common core academy review & ideas

COMMON CORE ACADEMY REVIEW

& IDEASNicki Slaugh

Good Morning Song (Happy Birthday to You) Good morning to you, Good morning to you.I’m so glad to see you, good morning to you! – I’m glad you’re here.

– (kids need to be in seats, facing forward by the end of the song)

WHEN WRITING IS PUT INTO THE PROPER PERSPECTIVE; ACHIEVEMENT

SOARS.

IT’S TIME TO RE-EXAMINE IF THE INHERITED CULTURE AND TRADITIONS OF TEACHING WRITING ARE LEADING

TO DESIRED OUTCOMES.

STAMINA, STRENGTH AND FLEXIBILITY GET US TO THE FINISH LINE

SUCCESSFULLY.

DESIRED OUTCOMES OF TODAY…IF NOTHING ELSE, WE GET THESE THINGS DONE!

Our Constitution!•“Can Do” feeling

•Common Core Template

•Understand the Common Core better

•Writing Focus

•Cooperative Learning Ideas

1. What is the essential question I would like students to engage?2. What is the intended outcome of student learning? What will the final product be?3. Have I developed a rubric or assessment list to define elements and level of quality of the expected outcome or product?4. What digital resources will I use to support lesson activities, assignments, or the final product?5. What kind of writing will instruction and/or the intended outcome result in e.g.

To Persuade (supported opinion, argumentation, building a case),To Explain (an explanation, a report of findings, a statement of information), orTo Convey (a narrative written to convey facts, a narrative written to tell a story).

Common Core Template

6. What strategies will I use to move students through multiple revisions of the document?

7. What are the narrative texts I will have students read to gain background on the question?

8. What are the informational texts I will have students read to gain facts and information about the question?

9. What instructional activity will you use to put students in groups (providing instruction and practice in speaking, listening, and collaborating)?

10. When and in what structure will I critically examine this student work, and discuss the instruction with colleagues?

STUDY, TELL, HELP, CHECK Study the template

Partner 1 tells all they remember without looking at the template

Partner 2 helps by questioning, giving hints, or adding additional information

When both partners have told all they can remember, they look at the template and check their responses

THE TEACHER IS “THE ESSENTIAL FORCE FOR IMPROVING STUDENT ACHIEVEMENT.” SOLMON & SCHIFF, “TALENTED TEACHERS,”

2004 Take out your THINK PAD!

Quick Jot: In your “Think Pad” Write one word (or more) about how you are feeling, share with a neighbor. (Pair Share)

Discuss as a whole with class concerns and celebrations.

THE COMMON CORE VS. UTAH CORE Still focuses on the foundational skills of

decoding, fluency, vocabulary, and comprehension with an increased emphasis on writing

Organized under four strands: Reading, Writing, Speaking and Listening, and Language

THE COMMON CORE VS. UTAH CORE Additional skills in the Common Core :

Production of opinion/argumentative (persuasive), informational/explanatory, and narrative writing.

Increased exposure to informational text structures.

Increased range and complexity of text Greater emphasis of digital technology Provide opportunities for shared learning Shift to performance based evaluation

Page 7 of your CC… TAB IT: Read Later

Total Number of Standards by Grade

K-2 46 (32 CCR + the 10 Reading CCR Standards applied to Informational Text + 4 in Reading Foundational Skills)

3-5 44 (32 CCR + the 10 Reading CCR Standards applied to Informational Text + 2 in Reading Foundational Skills)

6-12 42 (32 CCR + the 10 Reading CCR Standards applied to Informational Text)

LEXILE

GETTING TO KNOW THE COMMON CORE Tabbing your BINDER

3 colors of tabsTopic, Standard and Grade

APPENDIX AGlance through it

Our FOCUS today is Writing- make sure you tab

page 23 APPENDIX B

Text Exemplars APPENDIX C

Student Samples

GETTING TO KNOW THE COMMON CORE Jigsaw 5 sections of the ELA Common

Core for your grade. 1. Reading: Literature2. Reading: Informational3. Reading: Foundational4. Speaking and Listening5. Language

Be prepared to share with your expert group and your jigsaw group: impressions, changes, implications, etc.

TAKE A LOOKWRITING STANDARDS K-5 Looking Deeper

Turn to pg. 18.

