1. Part 1: You Can’t Say “No” to Drive-by Collaboration Until You Have a Plan Presenter: Olga Nesi

2. JoAnn Nesi-Lombardi November 12, 1929 – August 3, 2004 My first and best teacher

3. You know - It’s not only about the “research requirement”

4. Writing Anchor Standard 1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. What is missing from this standard?

5. The Common Core “Battle”… Content vs. Process

6. One CCLS Across Three Grades Common Core Anchor Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence In grades 3, 6 and 9: the “task” is the same. What do you think is different between the grades?

7. A Do Now (of Sorts)…

8. Let’s Explore the ESIFC for a Bit

9. The Stripling Model of Inquiry

10. A Selection of Sections… Grade by Grade Benchmark Skills Priority Benchmark Skills (color insert) Priority Benchmark Skills and Assessments Assessments REACTS Taxonomy ESIFC/Common Core Alignment

11. Grade by Grade Benchmark Skills Divided into three Standards: One: Using Information To Build Understanding Two: Pursuing Personal and Aesthetic Growth Three: Demonstrating Social Responsibility Take note: Skills in Standard One are categorized into the Phases of Inquiry. Some bold. Some not. There are no assessments for Standards two and three. Notice overlap between grades

12. Priority Benchmark Skills Color insert All of the Priority Benchmark Skills pulled out and gathered here (namely: the ones that were bolded on the Grade by Grade Benchmark Skills sheets). Ideal for “promoting” inquiry skills to staff Clearly illustrate the “scaffolded” nature of the ESIFC. Skills are introduced at lower levels and revisited at higher grades.

13. Priority Benchmark Skills and Assessments One per grade at the beginning of each grade’s assessments Sorting of assessments into the Phases of Inquiry Center column: Benchmark Use to craft the Learning Objective of a lesson Use to craft the Essential Understanding of a lesson Right hand column: Name of Assessment

14. Assessments Used to: Plan lessons Hold student thinking Assess … ??? What??? Who??? Formatively and Summatively NOTE: Cross-grade use potential

15. A Task - Take 7 to 10 minutes to: Use post-its to bookmark each of the Priority Benchmark Skills and Assessments sheets. Note: Be sure to bookmark all the grades Remember: the assessments are excellent for cross- grade use – both up and down the grades.

16. REACTS Taxonomy & Rigor Think “Bloom’s” for assignments Recalling Explaining Analyzing Challenging Transforming Synthesizing Use to craft better assignments for students Refer to lists of verbs at each level

17. ESIFC/Common Core Alignment An alignment of each and every one of the skills in the ESIFC with each and every one of the Common Core Standards – Including reading and writing standards for Social Studies and Science and Technical Subjects. Notes: Alignment is not one to one. Alignment does not “mix” skills from different grades.

18. How Process Portfolio Cover Sheets Came to Be There are times when the superintendent is the “Mother of Invention” – not necessity. Process Portfolio Cover Sheets

19. The Assessments + IIM ESIFC Assessment 3.1 ESIFC Assessment 1.1 ESIFC Assessment 2.2 IIM Note Taking and Organizing Notefacts ESIFC Assessment 2.5

20. A Task: Refer back to the “Do Now” Using one person’s ESIFC, locate the assessments you can use to plan and teach the skills you listed in the Do Now. Remove these from the binder and make a pile of them. Once you have graphic organizers for all the skills, sort them by Phase of Inquiry and record them on the blank Process Portfolio Cover Sheet. Do not leave any Phase of Inquiry blank.

21. To Create Your Own Process Portfolio Cover Sheet:Create Your Own 1. Identify: Common Core Standard(s), Essential Questions and Task (the sample is done for you) 2. Brainstorm all the skills your students will need to be taught in order to meet the standard(s), address the Essential Questions and accomplish the task. 3. Locate the ESIFC Assessments you will use as “evidence” that the skills were taught. ***Add your own/modify/re-name if you like. 4. Sort each of the pieces of “evidence” under the appropriate phase of inquiry on the cover sheet

22. Not Done Yet … Set up Process Portfolio Cover Sheets for each student and each task Collaboratively plan the lessons Co-teach the lessons Use the assessments both formatively and summatively

23. The Cover Sheets & Completed ESIFC Assessments Become… “evidence” that the process was broken down into its composite “steps” “evidence” that a systematic plan for teaching each of the necessary skills was created “evidence” that each of the skills at each of the steps was taught “evidence” that what we teach in libraries is central to meeting ALL the CCSS for ELA

24. Some Things You Can Do… Photocopy all of the assessments Sort them by the phases of inquiry Spend some time with the paper assessments internalizing why they were categorized as they were Add your own assessments Modify to meet your needs and add to fill in any gaps

25. Lunch! Enjoy!

26. Part Two: Embedding Library Resources by Determining Specific Instructional Uses for Text

27. To Start: A Conversation What is Text?

28. Is it “Text?” Yes or No? An article? A map? A recipe? A photograph? Data? A bus schedule? A street sign? A comic strip? Yes or No? A formula? A lab report? A set of directions? A painting/drawing? A performance? A piece of music? A logo? A…?

29. Text is anything that conveys ideas &/or information and that we “read”&/or decode to make meaning.

30. Is it “Complex Text?”

31. What is “Writing”? Writing is anything that conveys ideas &/or information. It is how we express new understanding & ideas.

32. E=mc2 Is it text? Is it writing? Was it born of observation and thought? Does it convey ideas & information? Is it a claim? Is it supported by evidence?

33. Determining Specific Instructional Uses for Text: One Possible Approach Start with the text As you read, keep the following question in mind: “What skill is this text best suited to teaching? Locate the ESIFC Assessment(s) the text works well withESIFC Assessment(s) Plan the lesson to teach the skill lesson teach Apply the skill to the text (as you would model for students).model

34. A Potentially Perilous Alternative Start with the skill you know you want to teach Locate a text you feel would be good to teach the skill Plan the lesson to teach the skill Apply the skill to the text (as you would model for students).

35. A Confession and A Warning If you start with the skill and go in search of the “perfect text” to teach it, prepare yourself for the very real possibility that you will not be able to locate a text that “does” exactly what you need it to do. Resist the temptation to “create” the “perfect text” to teach the skill you are trying to teach.

36. Now You Try… Using the “text” you selected: 1. Determine what skill it is best for teaching 2. Locate the ESIFC Assessments that address the skill 3. Apply the skill to the text 4. Think about how you would model applying the skill 5. Begin to plan the lesson

37. In Your Groups: How does this relate to what you currently do? How do you see yourself using it back in your library? Name one goal. How can/will you turnkey back in your building/district? What/how will you change a lesson/unit that you do based on what new knowledge you have now? Discuss – Small groups Report Out to larger group

38. Please take the survey! https://www.surveymonkey.com/s/ProcessPortfolios https://www.surveymonkey.com/s/ProcessPortfolios