Friday, June 26, 2015

Kwame’s Pulchritudinous Book

Three chapters of Crossover had convinced me that Kwame was a genius... a genius-wordsmith.  Look at this list of SAT words, or valuable vocabulary, embedded into the text of the first few pages:

Agitating
Dubious
Distinction
Evidence
Banished
Confrontational
Phenomenal
Trembles
Impersonation
Opponent
Decline
Legendary
Calamity
Undesirable
Injurious
Random
Pulchritudinous
There you go: Pulchritudinous.  So, even if we knew the others on the list, we probably haven’t used pulchritudinous in the last few days.  It was easy to decode from the context clues—simple in fact, and even defined on the following page.  Kudos to this hip-author writing basketball books, in captivating almost-rap-style modeling the value of articulation. 

It wasn’t vocabulary, which won him the Newbery award, however.  It was the weaving of words, to spin a yarn, which the reader could relate to. Who hasn’t been jealous of their sibling?  Who hasn’t lost a hero? Who hasn’t been proud of ability or upset by loss?  So, I take off my hat to a man who writes with distinction, articulates the difficulties of coming of age and overcoming adversity. He models hope to teens, encouraging them to triumph over life’s difficulties.

Hat's off to Kwame as he accepts his Newbery award this Sunday at the Gala in San Francisco for this pulchritudinous tale. (Yes. I know. I know. I've used this word out-of-context.)

Instructional EQ’s:
How does vocabulary reflect a command of the English language? 
How does literature reflect real life issues?


Pictures below of Susan Polos, librarians, Bedford Central Schools, NY with her visit from Kwame.  See this great article (click here) spotlighting getting "Fired UP for Reading" with Kwame pictured on the front, and featured story beginning on page 17. These two local programs highlighted in this article, spotlights the value of a strong reading program.  
Kwame Alexander and the Newbery Banquet held in Bedford Hills Elementary School 

Kwame Alexander, students, and Susan Polos, President-elect NYS Section of School Librarians


Monday, June 8, 2015

Blackholes, Beauty, Adjectives & Discovery

This TED talk was thoroughly beautiful, amazing, spectacular, unbelievable, puzzling, and more!  When I viewed this my mind immediately thought of educational uses. Fact:The person doing the thinking, is doing the learning. Fact:The brain is lazy, and needs to be inspired to work. Fact:Students need a reason to read or research. Fact:There are soooooo many opportunities to inspire curiousity, that teachers have no excuse for putting kids to sleep. Let's wake up the class and get them: THINKING, READING, AND RESEARCHING. Who knows? Perhaps someday they'll be studying "Blazars."
 Quick CCSS-aligned lesson to encourage "short term research assignments:"

  • Show this TED talk and amass a list of questions. 
  • Essential Question: How does space science (astrophysics) puzzle us?
  • Ask students to describe what they saw.  Tell them you "value vocabulary" and ask for expensive adjectives. (model this)
  • Brainstorm a list of questions students might have, after watching the video. 
  • Have each student pick a question or two. 
  • Research the answers - a "mini-Inquiry" 
  • Hold a "meeting of the minds" and share new knowledge.


video

Friday, June 5, 2015

Are You Ready for Research?

Here's an idea to tuck into the back of your mind for next year.  Prior to our 8th grade annual "inquiry based research project,"  I decided to poll the students to capture their pre-assessment on video.  This was not a scientific measurable pre-assessment, but more of a qualitative, fun endeavor.  I asked the 8th graders a variety of questions and they candidly answered.   After creating this short movie we showed this in the ELA classrooms prior to this, their first large research project. Not only did they laugh, but they serendipitously, were ready to listen.  We were amazed at the success of exposing ignorance.

You may hear a reference to www.librarydoor.com, as that was our school district research site that I had maintained for years, but subsequently has been replaced. It was set as the homepage on every library computer in the building (we had 75 computers in the library and the attached two labs).

I'd like to share that my goal after this, was to vertically align the research skills taught so that students wouldn't arrive in 8th grade needing so much triage. This worked.  We were able to get district support to incrementally build capacity starting in the early grades.

As with many projects, once I started this, I was able to enlist the help of techy 8th graders (Andrew, specifically featured in the movie), to help splice comments and free up my time to move on to other things...).  Enjoy the show!

Sunday, April 19, 2015

Questioning is the KEY for Success!

