The Common Core State Standards initiative was state led and coordinated by the National Governors Association Center for Best Practices and the Council of Chief State School Officers to create benchmarks for learning from kindergarten through...
Seven Useful Common Core State Standards Resources - With state testing wrapping up and another school school year coming to a close, we move a year closer to the 2013-2014 school year when we will see state...
Both the Mathematics and English Language Arts (ELA) standards in the Common Core State Standards demonstrate a logical progression through the grades so that a fourth grade teacher will understand how the standard being taught on a particular day relates to the standard in grades five, six, and beyond. In fact, teachers will be able to understand how what they are doing each day leads to college and career-readiness.
It aims to heighten educator awareness of the critical role that language plays in the new Common Core State Standards and Next Generation Science Standards. The long-term goal of the initiative is to help educators ...
This blog is the 4th in a series of blogs by Mel Riddile, Associate Director for High School Services at the National Association of Secondary School Principals, on the principal’s role in implementing the Common Core State Standards.
NSDL.org is an online science library with links to high quality science, technology, engineering, and math resources for K-12 teachers, faculty, librarians, students and informal learners. Funded by the National Science Foundation. (via Marcia Mardis, SLIS, FSU)
Building knowledge through content-rich nonfiction and informational texts. At the elementary level, the standards call for a 50-50 balance between informational texts and literature. They shift the emphasis to 55 percent informational by middle school, and 70 percent by high school. Such reading includes content-rich nonfiction in history/social studies, science, and the arts. Informational text is seen as a way for students to build coherent general knowledge, as well as reading and writing skills.
2. Citing Evidence
Reading and writing grounded in evidence from text. The standards place a premium on students’ use of evidence from texts to present careful analyses and well-defended claims. Rather than asking students questions they can answer solely from their prior knowledge or experience, the standards envision students’ answering questions that depend on reading the text or texts with care. The standards also require the cultivation of narrative writing throughout the grades. The reading standards focus on students’ ability to read carefully and grasp information, arguments, ideas, and details based on text evidence.
3. Complex Text
Regular practice with complex text and its academic vocabulary. The standards build a “staircase” of increasing text complexity to prepare students for the types of texts they must read to be ready for the demands of college and careers. Closely related to text complexity—and inextricably connected to reading comprehension—is a focus on academic vocabulary: words that appear in a variety of content areas (such as “ignite” and “commit”).
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