Common Core Research and Informational Writing

I am getting ready to embark on a research-informational writing project with my students. Based on the Common Core standards, my students tackled personal narratives and opinion writing.  All went well especially since my district uses Write from the Beginning.  However, Write from the Beginning does not have a well developed research lessons or teacher modeling of informational writing.  I have been reading the book, Energize: Research Reading & Writing by Lehman.  Lehman is one of the authors of the Common Core ELA standards.  This has been an excellent book; very practical and exactly what I needed to help me make sure my research unit meet the ideas of the Common Core standards.

I am currently reading the book and collecting sources for my students to use.  My students have just finished a Revolutionary War Unit in our Social Studies class.  Since they all have some common background information on this topic and they had some questions throughout the unit that were not answered, I decided this would be the topic of the research project. Based on Lehman's book I have decided not to limit their choices in research topics, just that the research project must be about the American Revolution.  The book has some great lessons on how to help students narrow down their topic, choosing sources, and taking notes.  However, before I start a new writing type, I like to have my rubric prepared, teaching with the end in mind.  I don't usually present the rubric to my students until I have modeled the type of writing and they have a rough draft complete.  I do use the rubric as a checklist for myself of the lessons I need to teach and how my students are progressing in these areas.  Once I present the rubric to my class we use it to assess a sample writing and make changes to the writing.  Before I began to teach any lessons in class, I looked through my Write from the Beginning materials and did not find a rubric that I could revise so I had to create one from scratch.  I closely used the Informational and Research writing standards from Common Core to create the rubric.  This rubric is based on the fourth grade standards but feel free to change for your grade level.

Click title to download Google document of rubric. (Once you download you can change the text direction of the first column in word.)

Common Core Informational Writing-Research Project

Conventions	Spelling and Grammar Spell grade appropriate words and use dictionary. Use correct verbs, pronouns, and plurals.	1 Very few mistakes 0 Many mistakes interfere with readability
	Punctuation Use punctuation correctly: quotations, compound sentences, phrases, and lists	1 Very few mistakes 0 Many mistakes interfere with readability
	Capitalization Use correct capitalization: names, titles, and beginning of sentences	1 Very few mistakes 0 Many mistakes or mistakes interfere with readability
Introduction	Topic Clearly introduce topic	2 Clearly stated topic with subtopics mentioned 1 Stated topic 0 Topic unclear or does not match body
	Structure Group related info in paragraphs and sections (each section has a heading, graphic, and caption)	3 Three or more sections with all items mentioned 2 Less than three sections or missing one item 1 Less than three sections or missing several items 0 Less than three sections or missing many items
Body	Details Develop with facts, definitions, concert details, examples, and quotations-when useful	3 All sections have clear details using the items listed 2 Two sections are well developed with details 1 One section is well developed with details 0 Not enough details to help reader comprehend
	Transitional Words Link ideas within categories using words and phrases	1 Grade appropriate transitional words are used to move the writing along and clarify information 0 Few transitional words that do not clarify info
	Word Choice Use precise language, descriptive words, and domain specific voc.	2 Each section meets criteria mentioned 1 Some sections meet criteria mentioned 0 Few or no sections meet criteria mentioned
Conclusion	Provide a concluding statement or section related to information	1 Review of topic 0 No conclusion
Research	Sources Used Use print and digital sources to collect information	2 Three sources were used at least one was print and one was digital (non-print) 1 Three sources were used but all one type 0 Less than three sources were used
	Citing Sources Title and author of sources used	1 Sources used are listed with title and author 0 No cited sources or cited incorrectly
	Taking Notes Paraphrase info from sources	2 Notes are paraphrased except quotes 0 Notes are not paraphrased
Comments:		Total Points (20 possible points): Grade:

 

NAGC-Gifted and Common Core

Here is a useful link to the National Associated for Gifted Children's stance on the Common Core and how it will affect gifted students.

NAGC-Gifted and Common Core

Preparing Classroom Library for Common Core

Well this is the year that I begin to tackle the Common Core State Standards in my classroom. Like other teachers I am nervous and excited.  These standards are a chance to raise the level of thinking of all students in our country but with all change there is fear too.

This year I will explore and journal my experience implementing the standards into my classroom, fourth grade English Language Arts and Social Studies.  I teach a special population of students that are frequently overlooked when new initiatives are taken on, academically gifted and talented.  I have found few resources on the Common Core and gifted students.  Lucy Calkins books, Pathways to the Common Core, has been a huge help in understanding the standards.

Before the school year was finished for the year I took inventory of my library.  I teach in a school that has so amazingly taken on the finical cause of improving our classroom libraries.  I looked carefully at what I had and what I needed.  It had been quiet sometime since I had examined the library.  I needed many more informational books and literature, including poetry, at a higher Lexile level for my gifted readers.  I teach two classes of roughly 19-21 students.  I wanted to make sure I had at least 5 books for each student, each week. I planned for each students to have a just right book bin with two literature picture books,  two informational picture books, and one chapter book.

I then reorganized my book bins. Originally, I had my chapter books divided by Lexile and picture books divided by genre.  I continued to keep a separate literature and informational library that are near each other but have different carpeted areas and colored baskets. Now, all books are labeled with Lexile but are organized in book baskets by topic and genre; this should increase the ease with which my students choose books and increase motivation to read. What adult chooses a book based on the reading level?

I made new tags and printed some book tags from Beth Newingham's website (http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/).  Before my student left for the summer I had them help me with ideas for book baskets.  Wow, were they helpful. They helped me to create author sets and genres they would like to find more easily.  We also discovered some more books we would like to add to the library. I will start next school year off by asking that group of students for some ideas for the library.  I want to make it theirs and reflect the reading personalities of each group of students.

Taking stock and adding to my classroom library will be essential in increasing the amount and time students spend reading complex text.  This key component is mentioned many times in Lucy Calkins book, Pathways to the Common Core, and the Common Core documents, www.corestandards.org/

Example of book labels from Beth Newingham's website

Literature and Informational Text

What is common about the literature and information text?  

This chart shows the connection between the two across the anchor standards.  Notice how the anchor standards can be further broken down (descriptor column). This chart is specific to the fourth grade standards but can be revised for other grade levels.