When Wiggins & McTygue launched a focus on Essential Questions, almost twenty years ago, they were ahead of the pack.  With the evolution of the Tech-dependent Millennial generation, EQ's are imperative for instruction.  The correct EQ will turn an assignment into a "discovery" to find the correct answer, using the vocabulary of the discipline!  The wrong assignment question will provide nothing more than a fact-fetching online session.

 EQ's can  transfer the learning responsibility into the student's hand and prevent the scenario pictured below. 
 

(Text from Sorry You're Lost, by Matt Blackstone) 

I'll be delivering PD on this Monday morning, in Missouri --for any educator attending MASL Conference, but most reading this will not be in Mark Twain territory for this event.  Listed below are a few sample EQ's which demonstrate how the right EQ can empower a student to learn.  These samples are 9 examples of the 99 Essential Questions found in our book, Rx for the Common Core, available via Libraries Unlimited.  (Use discount code: Q21520 for 20% off.)

EQ: Why do we need to be concerned about Plate Tectonics and your local plate.  
EQ: How is health and wellness defined by the technology of the time? 
EQ: How has the discovery of [your Chemical Element] changed the world?
EQ: How has the migration of people, changed the culture where they landed? 
EQ: How did Jim Crow cause the South to revert to a pre-Civil Way society?
EQ: How do animals think like scientists?
EQ: If you were living in Europe during the 1700's, would you have emigrated to America? 
EQ: How did scurvy impact sailing? 
EQ: Why is your digital footprint a real-world character reference

I'll be talking about EQ's, GQ's (Guiding Questions), TDQ's (Text-dependent Questions), and more, on Monday!  See you if you are in the area!  


Thursday, April 9, 2015

Librarians @ the CORE

Every other week we delightfully see a salary deposit from employers and are reminded that they are at the helm. We work for them--to support their goals, their mandates, and their mission of academic achievement and college and career readiness.   That's right.  They set the direction, not us. States set the standards, grade level benchmarks and more.  They have told us we are to teach to the Common Core Standards and in order to keep the money flowing, we happily accept that challenge knowing that we can package content creatively within any set of standards. We are teachers.

There was a fad almost 20 years ago to have students re-write the poem, "If I Ran the World."  While this was a cute activity, I cannot say it was rigorous or aligned with standards.  In fact, I dare to say...it was rather easy, self-centered, and entertaining? I actually did this after attending an elementary librarian conference where it was suggested. What were they thinking? There was no standard attached.  There was no learning objective.

We teach in an age that requires us to think critically about why we are teaching what we teach.
If you see students for 45 minutes weekly,  you see those students for 30 full hours annually.  Ask yourself the following:

  • What are your learning objectives for those hours?  
  • How can you support College and Career Readiness in those 30 hours?  
  • How can I "show" rather than "tell"?
  • Have I carefully crafted lessons that are: creative, engaging, and providing skills to equip students for success? (We could teach them 30 new tech tools for "Publishing" and I would be aligned with standards....)
Teaching is tough work.  It is not for the faint-of-heart.  But--those with creative ideas and fortitude are amply rewarded by seeing students smile with pride when they authentically craft their knowledge into something they can share.   I remember visiting the HS library a couple of years ago and running into some former middle school students.  Kyle made my day when he remarked, "Mrs. Jaeger!  I miss you and I'll always thank you for turning me on to vocabulary!"    Of course the words he began to proclaim were less-than-stellar such as, heinous, civilian, moniker and other words extracted from Al Capone Does My Shirts.  He was our star rapper when we used Audacity to record. The year was 2007.

Wrap your head around "new standards" remembering that you can be creative with just about anything.  Just weave your standard together some tech tools, valuable vocabulary, an Inquiry Investigation! 

If you do not know how to align your instruction to standards and are looking for ideas, may I suggest our newly published books as pictured below.  These THINK TANK books provide lesson examples for library instruction which have standards noted.  Recently, I received thank-yous from librarians who took the time to email stating these Think Tank books provided just the examples they needed to understand new standards.  


Available via ABC Clio - click here

Monday, March 16, 2015

Limericks, Lear and the Library!

