Welcome to OKSL Webinar
Librarians @ The Core of Common Core
Use a headset with
mic if you have one
….Mute your mic, if
you are using your
computer!

Librarians …
@ the Core of Common Core !
Ellen Duecker, Carolyn McClure & Kristi Merchant
Tulsa Public Schools

Outcomes
Learn:
•How CCSS Standards are vertically and
horizontally aligned and how they flow.
•How to unwrap CCSS and understand their
relationship to PASS.
•How to bump up PASS lessons to CCSS higher
level thinking and rigor.

Reactions to the words,
“Common Core”

Writing, rigor, READ,
informational text,
language arts, social
studies, science,
gather, analyze,
evaluate, compare,
argue, synthesize,
research,
internationally
benchmarked,
technology, literate,
evidence,
interdisciplinary, 2014
independent
Common Core…It’s all about us!

What Are
Common Core Standards?
Based on Research Aligned with
& Evidence college &
work
expectations Benchmarked
internationally
INTEGRATED
literacy skills in
math, science,
and social
Rigorous! studies

Who Created the Standards?
Authors:
•National Governors Association Center for Best
Practices,
•Council of Chief State School Officers
Current
Adoption
2/2012

Common Core Standards:
Do NOT tell teachers how to teach.
Do NOT include all content students should
learn.
CCSS is meant to replace some state
standards (math & language arts,
and supplement others.
Focus: PROCESS not CONTENT

Interdisciplinary Literacy
Shared Responsibility
Math Social Studies
Science Language Arts

Research & Media/Technology Skills
Embedded in standards CCSS Keywords:
Research, Gather,
Comprehend, Evaluate,
Synthesize, Solve
Problems, Analyze, Report
Collaborative
Learning

Overarching Anchor Standards (K – 12)
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.
2. Determine central ideas or themes of a text and analyze their development; summarize the
key supporting details and ideas.
3. Analyze how and why individuals, events, and ideas develop and interact over the course of a
text.
4. Interpret words and phrases as they are used in a text, including determining technical,
connotative, and figurative meanings, and analyze how specific word choices shape meaning or
tone.
5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the
whole.
6. Assess how point of view or purpose shapes the content and style of a text.
7. Integrate and evaluate content presented in diverse media and formats, including visually and
quantitatively, as well as in words.
8. Delineate and evaluate the argument and specific claims in a text, including the validity of the
reasoning as well as the relevance and sufficiency of the evidence.
9. Analyze how two or more texts address similar themes or topics in order to build knowledge
or to compare the approaches the authors take.
10. Read and comprehend complex literary and informational texts independently and
proficiently.

Rigor

Rigor and Lexile

Language Arts Focus & Design
Shift
Distribution of Literary and Distribution of Communicative
Informational Passages by Grade in Purposes by Grade in the 2011 NAEP
the 2009 NAEP Reading Framework Writing Framework
Grade Literary Informational Grade To To To Convey
Persuade Explain Experience
4 50% 50% 4 30% 35% 35%
8 45% 55%
8 35% 35% 30%
12 30% 70%
12 40% 40% 20%
Source: National Assessment Governing Board.
Source: National Assessment Governing Board. (2008). (2007). Writing framework for the 2011 National
Reading framework for the 2009 National Assessment Assessment of Educational Progress, pre-publication
of Educational Progress. Washington, DC: U.S. edition. Iowa City, IA: ACT, Inc.
Government Printing Office.

Argument: a part of RIGOR
The argumentative essay is a genre of writing that
requires the student to investigate a topic, collect,
generate, and evaluate evidence, and establish a
position on the topic in a concise manner.

PARCC Assessments
Partnership for Assessment of Readiness for College and Careers
PARCC states have committed to building a K-12
assessment system that:
•Builds a pathway to college and career readiness for all
students
•Creates high-quality assessments that measure the
full range of the Common Core State Standards
•Supports educators in the classroom
•Makes better use of technology in assessments, and
advances accountability at all levels.

