Librarians …

@ the Core of Common Core !

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”

Common Core…It’s all about

us!

Writing, rigor, READ,informational text, language arts, social studies, science, gather, analyze, evaluate, compare, argue, synthesize, research, internationally benchmarked, technology, literate, evidence, interdisciplinary, independent

2014

What is Common Core?

Based on Research & Evidence

Aligned with college & work expectations

Rigorous!

Benchmarked internationally

INTEGRATED literacy skills

in math, science, and social studies

Common Core Standards:

Do NOT tell teachers how to teach.

Do NOT include all content students should learn.

CCSS is meant to supplement state standards – not supplant them.

Focus: PROCESS not CONTENT

Interdisciplinary LiteracyShared Responsibility

Math Social Studies

Language ArtsScience

Rigor

Rigor and Lexile

Language Arts Focus & Design Shift

Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Distribution of Communicative Purposes by Grade in the 2011 NAEP

Writing FrameworkGrade To

PersuadeTo

ExplainTo Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessmentof Educational Progress. Washington, DC: U.S. Government Printing Office.

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 NationalAssessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

Argument: a part of RIGORThe 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.

Sample CCSS Performance TaskGrade 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

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.

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).

CCR = 10 Overarching Anchor Standards

Defined Specifically for Each Grade and Subject

Common Core Organizational StructureDeciphering the Code

CC.5.RL.1 5= Grade 5 RL=Reading Lit. 1= Standard 1

CCR(College & Career Ready) Anchor

Standards

Grade Specific Standards

RL Reading LiteratureRI Reading Information TextRF Reading Foundational SkillsW WritingSL Speaking & Listening

LanguageArts

Vertical Alignment (pink handout)

CC.K.RI.8With prompting and support, identify the reasons an author gives to support points in a text.

CC.5.RI.88. Explain how an author uses reasons and evidenceto 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.2.RI.8Describe how reasons support specific points the author makes in a text.

CC Design Components

*Define end-of-year expectations by grade

*Show cumulative progression through the grades

Horizontal Alignment (blue handout)

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

CC.5.W.9 WritingDraw evidence from literary or informational texts to support analysis, reflection, and research.

CC.5.RL.9 Reading LiteratureCompare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

1. Underline Nouns (Concepts)

2. Circle Verbs (Skills)

Unwrapping the

Standards(gold handout)

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

Note: This lesson will be done in collaboration with the school librarian.

Opening the Lesson

*Teacher or librarian will read a nonfiction book about wolves such as, Gray Wolves: Return to Yellowstone by Meish Goldish.

*Teacher or librarian will reread the book and think about what keywords people would 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).

How?Why?

How Would? Why should?

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 NaturalisticMaterials/Resources: Non-fiction (informational) books, computers, online databasesEssential Vocabulary: Habitat, Reintroduce , Ecosystem, OrganismsProcedures

Note: This lesson will be done in collaboration with the school librarian.

Opening the Lesson

Teacher or librarian will read a nonfiction book about wolves such as, Gray Wolves: Return to Yellowstone by Meish Goldish.

Teacher or librarian will reread the book and think about what keywords people would 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

Resources for Librarians

AASL Lesson Plan Database

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

http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/commoncorecrosswalk/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!