The media center in common core


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  • a former school librarian, district coordinator, former member of the Illinois State Board of Education and the Illinois Board of Higher Education
  • Page 75
  • The media center in common core

    1. 1. Media Center Specialists and Their Role in the Common Core THE MEDIA CENTER IN COMMON CORE
    4. 4. AMERICAN ASSOCIATION OF SCHOOL LIBRARIANS Standards for the 21st Century Learner and the Common Core In your groups, review the assigned AASL Standard.  What grade levels of the CCSS are addressed in the AASL standard?  What opportunities for collaboration do you see?  What CCSS can be addressed in the Media Center?
    5. 5. IDEAS FOR THE LEARNING COMMUNITY Invite teachers into the LMC for a quarterly 5-minute meeting, where you’ll explain several broad things you can do in the LMC to help them satisfy the CCS, such as watching for opportunities for interdisciplinary learning. Then, pass out documentation (a different handout for each subject) with the explicit CCS they must meet, and how you can help them do it better with resources and instruction in the LMC. Make yourself available for short conferences afterward to discuss and brainstorm possibilities for collaboration
    6. 6. IDEAS FOR THE LEARNING COMMUNITY When students come in for instruction, begin by showing them the corresponding CCSS and AASL standard, so they can understand exactly what they will know and/or be able to do by the end of the session. Students will know what is expected of them, be able to recount what they were taught and understand the “bigger picture” of the skill or new knowledge.
    7. 7. YOU ARE THE HEART OF THE LEARNING COMMUNITY  Keep an eye out for overlapping CCSS among subjects.  Be aware of the CCSS being covered in the classrooms every 2-3 weeks.  Take the lead with literacy.  Start small and with the basics: Approach teachers in different disciplines and start them thinking about their content areas. Ask them questions like: How do you read a science text? (Do you have to take notes? Do you read it three times?) How is a science text structured? To what degree do you need to know terminology before you begin a full text? Are terms typically explained in articles the first time they are used?
    8. 8. FORM TEAMS  Literacy in different contexts and in different content areas.  Every teacher is an expert. (Share literacy strategies.)  Thinking across disciplines: Have teachers in the other disciplines come up with suggestions for texts from their content areas that English teachers can use in their classrooms. Maybe they have a favorite poem that talks about non-Euclidean geometry that fits right in to a teacher’s poetry unit.
    9. 9. JOYCE KARON
    10. 10. AN INTERVIEW WITH JOYCE KARON  Read the assigned portion of the interview. Be prepared to share the key ideas from Joyce Karon’s responses.
    12. 12. VIEWS FROM JOYCE KARON  What are your thoughts about working with math teachers?  What other ways can you think to help math or science teachers?
    13. 13. Instructional Shifts for the Common Core Six Shifts in ELA/Literacy • Balancing Informational and Literary Text • Building Knowledge in the Disciplines • Staircase of Complexity • Text-Based Answers • Writing From Sources • Academic Vocabulary Six Shifts in Math • Focus • Coherence • Fluency • Deep Understanding • Applications • Dual Intensity
    14. 14. NYS Common Core Standards Shifts Impact NYS Assessments 6 Shifts in ELA Literacy Common Core Implementation Common Core Assessments 1. Balancing Informational and Literary Text 2. Building Knowledge in the Disciplines 3. Staircase of Complexity 4. Text-based Answers 5. Writing from Sources 6. Academic Vocabulary 1. Focus 2. Coherence 3. Fluency 4. Deep Understanding 5. Applications 6. Dual Intensity 6 Shifts in Mathematics 1 & 2: Non-fiction Texts Authentic Texts 3: Higher Level of Text Complexity Paired Passages 4&5: Focus on command of evidence from text: rubrics and prompts 6: Academic Vocabulary 1: Intensive Focus 2: Linking Back 4, 5, 6: Mathematical Modeling
    15. 15. Shifts in ELA/Literacy Shift 1 Balancing Informational & Literary Text Students read a true balance of informational and literary texts. Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content areas) through TEXT rather than the teacher or activities Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space and support in the curriculum for close reading. Shift 4 Text-based Answers Students engage in rich and rigorous evidence based conversations about text. Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or make an argument. Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.
    16. 16. SHIFTS IN MATHEMATICS Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy is spent in the math classroom. They do so in order to focus deeply on only the concepts that are prioritized in the standards. Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades so that students can build new understanding onto foundations built in previous years. Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations; teachers structure class time and/or homework time for students to memorize, through repetition, core functions. Shift 4 Deep Understanding Students deeply understand and can operate easily within a math concept before moving on. They learn more than the trick to get the answer right. They learn the math. Shift 5 Application Students are expected to use math and choose the appropriate concept for application even when they are not prompted to do so. Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance between these two things in the classroom – both are occurring with intensity.
    17. 17. THE BIG SHIFTS IN COMMON CORE A Quick Video  What stood out to you in the video?  What shift is going to be the most difficult for teachers?  What shift can you as a Media Center Specialist help with?  Do your teachers know these shifts?
