1. How Do I Engage My Students … ( with Informational Text)? Using Common Core Learning Standards and Information Fluency Continuum Skills Presented by: J’aimé Pfeiffer School Library System Director WSWHE BOCES

2. Why Does Everyone Have to “Do” Common Core??!! (Translation: Why do I have to “do” Common Core??!!) My students ARE college and career ready … aren’t they?

3. PD: Motivating Teachers

4. Literature vs. Informational Text LiteraryInformation Grade 450% Grade 845%55% Grade 1225%75% What Does This Mean for ELA and Other Curriculum Teachers? Where do I go? What do I do? Why is this so complicated? I don’t have time!? “I only want to talk/teach about the Great Depression! Why do I need a number to tell me if my kids can read, comprehend, discuss, (insert another content skill here) this material?”

5. Looking at Text  Complexity  Literary vs. Informational  Standards vs. Content  Scaffolding

6. Purpose of Text: Nonfiction … or Informational Text?? It’s important to understand that there is a difference between the terms! Nothing is an absolute answer…too many different types of materials!!  Not all nonfiction is informational text  All informational text is nonfiction ≠

7. What is Text Complexity?  Three Dimensions of Text Complexity  Quantitative measures to assign a text to a grade band (Lexiles; Fountas & Pinnell)  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  Reader and Task is your professional judgment to decide how a text is suited for specific instructional purpose with students Student Task Reading Levels Text Features

8. Informational Text - Quantitative  Lexiles  Through online library catalog (books)  Through databases (articles)  Through lexile.com  Reading Levels  Fountas & Pinnell  Through online library catalogs or their own leveling system

9. Not Sure?? (lexile.com)lexile.com Grade Text Demand Study 2009 25th percentile to 75th percentile (IQR) 2012 CCSS Text Measures* 1 230L to 420L190L to 530L 2 450L to 570L420L to 650L 3 600L to 730L520L to 820L 4 640L to780L740L to 940L 5 730L to 850L830L to 1010L 6 860L to 920L925L to 1070L 7 880L to 960L970L to 1120L 8 900L to 1010L1010L to 1185L 9 960L to 1110L1050L to 1260L 10 920L to 1120L1080L to 1335L 11 and 12 1070L to 1220L1185L to 1385L

10. Informational Text - Qualitative  Structure  Both Story Structure or Form of Piece  Language  Clarity and Conventions  Vocabulary  Knowledge Demands  Life, Content, Cultural/Literary  Levels of Meaning  Purpose

11. Example – Qualitative (Structure) ???

12. Informational Text – Reader and Task  What CCSS literacy skill do I want my students to practice with this informational text?  How can I engage my students with this informational text?  How can I measure this engagement?

13. Instructional Resources What do you use? -District Web Page -Library Page -Blogs -LibGuides -Smore -Other?

14. Collaboration & Resources (Insert Your Library’s Web/Database Site Here …)

15. Using Available Resources

17. ANALYZE TEXT  Can You Determine Reading Level?  Can you find it by title/author in database?  Can you enter it into lexile.com?  Choose an Informational Text Rubric  Easiest to start with one with options filled in  Read Article and Complete the Rubric  Reader and Task Considerations (Optional: Exchange Information with a Partner – but make sure that the teacher feels comfortable with the work they have done, and that it is correct or on target)

18. VERTICAL SCAFFOLDING (SUBJECT/CONTENT AREA) HORIZONTAL “BRIDGE” (GRADE LEVEL)

19. GRADE 8 – COMPARE ELA – SOCIAL STUDIES, SCIENCE  “ CHUNK”: READING FOR INFORMATIONAL TEXT  SECTION 1 - KEY IDEAS AND DETAILS  ESIFC – SECTION 1 – ELA  ESIFC – SECTION 1 – SOCIAL STUDIES, SCIENCE, TECH  GRADE 8 ASSESSMENTS  OTHER ASSESSMENTS AS NEEDED

20. COMPARE – ELA, SOCIAL STUDIES ESIFC Tab: IFC/Common Core Learning Standards p.88 After ELA (p. 148) – p. 20

21. SOCIAL STUDIES FRAMEWORKSOCIAL STUDIES FRAMEWORK: ANCHOR STANDARDS(ELA)  Reading  Key Ideas and Details  Craft and Structure  Integration of Knowledge and Ideas  Range of Reading and Level of Text Complexity

22. SOCIAL STUDIES PRACTICES  Gathering, Interpreting and Using Evidence  Chronological Reasoning and Causation  Comparison and Contextualization  Geographic Reasoning  Economics and Economic Systems  Civic Participation

23. (Working with Your Teachers) - Planning Your Lesson … with Informational Text How can (my) lessons designed to meet Common Core Standards Transform (my) Professional Practice and (my students’) Learning Outcomes?

24. Planning Instruction with Text (But I Already Have some Great Text!?)  Chicken … or Egg??!!  What Are the Standard(s) to Be Taught?  Realistic Limit!  Gather Information About Text  Quantitative, Qualitative, Reader & Task  Be Sure YOU Read the Text Thoroughly  How Will Students Be Engaged ?  Where Are Students Challenged ?  What Skills Will They Learn?  Look at ESIFC Skills Aligned with Common Core  What Additional Resources Are Needed?  Where Will You Go For Them? Don’t Panic!! 1 or 2 articles in the first year!? APPR Evaluation?? – Done!

25. SAMPLE (Voorheesville Gr. 8)  Out of the Dust – Karen Hesse  Short piece of literature  Grades 4 – 6 “interest” – BUT this lesson for 8 th grade  Lexile.com: Age level 8 – 11; Lexile 1040 (Gr. 6 – 8)  WHY?  We Were There Too! - Phillip Hoose  Lexile.com: Lexile 950 (Gr. 6)  WHY?  Informational Text Complexity Rubric (Thank you, Chris Menetti and Jacquie Rapant!! ) Paired with Informational Text

26. Working With Your Librarian(s) … and the ESIFC SkillsESIFC  Information Fluency Skills  Aligned with Common Core “Blocks” or “Sections”  Assessments  In Bold Print when Available  PDF or Word

27. ASSESSMENT MODIFICATION (Word Doc)

28. ONLINE RESOURCES  KWL CHART KWL CHART  TEXT COMPLEXITY: QUALITITATIVE MEASURES RUBRIC (INFORMATIONAL TEXT) TEXT COMPLEXITY: QUALITITATIVE MEASURES RUBRIC (INFORMATIONAL TEXT)  GRADIENTS IN COMPLEXITY – NYC SLS GRADIENTS IN COMPLEXITY – NYC SLS  SUGGESTED CONSIDERATIONS FOR READER AND TASK SUGGESTED CONSIDERATIONS FOR READER AND TASK  LOST CHILDHOODS (SCHOLASTIC) LOST CHILDHOODS (SCHOLASTIC)

29. A True Collaboration  Barbara Stripling – NYC School Library System; Syracuse University; ALA President  Mary Ratzer – Capital Region  Olga Nesi – NYC School Library System  Melissa Jacobs Israel – NYC School Library System  Chris Menetti – School Librarian, Voorheesville MS/HS  Jacquie Rapant – ELA Teacher, Voorheesville MS  School Librarians … everywhere! Thanks – to people who “get it!”