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CCSS News Curated by Core2Class
Helping teachers complement, support and extend curriculum based on the CCSS to improve educational outcomes for all students.
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Shanahan on Literacy: Handwriting in the Time of Common Core

Shanahan on Literacy: Handwriting in the Time of Common Core | CCSS News Curated by Core2Class | Scoop.it
My father, who had no more than an eighth grade education, wrote in a beautiful Palmer hand. His one-room schoolhouse education did not promise to take him far, but it did allow him to place words on paper in an elegant and readable manner. And, this skill had practical utility beyond its aesthetic beauty, since he worked for many years as a bookkeeper.  But the public value of handwriting has diminished during the ensuing century. In fact, the Common Core State Standards (CCSS) don’t even mention handwriting, cursive, or manuscript printing. Nevertheless, It is evident that the standards writers expect kids to learn some form of these—since the standards explicitly call for students to engage in written composition; and this would be hard to do if one had no way of getting words on paper.
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Ivon Prefontaine's curator insight, September 22, 12:00 PM

This is a nice short article with a concise summary at the end. It does not diminish keyboarding and leaves it open that handwriting, in its many forms, is an important skill which enables other skills. It does not mean we won't use digital technologies in writing, but we can include many forms of writing.

 

@ivon_ehd1

Jess Ojeanto's curator insight, September 22, 1:25 PM

agregar su visión ...

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Decoding the text types: one of these things is not like the others

Decoding the text types: one of these things is not like the others | CCSS News Curated by Core2Class | Scoop.it

To summarize, persuasion, opinion and argument are distinct from one another. For this reason, they require strategy-based direct instruction for student mastery. But this does not mean they exist in mutually exclusive silos. Talented writers develop a commanding mastery of each and then blend them expertly to address specific purposes and audiences.

Deb Gardner's insight:

Persuasion, opinion and argument - what's the diff?

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Empathy For the Devil: How Teaching #Argumentation Can Develop Student Empathy for Opposing Viewpoints

Empathy For the Devil: How Teaching #Argumentation Can Develop Student Empathy for Opposing Viewpoints | CCSS News Curated by Core2Class | Scoop.it

There is an ongoing debate in my English department about instructing writing. Do we teach students how to write or do we guide them how to become writers? Let me clarify. One of my coworkers, who I will call Irene, believes most students are clueless how to write an essay and must be taught writing by strictly following a template. According to Irene, we need to teach our students to follow the Jane Schaffer method to construct a paragraph, or mimic Graf and Birkenstein’s They Say, I Say to develop a thesis. If we do so, eventually our students will have the tools to write like an academic.

Deb Gardner's insight:

Also differentiates between persuasive and argumentative writing.

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K-12 Writing Rubrics (Genre Specific) | Common Core State Standards

K-12 Writing Rubrics (Genre Specific) | Common Core State Standards | CCSS News Curated by Core2Class | Scoop.it

The Common Core State Standards have made it even more important for educators to assist students in making the connections between writing and reading through thoughtful and well-planned instruction, assignments and feedback.

 

The Elk Grove Unified School District (EGUSD) created Common Core State Standards-aligned writing rubrics as a resource to assist teachers with this work. These rubrics are intended to help in instructional planning and to provide guidance in assisting students with the writing process.

 
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Core2Class: Kudos to Mr. Churchill...

Core2Class: Kudos to Mr. Churchill... | CCSS News Curated by Core2Class | Scoop.it

Aaron Churchill from Fordham that is.  He writes a great piece citing an example of a West Virginia state test item as evidence of why CCSS and PARCC/Smarter Balanced has such potential to change the way we teach writing.  Worth a read!

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Common Core: Teaching Argument & Informational Paragraph Writing

Common Core: Teaching Argument & Informational Paragraph Writing | CCSS News Curated by Core2Class | Scoop.it

Each school year I begin with “writing boot camp” where we focus on the fundamentals of writing. I have transitioned to the Common Core Standards and developed flipped writing videos and complementary writing templates to help students learn how to write strong argument and informative paragraphs. I wanted to share these with teachers who might be able to use them and save time!