We could interrupt instruction daily to celebrate some holiday, and today is no exception. The trick is to find some way to weave the holidays into your important learning objectives -- without confusing the two.  So, here's a creative example: 

This week holds St. Patrick's Day.  Now teachers often can't be bothered with this holiday, but in library time we may be able to rise to the occasion and teach LIMERICKS.   I used to do this with my elementary students and they got it.  It was a simple ELA integration that classrooms didn't have time for, and yet the kids could have fun.  

The pattern is simple: AABBA (See the wikipedia explanation, if you need the history.)  
I would read a couple of Lear's Limericks and then we would model writing one together.  The rest of the time, they would attempt to create one, and it worked.  They rose to the occasion.  (In addition, they learned that literary books were in the 800's....) 

To make this more educational, you could choose to have them create Limericks about some subject matter they are studying in their classroom such as: Patriots, Colonists, Explorers, the Digestive System, Chemical Elements etc.  Why not?  Creation is the key! 


There's a noble gas named radon
Which is 100 times heavier than Hydrogen
I don't understand why 
But I so desperately try
That's why I'm not working in Chem


There once was a Colonist name Benedict
He was a hero, heretic, and derelict 
He loved his money
and sold his soul with his honey
So he escaped before George could convict  


This doesn't get to the "deep understanding" that new standards such as the CCSS call for, but it's a fun activity that your students may remember!  

Thursday, March 12, 2015

Eavesdropping Barbie a Smash Hit for Instruction!

Wow.  When I read in the Washington Post  about Mattel's new "eavesdropping Barbie," my adrenaline started to flow with the thought of instructional possibilities: Close Reading discussion and debate, seed text for research, CyberSafety, Patriot Act, Right to privacy, Bill of Rights, and more.  Just think about this Essential Question which would spark curiosity setting the stage for focused reading: 


EQ: Has technology evolved beyond its' own good?  

Guiding Questions for discussion or Text-dependent Questions: 
  • How do toys reflect the culture? 
  • Is there a potential for criminal activity? 
  • Would the Bill of Rights have anything to do with this? 
  • Would the Patriot Act have anything to do with this? 
  • Has Mattel toy company exceeded "childish" things with this new Hello Barbie
  • How does talking Barbie compare to talking Elmo? Why is it okay for Elmo to talk, but not Barbie...in this case? (This is an example of a TDQ which gets the kids to examine the text to see that it's not the talking that's the issue--but rather the listening.) 
This sample close reading piece measures a 10.5 on the Fleisch-Kincaid reading measure making it so appropriate for a great HS discussion piece.  It even has ample of great Tier 2  (SAT words) vocabulary words such as: Advocacy, advocates, affinity, subtle, vulnerable, confide, and more. If an ELA class was reading Brave New World, 1984, or some other dystopian novel, this could be paired with it to bring the material into the real world.  

 
(If you don't know how to measure readability statistics, read this blog posting: Click here )

Now we know that not everyone will be able to use this gem from the Washington Post. It is not a primary source document from the Library of Congress.  However, This is an example of using a short Close Reading piece to instigate a discussion --> which leads kids to conclude they don't know enough--> which leads to research to find the answers.  

For those people who need reading material of greater "substance" - consider pairing this with an excerpt from Chief Justice Louis Brandeis' dissenting opinion on the landmark "right to privacy" case of 1928.  Read this paragraph and see how appropriate his words were almost 100 years ago: 
  • MR. JUSTICE BRANDEIS, dissenting. . . . By objections seasonably made and persistently renewed, the defendants objected to the admission of the evidence obtained by wire-tapping, on the ground that the Government’s wire-tapping constituted an unreasonable search and seizure, in violation of the Fourth Amendment; and that the use as evidence of the conversations overheard compelled the defendants to be witnesses against themselves, in violation of the Fifth Amendment.   ...."Moreover, “in the application of a constitution, our contemplation cannot be only of what has been but of what may be.” The progress of science in furnishing the Government with means of espionage is not likely to stop with wire-tapping. Ways may someday be developed by which the Government, without removing papers from secret drawers, can reproduce them in court, and by which it will be enabled to expose to a jury the most intimate occurrences of the home. Advances in the psychic and related sciences may bring means of exploring unexpressed beliefs, thoughts and emotions. “That places the liberty of every man in the hands of every petty officer” was said by James Otis of much lesser intrusions than these. To Lord Camden, a far slighter intrusion seemed “subversive of all the comforts of society.” Can it be that the Constitution affords no protection against such invasions of individual security? . . .  
After this close reading, discussion and debate, a teacher and librarian would again ask the students the Essential Question:  Has technology evolved beyond it's own good?  
Or, is technology a help or a hindrance? 
Ask your students: What else do you want to know about this?  

