Dorsey Chambers

Major Common Core Shifts directly affecting librarians

Table Share

1. What has been your role in adopting Common Core State Standards (CCSS) ?

2. How will the new standards impact your role as a librarian?

Students are currently reading non-fiction only 7% of the time. CCSS suggests that Informational Text needs to be 50% of the texts used in classrooms and libraries

Personal narratives and opinion writing have been valued in education but now, the emphasis is on writing an argument based on the text / research

Achieve a balance between short and extended texts,

Creating sound persuasive arguments with evidence and citing the text for arguments

New focus on poetry through grade 12

Reading and comprehending informational text in all content areas

Read less, think and discuss more

Read like a detective, write like a reporter

David Coleman’s speech:

http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life.html

Part 6 Discussion of the Common Core State Standards

for English Language Arts & Literacyand"Letter from Birmingham Jail"by Dr. Martin Luther King, Jr.

Part 6 Transcript (42 KB)

Emphasis on Leveled reading or above level reading: Read aloud poetry, non-fiction and more

CCR Anchor Standard 10: Read and comprehend complex literary and informational texts

independently and proficiently. Three-part model for determining text complexity:

1. Qualitative2. Quantitative3. Reader and Task

CPS Dept. of Libraries’ Lexile Statement

Recommended practices for use of Lexile measures in school library collections

A call to action has come with the emergence of the Common Core State Standards. These new standards have drawn attention to the issue of text

complexity and why it matters that our students steadily read more complex texts. As quoted in Appendix A of the standards, “while reading demands in college, workforce training programs, and life in general have held steady or increased over the last half of the century, K-12 texts have actually declined in sophistication.” In response to this, the authors of the CCSS have placed a special emphasis on text complexity, and a three part model that blends qualitative and quantitative measures of text complexity with reader and task.

Lexile measures

The quantitative measure of a text’s complexity provided by a Lexile range is one of three dimensions that need to be consulted when determining text appropriateness for instruction and student reading. However, that measure alone is not enough. The Lexile measure of a text only provides a teacher with information regarding a text’s quantitative measure (word frequency and sentence length), not what the text demands of a reader as it relates to meaning, structure, language or knowledge. Additionally, Lexile alone does not consider the demands layered on by the task a student is asked to do with the text.

Leveled Text and School Libraries

The purpose of the school library is to serve as a resource for all students to access books that interest them and support their learning. The school library is intentionally organized by author and theme, using the Dewey Decimal system to support the relationship between schools and the wider networks of libraries across the city and beyond. A topically organized school library represents the body of knowledge that is available to any learner who can browse, peruse and then explore deeply. The CPS Department of Libraries recognizes that some schools appreciate having information related to the level of a text (Lexile level) available to students and staff in the school library. For that reason, the Department of Libraries has built in the option of searching by Lexile number in the S.O.A.R. Integrated Library System. In addition, while the CPS Department of Libraries does not recommend externally labeling the books in the school library by Lexile measure, librarians do have the option of having levels affixed inside of books ordered through CPS vendors. Student browsing behaviors can be profoundly altered with the addition of external reading level labels. The Department of Libraries supports a minor’s right to access resources freely and

without restriction, a right which has long been and continues to be the position of the American Library Association and the American Association of School Librarians.

The additional statements below may also provide additional useful information on this topic.

American Association of School Librarians. “Position Statement on the Value of Independent Reading in the School Library Program <http://www.ala.org/aasl/position-statement-value-independent-reading-school-library-program > .”

American Library Association. “Labeling and Rating System: An Interpretation of the Library Bill of Rights < http://www.ala.org/advocacy/intfreedom/librarybill/interpretations/labelingrating > .” July 11, 2011.

American Library Association. “Questions and Answers on Labeling and Rating Systems < http://connect.ala.org/node/101941 > .” January 16, 2010.

American Library Association. “Restricted Access to Library Materials: An Interpretation of the Library Bill of Rights <http://ifmanual.org/restrictedaccess> .” January 28, 2009.

How do librarians determine curriculum?

Table Share

Common Core Standards are standards – they are not curriculum. They determine what students should learn, not how they get there.

