EDCI 4110W Online reading talk ppt
- 1. New Literacies for New Times: Preparing for Common Core State Standards Donald J. Leu and Elena Forzani Neag School of Education University of Connecticut
- 2. The Central Ideas 1. What are the Common Core State Standards (CCSS) in Reading and Writing? 2. How are we doing? 3. A new assessment. 4. How can we teach Common Core State Standards (CCSS) in Reading and Writing?
- 3. • A common system of developmental standards to inform instruction. • Replaces “Big 5” -- phonemic awareness, phonics, fluency, vocabulary, and comprehension. • Emphasizes higher-level thinking during reading and writing AND preparation for important new online skills necessary in the 21st century. *Available at: http://www.corestandards.org/assets/CCSSI_ELA%20Standard
- 4. Why CCSS? The Nature of Work Has Changed The “General Motors” Model of Economic Management CEO CEO 1. Command and control 2. Lower levels of education required. Upper Level Management Upper Level Management 3. Wasted intellectual capital Upper Middle Level Management Upper Middle Level Management 4. Highly inefficient Wasted 5. Lower productivity intellectual Middle Level Management Middle Level Management 6. Little innovation capital 7. Little need for higher level and creative Line Supervisors Line Supervisors thinking. Workers Workers
- 5. In a Flattened World: Opportunities Expand but Competition and Cooperation Increase How do economic units increase productivity? Flatten The Organization into Problem Solving Teams Team Team Team Team Team Team Team Team Team Team Greater Intellectual Capital Use = Greater Productivity These teams take full advantage 1. Define problems of their intellectual capital to the 2. Locate information extent their education system 3. Critically evaluate information has prepared them for this. 4. Synthesize and solve problems 5. Communicate solutions
- 6. Which tool has been used by economic units to increase productivity and compete? The Internet Team Team Team Team Team Team Team Team Team Team Recent productivity gains are due to Online Research and Comprehension •Define problems using the Internet to share information, communicate, and solve 1.Locate information problems (van Ark, Inklaar, & 2.Evaluate information McGuckin, 2003; Friedman, 2005; 3.Synthesize and solve problems Matteucci, O’Mahony, Robinson, & 4.Communicate solutions Zwick, 2005).
- 7. Implications For Education? Online research and reading comprehension become essential Higher-level thinking and reading skills required. Problem-based, online learning essential Effective online information and communication skills required.
- 8. What Are The New Literacies of Online Reading Comprehension? Data From Think Aloud Protocols How we read online when we do research. This requires additional reading comprehension skills beyond those required for offline reading. Define a problem Locate Castek, 2008; Coiro & Dobler, 2007; Evaluate Henry, 2007; Leu, Castek, Hartman, Coiro, Henry, Kulikowich, & Lyver, 2005; Synthesize Leu, Kinzer, Coiro, & Cammack, 2004 Leu, O’Byrne, Zawilinski, McVerry, Communicate & Everett-Cacopardo, 2009
- 9. Online and Offline Reading Comprehension Are Not Isomorphic (r=0.19, n = 89, N.S.) Leu, Castek, Leu, Castek, Hartman, Hartman, Online Reading Coiro, Coiro, Comprehension = Henry, Henry, ORCA Blog Kulikowich, Kulikowich, Lyver, 2005 Lyver, 2005 Offline Reading = Connecticut Mastery Test (CMT) of Reading Comprehension
- 10. The New Literacies of Online Research and Comprehension Blended into the Standards Whole Online Research and Comprehension Blended into the Standards Whole “To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new.” (Introduction, p. 4) New Lite ra Compre cies: Online Rea hension: ding 1. Identif y a probl 2. Locate em informat 3. Evalua ion te inform 4. Synthe ation size infor 5.Comm m unicate in ation formatio n
- 11. These New Literacies Appear at Every Grade Level in CCSS Kindergarten (WS 6) With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. Grade 3 (WS 8) ...gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. 11
- 12. These New Literacies Appear at Every Grade Level in CCSS Grade 6 (RS 7) Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue. Anchor Standard 6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with 12
- 13. How Are We Doing? 13
- 14. State Assessment Policies in Reading Not a single state in the U.S. measures... ...students’ ability to read search engine results during state reading assessments. ...students’ ability to critically evaluate information that is found online to determine its reliability. This generation’s defining technology for reading.
