4. www.engageNY.org
AMERICAN ASSOCIATION OF SCHOOL
LIBRARIANS
Standards for the 21st Century Learner and the
Common Core
In your groups, review the assigned AASL Standard.
What grade levels of the CCSS are addressed in
the AASL standard?
What opportunities for collaboration do you see?
What CCSS can be addressed in the Media
Center?
5. www.engageNY.org
IDEAS FOR THE LEARNING COMMUNITY
Invite teachers into the LMC for a quarterly 5-minute
meeting, where you’ll explain several broad things
you can do in the LMC to help them satisfy the
CCS, such as watching for opportunities for
interdisciplinary learning. Then, pass out
documentation (a different handout for each subject)
with the explicit CCS they must meet, and how you
can help them do it better with resources and
instruction in the LMC. Make yourself available for
short conferences afterward to discuss and
brainstorm possibilities for collaboration
6. www.engageNY.org
IDEAS FOR THE LEARNING COMMUNITY
When students come in for instruction, begin by
showing them the corresponding CCSS and AASL
standard, so they can understand exactly what they
will know and/or be able to do by the end of the
session. Students will know what is expected of
them, be able to recount what they were taught and
understand the “bigger picture” of the skill or new
knowledge.
7. www.engageNY.org
YOU ARE THE HEART OF THE LEARNING
COMMUNITY
Keep an eye out for overlapping CCSS among subjects.
Be aware of the CCSS being covered in the classrooms
every 2-3 weeks.
Take the lead with literacy.
Start small and with the basics: Approach teachers in
different disciplines and start them thinking about their
content areas. Ask them questions like: How do you read
a science text? (Do you have to take notes? Do you read
it three times?) How is a science text structured? To what
degree do you need to know terminology before you
begin a full text? Are terms typically explained in articles
the first time they are used?
8. www.engageNY.org
FORM TEAMS
Literacy in different contexts and in different content
areas.
Every teacher is an expert. (Share literacy
strategies.)
Thinking across disciplines: Have teachers in the
other disciplines come up with suggestions for texts
from their content areas that English teachers can
use in their classrooms. Maybe they have a favorite
poem that talks about non-Euclidean geometry that
fits right in to a teacher’s poetry unit.
10. www.engageNY.org
AN INTERVIEW WITH JOYCE KARON
Read the assigned portion of the interview. Be
prepared to share the key ideas from Joyce Karon’s
responses.
12. www.engageNY.org
VIEWS FROM JOYCE KARON
What are your thoughts about working with math
teachers?
What other ways can you think to help math or
science teachers?
13. www.engageNY.org
Instructional Shifts for the Common Core
Six Shifts in ELA/Literacy
• Balancing Informational and
Literary Text
• Building Knowledge in the
Disciplines
• Staircase of Complexity
• Text-Based Answers
• Writing From Sources
• Academic Vocabulary
Six Shifts in Math
• Focus
• Coherence
• Fluency
• Deep Understanding
• Applications
• Dual Intensity
14. www.engageNY.org
NYS Common Core Standards Shifts Impact NYS Assessments
6 Shifts in ELA Literacy
Common Core Implementation Common Core Assessments
1. Balancing Informational and Literary Text
2. Building Knowledge in the Disciplines
3. Staircase of Complexity
4. Text-based Answers
5. Writing from Sources
6. Academic Vocabulary
1. Focus
2. Coherence
3. Fluency
4. Deep Understanding
5. Applications
6. Dual Intensity
6 Shifts in Mathematics
1 & 2: Non-fiction Texts
Authentic Texts
3: Higher Level of Text Complexity
Paired Passages
4&5: Focus on command of evidence
from text: rubrics and prompts
6: Academic Vocabulary
1: Intensive Focus
2: Linking Back
4, 5, 6: Mathematical Modeling
15. www.engageNY.org
Shifts in ELA/Literacy
Shift 1 Balancing Informational
& Literary Text
Students read a true balance of informational and literary texts.
Shift 2 Knowledge in the Disciplines Students build knowledge about the world (domains/ content
areas) through TEXT rather than the teacher or activities
Shift 3 Staircase of Complexity Students read the central, grade appropriate text around which
instruction is centered. Teachers are patient, create more time
and space and support in the curriculum for close reading.
Shift 4 Text-based Answers Students engage in rich and rigorous evidence based
conversations about text.
Shift 5 Writing from Sources Writing emphasizes use of evidence from sources to inform or
make an argument.
Shift 6 Academic Vocabulary Students constantly build the transferable vocabulary they
need to access grade level complex texts. This can be done
effectively by spiraling like content in increasingly complex
texts.
16. www.engageNY.org
SHIFTS IN MATHEMATICS
Shift 1 Focus Teachers significantly narrow and deepen the scope of how time and energy is
spent in the math classroom. They do so in order to focus deeply on only the
concepts that are prioritized in the standards.
Shift 2 Coherence Principals and teachers carefully connect the learning within and across grades
so that students can build new understanding onto foundations built in previous
years.
Shift 3 Fluency Students are expected to have speed and accuracy with simple calculations;
teachers structure class time and/or homework time for students to memorize,
through repetition, core functions.
Shift 4 Deep
Understanding
Students deeply understand and can operate easily within a math concept before
moving on. They learn more than the trick to get the answer right. They learn
the math.
Shift 5 Application Students are expected to use math and choose the appropriate concept for
application even when they are not prompted to do so.
Shift 6 Dual Intensity Students are practicing and understanding. There is more than a balance
between these two things in the classroom – both are occurring with intensity.
17. www.engageNY.org
THE BIG SHIFTS IN COMMON CORE
A Quick Video
What stood out to you in the video?
