In this post we look at the range of lexile levels recommended by the new appendage to Appendix A which provides supplemental research about text complexity.
Via Mel Riddile
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Creating a love to read, write, speak, listen, view, and above all--think
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Jennifer Hurley-Coughlin
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Rescooped by Jennifer Hurley-Coughlin from Common Core State Standards for School Leaders onto Middle School English and Reading |
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The Bottom Line Via Mel Riddile Delete the scoop?
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Thanks to Larry Ferlazzo for sharing this resource! ImageQuiz is a fantastic new website that lets users create image-based quizzes with ease. Just upload your image, choose a title, and begin tagg... Via Todoele 
SidlyDerious's comment,
May 8, 3:11 AM
even if the concept is not new, it is great to see how effectively it can be used today
Ajaan Rob Hatfield's curator insight,
May 9, 8:34 PM
Great language teaching resource, thank you for sharing. 
Ness Crouch's curator insight,
May 14, 4:16 PM
Looks like fun and a great way to pre and post assess. Could also be a good tuning in activity... Delete the scoop?
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The two federally funded groups designing tests for the common standards are awaiting feedback from pilot and field testing before making the decision. Via Mel Riddile Delete the scoop?
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Walt Gardner taught for 28 years in the Los Angeles Unified School District and was a lecturer in the UCLA Graduate School of Education. Follow Walt Gardner on Twitter. Via Mel Riddile 
Ann Kenady's curator insight,
April 9, 5:59 PM
I don't think it's asking too much that students be able to write "a clear 5-sentence memo devoid of grammatical and spelling errors." Maybe we can continue to nudge the bar back up to where it should be. Delete the scoop?
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Here's a book excerpt from veteran educator Larry Ferlazzo's new book on how to get students to warn to learn. Via Mel Riddile
Jennifer Hurley-Coughlin's insight:
Some really interesting points in this link about not leveling text....check out...also interesting ideas for writing with evidence Delete the scoop?
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"English is one of the major components of the curriculum. For any 1:1 iPad program to be really successful appropriate apps need to be sourced that will not only meet curriculum outcomes but also address the learning needs of your students. The following is a list of apps that have been researched and evaluated specifically for use in the Middle School English course. This extensive list was compiled by @ShireenRichards." Via John Evans Delete the scoop?
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Step by step instructions on how to read for meaning using Robert Newton's 'Runner' as an example. With thanks to Lisa McNeice. Via Techyturner 
Michael Stapleton's curator insight,
March 24, 9:53 PM
Step by step instructions on how to read for meaning using Robert Newton's 'Runner' as an example. With thanks to Lisa McNeice. Delete the scoop?
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Principal dd's curator insight,
February 25, 12:23 AM
A great way to get students who struggle with getting 'pen / pencil' onto their paper ... let them get a start on their HHDD (hand held digital device). Delete the scoop?
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CCSSO developed this list of tools and resources to point states to promising practices and tools to support Common Core State Standards implementation. Via Mel Riddile Delete the scoop?
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From Khan Academy to Haiku Deck, there's more than a dozen apps and tools you should give a whirl this year. The post The 16 Apps And Tools Worth Trying This Year appeared first on Edudemic. Via Michele Velthuizen Delete the scoop?
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Making the Common Core Practical
Study says adults find online information better than teens. PARCC, are you designing your Common Core tests using research-based usability standards? Via Mel Riddile
Jennifer Hurley-Coughlin's insight:
Haiku with our embedded videos/multimedia may help... Delete the scoop?
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A website for teachers filled with ideas for literacy teaching using visual resources such as film, animation, photographs and picture books. Via Ana Cristina Pratas, Mel Riddile
Jennifer Hurley-Coughlin's insight:
Very cool resources, some myth links for example. Check it out.
Michael Stapleton's curator insight,
February 18, 11:44 AM
A website for teachers filled with ideas for literacy teaching using visual resources such as film, animation, photographs and picture books. Delete the scoop?
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What Close Reading Actually Means
Thus, what “close reading” really means in practice is disciplined re-reading of inherently complex and worthy texts. As Tim Shanahan puts it in his helpful blog entry, “Because challenging texts do not give up their meanings easily, it is essential that readers re-read such texts,” while noting that “not all texts are worth close reading.” Via Mel Riddile 
Charles Fischer's curator insight,
May 20, 2:55 AM
Close reading can be done very successfully through Socratic Seminar. The key is to have complex texts, interpretive questions and then unrelenting follow-up questions to dig deeper. Delete the scoop?
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Jennifer Hurley-Coughlin's insight:
I definitely want to use this for students before our research project presentations... 
bancoideas's curator insight,
April 12, 8:59 AM
No te pierdas este video con ideas para mejorar tus presentaciones #PowerfulPresentations Delete the scoop?
