1. Amy Jo Southworth Bay Shore High School Library asouthworth@bayshoreschools.org Common Core wiki: bshscommoncore.wikispaces.com

3. The Common “Core”

5. …so that they will graduate high school able to succeed in entry-level, credit- bearing academic college courses and in workforce training programs. The standards: Are aligned with college and work expectations; Are clear, understandable and consistent; Include rigorous content and application of knowledge through high-order skills; Build upon strengths and lessons of current state standards; Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society; and Are evidence-based.

7. An Inch Wide and A Mile Deep…

8. College and Career Readiness Anchor Standards for Writing The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. Text Types and Purposes 1 1. Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and 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. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 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. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. Range of Writing 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.

9. The CCR and grade-specific standards are necessary complements—the former providing broad standards, the latter providing additional specificity—that together define the skills and understandings that all students must demonstrate. 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. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, or ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. 1 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. College and Career Readiness Anchor Standards for Reading

13. Fifth Grade SkillsNinth Grade Skills W.5.7. Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. W.5.8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.9-10.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

14. Guided Inquiry

15. A Research Question Rubric: not all research questions are created equal. Level One: My research is about a broad topic. I can complete the assignment by using a general reference source such as an encyclopedia. I have no personal questions about the topic. Primary example: My research is about an animal. Secondary example: My research is about the economy of Minnesota. Level Two: My research answers a question that helps me narrow the focus of my search. This question may mean that I need to go to various sources to gather enough information to get a reliable answer. The conclusion of the research will ask me to give a supported answer to the question. Primary example: What methods has my animal developed to help it survive? Secondary example: What role has manufacturing played in Minnesota’s economic development?

16. Level Three: My research answers a question of personal relevance. To answer this question I may need to consult not just secondary sources such as magazines, newspapers, books or the Internet, but use primary sources of information such as original surveys, interviews, or source documents. Primary example: What animal would be best for my family to adopt as a pet? Secondary example: How can one best prepare for a career in manufacturing in the Twin Cities area? Level Four: My research answers a personal question about the topic, and contains information that may be of use to decision-makers as they make policy or distribute funds. The result of my research is a well support conclusion that contains a call for action on the part of an organization or government body. There will be a plan to distribute this information. Primary example: How can our school help stop the growth in unwanted and abandoned animals in our community? Secondary example: How might high schools change their curricula to meet the needs of students wanting a career in manufacturing in Minnesota? http://www.doug-johnson.com/dougwri/designing-research-projects-students-and-teachers-love.html Great Inquiry Rubric: http://www.phy.ilstu.edu/pte/311content/inquiry/Inquirylessonscoringrubric.pdf

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22. Help you shape research assignments Help you locate readings Guide you/students to best databases Help students navigate information Work with a small group of advanced or slower students Work with individual students Grade portions of work like Works Cited Page… This helps create another audience And much more!! Ask for help! Visit often! This helps students become proficient at using these important research tools!

25. All images taken from flickr Creative Commons: http://www.flickr.com/