I created this presentation to inform staff members about the developing Common Core requirements. Though this slideshow has a lot of information to digest, my style is also an interactive one. I try to create opportunities for participants to move around and collaborate with one another.

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.

3. ACTIVITY TIME

5. WHERE DOES THE US RANK?

6. ACTIVITY TIME

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