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Why was Pluto Demoted?
This presentation and related materials can be found at
http://aaslclusters.weebly.com/
Why was Pluto Demoted?
Libraries and Stronger Student Test Scores
through Better Questioning Skills
byMarc Aronson & Dorcas Hand
http://www.wombania.com/pluto.htm
Big Picture:
Bad 31.1% of grade 3-8 students across New York State
met or exceeded the ELA proficiency standard; 31% met or exceeded the math proficiency standard
-- IN OTHER WORDS, 69% DID NOT
The ELA proficiency results for race/ethnicity groups across grades 3-8 reveal the persistence of the achievement gap: only 16.1% of African-American students and 17.7% of
Hispanic students met or exceeded the proficiency standard
IN OTHER WORDS 80+% DID NOT
Worse
3.2% of English Language Learners (ELLs) in grades 3-8 met or exceeded the ELA proficiency standard;
9.8% of ELLs met or exceeded the math proficiency standard 90+% DID NOT
5% of students with disabilities met or exceeded the ELA proficiency standard;
7% of students with disabilities met or exceeded the math proficiency standard
90+% DID NOT
Scary: 5 Largest Cities 80 to 90+% Failure
Met or exceeded theELA Proficiency Standard
Met or exceeded theMath Proficiency Standard
FAILEDOne or both
Buffalo 11.5% 9.6% +/- 90%Yonkers 16.4% 14.5% +/- 85%New York City
26.4% 29.6% +/- 78%
Rochester 5.4% 5% +/- 95%Syracuse 8.7% 6.9% +/- 92%
Splintering “In 2012, there was a 12-point black/white
achievement gap between average third grade English Language Arts scores, and a 14-point gap in eighth grade ELA scores. This year, the respective gaps grew to 19 and 25 points. In 2012, there was an 8-point gap between black/white third-grade math scores and a 13-point gap between eighth-grade math scores. The respective gaps are now 14 and 18 points.” Carol Burris, Op-Ed in WPost, 8/26/13
$ Makes a Difference
CC Shows What We All Know
Family Wealth Family Resources Family Education Family Culture
What can we do to improve achievement and minimize the disparities?
ELA/Literacy: 3 shifts
1. Building knowledge through content-rich nonfiction.
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational.
3. Regular practice with complex text and its academic language.
Why? The CC Challenge For Students Is The Same as it is For
Us
http://www.independenceeventscenter.com/community-ice/Youth-Hockey
Changing on the Fly They/We need to evaluate information, form
judgments, and come to conclusions when The answer(s) are not known and The answer(s) are in contention.
How Does “Information” Apply to the 3 CC Shifts?
1)Knowledge – Content Rich Connections from text to text – Citation as Treasure
Hunt
2) Evidence from text Details, evidence, argument – Compare and Contrast
3) Complex Text; Academic Language Ladder of resources – No Ledge
Are You Starting to See Yourself in the CC Challenge?
You should.
http://tinyurl.com/mg2x6f7
You Know (Or Can Know)
How Materials Connect How to Select Materials that Allow Comparison How to offer students a Complex ladder of
resources
First a Little Test
Name
One author, text, or passage that you think
requires, and rewards, rereading for the age/
grade you serve?
And then there is Shakespeare
http://tinyurl.com/348tbcs
http://tinyurl.com/5rnxu6
Now Name
one NF author, text, or passage - not
from a primary source - that you know
requires, and rewards, rereading for the age/
grade you serve?
http://commons.wikimedia.org/wiki/File:Question_mark_alternate.svg
Hitherto
http://www.flickr.com/photos/lesterpubliclibrary/5100412049/
In Other Words
We compensate for fear that NF is difficult or dull by stressing that it is quick, fast, fun.
Thus, we steer away from NF that is Difficult, rich, complex, has layers of meaning, rewards thought.
How??? How can we prepare students for close
reading and rereading when our entire focus is on proving that NF does not require that effort?
What guidance can we give teachers when we never seek out NF that requires and rewards rereading?
We Need To Train Our Eyes To break down NF Learn to find NF that rewards rereading Learn how to juxtapose NF sources Learn to find NF passages that inspire
questions and lead to deep understanding. We need to provide teachers and
students opportunities for the kinds of reading CC requires.
What Worked in NYC?
Lab Middle – An Example
New York City Deputy Mayor Wolfson Visits Lab Middle; Congratulates Students, Teachers and Administration
Lab is one of 22 NYC schools ranked in the top 25 statewide, as measured by the new more rigorous common core exams
Lab teachers spent two years developing CC Curriculum – full knowledge and ownership
Lab Principal let teachers lead Lab librarians offered CC truly across all reading, all
classes For students…
Astonishing
40% of Lab Middle Students who scored 3 on last assessments moved to 4 on CC
Test captured the way they already read
Key Term: “Argumentative Text”
Across all classes, students compare, contrast, evaluate, juxtapose.
