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Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
Common Core State Standards and School Libraries
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Common Core State Standards and School Libraries

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Chicago Public Schools Back to School PD presentation by Jeremy Dunn, August 2012

Chicago Public Schools Back to School PD presentation by Jeremy Dunn, August 2012

Published in: Education
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  • ·  STUDENTS & student learning, especially:\nü  content standards\nü  creative thinking\nü  problem solving\nü  critical thinking-evaluation\nü  information ethics\nü  responsibility and safety\nü  authentic, real-world applications\nü  Collaboration with other teachers and members of the learning community\nü  Technology integration\nü  Assessment\nü   Equitable access for all students\n\n\n
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  • Transcript

    • 1. CCSS and School Libraries CPS Department of Libraries August 2012 Jeremy Dunn, Director, Department of Libraries
    • 2. The instructional role of librarians is central to the goals of the Common Core State Standards
    • 3. Instructional Shifts1. Balancing Informational and Literary Texts Teacher Librarian’s Role: •Provide students equal number of informational and literary texts •Ensure coherent instruction about content •Teach strategies for informational texts •Teach “through” and “with” informational texts •Scaffold for the difficulties that informational texts present to students •Ask students, “What is connected here? How does this fit together? What details tell you that?
    • 4. Instructional Shifts2. Staircase of Complexity Teacher Librarian’s Role: •Ensure students are engaged in more complex texts at every grade level •Engage students in rigorous conversation •Provide experiences with complex texts •Give students less to read, let the “re-read” •More time on more complex texts •Provide scaffolding when necessary •Get kids inspired and excited about the fluency and richness of language
    • 5. Instructional Shifts3. Text-Based Answers Teacher Librarian’s Role: •Facilitate evidence-based conversations with students, dependent upon the text •Have discipline about asking students where in the text to find evidence •Plan and conduct rich conversations about the “stuff” that the writer is writing about. •Keep students in the text to qualify their conversations answers •Identify questions that are text-dependent, worth asking/exploring •Provide students the opportunity to read the text, encounter references to another text, another event and to dig in more deeply into the text to try and figure out what is going on
    • 6. Instructional Shifts4. Writing from SourcesTeacher Librarian’s Role:•Expect that students will generate their own informational texts (less time onpersonal narratives)•Present opportunities to write from multiple sources about a single topic•Give opportunities to analyze, synthesize ideas across many texts to draw anopinion or conclusion•Find ways to push towards a style of writing where the voice comes fromdrawing on powerful, meaningful evidence•Give permission to students to start to have their own reaction and draw theirown connections
    • 7. Instructional Shifts5. Academic Vocabulary Teacher Librarian’s Role: •Develop students’ ability to use and access words that show up in everyday text and that may be slightly out of reach •Be strategic about the kind of vocabulary you’re developing •Determine the words that students are going to read most frequently and spend time mostly on those words
    • 8. CCSS Standards > Research • Short / sustained research based on focused ?s • Gathering information, assessing credibility • Integrating information • Textual evidence to support analysis, reflection
    • 9. Anchor Standards for Research Skills<Insert image here for LCF>
    • 10. Anchor Standards for Research Skills
    • 11. Search:AASL Standards
    • 12. Skills and Beyond• Dispositions• Responsibilities• Self-assessment
    • 13. Search:Nets Standards
    • 14. http://www.parcconline.org
    • 15. Next StepsDistrict-wide Research Model • Literacy/Social Studies • Science / Math • Integrated with Ed Tech Framework

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