Utilize the Crosswalk between AASL standards and Common Core standards

http://www.ala.org/aasl/guidelinesandstandards/commoncorecrosswalk

Crosswalk of the Common Core Standards and the Standards for the 21st-Century Learner

English Language Arts Crosswalk - Grade 4

Common Core Standard © AASL Standard(s)

CC.4.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

 

CC.4.L.1.a Conventions of Standard English: Use relative pronouns (who, whose, whom, which, that) and relative adverbs (where, when, why).

 

CC.4.L.1.b Conventions of Standard English: Form and use the progressive (e.g., I was walking; I am walking; I will be walking) verb tenses.

 

CC.4.L.1.c Conventions of Standard English: Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

 

CC.4.L.1.d Conventions of Standard English: Order adjectives within sentences according to conventional patterns (e.g., a small red bag rather than a red small bag).

 

CC.4.L.1.e Conventions of Standard English: Form and use prepositional phrases. 

CC.4.L.1.f Conventions of Standard English: Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.*

 

CC.4.L.1.g Conventions of Standard English: Correctly use frequently confused words (e.g., to, too, two; there, their).*

 

CC.4.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

 

CC.4.L.2.a Conventions of Standard English: Use correct capitalization. 

CC.4.L.2.b Conventions of Standard English: Use commas and quotation marks to mark direct speech and quotations from a text.

 

CC.4.L.2.c Conventions of Standard English: Use a comma before a coordinating conjunction in a compound sentence.

 

CC.4.R.I.1 Key Ideas and Details: Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.

1.1.3 Develop and refine a range of questions to frame search for new understanding.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.

CC.4.R.I.2 Key Ideas and Details: Determine the main idea of a text and explain how it is supported by key details; summarize the text.

 

CC.4.R.I.3 Key Ideas and Details: Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

CC.4.R.I.4 Craft and Structure: Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject

 

area.

CC.4.R.I.5 Craft and Structure: Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

 

CC.4.R.I.6 Craft and Structure: Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.

2.2.2 Use both divergent and convergent thinking to formulate alternative conclusions and test them against the evidence.

CC.4.R.I.7 Integration of Knowledge and Ideas: Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

2.2.1 Demonstrate flexibility in use of resources by adapting information strategies to each specific resource and by seeking additional resources when clear conclusions cannot be drawn.

CC.4.R.I.8 Integration of Knowledge and Ideas: Explain how an author uses reasons and evidence to support particular points in a text.

 

CC.4.R.I.9 Integration of Knowledge and Ideas: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.

1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.

2.1.2 Organize knowledge so that it is useful.

3.1.3 Use writing and speaking skills to communicate new understandings effectively.

CC.4.R.I.10 Range of Reading and Complexity of Text: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as necessary at the high end of the range.

 

Collection Development

Common Core Text Exemplars from Appendix B of the Common Core Standards

What are your experiences with the Text Exemplars?

Table Share

Common Core Appendix B Text Exemplars

Grades 4–5 Text Exemplars....................................................................................63Stories......................................................................................................................63Carroll, Lewis. Alice’s Adventures in Wonderland....................................................63Burnett, Frances Hodgson. The Secret Garden........................................................63Farley, Walter. The Black Stallion..............................................................................64Saint-Exupéry, Antoine de. The Little Prince.............................................................64Babbitt, Natalie. Tuck Everlasting..............................................................................64Singer, Isaac Bashevis. “Zlateh the Goat.”................................................................64Hamilton, Virginia. M. C. Higgins, the Great..............................................................64Erdrich, Louise. The Birchbark House.......................................................................65Curtis, Christopher Paul. Bud, Not Buddy.................................................................65Lin, Grace. Where the Mountain Meets the Moon....................................................66Poetry...........................................................................................................................66Blake, William. “The Echoing Green.”...........................................................................66Lazarus, Emma. “The New Colossus.”.......................................................................... 67Thayer, Ernest Lawrence. “Casey at the Bat.”............................................................ 67Dickinson, Emily. “A Bird Came Down the Walk.”....................................................68Sandburg, Carl. “Fog.”................................................................................................69Frost, Robert. “Dust of Snow.”...................................................................................69Dahl, Roald. “Little Red Riding Hood and the Wolf.”..............................................69Nichols, Grace. “They Were My People.”.....................................................................69Mora, Pat. “Words Free As Confetti.”............................................................................69Informational Texts.........................................................................................................70Berger, Melvin. Discovering Mars: The Amazing Story of the Red Planet.......70Carlisle, Madelyn Wood. Let’s Investigate Marvelously Meaningful Maps........ 71Lauber, Patricia. Hurricanes: Earth’s Mightiest Storms............................................ 71Otfinoski, Steve. The Kid’s Guide to Money: Earning It,Saving It, Spending It, Growing It, Sharing It........................................................ 71Wulffson, Don. Toys!: Amazing Stories Behind Some Great Inventions........... 71Schleichert, Elizabeth. “Good Pet, Bad Pet.”.............................................................. 71Kavash, E. Barrie. “Ancient Mound Builders.”............................................................. 71Koscielniak, Bruce. About Time: A First Look at Time and Clocks..................... 71