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Dr. Dea Conrad-Curry's curator insight, August 9, 2013 10:30 AM
Good basic information....love the flipped classroom approach!
Deb Gardner's comment, August 16, 2013 7:43 AM
Me too, Dr. Dea!
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Shanahan on Literacy: Disciplinary Writing

Shanahan on Literacy: Disciplinary Writing | CCSS News Curated by Core2Class | Scoop.it

I am writing to you for some suggestions and recommendations concerning working with science and social studies teachers in light of the writing standards in the common core.  I am a former English teacher with 35 years of experience and have, for the past seven years, worked to develop and present workshops and classes for content area teachers in reading – focusing on both disciplinary and content literacy.

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Walk the Walk: Writing Driving CCSS Assessment

Walk the Walk: Writing Driving CCSS Assessment | CCSS News Curated by Core2Class | Scoop.it

I spent Friday and Saturday in a workshop about the assessments educators will find emerging with oncoming Common Core State Standards. Along with 40+ educators from across Pennsylvania, the Institute for Learning (IFL) led us through several assessment models designed by the Partnership for Assessment of Readiness for College and Careers (PARCC).


Deb Gardner's insight:

Blog post written by a writing teacher - worth the read! Take-aways:


  • assessment models advocated multiple reads of multiple texts within one unit or lesson.
  • impetus to integrate reading and writing across all subject areas drives the dismissal of classes only using textbook-driven instruction...and their mirrored counterparts in current state testing. 
  • not a short-term process. CCSS positioning educators to make a long-term commitment towards altering the way in which we teach and in how we see time best spent in our classrooms.
  • writing and the ability to extract and synthesize evidence from multiple texts is the essential component of upcoming CCSS assessments.


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Voices: Perfect blend for Common Core | EdNewsColorado

Voices: Perfect blend for Common Core | EdNewsColorado | CCSS News Curated by Core2Class | Scoop.it

Maybe you’ve tuned into a concern some have raised about Common Core texts – do the new standards require English teachers to give up teaching fiction to make way for nonfiction? My friend and colleague Jessica Cuthbertson recently raised an important clarification - that there’s no need to focus on “either/or.”


The Common Core does suggest many changes to instructional practice, but I would argue that we can’t look at fiction and non-fiction as separate ingredients that need to be consumed in isolation. Instead we need to experiment with various blends to find strategies that will work.


Deb Gardner's insight:

I like this first hand account of teaching with the Common Core, particulary her emphasis on collaboration with colleagues.  


My question is does the featured text drive the skills/standards or should the skills/standards drive the choice of the featured and supporting texts in a unit.

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Common Core Writing Rubrics (Grade 9-10)

Common Core Writing Rubrics (Grade 9-10) | CCSS News Curated by Core2Class | Scoop.it

Many institutions are seeking ways to implement the Common Core State Standards (CCSS) or align curricula across secondary and higher education to better support student success.


Turnitin has partnered with the English Professional Learning Council (EPLC) to develop three writing rubricsargument, informative and narrativethat are aligned with the CCSS. These rubrics help instructors convey their expectations to students, grade submitted work against the CCSS, provide critical feedback, and track student progress.


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Using Picture Books to Teach Argumentative Writing

Using Picture Books to Teach Argumentative Writing | CCSS News Curated by Core2Class | Scoop.it

So what's the difference between persuasive writing and argumentative writing? 

In persuasive writing, students passionately defend their point of view, relying upon opinion, personal experience, anecdotes, data, and examples. Argumentative writing, however, seeks to offer a more balanced approach, as it acknowledges points from the opposing view.

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Ted Caron's comment, March 12, 2013 10:41 AM
I wouldn't necessarily agree with the emphasis he places on the distinction between persuasive and argumentative pieces. He says that argumentative pieces acknowledge points from the opposing viewpoint whereas persuasive pieces only defend the author's own point of view. But persuasive pieces can also seek to refute counterpoints. Take, for example, the current IN middle school standards. The current middle school writing standards that relate to persuasive pieces call on students to "anticipate and address reader concerns and counterarguments." In my view, this is not necessarily the crux of what differentiates a persuasive and argumentative piece.

