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Constructing Arguments: 'Room for Debate' and the Common Core Standards - NYTimes.com - 3 views

learning.blogs.nytimes.com/...-and-the-common-core-standards

argument common core writing authentic audience

shared by seth_mitchell on 24 Jun 12 - No Cached

Arguing with Numbers: Teaching Quantitative Reasoning through Argument and Writing, by ... - 2 views

connect.nwp.org/...gument-and-writing-neil-lutsky

argument writing math

shared by seth_mitchell on 20 Jun 12 - No Cached

For the Sake of Argument: Writing Persuasively to Craft Short, Evidence-Based Editorial... - 0 views

learning.blogs.nytimes.com/...hort-evidence-based-editorials

argument writing editorials nytimes collaboration

shared by seth_mitchell on 17 Feb 14 - No Cached

What Should Children Read? - NYTimes.com - 1 views

opinionator.blogs.nytimes.com/...what-should-children-read

non-fiction CommonCore reading nytimes

shared by thebda on 26 Nov 12 - No Cached

careful reading can advance great writing.
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Common Core dictates that by fourth grade, public school students devote half of their reading time in class to historical documents, scientific tracts, maps and other “informational texts” — like recipes and train schedules
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What schools really need isn’t more nonfiction but better nonfiction,
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...2 more annotations...
Most students could use greater familiarity with what newspaper, magazine and book editors call “narrative nonfiction”: writing that tells a factual story, sometimes even a personal one, but also makes an argument and conveys information in vivid, effective ways.
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Web sites, which have begun providing online lesson plans using articles for younger readers, and on ProPublica.org.
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Common Core State Standards Initiative | Mathematics | Introduction | Standards for Mat... - 0 views

www.corestandards.org/...ards-for-mathematical-practice

math Standards common core Technology writing

shared by seth_mitchell on 27 Feb 12 - Cached

Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends
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the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
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They justify their conclusions, communicate them to others, and respond to the arguments of others.
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In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptio
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Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve p
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roblems. They are able to use technological tools to explore and deepen their understanding of concepts.
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In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
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seth_mitchell on 27 Feb 12

Plenty of opportunities in these math standards for reflection, publication, revision, and collaboration.

<div class="cArrow"> </div><div class="cContentInner">Plenty of opportunities in these math standards for reflection, publication, revision, and collaboration.</div>

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