Sample PARCC Assessment
Task: This entry within a user-edited encyclopedia has four content
errors. Use the link to the National Geographic Web Site to research the
Emperor Penguin. Correct the errors by clicking the EDIT buttons and
making these small corrections to eliminate the four errors.

Sample CCSS Performance Task
Grade 3: Informational Texts
Students explain how the main idea that
Lincoln had “many faces” in Russell
Freedman’s Lincoln: A Photobiography is
supported by key details in the text.
[RI.3.2]
PARCC Partnership for Assessment of Readiness of
College and Careers

K-1
2-3
Appendix B Text Exemplars 4-5
6-8
K–1 Text Exemplars 9-10
Stories 11-12
Minarik, Else Holmelund. Little Bear
Eastman, P. D. Are You My Mother?
What
Seuss, Dr. Green Eggs and Ham
should I
Poetry
buy?
Anonymous. “As I Was Going to St. Ives.”
Rossetti, Christina. “Mix a Pancake.”
Read-Aloud Stories
Baum, L. Frank. The Wonderful Wizard of Oz
Wilder, Laura Ingalls. Little House in the Big Woods
Atwater, Richard and Florence. Mr. Popper’s Penguins
Read-Aloud Poetry
Anonymous. “The Fox’s Foray.”
Langstaff, John. “Over in the Meadow”
Lear, Edward. “The Owl and the Pussycat”
Informational Texts Read-Aloud Informational Texts
Bulla, Clyde Robert. A Tree Is a Plant Provensen, Alice and Martin. The Year at Maple
Aliki. My Five Senses Hill Farm
Crews, Donald. Truck Gibbons, Gail. Fire! Fire!

CCR = 10 Overarching Anchor Standards
Anchor Standard CCR 8 (Same for K – 12) Delineate
and evaluate the argument and specific claims in a text,
assessing whether the reasoning is sound and the
evidence is relevant and sufficient; recognize when
irrelevant evidence is introduced.
Defined Specifically for Each Grade and Subject
GRADE 5 STANDARD 8: Explain how an author uses
reasons and evidence to support particular points in a
text, identifying which reasons and evidence support
which point(s).

Common Core Organizational Structure
Deciphering the Code
CCR(College & Career
Ready) Anchor
Standards CC.5.RL.1
5= Grade 5
RL=Reading Lit.
Grade Specific 1= Standard 1
Standards
RL Reading Literature
RI Reading Information Text Language
RF Reading Foundational Skills Arts
W Writing
SL Speaking & Listening

Vertical Alignment CCSS p. 13, 14, 40
CC.K.RI.8
With prompting and support, identify the reasons an
author gives to support points in a text.
CC.2.RI.8
Describe how reasons support specific points the author
makes in a text.
CC.5.RI.8
8. Explain how an author uses reasons and evidence
to support particular points in a text, identifying which
reasons and evidence support which point(s).
CC.9-10.RI.8
Delineate and evaluate the argument and specific
claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient;
identify false statements and fallacious reasoning.

CC Design Components
*Define end-of-year
expectations by
grade
*Show cumulative
progression through
the grades

Horizontal Alignment CCSS p 12, 14, 21,
CC.5.RL.9 Reading Literature
Compare and contrast stories in the same genre (e.g., mysteries
and adventure stories) on their approaches to similar themes and
topics.
CC.5.RI.9 Reading for Information
Integrate information from several texts on the same topic in
order to write or speak about the subject knowledgeably.
CC.5.W.9 Writing
Draw evidence from literary or informational texts to support
analysis, reflection, and research.

