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Assessment

The Empire State Information Fluency Continuum (ESIFC)

Inquiry is a fundamental building block of teaching and learning that empowers students to follow their sense of wonder into new discoveries and insights about the way the world works.

The empowered learner calls upon information/inquiry skills to connect with what he or she knows, ask intriguing questions about what is not known, investigate the answers, construct new understandings, and communicate to share those understandings with others. 

Students need to use the skills of inquiry to learn. Developing these skills must follow a coherent spiral of instruction and practice throughout the years of schooling, Pre-Kindergarten through grade 12, to enable all our children to become independent life-long learners. 

The Empire State Information Fluency Continuum (ESIFC) was originally developed by the New York City School Library System and published in 2009 to provide a substantive guide for educators and librarians seeking to develop those essential information and inquiry skills for students in kindergarten through grade 12.

The ESIFC has now been reimagined to respond to changes in the information and learning environment and to the increasing diversity in our students. This ESIFC reflects several new aspects that will enable librarians and classroom teachers to integrate the teaching of information fluency skills across the curriculum and across all grade levels as they empower students to develop confidence and agency to pursue their own paths to personal and academic success.

Standards:
Quality Review Indicators 1.1 CurriculumQuality Review Indicators 1.2 PedagogyDanielson Framework for Teaching 1a: Demonstrating Knowledge of Content and PedagogyDanielson Framework for Teaching 1c: Setting Instructional OutcomesDanielson Framework for Teaching 1d: Demonstrating Knowledge of ResourcesDanielson Framework for Teaching 1e: Designing Coherent InstructionDanielson Framework for Teaching 1f: Designing Student AssessmentsQuality Review Indicators 2.2 Assessment Instructional CoreDanielson Framework for Teaching 2b: Establishing a Culture for LearningDanielson Framework for Teaching 3b: Using Questioning and Discussion TechniqueDanielson Framework for Teaching 3c: Engaging Students in LearningDanielson Framework for Teaching 3d: Using Assessment in InstructionDanielson Framework for Teaching 4a: Reflecting on TeachingDanielson Framework for Teaching 4e: Growing and Developing ProfessionallyDanielson Framework for Teaching 4f: Showing ProfessionalismAcademic and Personal Behaviors Creativity and AdaptabilityAcademic Programming Engage in Experiential Learning OpportunitiesFoundational Skills FluencyLanguage L.6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.Academic Skills Problem SolvingNext Generation Learning Standards -Language R.10 Read and comprehend complex literary and informational texts independently and proficiently.Reading anchor standards R.1 Read closely to determine what the text says explicitly/implicitly and make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.Reading anchor standards R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.Reading anchor standards R.6 Assess how point of view or purpose shapes the content and style of a text, drawing on a wide range of global and diverse texts.Reading anchor standards R.7 Integrate and evaluate content presented in diverse media and formats.Reading anchor standards R.8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. Reading anchor standards R.9 Analyze and evaluate texts using knowledge of literary forms, elements, and devices through a variety of lenses and perspectives.English Language Arts Speaking And Listening -Comprehension and Collaboration SL.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners; express ideas clearly and persuasively, and build on those of others.English Language Arts Speaking And Listening -Comprehension and Collaboration SL.2 Integrate and evaluate information presented in diverse media and formats (including visual, quantitative, and oral). English Language Arts Speaking And Listening -Knowledge of Language SL.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listeningEnglish Language Arts Speaking And Listening -Presentation of Knowledge and Ideas SL.4 Present information, findings, and supporting evidence so that listeners can follow the line of reasoning. Ensure that the organization, development, and style are appropriate to task, purpose, and audience.English Language Arts Speaking And Listening -Presentation of Knowledge and Ideas SL.5 Make strategic use of digital media and visual displays to express information and enhance understanding of presentationsEnglish Language Arts Speaking And Listening -Vocabulary Acquisition and Use SL.6 Acquire and accurately use general academic and content-specific words and phrases sufficient for reading, writing, speaking, and listening; demonstrate independence in gathering and applying vocabulary knowledge when considering a word or phrase important to comprehension or expression.Academic Skills Use of Technology and MediaWriting W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiencesWriting W.11 Develop personal, cultural, textual, and thematic connections within and across genres as they respond to texts through written, digital, and oral presentations, employing a variety of media and genres.Writing anchor standards W1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.Writing anchor standards W.4 Develop personal, cultural, textual, and thematic connections within and across genres through written responses to texts and personal experiences.Writing anchor standards W.5 Draw evidence from literary or informational texts to support analysis, reflection, and research.Writing W.6 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.Writing anchor standards W.7 Gather relevant information from multiple sources, assess the credibility and accuracy of each source, and integrate the information in writing while avoiding plagiarismWriting 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.Writing W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.Academic Skills Written Communication
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