Bibliography: Common Core State Standards (page 019 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Moira Konrad, Maggie Alexeeff, Gary L. Williamson, Nancy Frey, Mary T. Peters, Anne Peel, Elfrieda H. Hiebert, Jim Gleason, Jill Fitzgerald, and P. David Pearson.

Williams, Wendy R. (2014). New Technologies, New Possibilities for the Arts and Multimodality in English Language Arts, Contemporary Issues in Technology and Teacher Education (CITE Journal). This article discusses the arts, multimodality, and new technologies in English language arts. It then turns to the example of the illuminated text–a multimodal book report consisting of animated text, music, and images–to consider how art, multimodality, and technology can work together to support students' reading of literature and inspire their creativity. Illuminated texts are also discussed in terms of teaching considerations and alignment to Common Core State Standards. This project demonstrates that with new technologies come new possibilities for the arts and multimodality in English language arts.   [More]  Descriptors: English Instruction, Language Arts, Multimedia Materials, Reader Text Relationship

Williamson, Gary L.; Fitzgerald, Jill; Stenner, Jackson A. (2014). Student Reading Growth Illuminates the Common Core Text-Complexity Standard: Raising Both Bars, Elementary School Journal. The Common Core State Standards (CCSS) establish a challenging text-complexity standard for all high school graduates to read at college and workplace text-complexity levels. We argue that implementation of the CCSS standard requires concurrent examination of historical student reading-growth trends. An example of a historical student average reading-growth curve is presented, along with growth curves for quartile subgroups. Next, a strategy is illustrated for exploring potential alternate student reading paths if students are to attain the CCSS goal. Finally, implications derived from the student growth illustrations are discussed in relation to the Common Core text-complexity standard and its implementation.   [More]  Descriptors: State Standards, Reading Improvement, Reading Ability, Difficulty Level

Dougherty Stahl, Katherine A. (2014). What Counts as Evidence?, Reading Teacher. Each disciplinary community has its own criteria for determining what counts as evidence of knowledge in their academic field. The criteria influence the ways that a community's knowledge is created, communicated, and evaluated. Situating reading, writing, and language instruction within the content areas enables teachers to explicitly instruct students what counts as evidence in each disciplinary Discourse. The Common Core State Standards call for readers to use text evidence to reflect their comprehension of the texts they read. This article presents what counts as evidence when analyzing and evaluating literary, social studies, and scientific texts, as well as hypermedia.   [More]  Descriptors: Evidence, Knowledge Level, Reading Instruction, Writing Instruction

Konrad, Moira; Keesey, Susan; Ressa, Virginia A.; Alexeeff, Maggie; Chan, Paula E.; Peters, Mary T. (2014). Setting Clear Learning Targets to Guide Instruction for All Students, Intervention in School and Clinic. As more states adopt the Common Core State Standards, teachers face new challenges. Teachers must unpack these standards and develop explicit learning targets to make these rigorous standards accessible to their students. This task can be especially challenging for special educators who must balance standards-based education with individualized instruction. This paper describes the value of clarifying learning targets, defines different types of targets, and provides strategies and resources to assist practitioners in unpacking standards to develop learning targets. In addition, the authors suggest how the standards can be used to drive individualized education program planning to maximize learning for students with disabilities and increase the likelihood of student success.   [More]  Descriptors: Benchmarking, Behavioral Objectives, Guidelines, State Standards

Mathews, Sarah A. (2014). Reading without Words: Using the Arrival to Teach Visual Literacy with English Language Learners, Clearing House: A Journal of Educational Strategies, Issues and Ideas. This article highlights the use of Shaun Tan's "The Arrival" to teach literacy to English Language Learners in social studies classrooms. The featured text is a book that displays the complexity of migration within a text that does not feature a single written word. The author describes a variety of mini-lessons geared towards supporting ELLs at all stages of language development, reinforcing geography and history content, and promoting literacy skills outlined in the Common Core State Standards.   [More]  Descriptors: English Language Learners, English (Second Language), Literacy Education, Novels

Hiebert, Elfrieda H.; Pearson, P. David (2014). Understanding Text Complexity: Introduction to the Special Issue, Elementary School Journal. The Common Core State Standards represent the first standards document to address whether students are able to read progressively more complex texts as they progress across the grades. This article gives an overview of the three components of the model of text complexity that were identified in Appendix A of the Standards and also were the basis for the selection of manuscripts for this special issue: (a) qualitative, (b) quantitative, and (c) reader-task considerations. This introduction gives an overview of the three components and the contributions of the articles in this special issue to extending understanding about these three components.   [More]  Descriptors: State Standards, Difficulty Level, Readability, Readability Formulas

Bybee, Rodger W. (2014). NGSS and the Next Generation of Science Teachers, Journal of Science Teacher Education. This article centers on the "Next Generation Science Standards" (NGSS) and their implications for teacher development, particularly at the undergraduate level. After an introduction to NGSS and the influence of standards in the educational system, the article addresses specific educational shifts–interconnecting science and engineering practices, disciplinary core ideas, crosscutting concepts; recognizing learning progressions; including engineering; addressing the nature of science, coordinating with Common Core State Standards. The article continues with a general discussion of reforming teacher education programs and a concluding discussion of basic competencies and personal qualities of effective science teachers.   [More]  Descriptors: Science Teachers, Science Education, State Standards, Undergraduate Students

