Welcome to OKSL WebinarLibrarians @ The Core of Common Core

Use a headset with mic if you have one ….Mute your mic, if you are using your computer!

Librarians …@ the Core of Common

Core !

Ellen Duecker, Carolyn McClure & Kristi Merchant Tulsa Public Schools

Outcomes

Learn:•How CCSS Standards are vertically and horizontally aligned and how they flow.•How to unwrap CCSS and understand their

relationship to PASS.•How to bump up PASS lessons to CCSS higher

level thinking and rigor.

Reactions to the words, “Common Core”

Common Core…It’s all about

us!

Writing, rigor, READ,informational text, language arts, social studies, science, gather, analyze, evaluate, compare, argue, synthesize, research, internationally benchmarked, technology, literate, evidence, interdisciplinary, independent

2014

What Are Common Core Standards?

Based on Research & Evidence

Aligned with college & work expectations

Rigorous!

Benchmarked internationally

INTEGRATED literacy skills

in math, science, and social studies

Who Created the Standards?Authors: •National Governors Association Center for Best Practices, •Council of Chief State School Officers

Current Adoption2/2012

Common Core Standards:

Do NOT tell teachers how to teach.Do NOT include all content students should

learn.

CCSS is meant to replace some state standards (math & language arts,

and supplement others.Focus: PROCESS not CONTENT

Interdisciplinary LiteracyShared Responsibility

Math Social Studies

Language ArtsScience

Research & Media/Technology Skills

Embedded in standards CCSS Keywords:Research, Gather,

Comprehend, Evaluate, Synthesize, Solve

Problems, Analyze, Report

Collaborative Learning

Overarching Anchor Standards (K – 12)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.2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.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.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.6. Assess how point of view or purpose shapes the content and style of a text.7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.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.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.10. Read and comprehend complex literary and informational texts independently and proficiently.

Rigor

Rigor and Lexile

Language Arts Focus & Design Shift

Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Grade Literary Informational

4 50% 50%

8 45% 55%

12 30% 70%

Distribution of Communicative Purposes by Grade in the 2011 NAEP

Writing FrameworkGrade To

PersuadeTo

ExplainTo Convey Experience

4 30% 35% 35%

8 35% 35% 30%

12 40% 40% 20%

Source: National Assessment Governing Board. (2008). Reading framework for the 2009 National Assessmentof Educational Progress. Washington, DC: U.S. Government Printing Office.

Source: National Assessment Governing Board. (2007). Writing framework for the 2011 NationalAssessment of Educational Progress, pre-publication edition. Iowa City, IA: ACT, Inc.

Argument: a part of RIGORThe argumentative essay is a genre of writing that requires the student to investigate a topic, collect, generate, and evaluate evidence, and establish a position on the topic in a concise manner.

PARCC AssessmentsPartnership for Assessment of Readiness for College and Careers

PARCC states have committed to building a K-12 assessment system that:•Builds a pathway to college and career readiness for all students•Creates high-quality assessments that measure the full range of the Common Core State Standards•Supports educators in the classroom•Makes better use of technology in assessments, and advances accountability at all levels.

Task: This entry within a user-edited encyclopedia has four content errors. Use the link to the National Geographic Web Site to research the Emperor Penguin. Correct the errors by clicking the EDIT buttons and making these small corrections to eliminate the four errors.

Sample PARCC Assessment

Sample CCSS Performance TaskGrade 3: Informational Texts

Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photobiography is supported by key details in the text. [RI.3.2]

PARCC Partnership for Assessment of Readiness of College and Careers

Appendix B Text ExemplarsK–1 Text ExemplarsStoriesMinarik, Else Holmelund. Little BearEastman, P. D. Are You My Mother?Seuss, Dr. Green Eggs and HamPoetryAnonymous. “As I Was Going to St. Ives.”Rossetti, Christina. “Mix a Pancake.” Read-Aloud StoriesBaum, L. Frank. The Wonderful Wizard of OzWilder, Laura Ingalls. Little House in the Big WoodsAtwater, Richard and Florence. Mr. Popper’s PenguinsRead-Aloud PoetryAnonymous. “The Fox’s Foray.”Langstaff, John. “Over in the Meadow”Lear, Edward. “The Owl and the Pussycat”Informational TextsBulla, Clyde Robert. A Tree Is a PlantAliki. My Five SensesCrews, Donald. Truck

Read-Aloud Informational TextsProvensen, Alice and Martin. The Year at Maple

Hill FarmGibbons, Gail. Fire! Fire!

K-12-34-56-89-1011-12

What should I

buy?

Anchor Standard CCR 8 (Same for K – 12) Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced.

