pack n go strategies for digital...

PACK–N–GO STRATEGIES

FOR DIGITAL LEARNERS

Dr. Sybil M. Farwell

Dr. Nancy L. Teger

Today!

• Paradigm shift

• From passivity to activism

• To “movement entrepreneurship”

• To global culture powered by social

media

• Paradigm shift

• Empower students to

construct own meanings and

understandings

• Agility and flexibility of

libraries crucial

Pack–N–Go Strategies

Describing today’s context

Repackaging lessons

Emphasizing informational

text

Embed technology tools

• Locate information

• Construct new knowledge

Today’s Context

• Goal • Prepare students for postsecondary and

workplace challenges

• Research skills • Integrated into a holistic context

• Included in the Writing standards

• Reading skills • Emphasis on informational text and text

complexity

• Focus on reading texts within grade band

• Emphasis on reading in the content areas

• Writing skills • Emphasis on writing varied types of texts

• Usage of technology for collaboration and broader audience

Common Core State

Standards Initiative

Today’s Context

• Goal • Prepare students to be independent and

lifelong learners

• Dispositions • Described as an understanding of own

responsibilities and self-assessment strategies

• Research and inquiry skills • Integrated throughout standards

• Presented in more detail than in the CCSS

• Reading skills • Described as a foundational skill

• Emphasis on reading and understanding all types of text in a variety of formats

AASL Standards

Today’s Context

FINDS Provides statewide research/inquiry process model

Details steps in research process

READS

Offers framework for skills relating to reading and literature appreciation

http://www.fldoe.org/bii/Library_Media/

http://readsresources.wikispaces.com/

http://www.fldoe.org/bii/Library_Media/

http://readsresources.wikispaces.com/

Today’s Context

• Collaboration • Provides opportunities for “distributed

intelligence” experiences

• Offers physical and virtual opportunities for collaboration

• Integrates technology applications into teaching and learning

Participatory Culture

• Applications • Informs teaching and learning

• Provides expectations

• Validates learning experience and school library instructional program

Assessments

Repackaging Lessons

• Lesson plan checklist Repackaging

lessons

• Backward planning • Start with standards

• Include • Participatory learning

• Collaboration (virtually, physically)

• Technology usage

Suggestions

Backward

Planning Common Core State

Standards

FINDS

and/or

READS

American Association

of School Librarians

CCSS Reading – Science/Technical (Gr. 6-8) 9 Compare and contrast the information gained from experiments, simulations,

video, or multimedia sources with that gained

from reading a text on the same topic

FINDS 3.1 Read, evaluate, and select

information to answer search need, working

in groups or individually.

READS 2.2.1 Analyze and compare a variety

of historically and culturally significant

works in various formats

AASL 1.1.5 Evaluate information found in selected sources on

the basis of accuracy, validity,

appropriateness for needs, importance,

and social and cultural context.

Strategy: Integrate Critical Reading

Strategy: Integrate Critical Reading Skills

CC Reading – Informational Text 7 (Gr. 11-12) Integrate

and evaluate multiple sources of information

presented in different media or formats . .

FINDS 2.2.2 Create and apply evaluative criteria for selecting

resources (e.g., relevance, currency, authority, coverage, appropriate reading

level).



appropriateness for needs, importance, and

social and cultural context.

Strategy: Provide Opportunities for Evaluating Resources

Strategy: Provide Opportunities for

Evaluating Resources

CC Reading/Social Studies–1 Determine the

central ideas or information of a primary or secondary

source


resources (e.g., relevance, currency, authority, coverage, appropriate reading

level).



appropriateness for needs, importance, and

social and cultural context.

Strategy:

Use Primary

Sources

Strategy: Use Primary Sources

• What’s happening in the cartoon?

• Cite textual evidence on the viewpoints from your reading.

• What do you see that may be a symbol?

• How is time represented here?

• What is the cartoonist’s opinion?

CC Speaking and Listening 1b – Follow rules for collegial discussions, set specific goals and deadlines,

and define individual roles as needed.

READS - Develop 3.4.1.3 Create an original work or a

response to a creative work, checking work against a teacher or librarian produced

rubric.

AASL 2.1.5 Collaborate with others

to exchange ideas, develop new

understandings, make decisions, and solve

problems.

