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Kansas and the Common
Core
Missing Just One Key Ingredient
You
Let Me Explain
• Me: worked in kids books for 25 years as
editor, publisher, author
• Ph.D. in American History
• Passiona...
The Great Paradox
School Librarians in Trouble
• A survey by New Jersey School Boards
Association found more than 90 percent of
school distr...
Principals Don’t Understand
• Barbara Stripling, incoming president of
ALA: “Principals don’t understand what a
librarian ...
A Challenging Time
• Budget cuts
• Effectiveness evaluations
• Internet – “who needs a library?”
• Tablets – “who need a l...
And Here Comes CC
• New standards
• Higher standards
• Same kids
• Same principals
• Same parents
That Is the Paradox
You Need to
• Be at the center of Knowing the Standards
• Be at the center of Implementing Them
Flash
To Review
• Rationale for CC – you all know, and if you
don’t, Kansas has excellent site to help
• Nature of CC – see abov...
3 shifts
1. Building knowledge through content-
rich nonfiction
2. Reading, writing, and speaking
grounded in evidence fro...
Three %s
• 50%
• 55%
• 70%
What Does This Mean to You?
1
• Building knowledge
• Content-rich
• Nonfiction
How Do You
Indeed, What Exactly is
• Knowledge?
Is Pluto a Planet?
Did a Comet End the Age of
Dinosaurs?
Do You Believe the Pigs’ Story?
Knowledge = No Ledge
• It is not AN answer, it is a process of
knowing, a way of finding, and comparing
answers
That Is Your Training
• Look back at my examples: down to
earliest elementary school story time and
up through any every s...
“Content-Rich”
The OPPOSITE OF
• “Good for reports”
Old Need: Quick, Fast and In a
Hurry
• 5 key facts
• Paragraph to paraphrase
• Argument and 3-5 supporting statements
Are the Materials You Select and
Share
• Stop signs – here it is, all you need, tied
up neatly with a bow
• Or
• Keys to t...
New Need
• Depth
• Connection
• Links
• Opportunity to extend and expand thinking
Who in the school
• Is trained to identify “content rich”
materials?
• Materials that connect?
• Materials that build?
• M...
Nonfiction
• Excuse my French
• What the #*!!? Is “nonfiction”?
• What else in life is defined by what it is
not?
Is This Right?
• NOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOOOOOO
OOOOOOOOOOOOOOOOOOOO...
Who Ever Said
• “Read to enjoy” was different from “read to
learn”?
• Nonfiction could not have “character,
setting, probl...
Nonfiction Is Confusion
• Dewey confusion: Poetry, Myth, Plays,
Folklore
• Teacher confusion: textbooks; “you have
to read...
Yet
• Nonfiction now central in every grade
• 50, 55, 70, hike
Who In the School
• Knows, should know, or can know what
makes for excellence in nonfiction? Which
authors? Which books? W...
To Accomplish Goal 1
• The very first shift, your skills and
knowledge are absolutely central.
• Your skills and knowledge.
You Cannot Be
No
Your Job
Teachers Do Not Need
Teachers Do Need
Remember the %s?
• How can the teachers, the admins, the
supervisors even know who is reading what
unless you are all talk...
Make Sure
• Everyone from the parents to the district
superintendent knows who in the school
has a great sense of where to...
2
• Reading, writing, speaking based on
evidence in the text.
Who In the School
• Is trained to identify the sources used in a
book, article, database, site, song, movie,
manual…?
I Do Not Mean
I Do Mean
• Compare
• Contrast
• Cluster (*More on this in our workshops)
• The great footnote treasure hunt
Why?
• Did the author say this and not that?
• Take this approach and not that?
• Did the author cite this number when tha...
No Source
Clusters Reveal
• Nonfiction as choices
• Choices reveal point of view
• Point of view is evidence selected
• Evidence sel...
BUT
• This is NOT the same as saying “it is all
relative”
• In fact it is the opposite.
Think of Shopping
• When you compare one shirt against
another
• Do you say “it is all relative, one shirt is as
good as a...
Your Job
• GET TO KNOW YOUR NONFICTION
Does
• The book tell you where it gets its
information?
• Citation is only step one – does the author
tell you what s/he t...
Research Journeys
• Teachingbooks.net
• Author sites
• Author notes
Train Students to Read
• Within, around, beyond what the book
claims –
Every Day in Every Way
• They should ask:
• “How Do You Know That?” (make a
handout of a “how do you know that” post-
it w...