Banting, Erinn. England the Land.............................................................................. 72Hakim, Joy. A History of US....................................................................................... 72Ruurs, Margriet. My Librarian Is a Camel: How BooksAre Brought to Children Around the World.... 72Simon, Seymour. Horses..................................................................................... 73Common Core State Standards for english language arts & literacy in history/social studies, science, and technical subjectsappendix B | 8Montgomery, Sy. Quest for the Tree Kangaroo:An Expedition to the Cloud Forest of New Guinea......................................... 73Simon, Seymour. Volcanoes................................................................................... 74Nelson, Kadir. We Are the Ship: The Story of Negro League Baseball............. 74Cutler, Nellie Gonzalez. “Kenya’s Long Dry Season.”.............................................. 74Hall, Leslie. “Seeing Eye to Eye.”......................................................................... 74Ronan, Colin A. “Telescopes.”............................................................................... 75

Buckmaster, Henrietta. “Underground Railroad.”........................................ 76

Utilize CPS Recommended Purchasing Lists

CPS Dept. of Libraries 2012 Recommended Purchasing Listsaligned to Common Core Standards

http://cpslibraries.wikispaces.com/purchasinglistscurrent

Grade 4

Author Title PublisherCopyright

StoriesAnglesberger, Tom

The Strange Case of Origami Yoda Amulet 2010

Cronin, Doreen The Trouble with Chickens Balzer & Bray 2011Graff, Keir The Other Felix Roaring Brook 2011

Han, JennyClara Lee and the Apple Pie Dream Little, Brown 2011

Hannigan, Katherine True (…Stort of) Greenwillow 2011Hiranandani, Veera Whole Story of Half a Girl Delacorte Press 2012Holm, Jennifer Turtle in Paradise Random House 2010

Ignatow, Amy

The Popularity Papers: Research for the Social Improvement and General Betterment of Lydia Goldblatt and Julia Graham-Chang Amulet 2010

Lincoln, Peirce Big Nate Strikes Again Harper 2010Maclachlan, Patricia Waiting for the Magic Atheneum 2011O'Connor, Sheila Sparrow Road Putnam 2011Pinkney, Andrea Davis Bird in a Box Little, Brown 2012

Scieszka, Jon Spaceheadz #1Simon & Schuster 2010

Sheth, Kashmira Boys Without Names Balzer & Bray 2010Poetry

Greenfield, EloiseThe Great Migration: Journey to the North Amistad 2011

Hall, Pamela Rena and Rio Build a Rhyme Norwood House 2011Holbrook, Sara Zombies! Evacuate the School Wordsong 2010

Huntington, AmyPenelope and Pip Build a Prose Poem Norwood House 2011

Lewis, J. Patrick Skywriting: Poems to FlyCreative Editions 2010

Lightfoot, Gordon Canadian Railway TrilogyGroundwood Books 2010

Myers, Walter Dean

We Are America: A Tribute from the Heart Collins 2011

O'Connell, George

Emma Dilemma: Big Sister Poems Clarion Books 2011

Silverstein, Shel Everything on It Harper Collins 2011

Singer, MarilynMirror Mirror: A Book of Reversible Verse Dutton 2010

St. John, Amanda Sophie and Sadie Build a Sonnet Norwood House 2011Informational Texts