Unwrapping
the
Standards
(gold handout)
1. Underline Nouns
(Concepts)
2. Circle Verbs
(Skills)

Don’t Mess With Nature
PASS Standard Life Science 2.1 Organisms in a community, interacting populations in a common
location, depend on each other for food, shelter, and reproduction.
Multiple Intelligences Naturalistic
Materials/Resources: Non-fiction (informational) books, computers, online databases
Essential Vocabulary: Habitat, Reintroduce , Ecosystem, Organisms
Procedures Opening the Lesson
Note: This lesson will *Teacher or librarian will read a nonfiction book about wolves such as, Gray Wolves:
be done in Return to Yellowstone by Meish Goldish.
collaboration with the
*Teacher or librarian will reread the book and think about what keywords people would
school librarian.
need to know in order to research about wolves.
Developing the Lesson
*Students will use dictionaries to look up words and create a glossary. Librarian will
reinforce where glossaries are located in books, why they are valued research tools,
and show examples of them in other nonfiction books.
*Students will research information about wolves at computers using Pebble Go, Grolier,
World Book, or web sites chosen by the teacher or librarian.
*Students will research information from library print resources
Concluding the Lesson
*Students will tell ten facts about wolves making sure their facts include information about
their shelter, their habitat, and their reproduction.
Differentiation *Students can work individually or in small groups, students may choose databases based
on their reading level

From questions to ESSENTIAL QUESTIONS
Wiggins and McTighe define
essential questions as “questions
that are not answerable with
finality in a brief sentence… Their
aim is to stimulate thought, to
provoke inquiry, and to spark more
questions — including thoughtful
student questions — not just pat
answers” (106).
Why?
How? How Would? Why should?

Don’t Mess With Nature (Bumped Up to Meet CCSS
Standards Life Science 2.1 Organisms in a community, interacting populations in a common
BIG IDEA location, depend on each other for food, shelter, and reproduction
CC.5.RI.8 Explain how an author uses reasons and evidence to support particular points in a text,
identifying which reasons and evidence support which point(s).
Essential Questions How is the balance of an ecosystem dependent on all organisms? Should wolves be reintroduced into
Yellowstone?
Multiple Intelligences Naturalistic
Materials/Resources: Non-fiction (Informational) books, computers, online databases
Essential Vocabulary: Habitat, Ecosystem, Reintroduce, Organisms
Procedures Opening the Lesson
Teacher or librarian will read a nonfiction book about wolves such as, Gray Wolves: Return to Yellowstone
Note: This lesson will
by Meish Goldish.
be done in collaboration
Teacher or librarian will reread the book asking students to identify what keywords they would need to know
with the school librarian.
in order to research about wolves.
Developing the Lesson
Students will research information about wolves and their place in the ecosystem at library computers using
Pebble Go, Grolier, World Book, or web sites chosen by the teacher or librarian.
Students will research information from library print resources.
Students will analyze and apply their findings to present their point of view about reintroduction of animals.
Concluding the Lesson
Students will communicate their viewpoint on reintroduction by writing their opinion and giving supporting
details to back up their opinion
Extending the Lesson
Class could have a debate with students presenting and defending their stand on this controversial issue.
Assessment Rubric addressing student use of grammar, development of main idea, relevancy of supporting facts,
Questions accuracy of research.
Differentiation Students can work individually or in small groups, students may choose databases based on
their reading level.

Delineate and evaluate the argument and specific claims in
a text, assessing
whether the reasoning is valid and the evidence is relevant
and sufficient;
identify false statements and fallacious reasoning. RI.9-10.8
Delineate and evaluate the reasoning in seminal
U.S. texts, including the application of
constitutional principles and use of legal reasoning
(e.g., in U.S. Supreme Court majority opinions and
dissents) and the premises, purposes, and
arguments in works of public advocacy (e.g., The
Federalist, presidential addresses RI.11-12.8

Resources for Librarians
AASL Lesson Plan Database
http://www.corestandards.org/the-standards
http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/common
corecrosswalk/index.cfm
http://www.parcconline.org/
http://sde.state.ok.us/Curriculum/CurriculumDiv/Language/PASS.html
For IPAD and IPHONE users, there is a free Common Core App

Common Core: It’s OUR
Playground!

Carolyn McClure and Ellen Duecker
mccluca@tulsaschools.org
dueckel@tulsaschools.org