This is real life research. This is a life-long learning skill. This is relevant to their lives.  This fosters engagement. This is how we slowly make the paradigm shift to student-centered instruction.  Share this with a teacher who is wondering how to foster the "short term" research assignments that the CCSS says should be an "anchor standard." 


Friday, February 27, 2015

6 Ideas for Women's History Research!



As we embark on Women's History Month, why not hunt down a classroom partner to meet the Common Core Anchor Standard:  Research to build and present knowledge.   Here are five essential questions to help spawn a great project.   Just layer technology or another way to "present knowledge," and you will have a student-centered research activity aligned with the new SS C3 standards, ISTE standards, AASL standards, and CCSS Standards!  




EQ: If you were to award a Nobel Prize for Women's Influence, to whom would it be given? Why?  [Build an EBC - Evidence Based Claim- and support your nominee with reasons and real impacts.] Be ready to plead for your nominee at our "Circle of Influence." {With this choice, influence is the focus, not necessarily fame.  This gives the students opportunity to be creative and choose lesser-known people such as Marjorie Merriweather Post, Admiral Grace Hopper, or Anne Hutchinson}

EQ: How could we build a timeline for Woman Change Agents?  Please note when, where and why they were of influence.   For each women on your change-agents timeline, write a paragraph in the first person voice of this person addressing our modern-day culture.   We will be building a wall of fame.   {With this choice are examining change over time...}

EQ: If you could testify at a mock-19th Amendment hearing, what would you say?  We will be voting on whether to pass the 19th amendment. Who will you choose to be and what argument will you bring to the table? We need all voice represented.  You must speak with authority and credibility, based upon your thorough deep research.  {We need many voices: Lesser, Garnett, Minor, Stanton, Anthony, and others you discover.}

EQ: Who do you believe impacted women's role in our culture or history the most?  Research and build an EBC to support your choice.  Be ready to share your knowledge.  {With this choice we are taking a persuasive-evidence angle...}

EQ:  How have women "come a long way baby?" Examine "women's roles" in culture during three centuries of your choice.  Build a storyboard with primary source photos, legislative changes, avatars (or others) and document the women's story of suffrage. 

EQ:  So what would you include in a Women's Evolution Journal? - Use the Social Studies "lenses," build a portrait of women's evolution--ending with the 19th Amendment passage in 1920: Culture, politics, economics, geographical, time (era), and {With this choice we are using the SS lenses as a focus} 

Weave together a few of the choices above and brainstorm a good new end-product such as either a real-life "wall of fame," virtual wall of fame, discussion and debate, or trial for the 19th Amendment Legislative vote.

Thursday, February 26, 2015

Lead Out Loud!

Tired of saying, "Shhhh"? 
Well, then this Amazon listing is for you! Click Here 

It's now time to throw away the decibel monitor, and buy a bullhorn.  Take it from these librarians below (captured by Sara Kelly Johns) who have turned the page on noise.  

In our new standards paradigm, we are being asked to allow students to collaborate, communicate and create!  How can they do that in silence?  Paul Simon may have been a fan of the Sound of Silence, but librarians need to take up the horn and allow discussion.   

If students are to collaborate and communicate, the library should be a space where creative minds are allowed to discuss.  

(Librarians: Katie St. Laurent; Sue Kowalski; Rebecca Buerkett; Rita Foran) Leading the way...Leading out loud at our NYS Conference! 

Challenge of the week:  Examine your research projects to see where they fall on a scale of 1 to 5: Give yourself a point for each below: 

  1. Have you embraced a "social" element within your research? i.e. - Are you allowing your students to discuss the issue, share their knowledge, or brainstorm together? 
  2. Have you crowd-sourced at the beginning of the "connect" or "hook"  or "focus" stage of the inquiry research project? 
  3. Do you have an electronic bulletin board (blog, discussion space, eThread, etc.) for discussion? 
  4. Do you have a discussion section of your library where the students can share ideas, collaborate, etc? 
  5. Do you and your teachers require an element of "creation" within the research project?  eTools, Webtools, paper posters, tactile art, creation, etc? - Something that can be displayed and discussed publicly (either in eForm or paper)? 
If you scored a 5, then perhaps you should order this: click here 

____________________________________________________________________

Here are some sample standards that encourage collaborative discussion: 

CCSS: ('Just a sampling here...)

