1. Rigorous Literacy Plan Library Media How We Support Rigorous Literacy PGCPS Teaching and Learning Conference October 2, 2015

2. Session Outcomes By the end of the session, participants will: ●Develop an understanding of how to support the systemic definition of literacy and the Rigorous Literacy Plan in written language across all content areas through the lens of information literacy. ●Access the tools to create a short, focused research project to support a Social Studies standard, a Speaking and Listening Standard, and MD CCRS for Writing 7 and 8 in grades 2, 5 8, 10 or 12 AASL Benchmarks Standards for Library Media

3. Session Agenda ●Review our role in the Rigorous Literacy Plan ●Review our role in MD College and Career Readiness Standards according to AASL ●Share our thoughts about how we do integrate with other areas through teaching skills and content ●Access the tools to create a short, focused research project for your school

4. GROUND STATEMENTS IN EVIDENCE STICK TO PROTOCOL TAKE AN INQUIRY STANCE BE HERE NOW

5. Why the change in focus?

6. Where are our tools?

7. Where Are Our Tools for this Session? 1.Yellow Sticky: Vision of Support AND Choice of AASL Role - POST 2.Purple Folder: Laminated Activity #1 - LEAVE BEHIND 3.Buff Paper: (LEAVE BEHIND) a.Sample copy of i.Unpacking Template (created by OLMS - on Wiki/Google Drive) ii.Short, Focused Research Template (from the article on Wiki/Google Drive) 4.Laminated Political Cartoon, “Argus” - LEAVE BEHIND 5.Activity Sheet is Orange, “ Table with “Required Components” and “Your Ideas” - TAKE and an Orange Sticky - POST

8. Where are our tools? Wiki/Google Drive Provides: ●2 Journal Articles for Professional Development ○“The Moon Challenge” ○“The Library Media Specialist’s Role in Common Core” ●Link to an online research resource for 5th Grade, “King George III vs. George Washington” - ready for both Unpacking Template and the Short, Focused Research Template - our task today. ●Political Cartoon, “Argus” with the Meaning of the Cartoon ●2 Completed Unpacking Templates - 2nd Grade (Comparing Past with Present Day) and 8th Grade (Explain the Political and Economic Impact of the Louisiana Purchase) ○Integrating MD CCR Standards: Writing, Speaking and Listening and Social Studies - ready for Research Template ●All Documents required to Create Your Own! K-12 ●PowerPoint

9. Systemic Definition of Literacy Literacy is the ability to read, write, speak, listen, and use numeracy. In Prince George's County Public Schools, our focus on literacy emphasizes the ability to: 1. Report, Evaluate, Gather, Synthesize, and Comprehend information and ideas (REGS-C); 1. Conduct original research in order to answer questions or solve problems (Original Research); 1. Analyze and create print and non-print texts in media forms (Media Forms); 1. Using numbers to process information, solve problems, and interpret data (Numeracy).

10. What is our role? Turn and Talk: How can the Systemic Definition of Literacy move your library toward this ideal? What should school leaders and staff see when they walk into your library? Yellow Sticky Note (Wait to post.)

11. The Rigorous Literacy Plan Goal 1: Reading and Writing Across All Content Areas Goal 2: Reasoning in All Content Areas

12. Report, Evaluate, Gather, Synthesize, and Comprehend information and ideas. (REGS-C) Provide Instruction that requires students to: Impose structures on information Integrate individual skills into processes Operate within but at the outer edge of their abilities and/or beliefs. What are students doing? Students are conducting original research to answer real-life problems and questions Students are self-selecting topics for research under the guidance of the teacher Students use a variety of print, media, and digital resources to conduct research Students receive instruction on research skills Analyze and create print and non-print texts in media forms. Provide Instruction that requires students to: Operate within but at the outer edge of their abilities and/or beliefs Apply what they learn in more than one context and to unpredictable situations What are students doing? Students are engaged in creating print and non-print texts in various media formats Students are familiar with various media platforms to use to communicate Students have opportunities to see teachers model authentic technology use to consume or communicate information To organize information into knowledge - may be viewed as tantamount to a survival skill. Our Role in Rigorous Literacy Plan- RIGOR

