Non-Freaked Out Guide to Teaching the Common Core

DAVE STUART JR. teaches English and world history in Cedar Springs, Michigan. He also writes a popular blog on teaching the Common Core State Standards, called Teaching the Core (www.teachingthecore.com). With over ten thousand monthly readers, Dave's blog has been a beacon of light for teachers who refuse to freak out about the Common Core. He also speaks and gives workshops on literacy instruction, and he has served as an adjunct professor at Aquinas College.

• Preface xiiiAcknowledgments xvAbout the Author xixIntroduction 1An Epic Journey Beckons 1A Sword for Your Quest 2This Book Is Like a Taco 3A Final Note before Diving In 5PART I: FOUNDATIONSCHAPTER 1: What Is the Central, Burning Question of the Common Core State Standards? 9What’s an Anchor Standard? 10Why Call Them “Anchors”? 11Why Not Just Use the Grade-Specific Standards? 11CHAPTER 2: The Common Core’s Broadest Answer to Its Central, Burning Question 13Demonstrate Independence 14Build Strong Content Knowledge 14Respond to Task, Audience, Purpose, and Discipline 15Comprehend as Well as Critique 15Value Evidence 16Use Technology Strategically and Capably 16Come to Understand Other Perspectives and Cultures 17PART II: THE ANCHOR STANDARDS IN READING RCCR1 21Read Closely 21Determine Literal, Explicit Meaning 23Make Logical Inferences 23Support Conclusions with Textual Evidence 24RCCR2 26Decide on What’s Central 26Pull Apart How That Central Thing Is Developed 27Summarize the Text 28RCCR3 30How Do Individuals, Events, or Ideas Develop and Interact over the Course of a Text? 30Why Do Individuals, Events, or Ideas Develop and Interact over the Course of a Text? 31RCCR4 33Interpret Words and Phrases 33Analyze Word Choice 35RCCR5 38Structure and Interconnectedness in Novels 38Structure and Interconnectedness in Articles 39Structure and Interconnectedness in Poems 40Structure and Interconnectedness in Primary Source Documents 41Structure and Interconnectedness in Textbooks 42RCCR6 43Point of View 43Purpose 44How Do Point of View and Purpose Shape Literary Texts? 44How Do Point of View and Purpose Shape an Informational Text? 45RCCR7 47Evaluate Content 47Evaluate Diverse Content 48Integrate It All 49RCCR8 51Delineating an Argument: Four Key Parts 51Evaluating an Argument 52RCCR9 54Read Related Texts 54Read Related Texts to Build Knowledge 55Read Related Texts to Compare Authorial Approaches 56RCCR10 57Read and Comprehend Grade-Appropriate Complex Texts 57Profi ciently Read Both Informational and Literary Texts 62PART III: THE ANCHOR STANDARDS IN WRITING WCCR1 67Why Is Argumentative Writing First? 67So, What’s an Argument, According to the Common Core? 68Make a Claim about a Substantive Topic or Text 69Support That Claim with Relevant and Sufficient Evidence 70Tie It All Together with Valid Reasoning 71WCCR2 75How Does the Common Core Defi ne Informative/Explanatory Texts? 75What Genres Fall under the Umbrella Genre of Informative/Explanatory Writing? 76How Does Informative/Explanatory Writing Differ from Argumentative Writing? 77Select, Organize, and Analyze Content 78Maintain Accuracy and Clarity 78WCCR3 80How Does the Common Core Define Narrative Writing? 80Develop Real or Imagined Experiences 81Use Well-Chosen Details 81Use Well-Structured Event Sequences 82Use Effective Technique 82How Should the Three Common Core Modes of Writing Be Balanced? 82WCCR4 85Task 85Audience 86Purpose 86WCCR5 88The Not-So-Sexy Parts of the Writing Process 88Plan 88Revise 89Edit 90Rewrite or Try a New Approach 90WCCR6 92“We Bought iPads, and Now We’re Common Core Aligned!”  92Produce and Publish Writing with Technology 93Interact and Collaborate with Others through Technology 96WCCR7 99Conduct Research Projects of Varying Length 99Focus Your Research Questions 100Demonstrate Newfound Understandings 101WCCR8 103Gather Relevant Info from Multiple Sources 103Assess the Credibility and Accuracy of Sources 104Integrate Information without Plagiarizing 105WCCR9 107Back Up Stuff with Evidence 107WCCR10 109Write Like Crazy 109Write for Lots of TAPs 110PART IV: THE ANCHOR STANDARDS IN SPEAKING AND LISTENING SLCCR1 115Come to Conversations Prepared 115Converse Effectively with Anyone on the Planet 116Build on Others’ Ideas and Clearly, Persuasively Express Your Own 116SLCCR2 119How Do I Integrate Information from a Given Source? 119When Do I Integrate Information from a Given Source? 120SLCCR3 122What Are the Strengths and Limitations of This Speaker’s Point of View? 122What Are the Strengths and Limitations of This Speaker’s Use of Evidence and Reasoning? 123What Are the Strengths and Limitations of This Speaker’s Use of Rhetoric? 124SLCCR4 125Begin with TAP 125Create a Presentation That Listeners Can Follow 126SLCCR5 129Strategic Use 129of Digital Media and Visual Displays of Data 129SLCCR6 132Adapt for Context 132Demonstrate Formal English When Appropriate 132PART V: THE ANCHOR STANDARDS IN LANGUAGE LCCR1 137A Note on the Intertwining Nature of LCCR1–3 137Grammar and Usage: The Focus of LCCR1 139LCCR2 141Capitalize Correctly 141Punctuate Perfectly 141Spell Superbly 142LCCR3 143Using the Grade-Specifi c Requirements to Gain a Deeper Understanding of the Anchor 143How Does Language Function in Different Contexts? 144How Do I Use Language to Communicate and Comprehend Effectively? 145LCCR4 146Use Context Clues 146Analyze Word Parts 146Use References 147LCCR5 148Meaning One Thing, Saying Another 148LCCR6 150Effectively Acquire and Use a Range of General Academic and Domain-Specific Vocabulary 150Independently and Strategically Gather Knowledge When Faced with an Important Unknown Word 152CONCLUSION: One Non–Freaked Out Approach to Implementing the Standards 155Regularly Grapple with Grade-Level Complex Texts 156Go Big on Argument 157Ensure That Every Student Speaks, Every Day 157Write Like Crazy 158Teach Grit and Self-Control 159What Will You Start With? 160APPENDIX: All Anchors on a 2-Page Spread 162Works Cited 164Index 168