1 / 80

Common Core

Common Core. Uncommon Challenge. Learning Outcomes. Examine and evaluate how informational text/nonfiction should be incorporated into your common core classroom and library.

leane
Download Presentation

Common Core

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Common Core UncommonChallenge

  2. Learning Outcomes • Examine and evaluate how informational text/nonfiction should be incorporated into your common core classroom and library. • Identify what quality information text/nonfiction offers to provide instruction that is useful for text complexity.

  3. Learning Outcomes • Learn to how prepare for the reading of nonfiction which provides background and baseline information on a specific topic to enhance the student’s reading experience. • Design a web-based cluster resource bank of informational text/nonfiction that can be used to instruct students in text structures such as point of view, compare and contrast, chronological order etc…

  4. Who Am I And why am I here?

  5. Dr. Marc Aronson • I live and breathe Common Core • As a professor, author, consultant, columnist

  6. Why? • Doctorate in History • First Sibert medal winner • Visible advocate for boys, reading, nonfiction • www.marcaronson.com • Professor in MLIS program at Rutgers U. • The road to the CC passes through nonfiction

  7. But • Before we go into the specifics of what CC is and how it works, a pause for the cynics

  8. Dear Cynics

  9. If you are thinking • Been there, done that • Educational fads come and go • This too shall pass • Remember NCLB • CC has nothing to do with what I teach • Hum a few bars and I’ll fake it

  10. You are twice wrong • Common Core matters to you, to you in particular, in two crucial ways

  11. One • CC is the necessary next step in the evolution of K-12 education – it brings schools a step closer to the rest of the world where • Databases, assessments, metrics – sophisticated and drilled down, as well as broad and trend-mapping – govern our lives

  12. The Reality • K-12 education is about learning, as measured by benchmarks, leading to the acquisition of certain skills • K-12 education has been governed by erratic local standards • This will not continue

  13. No Matter How Much • We tinker with CC, this is the road ahead for education for as far as anyone can see • You get on the road, or you stop driving

  14. Standards Do Not Mean Standardization The fact that we define skills young people in 46 states need to acquire does not mean every school and library in those states must get there the same way.

  15. Standards Do Mean Change is coming Change is here Where are you?

  16. Two • CC is the one chance for the school librarian to step forward and make herself the heart of the school, the go-to resource for teachers, students, administrators • CC is the ideal opportunity for team teaching, for Social Studies, art, music, science, math, ELA to work together

  17. But • You can only step into that role if you understand what CC asks of you, and if you build teams with fellow teachers, curriculum supervisors, librarians, and administrators • The opportunity is here now – take it

  18. In a word • The Third “C” in “Common Core” is “Collaboration” • The librarian must be the hub of the school wheel; teachers must work together • You can, if you have the tools, and the vocabulary, to meet the CC challenge

  19. And now on to our story

  20. What Is the Common Core? • ELA CC – our focus today • Math CC – in place • Science, Social Studies – to come (Draft NYS CC K-8 SS Framework – 9/13/12) • Assessments – to come (but we have a good sense of what they will be)

  21. The Key to Everything • ELA standards are for reading, not content • Everything we are going to talk about today is in the ELA world • But reading undergirds everything else • And reading is what you have to offer • But reading does NOT mean simply decoding text

  22. CC Turns Reading Inside Out • Reading becomes active, not passive • Reading is questioning, not absorbing • Readers ask how we know, rather than reciting what others claim they know • We want students to see the teachers, the library, the school as the real Web – a place bursting with questions, ideas, knowledge, challenge – you are the search team asking questions and finding answers together

  23. ELA Standards Adopted by • All states except • Alaska, Nebraska, Texas, Virginia • Minnesota adopted ELA but not Math • Texas is developing own ELA standards on same principles as CC, but not as part of national initiative

  24. What Could Possibly Get 46 States to Agree On Anything? • Crisis 1: students who graduate HS not ready for college or work • Crisis 2: state assessments so different that Mississippi HS grad was at the level of Massachusetts 8th grader • Crisis 3: localism of teaching did not match population on the move • Crisis 4: post HS work depends on mastery of many kinds of media