3
• Regular Practice with Complex Text and
Its Academic Language
Who In the School
• Knows which books can challenge
readers, and reward their effort?
• Interest trumps age – we all know ...
You
• Can surround your library with
opportunities to discover new words,
terms, phrases, definitions?
• Even on the windo...
Your Library Should Be
• Ablaze with clusters of materials
competing to explain something
• Aflame with words and definiti...
Kansas and Common Core
Needs
Common Core, Uncommon Change
Common Core, Uncommon Change
Common Core, Uncommon Change
Common Core, Uncommon Change
Common Core, Uncommon Change
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Common Core, Uncommon Change

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Dr. Marc Aronson

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  • Your job is on the line, yet the standards will only work if you are at the center of making that happen
  • The skills you already have are perfectly aligned to the CC
  • INFO TEXT 50-70 PERCENT
  • Build
  • Stubbed toe syndrome: I tried, they didn’t listen, so I won’t try again
  • A rack of books by Dewey number – that is the warehouse model Barbara Stripling mentioned
  • How do these books (materials) connect, link up, build content-rich information – they need your depth, insight, training, not your ability to pile books
  • The Wikipedia warning, that is about as useful telling you that “contents may have shifted in flight” – hardly even worth mentioning next to the real risks and challenges
  • No matter how huge says everything that can be said about any nonfiction subject
  • Example one: A penguin is Example two: A penguin is, according to expert X who spent y time studying; but expert Y has a new theory that there are two kinds of penguins… Example three: In spending X time at a research station, I learned that according to the team of scientists I worked with a penguin is.
  • Transcript of "Common Core, Uncommon Change"

    1. 1. Kansas and the Common Core Missing Just One Key Ingredient
    2. 2. You
    3. 3. Let Me Explain • Me: worked in kids books for 25 years as editor, publisher, author • Ph.D. in American History • Passionate love for nonfiction • Teach in MLIS program at Rutgers • Common Core training
    4. 4. The Great Paradox
    5. 5. School Librarians in Trouble • A survey by New Jersey School Boards Association found more than 90 percent of school districts faced staff layoffs in 2010 due to state aid cuts, among them a wide range of district positions including school librarians, considered teachers under state law. There were 1,580 certified school librarians, also known as media specialists, in the state in 2011, down from 1,850 five years ago, according to Mike Yaple, spokesman for the New Jersey School Boards Association.
    6. 6. Principals Don’t Understand • Barbara Stripling, incoming president of ALA: “Principals don’t understand what a librarian brings to the position that an aide or parent volunteer cannot. If libraries are kept open by volunteers, then they become little more than warehouses.”
    7. 7. A Challenging Time • Budget cuts • Effectiveness evaluations • Internet – “who needs a library?” • Tablets – “who need a librarian?” • Challenges and protests – “that book is inappropriate for my child”; “we don’t believe in…”
    8. 8. And Here Comes CC • New standards • Higher standards • Same kids • Same principals • Same parents
    9. 9. That Is the Paradox
    10. 10. You Need to • Be at the center of Knowing the Standards • Be at the center of Implementing Them
    11. 11. Flash
    12. 12. To Review • Rationale for CC – you all know, and if you don’t, Kansas has excellent site to help • Nature of CC – see above • Specifically -- http://www.achievethecore.org/files/6213/6 880/2802/2-pager_update_05.16.13.pdf
    13. 13. 3 shifts 1. Building knowledge through content- rich nonfiction 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language
    14. 14. Three %s • 50% • 55% • 70%
    15. 15. What Does This Mean to You?
    16. 16. 1 • Building knowledge • Content-rich • Nonfiction
    17. 17. How Do You
    18. 18. Indeed, What Exactly is • Knowledge?
    19. 19. Is Pluto a Planet?
    20. 20. Did a Comet End the Age of Dinosaurs?
    21. 21. Do You Believe the Pigs’ Story?
    22. 22. Knowledge = No Ledge • It is not AN answer, it is a process of knowing, a way of finding, and comparing answers
    23. 23. That Is Your Training • Look back at my examples: down to earliest elementary school story time and up through any every subject, you have the chance to train young people in how to build knowledge.
