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BEA 2014--Let Common Core Power Your Publishing

BEA 2014--Let Common Core Power Your Publishing



Originally presented at BEA, this slide deck provides information on product development, collection creation, and metadata for Common Core State Standard supplemental materials.

Originally presented at BEA, this slide deck provides information on product development, collection creation, and metadata for Common Core State Standard supplemental materials.



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    BEA 2014--Let Common Core Power Your Publishing BEA 2014--Let Common Core Power Your Publishing Presentation Transcript

    • Let Common Core Power Your Publishing Going Beyond Marketing
    • Speakers • Patricia Payton, Senior Manager of Publisher Relations and Content Development, Bowker • Ashley Andersen Zantop, Group Publisher and General Manager, Capstone • Emma Williams, Collection Development Manager, Booksource • Martin Warzala, Director, Collection Management & Technical Development, Baker & Taylor
    • Let Common Core Power Your Publishing Ashley C. Andersen Zantop Group Publisher & General Manager May 2014
    • “Take Me To Your Reader”
    • © Capstone All Rights Reserved. Yes, all books support Common Core Standards But… Not all books support Common Core Standards equally well.
    • © Capstone All Rights Reserved. Common Core
    • Innovate
    • Informational text Alternate format Science standard
    • “Provides a gateway to otherwise daunting works of literature”— School Library Journal “Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story”—Common Core State Standards “Students. . . acquire the habits of reading independently and closely, which are essential to their future success.” —Common Core State Standards
    • I S B N 978-1-4342-9127-1 9 7 8 1 4 3 4 2 9 1 2 7 1 9 0 0 0 0 ReinforcedLibraryBinding 007-012 GRL:TBD acapstoneimprint www.capstonepub.com LewisCarroll’s “Thesere-visionedclassicswill hookyouandthrust youface-to- facewithsomeof history’smost famousstories...” - Michael dahl AGRAPHICNOVE BYPOWELL&PEREZ ALICEINWONDERLAND One day, a young girl named Alice suddenly spots a frantic White Rabbit, wearing a waistcoat and carrying a pocket watch. She follows the hurried creature down a hole into the magical world of Wonderland. While theret, Alice meets more crazy creatures, including the Mad Hatter, the Caterpillar, and the Cheshire Cat, and plays a twisted game of croquet with the Queen of Hearts. But when the Queen turns against her, this dream-like world quickly becomes a nightmare. ALICEINWONDERLANDCarrollpowellperez
    • © Capstone All Rights Reserved. Informational Text/Nonfiction Perspectives Primary Sources Cause and effect Timelines Infographics Common Core Questions Common Core Back Matter Compare and Contrast Procedural Text Persuasive Text Alternate Format Fiction Pair Not all books support Common Core Standards equally well.
    • © Capstone All Rights Reserved. No Common Core logo-slapping. Be clear and direct about how titles support Common Core State Standards.
    • © Capstone All Rights Reserved.
    • CCSS Influence on Marketing Collateral  Clear visuals for products and series Metadata  Inventory backlist and frontlist  Cite text types and sub-types, e.g. procedural, persuasive, cause and effect, primary source, etc.  More specific genre/sub-genre notations Imprints  For the closest, strongest fit, featured titles meet the standards as directly as possible
    • Let Common Core Power Your Publishing: Going Beyond Marketing 5/30/2014 Emma Williams Booksource Collection Development Manager
    • 16 © 2013 BOOKSOURCE ALL RIGHTS RESERVED Common Core State Standards as Approached by Booksource ► www.corestandards.org
    • 17 © 2013 BOOKSOURCE ALL RIGHTS RESERVED CCSS Text Complexity Guidelines Text Complexity Grade Band in the Standards Old Lexile Ranges Lexile Ranges Aligned to CCR Expectations K-1 N/A N/A 2-3 450-725 420-820 4-5 645-845 740-1010 6-8 860-1010 925-1185 9-10 960-1115 1050-1335 11-CCR 1070-1220 1185-1385 ► Titles chose based on CCSS text complexity
    • 18 © 2013 BOOKSOURCE ALL RIGHTS RESERVED A Balance of Informational and Literary Texts Grade Literary Informational 4 50% 50% 8 45% 55% 12 30% 70% ► A balance of informational and literary texts at all grade levels
    • 19 © 2013 BOOKSOURCE ALL RIGHTS RESERVED Thought Compelling Content ► Titles offering thought compelling content influenced by the CCSS
    • 20 © 2013 BOOKSOURCE ALL RIGHTS RESERVED Thought Compelling Content ► Examples of content pulled from the CCSS  Mythology and Folktales  Traditional Stories  Multiple versions of the same stories for comparing and contrasting  Texts told from first person and multiple points of view  Poetry  Genre Study Sets  Math Domains