Looking at this page, what are you already doing and what could you beef up? Highlight in one color what you are doing and use another color what you could beef up.

In teams discuss what is meaningful.

Number Heads Together sharing idea. (I will give you each a number before you start, then I will roll the dice, the person with that number is the one that shares)

QUICK WRITE PROMPT IN YOUR THINK PAD: DIVIDE INTO FOUR SECTIONS

Do you teach writing in a certain block of time?

Do you have your students write throughout the day?

What strategies help your writing to be successful?

What do you need to learn about teaching writing?

Complete one box, then Pair Share…until all four boxes are complete.

GRADUAL RELEASE OF RESPONSIBILITY:READING AND WRITING

WHAT IS WRITERS WORKSHOP? Explicit teaching with

Time to practiceTime to share

Occurs during the writing block Focused Writing Provides feedback

Check the interest level for a later training Share examples and experiences

Focus on 4 Quick Techniques

1. Quick Jots2. Quick Tries3. Quick Writes4. Thinking Boxes

TREAT STUDENTS LIKE REAL WRITERS AND THEY WILL VIEW THEMSELVES AS AND BEHAVE LIKE REAL WRITERS. GIVING THEM CHOICE, RESPECT, AND SERIOUS-MINDED INSTRUCTION WHILE SHOWING THEM THE JOYS OF WRITING WORK WONDERS.

*She

suggests at least 3 jaunts into the Think Pad a day!

These are quick

moments to

think, jot down,

question, list,

brainstorm or

respond!

Any time you want to ask a

question, get an opinion, or check

students’ understanding may be a good

“Think Pad time.”

QUICK JOT

QUICK JOT

Provide a type of practice after students have

had explicit instruction toward a

learning goal.

Let’s turn to page 31 in your handout… I love the

Vocabulary and Math one.. I actually love them ALL!!! But we will just go over

those two today!

QUICK TRY

QUICK TRY

The students get more time on these. They

allow for more sustained writing in

one shot.

Make sure you go over

the Rules for a Quick

Write. She sets a timer

for 7-10 minutes.

As a teacher, she

participates in the Quick

Writes also with her

prompt provided. She

models appropriate

responses during sharing,

and her writing as she

would expect them to.

QUICK WRITE

QUICK WRITE

They work on one box at a time,

under your direction,

then quickly share.

Can be used in

any subject

area!

Can be used as Formative Assessment!

Way better than

having kids fill out a

worksheet!

THINKING BOXES

1) took notes on facts explicitly stated; 2) synthesize info and draw conclusion;

3) connect to personal experience and schema; 4) make an inference from quote

THINKING BOXES

YOUR TURN TO PRACTICETHINKING BOXES

ASSESSING QUICK BURSTSYes/NoWeekly/Biweekly Quick ChecksAnecdotal records

-during sharing-quick checks-conferencing

 Problems? Individual goals, more frequent

checks

Source: Quick Start to Writing Workshop Success, J. Wagstaff, 2011

This editing strategy can take place when the teacher meets one on one with a student, or small group

After student have done peer editing Students listen for things they love Things they wish could be better Hearts: after the reading each student in the circle

comments on what they loved ie beginning, strong words. On a heart sticky notes teacher makes notes

Wishes: Same protocol but put you notes on a cloud or star sticky.

Students take their notes back to their desk and make the changes needed.

HEARTS AND WISHES

COLLEGE- & CAREER-READY WRITING

Name on Your Paper Song (If You’re Happy and You Know It)   Put your name on your paper, at the top. Put your name on your paper, at the top. Put your name, or they’ll all just look the same, Put your name on your paper, at the top.

COMMON CORE STANDARDS

Grade Argument Informational

Narrative

4 30% 35% 35%8 35% 35% 30%12 40% 40% 20%

Writing

Common Core Standards Introduction p. 5

DETERMINE TOPIC, AUDIENCE, AND PURPOSEInformative/Explanatory Explain – to make known, to expound, to clear up Define – to identify, to state the meaning, to determine Instruct – to teach, to train, to give knowledge Clarify – to make clear, to make more comprehensible Describe – to tell, to give a description, to characterize

Opinion/Argumentative Persuade – to convince, to cause to believe

FOCUS ON INFORMATIVE/EXPLANATORY WRITING

TEXT TYPES AND PURPOSESW.3.2 Write informative/explanatory texts to

examine a topic and convey ideas and information clearly. Introduce a topic and group related

information together; include illustrations when useful to aiding comprehension.

