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Welcome to OKSL Webinar
Librarians @ 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
Outcomes
Learn:
•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.
Reactions to the words,
“Common Core”
Writing, rigor, READ,
informational text,
language arts, social
studies, science,
gather, analyze,
evaluate, compare,
argue, synthesize,
research,
internationally
benchmarked,
technology, literate,
evidence,
interdisciplinary,                    2014
independent
           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 Responsibility




Math                   Social Studies




Science                 Language Arts
Research & Media/Technology Skills

Embedded 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 the
text.
2. Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
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 or
tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
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 and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning 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 knowledge
or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and
proficiently.
Rigor
Rigor and Lexile
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 National
Reading framework for the 2009 National Assessment     Assessment of Educational Progress, pre-publication
of Educational Progress. Washington, DC: U.S.          edition. Iowa City, IA: ACT, Inc.
Government Printing Office.
Argument: a part of RIGOR
The argumentative essay is a genre of writing that
requires the student to investigate a topic, collect,
generate, and evaluate evidence, and establish a
position on the topic in a concise manner.
PARCC Assessments
 Partnership for Assessment of Readiness for College and Careers

PARCC states have committed to building a K-12
assessment 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, and
advances accountability at all levels.
Sample PARCC Assessment
Task: This entry within a user-edited encyclopedia has four content
errors. Use the link to the National Geographic Web Site to research the
Emperor Penguin. Correct the errors by clicking the EDIT buttons and
making these small corrections to eliminate the four errors.
Sample CCSS Performance Task
   Grade 3: Informational Texts



Students explain how the main idea that
Lincoln had “many faces” in Russell
Freedman’s Lincoln: A Photobiography is
supported 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
                                                                               6-8
K–1 Text Exemplars                                                             9-10
Stories                                                                        11-12
Minarik, Else Holmelund. Little Bear
Eastman, P. D. Are You My Mother?
                                                          What
Seuss, Dr. Green Eggs and Ham
                                                        should I
Poetry
                                                          buy?
Anonymous. “As I Was Going to St. Ives.”
Rossetti, Christina. “Mix a Pancake.”
Read-Aloud Stories
Baum, L. Frank. The Wonderful Wizard of Oz
Wilder, Laura Ingalls. Little House in the Big Woods
Atwater, Richard and Florence. Mr. Popper’s Penguins
Read-Aloud Poetry
Anonymous. “The Fox’s Foray.”
Langstaff, John. “Over in the Meadow”
Lear, Edward. “The Owl and the Pussycat”
Informational Texts                            Read-Aloud Informational Texts
Bulla, Clyde Robert. A Tree Is a Plant         Provensen, Alice and Martin. The Year at Maple
Aliki. My Five Senses                                   Hill Farm
Crews, 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, 40
CC.K.RI.8
With prompting and support, identify the reasons an
author 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 Literature
Compare and contrast stories in the same genre (e.g., mysteries
and adventure stories) on their approaches to similar themes and
topics.


CC.5.RI.9 Reading for Information
Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.


CC.5.W.9 Writing
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
Unwrapping
    the
 Standards
    (gold handout)

1. Underline Nouns
   (Concepts)
2. Circle Verbs
   (Skills)
Don’t Mess With Nature
PASS 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   Naturalistic
Materials/Resources:     Non-fiction (informational) books, computers, online databases
Essential Vocabulary:    Habitat, Reintroduce , Ecosystem, Organisms
Procedures               Opening the Lesson

Note: 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 would
school 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?
Common core  librarians web ex
Don’t Mess With Nature (Bumped Up to Meet CCSS
Standards                 Life Science 2.1 Organisms in a community, interacting populations in a common
BIG 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    Naturalistic
Materials/Resources:      Non-fiction (Informational) books, computers, online databases
Essential Vocabulary:     Habitat, Ecosystem, Reintroduce, Organisms
Procedures                Opening the Lesson
                           Teacher or librarian will read a nonfiction book about wolves such as, Gray Wolves: Return to Yellowstone
Note: 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 know
with 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 in
a text, assessing
whether the reasoning is valid and the evidence is relevant
and 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 Librarians

AASL Lesson Plan Database

http://www.corestandards.org/the-standards

http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/common
corecrosswalk/index.cfm

http://www.parcconline.org/

http://sde.state.ok.us/Curriculum/CurriculumDiv/Language/PASS.html

For IPAD and IPHONE users, there is a free Common Core App
Common Core: It’s OUR
    Playground!
Carolyn McClure and Ellen Duecker

     mccluca@tulsaschools.org
     dueckel@tulsaschools.org

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Common core librarians web ex

