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Common Core: What's the Library Got To Do With It?

Professional Development Presentation

Tara Hixon

on 3 April 2013

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Transcript of Common Core: What's the Library Got To Do With It?

What's the Library Got To Do With It? Common Core: 3 Things To Know About Common Core & The Library CCSS calls for literary nonfiction - world-class
information texts that are extremely well written and packed
with valuable information. Big and.... ... small School Librarians = champions of information literacy, reading, and critical thinking.
Key components of the Common Core. LANGUAGE
Research, evaluate, analyze, etc. CCSS calls for closer reading of shorter texts. Literacy =
the key to all subject areas R.I.P. textbook.
Common Core calls for shorter, well-crafted texts that kids can consider more deeply. Most textbooks are predigested tertiary sources. The library is the school's number-one source for the primary-source informational texts that kids need. ... small Reading Literary Non-Fiction Primary Sources
(some Secondary) Text Complexity What Should
We Be Looking For? Text complexity measurement tools:
ATOS Analyzer (Renaissance Learning)
The Lexile Analyzer
Reading Maturity Metric (Pearson)
Source Rater Comprehension Making Connections with Text CCSS
Exemplar Text List Digital
Resources How were teachers taught to use primary-source documents 20 years ago? Reading aloud will be a key method of delivering content in the classroom, and consequently discussion will play a bigger role in the class interaction with the teacher and with one another. We need to incorporate informational texts that include primary and secondary sources, scientific materials, quantitative resources, maps, charts, and digital content. Digital Resources
are an entirely different animal from its paper-bound predecessor.
We need to ask students a series of questions to determine if they truly understand the purpose of a particular website, or we can walk kids through a site, evaluating it together. In this way, the Accelerated Reader program works against CCSS.
AR focuses on high quantity reading but low-level comprehension.
CCSS focuses on fewer and shorter reading passages but higher-order thinking skills and deeper understanding. "Historically instructors thought that if an emerging reader was able to decode the squiggles on a page, understanding would naturally follow - consequently, decoding skills were stressed more than comprehension skills." -School Library Journal Decoding While decoding is still a critical aspect of fluency, teaching deeper reading comprehension requires kids to make connections to the text, identify ideas through asking questions, and create meaning or summarize what they've read. Why are we doing all of this?

These are the skills that illustrate what it means to be a literate person in the 21st century. Your librarian is here to help! Extremely well-written texts from credible sources. BOOKS DATABASES LIBRARY OF
CONGRESS http://www.loc.gov/teachers/ http://chs.cashion.k12.ok.us/ ... small CONGRESS.ORG
http://www.congress.org/news/ PROCON.ORG
http://www.procon.org/ http://www.corestandards.org/assets/Appendix_B.pdf Tara Hixon

Librarian/Media Specialist

Cashion Public Schools taradhixon@sbcglobal.net
Full transcript