Common Core Learning Standards - Fayetteville Free Library
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The document outlines shifts in educational standards aiming to enhance college and career readiness through critical skills and literacy experiences across various subjects. It emphasizes the importance of a balanced reading curriculum that includes at least 50% informational texts, along with consistent vocabulary building and writing from sources. Additionally, it highlights the need for collaboration between teachers and libraries to support curriculum development, resource accessibility, and student engagement in both reading and mathematics.
Common Core Learning Standards - Fayetteville Free Library
- 1. College & Career Readiness Problem Solving Skills Critical Thinking Skills Vocabulary Informational Text The standards will help prepare students with the knowledge and skill they need to succeed in educational and job related training after high school.
- 2. Social Studies and Science are almost finished!
- 3. Break into Groups Read the Shift given to your group Describe the Shift on Chart paper Be prepared to share We are going to UNPACK one together and then support YOUR small groups to do the same.
- 4. Shift 1 Balancing Informational & Literary Texts Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world – science, social studies, the arts and literature – through text. At least 50% of what students read is informational.
- 5. Informational Text Narrative Non-Fiction Literary Text Appendix B ELA Module list (in a later slide) At least 50% is informational Research shows students do not read informational text and remember what they read- College and Career Ready Shift 1: What is Read in School
- 6. Shift 2 Knowledge in the Disciplines Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain specific texts in science and social studies classrooms – rather than referring to the text, they are expected to learn from what they read.
- 7. Shift 2: Reading in Other Areas Read in Science Read in Social Studies Read in … Students will learn from what they read
- 8. Shift 3 Staircase of Complexity In order to prepare students for the complexity of college and career ready texts, each grade level requires a “step” of growth on the “staircase”. Students read the central, grade appropriate text around which instruction is centered. Teachers are patient, create more time and space in the curriculum for this close and careful reading, and provide appropriate and necessary scaffolding and supports so that it is possible for students reading below grade level.
- 9. Shift 3: Staircase of Complexity Every year, student climb a “step” of knowledge Students not reading at levels needed Teachers provide scaffolding Lexile, Fountas and Pinnell, DRA, Accelerated Reader, Reading Counts We understand argument around leveled reading! Monroe 2 BOCES SLS info on Complex Text
- 10. Shift 4 Text-Based Answers Students have rich and rigorous conversations which are dependent on a common text. Teachers insist that classroom experiences stay deeply connected to the text on the page and that students develop habits for making evidentiary arguments both in conversation, as well as in writing, to assess comprehension of a text.
- 11. Shift 4: Text Based Answers Read closely for information Information based directly on text Evidence comes from text to support argument
- 12. Shift 5 Writing from Sources Writing needs to emphasize use of evidence to inform or make an argument rather than the personal narrative and other forms of decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they read.
- 13. Shift 5: Writing from Sources Evidence from text Written response Use of multiple sources Analyze and synthesize
- 14. New shift change released earlier this month!! Sub Shift 5: This is where Libraries can easily live!!
- 15. Subshift - 5A Work with sources Students gather, assess, synthesize, integrate, analyze sources Subshift -5B Grapple with complex text and content; leverage academic vocabulary Students apply academic vocabulary and content knowledge they gained through other shifts, but also through gathering, assessing, and synthesizing sources. Research is an integrated process which combines the reading, writing, and language standards. Subshift -5C Emphasize questioning, Inquiry, and explaining understanding rather than defense Students engage in an iterative and cyclical inquiry process Subshift -5D Follow inquiry process: questions, sources, information, scope and planproduct Students' questions lead them to the sources, which lead to information, which lead to the scope of the project, which may lead back to the questions, and so on. This process is iterative and results in a rigorous, grade level appropriate product. Subshift - 5E Use technology and other minds This is the 21st century, and the internet is a research tool, but students do more than a simple Google search; they collaborate productively with other students and adults. Subshift -5D Repeat Research opportunities should be happening throughout the school year and take varying forms, including (but not limited to) short and more sustained research projects. In secondary, research should happen early and often.
- 16. Shift 6 Academic Vocabulary Students constantly build the vocabulary they need to access grade level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) and less on esoteric literary terms (such as “onomatopoeia” or “homonym”), teachers constantly build students’ ability to access more complex texts across the content areas.
- 17. Shift 6: Academic Vocabulary Build vocabulary Words chosen strategically across disciplines Meaningful words Breakdown to key words for better search strategies
- 19. ELA Anchor Standards They are the same skills for each grade level They indicate what kids should be able to do The specific standards are different for each grade level.
- 20. Reading Writing Speaking/ Listening Language Key ideas and details Text types and purposes Comprehension and Collaboration Conventions of Standard English Craft and Structure Production and Distribution of Writing Presentation of Knowledge and Ideas Knowledge of Language Integration of Knowledge and Ideas Research to Build and Present Knowledge Vocabulary Acquisition and Use Range of Reading and Level of Text Complexity ELA Anchor Standards
- 22. Collection Development From ENGAGEny: Text List for P-12 ELA http://www.engageny.org/resource/text-list-for-p-12-ela Click on the Text List for P-12 ELA Looking for high quality & interesting informational texts Especially look for history and science
- 23. Collection Dev. Cont’d Looking for Book Pairing Ideas: Fiction with non fiction Audio books for texts being used Books with multiple (opposing) viewpoints Online databases- talk to the schools! Still purchase fiction!!!
- 24. Programming Ideas for Kids Connecting ideas and books to real life (not just for science or social studies) More experiential When doing a story time or a program, have informational texts available or on display Ask questions that refer back to book or illustrations Content creation classes for kids Book trailers Video production Vodcast book talks
- 25. Programming for Adults Primary Resources for Parents Information Literacy for Parents Many think this means informational technology How to use online databases Website evaluation Searching online catalog For teachers: What resources are available from Public Library
- 26. Work With the Schools Ask for curriculum maps Work together on summer reading Offer to have a library department meeting at public library Joint non fiction book club for kids
- 27. Other Items Reading Levels in Online Catalog Repeat from earlier: Book Pairing Reach out to PTA: Tell them resources and services YOU can provide around Common Core Text based answers- have kids use them when discussing a book with them
- 28. Lending books to schools Schools are very grateful for ILL Waive late fees when a school borrows Help with finding class sets of a text If you have large quantities of the same texts not being used, offer to loan to schools Promote AUDIOBOOK and eBook access (especially for required titles) Participate in literacy campaigns, initiatives, contests
- 29. Virtual Presence Create a virtual presence for kids and parents Easy access to online resources 24-7 access for patrons Primary source documents eBooks/audiobooks/music Institutional websites WHAT DO YOU CURRENTLY HAVE??? WHAT needs better promotion/easier access?
- 30. Your Turn! What is one thing you can do within the next two weeks? What is one thing you can do over the course of the next year? Who can you connect with to make these goals a reality? Put this into your calendar to remind yourself!
- 31. What message can we share with our school librarians on your behalf?
- 32. Shifts in Mathematics 32 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 Understand ing 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.
- 33. Math Shifts- What’s Different? Apply math concepts in “real world” situations. Teachers in content areas outside of math, particularly science, ensure that students are using math to make meaning of and access content. Students move beyond THE RIGHT ANSWER. They demonstrate deep conceptual understanding of core math concepts by applying them to new situations as well as writing and speaking about their understanding. Understand the world mathematically. Use mathematics to make decisions and real world connections. Common Core – Mathematics - KEY IDEAS http://www.corestandards.org/about-the-standards/key-points-in-mathematics