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Enabling the CCSS version of exemplary adolescent literacy.
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Rescooped by Lynnette Van Dyke from Teacher Tools and Tips!

Little Red Riding Hood.Shifting to 21st Century Thinking » Malice is in the Eye of the Beholder

We all know the story of Cinderella, the classic fairy tale of rags to riches. But I’m sure most of us have never stopped to think about why this story continues to be read to children around the world, the complexity of the characters, and the social messages that you can extrapolate from it. The illustrations alone in Cinderella: An Art Deco Love Story retold by Lynn Roberts and illustrated by David Roberts, tell a compelling story of a battle of class, gender and belief systems.

The social themes underlying the art deco version of Cinderella are important to take note of in analysing the characters, because it is the underlying socio-cultural themes that reveal their complexity. In interpreting the characters motives and actions, it becomes clear that Cinderella and her step-family are far from moral opposites because they are ultimately pursuing the same agenda by the same set of cultural rules and norms.


Briefly speaking, Cinderella: An Art Deco Love Story is set in a society in which women are objects whose value is determined by the men in their lives. They are not valued for their hard work or intelligence, but as a physical manifestation of a man’s material wealth. Therefore women are concerned with men, beauty, and fashion, as they play an important role as signs of class distinction and social status. The material objects in the illustrations are important signs of this relationship.


This thinking object evolved out of a previous thinking object based on Cinderella: An Art Deco Love Story, titled How much is Cinderella’s father to blame for her situation? which provided students with a framework to analyse the moral ambiguity of the father character.

Via Sharrock
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Rescooped by Lynnette Van Dyke from Instruction & Curriculum (& a bit of Common Core)!

Can Students ‘Go Deep’ With Digital Reading?

Can Students ‘Go Deep’ With Digital Reading? | AdLit |

While ever more schools adopt textbooks and student reading materials to digital readers like iPads and Chromebooks, some recent research suggests students may comprehend more from reading print. Middle school students who read from both print and e-books showed they understood more of what they read from the ink-and-paper book


Via Nik Peachey, Helen Teague
Mary Starry's curator insight, September 12, 2014 11:24 AM

As students buy fewer textbooks and utilize more e-books provided by institution purchase, such as PharmacyAccess, this needs to be kept in mind.  Do we need to provide paper handouts of the key points? Should students take notes or create mind-maps of the key points to help further reinforce what they are reading electronically? There is also new studies highlighting the importance of note taking. Faculty may need to develop new approaches to achieve the deeper learning desired in our electronic device world.

Helen Teague's curator insight, September 13, 2014 6:40 AM

This is a thorough treatment of the subject and is another reason to have several options for students to have choices of both the methods and deliverables of their learning.

Larissa Bonthorne's curator insight, September 13, 2014 6:44 AM

Interesting article about the differences between digital and print reading.

Rescooped by Lynnette Van Dyke from Eclectic Technology!

Can we read with our ears? - Innovate My School

Can we read with our ears? - Innovate My School | AdLit |
Different students have different ways of learning, and this is absolutely true for literacy. Jules Daulby, whose wheelhouse includes SEN and English teaching, discusses how a certain amount of pupils are best learning with their ears...

Via Beth Dichter
Beth Dichter's curator insight, July 3, 2014 10:08 AM

This post begins:

"In order to be an effective reader, two skills are required:

  • the ability to decode or make sense of letter / sound correspondences 
  • the ability to comprehend or understand the meaning of the text"

The post also provides access to an interview with Dr. Keith Stanovich who "argues that reading improves ‘crystallized intelligence’ and compares children who do not learn to read with those who do, by using ‘the Matthew Effect’ analogy."

The question remains, how do we help students whom do not read well, who have difficulty decoding text? We need to seriously consider the options, which include aural text (as in text that is read to students).

This issue is close to my heart. We want our students to be successful, yet we do not provide tools that are readily available to all who would benefit from them. This post looks at resources that are available in England for struggling readers. I will add a number of resources that are available in the US, and others may add resources for their countries in the comment section.

The question that each of us must answer is should we advocate for our students who are struggling with their reading skills to be able to use TTS (text-to-speech) programs that provide them with the ability to listen to the text and understand the text, without necessarily relying on their decoding skills? Do we give them the opportunity to level the playing field? By providing students with access to text that meets their learning style, we have given them the opportunity to be successful.