13. PARCC in grades 3-5, students may be asked to produce: Adventure stories Autobiography Biography Book reviews Brochures Character Sketches Descriptions Diaries Encyclopedia or Wiki entries Endings Essays Explanations Fables Fantasy stories Fiction · I Our Role in Rigorous Literacy - STRATEGIES 1. Have students write about what they read. (PUBLISH THEIR WORK) How-to-do-it articles ● Humorous stories ● Legends ● Letters ● Magazine articles ● Myths ● News articles ● Pamphlets ● Persuasive letters ● Reports ● Reviews ● Scenes (from a play) ● Short stories ● Science articles ● Science fiction stories ● Sequels ● Speeches

14. Our Role in Rigorous Literacy - STRATEGIES 2. Teach students the writing skills and processes that go into creating text. (RESEARCH IS A PROCESS) (INFORMATION LITERACY IS A SKILL) 3. Integrate reasoning/reading/and writing to source expectations. (PRIMARY SOURCES, HISTORICAL DOCUMENTS, SCIENTIFIC DISCOVERIES, CAUSE AND EFFECT RESEARCH, INQUIRY RESEARCH) Research: ● Teach Questioning: Sample questions intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation ● Share Relevance and Application: Examples of how the grade level expectation is applied at home, on the job or in a real-world, relevant context. ● Teach to the Nature of the Discipline: The characteristics and viewpoint one keeps as a result of mastering the grade level expectation. (VOCABULARY, NATURE OF THE INFORMATION)

15. Library and Classroom instruction must mirror one another Shift from teacher driven to student driven Collaboration is important - Coordination is a necessity 5 Shifts Activity #1: Our Role in CC - AASL

16. Our Role in CC - AASL

17. Activity #1: In the purple folder, you will find a table with ●3 Strategies that PGCPS will use to meet the demands of the Rigorous Literacy Plan ●A plastic bag with the “School Librarian’s Role” according to AASL supporting Common Core. Place a description of our Role with the corresponding Strategy. Choose ONE to add to your Vision of Support. (Yellow Sticky Note)

18. What is our role? Turn and Talk: Based on one of the five shifts, how can we support the Rigorous Literacy Plan? Share one idea! Post your Vision when you leave.

19. What surprised you? Our reading: “The Moon Challenge” Example Short, Focused Research Project

20. What problems did they have? The process: Choosing resources Defining a research question Some students had difficulty with home access to the moon - provided digital resources Notetaking that included drawing - 1st grade Author noted “key phrases” not “key words” Our Reading: “The Moon Challenge” What is our role?

21. Unpacking Document - (buff paper) Connecting reading, writing, and research with Social Studies/Science Identify other Standards (Writing/Speaking-Listening, Information Literacy - Crosswalk) Identify enduring understanding Assessments (Product) Short, Focused Research Project Our Reading: “The Moon Challenge” Short, Focused Research Project Template (buff paper) Create Research Question and Sub-Questions Choose resources that will move students to UNCOVER the answers - resources that PROVIDED EVIDENCE

22. Why create a project? Supports instructional shifts: Complexity: Regular practice with complex text and its academic language Evidence: Reading, writing, and speaking/listening grounded in evidence from text, both literary and informational Knowledge: Building knowledge through content- rich nonfiction across the curriculum Our Reading - “The Moon Challenge” What is our role?

23. “If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in” (Burchac,2004). Short, focused research projects Why Take the Time?

24. Activity #2: What Would You Do? Orange Handout 1.Essential Question (How, Why) - to focus students 2.Speaking and Listening Standard: Comprehension/Collaboration OR Present Knowledge a.conversation, collaboration, discussion, present, digital media, speech 3. Writing Standard: Research to Present and Build Knowledge a.short research, gather relevent information, draw evidence 4.Product: What are students creating?

25. Activity #2: In your group, review this Political Cartoon. The meaning is on the back. Using the orange handout, record your ideas to meet the Required Components of a Short Focused Research Project. Refer to the Unpacking Template or Research Template, as needed. Short, focused research projects Why Take the Time? Record your best idea on the Orange Sticky. Post

26. What Would You Do?

27. What is our role? Turn and Talk: Share one innovation you will implement this year to support the Systemic Definition of Literacy. (Teaching Goal/Program Goal) Yellow Sticky Note

28. Enjoy Your Day! Thank you for participating in our day! Please let me know if you need anything! Digital Images of our Posters will be on the blog! OLMS Google Page: 24/7 Digital Access Twitter Hashtag: #PGCPSLIBRARYEN