Have examples of anchor standards and grade specific standards at tables.
Common core librarians web ex
Welcome to OKSL WebinarLibrarians @ The Core of Common Core Use a headset with mic if you have one ….Mute your mic, if you are using your computer!
Librarians … @ the Core of Common Core !Ellen Duecker, Carolyn McClure & Kristi Merchant Tulsa Public Schools
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.
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!
What Are Common Core Standards?Based on Research Aligned with & Evidence college & work expectations Benchmarked internationally INTEGRATED literacy skills in math, science, and social Rigorous! studies
Who Created the Standards?Authors:•National Governors Association Center for Best Practices,•Council of Chief State School Officers Current Adoption 2/2012
Common Core Standards:Do NOT tell teachers how to teach.Do NOT include all content students should learn. CCSS is meant to replace some state standards (math & language arts, and supplement others. Focus: PROCESS not CONTENT
Interdisciplinary Literacy Shared ResponsibilityMath Social StudiesScience Language Arts
Research & Media/Technology SkillsEmbedded in standards CCSS Keywords: Research, Gather, Comprehend, Evaluate, Synthesize, Solve Problems, Analyze, Report Collaborative Learning
Overarching Anchor Standards (K – 12)1. Read closely to determine what the text says explicitly and to make logical inferences from it;cite specific textual evidence when writing or speaking to support conclusions drawn from thetext.2. Determine central ideas or themes of a text and analyze their development; summarize thekey supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of atext.4. Interpret words and phrases as they are used in a text, including determining technical,connotative, and figurative meanings, and analyze how specific word choices shape meaning ortone.5. Analyze the structure of texts, including how specific sentences, paragraphs, and largerportions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and thewhole.6. Assess how point of view or purpose shapes the content and style of a text.7. Integrate and evaluate content presented in diverse media and formats, including visually andquantitatively, as well as in words.8. Delineate and evaluate the argument and specific claims in a text, including the validity of thereasoning as well as the relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledgeor to compare the approaches the authors take.10. Read and comprehend complex literary and informational texts independently andproficiently.
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.
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.
PARCC Assessments Partnership for Assessment of Readiness for College and CareersPARCC states have committed to building a K-12assessment system that:•Builds a pathway to college and career readiness for all students•Creates high-quality assessments that measure the full range of the Common Core State Standards•Supports educators in the classroom•Makes better use of technology in assessments, andadvances accountability at all levels.
Sample PARCC AssessmentTask: This entry within a user-edited encyclopedia has four contenterrors. Use the link to the National Geographic Web Site to research theEmperor Penguin. Correct the errors by clicking the EDIT buttons andmaking these small corrections to eliminate the four errors.
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
K-1 2-3 Appendix B Text Exemplars 4-5 6-8K–1 Text Exemplars 9-10Stories 11-12Minarik, Else Holmelund. Little BearEastman, P. D. Are You My Mother? WhatSeuss, Dr. Green Eggs and Ham should IPoetry buy?Anonymous. “As I Was Going to St. Ives.”Rossetti, Christina. “Mix a Pancake.”Read-Aloud StoriesBaum, L. Frank. The Wonderful Wizard of OzWilder, Laura Ingalls. Little House in the Big WoodsAtwater, Richard and Florence. Mr. Popper’s PenguinsRead-Aloud PoetryAnonymous. “The Fox’s Foray.”Langstaff, John. “Over in the Meadow”Lear, Edward. “The Owl and the Pussycat”Informational Texts Read-Aloud Informational TextsBulla, Clyde Robert. A Tree Is a Plant Provensen, Alice and Martin. The Year at MapleAliki. My Five Senses Hill FarmCrews, Donald. Truck Gibbons, Gail. Fire! Fire!
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).
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
Vertical Alignment CCSS p. 13, 14, 40CC.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.
CC Design Components*Define end-of-year expectations by grade*Show cumulative progression through the grades
Horizontal Alignment CCSS p 12, 14, 21,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.
Unwrapping the Standards (gold handout)1. Underline Nouns (Concepts)2. Circle Verbs (Skills)
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
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?
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.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).Essential 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 teacher or librarian. Students will research information from library print resources. Students will analyze and apply their findings to present their point of view about reintroduction of animals. Concluding the Lesson Students will communicate their viewpoint on reintroduction by writing their opinion and giving supporting details to back up their opinion Extending the Lesson Class could have a debate with students presenting and defending their stand on 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 their reading level.
Delineate and evaluate the argument and specific claims ina text, assessingwhether the reasoning is valid and the evidence is relevantand sufficient;identify false statements and fallacious reasoning. RI.9-10.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses RI.11-12.8
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