This is meant as an introduction—a road map if you willYou may feel more confused than when you walked in…remember, anything new requires a learning curve, and this document is just like the modules—adopt, adapt, or ignore
We’re cramming 4 days into 4 hoursHope that you leave with a general understanding of the binder and how it works, enough to start to play around with itRefresh and reflect sessions/tomorrow will helpNot an expert, but I will do my best!
I want to make sure we’re speaking a common language…What’s going on in your district with the Common Core?Go around the room, share out from tables with Modules/Common Core on tables
Let’s dive in…The binder is the basis…there are also peripherals to the ESIFC like lesson planning templates
Let’s take a few minutes to just flip through (share out first impressions after about 5 minutes)
We’re going to walk through the 3 major sections, and dive in a little deeper to each one. It seems like there’s a TON of tabs, but these can be chunked into 3 major sections1st– Benchmarks Skills – Priority Benchmark skills are variations on each other2nd--Assessments Stands alone3rd--CCLS alignmentThere are a few extraneous tabs, like the REACTS taxonomy, that we’re not going to get into today due to limited time. most tabs begin with an explanation of what’s contained in each.
Let’s back up and take a forest view before we dive into the treesFirst, let’s look at page 10—SourcesYou can see the inspiration behind the ESIFCIf you’re like me, you put all of these standards into your lesson plans –this streamlines the process (book)Next page 3 (chose this instead of page 1, because you can see the embedded components)Skip to 5—This is the framework there’s great stuff in between, but we’re doing the condensed version Embedded in Standard 1 are the phases of inquiry—found on the back of the very first page Each phase of inquiry ends with reflective questions for students prior to moving on to the next phaseStandard 2—personal readingStandard 3– digital citizenship 2 & 3 Very important but we will be skimming through theseKeep flipping until you get to the chart. This is IT – the ESIFCCheck out the last column—it’s a beautiful thing. You may be saying—where’s the CC alignment? That comes later. Pick a grade level that relates to you—find one or two skills in the white section—hang on to these in your mindBENCHMARK SKILLSThese break down the ESIFC into individual grade levels instead of grade level bandsSkills in bold – have an accompanying assessment We’re getting closer and closer to the trees as we move through these tabs GRADE-BY-GRADETakes the skills out of the chart and really breaks them downDo you recognize where these skills come from? (previous chart)K typobolded, priority benchmark skillsReally comes down to a preference of format between the benchmark skills and the grade by grade benchmarks Last section= pretty handoutTAKE A BREAK HEREWe’ll see these again in assessments (take a break)—on the break, assessment tables, hang up your paper and pick a representative to share out some of your table’s thoughts
Let’s start by sharing what we think about “assessments” – if you were a table that wrote down assessments, what did you write/draw?
The assessments tab is the practical “meat” of the ESIFCThese are the things you can take with you and immediately put to use in SeptemberSome of you may be familiar with these – SLOsThese assessments can be used as diagnostic (pre-tests), formative, or summative (post-test)First page of each grade level is a chart—why are they no assessments for Standard 2 or 3? Assessments are only available for the inquiry process. Take a few minutes to flip through – choose an elementary, middle, and high school graphic organizer to look at, then we’ll talk about what you notice. -Can be used across grade levels-No content, just skills-multiple graphic organizers for each priority benchmark skill -graphic organizers scaffold up (blue note tags)**Next: Modifying assessments***
Pass out blue sheetThese are meant to be modified—on your USB drive are all the assessments as word documents
Let’s flip to the last major section –CCLS alignment Before we go further, I want to highlight a key phrase in the introduction (pink slip)Pages 4-7 show a sample lesson plan and the lesson planning process—we will practice this in a bit. If you keep flipping to page 8 and beyond, you’ll find the CCLS/IFC alignments by grade levelFormat:L-RTags—these can be used to match up resources to standards/skills, enter these into your catalog, tag itemsCommon CoreIFC skill/standard (again, priority benchmarks are bolded)Additional skills at the endLet’s flip to the writing standards for Grade 7 (page 81)Look at 7th grade Writing standard (W.7.7)– this language consistent for grades 3-8EMBEDDED SKILLS ACTIVITY – goldenrod papers CC is all about deep, not wide—there’s a lot packed into these
Now that we’ve done this activity, let’s flip back to the alignment—why do you think B. Stripling deliberately did not align one-to-one?-There are EMBEDDED skills in each—multiple standards relate to CCLS, CCLS standards are grouped by like-skills -Skills repeat-Keeping it grade specific shows scaffoldingAdditional skills at the end Quick stretch break – 5 minutes – when we come back, we’ll dive into lesson planningDON’T NEED THE BINDER—WILL BE PUTTING SOME PAPERS ON YOUR TABLES
There are four major pieces to lesson planning with the ESIFC. This is a great opportunity for me to remind you—adapt, adopt, ignore. No one is saying you have to do this—you may find it useful, or you may like your own approach. HOWEVER the ESIFC provides great in-roads for initiating collaboration with teachers.
