empire state information fluency continuum benchmark skills aligned to common core state standards
TRANSCRIPT
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EMPIRE STATEINFORMATION
FLUENCY CONTINUUM
BENCHMARK SKILLS ALIGNED TOCOMMON CORE STATE STANDARDS
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Why Common Core?
O http://www.youtube.com/watch?v=dY2mRM4i6tY&safe=active
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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
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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
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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
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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
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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
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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
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Standard(s) and Skill(s)
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Text Complexity
CCLS.ELA-Literacy.RI.8.1
Board of Regents:C. Menetti, J. Rapant
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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
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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
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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
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WE WERE THERE, TOO!:YOUNG PEOPLE IN U.S. HISTORY
CCSS-IFC Workshop:C. Menetti, J. Rapant
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Anyonefeellike
this?
REALITY
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Learning Standards
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Benchmark Assessments
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ELA Standards for Content
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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
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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
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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
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Questions??!!