How the CMS Library Media Center can Help...

 "Can our students cite evidence from the text rather than their own opinion? ...The problem is that no one in the workforce cares what you think.  ...Can you write an argument based on research or text?  ...In one Minnesota study, entitled Ready or Not, 97% of what was submitted was not college-ready.  Students need to write an argument based on evidence and compelling content."  ~ David Coleman

The Common Core is asking teachers to:

• Increase rigor,
• Increase the Lexile range of required reading,
• Make assignments relevant to the students' real world and
• Imbed research to solve problems and/or answer real world questions.

Your CMS LMC can help you with this challenge:

• Help you find print materials for a specific CC curriculum content that is the correct Lexile recommendation for your grade
• Help you find possible new ELA core novels which are either more challenging, or dramatic non-fiction choices aligned with the CCSS expectations
• Help you prepare your students to be information literate
• Create usits to foster higher level thought which we call inquiry-based instruction
• Find primary source documents for use in your classroom 

Grade Band	Current Lexile Band	"Stretch" Lexile Band*
K–1	N/A	N/A
2–3	450L–725L	420L–820L
4–5	645L–845L	740L–1010L
6–8	860L–1010L	925L–1185L
9-10	960L–1115L	1050L–1335L
11–CCR	1070L–1220L	1185L–1385L

*COMMON CORE STATE STANDARDS FOR ENGLISH, LANGUAGE ARTS, APPENDIX A (ADDITIONAL INFORMATION), NGA AND CCSSO, 2012

Points taken from Bringing the Common Core to Life, NYSED, and the School Library System.

Characteristics of the CCSS

The Common core has anchor standards stressing how we should teach.  A great deal of material should be packaged in an "inquire" model.  Typical characteristics of inquiry projects include:

• Driving essential questions that cannot be answered on Google
• The need to solve or discuss a real-world problem
• Research that should be conducted with authentic resources [CARS...credible, accurate, reliable and supported]
• Requirements to draw conclusions from text and summarize deep understanding, aimed at fostering long term retention
• Student ownership and engagement, as opposed to teacher-directed assignments which are pre-digested
• Student-created conclusions, authentic work

Some characteristics the CCS are asking educators to embrace:

• Classroom reading materials with a higher Lexile.  This challenges students to think, deliberate, and understand.  Repeated reading of difficult material will increase reading level.
• Shift writing exercises from narratives...persuasive with compelling content which cites evidence from research material
• Read like a detective, write like a reporter
• Academic vocabulary should be rich and lively
• Stretch your students
• Don't rush...students need time

Designing Assignments with CCS

More important than the resources, is the way assignments are designed.  An assignment that can be answered with a simple Google query is void of higher level thought.  Try posing your assignment in the form of a question that needs to be researched, an answer that needs to be found, or a solution that needs to be discussed:

• How did conviction and sacrifices of individuals maintain the Union? [Abolitionists, soldiers, nurses...and more]  Support your view from primary source documents.
• What would you invent to improve the world during the 1800s?  Support your view from primary source documents.
• What would you plant in a greenhouse in China?  Support your view with credible science, social, and business sources.
• How would you market a car during the industrial revolution? ~Prepared by Paige Jaeger