Common core & librarians encyclo

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  • Have examples of anchor standards and grade specific standards at tables.
  • Have examples of anchor standards and grade specific standards at tables.
  • Common core & librarians encyclo

    1. 1. Librarians …@ the Core of Common Core !
    2. 2. OutcomesLearn:•How CCSS Standards are vertically and horizontally aligned and how they flow.•How to unwrap CCSS and understand their relationship to PASS.•How to bump up PASS lessons to CCSS higher level thinking and rigor.
    3. 3. Reactions to the words,“Common Core”
    4. 4. Writing, rigor, READ,informational text,language arts, socialstudies, science,gather, analyze,evaluate, compare,argue, synthesize,research,internationallybenchmarked,technology, literate,evidence,interdisciplinary, 2014independent Common Core…It’s all about us!
    5. 5. What is Common Core?Based on Research Aligned with & Evidence college & work expectations Benchmarked internationally INTEGRATED literacy skills in math, science, and social Rigorous! studies
    6. 6. Common Core Standards:Do NOT tell teachers how to teach.Do NOT include all content students should learn. CCSS is meant to supplement state standards – not supplant them. Focus: PROCESS not CONTENT
    7. 7. Interdisciplinary Literacy Shared ResponsibilityMath Social StudiesScience Language Arts
    8. 8. Rigor
    9. 9. Rigor and Lexile
    10. 10. Language Arts Focus & Design Shift Distribution of Literary and Distribution of Communicative Informational Passages by Grade in Purposes by Grade in the 2011 NAEP the 2009 NAEP Reading Framework Writing Framework Grade Literary Informational Grade To To To Convey Persuade Explain Experience 4 50% 50% 4 30% 35% 35% 8 45% 55% 8 35% 35% 30% 12 30% 70% 12 40% 40% 20% Source: National Assessment Governing Board.Source: National Assessment Governing Board. (2008). (2007). Writing framework for the 2011 NationalReading framework for the 2009 National Assessment Assessment of Educational Progress, pre-publicationof Educational Progress. Washington, DC: U.S. edition. Iowa City, IA: ACT, Inc.Government Printing Office.
    11. 11. Argument: a part of RIGORThe argumentative essay is a genre of writing thatrequires the student to investigate a topic, collect,generate, and evaluate evidence, and establish aposition on the topic in a concise manner.
    12. 12. Sample CCSS Performance Task Grade 3: Informational TextsStudents explain how the main idea thatLincoln had “many faces” in RussellFreedman’s Lincoln: A Photobiography issupported by key details in the text.[RI.3.2] PARCC Partnership for Assessment of Readiness of College and Careers
    13. 13. CCR = 10 Overarching Anchor Standards Anchor Standard CCR 8 (Same for K – 12) 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.Defined Specifically for Each Grade and Subject 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).
    14. 14. Common Core Organizational Structure Deciphering the Code CCR(College & Career Ready) Anchor Standards CC.5.RL.1 5= Grade 5 RL=Reading Lit. Grade Specific 1= Standard 1 Standards RL Reading Literature RI Reading Information Text Language RF Reading Foundational Skills Arts W Writing SL Speaking & Listening
    15. 15. Vertical Alignment (pink handout)CC.K.RI.8With prompting and support, identify the reasons anauthor gives to support points in a text. CC.2.RI.8 Describe how reasons support specific points the author makes in a text. CC.5.RI.8 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). CC.9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
    16. 16. CC Design Components*Define end-of-year expectations by grade*Show cumulative progression through the grades
    17. 17. Horizontal Alignment (blue handout)CC.5.RL.9 Reading LiteratureCompare and contrast stories in the same genre (e.g., mysteriesand adventure stories) on their approaches to similar themes andtopics.CC.5.RI.9 Reading for InformationIntegrate information from several texts on the same topic inorder to write or speak about the subject knowledgeably.CC.5.W.9 WritingDraw evidence from literary or informational texts to supportanalysis, reflection, and research.
    18. 18. Unwrapping the Standards (gold handout)1. Underline Nouns (Concepts)2. Circle Verbs (Skills)
    19. 19. Don’t Mess With NaturePASS Standard Life Science 2.1 Organisms in a community, interacting populations in a common location, depend on each other for food, shelter, and reproduction.Multiple Intelligences NaturalisticMaterials/Resources: Non-fiction (informational) books, computers, online databasesEssential Vocabulary: Habitat, Reintroduce , Ecosystem, OrganismsProcedures Opening the LessonNote: This lesson will *Teacher or librarian will read a nonfiction book about wolves such as, Gray Wolves:be done in Return to Yellowstone by Meish Goldish.collaboration with the *Teacher or librarian will reread the book and think about what keywords people wouldschool librarian. need to know in order to research about wolves. Developing the Lesson *Students will use dictionaries to look up words and create a glossary. Librarian will reinforce where glossaries are located in books, why they are valued research tools, and show examples of them in other nonfiction books. *Students will research information about wolves at computers using Pebble Go, Grolier, World Book, or web sites chosen by the teacher or librarian. *Students will research information from library print resources Concluding the Lesson *Students will tell ten facts about wolves making sure their facts include information about their shelter, their habitat, and their reproduction.Differentiation *Students can work individually or in small groups, students may choose databases based on their reading level
    20. 20. From questions to ESSENTIAL QUESTIONS Wiggins and McTighe define essential questions as “questions that are not answerable with finality in a brief sentence… Their aim is to stimulate thought, to provoke inquiry, and to spark more questions — including thoughtful student questions — not just pat answers” (106). Why? How? How Would? Why should?
    21. 21. Don’t Mess With Nature (Bumped Up to Meet CCSSStandards Life Science 2.1 Organisms in a community, interacting populations in a commonBIG IDEA location, depend on each other for food, shelter, and reproduction CC.5.RI.2 (gold handout) Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. Also See CC.5.RI.5 and CC.5.W.9Essential Questions How is the balance of an ecosystem dependent on all organisms? Should wolves be reintroduced into Yellowstone?Multiple Intelligences NaturalisticMaterials/Resources: Non-fiction (Informational) books, computers, online databasesEssential Vocabulary: Habitat, Ecosystem, Reintroduce, OrganismsProcedures Opening the Lesson Teacher or librarian will read a nonfiction book about wolves such as, Gray Wolves: Return to YellowstoneNote: This lesson will by Meish Goldish.be done in collaboration Teacher or librarian will reread the book asking students to identify what keywords they would need to knowwith the school librarian. in order to research about wolves. Developing the Lesson Students will research information about wolves and their place in the ecosystem at library computers using Pebble Go, Grolier, World Book, or web sites chosen by the teache or librarian. Students will research information from library print resources. Students will analyze and apply their findings to present both points of view about reintroduction of animals. Concluding the Lesson Students will communicate two contradictory viewpoints on reintroduction by writing the main ideas and giving supporting details. Extending the Lesson Class could have a debate with students presenting and defending both sides of this controversial issue.Assessment Rubric addressing student use of grammar, development of main idea, relevancy of supporting facts,Questions accuracy of research.Differentiation Students can work individually or in small groups, students may choose databases based on
    22. 22. Resources for LibrariansAASL Lesson Plan Databasehttp://www.corestandards.org/the-standardshttp://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/commoncorecrosswalk/index.cfmhttp://www.parcconline.org/http://sde.state.ok.us/Curriculum/CurriculumDiv/Language/PASS.htmlFor IPAD and IPHONE users, there is a free Common Core App
    23. 23. Common Core: It’s OUR Playground!

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