- 1. www.engageNY.org Media Center Specialists and Their Role in
the Common Core THE MEDIA CENTER IN COMMON CORE
2. www.engageNY.org WHY IM EXCITED YOU ARE HERE 3.
www.engageNY.org WHAT IS COMMON CORE? 4. www.engageNY.org AMERICAN
ASSOCIATION OF SCHOOL LIBRARIANS Standards for the 21st Century
Learner and the Common Core In your groups, review the assigned
AASL Standard. What grade levels of the CCSS are addressed in the
AASL standard? What opportunities for collaboration do you see?
What CCSS can be addressed in the Media Center? 5. www.engageNY.org
IDEAS FOR THE LEARNING COMMUNITY Invite teachers into the LMC for a
quarterly 5-minute meeting, where youll explain several broad
things you can do in the LMC to help them satisfy the CCS, such as
watching for opportunities for interdisciplinary learning. Then,
pass out documentation (a different handout for each subject) with
the explicit CCS they must meet, and how you can help them do it
better with resources and instruction in the LMC. Make yourself
available for short conferences afterward to discuss and brainstorm
possibilities for collaboration 6. www.engageNY.org IDEAS FOR THE
LEARNING COMMUNITY When students come in for instruction, begin by
showing them the corresponding CCSS and AASL standard, so they can
understand exactly what they will know and/or be able to do by the
end of the session. Students will know what is expected of them, be
able to recount what they were taught and understand the bigger
picture of the skill or new knowledge. 7. www.engageNY.org YOU ARE
THE HEART OF THE LEARNING COMMUNITY Keep an eye out for overlapping
CCSS among subjects. Be aware of the CCSS being covered in the
classrooms every 2-3 weeks. Take the lead with literacy. Start
small and with the basics: Approach teachers in different
disciplines and start them thinking about their content areas. Ask
them questions like: How do you read a science text? (Do you have
to take notes? Do you read it three times?) How is a science text
structured? To what degree do you need to know terminology before
you begin a full text? Are terms typically explained in articles
the first time they are used? 8. www.engageNY.org FORM TEAMS
Literacy in different contexts and in different content areas.
Every teacher is an expert. (Share literacy strategies.) Thinking
across disciplines: Have teachers in the other disciplines come up
with suggestions for texts from their content areas that English
teachers can use in their classrooms. Maybe they have a favorite
poem that talks about non-Euclidean geometry that fits right in to
a teachers poetry unit. 9. www.engageNY.org JOYCE KARON 10.
www.engageNY.org AN INTERVIEW WITH JOYCE KARON Read the assigned
portion of the interview. Be prepared to share the key ideas from
Joyce Karons responses. 11. www.engageNY.org MORE FROM JOYCE KARON
12. www.engageNY.org VIEWS FROM JOYCE KARON What are your thoughts
about working with math teachers? What other ways can you think to
help math or science teachers? 13. www.engageNY.org Instructional
Shifts for the Common Core Six Shifts in ELA/Literacy Balancing
Informational and Literary Text Building Knowledge in the
Disciplines Staircase of Complexity Text-Based Answers Writing From
Sources Academic Vocabulary Six Shifts in Math Focus Coherence
Fluency Deep Understanding Applications Dual Intensity 14.
www.engageNY.org NYS Common Core Standards Shifts Impact NYS
Assessments 6 Shifts in ELA Literacy Common Core Implementation
Common Core Assessments 1. Balancing Informational and Literary
Text 2. Building Knowledge in the Disciplines 3. Staircase of
Complexity 4. Text-based Answers 5. Writing from Sources 6.