Develop the topic with facts, definitions, and details.

Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.

Provide a concluding statement or section.

PRODUCTION AND DISTRIBUTION OF WRITING W.3.4, W.3.5, AND W.3.6 With guidance and support from adults,

produce writing in which the development and organization are appropriate to task and purpose.

With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

RESEARCH TO BUILD AND PRESENT KNOWLEDGEW.3.7 AND W.3.8 Conduct short research projects that

build knowledge about a topic.

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

Turn to page 23 in Appendix A.

Read and highlight important points.

Share with a your number group.

INFORMATIONAL/EXPLANATORY WRITING

EXAMPLE WRITING STRUCTURE:INFORMATIVE WRITING

INFORMATIVE WRITING IN YOUNGER GRADES

INFORMATIVE WRITING IN YOUNGER GRADES

CONSIDER THE WRITING PROCESS

Step 1 •BrainstormingStep 2 •Webbing

Step 3•Writing

Step 4 •RevisingStep 5 •EditingStep 6 •Sharing

BRAINSTORMING

WEBBING

WRITING

WRITING ABOUT THE MOVEMENT OF THE EARTH (ADDED SUPPORT)

3rd Grade Example

STEP 1: BRAINSTORMING

Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)

 1. follows an orbit

2. rotates

3. spins on its axis

4. makes a revolution around the sun

Topic Sentence: Write to explain how the sun moves in the sky.

3rd Grade Example

STEP 2: WEBBING

Scaffolding and Troubleshooting:•For students who struggle and need extra support, you can have them verbally tell you what should go in a circle, then write it for them, encouraging them to move forward with the next step. • For students who are absent during the “webbing step,” they can use your sample web to help them write their paragraph.

Topic: earth moves in the sky__ Audience: __________________ Purpose: explain_____

STEP 3: WRITING

WRITING ABOUT MULTIPLICATION

4th Grade Example

STEP 1: BRAINSTORMING

Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)

 1. equal sets

2. arrays

3. factors

4. skip counting

5. product

Topic Sentence: “I know a lot about multiplication.” Write to explain what you know about multiplication.

4th Grade Example

STEP 2: WEBBING

Differentiating:Not every informative piece needs to include three main ideas. You might choose one main idea for students to write about, as in the above example.

STEP 3: WRITING

WRITING ABOUT MAGNETS

5th Grade Example

STEP 1: BRAINSTORMING

Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)

 1. shaped like a U

2. attracts

3. repels

Topic Sentence: Write to explain why U-shaped magnets are important.

5th Grade Example

STEP 2: WEBBINGU-shaped magnets

are important.

Shaped like a U

attracts

repels

Sticks to iron

doesn’t stick to plastic U-shaped magnets are important because

they’re shaped like a U.

Topic: important aspects of U-shaped magnets Audience: class book Purpose: explain

STEP 3: WRITING

WRITING ABOUT SLED DOG RACES

2nd Grade Example

STEP 1: BRAINSTORMING

Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)

 1. the dogs

2. what mushers take

3. the race

4. the location

Topic Sentence: Write to explain about sled dog races.

2nd Grade Example

STEP 2: WEBBINGSled dog races are

important.

what mushers take

booties

food

Sled dog races are cool.

dogs the race

wear booties

healthy

strong

checkpoint

1000 miles

Topic: sled dog races__ Audience: __________________ Purpose: explain_____

STEP 3: WRITING

WRITING ABOUT CLOUDS

4th Grade Example

STEP 1: BRAINSTORMING

Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)

 1. cirrus

2. stratus

3. cumulus

Topic Sentence: Write to describe different kinds of clouds.

4th Grade Example

v

STEP 2: WEBBING

Different types of clouds.

cirrus

highest

how they look

Each kind of cloud has different characteristics

stratus cumulus

low

how they look

Steady rain

middle

how they look

predict rain predict sun

Topic: types of clouds__ Audience: published books to share w/class Purpose: explain_____

STEP 2: WEBBING

Different types of clouds.

cirrus

highest

how they look

Each kind of cloud has different characteristics

stratus cumulus

low

how they look

Steady rain

middle

how they look

predict rain predict sun

Topic: types of clouds__ Audience: published books to share w/class Purpose: explain_____

STEP 3: WRITING

WRITING AN ANIMAL REPORT

2nd Grade Example

STEP 1: BRAINSTORMING

Brainstorm a list about the topic sentence. Circle the ideas that you would like to write about. (These will become your main ideas.)

