Schools sending students off on summer vacation and public libraries gearing up to get kids excited about summer reading programs are both in the business of making sure children become fluent, engaged readers. Unfortunately, the results of those efforts aren’t necessarily equal for kids in lower-income situations. Richard L. Allington, co-author of Summer Reading: Closing the Rich/Poor Achievement Gap (Teachers College and International Reading Association, 2013) talks about the reasons for that disparity and offers research-based suggestions for solving the problem, with particular ideas for librarians.
Pam Colburn Harland's insight:
I want to join the librarians "who don't give a hoot about lost books" round table. In fact, lately I've been celebrating lost books thinking "they like the books I picked out so much, they are stealing them!"
The recent controversy over how much fiction and non-fiction high school students are supposed to read under the Common Core State Standards begged the question of where the 70 percent non-fiction 30 percent fiction for seniors actually came from...
The Common Core State Standards in English language arts emphasize developing students' abilities to analyze both informational and literary texts at increasing levels of complexity. Analyzing a text boils down to discerning and describing the text's structure.
All texts, whether informational or literary, have at least two levels of structures (see Kintsch, 1974; van Dijk, 1980). Top-level structures represent the overall organization, such as a narrative characterized by rising action, falling action, and a conclusion, or an argument in which the author presents and supports a claim.
In contrast, bottom-level structures involve basic relationships among ideas. Understanding these relationships can help students grasp the underlying structure of complex texts.
With Common Core adoption, reading and writing will now be taught across the curriculum. This is the most obvious change, as it impacts every teacher in a school. English teachers continue teaching novels but now everyone else is teaching with informational texts.
The Common Core State Standards provide a framework for teaching information fluency in Grades 3 through 12. To help educators in this task, relevant information fluency competencies are mapped to the appropriate standards.
Via Dennis T OConnor
Are you searching for resources to implement the Common Core State Standards? Here you will find current, relevant, evidence-based tools and professional development to smooth your transition into a new era of teaching and learning.
Teachers, do you... Not have enough time for grading? Want useful measurements on student performance? Need a free solution to help?
If so, then Flubaroo can help! Grade online assignments in a single step! Get reporting and analysis on student performance! Email students their scores. Designed by a teacher, for other teachers! Read the Overview to learn more
Agreement on how American schoolchildren should read and write is much easier to arrive at than agreement on what they should read and write.
Pam Colburn Harland's insight:
"Text selection is the most critical component of any English curriculum, but our educational leaders have avoided the discussion of what works of literature a national canon might include in favor of a curriculum that treats the study of literature as though it were a communication system unrelated to who we are as people."
ELMSFORD — Local librarians are the front line in getting schools up to standards as the new Common Core curriculum is phased in across the country.
That was the message Friday from noted author and Rutgers University lecturer Mark Aronson, who helped write the new curriculum and was the keynote speaker for the Southern Westchester Board of Cooperative Educational Services school library system 2013 spring conference. The conference, attended by nearly 75 school media specialists, focused on the curriculum, which is designed to better prepare students for college and work....
Examining primary sources gives students a powerful sense of history. Helping students analyze primary sources can also guide them toward higher-order thinking and better critical thinking and analysis skills.
In a recent survey, William Schmidt, a University Distinguished Professor of education at Michigan State University, found some good news and bad news for supporters of the Common Core State Standards. The good news was that the vast majority of teachers have read the Standards and nearly all like them. The bad news was that about 80 percent of mathematics teachers said the Standards were “pretty much the same” as their current state standards.