Online reading talk ppt

New Literacies for New Times: Preparing for Common Core State

Standards

Donald J. Leu and Elena ForzaniNeag School of EducationUniversity of Connecticut

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?

*The Common Core State Standards

• 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%20Standards.pdf

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

Why CCSS? The Nature of Work Has Changed

CEOCEO

Upper Level ManagementUpper Level Management

Upper Middle Level ManagementUpper Middle Level Management

Middle Level ManagementMiddle Level Management

Line SupervisorsLine Supervisors

WorkersWorkers

The “General Motors” Model of Economic Management

1. Command and control2. Lower levels of

education required.3. Wasted intellectual

capital4. Highly inefficient5. Lower productivity6. Little innovation7. Little need for higher

level and creative thinking.

Wasted intellectual capital

In a Flattened World: Opportunities Expand but Competition and Cooperation Increase

How do economic units increase productivity? Flatten The Organization into Problem Solving Teams

TeamTeam TeamTeam TeamTeamTeamTeam TeamTeam

1. Define problems2. Locate information3. Critically evaluate information4. Synthesize and solve problems5. Communicate solutions

These teams take full advantage of their intellectual capital to the extent their education system has prepared them for this.

Greater Intellectual Capital Use = Greater Productivity

Which tool has been used by economic units to increase productivity and compete?

TeamTeam TeamTeam TeamTeamTeamTeam TeamTeam

Online Research and Comprehension•Define problems1.Locate information2.Evaluate information3.Synthesize and solve problems4.Communicate solutions

The Internet

Recent productivity gains are due to using the Internet to share information, communicate, and solve problems (van Ark, Inklaar, & McGuckin, 2003; Friedman, 2005; Matteucci, O’Mahony, Robinson, & Zwick, 2005).

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.

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 Evaluate Synthesize Communicate

Castek, 2008; Coiro & Dobler, 2007; Henry, 2007; Leu, Castek, Hartman, Coiro, Henry, Kulikowich, & Lyver, 2005;Leu, Kinzer, Coiro, & Cammack, 2004Leu, O’Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009

Castek, 2008; Coiro & Dobler, 2007; Henry, 2007; Leu, Castek, Hartman, Coiro, Henry, Kulikowich, & Lyver, 2005;Leu, Kinzer, Coiro, & Cammack, 2004Leu, O’Byrne, Zawilinski, McVerry, & Everett-Cacopardo, 2009

Online and Offline Reading Comprehension Are Not Isomorphic

(r=0.19, n = 89, N.S.)

Leu, Castek, Hartman, Coiro, Henry, Kulikowich, Lyver, 2005

Leu, Castek, Hartman, Coiro, Henry, Kulikowich, Lyver, 2005

Online ReadingComprehension = ORCA Blog

Offline Reading = Connecticut Mastery Test (CMT)of Reading Comprehension

CCSS:The New Literacies of 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 Literacies: Online Reading Comprehension:1. Identify a problem2. Locate information3. Evaluate information4. Synthesize information5.Communicate information

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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.

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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 6Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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How Are We Doing?

State Assessment Policies in ReadingNot 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.

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 gradestudents classified as “Needs Improvement” would move up to the “Proficient” performance level with word processors.

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).

Instruction: The Rich Get Richer and The Poor Get Poorer

Leu, McVerry, O’Byrne, Zawilinski,Castek, J., Hartman, D.K. (2009). Leu, McVerry, O’Byrne, Zawilinski,Castek, J., Hartman, D.K. (2009).

New Assessments are Coming with CCSS in 2014

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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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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.

What Does This Study Suggest?

What Does Instruction With CCSS Look Like In a World of Online Information and Communication?

Two Classrooms

Grade 2: Morning Message of the Day

http://www.epals.com/search/maps/




Grade 7, Language Arts: Online International Projects

Hey! Let’s do Gary Paulson???

Yeah! I got some great ideas. Let me send them to Tomas and Ben in the U.S.

We’re on it! Making a web page now.

Monique, South Africa

Ben and Tomas, Connecticut

Jose, Costa Rica

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What Can I Do In My Classroom to Prepare Students for CCSS?

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1. “Borrow” good ideas and pass them along

Google these key words: 4th grade classroom home page1st grade classroom home page

Get connected to online resources.Google

http://www.google.com/

2. Understand that it is the teacher, not the technology, that makes a difference in classrooms.

3. Use Starfall.com and teacher-tested apps for early reading development

http://www.starfall.com/

4. Use Read Write Think at All Levels

http://www.readwritethink.org/

5. Use Internet Workshop as An Instructional Model

Videos

http://www.janbrett.com/

http://ctell.uconn.edu/canter/canter_video.cfm?movie=1a_new_technologies.mov

6. Use ePals, or another free, student safe email package

http://www.epals.com/

7. Teach the reading comprehension skills of locating information

8. Teach critical evaluation

http://zapatopi.net/treeoctopus.html

9. Help the last become first.

QuickTime™ and aSorenson Video 3 decompressorare needed to see this picture.

10. Explore the potential of Wikipedia

http://en.wikipedia.org/wiki/Minot,_North_Dakota

11. Explore the Use of VoiceThread (voicethread.com)

http://voicethread.com/?

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

13. Use Internet Morning Message of the Day

14. Use a Blogand a Wiki

Mary Castle’s first grade blog http://michellesmelser.blogspot.com/

Mr. Thompson’s second grade classroom bloghttp://gcs.infostreamblogs.org/tthompson

Mary Kreul’s 4th grade classhttp://mskreul.edublogs.org/

Mr. Monson’s Grade 5 Bloghttp://classblogmeister.com/blog.php?blogger_id=59644

TAS Grade 3 ESLhttp://grade3esl.blogspot.com/2008/08/welcome-to-20082009-school-year.html

http://michellesmelser.blogspot.com/

http://gcs.infostreamblogs.org/tthompson

http://mskreul.edublogs.org/

http://classblogmeister.com/blog.php?blogger_id=59644

15. Use Wordle To Bring Print Alive

Remember:Keep a patient heart and help others on their journeys.

The Challenges Of Change

As Challenging As Change Appears, We Know This…The Leadership That You Provide…

Determines The Future Our Students Achieve!

Thank you!