  25. Crisis One • One third of students arriving in college so behind need remediation • Students extend college stay past 6 years or drop out, saddled with debt • Students not trained in the skills which available jobs require • In other words, K-12 education is not doing its basic job

  26. Objections Poverty Poverty Poverty Poverty Yes, but

  27. Why? • When the pathway to reading runs almost entirely through fiction, students do not learn how to read a nonfiction book until they hit textbooks in 4th grade – thus “4th grade slump”

  28. Texts aimed at K-12 increasingly easy, while texts students need to read after HS increasingly complex • We don’t build the “reading stamina” that students need

  29. K-12 reading focused on fiction and personal response (“I feel,” “I relate to”) when college and work require analysis of what text says, how it says it, and the evidence it uses • How you read shapes how you will write

  30. As the man responsible for the CC said • When you have a job, no one asks you to write about what you feel about a problem, instead they want your analysis of the issue and your proposal for what to do about it.

  31. CC Shifts • From fiction focus to nonfiction • From subjective response to objective analysis • From write to persuade (feeling) to write to make a case (argument) • From nonfiction as bland to nonfiction as having a point of view

  32. The dominance of nonfiction “Narrative” and “Informational” texts are to be: • 50% of all reading in Elementary School • 55% of all reading in Middle School • 70% of all reading in High School • This is across all subjects from Language Arts to Social Studies and Science

  33. Teams • It is IMPOSSIBLE to reach those percentages unless teachers and librarians are in contact. • How can you measure reading across a grade unless you share reading lists and coordinate assignments?

  34. Point of View - POV • Textbooks and traditional K-12 nonfiction aims to be “objective” • CC says show evidence, show sources, yes, but all NF has an approach, an aim, a style, an agenda. • Students must learn to compare and contrast in texts – just as they must on the net • NF can have voice, texture, passion, and can engage the senses

  35. Responses to Crisis One: Pre-K and Elementary • Pre-K to elementary students need to learn elements and structures of nonfiction books – a carnival of shelf talkers • The library should be bursting with text and text features calling out for attention • Increasing text complexity • What does text complexity mean?

  36. A Fresh Perspective Sue Bartle sbartle@e2ccb.org Where to find everything? Links and Handouts www.e2ccb.org/workshops Password is sls Thanks to – Carolyn Walker  Jordan Central School, West Jordan, UT for use of the Information Text Feature handout.

  37. “Sometimes it is hardest to see the things that are right before your eyes.”

  38. “What is right in front of my eyes that I am missing?” --Dr Lee Berger

  39. Weaving It All Together Three Strands

  40. Strand OneCore Out Your Collection Where do you start?

  41. It is easy just look!

  42. You need support! Weeding Buddy! Weeding Buddy! Weeding Buddy! Say, It Three Times and REALLY MEAN IT!!!

  43. Strand TwoExemplar B - Why? What Qualities do these books have? English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Appendix B: Text Exemplars and Sample Performance Tasks Page Two - Simple Brief Signal Words: Complexity, Quality, and Range Brief – Good and Bad Why?

  44. Better “B” List An Open Invitation http://nonfictionandthecommoncore.blogspot.com

  45. Strand ThreeShelftalking Good for libraries – Great for Everyone! Scholastic http://www.scholastic.com/teachers/article/colorful-shelf talkers-your-library “Pick Me” Shelf Talkers http://riskingfailure.blogspot.com/2012/07/pick-me-shelf-talkers.html

  46. Activity SLIDE

  47. Deconstruction How does this book become a book? • Front to Back • Back to Front • Features – Informational Text Features

  48. eBooks • Features • Read Online and Offline • Access 24/7

  49. "Bad libraries build collections; good libraries build services (after all a collection is only one type of service);great libraries build communities."from Dr. David Lankes, June 12, 2012

More Related