What shift is going to be the most difficult for
teachers?
What shift can you as a Media Center Specialist
help with?
Do your teachers know these shifts?
18. What constitutes a complex
text?
“Complex text is typified by a
combination of longer sentences, a
higher proportion of less-frequent
words, and a greater number and
variety of words with multiple
meanings.”
PARCC Model Content
Frameworks
19. Overview of Text Complexity
Text complexity is defined by:
1. Qualitative measures- levels of
meaning, structure, language
conventionality and clarity, and
knowledge demands
2. Quantitative measures- word
length or frequency, sentence
length, and text cohesion
3. Reader and task considerations-
motivation, knowledge, and
experiences
21. Qualitative Elements
• Levels of Meaning or Purpose
o Is it specifically stated/clear? Or are there inferences that
need to be made by the reader?
• Structure of Text
o Linear/nonlinear, one/multiple narrators, deviations from
standard conventions of genre, number of plots
• Language Conventionality and Clarity
o Literal, clear, or contemporary language vs. figurative,
ambiguous, or unfamiliar language
• Knowledge Demands
o Is understanding dependent on prior knowledge or open to
any level?
22. Quantitative Measure
• Quantitative dimensions and factors are
those aspects that are not easily
measureable by a human and are
typically measured by programs such as
Lexile.* New text
complexity tools for
Common Core will
be available in Fall
2014.
23. Various Quantitative Measures
• Flesch-Kincaid Grade Level test –uses
word length and sentence length
• Dale-Chall Readability Formula and
Lexile Framwork for Reading-
substitutes word frequency instead of
word length
• ATOS formula (Accelerated Reader)-
uses word length, sentence length, and
text length
CCSS does not endorse any particular quantitative
measures. They only suggest using multiple measures to
determine text complexity.
25. Which one do we use?
• The immediate recommendation from
CCSS is to select texts that are within
the appropriate band of complexity
using currently available (multiple when
possible) quantitative measures, and
then make keener distinctions using a
blend of qualitative measures.
27. Readers and Tasks
• Factors such as motivation, knowledge,
and experiences are important to
consider when selecting a text.
• The purpose of the reading also needs
to be considered.
28. “The use of qualitative and
quantitative measures to assess text
complexity is balanced in the
Standards’ model by the expectation
that educators will employ
professional judgment to match texts
to particular students and tasks.”
Appendix A
29. All students should have
access to complex texts
• Students who are not reading at grade
level should have access to complex
texts with appropriate scaffolding and
support.
• Even many students who are reading at
grade level may need scaffolding as
they master higher levels within the text
complexity band.
30. To help students access more
complex text. . .
• Read some shorter texts more closely
and repeatedly
31. Example Lesson
• A Close Reading of Lincoln’s Gettysburg
Address:
o A short, important historical document
o Determined to be appropriate for 9-10 text
complexity band
o Designed to be taught over 3 class sessions
o The lesson includes reading, vocabulary,
discussion, and writing tasks
EngageNY
32. Use the Appendices as a
Guide
• Appendix A discusses the text
complexity expectations for CCSS and
provides sample annotated reading
texts
• Appendix B provides text exemplars
and sample performance tasks for
literary and informational tasks
33. Shift in Instruction
“. . . it is important to recognize that scaffolding
often is entirely appropriate. The expectation
that scaffolding will occur with particularly
challenging texts is built into the Standards’
grade-by-grade text complexity expectations,
for example. The general movement,
however, should be toward decreasing
scaffolding and increasing independence
both within and across the text complexity
bands defined in the standards.”
Appendix A
34. www.engageNY.org
EVIDENCE OF THE SHIFTS
Determine the main idea of Colin A. Ronan’s
“Telescopes” and create a summary by explaining
how key details support his distinctions regarding
different types of telescopes. [RI.4.2]
Appendix B
36. www.engageNY.org
INFORMATION FLUENCY CONTINUUM
Read the vision and goals of an effective library
program.
What stands out to you?
Do you have goals for your media center?
Do your teachers and administrators know your
goals?
Take a few moments and write a goal(s) for your
media center.
37. www.engageNY.org
INFORMATION FLUENCY ACTIVITY
In your assigned grade level groups examine the
resources from the Information Fluency document.
What resource did you find most useful?
Who would benefit from this resource?
How can you differentiate for learners in the media
center using this?
41. www.engageNY.org
MEDIA CENTER & COMMON CORE WORD
WALL
Text Complexity Rubric- Lexiles
Informational Text
Research- Destiny (OPAC), databases, websites
Effective communication and writing skills- video
production and presentation
Project-based- backward design
Technology integration- Web 2.0
Multiple information sources- information literacy
Graphic organizers- summarizing
Active Learning
Collaboration
AASL's Standards for the 21st- Century Learner- self-
assessment
College and Career Readiness Standards
42. www.engageNY.org
ROOM FOR DEBATE
School librarians are on the chopping block as states and
cities seek to cut their education budgets.
In New York City, education officials say that after several
years in a row of cutting costs, freezing wages and
eliminating extracurricular activities, they may have no
choice but to turn to librarians. And with technological
advances, education policy makers are rethinking how
they view library services in general.
Do superintendents and principals see librarians as more
expendable than other school employees? If so, why?
In your group, read your article and summarize the
argument.
43. www.engageNY.org
RESOURCES
Appendix B
AASL Lesson Database
Blogs and more Blogs
Livebinder
Information Fluency from NY
Georgia Media Wiki
Non Fiction Resources
Reading and Writing Project
Notes de l'éditeur
a former school librarian, district coordinator, former member of the Illinois State Board of Education and the Illinois Board of Higher Education
