The adoption of the Common Core State Standards by nearly all states, combined with tougher literacy assessments, will reveal the large gaps between the literacy skills of average American students and international standards, and the literacy...
In this post we explore three common strategies for introducing text before reading and the ways they do (or don't) align with the Common Core. These strategies have been challenged by the authors of the CCSS and we address this criticism.
"The Common Core only tells us what to teach, but doesn’t tell us how to teach."
Three traditional practices in literacy education:
1) presenting background information,
2) pre-reading strategies, such as predicting, and
3) articulating a summary of the text.
David Coleman Quotes
We lavish so much attention on these strategies in the place of reading, I would urge us to instead read.
the first escape from the text is to summarize it in advance
asking you to just read. To think of dispensing for a moment with all the apparatus we have built up before reading and plunging into reading the text. And let it be our guide into its own challenges.
Nothing could be more lethal to paying attention to the text in front of you than such a hunt and seek mission
These standards aren't a move towards reforming mathematics education; these standards are a move towards transforming mathematics education. Significant changes will occur in instruction, curriculum, and assessment. Quality implementation is key.
The October issue of Principal Leadership arrived in the mail this week and it featured a Question and Answer article with the 2012 NASSP Digital Principal Award Winners. Thanks to NASSP for allowing an opportunity to share some of the wonderful things happening in Burlington.
We recommend that schools set the expectation and schedule the time for staff to read and discuss the Standards, beginning with the “front matter,” not the grade-level Standards.
We also recommend that staff reading and discussion be guided by an essential question: What are the new distinctions in these Standards and what do they mean for our practice?
Since the Standards are complex texts and demand a “close” reading, we recommend that staff carefully examine the table of contents and the organizational structure; the headers (e.g., Design Considerations; What is Not Covered, etc.), the components (e.g., Anchor Standards and Foundational Skills for ELA; Standards for Mathematical Practice), and the Appendices (ELA).
This summer, Missouri received a waiver from NCLB provisions that removes AYP from a school's report card and does not require districts to offer parents the option to transfer from low-performing Title I schools.
In this blog we explore the Common Core idea that teachers shouldn't build background knowledge to help students understand what they are reading. We offer an alternative to this commonly practiced instructional strategy.
The Common Core emphasizes close reading and text-dependent questions. So what are text-dependent questions, and how can teachers develop them?
Text-dependent questions direct students’ inquiry into the text, rather than outside of it, and can only be answered with evidence from the text.
A strong text-dependent question should invite students to interpret theme, analyze syntax and text structure, support students’ understanding of vocabulary, and analyze the effects of specific word choice.
A high-quality summative assessment will involve writing and should allow students individually to demonstrate mastery of one or more of the standards.
Text-dependent questions will specifically target (Tier 2 Vocabulary) words that might otherwise be a barrier to their comprehension.
Identify what makes the text difficult (Quantitative, Qualitative, Reader and Task)
Rather than present them randomly, teachers can sequence text-dependent questions to help students gradually unfold their understanding and perform rigorous analysis, learning to stay focused inside of the text to construct meaning.
Any good instructional planning begins and ends with standards.
Note: When you are working with text-dependent questions to establish rigorous classroom discourse and providing students with routine writing tasks to support comprehension and analysis, you are activating most of the standards for Reading, Writing, and Speaking & Listening most of the time.
Assessment: Ensure "that the culminating activity fully aligns with the text-dependent questions and focus standards that you have identified."
Gov. Jerry Brown evidently agrees that California’s math standards should align more closely with the national Common Core standards. On Thursday, he signed SB 1200, which will allow the State Board to weed out the dozens of California state Algebra standards that were inserted two years ago with the adoption of Common Core as part of an ongoing, unresolved debate over what students should learn in eighth grade.
Sourcing documents is a key skill within the curriculum for Reading Like A Historian. Discover a way to structure a sourcing lesson for your High School History class.
What does it mean that literacy crosses all subjects? In short, this means that because we don’t read novels the same way we read science labs or the same way we read histories, all of us get to teach the different faces of literacy.
Too often, we promote rigor as work that is only for advanced students, or work that is more (doubling the amount of homework) or harder (you already can’t do it, so here’s something that is even harder). That is NOT rigor.
This is a great example of how teachers are integrating writing assignments across the curriculum, helping students practice practice their oral communication skills, and helping students safely publish their work in digital forms online.
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