We cannot presume our students know how to locate, verify, save and annotate digital resources in their online research.
The author provides four basic approaches you can start with right away. In addition, become fluent with a social bookmarking app (i.e., Diigo) and and a notetaking app like Evernote to archive, tag, annotate and take notes. Then teach your students to do the same!
The Council of Chief State School Officers released a new set of guidelines this week that are designed to help states revise, revamp, or rewrite their English-language proficiency standards so that they align with the common core standards in English/language arts and mathematics, as well as the new content standards that are still under development for science.
Susan Pimentel, one of the lead writers of the common core's English/language arts standards, was in charge of the effort.
PARCC is seeking feedback from the public on a draft policy for making College- and Career-Ready (CCR) determinations in English language arts/literacy and mathematics.
PARCC has been actively engaging leaders and educators from technical colleges, secondary and postsecondary CTE, and the business community around this new draft CCR Determination. This draft policy was updated on September 25th to incorporate feedback from the field on incorporating career readiness into the policy.
PARCC is seeking feedback from members of the public on the CCR policy language through October 3, 2012. The draft policy can be reviewed using a link on this webpage. Additionally, feedback can also be provided using a link to an online survey.
Chester Finn of the Fordham Institute offers a list of topics to ensure the CCSS are successfully implemented, those that are at the tip of the iceberg and those that lay beneath the surface, invisible but nonetheless essential to a successful and comprehensive implementation.
Teachers having difficulty finding informational text may find this list of resources helpful. Opinion pieces, text sets, magazines, newspapers and other nonfiction books (including a lists of award winners) are included. ...
The Common Core State Standards represent one of the most ambitious attempts to overhaul education policy in our country's history.
As implementation begins in classrooms, organizations are also answering parents' questions about the common core while proactively addressing other misconceptions regarding the quality of the standards and their impact on their student's ability to enter college.
A school wide approach on “an intense focus, across nearly every academic subject, on teaching the skills that underlie good analytical writing.”
Direct and Explicit Instruction
“The thing is, kids need a formula, at least at first, because what we are asking them to do is very difficult. So God, let’s stop acting like they should just know how to do it. Give them a formula! Later, when they understand the rules of good writing, they can figure out how to break them.”
Standards define expectations. Teachers help students meet expectations.
"Traditional instruction delivered by the teachers already in classrooms may turn out to be the most powerful lever we have for improving school performance after all."
The best place to teach literacy skills is in content areas. - Dan Willingham
The emphasis on writing at New Dorp helped in knowledge and vocabulary acquisition by forcing "distributed practice" of subject matter and vocabulary, causing them to be learned more effectively by having to be written out.
Writing improves reading and vice versa. - Steve Graham
The promise of the method lies in its efficiency: killing two birds with one stone, both writing and general knowledge. The efficiency is significant only if it's an effective pedagogical device in support of cumulative knowledge building.
The key is that students can apply what they have learned.
As schools embark on the implementation of the Common Core standards, let us hope that educators keep in mind that they are just standards and that the heavy lifting, as Hirsch suggests, will be that of “defining specifically the knowledge to be learned.”
Like most school librarians, Ms. Hearne has been trained both as a teacher and a librarian, a combination she thinks is perfectly suited to helping students and teachers as the Common Core State Standards presses them into inquiry-based modes of learning and teaching. She helps them find a range of reading materials in printed or online form and collaborates to develop challenging cross-disciplinary projects.
And like colleagues around the country, Ms. Hearne also plays important instructional roles often unrecognized by the public: as co-instructor alongside classroom teachers, and as professional-development provider for those teachers.
A DISTRICT PERSPECTIVE: SCAFFOLDING TEXT COMPLEXITY FOR AT-RISK READERS by Tara Boyer
Perhaps the increased rigor of the common core will help us to eradicate the gap between those students who are reading at grade level and those who are not.
Even so, the process will not be immediate.
And while I support the common core, I also realize that not all students will be able to read independently at the lowest level of the text bands without scaffolding, let alone at the high end of the text bands.
This brochure gives an explanation of what PARCC’s Model Content Frameworks (MCF) are and how to use them. These document provide quick explanations of each section of the grade level portion of the MCF.
Suggested uses of the documents include:
1. Teachers could use this as an introduction to the MCF for their grade level. 2. dministrators could use this as a tool to frame the MCF. 3. Curriculum Specialists, Math Coaches and Professional Development Coordinators could use this tool to lead a workshop on using the MCF.
"What I have since learned is that while history may begin with facts, it does not end there. The excitement and rigor of learning history lies in the interpretation—how one makes sense of the facts. Learning history provides an opportunity for our students to have a voice in an ongoing dialogue about what happened in the past and why it matters. To engage in this scholarly dialogue, our students must learn what it means to think, read, and write like historians."
... and why it matters! Great thinking here as the author shares the importance of critical thinking and writing historical arguments.
Text-dependent questions direct students’ inquiry into the text, rather than outside of it, and can only be answered with evidence from the text. Text-dependent questions can be used to check students’ understanding, but a strong text-dependent question does not invite students merely to participate in a scavenger hunt.
That is to say, text-dependent questions are not low-level, nor do they prompt students to produce literal or recall answers. 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.
Readiness released today revealed that only 43 percent of SAT® takers in the class of 2012 graduated from high school with the level of academic preparedness associated with a high likelihood of college success. These findings are based on the percentage of students in the class of 2012 who met the SAT College & Career Readiness Benchmark, which research shows is associated with higher rates of enrollment in four-year colleges, higher first-year college GPAs and higher rates of retention beyond the first year.
"This report should serve as a call to action to expand access to rigor for more students," said College Board President Gaston Caperton. "Our nation's future depends on the strength of our education system. When less than half of kids who want to go to college are prepared to do so, that system is failing. We must make education a national priority and deliver rigor to more students."
The new data, collected by the National Science Teachers Association, provide an early glimpse into how the common core is touching science teachers (grades 6-12) and their students. As some readers may be aware, the intersection is quite explicit with the ELA standards, which include a section at the end titled "Literacy in History/Social Studies, Science, and Technical Subjects."
See what teachers' attitudes were regarding the benefits of integrating math and ELA standards in the science classroom.