The biggest distinction, I believe, is something that he mentions but doesn't emphasize as strongly: A persuasive piece tends to focus on personal opinions, anecdotes and observations more than an argumentative should. Arguments, in contrast, are designed to draw upon evidence, facts and logic as a way to support a contention.

Just my thoughts.
Deb Gardner's comment, March 12, 2013 11:36 AM
Good point. Thanks for the helpful clarification!
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ELA Lesson Sequence for the Common Core: Saying More With Less

ELA Lesson Sequence for the Common Core: Saying More With Less | CCSS News Curated by Core2Class | Scoop.it

I'm sharing a lesson sequence on economy of language that provided a compelling intro to this standard. I co-planned the lesson with learning specialist, Marcia Stiman-Lavian, and I borrowed significantly from materials shared by fellow CTQ blogger, Bill Ferriter.  This sequence was a lot of fun, and it really seemed to wake students up to the power and nuance of individual words, opening the door to more intensive investigation of the function of specific words--and punctuation--in text

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200 Prompts for Argumentative Writing

200 Prompts for Argumentative Writing | CCSS News Curated by Core2Class | Scoop.it

What issues do you care most about? What topics do you find yourself discussing most passionately, whether online, at the dinner table, in the classroom or with your friends?

Deb Gardner's insight:

An oldie, but worth repeating.

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Educational Leadership:Writing: A Core Skill:Teaching Argument Writing to ELLs

Educational Leadership:Writing: A Core Skill:Teaching Argument Writing to ELLs | CCSS News Curated by Core2Class | Scoop.it

How in the world are we supposed to apply the Common Core writing standards to teaching English language learners?

 

We've been asking that question of ourselves and others over the past two years, and we suspect we're not the only educators doing so. After reviewing the many resources available that attempt to provide guidance to teachers of English language learners (see "Resources of Note") and combining what we've learned through our daily classroom experience, we've developed a tentative answer to that question.

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200 Prompts for Argumentative Writing

200 Prompts for Argumentative Writing | CCSS News Curated by Core2Class | Scoop.it
For a coming student contest in which teenagers are invited to write on an issue they care about, we have gathered a list of 200 writing prompts on a wide range of issues.
Deb Gardner's insight:

What evidence will students use to support their claim?

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Dr. Dea Conrad-Curry's curator insight, February 6, 8:42 AM

The New York Times provides a good starting place for building an evidence based claim as students meet writing standard number 1: write arguments. But in writing arguments, the Common Core Standards ask students for "sufficient evidence" to support their claim. This in turn causes students to research which supports three writing standards: 7, 8, and 9. This set of standards comprise the writing substrand Research to Build and Present Knowledge. This is a good starting place for both ideas and motivation as well as resources.  

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8 Strategies for Teaching Academic Language

8 Strategies for Teaching Academic Language | CCSS News Curated by Core2Class | Scoop.it
"Change your language and you change your thoughts." -- Karl Albrecht

Understanding Academic Language

Academic language is a meta-language that helps learners acquire the 50,000 words that they are
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Common Core in Action: Narrative Writing

Common Core in Action: Narrative Writing | CCSS News Curated by Core2Class | Scoop.it

There is a panic amongst writing teachers that is based on the myth that our baby, narrative writing, is shunned by the Common Core standards. I'm here to encourage everyone to take a deep breath and repeat after me: "Nobody puts baby in a corner."

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Annotated Student Writing Samples

Annotated Student Writing Samples | CCSS News Curated by Core2Class | Scoop.it
Deb Gardner's insight:

The Common Core Standards emphasize the integration of content understanding and writing. In Common demonstrates this, using K-12 samples from all three types of Common Core writing: argument/opinion writing, informative/explanatory writing, and narrative writing.

