CCSS Library Summer Camp
•Descargar como PPT, PDF•
1 recomendación•1,743 vistas
This is a power point presentation that accompanied a professional development talk on for Santa Clara County school library staff in August of 2013.
Recomendados
Recomendados
Más contenido relacionado
Similar a CCSS Library Summer Camp
Similar a CCSS Library Summer Camp (20)
Último
Último (20)
CCSS Library Summer Camp
- 1. Common Core State Standards for School Libraries Library Summer Camp August 13, 2013 Dollie Forney Library Resource Specialist Common Core State Standards for School Libraries
- 2. Discussion Today 1. What are the Common Core State Standards? 2. What are the big shifts or changes from the former CA State Standards? 3. An overview of how the standards are arranged and a bit of terminology to help you start speaking the language. 4. Strategies, suggestions and resources to help school libraries become part of the movement. Common Core State Standards for School Libraries
- 3. Common Core State Standards for School Libraries What are the CaliforniaWhat are the California Common Core State Standards?Common Core State Standards? July 2010
- 4. What are the California CommonWhat are the California Common Core State Standards?Core State Standards? Common Core State Standards for School Libraries www.corestandards.org
- 5. So what are the Common CoreSo what are the Common Core State Standards?State Standards? Common Core State Standards for School Libraries Three-Minute Video Explaining the Common Core State Standards
- 6. AssessmentAssessment Common Core State Standards for School Libraries CALIFORNIACALIFORNIA http://www.smarterbalanced.org/
- 7. AssessmentAssessment Common Core State Standards for School Libraries
- 8. Assessment TerminologyAssessment Terminology Common Core State Standards for School Libraries CAT – ComputerAided Testing Next Generation Assessments Formative Assessments Summative Assessments
- 9. Common Core State Standards for School Libraries
- 10. Common Core State Standards for School Libraries
- 11. ELA Standard Notation Common Core State Standards for School Libraries Notation for grade-specific standards: Individual grade-specific standards are identified by grade, strand, and number (or number and letter, where applicable); for example, 2.RL.1, means grade 2, Reading Literature, standard 1. Literature Literature 2.RL Key Ideas and Details 2.RL.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. S t r a n d G r a d e G r a d e - l e v e l S t a n d a r d S t a n d a r d n u m b e r
- 12. CCSS Instructional Shifts in ELA/ Literacy 12CCSS-ELA Instructional Considerations CCSS-ELA Instructional ShiftsCCSS-ELA Instructional Shifts
- 13. Common Core • The Big Shift: Grades K-4 What’s New in Nonfiction 80% 20% 50% 50% Grades 5-8 45% Literature 55% Informational Text
- 14. Measuring Text ComplexityMeasuring Text Complexity 14 Measures Text Attentive Human Measures Text Computer Considers the Individual Reader Teacher/Librarian © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.
- 15. Measuring Text ComplexityMeasuring Text Complexity © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved
- 16. CCSS – Mathematics InstructionalCCSS – Mathematics Instructional ShiftsShifts Common Core State Standards for School Libraries
- 17. Domains Common Core State Standards for School Libraries
- 18. How to Read Math StandardsHow to Read Math Standards Common Core State Standards for School Libraries © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved
- 19. Mathematical PracticesMathematical Practices Common Core State Standards for School Libraries
- 20. School Library and the CommonSchool Library and the Common Core State StandardsCore State Standards Implementing the Common Core State StandardsImplementing the Common Core State Standards without a strong school library program is like offeringwithout a strong school library program is like offering a biology class without a lab.a biology class without a lab. Common Core State Standards for School Libraries
- 21. School Library and theSchool Library and the Common CoreCommon Core Common Core State Standards for School Libraries
- 22. TIMESAVERS FOR TEACHERSTIMESAVERS FOR TEACHERS Common Core State Standards for School Libraries
- 23. Library Response to CCSS Common Core State Standards for School Libraries Nesi, O. M. (2012, December). The Public Library Connection. School Library Journal, p. 20.
