The Common Core State Standards provide an opportunity to realize systemic change and ensure that American students are held to the same high expectations in mathematics and literacy as their global peers — regardless of state or zip code.
Language Magazine Cutting to the Common Core: Analyzing Informational Text Language Magazine With an aim of equipping students with 21st-century literacy and learning skills for college and the global workplace, the standards demand an increased...
Teaching intermediate and high schools readers the nuances of engaging with informational text, be they strugglers or not, challenges nearly all educators across the disciplines, ELA included. To engage with sophisticated and mature texts that lack visually stimulating and meaningful photographic imagery is a place mature readers need to reach, a challenge they must master. In supporting student readers to meet that challenge, we must raise their individual awareness of clues left by authors, clues left to satiate the curious mind’s search for meaning, the problem-solver’s quest for resolutions, the novice in bridging the absence of knowledge with an understanding of thought.
U.S. News University Common Core standards also under attack from the left Capital Times “The liberal critique of Common Core is that this is a huge, profit-making enterprise that costs school districts a tremendous amount of money, and pushes out...
Judy Blume. Beverly Cleary. Roald Dahl. Francine Pascal. Ann Martin.
As a child,those five authors dominated my reading lists. I loved the imagery that Dahl used to create fantastical characters. Cleary and Blume both delighted me with their uncanny awareness of what I, as a child, thought and understood. Pascal enticed me into a world of tween drama. Ann Martin made me want to become a babysitter and go on adventures. What do all of these authors have in common? They primarily pen fiction. Their realistic and fantasy tales were enticing and I learned a lot!
As an adult my reading habits are different. I devour nonfiction. Memoirs, biographies, historical accounts, and theoretical pieces fill me library. Thomas Friedman, Malcolm Gladwell rank among my favorites. So when I heard that informational text was going to be promoted more in schools, I was delighted. I live and breath informational text. But that is Adult Roz. Tween and Kid Roz did not read a bit of informational text. At least not for pleasure. Hum…
This led me on an exploratory mission to uncover what type of informational text was out there for kids. Was it enjoyable? Could it engage? As I embarked on my mission I fell in love with a few authors. One of my favorites is Seymour Simon. His books seem perfect for second through fifth graders, but my four-year old daughter devoured Volcanoes with her older sister in minutes, so there is a lot of wiggle room there. Simon writes mostly science-related books. He explores various aspects of outer space, nature, and animals. Let me share a few of my faves with you.
By JAVIER MANJARRES. Florida Governor Rick Scott has announced that the state of Florida has withdrawn from the Partnership for Assessment of Readiness for College and Careers (PARCC) federal education testing ...
Students in third through fifth grade have probably spent several years learning about narrative structure. As they begin to learn more about informational text, they have to reframe how they think about text because informational text can be nonlinear. This means that it does not have to be read in the same way by everyone. Readers can “enter” the text in multiple ways. This is particularly true for digital text. Think about a website: one reader might navigate the content very differently than another reader. The entry points are different. This standard demands that students recognize the different entry points and what function they serve. These entry points are the text structures, and these structures can be physical or organizational. When teaching the Text Structure standard there are two different areas to consider: physical text features and organizational structures/features.
Each grade level focuses on a speciﬁc aspect of the standard. In third grade, for example, students are expected to understand the physical text features. These include hyperlinks, bullets, headings, sidebars, chart, graphs, etc. In fourth and ﬁfth grade, the focus is no longer on physical text features; students are expected to look at the organizational structures of the text. In ﬁfth grade, students continue to look at the organizational structures of the text, but expand to include multiple texts
Teaching students how to make inferences from textual evidence can be daunting, at first. As the first reading standard, it provides a critical foundation for the other standards. If students don’t get this concept under their belts, they will struggle as they move on to more multifaceted standards. I get a fair amount of emails from teachers looking for ideas to introduce and help students to understand the connection between implicit ideas in the text and supporting evidence.
Here’s a great way to practice Reading Standard 1(Textual Evidence)with your students. One of the key things to remember about this standard is that you want your students to be able to cite evidence from their reading to support their analysis of what the text says. This requires that you teach your students how to make inferences to uncover the implicit messages in the text.
State education board rejects mandatory Common Core Florida Times-Union TALLAHASSEE | Amid growing political backlash from some conservative groups, the state Board of Education voted Tuesday not to require school districts to use a new set of...
KELOLAND TV Support for Common Core strong in U.S. military Daily Caller Sometimes, it seems like the Common Core State Standards Initiative has little support outside the D.C. Beltway and the analogous beltways in various state capitals.
As I was talking to Johnna from Discovery Education about this post, I started hearing her talk about districts who are struggling with Common Core. We thought that it would be helpful to know what people are doing to cause their districts to fail in implementation. Of course, if we learn from failure, we can fail forward into success. Thanks Johnna for this guest post.
This chart typically becomes a staple in the classrooms that I work with. This is the jumping off point to begin the discussion about close reading and the notion that reading is more than just decoding, it is about thinking. This supports the idea of comprehension and interaction with the text.
Arne Duncan: Beating Up on Common Core Is 'Political Silliness' Education Week News (blog) Congress, which is just about to shut down the government thanks to a big partisan dispute, took a major beating from U.S.
NPR Gov. Rick Scott was for Common Core testing group before he was against it MiamiHerald.com (blog) The goal of this new testing system is to eliminate “teaching to the test” and instead will accurately measure whether our students are learning...
And when I had to explain why iPod didn’t start with an upper case letter the way proper nouns usually did, well, I decided all of the rules were up for grabs. The changes I have mentioned are rather superficial, but they are indicators of a large shift that has been taking place in the way that I teach literacy.
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