Intro to Common Core
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The document outlines the implementation of Common Core standards across school districts, focusing on English language arts, writing genres, and collaborative conversations in educational settings. It emphasizes the importance of comprehension, argumentation, and various writing styles including narrative, informational, and opinion/argument. Additionally, it includes examples of types of writing, effective questioning strategies for discussions, and references a literary excerpt as a creative teaching tool.
Intro to Common Core
- 1. INTRO TO COMMON CORE
- 2. PURPOSE OF TRAINING With Common Core being implemented in all school districts across the state, it is important to understand what Common Core is, how it has changed education and how we can integrate it’s principals into After School.
- 5. WHERE DOES THE US RANK?
- 7. ENGLISH LANGUAGE ARTS (ELA) STANDARDS
- 8. FOCUS STRANDS Key Ideas and Details: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Range of Reading and Level of Text Complexity: Read and comprehend complex literary and informational texts independently and proficiently. Text Types and Purposes: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Comprehension and Collaboration: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly persuasively. Vocabulary Acquisition and Use: 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.
- 9. WRITING STANDARDS There are 3 distinct types of writing standards for Common Core: Narrative: Narrative writing coveys an experience, either real or imaginary and uses time as its deep structure. Narrative writing can be informative, persuasive, or entertaining. Informational: Informational/ explanatory writing conveys information accurately. The writer’s purpose is to increase the reader’s knowledge, to help the reader better understand a procedure or process, or to increase the reader’s comprehension of a concept. Opinion/Argument: An argument is a reasoned, logical way of demonstrating the writer’s position, belief, or conclusion.
- 10. WRITING OVERVIEW What type of writing is the following passage? “When the famous naturalist Charles Darwin, who helped develop the theory of Evolution, visited the Galápagos Islands in the 1830s, he made an interesting discovery about native birds. He noticed that 13 different species of finches were all very similar, but differed in the size and shape of their beak. Is it narrative, informational or opinion/argument? The answer is Informational.
- 11. WRITING OVERVIEW What type of writing is the following passage? “In Keesha’s kindergarten classroom, the day started with meeting time. The children sang a song everyday. They also talked about weather. Next, they had show and tell.” Is it narrative, informational or opinion/argument? The answer is Narrative.
- 12. WRITING OVERVIEW What type of writing is the following passage? “Many school districts in the United States have begun banning vending machines that sell soft drinks and other unhealthy foods. I believe that our school should follow the lead of these schools to help combat the high obesity rate of students at JFK Middle School. Is it narrative, informational or opinion/argument? The answer is Opinion/Argument.
- 13. Collaborative Conversations When talking to a student (mostly) there should be no “yes” or “no” questions.
- 14. COLLABORATIVE CONVERSATIONS Which of the following is the best question to ask a student after reading a passage: 1. “Juan, do you agree with the author on this issue?” 2. “Juan, have you had an experience in your life that is similar to what you just read?” 3. “Juan, using the text, what makes you agree or disagree with the author?” The best answer is #3
- 15. ACTIVITY TIME
- 16. “LIFE OF A STRAND”
- 17. MATH STANDARDS
- 18. CREATE A WORD PROBLEM Down, down, down. Would the fall never come to an end! `I wonder how many miles I've fallen by this time?' she said aloud. `I must be getting somewhere near the centre of the earth. Let me see: that would be four thousand miles down, I think--' (for, you see, Alice had learnt several things of this sort in her lessons in the schoolroom, and though this was not a very good opportunity for showing off her knowledge, as there was no one to listen to her, still it was good practice to say it over) `--yes, that's about the right distance--but then I wonder what Latitude or Longitude I've got to?' (Alice had no idea what Latitude was, or Longitude either, but thought they were nice grand words to say.) Lewis Carrol, Alice’s Adventures in Wonderland 5th to 6th grade level
- 19. ACTIVITY TIME
- 20. REFLECTION
Editor's Notes
- #4: Professional Gallery Walk: Break CL’s into 3 groups. Have them walk around room and add in responsibilities associated with the following job titles: Insurance Agent, Target Store Manger, Cafeteria Cook. Popcorn out requirements for each position.
- #5: Common Core Video (3 Minutes)
- #6: The US ranks 36th out of the world in students prepared for life after the 12th grade. That means 35 other countries are outperforming us in all aspects.
- #7: Education Reflection: On a note card/piece of scrap paper, have CLs think back to the grade that they will work with. Ask them with ELA and math skills they remember learning at that age. Popcorn answers.
- #8: Break 10 standards up into 4-5 groups. Have each group read the associated strands and brainstorm activities/lessons that can support these strands. Come back together who group to discuss/read through each area. Next slide: Highlight focus strands *WR district specific, but highly likely that same focus in BV district*
- #10: Important to highlight to CLs that they can do writing activities and assist students in editing/improving their writing, but we are NOT responsible for teaching different writing styles.
- #14: When talking to a student (mostly) there should be no “yes” or “no” questions.
- #15: The best answer is #3 because students should move towards utilizing the information presented to them to form an opinion. They may also draw upon their own life experiences, but the majority of their information must come from factual evidence.
- #16: Cut up “Reading Standard for Informational Text.” Eliminate the grade labels. Hand out RANDOMLY to CLs. Have them read the standards and work to organize groups in a line K-8
- #17: Show CLs “Life of a Strand” graph. Have CLs read out their grade and expectations. Highlight lower grade teachers taking ownership over their material-they are the foundation for the upper grades.
- #18: Give each CL their grade’s standards. Break them up to discuss expectations. Highlight the importance of recognizing that struggling students will not have the foundation of the grade before them. Discuss whole group challenges that students might face and ways that we can support them.
- #19: Creating Grade-Appropriate Word Problems: Give CLs a passage from grade-appropriate stories (list found on “Texts Illustrating the Complexity, Quality and Range of Student Reading”). Have them create a word problem based on the reading. Share out when done.
- #20: Creating Grade-Appropriate Word Problems: Give CLs a passage from grade-appropriate stories (list found on “Texts Illustrating the Complexity, Quality and Range of Student Reading”). Have them create a word problem based on the reading. Share out when done.
- #21: Have each CL share out either something new they learned from Intro to Common Core, a strategy they plan on using within their classrooms, or a question they have that can further be answered.