“With this test, you had to make your point and explain your answer,” said Desiree Jones. “In the future, you may have to do the same thing – back up your claim –where you work. You can’t just say, ‘That’s good.’ You’ll need to say what you think and why.”
The rubric for grades 3–12 includes four “non-negotiable” criteria—all of which had to be met to earn a Tier 1 or Tier 2 rating:
Text complexity: Materials had to fall within grade-level complexity bands, and texts needed to increase in complexity across grade bands.Text quality: The rubric requires that “Texts are of sufficient scope and quality to provide text-centered and integrated learning that is sequenced and scaffolded to advance students toward independent reading of grade level texts and build content knowledge (ELA, social studies, science and technical subjects, and the arts). The quality of texts is high—they support multiple readings for various purposes and exhibit exceptional craft and thought and/or provide useful information.”Foundational reading skills: “Materials provide instruction and diagnostic support in concepts of print, phonics, vocabulary, development, syntax, and fluency in a logical and transparent progression.”Text-dependent questions: “Text-dependent questions and tasks reflect the requirements of Reading Standard 1 by requiring use of textual evidence in support of meeting other grade-specific standards.”
These are important indicators of alignment and do clearly reflect the requirements of the Common Core literacy standards.
How do teachers ensure that texts continually rise in complexity? What is your strategy to reuse texts for various purposes (e.g., foundational skills, stretch texts)? How do you keep assignments broad enough to engage a range of reading ability?
'The power of Chinese education lies in cultivating just the opposite type of talents, no matter what PISA claims to have measured. Unless we want obedient, compliant, and homogenous workers, the world has to invent new models of education to deliberately cultivate innovators, inventors, and entrepreneurs needed in the future instead of looking for answers from China." [Yong Zhao]
"The main point that I would add here — in a conversation about the common core, close reading, and the integration of technology — is that we, as teachers, can help our students cultivate active reading habits if we teach them how to use these tools efficiently."
As your students look around their classroom environment, does a visually stimulating array of primary sources surround them? As a teacher, you can saturate your classroom with primary sources to promote critical thinking and inquiry.
The United States Reading Like a Historian curriculum includes 71 stand-alone lessons organized within 11 units. These lessons span colonial to Cold War America and cover a range of political, social, economic, and cultural topics. Each lesson includes a 1-2 day plan that outlines the lesson’s activities and sets of adapted and modified documents along with guiding questions and graphic organizers to support student analysis, use of evidence, and development of historical claims. When appropriate, lessons also include original copies of documents. We encourage teachers to further adapt these lessons and materials for their particular classrooms.
Ensure that teachers receive the training and support they need and deserve: To better engage teachers in the Common Core process, the Panel recommends providing high-quality local professional development opportunities for teachers. Schools that are successfully implementing the Common Core in each region should be identified and recruited to serve as models where other local teachers and principals can be invited to see instructional changes in action.
Shift 1: Balancing Informational Text and Literature
Shift 2: Building Knowledge in the Disciplines
Shift 3: Staircase of Complexity
Shift 4: Text Based Answers
Shift 5: Writing from Sources
Shift 6: Academic Vocabulary
These shifts have direct implications for the social studies classroom. The increased focus on both informational text and close reading provides social studies teachers with unique opportunities to support student learning.
develop reading stamina.transfer close reading skills from paper to the computer screen.answer text dependent questions.identify textual evidence to support answers.practice navigating the tools embedded into the computerized exam.
Via Mel Riddile
Mark Gillingham's insight:
Teachers need help finding appropriate materials for their students, who need to be steeped in a culture of reading across disciplines.
"I have been a fan of John Hattie’s work ever since I encountered Visible Learning. Hattie has done the most exhaustive meta-analysis in education. Thanks to him, we can gauge not only the relative effectiveness of almost every educational intervention under the sun but we can compare these interventions on an absolute scale of effect size.
"Perhaps most importantly, Hattie was able to identify a ‘hinge point’ (as he calls it) from exhaustively comparing everything: the effect size of .40. Anything above such an effect size has more of an impact than just a typical year of academic experience and student growth. And an effect size of 1.0 or better is equivalent to advancing the student’s achievement level by approximately a full grade."
"Below is a graphic I come across while wading through my feeds today. The visual emphasizes the importance of read-alouds in early literacy learning. It also features a set of interesting facts on how reading aloud helps in kids' literacy development. Reading aloud to kids is not only beneficial to young learners linguistic abilities but is also connected to their social and cognitive development. And the most important of them all is that only 15 minutes of read-aloud is enough to make a difference"
In fact, reading aloud is useful at all levels and ages. Prereaders learn the basic forms of books and reading from them, struggling readers get the gist of a text, readers learn fluency and use limited cognitive resources for comprehension and analysis.