EMPIRE STATE INFORMATION FLUENCY CONTINUUM BENCHMARK SKILLS ALIGNED TO COMMON CORE STATE STANDARDS

1. EMPIRE STATEINFORMATION FLUENCY CONTINUUMBENCHMARK SKILLS ALIGNED TOCOMMON CORE STATE STANDARDS

3. Why Common Core? • http://www.youtube.com/watch?v=dY2mRM4i6tY&safe=active

4. Guiding Questions How are collaborative partnerships essential to implementing the CCLS? How do collaborative efforts support student learning? How can outreach support CCLS implementation? Board of Regents: C. Menetti, J. Rapant

5. Essential Partnerships How are collaborative partnerships essential to implementing the CCLS? • Collaboration changes philosophy and practice • Need to reach out to others to explore opportunities for CCLS implementation • Efforts to collaborate with other teaching professionals, agencies and groups revealed the collaborative demand of CCLS Board of Regents: C. Menetti, J. Rapant

6. Student Learning How do collaborative efforts support student learning? • Successful shifts for college and career readiness are only possible through a collaborative model and outreach • Intersections of collaboration • Teacher and Librarian • Teacher and Teacher • Student learning Board of Regents: C. Menetti, J. Rapant

7. Teacher and Librarian • Collaborative Model • Librarians are uniquely qualified for CCLS implementation • Co-Teaching • Bridging the gaps: curriculum alignment • Common Core Learning Standards and Empire State Information Fluency Continuum • Text complexity • Access to resources Board of Regents: C. Menetti, J. Rapant

8. What is Text Complexity? • Three dimensions of text complexity from CCSS • Quantitative measures to assign a text to a grade band • Basic reading level charts to help determine word frequency, sentence length, etc. • Qualitative measures to locate a text within a specific grade band • More complicated – text structure, language clarity, prior knowledge, meaning & purpose • Professional judgment to decide how a text is suited for specific instructional purpose with students CCSS-IFC Workshop: C. Menetti, J. Rapant

9. All finished? • You found an article • You know the reading level • I know what I want the kids to get from the article: The students need to understand that acid rain is a by- product of fossil fuel emissions and disturbs the pH balance and acidity of the oceans in the world. • WRONG! • This is content driven  Still important BUT not what you need to achieve CCSS literacy skills CCSS-IFC Workshop: C. Menetti, J. Rapant

10. Standard(s) and Skill(s)

11. Text Complexity • Text complexity necessitates deliberate selection of materials which librarians are uniquely qualified to facilitate • Out of the Dust unit • Jackdaws primary sources • Deliberate selection of informational texts leveled across reading abilities for student comprehension • Close reading skills • Formative and summative written assessments CCLS.ELA-Literacy.RI.8.1 Board of Regents: C. Menetti, J. Rapant

12. Lexiled Informational Texts • 2 examples are here today: • We Were There, Too! Young People in U.S. History By Phillip Hoose • The Dust Bowl: Through the Lens by Martin Sandler CCSS-IFC Workshop: C. Menetti, J. Rapant

13. Putting it all together: Learning Stations Here’s what I came up with… • 2.5 day learning station activity for students • Focused on self selecting and constructing new knowledge on the time period of The Dust Bowl • Students demonstrated learning through writing CCSS-IFC Workshop: C. Menetti, J. Rapant

14. Reader and Task:Focusing Reading Using Learning Stations Gallagher, Kelly, and Richard L. Allington. Readicide: How Schools Are Killing Reading and What You Can Do about It. Portland: Stenhouse, 2009. Print. • These strategies meet CCSS Reading Standard: • CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS-IFC Workshop: C. Menetti, J. Rapant

15. We Were There, Too!:Young People in U.S. History CCSS-IFC Workshop: C. Menetti, J. Rapant

16. Reality Anyone feel like this?

17. Learning Standards

18. Benchmark Assessments

19. ELA Standards for Content

20. Reaching Out How can outreach support CCLS implementation? • Finding support for core teachers and school librarians • Connections that are: • Meaningful for student learning • Enhance the rigor of CCLS • Voorheesville Public Library CCLS.ELA-Literacy.RL.8.10 Board of Regents: C. Menetti, J. Rapant

21. Pulling it all together • Here is the ideal process: • Teacher & Librarian discuss a unit that must be enhanced with informational text to meet CCSS • Teacher & Librarian discuss the literacy skills they would like students to engage with • Teacher & Librarian discuss the reading abilities of students • Librarian selects articles for Teacher viewing with Lexiles • Teacher & Librarian select informational texts for students • Teacher & Librarian select a method of measuring student engagement and application of CCSS literacy skill CCSS-IFC Workshop: C. Menetti, J. Rapant

22. Educational Support Agencies • Needs as a teacher and librarian • Clear vision of the role and meaning of school librarians in each building to facilitate CCLS implementation • Connections to agencies and resources • Local BOCES School Library System • New York City SLS: http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htm • Capital Region BOCES SLS: http://crbsls.wikispaces.com/Information+Fluency Board of Regents: C. Menetti, J. Rapant

23. Questions??!!