Bibliography: Common Core State Standards (page 032 of 130)

This annotated bibliography is reformatted and customized by the Center for Positive Practices.  Some of the authors featured on this page include Michael N. Faggella-Luby, Zalman Usiskin, Hank Bohanon, Jose Castillo, Sally Valentino Drew, Belinda Louie, Arnold E. Perham, Morgan Afton, Thomas E. Hodges, and Byeong-Young Cho.

Wohlwend, Karen; Peppler, Kylie (2015). All Rigor and No Play Is No Way to Improve Learning, Phi Delta Kappan. The authors propose and discuss their Playshop curricular model, which they developed with teachers. Their studies suggest a playful approach supports even more rigor than the Common Core State Standards require for preschool and early grade children. Children keep their attention longer when learning comes in the form of something they can play with. Research also shows, the authors say, that just because children are playing does not mean they are not developing intellectually or academically. The play/rigor binary is a false construct, the authors say, which has errantly led schools to shorten and eliminate recess and playtime for children, more specifically hurting low-income and diverse children's chances for fuller academic and intellectual progress that could help close the achievement gap.   [More]  Descriptors: Play, Educational Improvement, Educational Practices, Teaching Methods

Strachan, Stephanie L. (2015). Expanding the Range of Text Types Used in the Primary Grades, Reading Teacher. Primary-grade students' experiences with text should prepare them to critically read an extensive range of text types throughout their schooling and career, a primary goal of the Common Core State Standards (CCSS). However, research demonstrates that narrative text overshadows other text types in the primary grades. The purpose of this article is to share four approaches to help primary-grade teachers purposefully and successfully expand the range of text types read, written, and discussed in their classroom. By increasing young children's experiences with different types of texts, teachers can augment their students' knowledge, prepare students for texts they will encounter throughout life, and promote student interest in a range of genres.   [More]  Descriptors: State Standards, Emergent Literacy, Reading Ability, Elementary School Students

Faggella-Luby, Michael N.; Drew, Sally Valentino; Schumaker, Jean B. (2015). Not Such a Simple Story: Contradictory Evidence from a Review of Story Structure Research for Students At-risk, Learning Disabilities Research & Practice. The Common Core State Standards and the continued inclusion of students with learning disabilities (LD) in Tier 1 classrooms are changing how close reading of texts occurs in English Language Arts classrooms. Therefore, understanding the potential impact of literacy-related evidence-based practices during Tier 1 instruction that includes students with reading-related disabilities is essential. This article reviews the research on story-structure instruction for students with LD and at-risk for failure. Findings across 16 studies indicate several features of strong methodological designs including random assignment and inclusion of students with LD. However, substantial limitations in the research base include contradictory outcomes, limited outcomes disaggregated for students with LD, reliance on researcher-developed measures, a lack of instructional features to support students with LD, and limited features of feasible implementation.   [More]  Descriptors: State Standards, Academic Standards, Learning Disabilities, Inclusion

Bleiler, Sarah K.; Baxter, Wesley A.; Stephens, D. Christopher; Barlow, Angela T. (2015). Constructing Meaning: Standards for Mathematical Practice, Teaching Children Mathematics. Teachers who participated in a recent summer institute focused on implementing the Common Core State Standards for Mathematics (CCSSM). Throughout the summer institute, teachers had many in-depth discussions about the meanings they attributed to the Standards for Mathematical Practice (SMPs). In this article, the authors share some of the thoughts, concerns, and questions that fifty-seven participating teachers of grades 3-6 raised. In particular, the authors share ideas related to those SMPs that provoked the most discussion (i.e., SMP 2, 4, 7, and 8). The goal is threefold: (1) To describe the interpretation issues that were prominent for our teachers; (2) To offer potentially clarifying examples aligned with the constructed meanings of our teachers; and (3) To catalyze discussions about interpretation of SMPs among mathematics teachers across the United States.   [More]  Descriptors: Mathematics Instruction, Academic Standards, Summer Programs, State Standards

