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Webinar:Media Specialists’ Role in the
Common Core Transition
September 10, 2013Tennessee Department of Education
Tennessee State Library and Archives
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THE CCSS TRANSITION AND MEDIA SPECIALISTS
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Main goal of the CCSS for ELA/Literacy
Students will read and understand grade-level complex text independently and proficiently and express that understanding clearly through writing and speaking about text.
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Three instructional shifts
1. Building knowledge through content-rich nonfiction
2. Reading, writing, and speaking grounded in evidence from text, both literary and informational
3. Regular practice with complex text and its academic language
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Shift 1: Informational text
*Percentages apply across all coursesSource: p. 5 of CCSS
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Shift 2: Evidence
• CCSS focuses on gathering evidence:– Anchor Standard for Reading #1: Read closely to determine what the text says explicitly
and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
– Anchor Standard for Writing #9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
• Text-dependent questions and writing-to-sources prompts hold students accountable to understanding and responding to what they have read
• Why the shift?– Need to spend more time inside the text, less time outside
– Spending time inside the text puts all students on a level playing field
– It is easier to talk about our experiences than to analyze the text
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Shift 3: Complex text
“Gary L. Williamson (2006) found a 350L (Lexile) gap between the difficulty of end-of-high school and college texts—a gap equivalent to 1.5 standard deviations and more than the Lexile difference between grade 4 and grade 8 texts on the National Assessment of Educational Progress (NAEP).”
Source of graph: “A Text Readability Continuum for Postsecondary Readiness,” by Gary L. Williamsonhttp://www.eric.ed.gov/PDFS/EJ822324.pdf.
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Text complexity chart (Appendix A revision)
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The CCSS for ELA on research
Reading Anchor Standards
• CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Writing Anchor Standards: Research to Build and Present Knowledge
• CCSS.ELA-Literacy.CCRA.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
• CCSS.ELA-Literacy.CCRA.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
• CCSS.ELA-Literacy.CCRA.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
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PARCC Model Content Frameworks on Research
Research project: The Model Content Frameworks give special prominence to research tasks, reflecting the deep connection research has to building and integrating knowledge while developing expertise on various topics. When possible, research should connect to texts selected for close readings, requiring students to closely read and compare and synthesize ideas across multiple texts. One avenue within the Model Content Frameworks is to ask students to extend their analytical writing on a text or texts by gathering additional information as part of a research project. Through a progression of research tasks, students are called on to present their findings in a variety of modes in informal and formal contexts appropriate to the grade level (e.g., through oral presentations, argumentative or explanatory compositions, or multimedia products).
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The PARCC Research Simulation Task
You have read three texts describing Amelia Earhart. All three include the claim that Earhart was a brave, courageous person. The three texts are:
• “Biography of Amelia Earhart”
• “Earhart's Final Resting Place Believed Found”
• “Amelia Earhart’s Life and Disappearance”
Consider the argument each author uses to demonstrate Earhart’s bravery.
Write an essay that analyzes the strength of the arguments about Earhart’s bravery in at least two of the texts. Remember to use textual evidence to support your ideas.
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What does CCSS mean for media centers?
• More reading of authentic, high-quality, published texts such as books, periodicals, and journals (including literacy in specialized disciplines: primary historical documents, scientific and technical texts)
• More interest in informational text, especially narrative/literary nonfiction
• More research, with a need for high-quality, complex informational sources
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What you can do this year to support the transition
• Know the Standards!– www.corestandards.org (includes appendices with more info on text complexity and exemplar texts)
– www.parcconline.org (PARCC information and Model Content Frameworks)
• Become familiar with how Tennessee is supporting teachers in this transition on www.tncore.org:– Summer training materials
– Sample units and tasks
– Resources on text complexity and text-dependent questions
– Much more!
• Review your collections for nonfiction/fiction balance and text complexity; begin taking action to turn your collections over to include more complex text and nonfiction—especially high interest, narrative/literary nonfiction.
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What you can do this year
• Talk to principals and teachers about what you have to offer in terms of books and resources and why you are an important part of this transition
• Tap into existing resources such as Tennessee Electronic Library and tell teachers about them with the goal of getting more students doing research: every grade, multiple times per course– Home page: www.tntel.info
– Common Core resources page: http://tntel.tnsos.org/curricular.htm
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8th grade research project
• New 8th grade social studies course (effective 2014-15 school year): U.S. History and Geography: Colonization of North America to Reconstruction and the American West
• CCSS 6-8 exemplar text: Narrative of the Life of Frederick Douglass
• Standards I want to address
– CCSS.ELA-Literacy.RI.8.9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
– CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
• Research topic: How did different Americans experience slavery? How do Americans interpret the slavery period today? How do our contemporary interpretations support or differ from primary accounts?
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HOW TEL CAN HELP
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Common Core emphasizes:
• More reading of authentic, high-quality, published texts such as books, periodicals, and journals (including literacy in specialized disciplines: primary historical documents, scientific and technical texts)
• More interest in informational text, especially literary nonfiction
• More research, with a need for high-quality, complex informational sources
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TEL Resources
• Free any time, anywhere in the state
• High-quality, complex sources
• Books, periodicals, & journals for close readings
• Primary sources
• Search by:– Topic
– Type of material
– Lexile Score
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The Research Topic
How did different Americans experience slavery?
How do Americans interpret the slavery period today?
How do our contemporary interpretations support or differ from primary accounts?
Primary sources, including legal cases, can show how Americans thought and felt about slavery in the past.
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Finding Primary Sources in TEL
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Search by Topic
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Topic Page
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Primary Source Results
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Primary Source Example
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Showing information with Maps
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Additional topics suggested
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Search by Lexile Score
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Lexile limitations
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Other sources for 1300+
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PowerSearch
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Advanced Search Options
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Curricular Resources
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Questions?
Thank you!Lior KlirsCoordinator of English Language ArtsContent and ResourcesTennessee Department of Education [email protected]
Wendy CornelisenTEL CoordinatorTennessee State Library & [email protected]