GRADE 5 STANDARD 8: Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

CCR = 10 Overarching Anchor Standards

Defined Specifically for Each Grade and Subject

Common Core Organizational StructureDeciphering the Code

CC.5.RL.1 5= Grade 5 RL=Reading Lit. 1= Standard 1

CCR(College & Career Ready) Anchor

Standards

Grade Specific Standards

RL Reading LiteratureRI Reading Information TextRF Reading Foundational SkillsW WritingSL Speaking & Listening

LanguageArts

Vertical Alignment CCSS p. 13, 14, 40

CC.K.RI.8With prompting and support, identify the reasons an author gives to support points in a text.

CC.5.RI.88. Explain how an author uses reasons and evidenceto support particular points in a text, identifying which reasons and evidence support which point(s).

CC.9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

CC.2.RI.8Describe how reasons support specific points the author makes in a text.

CC Design Components

*Define end-of-year expectations by grade

*Show cumulative progression through the grades

Horizontal Alignment CCSS p 12, 14, 21,

CC.5.RI.9 Reading for InformationIntegrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

CC.5.W.9 WritingDraw evidence from literary or informational texts to support analysis, reflection, and research.

CC.5.RL.9 Reading LiteratureCompare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

1. Underline Nouns (Concepts)

2. Circle Verbs (Skills)

Unwrapping the

Standards(gold handout)

Don’t Mess With NaturePASS Standard Life Science 2.1 Organisms in a community, interacting populations in a common

location, depend on each other for food, shelter, and reproduction.

Multiple Intelligences NaturalisticMaterials/Resources: Non-fiction (informational) books, computers, online databasesEssential Vocabulary: Habitat, Reintroduce , Ecosystem, OrganismsProcedures

Note: This lesson will be done in collaboration with the school librarian.

Opening the Lesson

*Teacher or librarian will read a nonfiction book about wolves such as, Gray Wolves: Return to Yellowstone by Meish Goldish.

*Teacher or librarian will reread the book and think about what keywords people would need to know in order to research about wolves.

Developing the Lesson

*Students will use dictionaries to look up words and create a glossary. Librarian will reinforce where glossaries are located in books, why they are valued research tools, and show examples of them in other nonfiction books.

*Students will research information about wolves at computers using Pebble Go, Grolier, World Book, or web sites chosen by the teacher or librarian.

*Students will research information from library print resources

Concluding the Lesson

*Students will tell ten facts about wolves making sure their facts include information about their shelter, their habitat, and their reproduction.

Differentiation *Students can work individually or in small groups, students may choose databases based on their reading level

From questions to ESSENTIAL QUESTIONS

Wiggins and McTighe define essential questions as “questions that are not answerable with finality in a brief sentence… Their aim is to stimulate thought, to provoke inquiry, and to spark more questions — including thoughtful student questions — not just pat answers” (106).

How?Why?

How Would? Why should?

Standards BIG IDEA

Life Science 2.1 Organisms in a community, interacting populations in a common location, depend on each other for food, shelter, and reproductionCC.5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

Essential Questions How is the balance of an ecosystem dependent on all organisms? Should wolves be reintroduced into Yellowstone?

Multiple Intelligences NaturalisticMaterials/Resources: Non-fiction (Informational) books, computers, online databasesEssential Vocabulary: Habitat, Ecosystem, Reintroduce, Organisms Procedures

Note: This lesson will be done in collaboration with the school librarian.

Opening the Lesson Teacher or librarian will read a nonfiction book about wolves such as, Gray Wolves: Return to Yellowstone by Meish Goldish.Teacher or librarian will reread the book asking students to identify what keywords they would need to know

in order to research about wolves.

Developing the LessonStudents will research information about wolves and their place in the ecosystem at library computers using

Pebble Go, Grolier, World Book, or web sites chosen by the teacher or librarian.Students will research information from library print resources.Students will analyze and apply their findings to present their point of view about reintroduction of animals.

Concluding the LessonStudents will communicate their viewpoint on reintroduction by writing their opinion and giving supporting

details to back up their opinionExtending the LessonClass could have a debate with students presenting and defending their stand on this controversial issue.

Assessment Questions

Rubric addressing student use of grammar, development of main idea, relevancy of supporting facts, accuracy of research.

Differentiation Students can work individually or in small groups, students may choose databases based on their reading level.

Don’t Mess With Nature (Bumped Up to Meet CCSS

Delineate and evaluate the argument and specific claims in a text, assessingwhether the reasoning is valid and the evidence is relevant and sufficient;identify false statements and fallacious reasoning. RI.9-10.8

Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses RI.11-12.8

Resources for Librarians

AASL Lesson Plan Database

http://www.corestandards.org/the-standards

http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/commoncorecrosswalk/index.cfm

http://www.parcconline.org/

http://sde.state.ok.us/Curriculum/CurriculumDiv/Language/PASS.html

For IPAD and IPHONE users, there is a free Common Core App

Common Core: It’s OUR Playground!

mccluca@tulsaschools.orgdueckel@tulsaschools.org

Carolyn McClure and Ellen Duecker