Truesdell, Kim S.; del Prado Hill, Pixita (2015). Family Literacy and Global Literature: Parents as Partners in the Common Core, Reading Teacher. This "Teaching Tip" will explain an initiative, Global Book Hour, that engages families in a global literature read aloud. GBH integrates social studies, the visual and performing arts, healthy eating, and vocabulary development as children travel the world through high quality global children's literature. The program is a non-traditional, rich literacy experience, and has multiple, strong community partners that include a grocery store and a laundromat. Because many of the children who attend GBH are immigrants and refugees, an added benefit of the read aloud and discussions is helping the children identify with characters in the story. Though this program is located in the community, it can be easily replicated in a school setting. In this article, the program is described, connections to the Common Core State Standards are identified, and suggestions for starting a GBH are included.   [More]  Descriptors: Reading Programs, Global Approach, Childrens Literature, Immigrants

Wilhelm, Jeffrey D.; Smith, Michael W. (2015). Reading Don't Fix No Chevys (Yet!): Motivating Boys in the Age of the Common Core, Journal of Adolescent & Adult Literacy. Research establishes that boys underperform in literacy relative to girls. If boys are to be successful on the assessments designed to measure achievement on the Common Core State Standards (CCSS) and if they are to become lifelong readers, they must be motivated to embrace instruction designed both to prepare them for success and to experience the pleasure and power of reading. Unfortunately, the authors of the standards have been advocating instruction that is radically at odds with what we have learned about what motivates young men. In this commentary we'll review the key findings of our "Chevys" study, supplementing the work we did there with one of our more recent projects, examine how what we found stacks up against the instructional ideas being proffered by David Coleman and other authors of the CCSS, and suggest alternative approaches to achieving the CCSS that are more in-line with what we've learned.   [More]  Descriptors: Males, Literacy, Motivation, State Standards

Bohanon, Hank; Castillo, Jose; Afton, Morgan (2015). Embedding Self-Determination and Futures Planning within a Schoolwide Framework, Intervention in School and Clinic. This article illustrates the infusion of self-determination approaches (e.g., futures planning) within a schoolwide context. Unfortunately, some students are not explicitly instructed by school staff to address their plans for the future. This may be a result of school professionals' feelings of inadequacy to address skill sets outside of their specialization (e.g., content area, special education). By connecting self-determination practices with schoolwide initiatives (e.g., schoolwide positive behavior support, Common Core State Standards), educators in particular may be more willing to address these skills in their settings. This article provides an example of these types of connections with an actual case study of one student within an urban high school.   [More]  Descriptors: Self Determination, Strategic Planning, High School Students, Urban Environment

Cho, Byeong-Young; Afflerbach, Peter (2015). Reading on the Internet: Realizing and Constructing Potential Texts, Journal of Adolescent & Adult Literacy. Successful Internet reading requires making strategic decisions about what texts to read and a sequence for reading them, all in accordance with readers' goals. In this paper, we describe the process of realizing and constructing potential texts as an important and critical part of successful Internet reading and use verbal report data to examine such strategic actions by readers in the complex environments of the Internet. We focus on Amalie (pseudonym), a participant in a study of adolescents' Internet reading strategy use. Amalie's verbal reports describe representative cognitive and metacognitive processes that strategic high-school readers use as they negotiate the Internet to locate, choose, and use multiple sources. We conclude with a consideration of classroom implications in the era of Common Core State Standards for helping students become accomplished Internet readers.   [More]  Descriptors: Internet, Adolescents, Reading Strategies, Cognitive Processes

Boche, Benjamin; Henning, Megan (2015). Multimodal Scaffolding in the Secondary English Classroom Curriculum, Journal of Adolescent & Adult Literacy. This article examines the topic of multimodal scaffolding in the secondary English classroom curriculum through the viewpoint of one teacher's experiences. With technology becoming more commonplace and readily available in the English classroom, we must pinpoint specific and tangible ways to help teachers use and teach multimodalities in their classrooms that promote student learning across a broad variety of text types and tap into higher levels of thinking. Teachers can then help students apply what they learn from multimodal scaffolding to address increasingly complex texts as outlined in the new Common Core State Standards (CCSS). This article identifies and demonstrates ways to help students develop as readers as well as helping teachers use specific multimodal instructional strategies to target text complexity.   [More]  Descriptors: Scaffolding (Teaching Technique), State Standards, Core Curriculum, Teaching Methods