  • 1. Welcome to OKSL Webinar Librarians @ The Core of Common Core Use a headset with mic if you have one ….Mute your mic, if you are using your computer!
  • 2. Librarians … @ the Core of Common Core ! Ellen Duecker, Carolyn McClure & Kristi Merchant Tulsa Public Schools
  • 3. Outcomes Learn: •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.
  • 4. Reactions to the words, “Common Core”
  • 5. Writing, rigor, READ, informational text, language arts, social studies, science, gather, analyze, evaluate, compare, argue, synthesize, research, internationally benchmarked, technology, literate, evidence, interdisciplinary, 2014 independent Common Core…It’s all about us!
  • 6. 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
  • 7. Who Created the Standards? Authors: •National Governors Association Center for Best Practices, •Council of Chief State School Officers Current Adoption 2/2012
  • 8. 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
  • 9. Interdisciplinary Literacy Shared Responsibility Math Social Studies Science Language Arts
  • 10. Research & Media/Technology Skills Embedded in standards CCSS Keywords: Research, Gather, Comprehend, Evaluate, Synthesize, Solve Problems, Analyze, Report Collaborative Learning
  • 11. 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 the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 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 or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 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 and quantitatively, as well as in words. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning 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 knowledge or to compare the approaches the authors take. 10. Read and comprehend complex literary and informational texts independently and proficiently.
  • 12. Rigor
  • 14. 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 National Reading framework for the 2009 National Assessment Assessment of Educational Progress, pre-publication of Educational Progress. Washington, DC: U.S. edition. Iowa City, IA: ACT, Inc. Government Printing Office.
  • 15. Argument: a part of RIGOR The argumentative essay is a genre of writing that requires the student to investigate a topic, collect, generate, and evaluate evidence, and establish a position on the topic in a concise manner.
  • 16. PARCC Assessments Partnership for Assessment of Readiness for College and Careers PARCC states have committed to building a K-12 assessment 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, and advances accountability at all levels.
  • 17. Sample PARCC Assessment Task: This entry within a user-edited encyclopedia has four content errors. Use the link to the National Geographic Web Site to research the Emperor Penguin. Correct the errors by clicking the EDIT buttons and making these small corrections to eliminate the four errors.
  • 18. Sample CCSS Performance Task Grade 3: Informational Texts Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photobiography is supported by key details in the text. [RI.3.2] PARCC Partnership for Assessment of Readiness of College and Careers
  • 19. K-1 2-3 Appendix B Text Exemplars 4-5 6-8 K–1 Text Exemplars 9-10 Stories 11-12 Minarik, Else Holmelund. Little Bear Eastman, P. D. Are You My Mother? What Seuss, Dr. Green Eggs and Ham should I Poetry buy? Anonymous. “As I Was Going to St. Ives.” Rossetti, Christina. “Mix a Pancake.” Read-Aloud Stories Baum, L. Frank. The Wonderful Wizard of Oz Wilder, Laura Ingalls. Little House in the Big Woods Atwater, Richard and Florence. Mr. Popper’s Penguins Read-Aloud Poetry Anonymous. “The Fox’s Foray.” Langstaff, John. “Over in the Meadow” Lear, Edward. “The Owl and the Pussycat” Informational Texts Read-Aloud Informational Texts Bulla, Clyde Robert. A Tree Is a Plant Provensen, Alice and Martin. The Year at Maple Aliki. My Five Senses Hill Farm Crews, Donald. Truck Gibbons, Gail. Fire! Fire!
  • 20. 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).
  • 21. 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
  • 22. Vertical Alignment CCSS p. 13, 14, 40 CC.K.RI.8 With prompting and support, identify the reasons an author 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.
  • 23. CC Design Components *Define end-of-year expectations by grade *Show cumulative progression through the grades
  • 24. Horizontal Alignment CCSS p 12, 14, 21, CC.5.RL.9 Reading Literature Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics. CC.5.RI.9 Reading for Information Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. CC.5.W.9 Writing Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • 25. Unwrapping the Standards (gold handout) 1. Underline Nouns (Concepts) 2. Circle Verbs (Skills)
  • 26. Don’t Mess With Nature PASS 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 Naturalistic Materials/Resources: Non-fiction (informational) books, computers, online databases Essential Vocabulary: Habitat, Reintroduce , Ecosystem, Organisms Procedures Opening the Lesson Note: 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 would school 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
  • 27. 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?
  • 29. Don’t Mess With Nature (Bumped Up to Meet CCSS Standards Life Science 2.1 Organisms in a community, interacting populations in a common BIG 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 Naturalistic Materials/Resources: Non-fiction (Informational) books, computers, online databases Essential Vocabulary: Habitat, Ecosystem, Reintroduce, Organisms Procedures Opening the Lesson Teacher or librarian will read a nonfiction book about wolves such as, Gray Wolves: Return to Yellowstone Note: 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 know with 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.
  • 30. 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. 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
  • 31. Resources for Librarians AASL Lesson Plan Database http://www.corestandards.org/the-standards http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/common corecrosswalk/index.cfm http://www.parcconline.org/ http://sde.state.ok.us/Curriculum/CurriculumDiv/Language/PASS.html For IPAD and IPHONE users, there is a free Common Core App
  • 32. Common Core: It’s OUR Playground!
  • 33. Carolyn McClure and Ellen Duecker mccluca@tulsaschools.org dueckel@tulsaschools.org

Notas do Editor

  1. Have examples of anchor standards and grade specific standards at tables.