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Seems like everywhere I go, educators are asking "What is this 'close reading' thing and how do I teach it?" The buzz on close reading has become so great that many think close reading is simply an... Via Mel Riddile 
Mary Clark's curator insight,
April 8, 3:22 PM
I love this point from Dr. Dea: Therefore, I suggest two types of close reading for such [scrupulously written] documents: one that values the rhetorical or literary nature of the text–art and a second that explores the relationship of the art within the frame–the disciplinary context. Delete the scoop?
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3 Digital Tools For Common Core Academic Vocabulary by Susan Oxnevad first appeared on gettingsmart.com The Common Core identifies six instructional shifts needed to effectively implement the standards…... Via Mel Riddile 
Mark Gillingham's curator insight,
April 1, 5:01 PM
Develop your students' word habits with these three apps. Delete the scoop?
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AwesomeStories is a gathering place of primary-source information. Its purpose - since the site was first launched in 1999 - is to help educators and individuals find original sources, located at national archives, libraries, universities, museums, historical societies and government-created web sites. Via Deb Gardner 
Deb Gardner's curator insight,
March 27, 6:23 PM
Excellent digital resource when teaching with CCSS, particularly in science and social studies! Delete the scoop?
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Helen Teague's curator insight,
March 29, 10:35 AM
useful for adult education as well....especially with the new GED arriving soon Delete the scoop?
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"Good assessment is frequent assessment.
Any assessment is designed to provide a snapshot of student understand—the more snapshots, the more complete the full picture of knowledge.
On its best day, an assessment will be 100% effective, telling you exactly what a student understands. More commonly, the return will be significantly lower as the wording of questions, the student’s sense of self-efficacy, or other factors diminish their assessment performance. It sounds obvious, but a student is a human being with an entire universe of personal problems, distraction, and related challenges in recalling the information in the form the assessment demands.
This makes a strong argument for frequent assessment, as it can be too easy to over-react and “remediate” students who may be banging against the limits of the assessment’s design rather than their own understanding. Rather than re-teaching, sometimes all that is necessary is re-measuring." Via John Evans, Techyturner Delete the scoop?
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By Tim Shanahan
"The trick is to scaffold the readings and re-readings sufficiently to allow these students to participate successfully—they have to do the reading and thinking, you can’t do it for them." Via Mel Riddile 
Les Howard's curator insight,
March 19, 7:33 AM
Shanahan makes point that Close Reading is not a technique, rather it is an outcome. I believe that the Four Resources Model (Luke & Freebody) http://www.learningplace.com.au/deliver/content.asp?pid=17768 is a useful lens to develop Close Reading of texts. 
Amy Stoeckly's curator insight,
March 19, 2:10 PM
More on close reading and how it works for all readers, and what you can do for struggling readers. Delete the scoop?
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Educate your students more effectively with the educational resources and lesson plans from The English Teacher's Friend. We offer lessons to middle and high school English teachers nationwide. Via Darren Burris
Jennifer Hurley-Coughlin's insight:
nice downloadables Delete the scoop?
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Articles in this issue focus on strategies for addressing the Common Core State Standards (CCSS) in the middle grades and issues associated with their implementation. Via Darren Burris Delete the scoop?
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Reading Wars I: Whole Language vs. Phonics Reading Wars II: Complex Text and Close Reading vs. "Leveled" Text "leveled literacy programs and related assessments fail to measure up to what the CCSS demands." Via Mel Riddile 
Mel Riddile's curator insight,
February 10, 11:02 AM
Key Points for Principals by Kathleen Porter-Magee: 1. Research does not support the use of leveled text! "Unfortunately for students, the popularity of these programs is not driven by convincing research proving their effectiveness. In fact, as noted literacy expert Tim Shanahan discussed in a series ofmust-read posts on his blog nearly two years ago, I have sought studies that would support the original contention that we could facilitate student learning by placing kids in the right levels of text. Of course, guided reading and leveled books are so widely used it would make sense that there would be lots of evidence as to their efficacy.Except that there is not." He goes on to explain: “I keep looking and I keep finding studies that suggest that kids can learn from text written at very different levels.” In short, he argues, “we have put way too much confidence in an unproven theory. “ 2. Quantitative Measures alone are not sufficient to determine the appropriateness of text for all students. 3. Leveled texts set the bar too low and are too easy = low expectations 4. Leveled texts minimize teacher input Delete the scoop?
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By Chester E. Finn, Jr. Education Next
The assessment questions that weigh most heavily on my mind these days, however, involve “cut scores.” For if the Common Core is truly intended to yield high school graduates who are college and career ready, its assessments must be calibrated to passing scores that colleges and employers will accept as the levels of skill and knowledge that their entrants truly need to possess. Via Mel Riddile
Jennifer Hurley-Coughlin's insight:
Interesting questions... Delete the scoop?
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We all need to familiarize ourselves with this chart.