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Secondary Librarians Supporting Common CoreJim Belair, Ashlee Bryant, Dr. Kristen DriskillPoints to considerWhat changes are occurring in classroom instruction?

In light of these changes, what do teachers need to know regarding resources, technology, etc. available to them?

What am I currently doing to support teachers and the CCSS?

What changes can I make to further support the teaching and learning in my school (short-term and long-term)?

Were not going to Common Corezilla-you to death today3But we are going to talk about one of the shiftsNY Dept. of Education:

Shift 1: Balancing Informational and Literary Texts

Shift 3: Staircase of Text ComplexityStudent Achievement Partners:

Building knowledge through content-rich nonfiction and informational texts46 shifts from the NY Department of Education (engageny.org) translated into 3 instructional shifts outlined by Student Achievement Partners (achievethecore.org)43-Part Model

How does the Common Core define complex text?

55One of the key requirements of the Common Core State Standards for Reading is that all students must be able to comprehend texts of steadily increasing complexity as they progress through school.

What makes a text complex?

5Quantitative Measures:A Good First StepObservable & Measurable:Word frequency, sentence length, and word count

Updated scale66Quantitative measures have to do with readability formulas, such as the Fry, and the Flesch-Kincaid. These formulas rely on varying factors such as word length and frequency of use in English, number of syllables and sentence length. These formulas rely on the surface qualities of a text and do not provide information about the content or the way in which the ideas that are built across the text hang together, a factor called coherence.

Lexile ranges now match text complexity grade bands defined by the CCLS. The trajectory has been adjusted upward, and is reflected in updated scales:

Grapes of Wrath Grade 2/3 band6Text Complexity

Lexile: 810LIn which of the text complexity bands would this novel fall?

Text Complexity

Lexile: 810LIn which of the text complexity bands would this novel fall?

Qualitative MeasuresPurpose

Structure

Language

Knowledge DemandsWhat a computer cant determine

Look at rubrics9Text Complexity

So, how would we use the rubric for literary text to determine a qualitative measure for The Hunger Games?Text Complexity

Reader & Task Considerations

Teacher employs professional judgment re: individual readersMotivation, knowledge , and experiences of reader purpose and complexity of questions/task assigned to the reader

12So, based on the three measures

Your turn

Scaffolding Complex Texts

Online DatabasesUse to locate high quality Informational TextTeachers need to know how to locate info!Teachers need to know they can put articles into a Resource ListMindset Shift: Databases are building wide not just library itemsMany Databases contain lexiles

Consider purchasing Opposing View Points from GaleInformation Fluency Continuum

Grade Level Benchmark SkillsInquiry Based LearningAligned to Common Core StandardsAll the Graphic Organizers are on the SLS WebsiteEndorsed by SLSA and most SLS Councils

Monroe 2-Orleans Regional Curriculum18Shows how the standards were used to develop the regional document, but districts still need to take the document and create district-level curriculum. (Regional curriculum is the framework for district-developed curriculum = still work to do at the district level.)18Where to Find Regional Documentswww.monroe2boces.org

19Show how to find our website with all documents

*Hand out unit writing templates. Note how they were revised to mirror the regional curriculum document.

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Discuss three columns and shaded boxesmirrors PARCC framework.21

Module 1: Unlocking the textModule 2/3: Authors craftModule 4: Integration of ideasReiterate that the structure of the standards drove structure of modules22

Module 6: Literary analysisReiterate structure of standards drove structure of modules.

23Overview of ModulesGrades 3-12Module 1: Unlocking the Text-Literature and InformationalModule 2: Authors Craft-LiteratureModule 3: Authors Craft-InformationalModule 4: Integration of IdeasModule 5: Genre/Author StudyModule 6: Literary Analysis

24For 3-12, instruction now integrates fiction and nonfiction reading for what the text says in both types of writing. This is followed by looking more closely at literature and informational text separately to see the how (craft) of each. The instruction then leads into relating ideas across texts, genre/author study, and increasing their repertoire of written analysis of texts.

Module 5: specific to each grade level; based on what the standards suggest; districts have the option of using a different genre other than the one suggested in the regional curriculum

This doesnt mean districts have to do these modules in this order and could even combine modules into one larger one.

Module 6: Standard 11 (NYS added)24

25Hand out and walk through mapbegins with pacing guide, which is flexible. For each module, the description is included, as well as enduring understanding to reiterate the focus of the unit. Critical content is listed, along with corresponding standards.25

26Knowing what standards the modules are focused on will help with selection of texts. For example, if you know one of the focus standards is that students will be retelling (1st grade), you could help select books that have a strong narrative structure, ordering them from most obvious to least obvious. OR if theyre focusing on an event from multiple perspectives, helping to find appropriate resources for this.

Skills are also listed, with corresponding standards. Space is provided for districts to establish texts to be used. The number of each text type stems from the cover sheet. Space is also provided to note Lexile levels in order to help teachers show that staircase of complexity across a school year. Space is provided for potential writing prompts according to the text type that is focused on in a particular module. Finally, space is provided for links to three units of instruction. This is where districts can align current or new units and provide a place for teachers to obtain resources.26Support what is taking place in the classroomKnow your Standards!

What are you doing?Have them look at a standard for how it progresses across grade levels27Focus on Subjects Other than ELAFinding Informational Text

Collaboration

Research

Build Non Fiction Collection

Instructional Technology leader

Be the go-to person for the 6 ELA shifts

Offer to grade Works Cited

Curriculum Maps

Do not worry about those that will never come in

ELAFocus on research element

Offer to grade Works Cited

Build Non Fiction Collection

InterLibrary Loan

Resource ListsInclude Non Fiction BooksInclude Database articlesInclude videos from Learn 360Include websites from Web Path ExpressInclude eBooks

CollaborationIntroduce faculty to one resource at each faculty meeting

Hold PD workshops for your building

Attend various dept. meetings

Talk to and meet with subject area directors

Forget about those that will never use library

Paddy Hill Library exampleshttp://www.greece.k12.ny.us/webpages/phlibrary/resources1.cfmPassword: paddyhill

eBookshttp://www.monroe2boces.org/ebooksAll eBooks can be placed in Resource ListAll are unlimited Simultaneous UseNew eBook vendor for 1:1 Popular Fiction Axis 360 from Baker & TaylorCurrent Vendors:InfoBase LearningGale Cengageebrary

Marshall CavendishRosenSylvan DellCapstone InteractiveEssential Questions:What changes are occurring in classroom instruction?

In light of these changes, what do teachers need to know regarding resources, technology, etc. available to them?

What am I currently doing to support teachers and the CCSS?

What changes can I make to further support the teaching and learning in my school (short-term and long-term)?