- 24. Cultivating 21Cultivating 21stst Century LearnersCentury Learners Common Core State Standards for School Libraries
- 25. Collaborating with TeachersCollaborating with Teachers Common Core State Standards for School Libraries
- 26. Digital Literacy Bag of TricksDigital Literacy Bag of Tricks Common Core State Standards for School Libraries
- 27. Common Core State Standards for School Libraries
- 28. Common Core State Standards for School Libraries
- 29. Suggestion to ponder beforeSuggestion to ponder before school year begins:school year begins: Common Core State Standards for School Libraries 1. Identify a teacher as a collaborator 2. Identify a unit or activity in their school year plan you can support with resources. 3. Identify specific standards that will be addressed 4. Identify resources you will provide 5. Meet with teacher to design this plan 6. Carefully record your progress 7. Present the results to the rest of the school and possibly district
- 30. Enjoy the Journey Common Core State Standards for School Libraries HAVE AN AMAZING SCHOOL YEAR!HAVE AN AMAZING SCHOOL YEAR!
Notas del editor
- Introduction
- In response to declining global achievement of US students and inconsistent measurements of achievement between states, the Council of Chief State School Officers and the National Governors Association met beginning in 2009 to develop a set of common state standards that would help create a consistent measurement of achievement while setting a common goal of creating college and career readiness for all students regardless of status or geographic location. These standards were also designed to create a globally competitive workforce. These standards were developed by states for states and adoption was determined by the individual states themselves. By July 2010, the Common Core State Standards for ELA and Mathematics had been introduced.
- California adopted these standards in August of 2010 and have joined at least 45 states in doing so. These standards are designed to prepared every student for college and career. The definitive resource for the CCSS is www.corestandards.org where you will find all kinds of information but sometimes it can be a bit dense to navigate. (share official CCSS website: www.corestandards.org)
- So here are what the CCSS are and what they are designed to do. They can be revolutionary and transformational in the very best of ways if we implement them correctly. Much like No Child Left Behind, testing has been considered by many to be the part of the process that drained a movement created to raise the level of achievement in education. Evidence suggests that “teaching to the test” did not inspire or prepare students for college and career readiness nor did allowing states to have unique standards and testing methods inspire consistency among the states. Now the movement is to retain what has worked well while transforming what has not. (Share Three-Minute Video Explaining the CCSS)
- New assessment testing had to be developed. States who adopting the CCSS belong to one or the other consortium given the task to develop these assessments: Smarter Balance or PARCC (Partnership for Assessment of Readiness for College and Careers) CA belongs to Smarter Balance. If you explore the site, you will find examples of the tests you can experience for yourself. There are districts throughout the state piloting these tests. Of all the changes taking place with the CCSS, testing is probably the most challenging change and may well make or break the overall movement. (http://www.smarterbalanced.org/)
- Testing will be very different and it will try to address the new outcomes focusing more on thinking skills than answers. In addition to the benchmarked final summative assessment, there will be formative and interim assessments designed to help teachers determine the effectiveness of their instruction.
- CAT: Computer aided instruction will be used to test students. No more scantrons and #2 pencils! Practice exams are available at the Smarter Balance website. Next generation assessments refer to the new CATs and testing that will seek to understand how students are meeting standards Formative assessments will help teachers improve instruction by measuring students progress and comprehension. Summative assessments will determine if standards were met at the end of the year. These will be the results that everyone will be watching.
- “ The K-12 Common Core standards define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate.”
- ELA Standards are first categorized by grades. Grades K-5 makes up one category and includes both ELA standards and literacy standards for H/SS, Science and Technical Subjects. Grades 6-12 divides ELA standards Literacy Standards The categories are further divided into strands containing the College and Career Readiness Anchor Standards (CCR). These are standards that set our sights on the final goal of the standards to create college and career ready grade 12 graduates and remain consistent from grade to grade. Then within the CCR are grade specific standards students must master by the end of each school year.
- When you come across standard notations, this is what is meant. Get yourself a copy of the standards for your reference. You may print them from the CCSS website and keep a chart like this handy to help identify a notation if necessary. This identifies the grade specific standard and connects it with the appropriate strand.
