The Common Core State Standards provide a framework for what students are learning in English Language Arts and Mathematics in each grade level. The standards are rigorous and designed to help students to become college and career ready in today's 21st Century. The contents on this page are designed to guide you through the most up to date and useful resources.
http://www.corestandards.org/
http://www.achievethecore.org/
http://www.ncpublicschools.org/acre/standards/common-core-tools/
http://www.ncpublicschools.org/acre/standards/support-tools/
http://www.corestandards.org/
http://www.achievethecore.org/
http://www.ncpublicschools.org/acre/standards/common-core-tools/
http://www.ncpublicschools.org/acre/standards/support-tools/
CLOSE READING...Examples by Grade Level
Guided Reading as a ELACommon Core Foundational Tool
Guided Reading: A Powerful Tool for Meeting the CCSS in Reading and Foundational Skills 4/4/13 11:58 AM With all the buzz about the Common Core State Standards (CCSS) and the emphasis on complex text, many teachers are wondering how guided reading fits into this new landscape. It’s important to remember that the CCSS lays out the end goals we want our students to achieve; they do not specify how to get there. In our minds, guided reading is a powerful teaching context for scaffolding students to read and understand increasingly complex text. Here are five compelling reasons for using guided reading in a CCSS classroom:
1. During guided reading, the teacher can observe each child reading, noting the skills and strategies under control and those that need direct instruction.
The opportunity to regularly observe a child reading is unparalleled in helping the teacher plan focused instruction that will allow a child to tackle more complex texts. Information a teacher gains in this setting can be used throughout the day to effectively scaffold students’ acquisition of foundational skills, language skills, and self-monitoring and decoding strategies. For example, if the teacher notices that a child is having difficulty understand the meaning of the words in the text, she might try to emphasize vocabulary strategies during her read-alouds.
2. During guided reading, the teacher can coach the child in the moment.
As a teacher listens to a child read, she can coach the child to use decoding, self-monitoring, comprehension, and vocabulary strategies, effectively individualizing instruction. This one-on-one support fosters success and helps students become more skilled at independently processing text, increasing their engagement and motivation to read even more complex texts.
3. During guided reading, text-based comprehension is the goal.
Reading is a meaning-making activity, yet too many students believe it’s only about word-calling. As a group discusses a text they’re reading together, the teacher emphasizes the goal of understanding what the text says, encouraging rereading and close reading to clarify understandings and facilitate text-based discussions.
4. During guided reading, students have the opportunity to engage in collaborative discussions.
The small-group format is a safe, supportive environment for children to express their ideas and learn how to talk constructively with one another to explore the meaning of a text and voice their opinions. This experience is a valuable opportunity to practice skills necessary for meeting the speaking and listening standards as readers talk together to ask and answer questions about the text, discuss the author’s craft and text structure, and infer the theme or central message of the text.
5. During guided reading, the teacher can employ a variety of text genres and structures.
By introducing students to a variety of genres and text structures during guided reading, teachers help readers build a rich reading history so that they can use their knowledge of how different texts work to comprehend new texts they are reading independently. This is especially important given the wide variety of texts the Common Core expects students to read and understand.
The Common Core has set ambitious goals for our students, goals we want every child to achieve. To reach those goals, however, children must acquire the skills and strategies necessary to accomplish them. Guided Reading offers a supportive setting in which this learning can occur and should be an integral part of any reading program.
Posted in News By Scholastic Teaching Resources
1. During guided reading, the teacher can observe each child reading, noting the skills and strategies under control and those that need direct instruction.
The opportunity to regularly observe a child reading is unparalleled in helping the teacher plan focused instruction that will allow a child to tackle more complex texts. Information a teacher gains in this setting can be used throughout the day to effectively scaffold students’ acquisition of foundational skills, language skills, and self-monitoring and decoding strategies. For example, if the teacher notices that a child is having difficulty understand the meaning of the words in the text, she might try to emphasize vocabulary strategies during her read-alouds.
