common core connections

Digging DeeperCommon CoreImplications & Connections

Jason Stephenson

@teacherman82

Quick Write

Compare and contrast this classroom with your own classroom. What’s similar? What’s different? Why?

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Tooth and NailTooth and Nail

April 1917. “Daily inspection of teeth and fingernails. Older pupils make the inspection under the direction of teacher who records results. This has been done every day this year.”

School #49, Comanche County, Oklahoma (near Lawton)

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Wordle (Word Cloud)

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Criteria Used for Development

• Aligned with college and work expectations• Include rigorous content and application of

knowledge through high-order skills• Build upon strengths and lessons of current

state standards• Informed by top-performing countries, so that all

students are prepared to succeed in our global economy and society

• Evidenced and/or research-based

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Common Core: State Adoption

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Common Core: At a Glance

• Describes what, not how students should be taught

• Focuses on results, rather than means

• Needed because students move from state to state, some of which had poor standards

• A shared responsibility for literacy across the curriculum

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Timeline

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Vertical Alignment

Overall Writing

This represents writing across the curriculum,

not just in English.

ArgumentInformational /

Explanatory Narrative

Assessed Writing Modes

• PASS• Descriptive• Narrative• Reflective• Expository• Persuasive

• COMMON CORE• Argument• Informational /

Explanatory Writing• Narrative Writing• Blending of Genres

The role of descriptive writing in Common Core?

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Modes in Your Classroom

Argument Informational /Explanatory

Narrative Blending Genres

Argument: Purposes

• To change the reader’s point of view

• To bring about some action on the reader’s part

• To ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem

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Argument: Tasks

• Students make claims about the worth or meaning of a literary work or works.

• They defend their interpretations or judgments with evidence from the text(s) they are writing about.

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Genre Definition Common Features

Persuasion Appeals to the emotions of the audience

Uses techniques such as bandwagon, plain folks, glittering generalities, name calling, and snob appeal

Argument Appeals to logic and reason

Consists of a thesis/claim, evidence, concession/refutation, and a more formal style

Argument > Persuasion

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Informational/Explanatory: Purposes

• To increase readers’ knowledge of a subject

• To help readers better understand a procedure or process

• To provide readers with an enhanced comprehension of a concept

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Informational/Explanatory: Subgenres

• Types

• Components

• Size, function, or behavior

• How things work

• Why things happen

• Literary analysis

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Types

• What are the different types of poetry?

• What are the different types of drivers?

• What are the different types of texters?

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Components

• What are the parts of a motor?

• What are the parts of a plot?

• What are the parts of the heart?

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Size, Function, or Behavior

• How big is the United States?

• How small is DNA?

• What is an X-ray used for?

• How do penguins find food?

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How Things Work

• How does the legislative branch of government function?

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Why Things Happen

• Why do some authors blend genres?

• What causes a cell phone call to be dropped?

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Literary Analysis

Academic Genres

• Scientific reports

• Historical reports

• Summaries

• Précis writing

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Workplace / Functional Writing

• Instructions

• Manuals

• Memos

• Reports

• Applications

• Résumés

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Narrative: Purposes

• To inform

• To instruct

• To persuade

• To entertain

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Narrative: Subgenres

• Creative fictional stories

• Memoirs

• Anecdotes

• Autobiographies

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Modes in Your Classroom

Argument Informational /Explanatory

Narrative Blending Genres

The Recursive Writing Process

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Common Core’s 10 Anchor Standards for

Writing

• Place a check mark () next to the standards with which you feel comfortable.

• Place a circle () next to any standards for which you need help.

• Place a star () next to the most difficult standard.

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10 Anchor Standards for Writing

• 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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• 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.


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• 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.


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• 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


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• 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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• 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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• 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

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• 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.

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• 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

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• 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 audiences.

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Sample Performance Tasks

• From CCSS Appendix B: Text Exemplars and Sample Performance Tasks

• Grade Ranges: 6-8, 9-10, 11-12

• ELA: Stories, Drama, & Poetry

• ELA: Informational Texts

6-8 ELA: Stories, Drama, & Poetry

• Students analyze how the opening stanza of Robert Frost’s “The Road Not Taken” structures the rhythm and meter for the poem and how the themes introduced by the speaker develop over the course of the text. [RL.6.5]

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• Students cite explicit textual evidence as well as draw inferences about the drake and the duck from Katherine Paterson’s The Tale of the Mandarin Ducks to support their analysis of the perils of vanity. [RL.6.1]

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6-8 ELA: Informational Texts

• Students trace the line of argument in Winston Churchill’s “Blood, Toil, Tears and Sweat” address to Parliament and evaluate his specific claims and opinions in the text, distinguishing which claims are supported by facts, reasons, and evidence, and which are not. [RI.6.8]

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• Students determine the point of view of John Adams in his “Letter on Thomas Jefferson” and analyze how he distinguishes his position from an alternative approach articulated by Thomas Jefferson. [RI.7.6]S

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• Students analyze in detail the theme of relationships between mothers and daughters and how that theme develops over the course of Amy Tan’s The Joy Luck Club. Students search the text for specific details that show how the theme emerges and how it is shaped and refined over the course of the novel. [RL.9–10.2]

