Common Core Connections

Digging Deeper
Common Core
Implications & Connections

Jason Stephenson

@teacherman82

Quick Write

http://www.shorpy.com/node/1690
Compare and contrast this classroom with your own
classroom. What’s similar? What’s different? Why?

Tooth 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)

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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Overall Writing

Informational /
Argument Explanatory Narrative

This represents writing across the curriculum,
not just in English.

Assessed Writing Modes
• PASS • COMMON CORE
• Descriptive • Argument
• Narrative • Informational /
• Reflective Explanatory Writing
• Expository • Narrative Writing
• Persuasive • 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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Argument > Persuasion
Genre Definition Common Features
Persuasion Appeals to the Uses techniques such as
emotions of the bandwagon, plain folks, glittering
audience generalities, name calling, and snob
appeal
Argument Appeals to logic Consists of a thesis/claim,
and reason evidence, concession/refutation,
and a more formal style

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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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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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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
Text Types and Purposes

sufficient evidence.

• 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.

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

and well-structured event sequences.

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

audience.
of Writing

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

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

• 7. Conduct short as well as more
sustained research projects based on
Research to Build & Present

focused questions, demonstrating
understanding of the subject under
investigation.
Knowledge

• 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.
Knowledge

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

reflection, and research.
Knowledge

• 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.
Range of Writing

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]

• 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]

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]

• 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]

• 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]

• 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]

• 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]

• 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]

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.htm

Quickwrite
• What is an implied claim of the following
infographic?
• Do you support this claim? Why or why
not?

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What is an implied claim of this infographic?
Do you support this claim? Why or why not?

Oklahoma vs. Georgia
School Districts, Student Enrollment, & Total Superintendent Salaries

School Districts School Districts
527 186
Student Enrollment Student Enrollment
654,542 1,667,685
Superintendent Salaries Superintendent Salaries
$51.3 million $29.2 million

Works Cited
Associated 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.

BCS vs. Playoff System
BRENT H.

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Prisons: USA vs. Norway
LEVI W.

Marijuana Legalization
KYMBER M.

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Calculators on Tests
LILLIE 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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Stephen King’s
Guide 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.html
• 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

Common Core Connections

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