1. Research in the time of
Common Core

2. “Our students see “research paper” as simply a
writing exercise for which they need to gather
some information. We need to change that
mindset by helping learners understand that
research/inquiry is really a thinking process
that is expressed in writing.”
Brenda Boyer, MLS
Kutztown Sr. High

3. Common Core Poll
• Poor – I’ve barely heard of it.
• Fair – I’ve heard about it but don’t know any
details.
• Good – Am familiar with the big picture of
Common Core and a little of PA’s version.
• Great – District has already aligned our
curriculums to PA Common Core standards.

4. Overview
• Focus on inquiry starting with Pre-K and building to constructing
arguments/opinions products
• Increased rigor – critical thinking and problem-solving
• Increased focus on use of informational text – starting at 4th
grade
use is about equal with literature and continues to rise
• Increased focus on text complexity
• Increased focus on use of multiple sources and especially Primary
sources and citing evidence from them
• Earlier introduction of skills such as source evaluation
• Increased focus on academic vocabulary in student products
• MUST be able to explain how they came to their conclusions
• Focus on career readiness skills

5. Pre-Assessment Activity
Think of a research/inquiry activity you already
assign and jot down:
1. Purpose of the research assignment?
2. What pre-assessments of research skills did you use?
3. What guidance tools (ie: rubrics) did you give students and
when in the process?
4. When you expected independent practice from students?
5. Amount of time built-in for students to reflect/self-evaluate?

6. Immersion
While the explicit instructional standards for
research are found under the ELA Writing
standards it is obvious students must also be
able to DEVELOP the skills under the Reading
of Information Text and Reading Literature,
therefore we will need to teach students to
multi-task as we immerse them in the PA CC
standards across content areas.

7. Focusing on CC ELA (draft)
• ELA Long term transfer goals – DRAFT (white)
• PreK – 12 Standards: Writing 1.4
Informational Text A - l and U – X (orange)
• PreK – 12 Standards: Speaking and Listening
1.5 A – G (orange)
• Grades 6- 8 Content areas – Science,
Technology/Technical, History, Social Studies,
Grades PreK – 12 areas Business, Computer
and Information Technology

8. Partner Activity
After reading through the standards that apply
to the age level(s) you teach, develop with a
partner or small group (3 – 4) a definition for
what research is?
• For yourself as the teacher.
• For your students (age appropriate language).
• For your student’s parents.
• For your administration team/school board.

9. Did it include?
• Skilled research techniques
• Source evaluation
• Documentation/citing
• Active, close reading
• Note taking
• Critical thinking
• Meta-cognitive reflection
• Does it stress process over product?
• Does it give credit for all the hard work along the way that develops
better research mindsets or just the final product score?
• Is it presented in a logical process within context that includes a
framework for connecting subject area research versus
reporting?

10. Common Core SHIFTS
1. At nearly all grade levels, students are
expected to DEVELOP research skills across
content areas with a strong focus on non-
fiction/expository/informational text
(Reference materials, databases, Primary
resources, Internet) and use them to develop
products that demonstrate critical thinking
skills – argument supported by evidence.

11. Common Core SHIFTS
2. Greater emphasis on text complexity and
intentional explicit instruction to connect it to
use in research by all content areas – text
structure, text features, vocabulary.

12. Common Core SHIFTS
3. Different approach to both reading and writing:
• From retelling to summarizing
• From summarizing to analyzing
• From summarizing to persuasion
• Use of multiple sources that may give conflicting
information
• Evaluation of sources
• Emphasis on use of Primary sources

13. The Pros and Cons
Positive Negative
Increased student enthusiasm and
engagement (student interests)
Teachers will need to rethink “research”
projects and their purposes
Authentic inquiry based projects – skills
will easily transfer to “real world”
Projects will need to be redesigned to
reflect shifts – cross content embedded
Process focused not just product focused Lessons will need to be designed to put
greater responsibility on students
Active reading required so
comprehension is increased as well as
cross content connections – text based
Teachers will need to work more
collaboratively to ensure that
developmental appropriate scaffolding of
skills is addressed - LOOPING
Improved non-fiction resources – better
use of text-features for all and younger
grade levels
Students will need to develop the ability
to formulate ideas based on their analysis
(comprehension) of the text – critical
thinking
Promotes social/global learning –
creative, collaborative and digital aspects
Requires increased use of academic
vocabulary

14. Digital Tools
• Research Ready – tool within EasyBib can use
if already are EasyBib user or can sign up for
this trial just add coupon code
5100259be2447.
• This is an research skills evaluation and
instructional tool – add it to your digital
presence as a support and give extra credit for
students using it.

15. Digital Argument Building Tool
• aMap is short for ‘argument map’. The idea’s very simple – to promote
the art of arguing by mapping out complex debates in a simple visual
format.
• aMaps are based around the same structure as “informal logic” – this is
the logic people use to argue in everyday life. Informal logic has a four-
tiered structure:
• - Your position (I think . . .) – what you think overall
- Propositions (Because . . .) – reasons that support your position
- Arguments (As . . .) – supporting arguments that back up each of your
propositions
- Evidence (Supported by . . .) – supporting evidence to back up your
arguments
• http://www.amap.org.uk

16. Design a research project
• Return to the project you used from slide four
and using the new PA Common Core
standards (draft) and the Library Curriculum
(draft) flesh out the project to meet the new
standards.
• What changed?
• What stayed the same?
• What did you add or eliminate?

17. Getting started

18. Slow and Steady Wins the Race
• Pre-assess research skills to establish a
baseline to compare to the skills standardized
for your grade level.
• Pick a FEW areas to concentrate on – skills to
introduce, skills to improve on, and skills to
polish – use a spiral approach to keep moving
students up the skills ladder
• Don’t do it alone – collaborate with your
librarian!!!!