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• Students determine the purpose and point of view in Martin Luther King, Jr.’s, “I Have a Dream” speech and analyze how King uses rhetoric to advance his position. [RI.9–10.6]

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• Students compare two or more recorded or live productions of Arthur Miller’s Death of a Salesman to the written text, evaluating how each version interprets the source text and debating which aspects of the enacted interpretations of the play best capture a particular character, scene, or theme. [RL.11–12.7]

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• Students analyze Thomas Jefferson’s Declaration of Independence, identifying its purpose and evaluating rhetorical features such as the listing of grievances. Students compare and contrast the themes and argument found there to those of other U.S. documents of historical and literary significance, such as the Olive Branch Petition. [RI.11–12.9]

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Building Background Knowledge

• Kelly Gallagher• Readicide• Article of the Week

Argument Skills

• Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.

Article of the Week

• Three-Year High School Diploma

• Wall Street Journal

• Close reading & annotation of text

• Choosing a stance and defending it with evidence

Article of the Week

• “The Opportunity Gap”

• Read the article and determine some tasks a student could perform based on the article.

• How does AoW connect with CCSS?

Data / Chart of the Week

• Explain interpretation through evidence and analysis.

• Science

• Math

http://lilt.ilstu.edu/gmklass/COW/

AoW Resources

• Middle school: http://vms.vale.k12.or.us/articles-week

• High school: http://kellygallagher.org/resources/articles.html

http://vms.vale.k12.or.us/articles-week

http://kellygallagher.org/resources/articles.html

http://kellygallagher.org/resources/articles.html

Infograph

icrmation

Quickwrite

• What is an implied claim of the following infographic?

• Do you support this claim? Why or why not?

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School Districts

186 Student Enrollment

1,667,685 Superintendent Salaries

$29.2 million

School Districts

527 Student Enrollment

654,542 Superintendent Salaries

$51.3 million

Oklahoma vs. GeorgiaSchool Districts, Student Enrollment, & Total Superintendent Salaries

Works CitedAssociated Press. “Oklahoma: School superintendents collectively earn $51.3 million per year.” JoplineGlobe.com. The Joplin

Globe, 25 Jan. 2010. Web. 29 Jan. 2012.Blackburn, Ryan. “Some at top make sacrifices.” Online Athens.com. Athens Banner-Herald, 15 Mar. 2010. Web. 29 Jan.

2012.“Rankings & Estimates.” NEA.org. National Education Association, December 2010. Web. 29 Jan. 2012.

What is an implied claim of this infographic?

Do you support this claim? Why or why not?

Infographic

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BCS vs. Playoff SystemBRENT H.

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Prisons: USA vs. NorwayLEVI W.

Marijuana LegalizationKYMBER M.

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Calculators on TestsLILLIE M.

Penny Abolishment (1)

• Read through the paragraphs and determine the three strongest arguments.

• Be prepared to defend your choices.

• Collaborate with a partner if you want.

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• Place the paragraphs in the best order.

• Be prepared to defend your choices.

• Collaborate with a partner if you want.

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• Create an effective title for this essay.

• Talk with your tablemates and pick a title to share with the whole group.

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• Who makes a stronger argument? John Green or Alan Blinder? Why?

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http://www.youtube.com/watch?v=77C47XYm_3c

Stephen King’sGuide to Movie Snacks

From King’s Guide…

My candy of choice is Junior Mints. And while I don't bring bootleg food into the movies, I do bring bootleg toothpicks. Then, as I relax in my seat, I take a toothpick and poke five or six Junior Mints onto it. It ends the dreaded Chocolate Hand, and it's also kind of fun to eat candy off a stick. I call them Mint-Kebabs.

Sentence Variety

• My candy of choice is Junior Mints.• And while I don't bring bootleg food into

the movies, I do bring bootleg toothpicks.• Then, as I relax in my seat, I take a

toothpick and poke five or six Junior Mints onto it.

• It ends the dreaded Chocolate Hand, and it's also kind of fun to eat candy off a stick.

• I call them Mint-Kebabs.

1 short sentence + 3 long sentences + 1 short sentence

Sources• http://www.corestandards.org/• http://sde.state.ok.us/Curriculum/CommonCore/default.ht

ml• http://www.ew.com/ew/article/0,,20215177,00.html• Aubrey and Emily. “Structuring the Argument.” Where the

Classroom Ends. n.p., 9 May 2012. Web. 24 May 2012.• Davis, Lauren. “5 Things Every Teacher Should be Doing

to Meet the Common Core State Standards.” Eye on Education. 2012. PDF.

• Gallagher, Kelly. Readicide: How Schools are Killing Reading and What You Can do about it. Portland, Maine: Stenhouse, 2009.

• Kittle, Penny. Write Beside Them: Risk, Voice, and Clarity in High School Writing. Portsmouth, NH: Heinneman, 2008.

• Koss, Cindy. Deer Creek Public Schools. 2012.• Images from Microsoft Office

http://www.corestandards.org/



http://sde.state.ok.us/Curriculum/CommonCore/default.html

http://sde.state.ok.us/Curriculum/CommonCore/default.html

http://www.ew.com/ew/article/0,,20215177,00.html