Katie Berger

1
JUMP ON BOARD Librarians and Literacy

• Katie Berger
• Library Media Specialist/Co-Chair of MLS
  Implementation Committee
• Bueker Middle School
• Marshall, Missouri

2
(No Transcript)
3
Key Ideas

• Nationwide-45 states
• Backed by Research
• Common Test Across the Country
• 2 companies creating test
• MO-Smarter Balanced
• Making Students Better Prepared
• College
• Careers

4
Key points

• Students not reading on grade level is not the
  responsibility of a few.
• The way students read non-fiction is much
  different than how they read literature.
• Many are already using teaching techniques that
  support the Core Academic Standards.
• Using literacy techniques-such as learning to
  read rigorously will help us teach our content
  areas more effectively and create better readers
  and writers.

5
VOCABULARY

• These words will come up in conversations.
• Rigor- creating an environment in which each
  student is expected to learn at high levels.
• Text Complexity- The difficulty of a text based
  on length, vocabulary, tone and sentence
  structure.
• Not the same as reading level
• ELA-English Language Arts
• Smarter Balanced- The assessment consortium that
  Missouri has chosen to use for our new Core-based
  MAP best

6
Whats in a Name??

• Common Core State Standards.
• Core Academic Standards.
• Missouri Learning Standards

MISSOURI LEARNING STANDARDS
7
Two Sets of Standards

• ELA Standards for Grades K-12
• Literacy in History/Social Studies, Science and
  Technical Subjects

8
What are the Literacy Standards?

• Standards for reading and writing in
• Science
• Social Studies
• History
• Other Technical Subjects

9
What does Other Technical Subjects mean?

• A course devoted to a practical study, such as
  engineering, technology, design, business, or
  other workforce-related subject a technical
  aspect of a wider field of study, such as art or
  music. (CCSS Glossary)

10
Why not grades K 5?

• The Literacy Standards are based on the
  assumption that K-5 teachers already teach
  reading and writing across content areas.

11
What do the writers of the CCSS tell us about the
Literacy Standards?
12
(No Transcript)
13
Where are the Standards Located?

• www.corestandards.org
• Select the tab The Standards at the top of the
  page.

14
Organization of the Standards
The document is organized into three main sections The document is organized into three main sections The document is organized into three main sections
Standards for English Language Arts Grades K 5 Standards for English Language Arts Grades 6 12 Standards for Literacy in History/Social Studies, Science and Technical Subjects Grades 6 12
pp. 9-33 pp. 34-58 pp. 59-66
15
Organization of the Literacy Standards
The Literacy Standards are organized into three main sections. The Literacy Standards are organized into three main sections. The Literacy Standards are organized into three main sections.
Reading Standards for Literacy in History/Social Studies Reading Standards for Science and Technical Subjects Writing Standards for Literacy in History/Social Studies, Science and Technical Subjects
Page 61 Page 62 Pages 64-66
16
Who is responsible for teaching the Literacy
Standards?

• The Standards insist that instruction in
  reading, writing, speaking, listening, and
  language be a shared responsibility within the
  school.
• (Introduction to the CCSS, p. 4)

17
Three Big Ideas for Literacy in All Content
Areas

• 1. Literacy is everyones job.
• 2. Students must read complex texts independently
  and proficiently in every discipline.
• 3. Students must write argumentative and
  explanatory texts in every discipline (process
  writing and on-demand writing.)

18
Increase Informational Text
Grade Literary Informational
4 50 50
8 45 55
12 30 70
19
Primary Focus of Common Core Standards

• INQUIRY

20
How Do Librarians Fit In?
21
Additional Role
Then Now
Provide resources and teach their uses. All of those and focus on helping readers actively engage with informational texts. Work with teachers to find informational texts for their classrooms.
Assist and guide research All of those and focus on helping readers actively engage with informational texts. Work with teachers to find informational texts for their classrooms.
Encourage passion for reading All of those and focus on helping readers actively engage with informational texts. Work with teachers to find informational texts for their classrooms.
22
No More Boring, Poorly-Written Fact Books

• Weed out bland books with limited points of view
• Hunt for databases and other online resources to
  supplement collections
• Create a wish list for new resources
• Show administrators why resources are needed
• Keep track of their usage to show how well the
  money was spent
• Marc Aronson, kids book editor and Michael L.
  Printz Award-winning author

23
Media Specialists

• Media specialists help students with online
  reading comprehension
• Navigating search engines and databases
• Using interactive media
• Evaluating connected texts
• New literacies with which many classroom teachers
  need help.

