Walt Gardner's Reality Check points out what students are doing that prevents them from becoming effective writers, and also shares what works in improving writing skills. Bottom line? What students read and how often they read greatly affects how they write.
Recently members of the Utah Board of Education voted to opt out of the Smarter Balanced Assessment Consortium (SBAC). While some applauded and others hissed or frowned, Kathleen Porter-Magee's reaction was neither. Instead she recognized it as an opportunity for Utah edu-leaders to demonstrate that their decision was about smarter, faster CCSS implementation, not politics.
I like this ELA Common Core website published by North Carolina Public Schools because besides displaying the anchor standards, it's easy to see the increase in difficulty as students move to the next grade level. It covers all ELA standards, K-12. Bookmark this to use later; it's a lot easier than flipping through the PDF doc.
In this post, Burkins and Yaris look more closely at the students' view of complex text and begin to envision how teachers can employ various teaching structures to bridge the gap and make seemingly irrelevant or complex text more accessible to students.
Think .9's and .10's in the reading anchor standards... and see how these are in practice in a third grade classroom.
The 10th (and final) Common Core writing anchor standard is about writing all the time for lots of purposes in lots of ways. See the blogger's comments on how to stay on top of the paper monster (grading).
"Aha!" moments and afterthoughts from a hands-on ELA Common Core conference are included in this follow up article.
What's different about how teachers introduce and work with complex texts. "The group engaged in a lively discussion about how much context a teacher should supply with a reading selection. “Are you helping [students] understand the more background you give him?” Liben asked. Yes, he said. “But are you making them better readers?” No.
Feeling overwhelmed by the sheer volume of dense information out there about the Common Core State Standards (CCSS)? You're not alone. Updated with websites and resources. Also scan the comment section that has been recently updated.
The Common Core State Standards have nothing to do with standardizing instruction. We, the teachers, are still tasked with being diligent, creative, rigorous and engaging in our preparation, teaching and assessment. Read this blog post (and ensuing comments) for a fresh perspective.
Feeling overwhelmed by the sheer volume of dense information out there about the Common Core State Standards (CCSS)? You're not alone. Edutopia offers a guide to resources that will help you make sense of the initiative and join the conversation.
Writing and implementing the Common Core State Standards are one of the most significant initiatives in American education in decades. Yet the swiftness with which they were developed and adopted has left educators uncertain about exactly what they are. In his publication, Robert Rothman identifies five of the most common myths surrounding common core standards and debunked them.
Part 3 in a series of informative posts that suggest ways to tackle reading multiple texts using different reading methods with third graders learning about the moon.
Burkins and Yaris describe what it might look like as teachers provide many opportunties to read in a mixed ability classroom without compromising the expectation that ALL students be exposed to and be able to read more difficult texts.
PS: Love the B & Y's statement, "Note this does not mean that this book is presented to certain students instead of the more engaging and sophisticated texts." Right on!
In his op-ed column, Terry Ryan writes about the need for high standards and a revamped accountability and reporting system that better communicates student strengths and areas of growth. He foretells the "implementation dip" where proficiency percentages are likey to drastically drop (80% to 35% in third grade ELA, 82% to 26% in third grade math), and states that "such numbers are not an attack on schools or on the performance of educators, but rather a truthful recognition that our students, educators and schools need to elevate their performance in coming years."
With the Ohio Graduation Test set at or below a ninth grade achievement level in both math and reading, PARCC's new assessments measuring what students should know and be able to do as identified in the more rigorous Common Core Standards is a good start.
The National Governors Association (NGA) announced the selection of three states—Maryland, Missouri and Nevada—to receive assistance in mapping and executing the postsecondary implementation of the Common Core State Standards (CCSS).
The CCSS represent a major step forward in efforts to continue and accelerate education reform, with far-reaching implications for both K-12 and postsecondary education.
As we return to our students determined to begin implementing a more balanced approach to literacy, using text dependent questions and teaching with complex texts, I wonder if it might be an effective "investment" strategy to let STUDENTS make the connection Tim Shanahan writes about in his article kick-off with regard to reading and lifting weights.
Student investment in new approaches goes a long, long way. How can we help them understand, track progress and take ownership?
Think about how you'll change existing practice of lessons taught "pre CCSS" and how they will change and become more rigorous after CCSS implementation. Intentional planning on how to "push out" the thinking to students is a good start in ramping up existing lessons to prepare for CCSS.
Jan and Kim provide a concrete planning and teaching strategy to ensure reading instruction is balanced between guided, independent, read-aloud and paired reading using two simple tools. The approach is helpful for not only reading teachers but also Science and Social Studies teachers as they help students tackle difficult reads.
Although the article identifies unique reading strategies and activities as well as some oldies but goodies, there are a couple that directly contradict those suggested in material published by Achieve and elsewhere.
Achieve, a nonprofit education reform organization, has received a three year, $7 million grant from the GE Foundation, the philanthropic arm of GE, that will greatly assist in implementation of the new Common Core State Standards (CCSS).