1. Digging Deeper with Diigo:
Using technology to facilitate close reading of digital text
Sarah Zietz, Librarian
Dana Bleicher, English Department Chair
Grand Blanc High School
2. What is Diigo?
Collect, highlight, remember
Share – with colleagues and/or students
Highlight
Bookmark
Tag/organize
Notes
Comments/sticky notes
Images
5. Highlight
Highlight areas of confusion, bias, main
ideas, evidence, etc.
Set up a standard color key ahead of
time such as:
Yellow – thesis and/or main ideas
Blue – supporting evidence
Green – author conclusions
Pink – opposing viewpoints
8. Common Core Literacy
The new benchmarks increase emphasis on:
Close/Attentive Reading
Critical Thinking About the Text/Higher “Cognitive Demand”
Determine Author Purpose or Bias
Formulate & Defend Opinion
Identify Claim vs. Assumption
Higher Level Reasoning
Make logical inferences
Analyze the structure of texts
Compare and contrast treatments of the same topic
Reading Informational Texts
“[The benchmarks are based on an] assumption that literacy is a
shared responsibility.”
“Common Core State Standards Webinar." Interview. Video blog post. Webinar. Scholastic, 25 Oct. 2010. Web.
<https://scholastic.webex.com/>.
Common Core Institute. "Aligning Assessments to the Common Core State Standards." Common Core. Holiday Inn Detroit - Livonia,
Detroit. 18 Oct. 2011. Lecture.
9. Why Focus on Reading?
According to Doug Lemov, author of Teach Like a Champion,
―Reading is the skill. Teaching students to unlock the full
meaning of the texts they read is the single most important
skill a teacher can foster. If your students can read well, they
can essentially do anything.‖
Lemov goes on to make the case that ―If you teach, no matter the
subject, you have the opportunity and the obligation to ensure
that your students read more (and better). This opportunity will
result in their being both more informed regarding the topic
of your instruction and more effective assimilators and
analyzers of information – better readers – in the future. It’s
a double investment paying both short- and long-term results.‖
Lemov, Doug. Teach like a Champion: 49 Techniques That Put Students on the Path
to College. San Francisco: Jossey-Bass, 2010. Print. Page 249
10. Status Quo Statistics are Grim
• ―The American Institutes for Research (AIR) reports that
only 13% of American adults are capable of performing
complex literacy tasks.‖
• ―The National Assessment of Educational Progress
(NAEP) shows that secondary school students are
reading significantly below expected levels.‖
• ―The National Assessment of Adult Literacy (NAAL) finds
that literacy scores of high school graduates have
dropped between 1992 and 2003.‖
Publication. NTCE Principles of Adolescent Literacy Reform. National Council of Teachers of English, Apr. 2006. Web.
29 Aug. 2010. <http://www.ncte.org/library/NCTEFiles/Resources/Positions/Adol-Lit-Brief.pdf>.
11. …Getting Worried Yet?
The National Center for Educational Statistics (NCES)
reports a continuing and significant reading
achievement gap between certain racial/ethnic/SES
groups.
The Alliance for Excellent Education (AEE) points to
8.7 million secondary school students— that is one in
four—who are unable to read and comprehend the
material in their textbooks.
The 2005 ACT College Readiness Benchmark for
Reading found that only about half the students tested
were ready for college-level reading, and the 2005
scores were the lowest in a decade.
Publication. NTCE Principles of Adolescent Literacy Reform. National Council of Teachers of English, Apr. 2006.
Web. 29 Aug. 2010. <http://www.ncte.org/library/NCTEFiles/Resources/Positions/Adol-Lit-Brief.pdf>.
12. Too Many of our Students
Struggle with Reading
Comprehension
―The ability to read and understand complicated information is important
to success in college and, increasingly, in the workplace. An analysis of
the NAEP long-term trend reading assessments reveals that only half of
all White 17 year olds, less than one-quarter of Latino 17 year olds, and
less than one-fifth of African American 17 year olds can read at this
level.‖
―By age 17, only about 1 in 17 seventeen year olds can read and gain
information from specialized text, for example the science section in the
local newspaper.‖
―This includes:
1 in 12 White 17 year olds,
1 in 50 Latino 17 year olds, and
1 in 100 African American 17 year olds.‖
Haycock, Kati and Sandra Huang, Are Today's High School Graduates Ready?, Thinking K-16, Vol. 5, Issue 1,
The Education Trust, Washington, DC, 2001.