Wixson, Karen K.; Valencia, Sheila W. (2014). CCSS-ELA Suggestions and Cautions for Addressing Text¬ Complexity, Reading Teacher. The purpose of this article is to provide guidance on the implementation of the Common Core State Standards for English language arts (CCSS-ELA). Toward this end, suggestions and cautions are provided that focus on understanding the vision, understanding the anchor and grade-level standards, and understanding the implications for instruction. In general, this article stresses the importance of attending to the various "parts" of the standards within the context of the larger vision as a means of avoiding missteps in implementation.   [More]  Descriptors: State Standards, Core Curriculum, Language Arts, Reading Skills

Eisenhardt, Sara; Fisher, Molly H.; Thomas, Jonathan; Schack, Edna O.; Tassell, Janet; Yoder, Margaret (2014). Is It Counting, or Is It Adding?, Teaching Children Mathematics. The Common Core State Standards for Mathematics (CCSSI 2010) expect second grade students to "fluently add and subtract within 20 using mental strategies" (2.OA.B.2). Most children begin with number word sequences and counting approximations and then develop greater skill with counting. But do all teachers really understand how this occurs? Have teachers been given ample opportunities to understand how this progression of early numeracy develops? This article encourages teachers to appreciate the complexity of counting and adding skills by viewing them through the lens of an early numeracy progression.   [More]  Descriptors: Mathematics Instruction, State Standards, Grade 2, Elementary School Mathematics

Chandler-Olcott, Kelly (2014). Expanding What It Means to Make Evidence-Based Claims: Online Comments and the Boston Marathon Bombings, Journal of Adolescent & Adult Literacy. This article argues that exploration of media coverage of a story like the Boston Marathon bombings, including online comments posted by readers, can support youth in reflecting on and thinking critically about a tragedy while offering opportunities for literacy pedagogy consistent with the goals of the Common Core State Standards for English Language Arts & Literacy. Instructional recommendations for this exploration are grounded in the author's experience co-teaching ninth graders in an urban high school. The article concludes with discussion of how some CCSS interpretations and implementation strategies may undermine such efforts if literacy educators do not insist upon 21st century framings for their work.   [More]  Descriptors: Social Networks, Tragedy, Evidence, Critical Thinking

Bismarck, Stephen F.; Zelkowski, Jeremy; Gleason, Jim (2014). Activities for Students: Predicting Future Gas Prices Using the Standards for Mathematical Practice, Mathematics Teacher. Like many commodities, the price of gasoline continues to rise, and these price changes are readily observed in gas stations' signage. Moreover, algebraic methods are well suited to model price change and answer the student's question. Over the course of one ninety-minute block or two forty-five-minute classes, students build functions and interpret them in context. This article presents the activity, describes its implementation, provides sample student work, and discusses its relationship to the Standards for Mathematical Practice from the Common Core State Standards. Data used in the activity are available at data.bls.gov/cgi-bin/survey most?ap.   [More]  Descriptors: Mathematics Instruction, Prediction, Fuels, Algebra

Serafini, Frank (2014). Close Readings and Children's Literature, Reading Teacher. The concept of close reading is an important consideration when addressing the Common Core State Standards. In addition, "close reading" permeates the CCSS and suggests a particular way of reading and responding to texts. Trying to help students become successful readers in both school based settings and in the world outside of school is still our primary goal as reading teachers. We need to develop our own understandings of the requirements for close reading in various contexts, be ready to demonstrate to our students what this type of reading entails, and provide resources and instructional support to ensure our students' success.   [More]  Descriptors: Reading Instruction, Reader Text Relationship, State Standards, Core Curriculum

Gardner, Nancy S.; Powell, Rod (2014). The Common Core Is a Change for the Better, Phi Delta Kappan. The authors, two high school teachers, endorse the Common Core State Standards saying they will improve teaching and learning. The Common Core, they say, not only help students acquire the skills for success in life after high school, but they offer consistency in a student's educational journey and let employers know what to expect. Meanwhile, because the skills are carefully scaffolded, teachers have a framework for understanding what students learned or should have learned before arriving in new classrooms. Regardless of the grade level or content area and where teachers work, teachers can use a common language to help students know and understand what they are learning.   [More]  Descriptors: Academic Standards, State Standards, Educational Improvement, College Readiness

Madden, Lauren; Peel, Anne; Watson, Heather (2014). The Poetry of Dandelions: Merging Content-Area Literacy and Science Content Knowledge in a Fourth-Grade Science Classroom, Science Activities: Classroom Projects and Curriculum Ideas. As teachers begin to implement the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), they are challenged to focus on informational texts across the disciplines and engage children in critical thinking about complex scientific ideas. In this article, we present an integrated science-language arts lesson that explores plant adaptations using authentic texts and schoolyard ecosystem exploration. We describe strategies for using poetry and other authentic texts in science instruction, constructing scientific arguments and explanations using evidence, and making text to world connections. This lesson is written in alignment with the NGSS and CCSS and is intended to be taught at the fourth-grade level.   [More]  Descriptors: Academic Standards, Science Instruction, Critical Thinking, Scientific Concepts

Fisher, Douglas; Frey, Nancy (2014). Content Area Vocabulary Learning, Reading Teacher. Students' vocabulary knowledge is a significant predictor of their overall comprehension. The Common Core State Standards are raising the expectations for word learning and there are now 4 distinct standards related to vocabulary as well as expectations in other standards, including content areas. To address these expectations, teachers need to ensure that students are provided time to read widely. In addition, they need to intentionally select words worthy of instruction, model their own word solving strategies, and provide students with opportunities to engage in collaborative conversations in which words are regularly used.   [More]  Descriptors: Vocabulary, Content Area Reading, Academic Standards, State Standards

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