Academic Vocabulary 1. Focus 2. Coherence 3. Fluency 4. Deep
Understanding 5. Applications 6. Dual Intensity 6 Shifts in
Mathematics 1 & 2: Non-fiction Texts Authentic Texts 3: Higher
Level of Text Complexity Paired Passages 4&5: Focus on command
of evidence from text: rubrics and prompts 6: Academic Vocabulary
1: Intensive Focus 2: Linking Back 4, 5, 6: Mathematical Modeling
15. www.engageNY.org Shifts in ELA/Literacy Shift 1 Balancing
Informational & Literary Text Students read a true balance of
informational and literary texts. Shift 2 Knowledge in the
Disciplines Students build knowledge about the world (domains/
content areas) through TEXT rather than the teacher or activities
Shift 3 Staircase of Complexity Students read the central, grade
appropriate text around which instruction is centered. Teachers are
patient, create more time and space and support in the curriculum
for close reading. Shift 4 Text-based Answers Students engage in
rich and rigorous evidence based conversations about text. Shift 5
Writing from Sources Writing emphasizes use of evidence from
sources to inform or make an argument. Shift 6 Academic Vocabulary
Students constantly build the transferable vocabulary they need to
access grade level complex texts. This can be done effectively by
spiraling like content in increasingly complex texts. 16.
www.engageNY.org SHIFTS IN MATHEMATICS Shift 1 Focus Teachers
significantly narrow and deepen the scope of how time and energy is
spent in the math classroom. They do so in order to focus deeply on
only the concepts that are prioritized in the standards. Shift 2
Coherence Principals and teachers carefully connect the learning
within and across grades so that students can build new
understanding onto foundations built in previous years. Shift 3
Fluency Students are expected to have speed and accuracy with
simple calculations; teachers structure class time and/or homework
time for students to memorize, through repetition, core functions.
Shift 4 Deep Understanding Students deeply understand and can
operate easily within a math concept before moving on. They learn
more than the trick to get the answer right. They learn the math.
Shift 5 Application Students are expected to use math and choose
the appropriate concept for application even when they are not
prompted to do so. Shift 6 Dual Intensity Students are practicing
and understanding. There is more than a balance between these two
things in the classroom both are occurring with intensity. 17.
www.engageNY.org THE BIG SHIFTS IN COMMON CORE A Quick Video What
stood out to you in the video? What shift is going to be the most
difficult for teachers? What shift can you as a Media Center
Specialist help with? Do your teachers know these shifts? 18. What
constitutes a complex text? Complex text is typified by a
combination of longer sentences, a higher proportion of
less-frequent words, and a greater number and variety of words with
multiple meanings. PARCC Model Content Frameworks 19. Overview of
Text Complexity Text complexity is defined by: 1. Qualitative
measures- levels of meaning, structure, language conventionality
and clarity, and knowledge demands 2. Quantitative measures- word
length or frequency, sentence length, and text cohesion 3. Reader
and task considerations- motivation, knowledge, and experiences 20.
Qualitative Measures Qualitative dimensions and factors are those
aspects of text complexity only measureable by an attentive reader.
21. Qualitative Elements Levels of Meaning or Purpose o Is it
specifically stated/clear? Or are there inferences that need to be
made by the reader? Structure of Text o Linear/nonlinear,
one/multiple narrators, deviations from standard conventions of
genre, number of plots Language Conventionality and Clarity o
Literal, clear, or contemporary language vs. figurative, ambiguous,
or unfamiliar language Knowledge Demands o Is understanding
dependent on prior knowledge or open to any level? 22. Quantitative
Measure Quantitative dimensions and factors are those aspects that
are not easily measureable by a human and are typically measured by
programs such as Lexile.* New text complexity tools for Common Core
will be available in Fall 2014. 23. Various Quantitative Measures
Flesch-Kincaid Grade Level test uses word length and sentence
length Dale-Chall Readability Formula and Lexile Framwork for
Reading- substitutes word frequency instead of word length ATOS
formula (Accelerated Reader)- uses word length, sentence length,
and text length CCSS does not endorse any particular quantitative
measures. They only suggest using multiple measures to determine
text complexity. 24. Realigned Levels- Adjusted Upward 25. Which
one do we use? The immediate recommendation from CCSS is to select
texts that are within the appropriate band of complexity using
currently available (multiple when possible) quantitative measures,
and then make keener distinctions using a blend of qualitative
measures. 26. Reader and Task Considerations Reader and task
considerations must also be made when determining a texts
appropriateness. 27. Readers and Tasks Factors such as motivation,
knowledge, and experiences are important to consider when selecting
a text. The purpose of the reading also needs to be considered. 28.
