Common Core and Librarians … …at the Core of Common Core !

Outcomes School Librarians will: Understand the relationship between PASS, 21 st Century, and Common Core Standards Understand the basic structure and expectations of Common Core Be equipped and energized to collaborate with teachers Create or modify lessons/projects that bring learning up to the level of Common Core School Librarians will: Understand the relationship between PASS, 21 st Century, and Common Core Standards Understand the basic structure and expectations of Common Core Be equipped and energized to collaborate with teachers Create or modify lessons/projects that bring learning up to the level of Common Core

Where are you? Novice: nearly clueless (Just read the article) Beginner: Starting to understand and deploy Expert: Could teach others if asked (Come on down!)

Writing, rigor, critical READ, informational, language arts, social studies, science, gather, analyze, evaluate, compare, argue, synthesize, research, internationally benchmarked, technology, literate, evidence, interdisciplinary, independent

Common Core…It’s all about us ! 2014

What is Common Core? Based on Research & Evidence Aligned with college & work expectations Rigorous! Benchmarked internationally Defined literacy skills in math, science, and social studies

What Is NOT Covered by CCSS:  How teachers should teach.  Totality of content students should learn.  Full range of supports needed for ELL and special needs students.  Intervention methods for students who do not meet grade level goals. CCSS is meant to supplement state standards – not supplant them. Rigor

CCRR Design Components Anchor Standards 1.General (same anchor standards K – 12) 2.Cross-Disciplinary 3.Expectations for students entering college and/or workforce Grade-Specific Standards K Define end-of-year expectations by grade 2.Show cumulative progression through the grades 3.Result in college and/or workforce readiness

Research & Media/Technology Skills Embedded in standards RESEARCH Gather, Comprehend, Evaluate, Synthesize, Solve Problems, Analyze, Report Challenging content Understand others cultural backgrounds & differences

Interdisciplinary Literacy Shared Responsibility

Deciphering the Code CC.5.RL.1 5= Grade 5 RL=Reading Lit. 1= Standard 1 CCR(College & Career Ready) Anchor Standards Grade Specific Standards RL Reading Literature RIT Reading Information Text RF Reading Foundational Skills W Writing SL Speaking & Listening Language Arts

Examples: General to Specific CCR STANDARD 8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced. GRADE 5 STANDARD 8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Language Arts Focus & Design Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework GradeLiteraryInformation al 450% 845%50% 1230%70% Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework GradeTo Persuade To Explain To Convey Experience 430%35% 8 30% 1240% 20% Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office. Source: National Assessment Governing Board. (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

Sample CCSS Performance Tasks Grades 2-3: Informational Texts Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photobiography is supported by key details in the text. [RI.3.2] Students describe the reasons behind Joyce Milton’s statement that bats are nocturnal in her Bats: Creatures of the Night and how she supports the points she is making in the text. [RI.2.8]

Rigor

Resources for Librarians AASL Lesson Plan Database corecrosswalk/index.cfm CCSS lesson template TPS Standards and Lexile Searches in Destiny

Common Core and Librarians – Key Points from articles read……

QUESTIONS:

Move to Workgroups Read PASS Standard 2.1 and 2.2, Science Grade 5 Typical Assignment: Do a report on your favorite woodland animal. Make sure to include information about its habitat and food. Discussion

Unwrapping Standards CCSS Page 14 Grade 5, Page 20 – 21 Grade 5 Key Questions: 1.What are the differences between PASS and CCSS? 2.What relationships did you notice between CCSS Reading and CCSS Writing Standards? 3.What connection do you see between kindergarten and Grade 5 within a single standard?

Lesson Analysis Don’t Mess With Nature by Kristi Merchant (parchment colored paper) Does this lesson meet PASS Standards? What CCSS Standards does this lesson meet?

Ask the Experts – Summer Team of Librarians Writing Curriculum Amy, Michelle, Deborah, Connie, Robin, Mona Robin, Kristi

Questioning See beige handout – Essential Questions and House of Questions What is an essential question? Practice making them using wooden question blocks and PASS brown handout – Life Science Grade 5, Standard 2.1 a, b, c, d Kristi’s word of caution to stay focused: the essential question must reflect CCSS and/or PASS (see gold flow chart)