Common Core (Florida Standards) and READS

1. Common Core (Florida Standards) and READS FAME Webinar – February 19, 2014 Presenters: Sarah Aloise (Brevard) Lisa Comparato (Polk) Kathy Crisafulli (Brevard) Sybil Farwell Rebecca Shary (Brevard) Nancy Teger Elizabeth (Beth) Wareham (Brevard) (Handout: Presenters Contact Info)

2. Agenda • Introduction – Overview • READS Components • Common Core integration • Instructional activities

3. Background • Range of essential services • Guiding readers • Supporting classroom instruction • Planning and collaboration • Offering direct teaching • Lesson plans • Implementing collection development plan • Advocating for school libraries

4. Essential Question • How do school librarians contribute to students’ development as lifelong learners and readers? • Ideas • Teaching and reinforcing literacy skills • Promoting reading and developing a “literate” community • Providing access to a wide range of resources

5. READS • Advantages • Provides scope and sequence • Strands spiral up through grade levels • Supports reading initiatives of school and district • Provides value-added services that lead to improved student achievement • (Handout – READS CC correlation.2.Activities)

6. Why READS? • Statewide reading motivational and instructional scope and sequence • Transferable (Common language and curriculum) • From district to district • Within feeder patterns • With other educational partners

7. Why READS? • Scope and sequence • Formalizes instructional role • Curriculum development • Structured approach • Lesson plans • Student skills and activities • Merges reading agendas • (Common Core State) Florida Standards • AASL Standards • FINDS Research Process Model

8. http://readsresources.wikispaces.com http://www.fldoe.org/bii/Library_Media/ http://www.floridamedia.org/?page=Prof_READS_Flo

9. READS Components • Read as a personal activity

10. Read as a personal activity: Reading guidance Introducing students to books/media • Group strategies • Displays • Book talks • Activities • “Speed Dating” • Reading interest surveys • Reading aloud

11. Read as a personal activity: Reading guidance Individual strategies • Welcoming library environment • Time to select books • Collection reflects students’ interests • Choice in reading selections • Personal reading interviews • “I hate to read!” • “I want another book like . . . “ • Reading interest survey • Online reading guidance sites • Assigned student mentoring

12. READ as a personal activity • Handouts: • Lisa.ipad handout for lesson • Lisa.ipad handout top 10 apps • Lisa.ipad Handout #3

13. READS as a personal activity 1.2 Select listening and viewing resources for enjoyment and information 1.2.1 Choose age and ability appropriate resources for listening and viewing activities (e.g., podcasts, music)

14. Teaching with the iPad

15. READS 1.3 Use community resources for recreational and informational needs Lisa.comparato@polk-fl.net

16. READS Components • Explore characteristics, history, and awards of creative works

17. Explore characteristics, history, and awards of creative works • 2.1 Literary Themes and Genres • Themes in Literature • Fiction Genres – Rebecca Shary • Nonfiction Genres • 2.2 Social, Cultural, Political, and Historical Events • 2.3 Literary and Artistic Excellence • Awards • Intellectual Freedom

18. Explore: Google Docs Spreadsheets & Literary Genres by Rebecca Shary, Media Specialist at the West Melbourne Elementary School for Science Handout: Rebecca.fiction genres & google spreadsheet Grade 5

19. Overview • This activity is part of a lesson that spans several visits to the Media Center and includes: • A review of fiction genres • An introduction to Google Spreadsheets

20. READS Explore Components • 1.1 Select and read literary and informational resources at an appropriate reading level. • 1.3 Use community resources for recreational and informational needs. • 2.1 Identify and critically analyze literary and media themes and genres. • 3.1 Identify and analyze key ideas and details of a work. • 3.2 Understand the literary techniques and complexities of a work. • 4.1 Create a presentation appropriate for the topic, audience, and purpose, working in groups or individually.

24. Explore: Genre– Nonfiction

25. Explore: Appreciate literary and artistic excellence Awards • Caldecott Award • Newbery Award • Robert F. Sibert Informational Book Medal • YALSA Award for Excellence in Nonfiction for Young Adults • OrbisPictus Award for Outstanding Nonfiction for Children • Odyssey Award for Excellence in Audiobooks • Nobel Prizes • Pulitzer Prizes • National Book Awards

26. Explore: Appreciate literary and artistic excellence Activities • Televised news shows • Story Times: stories and/or illustrations • Reading Forums: Third grade up – Reviving Reading • Contests • Displays • Teacher and/or Librarian activities • Read alouds; mentor texts; text set on content area; class novels/nonfiction selections

27. Explore: Appreciate literary and artistic excellence Lessons • Nourishing the Newbery. (2013). By Beth McGuire. School Library Monthly, 30 (3), 11-14. (Gr. 4 up) • Reading/Language Arts: Becoming a Caldecott art critic. (2013). By Samantha Roslund. School Library Monthly, 30 (3), 56-57. (Gr. 2-4) Sources • ReadWriteThink • ReadWorks • New York Times Learning Network • AASL Lesson Plan Database (membership required for resources) • Journals: School Library Monthly; LibrarySparks