Strategy: Give Students a Voice

http://www.screenr.com/embed/cUT7

CCSS Science and Technical 8

Distinguish among facts, reasoned judgment based on research findings and

speculation in a text

FINDS 3.1.5

Select relevant details to answer questions

FINDS 3.1.7 Identify author’s perspective

and ideas and information

AASL 1.1.7 Make sense of information

gathered from diverse sources



Text Complexity Grade Band

Gr. Lexile ATOS

4-5 770L – 980L 3.0-5.7


• What is the author’s purpose for

writing this article? Cite

evidence from the text.

• Why have pet owners been

dumping snakes in the

Everglades? Cite evidence from

the text to support your answer.

Other Sources: What other invasive species have

been found in the Everglades?

CCSS Reading Science/Technical 2

Determine the central ideas or conclusions of a text

FINDS 3.2.1 Compile notes using appropriate

strategies

3.2.3 Record sources of information used

AASL 1.3.3 Follow ethical and legal

guidelines in gathering and using information

Strategy: Incorporate Notetaking – Multiple Sources

Strategy: Incorporate Notetaking

– Multiple Sources • Combines

reflection and

notetaking

• Offers

opportunity to

use print and

digital resources

Strategy: Incorporate Notetaking

• Collaboration possibilities

• Word processing program

• Noodletools

• Diigo

• Evernote

• Google.docs

CCSS Reading Informational Text 10

By the end of the year, read and comprehend literary

nonfiction at the high end of the grades 6-8 text complexity band,

independently and proficiently

READS 2.2.1 Demonstrate

knowledge of the distinguishing

characteristics of literary and media

genres

AASL 4.1.4 Seek information for

personal learning in a variety of formats and

genres

Strategy: Promote Understanding of Nonfiction Genres

Strategy: Increase Use of Nonfiction

Nonfiction Texts

Informational Texts

Biography

Autobiography

Memoir

Narrative Nonfiction

Expository Nonfiction

Procedural Texts

Persuasive Texts

Fourth Grade 50% Fiction 50% Nonfiction

Eighth Grade 45% Fiction 55% Nonfiction

Twelve Grade 30% Fiction 70% Nonfiction

CCSS Reading Informational Text 10 By the end of the year, read and comprehend literary

nonfiction at the high end of the grades 6-8 text complexity band

independently and proficiently

FINDS 2.2.3 Identify and use primary

sources and secondary sources (e.g., biographies)

AASL 1.1.6 Read, view, and listen for

information presented in any format

Strategy:

Increase

Use of

Biographies

Strategy: Increase Use of Biographies

• Promote across content areas

• Use as writing models

• Provide variations

• Autobiographies

• Memoirs


• Expand with Internet sites

• Educator’s guide to Dave

• Online biography


Analyze the interactions between individuals, events,

and ideas in a text


resources

AASL 1.1.4 Find, evaluate, and select

appropriate sources to answer questions

Strategy:

Increase Use

of Narrative

Nonfiction

Strategy: Increase Use of Narrative Nonfiction

• Characteristics

• Combines factual information with story format

• Uses chronological approach

• Alternative name

• Literary nonfiction

Strategy: Increase Use of Narrative Nonfiction

• Individual text use

• Analyzing text

• Summarizing

• Multiple text

• Comparing texts

• Facts

• Treatment

• Text features


Determine a central idea of a text and how it is

conveyed in particular details

FINDS 2.3.3 Use headings, captions,

keywords, glossaries, tables of contents, and

indexes

READS 3.1.3 Determine central

ideas and details of a work

AASL 1.1.7 Make sense of information

gathered from diverse sources by identifying .

. . main and supportive ideas

Strategy:

Increase Use

of Expository

Texts

Strategy: Increase Use of Expository Nonfiction

• Types

• Magazines

• Web sites

• Newscasts

Strategy: Increase Use of Expository

Nonfiction

• Types

• Newscasts

• Radio

• Television


Determine the meaning of words and phrases as they

are used in a text . . . Including technical meanings

FINDS 2.3.3 Use headings, captions,

keywords . . .

AASL 4.3.2 Recognize that resources are

created for a variety of purposes

Strategy:

Increase Use

of Procedural

Texts

Strategy: Increase Use of Procedural Texts

• Characteristics

• Provides directions or describes a process

• Uses cause and effect

• Shows temporal sequence

Strategy: Increase Use of Procedural Texts

• Suggestions

• Sequencing

• Storytimes

• Library routines

CC Reading – Informational Text 6

Determine an author’s point of view or purpose in a text

in which the rhetoric is particularly effective,

analyzing how style and content contribute to the

power, persuasiveness, or beauty of the text

FINDS 3.1.8 Recognize that ideas

and information can be enhanced or distorted (e.g., persuasion or

propaganda).

