Turn-Key Training for School Library Systems

School Librarians: Deeply Embedded, Fully CollaborativePart 1: You Cant Say No to Drive-by Collaboration Until You Have a PlanPresenter: Olga Nesi

JoAnn Nesi-Lombardi

November 12, 1929 August 3, 2004

My first and best teacherYou know -Its not only about the research requirementWriting Anchor Standard 1Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.

What is missing from this standard?

The Common Core Battle Content vs. Process

One CCLS Across Three GradesCommon Core Anchor Writing Standard 1:Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence

In grades 3, 6 and 9: the task is the same. What do you think is different between the grades?A Do Now (of Sorts)

Lets Explore the ESIFC for a Bit

The Stripling Model of Inquiry

A Selection of SectionsGrade by Grade Benchmark Skills

Priority Benchmark Skills (color insert)

Priority Benchmark Skills and Assessments

Assessments

REACTS Taxonomy

ESIFC/Common Core Alignment

Grade by Grade Benchmark SkillsDivided into three Standards:One: Using Information To Build UnderstandingTwo: Pursuing Personal and Aesthetic GrowthThree: Demonstrating Social Responsibility

Take note:Skills in Standard One are categorized into the Phases of Inquiry. Some bold. Some not.There are no assessments for Standards two and three.

Notice overlap between grades

Priority Benchmark SkillsColor insertAll of the Priority Benchmark Skills pulled out and gathered here (namely: the ones that were bolded on the Grade by Grade Benchmark Skills sheets).Ideal for promoting inquiry skills to staffClearly illustrate the scaffolded nature of the ESIFC. Skills are introduced at lower levels and revisited at higher grades.Priority Benchmark Skills and AssessmentsOne per grade at the beginning of each grades assessmentsSorting of assessments into the Phases of InquiryCenter column: Benchmark Use to craft the Learning Objective of a lessonUse to craft the Essential Understanding of a lessonRight hand column: Name of AssessmentAssessmentsUsed to:Plan lessonsHold student thinkingAssess ??? What??? Who???Formatively and Summatively

NOTE: Cross-grade use potentialA Task - Take 7 to 10 minutes to:Use post-its to bookmark each of the Priority Benchmark Skills and Assessments sheets.

Note: Be sure to bookmark all the grades

Remember: the assessments are excellent for cross-grade use both up and down the grades.REACTS Taxonomy & RigorThink Blooms for assignmentsRecallingExplainingAnalyzingChallengingTransformingSynthesizingUse to craft better assignments for studentsRefer to lists of verbs at each levelESIFC/Common Core AlignmentAn alignment of each and every one of the skills in the ESIFC with each and every one of the Common Core Standards Including reading and writing standards for Social Studies and Science and Technical Subjects.

Notes: Alignment is not one to one.Alignment does not mix skills from different grades.

How Process Portfolio Cover Sheets Came to Be

There are times when the superintendent is the Mother of Invention not necessity.

The Assessments + IIMESIFC Assessment 3.1ESIFC Assessment 1.1ESIFC Assessment 2.2IIM Note Taking and Organizing NotefactsESIFC Assessment 2.5A Task:Refer back to the Do Now

Using one persons ESIFC, locate the assessments you can use to plan and teach the skills you listed in the Do Now. Remove these from the binder and make a pile of them.

Once you have graphic organizers for all the skills, sort them by Phase of Inquiry and record them on the blank Process Portfolio Cover Sheet. Do not leave any Phase of Inquiry blank.To Create Your Own Process Portfolio Cover Sheet:Identify: Common Core Standard(s), Essential Questions and Task (the sample is done for you)Brainstorm all the skills your students will need to be taught in order to meet the standard(s), address the Essential Questions and accomplish the task.Locate the ESIFC Assessments you will use as evidence that the skills were taught. ***Add your own/modify/re-name if you like.Sort each of the pieces of evidence under the appropriate phase of inquiry on the cover sheetNot Done Yet Set up Process Portfolio Cover Sheets for each student and each task

Collaboratively plan the lessons

Co-teach the lessons

Use the assessments both formatively and summativelyThe Cover Sheets & Completed ESIFC Assessments Becomeevidence that the process was broken down into its composite steps

evidence that a systematic plan for teaching each of the necessary skills was created

evidence that each of the skills at each of the steps was taught

evidence that what we teach in libraries is central to meeting ALL the CCSS for ELASome Things You Can DoPhotocopy all of the assessments

Sort them by the phases of inquiry

Spend some time with the paper assessments internalizing why they were categorized as they were

Add your own assessments

Modify to meet your needs and add to fill in any gapsLunch!Enjoy!

Part Two: Embedding Library Resources by Determining Specific Instructional Uses for Text

To Start: A Conversation

What is Text?

Is it Text?Yes or No?An article?A map?A recipe?A photograph?Data?A bus schedule?A street sign?A comic strip?Yes or No?A formula?A lab report?A set of directions?A painting/drawing?A performance?A piece of music?A logo?A?

Text is anything that conveys ideas &/or information and that we read&/or decode to make meaning.

Is it Complex Text?

What is Writing?Writing is anything that conveys ideas &/or information.It is how we express new understanding & ideas.

E=mc2 Is it text?Is it writing?Was it born of observation and thought?Does it convey ideas & information?Is it a claim?Is it supported by evidence?

Determining Specific Instructional Uses for Text: One Possible ApproachStart with the text

As you read, keep the following question in mind: What skill is this text best suited to teaching?Locate the ESIFC Assessment(s) the text works well with

Plan the lesson to teach the skill

Apply the skill to the text (as you would model for students).

A Potentially Perilous AlternativeStart with the skill you know you want to teach

Locate a text you feel would be good to teach the skill

Plan the lesson to teach the skill

Apply the skill to the text (as you would model for students).A Confession and A WarningIf you start with the skill and go in search of the perfect text to teach it, prepare yourself for the very real possibility that you will not be able to locate a text that does exactly what you need it to do.

Resist the temptation to create the perfect text to teach the skill you are trying to teach.Now You TryUsing the text you selected:Determine what skill it is best for teachingLocate the ESIFC Assessments that address the skillApply the skill to the textThink about how you would model applying the skillBegin to plan the lessonIn Your Groups:How does this relate to what you currently do?

How do you see yourself using it back in your library? Name one goal.

How can/will you turnkey back in your building/district?

What/how will you change a lesson/unit that you do based on what new knowledge you have now?

Discuss Small groups

Report Out to larger group

Please take the survey!

https://www.surveymonkey.com/s/ProcessPortfolios