28. READS Components • Analyze structure and aesthetic features of creative works

29. Florida Standards and Vocabulary Development • Language – 4, 5, 6 • Vocabulary acquisition and use • Reading: Literature – 4, 5 • Craft and structure (interpret words and phrases) • Reading: Informational Text – 4, 5 • Craft and Structure (interpret words and phrases) • Speaking and Listening – 1, 2, 3, 4, 6 • Formal language usage, ability to adapt language to situation • Writing – 1, 2, 3 • Linking words, temporal words, phrases and clauses, concrete words

30. Vocabulary and Common Core3 Tiers of Words • Tier 3 – Highly specialized, subject-specific; low occurrences in texts; lacking generalization • E.g., lava, aorta, legislature, circumference • Tier 2 –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas • E.g., vary, relative, innovation, accumulate, surface, layer • Tier 1 – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level • E.g., clock, baby, Common Core State Standards, Appendix A, page 33

31. Wizard Word Wall • Word-savvy students • More successful learners • How can you expect to complete assignments and do well on tests if you don’t understand the directions? • Second graders are becoming word wizards by creating posters to show what they know about these vocabulary words that span all content areas.

33. 1 2 3 Scoreboard X 4 5 6 O 7 8 9 Click Here if X Wins Click Here if O Wins

34. Cool Tools: Engage with Technology • http://quizlet.com/33532540/flashcards • http://quizlet.com/Log in to create cards. • http://www.wordle.net/create • http://www.vocabulary.co.il/ • http://www.youtube.com/watch?v=qgaSmJKR9HM

35. Analyze – Vocab-A-Thon • Improve academics and support literacy • Satellite High School (Sarah Aloise) • Fundraiser (supports library programming) – pledge funds • Activities • 500 word list – take 100 word test • Top two scorers per class in second vocabulary test for prizes • Pizza party • Most money raised and top average test score Handout: Sarah.Vocab-a-thon

36. Analyze – Author Studies • Purpose • Critically evaluate author’s themes, characters, and writing style • Make connections between authors or student’s experiences and author/characters

37. Dr. Seuss Celebration Lessons for Grades K-6 Handouts: Kathy.Beyond Green Eggs; Kathy.graphing-goldfish; Kathy.One Fish, Two Fish

38. FOLLOW UP: Make a fun pictograph by sorting colored goldfish crackers. Use graphs to compare numbers of each color per bag. • Talk about how fish are alike and different in the book. Introduce Venn Diagrams with red and blue hoops or yarn circles. Students place Red, Blue or Red/blue fish in correct section to compare/contrast. Grades K-1

39. Beyond Green Eggs Follow up read aloud with a class book (or PowerPoint) entitled “Beyond Green Eggs and Ham”. Follow model. Illustrate silly rhyme. I do not like green mashed potatoes. I would not eat it on a log. I would not eat it with a dog. I would not eat it in a tree. I would not eat it near a bee. A tribute to Dr. Seuss Grades 2-3

40. Grades 4-6Critical Thinking with Dr. Seuss Inquiry Circle groups will read a Dr. Seuss book. Reflect and respond with higher order thinking. What is the main idea of the story? Has anything like this ever happened to you? What conflicts arise in this story? How do the characters resolve their conflicts? Do the characters resolve their conflicts in a peaceful manner? What is the author's message to his readers? How can you apply this message to your life? Can you think of another question to ask about the meaning of this book?

41. Grades 4-6Critical Thinking with Dr. Seuss • Inquiry Circle groups • Read a Dr. Seuss book • Reflect and respond with higher order thinking

42. Grades 4-6Critical Thinking with Dr. Seuss • What is the main idea of the story? • Has anything like this ever happened to you? • What conflicts arise in this story? • How do the characters resolve their conflicts? • Do the characters resolve their conflicts in a peaceful manner? • What is the author's message to his readers? • How can you apply this message to your life? • Can you think of another question to ask about the meaning of this book?

43. Analyze – Compare Literary Elements • Close Reading • Provides opportunities to read closely and engage in deep thinking • Use complex text samples • Use text dependent questions • Activity Example • Amelia Bedelia and character study • Construct and support arguments concerning character traits of Amelia • Complete a trading card Handout: FAME PD READS Resource List

44. READS Components Develop a literary-based product Response to creative work • Advertisements • Audio recordings • Banners • Blogs • Book or magazine covers • Book trailers • Bookmarks • Essays • Journals • Mediated oral reports • Newsletters • Paintings • Skits • Story map/web • Vocabulary banks • Word clouds

45. Reading Promotion – Writing Across Curriculum • Book Report Contest • (Handout – Beth.WritingAcrossCurriculum) • Create prize baskets and place in library • Collaboratively work with teachers • Remind student that they receive ticket for each completed report submitted • Have principal pull winning tickets on morning announcements

46. READS Components • Score reading progress • 5.1 Develop habits of lifelong reading through participation in motivation programs and activities • 5.1.1 Library activities and reading celebrations • 5.1.2 Structured independent reading programs • 5.2 Monitor individual reading progress • 5.2.1 Reading programs with management components • 5.2.2 Lifelong literacy skills

47. Florida Reading Association (FRA) Resources

48. Florida Teens Read http://lms.mysdhc.org/

49. Score – Schoolwide Program • Reading Challenge • Choose theme • Determine incentives • Administrators in costumes • Day-long reading celebration • Games and crafts • Review each class’s weekly totals • Prepare periodical updates on morning announcements • Announce winners Handout: Beth.Reading challenge