JUMP ON BOARD : Librarians and Literacy

Transcript JUMP ON BOARD : Librarians and Literacy

JUMP ON BOARD

: Librarians and Literacy

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

 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.

 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

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

*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)

The Literacy Standards are based on the assumption that K-5 teachers already teach

reading and writing across content areas.

Where are the Standards Located?

www.corestandards.org

Select the tab The Standards at the top of the page.

Organization of the Standards

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

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

“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)

1. Literacy is everyone’s 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.)

Grade

4 8 12

%Literary

50 45 30

%Informational

50 55 70

INQUIRY

Then Now Provide resources and teach their uses.

Assist and guide research 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.

     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

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.

   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.

 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.

Reading Standards for Informational Texts Kindergarten 8. With prompting and support, identify the reasons an author gives to support points in a text.

Grade 1 8. Identify the reasons an author gives to support points in a text.

Grade 2 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.

Grade 3 Reading Standards for Informational Texts 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.

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.

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.

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

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

Your work will be perceived as urgent and critical.

School librarians are indispensable.

 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.

 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

   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?