- INTENT: To review the instructional shifts of the CCSS. TALKING POINTS: NY State department describes 6 instructional shifts, while Student Achievement Partners outlines 3 instructional shifts. Both models help educators understand the major changes required by the CCSS in terms of curricular and classroom instruction in ELA/ Literacy and math.
- This is a slide from Lonni’s nonfiction booktalk presentation. She will be sharing books that will help you to address this shift. It is important to consider this shift certainly in light of your book collections but also consider what it means to the role of the school library in other ways too. A big reason for this shift has to do with writing and the shift from narrative/personal experience type to writing that requires evidence from text and reliable sources. More than a collection of books, the school library should represent a lab of sorts where students can find not only reliable sources but someone to help them develop research skills and navigate materials. The school library should be a place students not only find resources but find and compare their own thoughts and voice to those of others independently. How can you foster that in students?
- It had been noted that students who entered college and the workplace struggled with text complexity. Overtime, students had not been required to improve their comprehension of increasingly difficult text. This has been addressed in the CCSS and measurements are a mixture of both a qualitative and quantitative nature Qualitative dimensions of text complexity . qualitative dimensions and factors aspects of text complexity best measured or only measurable by an attentive human reader, such as levels of meaning or purpose; structure, language conventionality and clarity and knowledge demands. Examples: Purpose = single theme vs. multiple messages (satire); Structure = time manipulation (foreshadowing); Language = Archaic forms (Old English) or figurative language (idioms); Knowledge Demands = background knowledge Quantitative dimensions of text complexity . The terms quantitative dimensions and quantitative factors refer to those aspects of text complexity, such as word length or frequency, sentence length, and text cohesions, that are difficult if not impossible for a human reader to evaluate efficiently, especially in long texts, and thus today typically are measured by computer software. Examples: Accelerated Reader, Microsoft Word Reader and task considerations . While the prior two elements of the model focus on the inherent complexity of text, variables specific to particular readers (such as motivation, knowledge, and experiences) and to particular tasks (such as purpose and the complexity of the task assigned and the questions posed) must also be considered when determining whether a text is appropriate for a given student. Such assessments are best made by teachers employing their professional judgment, experience, and knowledge of their students and the subject. It is not always a linear process. National Governors Association Center for Best Practices and Council of Chief State School Officers (2010) Common Core State Standards CCSS: Toolkit | Content and Curriculum, K-12 (ELA) | Mini-Module: Text Complexity
- This is just another graph to show the same thing. The difference between Reader & Task Considerations and Qualitative criteria has to do with the focus: one is text focused, the other is reader & task focused. To Kill a Mockingbird by Harper Lee: Quantitatively is at a third grade level but taking into consideration qualitative and reader/task considerations, it is considered more a high school level text for the knowledge demands and questions posed.
- 1 . FOCUS: Narrow and deepen for fluency and understanding 2. COHERENCE: Think and link 3 RIGOR : pursue conceptual understanding, fluency and application with equal intensity Students should develop these habits of mind instead of just find correct answers.
- While ELA has call their “big idea” category “strands”, in math they are called “domains”. Here are the domains arranged in a graphic that helps you visualize what grade level these concepts are introduced and what they are built upon. “ All roads lead to algebra”
- Domain = Big idea of standard Cluster = Summarizes Groups of Related Standards Standard = Specifically what student should be able to do.
- Mathematical Practices are habits of mind and remain consistent K-12. “ The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council’s report Adding It Up : adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy).” Authors: National Governors Association Center for Best Practices, Council of Chief State School Officers Title: Common Core State Standards (Mathematical Practices) Publisher: National Governors Association Center for Best Practices, Council of Chief State School Officers, Washington D.C. Copyright Date: 2010 From the Common Core State Standards Initiative website http://www.corestandards.org/Math/Practice
- So what is your role as your schools library staff person in this brave new world? It depends very much on how much time and influence you have over your program. The most useful thing you can do is to understand the standards themselves and imagine how your library can support that.
- Ask to present at a staff meeting a real live example of what you can offer. Speak the CCSS language Learn how to read the standards DON’T limit yourself to just ELA teachers! FIND the connections, intersections and crosswalks between disciplines. Become a lover of all things digital including tools, citizenship and literacy. Initiate and lead. Don’t always follow.