Today there are many free (or low cost) tools available that allow students to have text read to them. In the US two key players that help provide text to students (think books) with diagnosed reading disabilities are Bookshare, which provides free access to many books as well as TTS software and Learning Ally, which has many resources for students with dyslexia but may also require a membership fee. Additional sites to check out are Natural Voice Reader, which will read digitized text directly from a website and Rewordify, which will simplify the text.

Do you know free (or low cost) tools that help struggling readers? Please share them in the comment section.

Rescooped by Lynnette Van Dyke from 21st Century Learning tools!

Books Change How a Child's Brain Grows | Wired Science |

Books Change How a Child's Brain Grows | Wired Science | | AdLit |

Books and educational toys can make a child smarter, but they also influence how the brain grows, according to new research presented here on Sunday at the annual meeting of the Society for Neuroscience.

Via Sally DeCost, Deborah McNelis, M.Ed, Tom Perran, VídeoAulas ByAna
Deborah McNelis, M.Ed's comment, October 20, 2012 11:50 AM
A valuable article on important research. Continuing to share evidence of what is best for developing brains is essential to making a positive impact.
Audrey's comment, January 29, 2013 5:37 AM
I would agree. Do have a look at all the educational toys to be found on
Rescooped by Lynnette Van Dyke from Effective Education!

Reading Sage: Webb's Depth of Knowledge (DOK) | Bloom's Taxonomy vs. Norman Webb's depth of knowledge

The Common Core Standards are the cornerstones of the Smarter Balanced and PARCC assessments, Webb’s Depth of Knowledge (scale of cognitive demand) and Blooms Revised Taxonomy (levels of intellectual ability) are the framework and the structures that will be used to evaluate students. Assessing curriculum, developing formative assessments, evaluation curriculum, and evaluation of students knowledge at the highest levels is being shared by two progressive cognitive matrices. Depth of knowledge, and complexity of knowledge is the heart of the more rigorous assessments being implemented in 2014. They share many ideas and concepts yet are different in level of cognitive demand, level of difficulty, complexity of verbs vs. depth of thinking required, and the scale of cognitive demand. Teachers need to learn how the frameworks are used to develop curriculum and how to use them to enhance instructions. Teachers and students can use Blooms Questions Stems and Webb’s DOK questions stems to create higher order thinking and improve achievement. 80% of the PARCC assessments will be based on the highest levels of blooms and the deepest levels of Webb’s DOK. Are you ready to use the DOK or Blooms daily in your class? 

 The links below are a great resources of Blooms Taxonomy and Webb’s Depth of Knowledge.Levels of Thinking in Bloom’s Taxonomy and Webb’s Depth of KnowledgeHess’ Cognitive Rigor Matrix & Curricular Examples | Revised Bloom’s Taxonomy | Webb’s Depth of Knowledge GuideDepth of Knowledge: Assessing Curriculum with Depth and MeaningBlooms and Webb ComparisonDepth of Knowledge ConsistencyDeveloping Higher Order Thinking Questions Based on Webb’s DOK andFCAT Content ComplexityPARCC Transition Information: AIMS Test and Common CoreDOK Question StemsDepth of Knowledge (DOK) LevelsINTRODUCTION TO WEBB’S DEPTH-OF-KNOWLEDGE LEVELSMathematics Depth-of-Knowledge LevelsDepth-of-Knowledge Levels for Four Content Areas

Via Sharrock, Mark E. Deschaine, PhD
Sharrock's curator insight, November 19, 2013 3:37 PM

Links are useful as well as the exploration.

Rescooped by Lynnette Van Dyke from Literacy Gone Wild!

Infographic: 10 Principles for Effective Vocabulary Instruction > Eye On Education

Infographic: 10 Principles for Effective Vocabulary Instruction > Eye On Education | AdLit |

Via Beth Dichter, Jacqueline Hanlon
Donna Shattuck's curator insight, August 8, 2013 7:02 AM


Vocabmonk's curator insight, September 9, 2014 5:44 AM

10 Principles for effective Vocabulary.

Marisa Martinez's curator insight, May 11, 2015 5:44 PM


Rescooped by Lynnette Van Dyke from EDTECH - DIGITAL WORLDS - MEDIA LITERACY!

Video Games Can Help Dyslexic Kids Read Better | The Atlantic Wire

Video Games Can Help Dyslexic Kids Read Better | The Atlantic Wire | AdLit |
Discovered: Video games can help dyslexic kids read; pregnancy increases foot size; around 100 million sharks are killed annually; mammalian sperm swims upstream. 

Via Monica Mirza
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