empire state information fluency continuum benchmark skills aligned to common core state standards

EMPIRE STATEINFORMATION

FLUENCY CONTINUUM

BENCHMARK SKILLS ALIGNED TOCOMMON CORE STATE STANDARDS

Why Common Core?

O http://www.youtube.com/watch?v=dY2mRM4i6tY&safe=active

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

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

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

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

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

You found an articleYou know the reading levelI 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

ALL FINISHED?

CCSS-IFC Workshop:C. Menetti, J. Rapant

Standard(s) and Skill(s)

Text Complexity

CCLS.ELA-Literacy.RI.8.1

Board of Regents:C. Menetti, J. Rapant

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

LEXILED INFORMATIONAL TEXTS

CCSS-IFC Workshop:C. Menetti, J. Rapant

PUTTING IT ALL TOGETHER: LEARNING STATIONS

Here’s what I came up with…

2.5 day learning station activity for studentsFocused on self selecting and constructing new knowledge on the time period of The Dust BowlStudents demonstrated learning through writing CCSS-IFC

Workshop:C. Menetti, J. Rapant

Gallagher, Kelly, and Richard L. Allington. Readicide: How Schools Are Killing Reading and What You Can Do about It. Portland: Stenhouse, 2009. Print.

READER AND TASK:FOCUSING READING USING LEARNING

STATIONS

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

WE WERE THERE, TOO!:YOUNG PEOPLE IN U.S. HISTORY

CCSS-IFC Workshop:C. Menetti, J. Rapant

Anyonefeellike

this?

REALITY

Learning Standards

Benchmark Assessments

ELA Standards for Content

Reaching Out

How can outreach support CCLS implementation?

•Finding support for core teachers and school librarians

– Connections that are:1. Meaningful for student learning

2. Enhance the rigor of CCLS– Voorheesville Public Library

CCLS.ELA-Literacy.RL.8.10 Board of Regents:C. Menetti, J. Rapant

Here is the ideal process:1. Teacher & Librarian discuss a unit that must be enhanced

with informational text to meet CCSS2. Teacher & Librarian discuss the literacy skills they would

like students to engage with3. Teacher & Librarian discuss the reading abilities of

students4. Librarian selects articles for Teacher viewing with Lexiles5. Teacher & Librarian select informational texts for students6. Teacher & Librarian select a method of measuring student

engagement and application of CCSS literacy skill

PULLING IT ALL TOGETHER

CCSS-IFC Workshop:C. Menetti, J. Rapant

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

Questions??!!