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.
Because Common Core promotes the importance of all students studying the arts, this document highlights places where ELA instruction could be enhanced by connecting a genre or particular text, or a theme of a unit, to works of art, music, or film.
Doug Fisher and Nancy Frey, authors of "Teaching Students to Read Like Detectives" assert that one of the greatest predictors of reading comprehension is background knowledge. Simply said, how much a reader already knows about a topic will significantly influence whether or not the reader understands the text.
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).
There's good news and bad news for supporters of the Common Core State Standards. The good news is that the vast majority of teachers have read the Standards and nearly all like them. The bad news is that about 80 percent of mathematics teachers said the Standards were “pretty much the same” as their current state standards.
Those teachers might want to take a closer look. While the Common Core State Standards share many features and concepts with existing standards, the new standards also represent a substantial departure from current practice in a number of respects.
Worth the read, this post correlates the skills of summarizing, recognizing points of view and analysis/evaluation with the Common Core State Standards in multiple grade bands using DBQs (document based questions).
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