Building a cabinet analogyMaterials = ContentProcess = Skills to build the cabinetDifferent types of wood = different types of content Librarians (skills) + Teacher (content) = successCan I teach you how to build a cabinet without materials? Would it be successful?Deeply engage kids in the "building of the cabinet"Without process, research is copy and pasteWhen they do that, they're just moving the materials/content from one place to another. This is not building a cabinet.They haven't build anything! Need to build to learn.Lessons for assessments are PROCESS based lessons, need content Can we teach content without process?Yes--just give kids the information. BUT they don't retain because they didn't go through the process. Why don't students transfer? If we teach content ONLY--content doesn't transferPROCESS transfers from a history article, to a science article, to a painting, to a piece of literature, to a movieNow the transfer means somethingWhat's the only way I can teach you how to build a cabinet?YOU have to MODEL itThis is the trickiest part. We do these things automatically. If we want kids to know how to do it, we have to be able to verbalize the thinking behind the process
White one page lesson planFlip to K.5 in assessmentsAs always --adapt, adopt, ignore(click back two slides)
Develop lesson plans, then share out—give them about 30-40 minutes to work through it, then share for 10Hint: If your lesson is embedded in the text—start by reading the text
My advice is to start with a single lesson.If you’re at the elementary level on a fixed schedule, maybe try a one-shot lesson, or try to integrate a single piece of the lesson plan template, like modeling/guided practice. At the secondary level, or the elementary if you’re lucky enough to have a flexible schedule—maybe you have a teacher this year that is willing to collaborate. The ESIFC is a great tool for making those collaborative inroads—it enables you to step up as a leader in the Common Core, to say, not only do I understand the Common Core superficially, but I have an understanding on how deep these standards really go—and I can help you help students develop the skills they need to be successful. That is a powerful thing to be able to say and do for teachers—and lets your expertise shine beyond gathering carts of books.Show your teachers the “unpacked core” paper—let them know you can do that for any standard they’re focusing on. Thoughts?Questions?
Stripling Model – May Network Team Institute (NTI) trainingHasn’t officially passed yet http://www.regents.nysed.gov/meetings/2013Meetings/April2013/CCResearchPaperSlides.pdfSub-shifts in Shift 5https://www.google.com/search?q=engageny+subshifts%2C+shift+5&rlz=1C1SKPL_enUS444US444&oq=engageny+subshifts%2C+shift+5&aqs=chrome.0.69i57.5027j0&sourceid=chrome&ie=UTF-8Shift 5WRITING FROM SOURCESSubshift - 5AWork with sourcesStudents gather, assess, synthesize, integrate, analyze sourcesSubshift -5BGrapple with complex text and content; leverage academic vocabulary Students apply academic vocabulary and content knowledge they gained through other shifts, but also through gathering, assessing, and synthesizing sources. Research is an integrated process which combines the reading, writing, and language standards.Subshift -5CEmphasize questioning, Inquiry, and explaining understanding rather than defenseStudents engage in an iterative and cyclical inquiry processSubshift -5DFollow inquiry process: questions, sources, information, scope and planproduct Students' questions lead them to the sources, which lead to information, which lead to the scope of the project, which may lead back to the questions, and so on. This process is iterative and results in a rigorous, grade level appropriate product.Subshift - 5EUse technology and other mindsThis is the 21st century, and the internet is a research tool, but students do more than a simple Google search; they collaborate productively with other students and adults.Subshift -5DRepeatResearch opportunities should be happening throughout the school year and take varying forms, including (but not limited to) short and more sustained research projects. In secondary, research should happen early and often.
