post
Tickets out the door
Mind map at
beginning, mind map
along the way, mind
map at end – (name
and date!)
T I C K E T S T O L E A V E
Exit
• Draw me a picture of a cell
Exit
• Tell me what you know
about Manifest Destiny.
Exit
• What advice would you give
someone leaving Europe
emigrating to America?

106. POST ASSESSMENT
How can an emphasis on vocabulary close the achievement gap and support all
students to meet the demands of the Common Core Standards?
Learning Targets:
 I can explain how the effective vocabulary can close the
achievement gap and support all students to meet the demands
of the CCSS.
 I can analyze effective instructional strategies that build students’
vocabulary.
 I can identify and embed the shifts into instructional practices
106

108. 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.

109. SOURCES AND RESOURCES:
http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/full
transcript.pdf
http://thechoice.blogs.nytimes.com/2012/05/16/college-board-
selects-backer-of-common-core-school-curriculum-as-new-
president/
http://www.corestandards.org/assets/Appendix_B.pdf
http://www.corestandards.org/assets/Appendix_A.pdf
http://engageny.org/
WISE – Inquiry Model: http://tinyurl.com/42dd2oj
Inquiry Resources:
http://www.wswheboces.org/SSS.cfm?subpage=419
NYC Resources for CC and Inquiry:
http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/defa
ult.htm
K-12 Information Fluency Continuum (NYC, adopted NYS-wide):
http://tinyurl.com/8a4x6n3

110. CONSIDERATIONS: IT’S NOT ABOUT THE ACTIVITY OR THE
TECHNOLOGY. IT’S ABOUT LEARNING, CONTENT AND
TRANSFERRING OWNERSHIP!
Student Centered
Empowered
First person
“I” “mine”
Evidence
Vocab
Shifts

111. WRITING FROM SOURCES
http://engageny.org/resource/a-protocol-for-citing-evidence-from-informational-text-
from-expeditionary-learning