CCSS News Curated by Core2Class
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CCSS News Curated by Core2Class
Helping teachers complement, support and extend curriculum based on the CCSS to improve student learning outcomes for all students.
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Mrs. Orman's Classroom Tips for Implementing the Common Core State Standards in Your ELA Curriculum

Mrs. Orman's Classroom Tips for Implementing the Common Core State Standards in Your ELA Curriculum | CCSS News Curated by Core2Class | Scoop.it

The various strands of the CCSS ELA standards work with one another, so many reading activities will cover not just the reading strand, but perhaps the writing and language strands, as well. To demonstrate this, refer to the sixth grade writing standard:

 

It would be impossible to implement this standard independently from the reading standards. They work together. Therefore, many of the resources that would cover RL.6.8 and RI.6.8 are the opening act for the writing activity.

 

After you have students make those comparisons or arguments for the reading activity, have them put it in essay format. They already have the outline done if they utilized a good reading resource for standard 8.

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Teaching Students How to Write Arguments

Teaching  Students How to Write Arguments | CCSS News Curated by Core2Class | Scoop.it

Argument writing is one of three types of writing stressed in the Common Core Standards for English, history, and science/technical studies. As I transition from persuasive to argument writing, my focus is on using technology to engage and support students throughout the process. Tall order. Here are some of the strategies I used to teach argument writing.

 

Lots of "goodies" are tucked away in this blog post written by Catlin Tucker including appropriate use of technology that directly supports the purpose of using technology in the classroom with CCSS. (shared Google docs, flipping the classroom, using video to hook/share talking/writing points, online discussion forums, digital surveys, and research using digital sources).

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“The Writing Revolution”: An old idea done better

“The Writing Revolution”: An old idea done better | CCSS News Curated by Core2Class | Scoop.it

A school wide approach on “an intense focus, across nearly every academic subject, on teaching the skills that underlie good analytical writing.”

 

Direct and Explicit Instruction

“The thing is, kids need a formula, at least at first, because what we are asking them to do is very difficult. So God, let’s stop acting like they should just know how to do it. Give them a formula! Later, when they understand the rules of good writing, they can figure out how to break them.”

 

Standards define expectations. Teachers help students meet expectations.

"Traditional instruction delivered by the teachers already in classrooms may turn out to be the most powerful lever we have for improving school performance after all."

 

The best place to teach literacy skills is in content areas. - Dan Willingham

The emphasis on writing at New Dorp helped in knowledge and vocabulary acquisition by forcing "distributed practice" of subject matter and vocabulary, causing them to be learned more effectively by having to be written out.

 

Writing improves reading and vice versa. - Steve Graham

The promise of the method lies in its efficiency: killing two birds with one stone, both writing and general knowledge. The efficiency is significant only if it's an effective pedagogical device in support of cumulative knowledge building.

 

The key is that students can apply what they have learned.

As schools embark on the implementation of the Common Core standards, let us hope that educators keep in mind that they are just standards and that the heavy lifting, as Hirsch suggests, will be that of “defining specifically the knowledge to be learned.”


Via Mel Riddile
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Linking the CCSS with Six Traits Writing

Linking the CCSS with Six Traits Writing | CCSS News Curated by Core2Class | Scoop.it

Six Traits of Writing and Common Core State Standards. How close is the connection?  Somewhat close? Pretty close? Try VERY close!

 

Over the next several posts, this blog seeks to help you understand the connections, focus on the first four traits (Ideas, Organization, Voice, and Word Choice), and share favorite literature for teaching traits AND standards-based skills.

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Rubrics: Common Core State Standards, Turnitin and GradeMark

Turnitin provides preloaded writing rubrics aligned with the Common Core State Standards (CCSS) to use with GradeMark.

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Shanahan on Literacy: Thank Goodness the Writing Scores are Going to Drop

Shanahan on Literacy: Thank Goodness the Writing Scores are Going to Drop | CCSS News Curated by Core2Class | Scoop.it

Find out why the "bad news" might actually be the "good news" for our students.  