- 15. Not a single state measures... ...students’ ability to compose clear and effective email messages in their state writing assessment. all students to use a word processor on their state writing assessment.* *See Russell & Plati, 1999; 2000; 2001. They report effect sizes of .57 – 1.25 for word processor use on MCAS. See also Russell & Tao, 2004 who report 19% more 4th grade students classified as “Needs Improvement” would move up to the “Proficient” performance level with word processors.
- 16. Instruction: The Rich Get Richer and The Poor Get Poorer Neglecting research into online reading comprehension perpetuates public policies that help the rich get richer and the poor get poorer. 63% of children from households earning more than $75,000 annually reported that they used the Internet at school, but only 36% of children from households earning less than $15,000 annually (Lazarus, Wainer, and Lipper, 2005). Leu, McVerry, O’Byrne, Zawilinski, Leu, McVerry, O’Byrne, Zawilinski, Castek, J., Hartman, D.K. (2009). Castek, J., Hartman, D.K. (2009).
- 18. New Assessments are Coming with CCSS in 2014
- 19. Click to edit Master text styles Click to edit Master text Click to edit Master text styles styles Portions of this material are based upon work supported by the U.S. Department of Education under Award No. R305G050154 and No. R305A090608. Opinions expressed herein are solely those of the author and do not necessarily represent the position of the U.S. Department of Education.
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- 33. What Does This Study Suggest? Achievement gaps in the new literacies of online reading and research may be substantially greater than with traditional reading between rich and poor. We may be at risk of losing students unprepared for the new literacies of online reading and research.
- 34. What Does Instruction With CCSS Look Like In a World of Online Information and Communication? Two Classrooms
- 35. Grade 2: Morning Message of the Day http://www.epals.com/search/maps/
- 38. Grade 7, Language Arts: Online International Projects Yeah! I got some great ideas. Let me send them to Tomas and Ben in the Jose, Costa Rica U.S. We’re on it! Making a web page now. Hey! Let’s do Gary Paulson??? Ben and Tomas, Connecticut Monique, South Africa
- 39. What Can I Do In My Classroom to Prepare Students for CCSS? 39
- 40. 1. “Borrow” good ideas and pass them along Google these key words: 4th grade classroom home page 1st grade classroom home page Get connected to online resources. Google
- 41. 2. Understand that it is the teacher, not the technology, that makes a difference in classrooms.
- 42. 3. Use Starfall.com and teacher-tested apps for early reading development
- 43. 4. Use Read Write Think at All Levels
- 44. 5. Use Internet Workshop as An Instructional Model Videos
- 45. 6. Use ePals, or another free, student safe email package
- 46. 7. Teach the reading comprehension skills of locating information
- 47. 8. Teach critical evaluation
- 48. 9. Help the last become first. QuickTime™ and a Sorenson Video 3 decompressor are needed to see this picture.
- 49. 10. Explore the potential of Wikipedia
- 50. 11. Explore the Use of VoiceThread (voicethread.com)
- 51. 12. Try Out Ideas from Internet Reciprocal Teaching Phase I: Teacher-led Instruction in Basic Online Skills Phase II: Problem-based Learning of New Literacies Skills Phase III: Internet Inquiry
- 52. 13. Use Internet Morning Message of the Day
- 53. 14. Use a Blog and a Wiki and a Wiki Mary Castle’s first grade blog http://michellesmelser.blogspot.com/ Mr. Thompson’s second grade classroom blog http://gcs.infostreamblogs.org/tthompson Mary Kreul’s 4th grade class http://mskreul.edublogs.org/ Mr. Monson’s Grade 5 Blog http://classblogmeister.com/blog.php?blogger_id=59644 TAS Grade 3 ESL http://grade3esl.blogspot.com/2008/08/welcome-to-20082009-school-year.html
- 54. 15. Use Wordle To Bring Print Alive
- 55. Remember: Keep a patient heart and help others on their journeys. Keep a patient heart and help others on their journeys.
- 56. The Challenges Of Change
- 57. As Challenging As Change Appears, We Know This… The Leadership That You Provide…
- 58. Determines The Future Our Students Achieve! Thank you!
Editor's Notes
- #17: The cruelest irony of No Child Left Behind may be that the students who most need to be prepared at school for an online age of information are precisely those who are being prepared the least.