Actively make meaning Not passively identify and define
Knowledge In Formation
That is what Information MUST mean Exercise Mental Muscle Making shape: taking possession of the
information, understanding it, rephrasing it This must characterize the whole school – and
you are the key to creating that atmosphere
Are You Promoting
Argumentative Text? Text connections: fiction to NF; math to
history; ELA to science? Is the library filled with displays featuring
contention and debate? Are you updating the school on great NF that
supports CC?
Second Example: IS 52 Inwood – 60% ELL (97% Dominican)
15% Special Needs Test scores down
BUT Dr. Sal Fernandez: 2013 Elizabeth Rohatyn
Prize from Teaching Matters for supporting teachers and learning
Focused on improvement in different cohorts, largest growth in weakest students
Biggest Impact Most significant vector in your school
score may be the performance of your weakest students
You can have greatest impact by helping those struggling students
Help them read for: Main point; subsidiary point; evidence, argument, POV
Pick two accounts of last night’s big game, one from city (state) that won, one from parallel that lost. Compare – same event, just happened, what details does each use? How is game described?
CCC for CC
Communicate often Collaborate widely Consistent message
Everyone in building learning together
Grant to Build Library at Inwood (IS52) Dynamic librarian seeded the idea
A team weeded library of old/weak/damaged books leaving many empty shelves
Principal sees key need – find librarian to fill shelves (and workstations) with materials that will help students
He understands the librarian is the next key member of his team
Two Schools, Two Stories
In one, scores up – lessons In one, scores down – lessons Don’t mourn, organize And Make Friends
Considering Clusters - Then
• Traditional Library display content• Straightforward• Unbiased• Just the facts
Thanks to Sue Bartle, from a Workshop with Marc Aronson in 2013.
Why was Pluto Demoted?
Returning to our session title,
wouldn’t this be a fun cluster?
Beginning to change
Here we have an open question – How did brothers manage?By juxtaposing these materials, viewers see questions rather than answers.
Clusters that look ahead with more complicated questions.
Questions rather than answers
• Possible Assignment: Consider the Civil War from the perspective of a person or group who were there, but whose voice you have not heard often (blacks, women, immigrant, …)
• How can students & teachers contribute to this cluster, to inspire further questions?
• Can a stand-alone library display be a catalyst for the move to questions from answers?
• What questions come to mind just from this small array of books?
• Is there any “right” answer, or even only one question?
Life in the Civil War- How might your life be affected if it happened now, here, to you? Real people, real wars.
Bosnia1991-1993
Lebanonc. 1991
Two perspectives on the same events
Split personality???
Perspectives on Lincoln – in print
and online
Lincoln's American Dream: Clashing Political Perspectives, edited by Kenneth L. Deutsch and Joseph R. Fornieri (Vol.28, Iss.2, Summer 2007)
“Lincoln, Hollywood, and an Opportunity for Historians” by James Grossman. The Journal of the American History Association (November 2012)
Insights from assassinations
PBS American Experience
What do these men have in common?
What can you learn from their differing experiences with similar challenges? Besides being president, all of these men sent Americans to _______.
How do Libraries communicate? Traditional
Signage & Book displays
Reading lists, Pathfinders
Classroom visits & hallway chats
Newsletters home & PTA presentations
Digital Websites
Online catalog home page & searchability
LibGuides, Pinterest, etc
Electronic newsletters, QR code signage, links in books to author websites….
Referring back to Marc Students/adults need to adapt on the fly They/We need to evaluate information, form
judgments, and come to conclusions when The answer(s) are not known and The answer(s) are in contention.
Supporting Student Achievementthrough Library Displays
Offer different perspectives Provide unexpected juxtapositions Knowledge, Evidence, Complexity Inspire questions that support active
learning Actively make meaning
Activity: You have 15 minutes to develop a Cluster for Monday. Work alone or with a partner. Develop an idea and/or find specific resources
on your catalog or the web. Be prepared to report:
Age group, topic 1-2 key questions that focus your cluster. What do you want your students to consider
when they look at this cluster? What format do you want to use? (book
display, pathfinder, Pinterest, …) [OPTIONAL]
REPORTS
Post your report to http://aaslclusters.weebly.com/blog.html so that everyone can see.
Key Outreach
To Parents – via school, in conjunction with public library
Parents, teachers, admins, must see you for who you are – for the knowledge you have
In Particular “I didn’t realize schools could go without a
library.” Houston Chronicle, Nov. 2013. http://tinyurl.com/nxajlyq
Where books are acquired: 7 to 12
Independent / local bookstore (not a major national or regional chain)
Other online retailer (B&N.com, etc.)
ebook apps
Books-a-Million bookstore
Half-Price Books
Other big box store (Target, Costco, etc.)