24
Media Specialists

• Introduce students to strategies for interacting
  with these new literacies
• Close reading
• Vocabulary skills
• Chunking a text
• Ask students a series of questions to determine
  if they truly understand the purpose of a
  particular website
• Walk kids through a site, evaluating it together.

25
Librarians Special Niche

• Special relationship with students as readers
• Not in the role of evaluating students
• Undercover agents and know what students are
  selecting to read.
• Share knowledge on curriculum teams and with
  classroom teachers.

26
Reading Standards for Informational Texts Reading Standards for Informational Texts Reading Standards for Informational Texts
Kindergarten Grade 1 Grade 2
8. With prompting and support, identify the reasons an author gives to support points in a text. 8. Identify the reasons an author gives to support points in a text. 8. Describe how reasons support specific points the author makes in a text.
Anchor Standard 8 Delineate and evaluate the
argument and specific claimes in a text,
including the validity of the reasonsing as well
as the relevance and sufficiency of the evidence.
27
Reading Standards for Informational Texts Reading Standards for Informational Texts Reading Standards for Informational Texts
Grade 3 Grade 4 Grade 5
8. Describe the logical connection between particular sentences and paragraphs in a text (comparison, cause/effect, first/second/third in a sequence) 8. Explain how an author uses reasons and evidence to support particular points in a text. 8. Explain how an author uses reasons and evidence to support particular points in a text.
Anchor Standard 8 Delineate and evaluate the
argument and specific claimes in a text,
including the validity of the reasoning as well
as the relevance and sufficiency of the evidence.
28
Reading Standards for Literacy in History/Social Studies Reading Standards for Literacy in History/Social Studies Reading Standards for Literacy in History/Social Studies
6-8 9-10 11-12
1.Cite specific textual evidence to support analysis of primary and secondary sources. 1. Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 1. Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
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.
29
Reading Standards for Literacy in Science and Technical Subjects Reading Standards for Literacy in Science and Technical Subjects Reading Standards for Literacy in Science and Technical Subjects
6-8 9-10 11-12
1. Cite specific textual evidence to support analysis of science and technical texts. 1. Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. 1. Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
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.
30
5 Things About the Common Core

• Emphasis on literacy across the content areas
• Increase in literary nonfiction
• Close reading of shorter texts
• The textbook is dead.
• Increased emphasis on informational text
• Christopher Harris
• How to Get Started
• Library Journal
• April 2012

31
5 Things To Do To Get Started

• Become local expert.
• Rethink your collection.
• Highlight what you have.
• Ask for help.
• Work together.
• Christopher Harris
• How to Get Started
• Library Journal
• April 2012

32
Opportunities Abound!

• Your work will be perceived as
• urgent and critical.
• School librarians are indispensable.

33
Take the Lead!

• Become masters of the language of the Common
  Core.
• Become instructional leaders on the
  implementation of the Common Core.
• Teach concrete skills embedded in the inquiry
  process.
• Become a participant on curriculum mapping and/or
  literacy committees.

34
Resources to Explore

• www.corestandards.org
• Select the tab The Standards at the top of the
  page
• www.youtube.com/user/TheHuntInstitute
• Look for video Literacy in Other Disciplines
• http//hunt-institute.org
• Select Knowledge Library and then select Common
  Core Standards
• http//vimeo.com/25206110
• Close reading demonstration by David Coleman
• http//www.teachingchannel.org
• Video clips of classes implementing the Common
  Core Standards to use as examples as well as
  informative clips to use for professional
  development

35
Other Ideas?

• How to support content area teachers in using the
  Literacy Standards?
• How to support the implementation of the Common
  Core in your building?
• How to guarantee your collection aligns with the
  demands of the Common Core for rich informational
  texts on a variety of research topics as well as
  literary nonfiction?