13. More Reading Can Help Close
Achievement Gaps.
“People who are
undernourished need good
food. Readers who are under-
nourished need good books.
Lots of them.”
Gallagher, Kelly, and Richard L. Allington. Readicide: How Schools Are Killing Reading and What You Can Do about
It. Portland, Me.: Stenhouse, 2009. Print. Page 32
14. Content Area Literacy is
Key
Again, according to Doug Lemov, ―…Untapped opportunities to
read more effectively occur throughout every corner of the
building…The overall value of the additional high-quality
reading you could do in a typical school day could equal or
possibly exceed the value of what happens in designated
reading classes. When you stop to consider how much high
quality reading students might do outside reading class, the
untapped potential is massive, but for now, most students simply
don’t read much.‖
He goes on to explain that…‖We are what we have read and how
we read it, and no other single activity has the capacity to yield
so much educational value. And yet students in many schools
spend precious little time actually reading. Likely, they read
for less than an hour a day. Even in their reading or literature
classes, they are as likely to talk about a reading or respond to
what they may (or may not) have read as they are to actually
read.‖
Lemov, Doug. Teach like a Champion: 49 Techniques That Put Students on the Path to College. San Francisco:
Jossey-Bass, 2010. Print. Pages 250-251
15. Common Core Reading
The new benchmarks redefine what
our students should be reading…
1) They call for a dramatic increase in
informational reading.
• 4th Grade: 50% Literary 50% Informational
• 8th Grade: 45% Literary 55% Informational
• 12th Grade 30% Literary 70% Informational
2) They call for a dramatic increase in the
“lexile” difficulty of student texts.
"Common Core State Standards Webinar." Interview. Video blog post. Webinar. Scholastic, 25 Oct. 2010. Web.
<https://scholastic.webex.com/>.
16. Change in text complexity in
textbooks over the last century
Source: Metametrics
Hall, Amber. "Common Core State Standards Overview." Grand Blanc Community
Schools. Oct. 2011. Lecture. Power Point
17. Lexile levels today and with CCSS…an
increase of two levels.
Current Common Core
Typical text measures Text complexity grade bands
(by grade) and associated Lexile ranges
Hall, Amber. "Common Core State Standards Overview." Grand Blanc Community
Schools. Oct. 2011. Lecture. Power Point
18. CCSS Anchor Reading
Standards
Main Ideas and Details
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from
the text.
CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over
the course of a text.
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.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.
CCSS.ELA-Literacy.CCRA.R.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.
CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats,
including visually and quantitatively, as well as in words.1
CCSS.ELA-Literacy.CCRA.R.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.
CCSS.ELA-Literacy.CCRA.R.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
Common Core State Standards for English Language Arts and comprehend complex literary and and Technical Subjects. N.p.: Common Core Sta
CCSS.ELA-Literacy.CCRA.R.10 Read & Literacy in History/Social Studies, Science, informational texts
independently and proficiently.
19. CCSS Anchor Reading Standards
Supported by Close Reading:
Main Ideas and Details
CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text
says explicitly and to make logical inferences from it; cite specific textual
evidence when writing or speaking to support conclusions drawn from
the text.
Craft and Structure
CCSS.ELA-Literacy.CCRA.R.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.
CCSS.ELA-Literacy.CCRA.R.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.
Integration of Knowledge and Ideas
CCSS.ELA-Literacy.CCRA.R.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.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. N.p.: Common Core Sta
CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address
similar themes or topics in order to build knowledge or to compare the
20. CCSS Anchor Writing
Standards
Text Types and Purposes1
CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or
texts using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas
and information clearly and accurately through the effective selection, organization, and analysis of content.
CCSS.ELA-Literacy.CCRA.W.3 Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details and well-structured event sequences.
Production and Distribution of Writing
CCSS.ELA-Literacy.CCRA.W.4 Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under investigation.
CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess
the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis,
reflection, and research.
Range of Writing
CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time for research, reflection,
and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and
audiences.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. N.p.: Common Core Sta
21. CCSS Anchor Writing Standards
Supported by Close Reading/Use of
Diigo
Text Types and Purposes1
CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis
of substantive topics or texts using valid reasoning and relevant and sufficient
evidence.
CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine
and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content.
Production and Distribution of Writing
CCSS.ELA-Literacy.CCRA.W.6 Use technology, including the Internet, to
produce and publish writing and to interact and collaborate with others.
Research to Build and Present Knowledge
CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print
and digital sources, assess the credibility and accuracy of each source, and
integrate the information while avoiding plagiarism.
CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts
to support analysis, reflection, and research.
Range of Writing
CCSS.ELA-Literacy.CCRA.W.10 Write routinely over extended time frames (time
for research, reflection, and revision) and shorter time frames (a single sitting or
a day or two) for a range of tasks, purposes, and audiences.
Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. N.p.: Common Core Sta
22. Reading Strategies
What Good & Struggling Readers do During Reading
Good Readers: Struggling Readers:
Pay attention to meaning/are Overattend to individual
able to identify key information. words/are often unable to make
Monitor comprehension while meaning.
reading. Do not monitor comprehension
Stop and use ―fix-up‖ strategies. while reading.
Visualize while reading. Are unaware of ―fix-up‖
strategies.‖
Make inferences.
Are unable to visualize while
Make connections both inside reading.
and outside of the text.
Cannot make inferences.
Have a high tolerance for
ambiguity Are unable to make
connections, both inside and
Ask questions of the text. outside of the text.
Are active and engaged. Do not ask questions of the text.
Are passive and unengaged.
Gallagher, Kelly, and Richard L. Allington. Readicide: How Schools Are Killing Reading and What You Can Do about
It. Portland, Me.: Stenhouse, 2009. Print. Page 103
23. Fix-It Strategies & Sticky Note
Ideas
• Argue with the author • Evaluate the author’s
• Ask about the author ideas
• Ask questions • Examine the text
structure
• ―Chunk‖ the text
• Highlight area of
• Comment confusion
• Consider how the time • Make connections to
frame influenced the books
author
• Make connections to
• Consider the author’s
films
intended audience
• Make connections to
• Consider the author’s
personal experience
purpose
• Make connections to
• Draw conclusions
real-world events
• Paraphrase
Gallagher, Kelly, and Richard L. Allington. Readicide: How Schools Are Killing Reading and What You Can Do about It. Portland, Me.:
Stenhouse, 2009. Print. Page 103
• Prediction
24. Highlighting Ideas
Main ideas & supporting details
Author bias
Counter arguments
Use of literary devices
Facts & statistics
Parts of paragraph
Effective/Ineffective arguments
Arguments & supporting claims
Text/quotations to use in research papers
Explicit/Implicit information
Essential vocabulary
25. Methods of Increasing
Critical Thinking
• Self-monitoring: “Focused instruction can teach students how to
consider their own understandings of a text and learn how to proceed
when their understanding fails‖ (Bereiter and Bird, 1985).
• Interpretation and Analysis: “A successful program of literacy education
enables students to dissect, deconstruct, and re-construct texts as they
engage in meaning making‖ (Newmann, King, & Rigdon, 1997).
• Multi-disciplinary: “Critical thinking takes slightly different form in each
discipline, and effective instruction for adolescent literacy helps
students develop capacities for critical thinking in each discipline‖
(Greenleaf et al.,2001).
• Technology: “Many adolescents are drawn to technology, and
incorporating technology into instruction can increase motivation at the
same time that it enhances adolescent literacy by fostering student
engagement‖ (Merchant,
2001).
Publication. NTCE Principles of Adolescent Literacy Reform. National Council of Teachers of English, Apr. 2006.
Web. 29 Aug. 2010. <http://www.ncte.org/library/NCTEFiles/Resources/Positions/Adol-Lit-Brief.pdf>.
28. In the Gale Databases:
Make sure you use the Bookmark this
Document Link
29. Learn from our mistakes
Check your computers ahead of time –
depending on how things are set up by your tech
department, you may or may not be able to install
browser extensions.
In databases, use the ―share‖ tool to share the
article to your Diigo account then open the article
from ―My Library‖ in Diigo to annotate or highlight.
If the database article that you bookmarked won’t
open, try opening up/logging into the database in
another tab to authenticate your session.
You can’t highlight or sticky note PDF documents
on the Web. However, you can bookmark them
and add page comments (comments appear on
the side instead of attached to a specific location