Librarians as Literacy Lifesavers: Providing Critical Common Core Support for Teachers

1. Librarians as Literacy Lifesavers: Providing Critical Common Core Supportfor Teachers Presented by Marcia Barnhart Director of Organizational Learning

2. Librarians and Literacy “It was the best of times, it was the worst of times, it was the age of wisdom…” Charles Dickens A Tale of Two Cities

3. Outcome Create a plan for becoming an educational leader of the Ohio’s New Learning Standards for ELA/Litearcy in your role as a librarian: • Understand the ELA/Literacy standards in such a way that you can support content area teachers. • Understand the instructional shifts demanded of teachers by the new standards

4. Pre-Assessment • Please find the handout Pre-Assessment (Handout #1) and complete.

5. Ohio’s New Learning Standards:The Basics • ELA document has 3 Sections: • K – 5 • 6 – 12 • 6 – 12 Literacy Standards for History/Social Studies/Science/Technical English Language Arts

7. Organizational Framework for ELAStandardsHandout #2

8. English Language Arts College and Career Anchor Standards Exit or end-of-high school expectations for each strand: • Reading - 10 CCR Anchor Standards • Writing – 10 CCR Anchor Standards • Speaking/Listening – 6 CCR Anchor Standards • Language – 6 CCR Anchor Standards

10. Progressive Nature of the standards • Writing Standard 8 • Grade 3: Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. • Grade 6: Gather relevant information from multiple print and digital sources; assess the credibility of each source, and quoteor paraphrasethe data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. • Grade 9: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulnessof each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. • Anchor Standard: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

11. Progression Activity • Locate the handout Progressions Chart. W.CC.7, Handout #3. • With a partner, examine the standards from the bottom up. • Highlight or underline the skills that are new to each grade level, those that do not appear in the grade before.

12. Grade-Specific Standards for Writing Standard 7

13. English Language Arts Standards STRAND TOPIC STANDARD

14. What does this mean? RL.8.4

15. Common Core Coding Coding Method Strand. Grade Level. Standard Number Strand Codes RL Reading for Literature RI Reading for Information RF Reading Foundational Skills W Writing SL Speaking and Listening L Language What would this code represent? SL.8.2a

16. Appendix A -Text complexity Appendix B – Illustrative Texts Appendix C - Student writing exemplars Literacy standards for History/Social Studies, Science and other Technical Subjects(Grades 6-12) Additional Components of the Standards Document

17. Attributes of the New Standards forEnglish Language Arts • Shift in emphasis from fiction to nonfiction in reading and writing • Attention to raising the levels of text complexity • Focus on close analysis of texts with evidence to back up claims and conclusions • Emphasis in teaching literacy skills in and through history/social studies, science, and technical content areas

18. Reading Shifts Handout #4 • An increase in reading of informational texts • A focus on considerations of text complexity • The inclusion of literary nonfictionat grades 6-12 • A new understanding of close reading

19. Distribution of Literary and Informational Text Distribution of Literary Informational Passages by Grade in the 2009 NAEP Framework

20. According to Sue Pimentel • Elementary teachers will welcome the change of increasing informational text. Question: Do you agree or disagree? • More time for social studies and science reading. • http://www.youtube.com/watch?v=k7yQk6a501s

21. Text Complexity: What? Strand:Reading Topic: Range of Reading and Level of Text Complexity Standard 10: Read and comprehend complex literary and informational texts independently and proficiently.

22. Fact: • Research shows a steady decline in the level of text complexity in classroom instruction over the last half century. (CCSS, Appendix A, p.2) Why? • Research indicates that the demands of college, careers, citizenship place on readers have either held steady or increased over the last half century. (CCSS, Appendix A, p. 1)

23. According to NAEP • Early grades have had great gains • But only 50% of the students tested can read at the eighth grade level

24. Questions: • Do most educators consider what the appropriate level of text complexity is for students in their classrooms? • How do they determine the correct level of text complexity for their students?