Comprehension and Collaboration:

CCSS.ELA-LITERACY.CCRA.SL.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.
CCSS.ELA-LITERACY.CCRA.SL.2
Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
CCSS.ELA-LITERACY.CCRA.SL.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.CCRA.SL.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.
CCSS.ELA-LITERACY.CCRA.SL.5
Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
CCSS.ELA-LITERACY.CCRA.SL.6
Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

______________________________________________________________

C3 - Social Studies Standards:      (one small example) 


Dimension 4 (Communicating Conclusions and Taking Informed Action) demonstrate, those means include a range of venues and a variety of forms (e.g., discussions, de- bates, policy analyses, video productions, and portfo- lios). Moreover, the manner in which students work to create their solutions can differ. Students need oppor- tunities to work individually, with partners, in small groups, and within whole class settings.  

http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

______________________________________________________________

ISTE: 

2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
  1. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
  2. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
  3. Develop cultural understanding and global awareness by engaging with learners of other cultures
  4. Contribute to project teams to produce original works or solve problems 

_______________________________________________________________
AASL:  ('Just a sample) 


Skills
3.1.1  Conclude an inquiry- based research process by sharing new understandings and reflecting on the learning.
3.1.2  Participate and collaborate as members of a social and intellectual network of learners. 

Share knowledge and
participate ethically and productively as members of our democratic society.
3.1.3 Use writing and speaking skills to
communicate new understandings effectively.
3.1.4 Use technology and other information
tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.5 Connect learning to community issues.
3.1.6 Use information and technology ethically
and responsibly.
3.2 Dispositions in Action
3.2.1 Demonstrate leadership and
confidence by presenting ideas
to others in both formal and informal situations.

3.2.2 Show social responsibility by
participating actively with others in learning situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working
productively with others.  
http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf

Wednesday, February 18, 2015

Research Bulletin Board Ideas

Since Bulletin Board ideas are some of the top hits on this blog... here are 6 more for you!

PLEASE, PLEASE  remember - Interactive bulletin boards are more engaging for students.  90% of the bulletin boards I see are "teacher delivery" of facts.   Your question should be:  How can I create a bulletin board where student's contribute to the content?  So these ideas reflect this premise.  These are ideas where the kids contribute content...thereby transferring ownership and fostering engagement. 

1 - Wonder Wall - What are you wondering about today?  - Light bulbs templates where kids can post questions that are either related to a deeper content investigation.... or just something random such as, "Why do insects have more legs than humans?"   You could launch this bulletin board by showing them a wonder from "Wonderopolis" - asking what they think on the wonder...and then show them the short video clip answer from Wonderopolis.

2 - Question Stems -- In order to incubate the ability to question, place a major topic-problem-picture-or fact in the center of the bulletin board.   Ask the students to come up with the ?'s about the picture-problem-fact etc.   That way the kids see how one question...leads to many more.  This incubates their questioning ability.  Change the central question weekly.  When students have free time, ask them to brainstorm questions for the central idea.  If you have time, investigate the big idea on Friday for closure and place a new question-picture-problem-or-fact  up for Monday.

3 - Fascinating Facts I Found -  Pre-cut fact "F's" out and have them handy for kids to jot down something new they learned in a book, on a database, or during research.  Contribute those to the FF bulletin board.

4 - Spring Board!  - Dress the empty bulletin board for Spring and then teach a database asking kids to find a great Spring fact for contribution.  Here's an essential Question for the middle:  EQ - Why is Spring important?  Ask them to use the "vocabulary of the discipline" if they can (i.e. vernal, equinox, rotation, etc....)

5 - Seasoning Reasoning - EQ: Which season is the most important?  Find me a fact to support your claim! - Once again, asking kids to contribute to the board builds knowledge.  When their peers post something, they'll be reading other's claims.

6 - Research Beyond Road Signs  - Catch attention at the secondary level by asking them to find more than the "obvious."  This is like research.  We must move beyond the obvious to the why, how, what if, does... Place that statement in the middle of the board! Ask students in your library with nothing to do...to find you these obvious duh signs as below!