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Common Core W.CCR.10 Explained | Teaching the Core

Common Core W.CCR.10 Explained | Teaching the Core | CCSS News Curated by Core2Class | Scoop.it

The 10th (and final) Common Core writing anchor standard is about writing all the time for lots of purposes in lots of ways. See the blogger's comments on how to stay on top of the paper monster (grading).

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Paying It Forward: Six PreK-2 Writing Essentials for Meeting Common Core Expectations in 3-12 | Burkins & Yaris

Paying It Forward: Six PreK-2 Writing Essentials for Meeting Common Core Expectations in 3-12 | Burkins & Yaris | CCSS News Curated by Core2Class | Scoop.it

Good teachers know that the foundation for good reading and writing begin long before third grade, where high stakes standardized tests begin. In this post, we discuss the pay it forward philosophy that applies to starting intentional teaching of reading and writing as early as preschool.

 

Strategies forthcoming next week.

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Jim Burke's English Companion

Jim Burke's English Companion | CCSS News Curated by Core2Class | Scoop.it

As an alternative to paper texts, Jim Burke created The Digital Textbook which offers a variety of media in conjunction with text that provides context for weekly reading and writing instruction.

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Does the Common Core Allow for Creating Writing?

Does the Common Core Allow for Creating Writing? | CCSS News Curated by Core2Class | Scoop.it

If you’re an ELA teacher, all of this talk about THE three forms of writing in the Common Core State Standards (argumentative, informative/explanatory, and narrative) and about the importance of college/career readiness might be a bit unnerving. After all, where is the love for the creative writing that led many of us (including me) to love ELA in the first place?

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The CCSS and Science Writing: What Science Teachers Should Care About

Jordan and Spiegel make the point that science teachers need to understand the CCSS regarding writing in the science classroom. They are important to science teachers because they provide broad standards that define the skills and understanding that all students must demonstrate in science as well as other content areas.

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Narrative Writing and the Business World | Burkins & Yaris

Narrative Writing and the Business World | Burkins & Yaris | CCSS News Curated by Core2Class | Scoop.it

"As you reflect on your current units of study in writing, look carefully at the anchor standards and the explanation of the recommended writing genres in Appendix A."

 

"As you do, you will see that that there are three writing foci supported by the Common Core, of which, one is narrative. In preparing instruction for the future, make prudent adjustments where your instruction over-emphasizes narrative but remember that while facts and figures may inform, story empowers. Without balance, we may wake up five-ten-fifteen years from now in a vast wasteland of data that means nothing because it has lost its context: story."

 

Students require balanced writing instruction supported by attention to correct usage and writing mechanics. The expectations and openness of CCSS serve both.  Although argumentative writing may change minds, narrative changes the heart.

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Beware of Over-Correction in Writing Genres | Burkins & Yaris

Beware of Over-Correction in Writing Genres | Burkins & Yaris | CCSS News Curated by Core2Class | Scoop.it

So if storytelling is "the Ultimate Weapon", as the link below suggests, beware of overcorrecting and eliminating narrative and persuasive writing in the Common Core classroom. 

 

http://kimyaris.visibli.com/share/aVspS5

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No Reason to Bury "Said" in the Word Graveyard

No Reason to Bury "Said" in the Word Graveyard | CCSS News Curated by Core2Class | Scoop.it

This is an English teacher's plea to be mindful of word choice when teaching students to write pieces that are CCSS aligned, particularly for informative and explanatory writing.

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Planning Text-Dependent Questions: It's Not Your Basic Scavenger Hunt!

Planning Text-Dependent Questions: It's Not Your Basic Scavenger Hunt! | CCSS News Curated by Core2Class | Scoop.it

Text-dependent questions direct students’ inquiry into the text, rather than outside of it, and can only be answered with evidence from the text. Text-dependent questions can be used to check students’ understanding, but a strong text-dependent question does not invite students merely to participate in a scavenger hunt.

 

That is to say, text-dependent questions are not low-level, nor do they prompt students to produce literal or recall answers. A strong text-dependent question should invite students to interpret theme, analyze syntax and text structure, support students’ understanding of vocabulary, and analyze the effects of specific word choice.