 1. where they live

2. what they eat

3. their families

4. What they look like

5. their powerful bodies

Topic Sentence: Write to describe cougars.

2nd Grade Example

STEP 2: WEBBINGTopic: characteristics of cougars Audience: class Purpose: explain_____

STEP 3: WRITING

APPOINTMENT CLOCK BUDDIES Fill out the 4 time slots with 4 different

people in this room.

We will use the moon as our topic over the next few activities.

We will model components of teaching I/E writing, discuss instruction and the common core.

INFORMATIVE/EXPLANATORYEXAMPLE LESSON (NOT USING GRAPHIC ORGANIZER)

9 o’clock Appointment Clock Partner

Partner 1 is the ‘slasher’, partner 2 is the namer.

Partner 2 names as many things as they can about the moon is 30 seconds, partner 1 tallies how many partner one gets.

(In THINK PAD)

Switch roles

ACTIVATE PRIOR KNOWLEDGEORAL LANGUAGE

On your own, write facts you know about the moon in a list form in your THINK PAD.

With your 12 o’clock appointment partner, share and add to your lists about the moon. Partner 1 shares one fact. If partner 2

doesn’t have it on their list they add itSwitch rolesContinue until entire lists are shared

QUICK WRITE

Show poster with

RULES!

The Moon by Gail Gibbons

Add to your list as some of it is read to you

TEACHER READ ALOUD

Pg. 1: Draw a picture of the Earth and moon – label the distance

Pg 6-9: Write the dates and brief sentences/facts about space travel to the moon

Pg. 15: Write some facts about the moon’s temperature or weather

Choose page: write something you’ve learned

THINKING BOXES: WAGSTAFF, PG. 33THE MOON BY SEYMOUR SIMON

When we are teaching Informative/Explanatory writing, we don’t just want our students to summarize one text, we want to use many books and other resources to learn about the topic and to pull information from.

Receive USOE Moon Book In your groups, add to your lists

RI 3.9: Compare/contrast the most important points and key details presented in two texts on the same topic.

Stephanie Harvey- I always used articles, magazines, let

them print info. from the web, go to the library..and so

on when we were researching a topic. Then

used some of S.H. techniques. Totally fits with

new CC.

Lists Thinking boxes Drawing and labeling a picture/diagram

Discuss more ideas….

Gather info from books, movies, interviews, field notes, internet, magazines etc.

DIFFERENT WAYS TO TAKE NOTES AND GATHER INFORMATION

Focus on Arguments and Persuasive Writing

A SPECIAL PLACE OF ARGUMENT IN THE STANDARDS

ROUNDTABLE -How you have taught persuasion and what does it looks like compared to opinion/argumentation? (Pass a paper around and everyone writes their answer, no one can write the same as someone else.)

Read pp. 24-25 in Appendix A

Highlight any questions/concerns you have

ARGUMENTATIVE / PERSUASION

ArgumentConvinces the

audience because of the perceived merit

Reasonableness of claims

Proofs offered Important form of

college-and career-ready writing.

PersuasionEmploys the appeal

to the credibility, character, or authority of writer (speaker)

Knowledgeable TrustworthySelf-interestBased in emotions

Appendix A, Page 24

OPINION/ARGUMENTATIVE WRITING APP A

PurposePersuade -Change a point of viewConvey -Bring about actionExplain -Accept an explanation or evaluation on

an issue, concept, or problem Forms

Answer questions to address problemsMake claimsProvide examplesOffer reasons for their assertionsExplain cause/effect, compare/contrast, and

problem/solution Appendix A, p. 23

OPINION/ARGUMENTATIVE WRITING APP A

In Social StudiesAnalyze evidence Advance a claim that is best supported by the

evidence In Science

Claims in the form of statements or conclusionsAnswer questions Address problemsDraw an understanding of scientific concepts

WRITING LESSON WINTER IS THE WARMEST SEASON Objectives

Review (or introduce) opinion writing Introduce students to the organization and

format of opinion writingStudents will construct a graphic organizer

from opinion text

EXTENSIONS Look at Writing Standard 3.6

In pairs generate ideas for continuing this lesson into a final published piece

How could you integrate technology?W3.6: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

