Get Your Common Core ON!

1. Get Your Common Core ON! Kathy Boudreau-Henry May 2013

2. Constituents from Schools Librarians • Have you ever visited the local school to see what the library looks like and has? School Video http://youtu.be/mMf_zQEr3cA

3. SLMS have Two Sets of Standards AASL 21st Century Learner Common Core State Standards • Reading • Writing • Speaking and Listening • Language • Media and Technology • Anchor Standards • Strands • Grade standards

4. What is Common Core? We will look at Common Core. AASL has a crosswalk between CCSS and the Standards for the 21st Century Learner at http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk http://www.corestandards.org/

5. What Is Common Core?– Your perceptions??? • What are the Common Core State Standards? • Why did Tennessee adopt the Common Core? • How will the Common Core affect teaching in Tennessee? • Difference with previous Curriculum Frameworks?

6. Student Performance on Testing c

7. 8th Grade Reading

8. Previous Curriculum Frameworks

9. Do you see why something had to change? Common Core / race to the top / ready2teach..etc.

10. CCSS Key Points In English Language Arts • Reading • Writing • Speaking and Listening • Language • Media and Technology Do you see any opportunity for public library work in these??

11. Lingo Of Common Core? Education uses a lingo when discussing achievement and standards Know these for CCSS lingo There are other sets of vocabulary used for Achievement geeks TCAP = Tennessee Comprehensive Assessment Program http://www.state.tn.us/education/assessment/achievement.shtml PARCC = Partnership for Assessment of Readiness of College and Careers http://www.parcconline.org/parcc-assessment MAAS = Modified Academic Achievement Standards AYP = Adequate Yearly Progress Terra Nova GLE = Grade Level Expectation SPI = State Performance Indicators http://www.tn.gov/education/assessment/ Handout

12. Common Core State Standards in English Language Arts (ELA) outline students will need to succeed in college and the workforce. reading, writing, language, speaking, listening, and research skills “Instructional shifts”

13. The CCSS Requires Three Shifts in ELA/Literacy • Building knowledge through content-richnonfiction • Reading, writing,and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language

14. Shift #1: Building Knowledge Through Content-Rich Nonfiction 14

15. Building Knowledge Through Content-Rich Nonfiction: Why? • too little in PreK-12 • majority of required reading in college/workplace. • harder to comprehend than narrative text. • learn how to read different types Informational text

17. Content Shift #1 Sequencing Texts to Build Knowledge • Not random reading • Literacy in social studies/history, science, technical subjects, and the arts is embedded • Resources Page 33 in the CCSS for ELA/Literacy – The Human Body example

19. Shift #2:Reading, Writing,and Speaking Grounded in Evidence From Text, Both Literary and Informational 19

20. Reading, Writing and Speaking Grounded in Evidence from Text: Why? • Most college and workplace writing requires evidence. • Ability to cite evidence differentiates strong from weak student performance on NAEP • Evidence is a major emphasis of the ELA Standards: gathering, evaluating and presenting of evidence from text. • Being able to locate and deploy evidence are hallmarks of strong readers and writers

22. What makes Casey’s experiences at bat humorous? What can you infer from King’sletter about the letter that he received? “The Gettysburg Address” mentions the year 1776. According to Lincoln’s speech, why is this year significant to the events described in the speech? Content Shift #2 Questions Not Text-Dependent Text-Dependent In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something. In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair. In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote?

23. Sample Informational Text Assessment Question: Pre-Common Core Standards

24. From The Adventures of Tom Sawyer Pre CCSS CCSS Why does Tom hesitate to allow Ben to paint the fence? How does Twain construct his sentences to reflect that hesitation? What effect do Tom’s hesitations have on Ben? • Have the students identify the different methods of removing warts that Tom and Huckleberry talk about. Discuss the charms that they say and the items (i.e. dead cats) they use. Ask students to devise their own charm to remove warts. • Boys played with dead cats and frogs, during Tom’s time. Are there cultural ideas or artifacts from the current time that could be used in the charm?

25. Shift #3:Regular Practice with Complex Text and Its Academic Language

26. What are the Features of Complex Text? Handout

27. http://www.uefap.com/vocab/select/awl.htm contains a list of such words • http://www.tn.gov/education/ci/doc/VOCABULARY.pdf contains the words used in Tennessee by grade with teaching activities

28. www.achievethecore.org

29. Schools are focused on these Key points and the instructional shifts Understand these and know how to read the common core standards and use the lingo. • Building knowledge through content-richnonfiction • Reading, writing,and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language Let’s look at the structure of the CCSS for ELA

30. http://www.corestandards.org/ELA-Literacy Reading the Common Core

31. Structure of the Standards • Emphasizes required achievements Strand Anchor Standard Grade-Specific Standard

32. Strands

33. English Language Arts Common Core Standards

34. Anchor Standards

35. “What should a 21st century diploma holder be able to do in order to flourish?”  A CCR anchor standard is a skill that high school graduates should have in order to be ready for entry into the world of work or postsecondary education

37. Key Ideas and Details Craft and Structure CCSS.ELA-Literacy.CCRA.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. CCSS.ELA-Literacy.CCRA.R.5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. CCSS.ELA-Literacy.CCRA.R.6 Assess how point of view or purpose shapes the content and style of a text. CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. CCSS.ELA-Literacy.CCRA.R.3 Analyze how and why individuals, events, or ideas develop and interact over the course of a text. • Reading Anchor Standards

38. Range of Reading and Level of Text Complexity Integration of Knowledge and Ideas CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.1 CCSS.ELA-Literacy.CCRA.R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. CCSS.ELA-Literacy.CCRA.R.9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently. • Reading Anchor Standards

39. grade level standards

41. http://www.corestandards.org/ELA-Literacy ONLINE STANDARDS

42. Common core K-5 – grade 3 • Key Ideas and Details • RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. • RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. • RL.3.3. Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.

43. or PDF OF THE STANDARDS FOR ELA – 66 PAGES

44. Identify the Standard RI RL RF W L L RL . 3 . 2 Standard Number Grade Strand RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text.

45. Identify the Standard W. 11-12. 1b Grades Strand Standard Number