25. Text Complexity: How? Quantitative Qualitative Reader and Task

26. Quantitative Features ofText Complexity Dimensions such as • Word Frequency • Sentence Length • Word Length • Text Length • Text Cohesion Quantitative Qualitative Reader and Task

27. Source: CCSS Appendix A, page 8 Text Complexity Grade Bands and Associated Lexile Ranges

28. Qualitative Features of Text Complexity Qualitative Quantitative Dimensions such as: • Levels of meaning • Levels of purpose • Structure/Organization • Language conventionality • Language clarity • Prior knowledge demands Reader and Task

30. Reader and Task Consideration Qualitative Quantitative Considerations such as: • Motivation • Knowledge and experience • Purpose for reading • Complexity of task assigned regarding text • Complexity of questions asked regarding text Reader and Task

31. Reader and Task Considerations Handout #6

32. Your Turn: Text ComplexityHandouts #5 and #7 • Read the selection Narrative of the Life of Frederick Douglass • Using the Text Complexity Rubric for Informational Text, determine the grade band placement of this text. • Discuss and justify your placement with others

33. Source: CCSS Appendix A, page 8 Text Complexity Grade Bands and Associated Lexile Ranges

35. INFOhio eBook Collection • 600+ classic audio and e-books titles. • Search by grade level/Lexile. • Download in multiple formats through and INFOhio schools online library catalogs • Contact: central@infohio.org for more information.

36. Literary Nonfiction Reading Informational Text Standard 10 Grade 6 & 7 By the end of the year, read and comprehend literary nonfiction in the grades 6–8 text complexity band proficiently, with scaffolding as neededat the high end of the range.

37. What is literary nonfiction?

38. Literary Nonfiction … • may include elements of narration and exposition and is often referred to as mixed text; • includes essays; speeches; opinion pieces, biographies; journalism; and historical scientific or other documents written for a broad audience; • uses literary techniques usually associated with fiction or poetry and also presents information or factual material.

39. “…creative nonfiction” describes what the form is all about. The word creative simply refers to the use of literary craft in presenting nonfiction – that is, factually accurate prose about real people and events – in a compelling and vivid manner. To put it another way, creative nonfiction writers do not make things up; they make ideas and information that already exist more interesting and often more accessible.” Lee Guskind Literary Nonfiction: What?

40. Question: • Do all autobiographies fall into the category of literary nonfiction?

41. Examples of Literary Nonfiction • I Know Why the Caged Bird Sings – Angelou • Silent Spring – Carson • Autobiography of Malcolm X – Haley • Hiroshima – Hersey • My Life and Hard Times – Thurber • Black Boy – Wright • The Declaration of Independence • The Gettysburg Address

42. Question to Ponder • Why do you think the CCSS ELA/Literacy emphasize an increase in literary non-ficiton for grades 6 – 12?

43. Close Reading: what is it? Teach students to “Read like Detectives.” interrogatingwhat texts tell us about the way things are and why Discussion Question: What does a detective do that can be compared to a reader engaging with a text?

44. Close Reading: How? • Don’t summarize what the text is about; allow students the luxury of discovering this for themselves. (Make them think!) • Allow the text to reveal itself to them as readers/detectives. • Lavish time and attention on text that deserves it. • Remember: the teacher is not the expert; the text is.

45. What does the CCSS mean by “text that deserves it.” “to become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing.” page 35, CCSS

46. Close Reading: How? 1. Allow them to read text to themselves. 2. Read text aloud to them so they can hear the language as it is meant to be heard. 3.Analyze text by using text-dependent discussion questions. 4. Discuss author’s use of academic vocabulary.

47. Close Reading: Resource Bringing Common Core to Life video • one hour demonstration by David Coleman (one of the key authors of CCSS) • video and handouts available on ODE Web site (ELA page under Resources) • highly recommended as PD for ELA departments

48. Your Turn: My PlanHandout #4 • Consider the four reading shifts discussed. • Take 5 minutes and brainstorm ways that you can support teachers in these shifts in your current role. • Write down your ideas in the last column of the handout “How Can I Support Teachers with this Change?” • Share with your elbow partners.

49. Writing Shifts • An increase in writing to sources • Emphasis on writing that marshals arguments (using evidence, evidence, evidence) • A significant increase in the amount of research writing (short and frequent projects) • Academic vocabulary instruction

50. Write to Sources CCR.W.9 Draw evidence from literary or informational text to support analysis, reflection, and research Teachers must be able to: Create text-dependent writing prompts that require students to rely primarily on the text to support their arguments/responses Students must be able to: Analyze and synthesize text; present careful analysis, well-defended claims, and clear information through their writing