Introduction to the Empire State Information Fluency Continuum
An introduction to
THE EMPIRE STATE
INFORMATION FLUENCY CONTINUUM
Please take a binder and USB drive.
BEFORE WE GET STARTED
Draw, doodle, or write some thoughts about the prompt on
Be creative! Have fun!
We’ll share out a little later.
1) Binder Walkthrough
2) Lesson Planning with the ESIFC
3) Inquiry Cycle/EngageNY Research
Image Credit: Arminho-Paper, Flickr CC
TACKLING THE BINDER
(I PROMISE IT’S NOT AS PAINFUL AS IT LOOKS)
THREE MAJOR SECTIONS:
3. CCLS ALIGNMENT
Using Inquiry to Build
Understanding and Create
Pursuing Personal and
Aligned to “Priority
Can be used in multiple grade
Diagnostic, Formative and
2 Types of Changes
• Adding boxes
Changing the assessed
skill; making more
• Making the paper larger
• Providing lines to write on
UNPACKING THE COMMON CORE
Image Credit: Libookperson, Flickr CC
A WORD ABOUT ALIGNMENT
• Alignment is not one-to-one
LESSON PLANNING WITH THE ESIFC
Image Credit: AustinEvan, Flickr CC
PIECES OF THE LESSON PLAN PUZZLE
Image Credit: Brad Montgomery, Flickr CC
“BUILDING A CABINET”
Image Credit: LitCritter, Flickr CC
LESSON PLAN TEMPLATE
Class Time: It’s OK to have more than
one class period per lesson—just indicate
which sections will be done for each
Essential Understanding: What will students learn? This is not CONTENTspecific but SKILL specific—should align to assessment
Learning Outcomes: What will students be able to do? (Based on Essential
Common Core Standard: One lesson cannot realistically address more
than one CC standard, and may only address PART of a standard—if so,
highlight the particular skill you’re covering
IFC Skill: This should be aligned to the assessment/graphic organizer
Questioning: What are some questions that you’ll ask students?
(These should be rooted in the text)
Learning/Teaching Activities CT=Classroom Resources
AKA: “The Hook”/Introduction/Anticipatory
Set + Modeling
Explains what students are expected to learn
Model what you want students to practice
Make sure guided practice matches
This will always be the ESIFC Graphic Organizer
Follow up: Same skill, different content
Extension(s): Scaffolding—pushes out & up, next level
BUILDING A LESSON
• Let’s walk through a Kindergarten lesson
• Feeling overwhelmed…?
HOW CAN I MAKE THIS
WORK FOR ME?
REFRESH & REFLECT SESSIONS:
November 20, 2013
January 16, 2014
You are welcome to bring a
teacher-partner to these sessions
Connect to self, previous knowledge | Gain background &
Develop questions | Make predictions, hypothesis
Reflect on own learning | Ask new questions
Find & evaluate information to answer questions/
test hypothesis | Think about information to
illuminate new questions & hypotheses
Apply understandings to a new context, new situation
Express new ideas to share learning with others
Finding text-based evidence
to support claims
Construct new understandings connected to
Draw conclusions about questions & hypotheses
N. Laura 2013 | Adapted from the Stripling Model of Inquiry/Empire State Information
Fluency Continuum and EngageNY May 2013 NTI Training Materials
Olga Nesi’s LibGuide:
NYC Department of Education – Library Services
Standards and Curriculum:
Research Paper Requirement Info:
Information Fluency Continuum and Common Core
Flickr Creative Commons
Seattle Municipal Archives
All content adapted from the Empire
State Information Fluency
Olga Nesi’s Common Core
PowerPoint created by
firstname.lastname@example.org | @nwaskielaura
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