AASL 1.2.4. Make sense of information

gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information,

and point of view or bias

Strategy: Use Persuasive Texts


Provides factual information

Intends to convince reader

Takes a stance

Uses arguments and claims

Often contains bias or propaganda

CCSS Reading – Literature 10 Actively engage in group

reading activities with purpose and understanding

READS K.1.2 Participate in listening and viewing activities

READS K.2.1 Genre and media formats

AASL 4.2.4 Show an appreciation for

literature

Strategy: Expand Storytime Activites

Ittle Miss Muffet

Sat on a tuffet,

Eating her curds and whey;

Along came a spider,

Who sat down beside her

And frightened Miss Muffet

away.

Storytime

-Read nursery rhyme and pair

with nonfiction easy readers on

insects

-Ask questions about Miss

Muffet’s reaction to the spider

Strategy: Expand Storytime Activites .

Rub-a-dub, three men in a tub,

And who do you think they be?

The butcher, the baker,

The candlestick maker,

Turn them out, knaves all three.

ack and Jill went up the hill

To fetch a pail of water;

Jack fell down and broke his crown,

And Jill came tumbling after.

Then up Jack got and off did trot,

As fast as he could caper,

To old Dame Dob, who patched his nob,

With vinegar and brown paper.

Strategy: Expand Storytime Activities

• Explore topics of books

• Blackout

• Night sky, electricity, activities of

family members

• Incorporate reading skills

• Compare/contrast

• Fiction and nonfiction

• Text structures

CCSS Literature 4 Describe the meaning of

words and phrases as they are used in a text

Informational Text 4 Determine the meaning of

general academic and domain-specific words and

phrases in a text

READS 3.2.1 Identify an author’s or

illustrator’s style (e.g., word choice, use of figurative language,

medium)

AASL 4.1.3 Respond to literature and

creative expressions of ideas in various

formats and genres

Strategy:

Emphasize

Vocabulary

Development

Poverty level families = 13 million words

Working class families = 26 million words

Professional level families = 48 million words

ease porridge hot,

Pease porridge cold,

Pease porridge in the pot,

Nine days old.

Some like it hot,

Some like it cold,

Some like it in the pot,

Nine days old.

Use Google :) Simply

type in the word "define"

followed by a colon and

the word itself

ie:

define: pantheist

Google will give you the

definition as well as an

audio of the word too.

Strategy: Emphasize Vocabulary Development

Meanwhile, Rufus noticed an odd scent in the

air. Indeed, he knew a wolf when he smelled

one.

alfresco

chutzpah

debut

hibachi

smorgasbord

wanderlust

CCSS Reading Literature 5

Explain how a series of chapters, scenes, or

stanzas, fits together to provide the overall structure of a particular story, drama,

or poem

READS 3.2.1 Identify an author’s or

illustrator’s style

AASL 4.1.3 Respond to literature and

creative expressions of ideas in various

formats and genres

Strategy: Expand Literary Activities


• Reader’s Forum

• Select title

• Class set or read aloud

• Author Studies

• Author: Hiaasen

• Other titles

• Background knowledge


• Nonfiction Author Studies - Benefits

• Introduce students to nonfiction

• Enable focus on key CCSS ELA standards

• Author’s work as mentor texts

• Connect content area topics & ELA

• Establish a community of readers

• Lifelong reading


• Author study: Loreen Leedy

• Variety of topics

• Excellent resources

• Florida resident


• Author study: Loreen Leedy

• Mentor texts

• Idioms/expressions

• ibook


• iNK

• Reading Rockets

• Scholastic

• Teaching Books.net (subscription)

• Authors’ website

• Publishers’ websites

• Nonfiction blogs

• Journal articles

Repackaging – Library Perspective

• Instructional support • Collection development

• Gather text sets

• Collaborate to teach skills

• Provide “nonfiction testing” for teachers

• Organize nonfiction book club for staff

Repackaging – Library Perspective

• Schoolwide program

• Organize Nonfiction Family Night

• Inform parents about nonfiction reading

• Sponsor nonfiction reading clubs (Team Nonfiction)

• Highlight nonfiction in displays, promotions, awards

• Create nonfiction book trailers

• Develop school news

• Nonfiction author of the week/month

• Nonfiction genre of the week

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