1. An introduction toTHE EMPIRE STATE INFORMATION FLUENCY CONTINUUM August 2013

2. WELCOME! Please take a binder and USB drive. BEFORE WE GET STARTED Draw, doodle, or write some thoughts about the prompt on your paper. Be creative! Have fun! Well share out a little later. 3. TODAYS AGENDA/GOALS 1) Binder Walkthrough 2) Lesson Planning with the ESIFC 3) Inquiry Cycle/EngageNY Research Paper 4. BEFORE WE GET STARTED A FEW DISCLAIMERS 5. GROUP THERAPY 6. Three Key Features of the ESIFC:1. Scaffolde d Skills Aligned to CCLS 2. Formative Assessments 3. Modeling Image Credit: Arminho-Paper, Flickr CC 7. TACKLING THE BINDER A(I PROMISE ITS NOT AS PAINFUL AS IT LOOKS) 8. THREE MAJOR SECTIONS: 1.STANDARDS/BENCHMARK SKILLS 2. ASSESSMENTS 3. CCLS ALIGNMENT 9. ESIFC OVERVIEW/ BENCHMARK SKILLS 3 standardsUsing Inquiry to Build Understanding and Create New KnowledgePursuing Personal and Aesthetic GrowthDemonstrating Social ResponsibilityIndicators/SkillsPriority BenchmarksAssessments 10. ASSESSMENTS Aligned to Priority Benchmarks Can be used in multiple grade levels Diagnostic, Formative and Summative 11. ASSESSMENT MODIFICATION 2 Types of ChangesFormatting:Content: Adding boxesChanging the assessed skill; making more complex/simple Making the paper larger Providing lines to write on 12. UNPACKING THE COMMON COREImage Credit: Libookperson, Flickr CC 13. A WORD ABOUT ALIGNMENT Alignment is not one-to-one Why? Mini-Alignments 14. Lesson PlanningLESSON PLANNING WITH THE ESIFCImage Credit: AustinEvan, Flickr CC 15. PIECES OF THE LESSON PLAN PUZZLEESIFC SkillImage Credit: Brad Montgomery, Flickr CC 16. OLGA NESIS BUILDING A CABINET METAPHORImage Credit: LitCritter, Flickr CC 17. LESSON PLAN TEMPLATE Grade Level:Class Time: Its OK to have more than one class period per lessonjust indicate which sections will be done for eachEssential Understanding: What will students learn? This is not CONTENTspecific but SKILL specificshould align to assessmentLearning Outcomes: What will students be able to do? (Based on Essential Understanding) Common Core Standard: One lesson cannot realistically address more than one CC standard, and may only address PART of a standardif so, highlight the particular skill youre coveringIFC Skill: This should be aligned to the assessment/graphic organizer Questioning: What are some questions that youll ask students? (These should be rooted in the text) 18. Mini LessonGuided PracticeIndependent PracticeLearning/Teaching Activities CT=Classroom Resources Teacher L=Librarian AKA: The Hook/Introduction/Anticipatory Set + Modeling Explains what students are expected to learn I DO Model what you want students to practice Make sure guided practice matches independent practice WE DO YOU DODifferentiation Closing/ Sharing/ Reflection AssessmentAKA ClosureThis will always be the ESIFC Graphic Organizer Follow up: Same skill, different content Extension(s): Scaffoldingpushes out & up, next level 19. BUILDING A LESSON Lets walk through a Kindergarten lesson Feeling overwhelmed? 20. http://nycdoe.libguides.com/content.php?pid=294048&sid=2 606570 21. YOUR TURN! Using the provided assessment, content, and CC standard Try your hand at working through the ESIFC lesson plan template. (Hint: The Annotated Lesson Plan Template will help) 22. Three Key Features of the ESIFC:1. Scaffolde d Skills Aligned to CCLS 2. Formative Assessments 3. Modeling Image Credit: Arminho-Paper, Flickr CC 23. OK I THINK I (KINDA) GOT IT. NOW WHAT? 24. CONSIDER: HOW CAN I MAKE THIS WORK FOR ME? START SMALL. 25. REFRESH & REFLECT SESSIONS:November 20, 2013 3:00-5:00, ISC-D ___________ January 16, 2014 8:00-3:00 ISC-A You are welcome to bring a teacher-partner to these sessions 26. CONNECT Connect to self, previous knowledge | Gain background & contextUse DatabasesWONDER Develop questions | Make predictions, hypothesisREFLECT Reflect on own learning | Ask new questionsINVESTIGATE Find & evaluate information to answer questions/ test hypothesis | Think about information to illuminate new questions & hypothesesAssess Sources: RADCABCONSTRUCT EXPRESS Apply understandings to a new context, new situation Express new ideas to share learning with othersClose reading, Annotation, Finding text-based evidence to support claimsConstruct new understandings connected to previous knowledge Draw conclusions about questions & hypothesesN. Laura 2013 | Adapted from the Stripling Model of Inquiry/Empire State Information Fluency Continuum and EngageNY May 2013 NTI Training Materials 27. RESOURCES Olga Nesis LibGuide: http://nycdoe.libguides.com/content.php?pid=441097&sid= 3611785 NYC Department of Education Library Services Standards and Curriculum: http://schools.nyc.gov/Academics/LibraryServices/Standard sandCurriculum/default.htm Research Paper Requirement Info: http://www.regents.nysed.gov/meetings/2013Meetings/April 2013/CCResearchPaperSlides.pdf Information Fluency Continuum and Common Core Learning Standards http://www2.lhric.org/libsys/IFC.html 28. PHOTOS: Flickr Creative Commons Seattle Municipal Archives http://www.flickr.com/photos/24256351@N04/3347 281236AustinEvan http://www.flickr.com/photos/19762676@N00/2296 270551/in/photolist-4uUZez-4W6Jgg Brad Montgomery http://www.flickr.com/photos/34942348@N04/4363 410868CONTENT: All content adapted from the Empire State Information Fluency Continuum and Olga Nesis Common Core Workshops: http://nycdoe.libguides.com/content.php ?pid=441097&sid=3611797 PowerPoint created by Nicole Waskie-Laura nwaskiel@btboces.org | @nwaskielauraArminho-paper http://www.flickr.com/photos/arminho/8133143997/ Libookperson http://www.flickr.com/photos/libookperson/5152423 193 LitCritter http://www.flickr.com/photos/miket/3279381487/