In this blog we explore the Common Core idea that teachers shouldn't build background knowledge to help students understand what they are reading. We offer an alternative to this commonly practiced instructional strategy.
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College and Career-Ready Standards for School Leaders
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Supporting school leaders in helping all students become college and career-ready and to succeed in post-secondary education and training
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Mel Riddile
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Reading Std #8: Delineate and evaluate argument and specific claims in a text, assessing reasoning & evidence. 
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This tool is designed to help teachers achieve deep levels of understanding of the Common Core Reading standards.
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An award-winning English and Social Studies teacher at Luther Burbank High School in Sacramento, Calif., Larry Ferlazzo is the author of Helping Students Motivate Themselves: Practical Answers To Classroom Challenges, English Language Learners:...
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Title: Common Core Aligned Book Club Conversation Title:Common Core Aligned Accountable Book Talk Title:Discussing Historical Fiction Critically
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Anchor Standard Ten Begs Question: In this blog we consider the meaning of anchor standard 10 of the Common Core, which states that students need to read grade level complex text independently and proficiently. "... the amalgam of several, somewhat complicated, factors that come together to determine what level of challenge a text poses to a particular reader on a particular grade for a particular task."
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Tim Shanahan on Literacy "The common core will require that we use challenging texts and many students will struggle. Various supports, scaffolds, and motivation will be needed to allow students to read hard texts successfully."
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By Annie Murphy Paul Knowledge vs. Skills Debate “Reading is ‘domain specific.’ You already have to know at least a little bit about the subject—and sometimes a lot about the subject—to understand a text. The same thing is also true about creativity, critical thinking, and problem solving. Indeed, nearly all of our most cherished and ambitious goals for schooling are knowledge-dependent . . . Daniel Willingham has written, ‘may be the single biggest factor holding back reading achievement in the country. Students will not meet standards that way. The knowledge-base problem must be solved.'
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By Kathleen Porter-Magee Thomas B. Fordham Institute Myth: Fiction is the only way to develop students’ love of reading, learning, and critical comprehension skills is "one of the most prominent and often fiercely defended fallacies in American education."
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