    24. 24. “Content-Rich”
    25. 25. The OPPOSITE OF • “Good for reports”
    26. 26. Old Need: Quick, Fast and In a Hurry • 5 key facts • Paragraph to paraphrase • Argument and 3-5 supporting statements
    27. 27. Are the Materials You Select and Share • Stop signs – here it is, all you need, tied up neatly with a bow • Or • Keys to the journey – here are the tools to begin your quest, you will discover the answers in the process of seeking to find them
    28. 28. New Need • Depth • Connection • Links • Opportunity to extend and expand thinking
    29. 29. Who in the school • Is trained to identify “content rich” materials? • Materials that connect? • Materials that build? • Materials that require and reward reading and re-reading?
    30. 30. Nonfiction • Excuse my French • What the #*!!? Is “nonfiction”? • What else in life is defined by what it is not?
    31. 31. Is This Right?
    32. 32. • NOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOO OOOOOOOOOOOOOOOOOOOOOOOO
    33. 33. Who Ever Said • “Read to enjoy” was different from “read to learn”? • Nonfiction could not have “character, setting, problem, solution”? • Nonfiction can be “read in any order”? • And I just argued that knowledge is not truth, it is a process of seeking truth.
    34. 34. Nonfiction Is Confusion • Dewey confusion: Poetry, Myth, Plays, Folklore • Teacher confusion: textbooks; “you have to read a novel” • Parent confusion: “I didn’t read nonfiction as a child”
    35. 35. Yet • Nonfiction now central in every grade • 50, 55, 70, hike
    36. 36. Who In the School • Knows, should know, or can know what makes for excellence in nonfiction? Which authors? Which books? Which traits in books? • Traits handout • How many children’s nonfiction awards can you name? Circulate every list – show the school who knows.
    37. 37. To Accomplish Goal 1 • The very first shift, your skills and knowledge are absolutely central. • Your skills and knowledge.
    38. 38. You Cannot Be
    39. 39. No
    40. 40. Your Job
    41. 41. Teachers Do Not Need
    42. 42. Teachers Do Need
    43. 43. Remember the %s? • How can the teachers, the admins, the supervisors even know who is reading what unless you are all talking? • Begin the conversations • Convene the meetings • Circ the doodle polls • Create the Google Group • Suggest materials • Offer lesson plans (engageny; achievethecore)
    44. 44. Make Sure • Everyone from the parents to the district superintendent knows who in the school has a great sense of where to find materials that “build knowledge through content-rich nonfiction.” • Reinforce that with constant updates and new information.
    45. 45. 2 • Reading, writing, speaking based on evidence in the text.
    46. 46. Who In the School • Is trained to identify the sources used in a book, article, database, site, song, movie, manual…?
    47. 47. I Do Not Mean
    48. 48. I Do Mean • Compare • Contrast • Cluster (*More on this in our workshops) • The great footnote treasure hunt
    49. 49. Why? • Did the author say this and not that? • Take this approach and not that? • Did the author cite this number when that author used this one?
    50. 50. No Source
    51. 51. Clusters Reveal • Nonfiction as choices • Choices reveal point of view • Point of view is evidence selected • Evidence selected can be dissected
    52. 52. BUT • This is NOT the same as saying “it is all relative” • In fact it is the opposite.
    53. 53. Think of Shopping • When you compare one shirt against another • Do you say “it is all relative, one shirt is as good as another”? • Or do you say, “this has these qualities at that price, versus that one which features these advantages at that price”?
    54. 54. Your Job • GET TO KNOW YOUR NONFICTION
    55. 55. Does • The book tell you where it gets its information? • Citation is only step one – does the author tell you what s/he thinks of the source used? • Does the author describe his/her research journey?
    56. 56. Research Journeys • Teachingbooks.net • Author sites • Author notes
    57. 57. Train Students to Read • Within, around, beyond what the book claims –
    58. 58. Every Day in Every Way • They should ask: • “How Do You Know That?” (make a handout of a “how do you know that” post- it which they can affix to a book) • Your library should be bursting with prompts to get them challenging, questioning, examining sources
    59. 59. 3 • Regular Practice with Complex Text and Its Academic Language
    60. 60. Who In the School • Knows which books can challenge readers, and reward their effort? • Interest trumps age – we all know the military fan, the hobbyist, the Jane Austen lover, the math kid who reads adult books • How can we build that spiral up for every interest, every level, every reader?
    61. 61. You • Can surround your library with opportunities to discover new words, terms, phrases, definitions? • Even on the windows
    62. 62. Your Library Should Be • Ablaze with clusters of materials competing to explain something • Aflame with words and definitions • Garlanded with reading ladders bringing students to ever more challenging/rewarding texts • Alive with Common Core excitement
    63. 63. Kansas and Common Core Needs
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