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Ted Caron's comment, August 13, 2013 9:27 AM
I have to say that in looking through a few of these samples, it's unclear how students are utilizing textual evidence as a basis for their writing. This is THE hallmark of Common Core-oriented writing! Sure the students include facts and explanations, but, without some direct reference back to the text (quote or introductory statement like "As it says in the text...") or at least some idea of what text(s) the students are using to formulate the piece, how do we know that students' use of "facts" and "explanations" are not simply their own (based on prior knowledge or what the teacher mentioned in class?
Ted Caron's comment, August 13, 2013 9:35 AM
The "uniform prompts" included at the top of the page tend to be problematic for the reasons I previously mentioned. However, if you scroll down to the "curriculum-based" prompts, these tend to be much better! See Grade 4 "Best Friends" and Grade 5 "Letters from Rifka" for two samples that are more in line with what I would consider CCSS-aligned writing!
Susan Golab's curator insight, October 21, 2013 3:47 PM

Resource offers multiple ways to launch conversations around assessing writing.

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What Common Core ELA Instruction Might Look Like by Mike Schmoker and Carol Jago

What Common Core ELA Instruction Might Look Like by Mike Schmoker and Carol Jago | CCSS News Curated by Core2Class | Scoop.it

In this thoughtful article in Kappa Delta Pi Record, consultant/authors Mike Schmoker and Carol Jago say, “Done right, the ELA Common Core has the potential to right the ship of literacy, to facilitate, at long last, the creation of coherent curriculum in every course, and to rescue us from the fads and pseudo-literacies of recent decades.” They believe the CCSS appendices and ancillary documents are the “true strength” of the document, providing resources for students “to engage in close reading of large amounts of high-quality, complex text, combined with opportunities to engage in discussion and writing grounded in text.” 

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Is Grammar Worth Teaching?

Is Grammar Worth Teaching? | CCSS News Curated by Core2Class | Scoop.it

I was reminded of my experience by an essay tracing the rise and fall of grammar instruction ("Grammarians in Hoodies," Education Next, Spring 2013). During the 70s, there was a push to make English class more "relevant." Feelings about literature became more important than analysis. In 1972, the Conference on College Composition said that students had a right "to their own patterns and varieties and language." I was taken aback when the National Council of Teachers of English in 1974 issued a statement that correcting language was "immoral" because it was an attempt by one social group to exert dominance over another.

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Writing and the 6+1 Traits

Writing and the 6+1 Traits | CCSS News Curated by Core2Class | Scoop.it

In another post I just got a really great question about using the 6+ 1 Traits of Writing and how they fit in the common core. With so much attention being paid to the reading aspects of the CCSS, it’s a great change to have questions about writing!

Deb Gardner's insight:

Christina Hank provides helpful links when asked about how to use 6+1 with CCSS.


Crosswalk between 6+1 and ELA CCSS


CCSS Student Writing Samples scored with 6+1 Writing Rubrics



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Common Core Standards: Teaching Argument Writing

Common Core Standards: Teaching Argument Writing | CCSS News Curated by Core2Class | Scoop.it
The following is a guest post by Catlin Tucker, one of SimpleK12's presenters. Click here to watch Catlin's Webinars inside the Teacher Lear
Deb Gardner's insight:

Caitlin and her students leverage technology in productive and engaging ways. Consider ways teachers could collabortate across subject areas to dig in with additional texts and resources, (excellent issue for our Catholic school teachers).

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Writing Across the Curriculum With The Literacy Design Collaborative

Writing Across the Curriculum With The Literacy Design Collaborative | CCSS News Curated by Core2Class | Scoop.it

The Literacy Design Collaborative is a network of teachers and partners “building out a template-based approach to the literacy demands of college and the workplace, as defined by the Common Core State Standards.”  The concept is to give teachers tools (mostly offline but soon to be online) that enable them to transform the Common Core into classroom action by giving teacher the literacy resources to build student’s college ready literacy skills through their existing content lens.

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