Used bookstore
Garage sale/sidewalk sale/secondhand shop
Scholastic book fairs
WalMart or Sam's Club
Scholastic book clubs
School Library
Barnes & Noble bookstore
Amazon.com
Public Library
0% 5% 10% 15% 20% 25% 30% 35% 40%
3%
3%
3%
3%
4%
5%
5%
5%
9%
11%
14%
16%
16%
23%
31%
3%
2%
3%
2%
2%
8%
4%
6%
7%
18%
13%
14%
13%
28%
36%
Fall 12Spring 13
58
4-Wave trend of recommendations (0 to 6)
0%
5%
10%
15%
20%
25%
30%
35%
40%
13%
8%
19%
14%15%
24%26%
29%
8%9%
12%14%
17%19%
27%
38%
Fall 2011 Spring 2012 Fall 2012 Spring 2013
59
Key Point
Library & teacher influence down
People making more decisions on own
60
Types of Books Purchased for Kids (0 - 6)
Graphic Novel
Reference Book
Series/Chapter Book
Non-Fiction Book
Novelty book
Bible/Prayer Books
Interactive
Leveled Reader
Sound Book
Workbook
Beginning/Early Reader
Activity Book
Coloring Book
Picture Story book
0% 10% 20% 30% 40% 50% 60% 70%
5%
7%
13%
15%
15%
16%
20%
21%
21%
28%
35%
42%
55%
66%
3%
3%
13%
11%
14%
16%
17%
17%
23%
27%
35%
45%
59%
65%
GirlBoy
61
Types of Books Purchased for Kids (7 - 12)
Interactive book
Reference Book
Graphic Novel
Bible/Prayer Books
Picture/Story Book
Activity Book
Leveled Reader
Non-Fiction Book
Series Chapter Book
0% 10% 20% 30% 40% 50% 60% 70% 80%
10%
11%
13%
12%
20%
31%
34%
36%
66%
7%
9%
9%
12%
17%
36%
33%
33%
72%
GIRL (487)BOY (519)
62
What were important factors in getting book (0 to 6)???
For girls…… For boys…….
I just needed to pick something fast
There was "buzz" around this book
The title or cover caught your attention
Your child likes the character or series
0% 20% 40% 60% 80%100%
8%
12%
18%
23%
35%
40%
39%
41%
7%
7%
5%
8%
10%
25%
39%
46%
Boys 0 to 6
Major factor
Critical factor
Celebrity author
There was "buzz" around this book
The title or cover caught your attention
Your child likes the character or series
0% 20% 40% 60% 80% 100%
8%
9%
16%
23%
34%
43%
34%
40%
2%
2%
4%
7%
10%
21%
40%
41%
Girls 0 to 6
Major factor
Critical factor
63
What were important factors in getting book (7 to 12)
For girls…… For boys…….
Celebrity author
I just needed to pick something fast
There was "buzz" around this book
You liked the size, packaging, binding
The title or cover caught your attention
It was a good price
Your child likes the character or series
Topic, story, subject or story interested your child
0% 20% 40% 60% 80% 100%
7%
8%
15%
19%
33%
44%
38%
45%
1%
2%
3%
5%
7%
20%
41%
43%
Girls 7 to 12
Major factor
Critical factor
I just needed to pick something fast
Celebrity author
There was "buzz" around this book
You liked the size, packaging, binding
The title or cover caught your attention
It was a good price
Your child likes the character or series
Topic, story, subject or story interested your child
0% 20% 40% 60% 80% 100%
8%
10%
18%
21%
36%
41%
35%
38%
4%
4%
5%
8%
10%
23%
43%
48%
Boys 7 - 12
Major factor
Critical factor
64
Why You Are Needed Parents buying more NF, especially for boys,
BUT they don’t think of you as key resource to help in making selection.
Buying based on topic and celebrity author – not thinking
Put yourself forward – in schools, to PTA, show knowledge of NF, show best in NF, show pleasure in NF – establish your primacy as resource
Big Finish CC stark evidence of splits CC success depends on school-wide focus on 3
Shifts (CCC) Argumentative Text Debate everywhere Text connections everywhere
You are the hub of Informationx3 (CCC) Parent Outreach – establish authority Must develop tech/career track with CC
thinking
You As Apostle of 3C
Communicate Collaborate Consistent
CCC for CC
Communicate often Collaborate widely Consistent message
Outcome
At worst, better school
At best, better school
Dr. Marc Aronson Rutgers University (NJ) bookmarch@aol.com www.marcaronson.com
Dorcas Hand Director of Libraries (PS-8)
Annunciation Orthodox School
Houston, TX handd51@tekkmail.com www.strongschoollibraries.com www.studentsneedlibrariesinHISD.org
Coming February 7 -- Rutgers University hosts first joint All-Day Common
Core event for Principals, Teachers, Librarians
Why Was Pluto Demoted?This presentation and related materials can be found at http://aaslclusters.weebly.com/.
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