2. During guided reading, the teacher can coach the child in the moment.
As a teacher listens to a child read, she can coach the child to use decoding, self-monitoring, comprehension, and vocabulary strategies, effectively individualizing instruction. This one-on-one support fosters success and helps students become more skilled at independently processing text, increasing their engagement and motivation to read even more complex texts.
3. During guided reading, text-based comprehension is the goal.
Reading is a meaning-making activity, yet too many students believe it’s only about word-calling. As a group discusses a text they’re reading together, the teacher emphasizes the goal of understanding what the text says, encouraging rereading and close reading to clarify understandings and facilitate text-based discussions.
4. During guided reading, students have the opportunity to engage in collaborative discussions.
The small-group format is a safe, supportive environment for children to express their ideas and learn how to talk constructively with one another to explore the meaning of a text and voice their opinions. This experience is a valuable opportunity to practice skills necessary for meeting the speaking and listening standards as readers talk together to ask and answer questions about the text, discuss the author’s craft and text structure, and infer the theme or central message of the text.
5. During guided reading, the teacher can employ a variety of text genres and structures.
By introducing students to a variety of genres and text structures during guided reading, teachers help readers build a rich reading history so that they can use their knowledge of how different texts work to comprehend new texts they are reading independently. This is especially important given the wide variety of texts the Common Core expects students to read and understand.
The Common Core has set ambitious goals for our students, goals we want every child to achieve. To reach those goals, however, children must acquire the skills and strategies necessary to accomplish them. Guided Reading offers a supportive setting in which this learning can occur and should be an integral part of any reading program.
Posted in News By Scholastic Teaching Resources
Five Things EVERY Teacher Should be Doing to Meet the Common Core State Standards
by Layren Davis, Senior Editor, Eye on Education
1. Lead High-Level, Text Based Discussions
2. Focus on Process, Not Just Content
3. Create Assignments for Real Audiences and with Real Purpose
4. Teach Argument , Not Persuasion
5. Increase Text Complexity
2. Focus on Process, Not Just Content
3. Create Assignments for Real Audiences and with Real Purpose
4. Teach Argument , Not Persuasion
5. Increase Text Complexity
Guide to Creating Text Dependent Questions for
CLOSE Analytic Reading
1. Identify the Core Understandings and Key Ideas of the Text.
2. Start Small to build confidence in Opening Questions
3. Target Vocabulary and Text Structure
4. Tackle Tough Sections Head-On
5. Create Coherent Sequences of Text-Dependent Questions
6. Identify the Standards That are Being Addressed
7. Create the Culminating Assessment
2. Start Small to build confidence in Opening Questions
3. Target Vocabulary and Text Structure
4. Tackle Tough Sections Head-On
5. Create Coherent Sequences of Text-Dependent Questions
6. Identify the Standards That are Being Addressed
7. Create the Culminating Assessment
Jay McTighe on the Promises and Challenges
of Common Core State Standards
from ASCD Smartbrief 1/9/13
"The standards are not the curriculum, they are the building code. They reflect important, desirable outcomes and we must meet them, but we don't cover them check-by-check ... we want to create an interesting, rich curriculum where teachers and students want to live," says Jay McTighe. Visit the ASCD website to watch his video interview with Educational Leadership's Marge Scherer, during which he delves into why the standards "just make sense" and discusses key challenges.
Are you a Common Core Ninja?
This was an entertaining way to think about tackling the Common Core!
LEARN
REFLECT
LEAP
COLLABORATE
EXECUTE
LEARN
REFLECT
LEAP
COLLABORATE
EXECUTE
A great Common Core Resource provided by Scholastic!
Making the Common Core Shifts....
Teachers must have a full understanding of the Common Core State Standards if they are to properly implement them in the classroom, writes Sandra Alberti, director of State and District Partnerships and Professional Development for Student Achievement Partners. In English Language Arts, this means three shifts, one of which is a greater focus on building knowledge through content-rich nonfiction, besides literature. For math, it means a shift to a deeper focus on a smaller number of topics and a deeper command of mathematical concepts. To read more, please visit the ASCD.