common core & public libraries:

COMMON CORE & PUBLIC LIBRARIES:

Huh? How? Wow!

What are the Common Core State Standards?

Huh?

Common Core State Standards are …shared content standards for English language

arts, literacy in the content areas, & math …designed to help ensure that all students are

college and career ready in literacy and mathematics no later than the end of high school

…meant to describe what students in our nation should know and be able to do

…adopted by 45 states …often referred to as Common Core, CC, or CCSS

http://www.ode.state.or.us/wma/teachlearn/commoncore/common-core-fact-sheet.pdf

Put another way, CCSS

…represent a coherent progression of learning expectations in English language arts and math

…are designed to prepare K12 students for college and career success

…define knowledge & skills students should have …describe end-of-year expectations …provide consistency in expectations among

states …emphasize rigor and critical thinking

http://educationnorthwest.org/webfm_send/1158 (very helpful organizational overview)

http://www.ccsso.org/Resources/Digital_Resources/Common_Core_Implementation_Video_Series.html

http://www.corestandards.org/ELA-Literacy/introduction/key-design-consideration

Common Core State Standards are

… not fully implemented in Oregon yet Adopted in Oregon in October 2010 Instruction must align by end of 2012/13 school year Statewide assessments will reflect CCSS as of

2014/15

… not meant to determine how learning goals should be achieved Districts and educators retain flexibility around lesson

plans, process, activities, end products, etc.

http://www.ode.state.or.us/wma/teachlearn/commoncore/oregon-initiatives-timeline.pdf

ODE Common Core Homepagehttp://www.ode.state.or.us/search/page/?id=2860

Start here Resources for various audiences Toolkits

ODE Resources for CCSS in Math

http://www.ode.state.or.us/teachlearn/real/newspaper/Newspaper_Section.aspx?subjectcd=MA

http://www.ode.state.or.us/search/page/?id=3403

Standards by grade level for K-8 Standards by discipline for 9-12 Additional resources We will not address math today.

ODE Resources for CCSS in ELA

Standards for English language arts (ELA) & literacy in history/social studies, science, and technical subjects http://www.ode.state.or.us/search/page/?id=3359 http://www.ode.state.or.us/teachlearn/real/newspaper/newspaper_section.aspx?subjectcd=ELA

Standards by grade level or grade groupings Info on text complexity & text exemplars Additional resources Note: literacy in content areas standards supplement existing standards for history/

social studies, science, and technology

ODE Tools to Manipulate Standards

Standards by Design http://www.ode.state.or.us/teachlearn/real/standards/

Select one or multiple subjects Can choose to include support materials Generate an Excel spreadsheet or printable

PDF Searchable Standards

http://www.ode.state.or.us/teachlearn/real/standards/searchablestandards.aspx

Search by keyword within a subject & grade For all Oregon ed standards, not just CCSS

Comparison of ELA Standards for 4th, 8th, & 12th Grades

Reading Literature Anchor Standard 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.

Note: Anchor standards are the same across all grades.

Note: RL is for literature & RI is for

informational text.

Comparison of ELA Standards for 4th, 8th, & 12th Grades (continued)Grade-level specific standards related toReading Literature Anchor Standard 1 4.RL.1 Refer to details and examples in a text when

explaining what the text says explicitly and when drawing inferences from the text.

8.RL.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text.

11-12.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Comparison of ELA Standards for 4th, 8th, & 12th Grades (continued) Writing Anchor Standard 8: Gather relevant information from multiple

print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Note: ELA standards are divided into 4 areas: reading, writing, speaking & listening, and language.

Comparison of ELA Standards for 4th, 8th, & 12th Grades (continued)Grade-level specific standards related toWriting Anchor Standard 8 4.W.8 Recall relevant information from experiences or gather

relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

8.W.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

11-12.W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Six Shifts for ELA & Literacy

Informational Text is a Subset of Informational Text is a Subset of NonfictionNonfiction


Levels of meaning or purpose, structure, language conventionality and clarity, and knowledge demands Word length or frequency, sentence length, and text cohesion (R) motivation, knowledge, and experiences (T) purpose and complexity; questions posed


http://www.ode.state.or.us/wma/teachlearn/commoncore/common-core-shifts-ela.pdf

How can public libraries support schools as they implement CCSS?

How?

Shift 1a: Teach How to Select NF

Much informational text = nonfiction Share your skill for determining what is quality

nonfiction when ordering books Help educators and school library staff learn Go beyond professional reviews to applying criteria

when evaluating texts in hand or what to buy Nonfiction for Young Adults: From Delight to

Wisdom by Betty Carter and Richard F. Abrahamson http://catalog.willamette.edu/record=b1595022~S2

From Cover to Cover (Revised Edition) by Kathleen T. Horning http://catalog.willamette.edu/record=b2268800~S2

Shift 1b: Emphasize Info Text in DBs Help folks connect periodicals databases with

informational text & literary nonfiction Gale & other per. databases have articles from quality

magazines, journals, newspapers, & reference books They also have historical documents like primary

sources, letters, diary entries, and political cartoons Use advanced search to limit by document type

