Cybrary Man's Educational Web Sites
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I created and moderated the first #engsschat to start more cross curricular collaboration. My Cross-Curricular page

#engsschat March 24, 2011
#engsschat  Mar 14 How SS and Eng Teachers Can Work Together

#sschat June 20 Integrating other subjects into your lessons

#engsschat Sept 5, 2011 Common Core

#engsschat Dec 12, 2011 ArgumentativeEssay

#engsschat Feb 20, 2012 Common Core

#engsschat September 24, 2012 PBL and Common Core

My PBL and Common Core page

#engsschat Common Core - Technology - Writing Page

Key Points In English Language Arts


  • The standards establish a “staircase” of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.
  • Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective. Because the standards are building blocks for successful classrooms, but recognize that teachers, school districts and states need to decide on appropriate curriculum, they intentionally do not offer a reading list. Instead, they offer numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect at the beginning of the year.
  • The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare. The standards appropriately defer the many remaining decisions about what and how to teach to states, districts, and schools.


  • The ability to write logical arguments based on substantive claims, sound reasoning, and relevant evidence is a cornerstone of the writing standards, with opinion writing—a basic form of argument—extending down into the earliest grades.
  • Research—both short, focused projects (such as those commonly required in the workplace) and longer term in depth research —is emphasized throughout the standards but most prominently in the writing strand since a written analysis and presentation of findings is so often critical.
  • Annotated samples of student writing accompany the standards and help establish adequate performance levels in writing arguments, informational/explanatory texts, and narratives in the various grades.

Speaking and Listening

  • The standards require that students gain, evaluate, and present increasingly complex information, ideas, and evidence through listening and speaking as well as through media.
  • An important focus of the speaking and listening standards is academic discussion in one-on-one, small-group, and whole-class settings. Formal presentations are one important way such talk occurs, but so is the more informal discussion that takes place as students collaborate to answer questions, build understanding, and solve problems.


  • The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases.
  • The standards help prepare students for real life experience at college and in 21st century careers. The standards recognize that students must be able to use formal English in their writing and speaking but that they must also be able to make informed, skillful choices among the many ways to express themselves through language.
  • Vocabulary and conventions are treated in their own strand not because skills in these areas should be handled in isolation but because their use extends across reading, writing, speaking, and listening.

Media and Technology

  • Just as media and technology are integrated in school and life in the twenty-first century, skills related to media use (both critical analysis and production of media) are integrated throughout the standards.


See: Key Points in English Language Arts

Common Core State Standards Initiative  #ccss

In order to get teachers ready for Common Core I organized a joint #engchat and #sschat.
Here is the archive of that wonderful collaboration that I was privileged to moderate:





Q1 How can we staircase/scaffold reading assignments in order to get students to higher order thinking & comprehension? #engsschat


Q2 What  are some strategies to develop student writing & thesis statements to create clearer more reasoned written arguments? #engsschat


Q3 How can we incorporate collaborative/cooperative learning strategies to help build better speaking & listening skills? #engsschat


Q4 How can collaborative & cooperative groups work to build vocabulary while working on reading, writing & speaking skills? #engsschat


Q5 How can web 2.0 tools assist in developing the common core standards & skills previously discussed? #engsschat

Big thank you to Ron Peck who came up with the following questions that I edited to 140 characters after I wanted to focus on the five key points in English Language Arts (Reading, Writing, Speaking & Listening, Language and Media & Technology)Monday February 20, 2012

My Scaffolding page

My Writing Resources page

My Web 2.0 Tools

My Common Core page

My Cooperative/Collaborative Learning page

My Critical Thinking page

My Listening page

My Media Literacy page

My Public Speaking page

My Reading page

My Reading Comprehension page

My Vocabulary page

English Language Arts Standards
» History/Social Studies » Introduction

The standards below begin at grade 6; standards for K–5 reading in history/social studies, science, and technical subjects are integrated into the K–5 Reading standards. The CCR anchor standards and high school standards in literacy work in tandem to define college and career readiness expectations—the former providing broad standards, the latter providing additional specificity.

Common Core State Standards Initiative | English Language Arts Standards | History/Social Studies | Grades 6-8

Common Core State Standards Initiative | English Language Arts Standards | History/Social Studies | Grades 9-10

Common Core State Standards Initiative | English Language Arts Standards | History/Social Studies | Grades 11-12

US History Websites with the Common Core