Abdul-Jabbar, Kareem

What Color is My World: The Lost History of African American Inventors

Candlewick Press 2012

Adler, David Fractions, Decimals and Percents Holiday House 2010Cunningham, Kevin Migration from Africa

Heinemann-Raintree 2012

Fields, Jan You Can Write Excellent Reports Capstone Press 2012Johnson, Jen Cullerton Seeds of Change Lee and Low 2010

Laroche, GilesIf You Lived Here: Houses of the World Houghton Mifflin 2011

Napoli, Donna JoMama Miti: Wangari Maathai and the Trees of Kenya

Simon & Schuster 2010

Owings, Lisa Poison Dart FrogsBellwether Media 2012

Owings, Lisa The Komodo DragonBellwether Media 2012

Perdomo, Willie Clemente! Holt 2010Petrie, Kristin Mission Nutrition (Series) Checkerboard 2012Pinkney, Andrea Davis

Sit-In: How Four Friends Stood Up by Sitting Down Little, Brown 2010

Quinlan, Julia J. Different Kinds of Maps PowerKids Press 2012

Rotner, ShelleyThe Buzz on Bees: Why Are they Disappearing? Holiday House 2010

Sobol, RichardThe Life of Rice: From Seedling to Supper

Candlewick Press 2010

Stout, Glenn Baseball Heroes Houghton Mifflin 2011Stout, Glenn Yes, She Can! Houghton Mifflin 2011Tonatiuh, Duncan Diego Rivera: His World and Ours Abrams Books 2011

Velasquez, Eric Grandma's GiftWalker Publishing 2010

RAFFLE!!!!!!!!!!!!!!!!!!!!

(PERA) = Performance Evaluation Reform Act of 2010

Deadline Requirement Scale

Sept. 1, 2012 New principal evaluations ALL schools

Sept. 1, 2012 New teacher evaluations ≥ 300 schools

Sept. 1, 2013 New teacher evaluations ALL schools Law stipulates that CPS/CTU work together for 90 days to build system

o CPS/CTU PERA negotiations began on December 9, 2011 & extended past the 90 day window

o CPS implemented its last, best offer on March 29, 2012 Requirements:

o Summative ratings change to Excellent, Proficient, Needs Improvement, Unsatisfactory

o All evaluators must complete ISBE-approved certification assessmento Teacher & principal evaluations must include measures of “professional

practice”o Teacher & principal evaluations must include student growth as a

“significant factor” Student growth: Must include multiple measures of student

learning

All evaluators must be trained and pass the ISBE certification assessment

PARCC assessments• New assessment system starting in 2014• Replaces ISAT and PSAE as Illinois accountability measure• Will feature a variety of performance, multiple choice, and non-standard item

formats

REACH StudentsRecognizing Educators Advancing CHicago Students

Phased and Staggered Implementation based on Multiple Measures “Evaluation systems should include multiple measures, not just observations or value-added alone.”

“Combining the three approaches (classroom observations, student feedback, and value-added student achievement gains) capitalizes on [teacher] strengths and offsets their weaknesses.”

Gathering Feedback for Teaching Combining High-Quality Observations with Student Surveys and Achievement Gains by Thomas J. Kane and Douglas O. Staiger (2012)

Definition: Type III Assessment• ISBE: “An assessment that is rigorous, aligned with the course’s

curriculum, and that the evaluator and teacher determine measure student learning in that course.”

• Definition: Performance Task • A written or hands-on demonstration of mastery, or progress

towards mastery, of a particular skill or standard.• Beginning of the year and end of the year administration measures

student mastery of identified over the course of an academic year on a few skills (depth over breadth).

Performance Task Development • The Department of Assessment and content area departments will

lead the development of all performance tasks.• Performance Tasks will be designed by subject-specific teams made

up teachers from across the district and CPS content leads. • Application process to identify teacher participants

CPS Libraries have 3 Performance Task Assessment TeamsGrade 1Grade 4Grade 7

REACH teacher evaluation planCPS Dept. of Libraries’ REACH Performance Tasks

http://www.cps.edu/News/Press_releases/Documents/ReachFAQ.pdf

What is REACH ?REACH Students (Recognizing Educators Advancing CHicago’s Students) is a new and comprehensive teacher evaluation system that will provide teachers with unprecedented tools and support to improve their practice and better drive student learning.