Emphasize the informational text available in online encyclopedias like World Book & Grolier, esp. those to which your library subscribes

“Common Core & Informational Text” (blog posting): http://criticalthinkingworks.com/?p=406

“Balancing Fiction and Nonfiction’ (blog posting) http://greecesecondaryela.wordpress.com/2012/03/25/balancing-fiction-and-nonfiction/

Or. K12 Literacy Framework, Reading (“K-5: Foundations” & “K-12 Comprehension): http://www.ode.state.or.us/search/page/?id=3519

Which K12 Database Do I Use When? (scroll to very bottom of page): http://secondary.educator.oslis.org/find-information

Shift 1c: Include Info Text in Storytimes

If 50% of elementary students’ reading should be informational text, include info text in storytimes Pair fiction and informational books on same topic Occasionally have storytimes with only info text

books Point out structure, etc., for children and as model

for parents Informational text book too long? Read selectively

Shift 2a: Understand Lexile Ratings Emphasis on reading increasingly complex

text = greater need to identify reading level or difficulty level of text

Popular system in use is Lexile Framework www.lexile.com

Students are assigned a Lexile reader measure after taking a reading test (ex: 880L)

Oregon students receive Lexile score from reading portion of OAKS test (Oregon’s current statewide test)

Shift 2a: Understand Lexile Ratings

Books, articles, and text can be analyzed by MetaMetrics and assigned a Lexile measure

Can search for book’s Lexile rating Bark, George = 130L vs. Jumanji = 620L Tuck Everlasting = 770L vs. Diary of a Wimpy Kid = 1060L The Scarlet Letter = 1420L vs. Lincoln (Freedman) = 1110L

Goal: “If we know how well a student can read and how hard a specific book is to comprehend, we can predict how well that student will likely understand the book.”

http://lexile.com/about-lexile/lexile-overview/

Shift 2a: Understand Lexile Ratings Caution not to overemphasize Lexiles

Lifelong reader = self selector of materials, subject matter, format, & purpose of reading Educators => Do they make sure that not all student

reading is assigned or restricted to Lexile ranges? School library staff => Do checkout limits

accommodate both assigned and self-selected reading? Even Lexile reps recognize that the scoring system

is not perfect and is a starting point & not the final word

http://lexile.com/about-lexile/lexile-overview/

http://www.lexile.com/tools/lexile-map/

Shift 2b: Advertise Ability to Limit DB Results by Lexiles

Lexile ratings appear in different places Gale In Context products

At article level & at some search results levels Hover over the colored shape for Lexile rating & general reading level

Gale Infotrac products (at search results level; not at article level)

Note: Currently, Lexiles are only found on content from periodicals.

Shift 5a: Teach Information Literacy Skills

New emphasis on “use of evidence to inform or to make an argument” and on “short, focused research projects K12” = greater need for information literacy skills

Currently about 200 FTE licensed librarians in Oregon’s 1250+ public schools Library media managers are not supposed to “teach” Which classroom teachers, if any, teach info lit skills? Does the school or district have a research model?

Ask for “OSLIS & Public Libraries” Handout

Shift 5a: Teach Information Lit Skills Lesson idea => Evaluating Websites

Great lesson in OSLIS http://secondary.oslis.org/learn-to-research/research/research-

evaluate-sources-wp

Students learn who, what, where, when, why, & how of evaluating web info

Apply skills to determine which of 2 or 3 sites on the same topic is likely the best source of information

Shift 5a: Teach Information Lit Skills Lesson idea => Developing a topic

Generally difficult for students to do Encourage pre-search

Read topic overviews in In Context databases, Wikipedia articles, etc.

Will get better idea of how broad/narrow topic is/should be & where to focus research efforts & will identify keywords

Share resources like CLIP tutorials http://www.clipinfolit.org/tutorials/developing-a-topic

Shift 5b: Support Growth in Writing Promote grammar, vocabulary, & writing e-

books and courses in LearningExpress Library

Promote ability to receive detailed assistance from Tutor.com (if have access)

Other existing resources?

*LEL & Tutor.com support math rigors, too

How do I get from ideas to results?

Wow!

Get Input from Educators

My neighbor = high school English teacher

Top 3 CC requests from her & some of her coworkers: Access to appropriate nonfiction text What is 'good research' & how to direct students

to it? Books that fit the Lexile score for what we HAVE

to have for CC

Get Input from Educators

Schools & educators = in various places along transition timeline

Ask! => What do you need/want from our staff and our collection when it comes to Common Core? Make connection via school library staff Attend ELA department meeting (or other subjects) Seek invitation to a school/district inservice about CC

to learn what they are learning Create short survey to gather feedback from teachers Offer training (reflect on results, modify, repeat)

(Can be as simple as helping teachers make connection between DB content & informational text)

What Ideas Do You Have?

Questions? Please ask!

Jennifer MaurerSchool Library Consultant

Oregon State Library503.378.5011

[email protected]

Presentation at Cedar Mill Community LibraryJanuary 30, 2013

This is an updated version of the presentation given at the Children's Services Division

2012 Fall Workshop.

common core & public libraries:

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