C C S S and Best Practices L S U
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Power point from the works for the LSU YA Lit Conference June 2, 2014
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C C S S and Best Practices L S U
- 1. Making the Match Teri S. Lesesne (rhymes with insane) @professornana
- 2. Building community Reading aloud Offering choice in reading material Authentic literature Real response What are some of our best (research-based) practices?
- 3. The Research Base Donalyn Miller Richard Allington Becoming a Nation of Readers NCTE and IRA Joint Statement on what adolescent deserve ASCD Yankelovich Penny Little Kelly Gallagher Community in the Classroom
- 4. Importance of community Via Donalyn Miller
- 5. Community Leaders Via Donalyn Miller
- 6. Teacher as reader Access to books (literally and then on higher level) Choice Opportunities to talk about books and reading Time to read Building Community
- 7. Teacher as Reader Newbery for 2014? Printz?
- 8. Access to Books Access also means a range of books kids can and will understand Range of genres Range of forms and formats
- 11. Beyond book reports and dioramas Peck’s Questions Student as Leader of Discussion: DIR (Terry Ley) Book Talk/Conferring
- 12. Finding the Time Edge time (Donalyn Miller) Fringe Time (me) Priority time Class time 12
- 13. Edge Time Reading on the fringes Appointments Bathroom books Car Purse or bookbag Phone books eBooks and audiobooks 13
- 14. Priority Time If it is not a priority for us, how can we expect it to be a priority for them? Take a moment to jot down one time you will set aside daily (just 5 minutes) to read. Make this commitment real by adding it to your calendar. 14
- 15. Class Time 15
- 16. Finding Time to Read Average person can read 300 words per minute In one week, that is 31,500 words In one year, it is 1,512,000 words Average book is 75,000 words Can read +20 books a year with only 15 minutes a day More than 1000 extra books in a lifetime 16
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- 19. Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. How does community assist us with CCSS?
- 20. Read alouds beyond primary grades
- 21. This read aloud brought to you by Mo Willems “Once upon a time there were three dinosaurs: Papa Dinosaur, Mama Dinosaur, and some other Dinosaur who happened to be visiting from Norway.”
- 22. What does the opening sentence tell readers? Setting Main characters Motif Archetype And…it’s going to be funny! Plus it addresses this CCSS (anchor standard): Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences
- 23. Brought to you by Charles Benoit Opening lines
- 24. You’re surprised at all the blood. He looks at you, eyes wide, mouth dropping Open, his face almost as white as his shirt. He’s surprised, too. There’s not a lot of broken glass, though, just some tiny slivers around his feet and one big piece busted into sharp peaks like a spiking line graph, the blood washing down it like rain on a windshield.
- 25. In two paragraphs, what do we learn? Simile and metaphor Strong verbs Use of second person How details contribute to overall effect CCSS Anchor Standards for Reading: 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text.
- 26. Closes achievement gap since students can generally listen above their reading comprehension level. Offers model of fluency and prosody. Serves to assist with listening and speaking elements of CCSS. Motivates K-12 to read and read more. (research) Why read aloud?
- 27. Offering choices Ensuring that choices reflect developmental needs of kids Books as mirrors Books as windows Widening the curriculum to narrow the gap
- 28. Extensive vs. Intensive Extensive Central text Shorter selections to accompany central text Different genres, forms, and formats CCSS calls this model framework Intensive (not to be confused with close reading) Focus on one text Dissect it
- 29. Kids read more Kids performed as well on tests at the end of the unit of study Kids’ attitudes toward books and reading was higher Research covers 1940s forward Extensive research
- 30. Example of a Model Framework Core text
- 31. Add to Core Text Informational Advances in cancer treatment Cancer in teens Side effects of cancer treatments Self help groups Biographies of reclusive authors Literary Catcher in the Rye “Death Be not Proud” (poem) Other Printz award winners Short story collections with YA authors And now the MOVIE!
- 32. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. How this aligns to CCSS
- 33. Note on range and content of student reading To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts. CCSS
- 34. Quantitative Measures Lexile Reading level(s) Qualitative Measures Levels of Meaning Narrative structure Language Conventionality and Clarity Knowledge Demands What qualities are essential?
- 35. Reading levels Syllables Sentences Lexile Levels Syllables Sentences Semantics Syntax All of these rate only how students perform on tests Problems with Quantitative Analysis of Books
- 37. Guess Again! 4.8 790 4.0 680
- 39. Hmmm…. 5.7 920 5.7 960
- 41. Guess again! 5.7 990 5.9 850
- 43. Guess again! n/a 620 4.1 630
- 44. One More Time
- 45. Huh? 4.2 5.0
- 46. Qualitative measures complement quantitative measures: Purpose Language conventionality and clarity Text structures Knowledge demands Qualitative Measures
- 47. Narrative structure Shifts in time (flashback and foreshadowing) Point of view (multiple narrators, unreliable narrator) Language Figurative devices Irony Parody Knowledge Demands Cultural intertextuality Translation
- 48. Personal/Emotive What is your gut reaction to the text? Interpretive If you were one of the characters, what would you have done differently? Critical How does the author demonstrate her or his craft? Evaluative What makes this a “good” or “bad” book? Levels of Response
- 49. Using the resources we have at our fingertips & Not all these formulaic means
- 51. Where do we go to get ideas about what to read? How can we narrow it down from the 7500+ books published annually? How can we determine which books for which kids? How do we then provide proof of rigor? Conventional Wisdom
- 52. Lists Awards lists Newbery Printz Starred Review lists Teens Top Ten Where to get recommendations?
- 53. BFYA QP Notables Orbis Pictus Sibert YALSA Excellence in Nonfiction Morris Great Graphic Novels for Teens Stonewall But also…
- 54. Narrative Structure Simple vs. complex Explicit vs. implicit Chronological vs. non-linear Qualitative
- 56. Language conventionality and clarity Dialect Conversational Rich Vivid Qualitative
- 57. Language Usage
- 58. Knowledge demands Sophisticated themes Experience and perspective (close reading conflict) Context Social milieu Qualitative
- 59.
- 60. What we want are lifelong readers and learners…
- 61. Because this is not the problem…
- 62. This is…