- Be as aware of your teacher’s curriculum plan as you possibly can! Leverage this information by seeing it in light of the CCSS then make suggestions how your resources and support can address specific standards. According to the standards, teachers s/b supporting textbook instructional information with outside resources. The school library is the easiest and most efficient source of “outside resources”. In addition to print materials, be sure your databases are well maintained, relevant and current and provide accurate sources of articles and news stories from multiple points of view. Students should be reading and processing this kind of information independently and in-depth. Teachers lack time. Developing a portal, libguide, databases, homework help. Be the one who gathers favorite sites and resources from all teachers in the school as well as ones found yourself to create a schoolwide resource page of accurate, credible, reliable, secure databases. Often databases like grolier even provide CCSS alignment information. During read alouds, share the anatomy of an informational book (table of contents, index, etc.). Be the plagiarism expert!
- Here is an awesome chart from School Library Journal. It is designed for public libraries but identifies for school libraries a very focused set of targeted actions you can take to prepare yourself and your library to support your learning communities with the CCSS. Nesi, O. M. (2012, December). The Public Library Connection. School Library Journal, p. 20.
- So “fart research”, besides being a humorous part of this video, represents the students ability to organically find a topic of unique interest to them. It is possible but unlikely this would be a topic a teacher would assign. The fact they are discussing with one another represents collaboration between students that involves speaking and listening skills required in the CCSS. Independent thought, research and collaboration (especially in terms of the speaking and listening aspect of the CCSS) are very much a part of creating not just 21 st Century Learners but the college and career ready individuals.
- Developing relationships with key teachers and collaborating lesson ideas to move the learning from classroom to library will not only support learning and provide resources but will model collaboration, feature the school library as a laboratory for learning and expands the view of a library from just a place to find books and materials to a place to develop independent research skills and the librarian or library staff to support for this independent work.
- Creating “21 st Century Learners” has been a buzz word now since, well, just before we started the 21 st century. The 21 st century is about 12 years old now. The AASL and the ISTE standards for students also provides unique media saavy connections to supporting the standards. There are “Cross walk documents” to help orient yourself between the standards. There are so many great on-line resources available to help find lessons and ideas. These are some of my favorites. Part of the reason I find them exciting is their reference to standards and the ease of search ability. Again, a huge timesaver for teachers and a great resource for you to become an expert on tools available for teachers and students.
- Here is a CCSS lesson plan template. Perhaps it is more than you care to address depending on your title and situation but as you plan activities, you can use these questions to help frame your work with the CCSS in mind. If you form a habit of understanding what kind of learning the CCSS will be expecting of students, you will be able to use the same language and vocabulary as teachers and administrators. As you plan your lessons, consider what CCSS your lesson will address. Perhaps these questions go beyond what you will try to accomplish but to be able to frame what you do with students in this context will demonstrate that like the classroom teachers, your instruction is aligned and accountable.
- Take time to go through this exercise with one of your existing lessons. Does the lesson work within these guidelines? Are there ways to modify your lesson so it supports the CCSS goals? Document available at: http://www.docstoc.com/docs/116534199/Common-Core-Lesson-Template-TST-BOCES-October-2011
- So understanding the variety of situations within the audience today, I humbly suggest this plan of action to advocate boosting the value of the school library within your learning community. Although some of the steps may be difficult to implement for some library staff given reduced hours and expanded responsibilities, take this plan to consider how you can help expand the view of teachers and administrators to see the library as not only an integral part of implementing the CCSS but a necessary part.
- This is an exciting time for schools and an exciting time for school libraries. Your unique relationship with teachers and students may be leveraged in wonderful ways and coupled with the goal of creating independent learners, researchers and thinkers who will be college and career ready, the possibilities and opportunities for you and your library are endless. Despite grim budgets, lack of support for library programs , and misunderstandings of the key role school libraries play by administrators and some teachers, you can change the tide. Have an amazing school year and don’t forget the Learning Multimedia Center Staff at the Santa Clara County Office of Education will do whatever we can to help. Contact us anytime.