Frequently Asked Questions

What standards are being assessed?Grade 1AASL - American Association of School Librarians

Standards Assessed

1: Inquire, think critically and gain knowledge.

Auxiliary Standards

Standard 1.1.4 Find, evaluate and select appropriate sources to answer questions.

--------------------------------------------------------------------------------------------------------------------------------------

Grade 4AASL

Standards Assessed

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

Auxiliary Standards

CCSS 4.W.8 English Language Arts: 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.

Grade 7Standard Set

AASL

Standards Assessed

1.1.4 Find, evaluate, and select appropriate sources to answer questions.

Auxiliary Standards

CCSS 7.W.8 English Language Arts: 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.

Who is participating in Performance Assessments?

Which grade levels will K-8 librarians assess?

Who created them?

When are they administered?

How do student growth scores impact a librarian’s evaluation?

What are the next steps?

Will REACH be implemented in all schools? Components of REACH will be implemented in all schools in the 2012-2013 school year. However, all teachers will not receive an end of

the year summative performance rating based on the new system. All teachers will learn about REACH and experience components. For instance, all teachers will receive feedback on teacher practice using the REACH Framework for Teaching.

How will implementation be phased in? Elementary Schools All teachers will get experience with all components of REACH in SY2012-2013. Probationary Teachers and Tenured Teachers who received a summative rating of satisfactory or unsatisfactory in 2011-2012 will

receive a summative rating in the 2012-2013 school year based on teacher practice and student growth.

Where do you find the Library Assessments?

https://sites.google.com/a/cps.edu/kc/home

See below for samples of Performance Assessment Tasks

Library Grade 1 Performance TaskDirections for the Librarian: The Librarian will read each question aloud, allowing no more than 3 minutes per question for the students to circle their answers.

1. Which book has information about real bears? Circle the best answer.

2. Which book has a fiction story about bears? Circle the best answer.

3. Where can you find information about dinosaurs? Circle the best answer.

Conducting State Research – Rhode Island ProjectLibrary Grade 4 Performance TaskTask 1. As part of a project on Rhode Island, your teacher has asked you to list and describe several industries found in this state today. Examine the following Tables of Contents and choose which book would contain the needed information.

a. Wild Rhode Island

Table of Contents

Introduction  …..................................3

Forests  ….........................................4

Birds  ….............................................5

Coastal Life  …….........…..................7

b. The United States: Rhode Island

Table of Contents

The Ocean State  …...…...............3

Fast Facts   ......….........................9

History  .…..…..............................11

People  .…..…..............................15

c.History of Rhode Island

Table of Contents

Founders  ……..................................4The Colony  ….............................…..6Early Industry  ...…............................9The American Revolution  …......….11Becoming a State   …......................16Glossary  .…....….............................19

Winter in Rhode Island ..…...............9

Visitation Guide  ..........................…13

Glossary  ….....................................15

Index  ….…......................................17

Industry …....…............................19

Natural Resources  …...................24

Things To Do  ...............................26

Index   ….......................................30

Index  ….....……...............................23

Grade 4 Performance Assessment ContinuedResource Selected: ________________

Explanation:

Why is your selected resource the best choice to locate a good answer for this question? Include specific details from the resource to explain your choice such as: parts of the resource, headings, key words, titles, dates and other information.

___________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________

___________________________________________________________________________________________________________________________________

Grade 7

It is science fair time again! You have chosen the following question for your experiment and research paper:

Does smell influence a person’s ability to identify the taste of food?

Please evaluate the attached three sources on your topic - a book, a database and a website. You need to choose the one source that you think best meets your research needs, considering four criteria: format, currency (up-to-date), author reliability, and appropriateness and relevancy of information.

Part I:

First, read the three sources and complete the selection criteria grid for each source. The purpose of this grid is to help you justify the one best source. If the information is not available, write N/A in that box.

After you complete the grid, move on to the Student Response Document. This document contains three parts that must be completed using the sources and the selection criteria grid.

Part II:

If you needed to locate more resources on this topic, what additional keywords would you use in your research process? Make a list of five additional keywords and/or topic-related words that would yield the best search results if you were to continue to find more information to answer your research question. Write the keywords in Part II of the Student Response Document.