Transcript Slide 0

Webinar:
Media Specialists’ Role in the
Common Core Transition
September 10, 2013
Tennessee Department of Education
Tennessee State Library and Archives
THE CCSS TRANSITION
AND MEDIA SPECIALISTS
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Main goal of the CCSS for ELA/Literacy
Students will read and understand
grade-level complex text
independently and proficiently and
express that understanding clearly
through writing and speaking about
text.
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Three instructional shifts
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from
text, both literary and informational
3. Regular practice with complex text and its academic
language
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Shift 1: Informational text
*Percentages apply across all courses
Source: p. 5 of CCSS
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Shift 2: Evidence
• CCSS focuses on gathering evidence:
– Anchor Standard for Reading #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.
– Anchor Standard for Writing #9: Draw evidence from literary or informational texts to
support analysis, reflection, and research.
• Text-dependent questions and writing-to-sources prompts hold students
accountable to understanding and responding to what they have read
• Why the shift?
– Need to spend more time inside the text, less time outside
– Spending time inside the text puts all students on a level playing field
– It is easier to talk about our experiences than to analyze the text
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Shift 3: Complex text
“Gary L. Williamson (2006)
found a 350L (Lexile) gap
between the difficulty of endof-high school and college
texts—a gap equivalent to 1.5
standard deviations and more
than the Lexile difference
between grade 4 and grade 8
texts on the National
Assessment of Educational
Progress (NAEP).”
Source of graph:
“A Text Readability Continuum for Postsecondary
Readiness,” by Gary L. Williamson
http://www.eric.ed.gov/PDFS/EJ822324.pdf.
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Text complexity chart (Appendix A revision)
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The CCSS for ELA on research
Reading Anchor Standards
• CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media
and formats, including visually and quantitatively, as well as in words.
Writing Anchor Standards: Research to Build and Present Knowledge
• CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects
based on focused questions, demonstrating understanding of the subject under
investigation.
• CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital
sources, assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism.
• CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to
support analysis, reflection, and research.
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PARCC Model Content Frameworks on Research
Research project: The Model Content Frameworks give special prominence
to research tasks, reflecting the deep connection research has to building
and integrating knowledge while developing expertise on various topics.
When possible, research should connect to texts selected for close
readings, requiring students to closely read and compare and synthesize
ideas across multiple texts. One avenue within the Model Content
Frameworks is to ask students to extend their analytical writing on a text or
texts by gathering additional information as part of a research project.
Through a progression of research tasks, students are called on to present
their findings in a variety of modes in informal and formal contexts
appropriate to the grade level (e.g., through oral presentations,
argumentative or explanatory compositions, or multimedia products).
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The PARCC Research Simulation Task
You have read three texts describing Amelia Earhart. All three include the
claim that Earhart was a brave, courageous person. The three texts are:
• “Biography of Amelia Earhart”
• “Earhart's Final Resting Place Believed Found”
• “Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s
bravery in at least two of the texts. Remember to use textual evidence to
support your ideas.
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What does CCSS mean for media centers?
•More reading of authentic, high-quality, published texts such
as books, periodicals, and journals (including literacy in
specialized disciplines: primary historical documents, scientific
and technical texts)
•More interest in informational text, especially
narrative/literary nonfiction
•More research, with a need for high-quality, complex
informational sources
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What you can do this year to support the
transition
• Know the Standards!
– www.corestandards.org (includes appendices with more info on text complexity and exemplar texts)
– www.parcconline.org (PARCC information and Model Content Frameworks)
• Become familiar with how Tennessee is supporting teachers in this transition
on www.tncore.org:
– Summer training materials
– Sample units and tasks
– Resources on text complexity and text-dependent questions
– Much more!
• Review your collections for nonfiction/fiction balance and text complexity;
begin taking action to turn your collections over to include more complex text
and nonfiction—especially high interest, narrative/literary nonfiction.
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What you can do this year
•Talk to principals and teachers about what you have to offer in
terms of books and resources and why you are an important
part of this transition
•Tap into existing resources such as Tennessee Electronic
Library and tell teachers about them with the goal of getting
more students doing research: every grade, multiple times per
course
– Home page: www.tntel.info
– Common Core resources page: http://tntel.tnsos.org/curricular.htm
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8th grade research project
• New 8th grade social studies course (effective 2014-15 school year): U.S. History and
Geography: Colonization of North America to Reconstruction and the American West
• CCSS 6-8 exemplar text: Narrative of the Life of Frederick Douglass
• Standards I want to address
– CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting
information on the same topic and identify where the texts disagree on matters of fact
or interpretation.
– CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question
(including a self-generated question), drawing on several sources and generating
additional related, focused questions that allow for multiple avenues of exploration.
• Research topic: How did different Americans experience slavery? How do Americans
interpret the slavery period today? How do our contemporary interpretations support or
differ from primary accounts?
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HOW TEL CAN HELP
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Common Core emphasizes:
•More reading of authentic, high-quality, published texts such
as books, periodicals, and journals (including literacy in
specialized disciplines: primary historical documents, scientific
and technical texts)
•More interest in informational text, especially literary
nonfiction
•More research, with a need for high-quality, complex
informational sources
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TEL Resources
• Free any time, anywhere in the state
• High-quality, complex sources
• Books, periodicals, & journals for close readings
• Primary sources
• Search by:
– Topic
– Type of material
– Lexile Score
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The Research Topic
How did different Americans experience slavery?
How do Americans interpret the slavery period today?
How do our contemporary interpretations support or differ from
primary accounts?
Primary sources, including legal cases, can show how Americans
thought and felt about slavery in the past.
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Finding Primary Sources in TEL
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Search by Topic
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Topic Page
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Primary Source Results
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Primary Source Example
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Showing information with Maps
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Additional topics suggested
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Search by Lexile Score
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Lexile limitations
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Other sources for 1300+
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PowerSearch
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Advanced Search Options
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Curricular Resources
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Questions?
•[email protected]
•[email protected]
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Thank you!
Lior Klirs
Coordinator of English Language Arts
Content and Resources
Tennessee Department of Education
[email protected]
Wendy Cornelisen
TEL Coordinator
Tennessee State Library & Archives
[email protected]