    18. 18. What constitutes a complex text? “Complex text is typified by a combination of longer sentences, a higher proportion of less-frequent words, and a greater number and variety of words with multiple meanings.” PARCC Model Content Frameworks
    19. 19. Overview of Text Complexity Text complexity is defined by: 1. Qualitative measures- levels of meaning, structure, language conventionality and clarity, and knowledge demands 2. Quantitative measures- word length or frequency, sentence length, and text cohesion 3. Reader and task considerations- motivation, knowledge, and experiences
    20. 20. Qualitative Measures • Qualitative dimensions and factors are those aspects of text complexity only measureable by an attentive reader.
    21. 21. Qualitative Elements • Levels of Meaning or Purpose o Is it specifically stated/clear? Or are there inferences that need to be made by the reader? • Structure of Text o Linear/nonlinear, one/multiple narrators, deviations from standard conventions of genre, number of plots • Language Conventionality and Clarity o Literal, clear, or contemporary language vs. figurative, ambiguous, or unfamiliar language • Knowledge Demands o Is understanding dependent on prior knowledge or open to any level?
    22. 22. Quantitative Measure • Quantitative dimensions and factors are those aspects that are not easily measureable by a human and are typically measured by programs such as Lexile.* New text complexity tools for Common Core will be available in Fall 2014.
    23. 23. Various Quantitative Measures • Flesch-Kincaid Grade Level test –uses word length and sentence length • Dale-Chall Readability Formula and Lexile Framwork for Reading- substitutes word frequency instead of word length • ATOS formula (Accelerated Reader)- uses word length, sentence length, and text length CCSS does not endorse any particular quantitative measures. They only suggest using multiple measures to determine text complexity.
    24. 24. Realigned Levels- Adjusted Upward
    25. 25. Which one do we use? • The immediate recommendation from CCSS is to select texts that are within the appropriate band of complexity using currently available (multiple when possible) quantitative measures, and then make keener distinctions using a blend of qualitative measures.
    26. 26. Reader and Task Considerations • Reader and task considerations must also be made when determining a text’s appropriateness.
    27. 27. Readers and Tasks • Factors such as motivation, knowledge, and experiences are important to consider when selecting a text. • The purpose of the reading also needs to be considered.
    28. 28. “The use of qualitative and quantitative measures to assess text complexity is balanced in the Standards’ model by the expectation that educators will employ professional judgment to match texts to particular students and tasks.” Appendix A
    29. 29. All students should have access to complex texts • Students who are not reading at grade level should have access to complex texts with appropriate scaffolding and support. • Even many students who are reading at grade level may need scaffolding as they master higher levels within the text complexity band.
    30. 30. To help students access more complex text. . . • Read some shorter texts more closely and repeatedly
    31. 31. Example Lesson • A Close Reading of Lincoln’s Gettysburg Address: o A short, important historical document o Determined to be appropriate for 9-10 text complexity band o Designed to be taught over 3 class sessions o The lesson includes reading, vocabulary, discussion, and writing tasks EngageNY
    32. 32. Use the Appendices as a Guide • Appendix A discusses the text complexity expectations for CCSS and provides sample annotated reading texts • Appendix B provides text exemplars and sample performance tasks for literary and informational tasks
    33. 33. Shift in Instruction “. . . it is important to recognize that scaffolding often is entirely appropriate. The expectation that scaffolding will occur with particularly challenging texts is built into the Standards’ grade-by-grade text complexity expectations, for example. The general movement, however, should be toward decreasing scaffolding and increasing independence both within and across the text complexity bands defined in the standards.” Appendix A
    34. 34. EVIDENCE OF THE SHIFTS Determine the main idea of Colin A. Ronan’s “Telescopes” and create a summary by explaining how key details support his distinctions regarding different types of telescopes. [RI.4.2] Appendix B
    36. 36. INFORMATION FLUENCY CONTINUUM Read the vision and goals of an effective library program.  What stands out to you?  Do you have goals for your media center?  Do your teachers and administrators know your goals?  Take a few moments and write a goal(s) for your media center.
    37. 37. INFORMATION FLUENCY ACTIVITY  In your assigned grade level groups examine the resources from the Information Fluency document.  What resource did you find most useful?  Who would benefit from this resource?  How can you differentiate for learners in the media center using this?
    38. 38.
    40. 40.
    41. 41. MEDIA CENTER & COMMON CORE WORD WALL  Text Complexity Rubric- Lexiles  Informational Text  Research- Destiny (OPAC), databases, websites  Effective communication and writing skills- video production and presentation  Project-based- backward design  Technology integration- Web 2.0  Multiple information sources- information literacy  Graphic organizers- summarizing  Active Learning  Collaboration  AASL's Standards for the 21st- Century Learner- self- assessment  College and Career Readiness Standards
    42. 42. ROOM FOR DEBATE School librarians are on the chopping block as states and cities seek to cut their education budgets. In New York City, education officials say that after several years in a row of cutting costs, freezing wages and eliminating extracurricular activities, they may have no choice but to turn to librarians. And with technological advances, education policy makers are rethinking how they view library services in general. Do superintendents and principals see librarians as more expendable than other school employees? If so, why? In your group, read your article and summarize the argument.
    43. 43. RESOURCES  Appendix B  AASL Lesson Database  Blogs and more Blogs  Livebinder  Information Fluency from NY  Georgia Media Wiki  Non Fiction Resources  Reading and Writing Project