The use of qualitative and quantitative measures to assess text
complexity is balanced in the Standards model by the expectation
that educators will employ professional judgment to match texts to
particular students and tasks. Appendix A 29. All students should
have access to complex texts Students who are not reading at grade
level should have access to complex texts with appropriate
scaffolding and support. Even many students who are reading at
grade level may need scaffolding as they master higher levels
within the text complexity band. 30. To help students access more
complex text. . . Read some shorter texts more closely and
repeatedly 31. Example Lesson A Close Reading of Lincolns
Gettysburg Address: o A short, important historical document o
Determined to be appropriate for 9-10 text complexity band o
Designed to be taught over 3 class sessions o The lesson includes
reading, vocabulary, discussion, and writing tasks EngageNY 32. Use
the Appendices as a Guide Appendix A discusses the text complexity
expectations for CCSS and provides sample annotated reading texts
Appendix B provides text exemplars and sample performance tasks for
literary and informational tasks 33. Shift in Instruction . . . it
is important to recognize that scaffolding often is entirely
appropriate. The expectation that scaffolding will occur with
particularly challenging texts is built into the Standards
grade-by-grade text complexity expectations, for example. The
general movement, however, should be toward decreasing scaffolding
and increasing independence both within and across the text
complexity bands defined in the standards. Appendix A 34.
www.engageNY.org EVIDENCE OF THE SHIFTS Determine the main idea of
Colin A. Ronans Telescopes and create a summary by explaining how
key details support his distinctions regarding different types of
telescopes. [RI.4.2] Appendix B 35. www.engageNY.org INFORMATION
FLUENCY CONTINUUM 36. www.engageNY.org INFORMATION FLUENCY
CONTINUUM Read the vision and goals of an effective library
program. What stands out to you? Do you have goals for your media
center? Do your teachers and administrators know your goals? Take a
few moments and write a goal(s) for your media center. 37.
www.engageNY.org INFORMATION FLUENCY ACTIVITY In your assigned
grade level groups examine the resources from the Information
Fluency document. What resource did you find most useful? Who would
benefit from this resource? How can you differentiate for learners
in the media center using this? 38. www.engageNY.org 39.
www.engageNY.org 5 THINGS ABOUT THE COMMON CORE 40.
www.engageNY.org 41. www.engageNY.org MEDIA CENTER & COMMON
CORE WORD WALL Text Complexity Rubric- Lexiles Informational Text
Research- Destiny (OPAC), databases, websites Effective
communication and writing skills- video production and presentation
Project-based- backward design Technology integration- Web 2.0
Multiple information sources- information literacy Graphic
organizers- summarizing Active Learning Collaboration AASL's
Standards for the 21st- Century Learner- self- assessment College
and Career Readiness Standards 42. www.engageNY.org ROOM FOR DEBATE
School librarians are on the chopping block as states and cities
seek to cut their education budgets. In New York City, education
officials say that after several years in a row of cutting costs,
freezing wages and eliminating extracurricular activities, they may
have no choice but to turn to librarians. And with technological
advances, education policy makers are rethinking how they view
library services in general. Do superintendents and principals see
librarians as more expendable than other school employees? If so,
why? In your group, read your article and summarize the argument.
43. www.engageNY.org RESOURCES Appendix B AASL Lesson Database
Blogs and more Blogs Livebinder Information Fluency from NY Georgia
Media Wiki Non Fiction Resources Reading and Writing Project