 

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Rewriting how we teach writing: Not everyone cares how you feel

Rewriting how we teach writing: Not everyone cares how you feel | CCSS News Curated by Core2Class | Scoop.it

As a result of implementing a new writing process across all subjects, a New York school reports pass rates on the NY English Regents exam raising from 67% to 89% in a two year period.

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How to Shift from Teaching Persuasion to Teaching Argument

How to Shift from Teaching Persuasion to Teaching Argument | CCSS News Curated by Core2Class | Scoop.it

What's the difference between persuasive and argumentative writing?  What stategies can be implemented for teaching argument?  How important is it that students be taught how to search, aggregate, evaluate, synthesize and incorporate information found online into their writing?

 

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Analyzing Texts: Putting Thoughts on Paper (part 3)

Analyzing Texts: Putting Thoughts on Paper (part 3) | CCSS News Curated by Core2Class | Scoop.it

The Teaching Channel demonstrates how Ms. Brewer, a fifth grade teacher, has moved her students from small group student-led discussion of a text, to whole group text talk, to the culiminating writing assignment that assesses two Writing Standards (W5.2b and 5.9b).  Note ALL students have the same writing assignment. If a small group needs extra help, support and differentiation is provided, especially for her ELL students as shown in the clip.

 

Note the benefits of closely reading the text, taking notes, and discussing the text all contriubute the students' preparation to write.  

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Learning How to Write: What's Reading Have To Do With It?

Learning How to Write: What's Reading Have To Do With It? | CCSS News Curated by Core2Class | Scoop.it

Walt Gardner's Reality Check points out what students are doing that prevents them from becoming effective writers, and also shares what works in improving writing skills.  Bottom line?  What students read and how often they read greatly affects how they write.

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Anchors Aweigh! for the ELA Anchor Standards in Writing

Anchors Aweigh! for the ELA Anchor Standards in Writing | CCSS News Curated by Core2Class | Scoop.it

ELA Anchor Standards in Writing linked to helpful, more specific explanations of each standard.  

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Common Core W.CCR.4 Explained | Teaching the Core

Common Core W.CCR.4 Explained | Teaching the Core | CCSS News Curated by Core2Class | Scoop.it

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

 

In any given piece of writing, the decisions that writers must make are dictated by task, audience, and purpose. TAP–or task, audience, purpose–is a great acronym for helping students think about the strategic communication choices that writers make in all stages of the writing process.

 

 

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Summarize to Get the Gist

Summarize to Get the Gist | CCSS News Curated by Core2Class | Scoop.it

ASCD contributor, John Collins, argues that frequently written summaries of complex texts are a great way to develop students' reading comprehension and argument-writing skills, while minimizing the time the teacher spends correcting. In this post he describes the 10% summary strategy.

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Pesuadements, Arguemations? What is all this really?

Pesuadements, Arguemations? What is all this really? | CCSS News Curated by Core2Class | Scoop.it

In this post, Burkins and Yaris continue to closely read a paragraph from one of David Coleman's speeches in which he uses the word "sheet" to focus attention on arguments vs. persuasion.

 

With regard to writing based on evidence or emotion, what's been done in the past, what do students need to be able to do in future, and what do we call "verifiable evidence?" Lots to think about in this post that relates to the "spirit" of Common Core.

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Is David Coleman "Two Sheets To the Wind" or Does He Really Give a Sheet | Burkins & Yaris

Is David Coleman "Two Sheets To the Wind" or Does He Really Give a Sheet | Burkins & Yaris | CCSS News Curated by Core2Class | Scoop.it

In this post, Burkins and Yaris closely read a paragraph disparaging narrative writing from the transcript of a speech given by David Coleman to a group of NY educators.

 

What exactly is Coleman saying about narrative versus argumentative writing and does he practice what he preaches?

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Adjectives for the Word Graveyard: The Case Against "Good" and "Bad"

Try using this video as a lesson starter, without giving context.  It makes a solid point when choosing and using words in writing. Aligns well to CCSS Anchor Standard 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 listening.

 

To further push rigor, ask students to critique the video (and some of the comments) for improvement in clarity, and even point of view.

 

It's alarming that such a simple video about word choice would illicit such impassioned dialog.  Ahhh the power of words!

 

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