    • 21 © 2013 BOOKSOURCE ALL RIGHTS RESERVED Pairing Informational and Literary Texts ► Opportunities to pair informational (nonfiction) and literary (fiction) texts on the same theme ► Anchor Standard 9  Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the author takes
    • 22 © 2013 BOOKSOURCE ALL RIGHTS RESERVED Acquiring and Using Metadata ► Leveling Information  Interest Level  Lexile  Fountas and Pinnell Guided Reading Levels ► Annotation
    • 23 © 2013 BOOKSOURCE ALL RIGHTS RESERVED Our Metadata Dream ► Point of view (first person, third person, multiple narrators) for literary text ► Notes about text structure for informational/NF texts  Is it narrative nonfiction or expository?  If it’s expository what is the text structure? – description, sequence, compare/contrast, cause/effect and problem/solution  What are the text features? – glossary, table of contents, sidebars, captions, index, timelines, charts…  Is the text persuasive? ►What is the format of the text? – graphic novel, picture book, chapter book, illustrated chapter book, early reader
    • Metadata and The Common Core Credibility Considerations 24
    • Consumer Concerns As expected, with the advent of the Common Core we are seeing a lot of labeling and re-labeling of instructional materials, resources, and activities. Publishers are adding the Common Core designation to existing textbooks, resources, assessments, and professional development opportunities just as fast as they can. Educators are unpacking the Common Core and affirming to themselves that they’re already doing what the standards expect. Lots of Common Core hoopla. Lots of Common Core assurances. Lots of old educational wine in new Common Core bottles… Plus, of course, lots of gratuitous Common Core labeling and hucksterism. Because if it’s not stamped ‘Common Core’ these days, hardly anyone’s going to look at it. (MCLEOD, SCOTT, "What does it mean to be ‘aligned to the Common Core?’" http://dangerouslyirrelevant.org/2013/03/what-does-it-mean-to-be-aligned-to-the-common-core.html)
    • Rational Considerations for publishers and booksellers • Consistent and accurate indication of target audience • Relation to accepted measures • Where we are and where we’re going • Industry challenges
    • Consumer needs – data that describes… • Qualitative dimensions of text complexity “…aspects of text complexity best measured by an attentive human reader, such as levels of meaning or purpose; structure; language conventionality, and clarity; and knowledge demands…” • Quantitative dimensions text complexity “…word length or frequency, sentence length , and text cohesion that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and are typically measured by computer software…” (Summarized and paraphrased from - http://www.corestandards.org/assets/Appendix_A.pdf)
    • Textual analysis approaches/utilities/enterprises • ATOS – Renaissance Learning • Degrees of Reading Power (DRP) – Questar Assessment, Inc • Flesh Kincaid • Lexile Framework For Reading – MetaMetrics • Reading Maturity - Pearson Education • SourceRater - Educational Testing Services • Easability Indicator – Coh-Metrics
    • Textual analysis - resource evaluation “…No one of the quantitative measures performed significantly differently than others in predicting student outcomes. While there is variance between and among the measures about where place any single text, they all climb reliably – though differently – up the text complexity ladder to college and career readiness.” (Supplement Information for Appendix A of the Common Core Standards for English Language Arts and Literacy: New Research on Text Complexity)
    • Textual analysis, publishing, and booksellers Is this the point where we’re at?
    • Progress • Many publishers have material evaluated in the context of one or more of these measures • Booksellers display and profile titles with this information and make this information available to consumers • Accommodation within industry standards
    • Example – title display from a representative source
    • Example – title display from a representative source
    • Industry efforts • Work to include Common Core information in Onix • BISG Metadata Common Core Working Group • Survey users • Better Understand Common Core • How to handle in Onix Tags, Code Lists • State Specific Notations • Rational number of interpretations Recommendations due on or about Spring 2014
    • Conclusion • Marketplace needs credible and accessible metadata that helps consumers select titles in relation to the Common Core • Publishers and booksellers – need to accommodate additional processes and expense in metadata creation and maintenance • Standards are evolving • Benefit – integrity based promotion of titles that address consumer needs
    • 36