RUBRICS Open discussion

WRITING LESSONI WANNA IGUANNA

ObjectiveShared Writing ExperienceReview Opinion WritingThink Sheet OrganizerLetter Frame

Purpose of an Opinion Letter Fact/Opinion

DO IGUANA’S MAKE GOOD PETS?-ACTIVATE PRIOR KNOWLEDGE

HAVE KIDS DO SOME RESEARCH ON IGUANAS FIRST: ADD IGUANA FACTS TO THEIR SCHEMA Keeping Iguanas as Pets

Interested in Iguanas as pets? These animals need very particular care and a lot of handling to keep them tame and healthy!

How Big Does an Iguana Get?They can be as small as 14 inches or as big

as 7 feet

MORE IGUANA FACTS Behavior

Adult male iguanas can become very aggressive during breeding season (3 months)

Female iguanas usually produce eggs, even without a male

Iguanas need to be handled everyday to keep tame

FOOD AND LIVING NEEDS Iguanas are strict vegetarians!

No animal products! Some species do eat bugs Rhubarb is poisonous to iguanas They love fruits, squash, strawberries, melons, green beans,

peppers, watercress Must have ultraviolet light in their cages

Cage must be 95 degree Fahrenheit Habitat should be 70-80 degrees Fahrenheit Iguana should have one bowl to drink water On bowl of water for the Iguana to bath in (big enough to

submerse itself.

READ TEXT: I WANNA IGUANA

REVIEW LESSON Procedures

Explain why you would want to convince others or sway another person to your opinion

Examples and non-examples of opinions and facts (thumbs up & thumbs down)

Discuss the purpose of using facts to support an opinion

Background informationHave the children write an Opinion Letter,

using the facts they had found backing up their opinion on the topic.

EXTENSIONS Voice Thread (later lesson) Power Points Make a commercial/video Pod Cast E-Mails Choose another animal to convince your

mom to let you have (zebra, alligator)http://www.funbrain.com/ http://kids.nationalgeographic.com/kids/ http://www.kidfriendlysearch.com/Science.th

m

FOCUS ON NARRATIVE WRITING

Move to a Location Song (London Bridges Falling Down)Everybody to the back (or rug, or to your seats) in 10 seconds!, in 10 secondsRepeat10-9-8-7-6-5-4-3-2-1

NARRATIVE WRITING Turn to page 23-24 Appendix A- highlight

main ideas or questions.

“The narrative category does not include all of the possible forms or creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion”

WRITE NARRATIVES TO DEVELOP REAL OR IMAGINED EXPERIENCES OR EVENTS USING EFFECTIVE TECHNIQUE, DESCRIPTIVE DETAILS, AND CLEAR EVENT SEQUENCES…

Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally

Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations

Use temporal words and phrases to signal event order

Provide a sense of closure

NARRATIVE COMMON CORE NARRATIVE TEXT FEATURES Establish situation/problem Introduce narrator/character Organize event sequence that unfolds

naturally Use dialogue, descriptions of

actions/thoughts/etc. Use temporal words to signal event order Provide sense of closure

Receive “Writing Core by Genre” created by South Jordan School District

NARRATIVE WRITING Conveys experience (real or imaginary) Uses time as its deep structure Can be used for many purposes:

To inform, instruct, persuade, or entertain Students often produce narratives in the

form of: Creative fictional stories, memoirs,

anecdotes, and autobiographies

WRITING PROCESS : VISUAL EXAMPLES Play Dough-you can change, mold,

build, take a way or add to your play dough, just like you can in your writing.

Hot Dog

Fluency Tie Fluency into writing

Expression

AccuracyRateSmoothness

Way of speaking that shows feeling…

Having no errors or mistakes…

How fast or slow…

Flowing, not choppy or robotic

FLUENCY Teach song Read King Bidgood’s in the Bathtub and

or Quick as a Cricket Reader’s Theatre

Think of it as Music in your Mouth!

THE ENDRemember:

If a student can write something or express their feelings about what we are teaching…then we know they KNOW it!

http://blog.weber.k12.ut.us/candokids/TRAININGSCommon Core Academy

Thanks to Common Core Academy Team for providing us with some of these amazing ideas, charts and

images!