Transcript of "Common Core Learning Standards - Fayetteville Free Library"
College & Career ReadinessProblem Solving SkillsCritical Thinking SkillsVocabularyInformational TextThe standards will help prepare students with theknowledge and skill they need to succeed in educational andjob related training after high school.
Social Studies and Science are almost finished!
Break into Groups Read the Shift given to your group Describe the Shift on Chart paper Be prepared to shareWe are going to UNPACK one together and thensupport YOUR small groups to do the same.
Shift 1Balancing Informational & Literary Texts Students read a true balance of informational andliterary texts. Elementary school classrooms are,therefore, places where students access the world –science, social studies, the arts and literature –through text. At least 50% of what students read isinformational.
Informational Text Narrative Non-Fiction Literary Text Appendix B ELA Module list (in a later slide) At least 50% is informational Research shows students do not read informationaltext and remember what they read- College and CareerReadyShift 1: What is Read in School
Shift 2Knowledge in the Disciplines Content area teachers outside of the ELA classroomemphasize literacy experiences in their planning andinstruction. Students learn through domain specifictexts in science and social studies classrooms – ratherthan referring to the text, they are expected to learnfrom what they read.
Shift 2: Reading in Other Areas Read in Science Read in Social Studies Read in … Students will learn from what they read
Shift 3Staircase of Complexity In order to prepare students for the complexity ofcollege and career ready texts, each grade levelrequires a “step” of growth on the “staircase”. Studentsread the central, grade appropriate text around whichinstruction is centered. Teachers are patient, createmore time and space in the curriculum for this closeand careful reading, and provide appropriate andnecessary scaffolding and supports so that it is possiblefor students reading below grade level.
Shift 3: Staircase of Complexity Every year, student climb a “step” of knowledge Students not reading at levels needed Teachers provide scaffolding Lexile, Fountas and Pinnell, DRA, Accelerated Reader,Reading CountsWe understand argumentaround leveled reading!Monroe 2 BOCES SLS info on Complex Text
Shift 4Text-Based Answers Students have rich and rigorous conversations whichare dependent on a common text. Teachers insist thatclassroom experiences stay deeply connected to thetext on the page and that students develop habits formaking evidentiary arguments both in conversation,as well as in writing, to assess comprehension of a text.
Shift 4: Text Based Answers Read closely for information Information based directly on text Evidence comes from text to support argument
Shift 5Writing from Sources Writing needs to emphasize use of evidence to informor make an argument rather than the personalnarrative and other forms of decontextualizedprompts. While the narrative still has an importantrole, students develop skills through writtenarguments that respond to the ideas, events, facts, andarguments presented in the texts they read.
Shift 5: Writing from Sources Evidence from text Written response Use of multiple sources Analyze and synthesize
New shift change released earlierthis month!!Sub Shift 5: This is where Librariescan easily live!!
Subshift - 5A Work with sources Students gather, assess, synthesize, integrate, analyze sourcesSubshift -5B Grapple with complex text and content;leverage academic vocabularyStudents apply academic vocabulary and content knowledge they gained through other shifts,but also through gathering, assessing, and synthesizing sources. Research is an integratedprocess which combines the reading, writing, and language standards.Subshift -5C Emphasize questioning, Inquiry, andexplaining understanding rather thandefenseStudents engage in an iterative and cyclical inquiry processSubshift -5D Follow inquiry process: questions, sources,information, scope and planproductStudents questions lead them to the sources, which lead to information, which lead to thescope of the project, which may lead back to the questions, and so on. This process is iterativeand results in a rigorous, grade level appropriate product.Subshift - 5E Use technology and other minds This is the 21st century, and the internet is a research tool, but students do more than a simpleGoogle search; they collaborate productively with other students and adults.Subshift -5D Repeat Research opportunities should be happening throughout the school year and take varyingforms, including (but not limited to) short and more sustained research projects. In secondary,research should happen early and often.
Shift 6Academic Vocabulary Students constantly build the vocabulary they need toaccess grade level complex texts. By focusingstrategically on comprehension of pivotal andcommonly found words (such as “discourse,”“generation,” “theory,” and “principled”) and less onesoteric literary terms (such as “onomatopoeia” or“homonym”), teachers constantly build students’ability to access more complex texts across the contentareas.
Shift 6: Academic Vocabulary Build vocabulary Words chosen strategically across disciplines Meaningful words Breakdown to key words for better search strategies
ELA Anchor Standards They are the same skills for each grade level They indicate what kids should be able to do The specific standards are different for each gradelevel.
Collection Development From ENGAGEny: Text List for P-12 ELA http://www.engageny.org/resource/text-list-for-p-12-ela Click on the Text List for P-12 ELA Looking for high quality & interesting informationaltexts Especially look for history and science
Collection Dev. Cont’d Looking for Book Pairing Ideas: Fiction with nonfiction Audio books for texts being used Books with multiple (opposing) viewpoints Online databases- talk to theschools! Still purchase fiction!!!
Programming Ideas for Kids Connecting ideas and books to real life (not just forscience or social studies) More experiential When doing a story time or a program, haveinformational texts available or on display Ask questions that refer back to book or illustrations Content creation classes for kids Book trailers Video production Vodcast book talks
Programming for Adults Primary Resources for Parents Information Literacy for Parents Many think this means informational technology How to use online databases Website evaluation Searching online catalog For teachers: What resources are available from PublicLibrary
Work With the Schools Ask for curriculum maps Work together on summer reading Offer to have a library department meeting at publiclibrary Joint non fiction book club for kids
Other Items Reading Levels in Online Catalog Repeat from earlier: Book Pairing Reach out to PTA:Tell them resources and services YOU can providearound Common Core Text based answers- have kids use them whendiscussing a book with them
Lending books to schools Schools are very grateful for ILL Waive late fees when a school borrows Help with finding class sets of a text If you have large quantities of the same texts not being used, offer toloan to schools Promote AUDIOBOOK and eBook access (especially for required titles) Participate in literacy campaigns, initiatives, contests
Virtual Presence Create a virtual presence for kids and parents Easy access to online resources 24-7 access for patrons Primary source documents eBooks/audiobooks/music Institutional websites WHAT DO YOU CURRENTLY HAVE??? WHAT needs better promotion/easier access?
Your Turn! What is one thing you can do within thenext two weeks? What is one thing you can do over the course of thenext year? Who can you connect with to make these goals areality? Put this into your calendar to remind yourself!
What message can we sharewith our school librarians onyour behalf?
Shifts in Mathematics32Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy isspent in the math classroom. They do so in order to focus deeply on only theconcepts that are prioritized in the standards.Shift 2 Coherence Principals and teachers carefully connect the learning within and across gradesso that students can build new understanding onto foundations built in previousyears.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 DeepUnderstandingStudents deeply understand and can operate easily within a math concept beforemoving on. They learn more than the trick to get the answer right. They learnthe math.Shift 5 Application Students are expected to use math and choose the appropriate concept forapplication even when they are not prompted to do so.Shift 6 DualIntensityStudents are practicing and understanding. There is more than a balancebetween these two things in the classroom – both are occurring with intensity.
Math Shifts- What’s Different? Apply math concepts in “real world” situations. Teachers incontent areas outside of math, particularly science, ensure thatstudents are using math to make meaning of and access content. Students move beyond THE RIGHT ANSWER. They demonstrate deepconceptual understanding of core math concepts by applying them tonew situations as well as writing and speaking about theirunderstanding. Understand the world mathematically. Use mathematics to make decisions and real world connections.Common Core – Mathematics - KEY IDEAShttp://www.corestandards.org/about-the-standards/key-points-in-mathematics