1. EMPIRE STATE INFORMATION FLUENCY CONTINUUM BENCHMARK SKILLS ALIGNED TO COMMON CORE STATE STANDARDS

3. Why Common Core? O http://www.youtube.com/watch?v=dY2mR M4i6tY&safe=active http://www.youtube.com/watch?v=dY2mR M4i6tY&safe=active

4. Guiding Questions How are collaborative partnerships essential to implementing the CCLS? How do collaborative efforts support student learning? How can outreach support CCLS implementation? Board of Regents: C. Menetti, J. Rapant

5. Essential Partnerships How are collaborative partnerships essential to implementing the CCLS? Collaboration changes philosophy and practice –Need to reach out to others to explore opportunities for CCLS implementation –Efforts to collaborate with other teaching professionals, agencies and groups revealed the collaborative demand of CCLS Board of Regents: C. Menetti, J. Rapant

6. Student Learning How do collaborative efforts support student learning? Successful shifts for college and career readiness are only possible through a collaborative model and outreach Intersections of collaboration –Teacher and Librarian –Teacher and Teacher –Student learning Board of Regents: C. Menetti, J. Rapant

7. Teacher and Librarian Collaborative Model –Librarians are uniquely qualified for CCLS implementation –Co-Teaching Bridging the gaps: curriculum alignment –Common Core Learning Standards and Empire State Information Fluency Continuum Text complexity Access to resources Board of Regents: C. Menetti, J. Rapant

8. WHAT IS TEXT COMPLEXITY?  Three dimensions of text complexity from CCSS  Quantitative measures to assign a text to a grade band  Basic reading level charts to help determine word frequency, sentence length, etc.  Qualitative measures to locate a text within a specific grade band  More complicated – text structure, language clarity, prior knowledge, meaning & purpose  Professional judgment to decide how a text is suited for specific instructional purpose with students Student Task Reading Levels Text Features CCSS-IFC Workshop: C. Menetti, J. Rapant

9.  You found an article  You know the reading level  I know what I want the kids to get from the article: The students need to understand that acid rain is a by- product of fossil fuel emissions and disturbs the pH balance and acidity of the oceans in the world.  WRONG!  This is content driven  Still important BUT not what you need to achieve CCSS literacy skills ALL FINISHED? CCSS-IFC Workshop: C. Menetti, J. Rapant

10. Standard(s) and Skill(s)

11. Text Complexity Student Task Reading Levels Text Features Text complexity necessitates deliberate selection of materials which librarians are uniquely qualified to facilitate Out of the Dust unit Jackdaws primary sources Deliberate selection of informational texts leveled across reading abilities for student comprehension Close reading skills Formative and summative written assessments CCLS.ELA-Literacy.RI.8.1 Board of Regents: C. Menetti, J. Rapant

12.  2 examples are here today:  We Were There, Too! Young People in U.S. History By Phillip Hoose  The Dust Bowl: Through the Lens by Martin Sandler LEXILED INFORMATIONAL TEXTS CCSS-IFC Workshop: C. Menetti, J. Rapant

13. PUTTING IT ALL TOGETHER: LEARNING STATIONS Here’s what I came up with…  2.5 day learning station activity for students  Focused on self selecting and constructing new knowledge on the time period of The Dust Bowl  Students demonstrated learning through writing CCSS-IFC Workshop: C. Menetti, J. Rapant

14. Gallagher, Kelly, and Richard L. Allington. Readicide: How Schools Are Killing Reading and What You Can Do about It. Portland: Stenhouse, 2009. Print. READER AND TASK: FOCUSING READING USING LEARNING STATIONS These strategies meet CCSS Reading Standard: CCSS.ELA-Literacy.RI.8.2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. CCSS-IFC Workshop: C. Menetti, J. Rapant

15. WE WERE THERE, TOO!: YOUNG PEOPLE IN U.S. HISTORY CCSS-IFC Workshop: C. Menetti, J. Rapant

16. Anyone feel like this? REALITY

17. Learning Standards

18. Benchmark Assessments

19. ELA Standards for Content

20. Reaching Out How can outreach support CCLS implementation? Finding support for core teachers and school librarians –Connections that are: 1.Meaningful for student learning 2.Enhance the rigor of CCLS –Voorheesville Public Library CCLS.ELA-Literacy.RL.8.10 Board of Regents: C. Menetti, J. Rapant

21.  Here is the ideal process: 1.Teacher & Librarian discuss a unit that must be enhanced with informational text to meet CCSS 2.Teacher & Librarian discuss the literacy skills they would like students to engage with 3.Teacher & Librarian discuss the reading abilities of students 4.Librarian selects articles for Teacher viewing with Lexiles 5.Teacher & Librarian select informational texts for students 6.Teacher & Librarian select a method of measuring student engagement and application of CCSS literacy skill PULLING IT ALL TOGETHER CCSS-IFC Workshop: C. Menetti, J. Rapant

22. Educational Support Agencies Needs as a teacher and librarian –Clear vision of the role and meaning of school librarians in each building to facilitate CCLS implementation Connections to agencies and resources Local BOCES School Library System New York City SLS: http://schools.nyc.gov/Academics/LibraryServices/Standardsan dCurriculum/default.htm http://schools.nyc.gov/Academics/LibraryServices/Standardsan dCurriculum/default.htm Capital Region BOCES SLS: http://crbsls.wikispaces.com/Information+Fluency http://crbsls.wikispaces.com/Information+Fluency Board of Regents: C. Menetti, J. Rapant

23. Questions??!!