Perham, Arnold E.; Perham, Faustine L. (2015). Tracking Rates and History along the Transcontinental Railroad, Mathematics Teacher. The Transcontinental Railroad began laying track east from Sacramento, California, in 1863 and west from Omaha, Nebraska, in 1865; the two lines eventually met in Promontory Summit, Utah, in 1869. One of the train towns, Ogallala, Nebraska, consisted of only a section house and water tank alongside newly laid track. Over the next few years, train towns along the tracks of the First Transcontinental Railroad will be celebrating 150 years of railroad heritage. This investigation presents a mathematics and history interdisciplinary unit for Algebra 2 students that has proved to be a rich modeling experience grounded in this significant historical event. The unit highlights four Standards of Mathematical Practices (SMPs) of the Common Core State Standards for Mathematics. A bibliography is included.   [More]  Descriptors: Mathematics Instruction, Interdisciplinary Approach, United States History, Transportation

Usiskin, Zalman (2015). Mathematical Modeling and Pure Mathematics, Mathematics Teaching in the Middle School. Common situations, like planning air travel, can become grist for mathematical modeling and can promote the mathematical ideas of variables, formulas, algebraic expressions, functions, and statistics. The purpose of this article is to illustrate how the mathematical modeling that is present in everyday situations can be naturally embedded in mathematics classrooms. The five steps in the modeling process are nicely described in the Common Core State Standards for Mathematics (CCSSM) in the second half of the fourth Standard for Mathematical Practice. These five steps can be shortened to the following: (1) Choose the real problem; (2) Find a mathematical model for the simplified problem; (3) Solve the problem that is the mathematical model; (4) Translate the solution back into the real-world situation; and (5) Check whether the solution is feasible; if not, go back to step (1) or step (2). The three examples of mathematical modeling situations presented here all involve statistical ideas–even though statistics are never mentioned.   [More]  Descriptors: Mathematical Models, Mathematics Instruction, Teaching Methods, State Standards

Felton, Mathew D.; Anhalt, Cynthia O.; Cortez, Ricardo (2015). Going with the Flow: Challenging Students to Make Assumptions, Mathematics Teaching in the Middle School. Many current and future teachers have little experience with modeling and how to integrate it into their teaching. However, with the introduction of the Common Core State Standards for Mathematics (CCSSM) and its emphasis on mathematical modeling in all grades (CCSSI 2010), this integration has become paramount. Therefore, middle-grades teachers must work to lay the groundwork for modeling, which must then continue into high school. In this article, the authors describe a unit designed to introduce modeling to prospective teachers (referred to in this article as "students") and consider how this unit can illuminate classroom practice. They focus on one problem, the Water Conservation task, which is also well suited for use with middle school students. Because the reasoning and judgement demanded by the modeling process applies at all grade levels, the authors believe this type of experience can further the process of mathematical modeling in the middle school classroom.   [More]  Descriptors: Secondary School Mathematics, Middle School Students, Mathematics Instruction, State Standards

Cervetti, Gina N.; Hiebert, Elfrieda H. (2015). The Sixth Pillar of Reading Instruction: Knowledge Development, Reading Teacher. The National Reading Panel (NRP) identified five pillars, or essential components, of reading instruction that lead to the highest chance of reading success–phonemic awareness, phonics, fluency, vocabulary, and comprehension. A decade after the NRP's report, the majority of US states adopted the Common Core State Standards/English Language Arts & Literacy (CCSS/ELA). One of the most significant changes of the CCSS/ELA is a focus on knowledge development as part of literacy development and focus on the acquisition of literacy skills specific to different disciplines. In highlighting these connections between ELA and knowledge as part of literacy, the CCSS/ELA provide an opportunity for teachers to emphasize what research has validated for decades: that knowledge is a critical component of the reading process. In this column, we describe why knowledge development should be viewed as the sixth pillar of reading instruction and how teachers can increase their students' knowledge building through reading.   [More]  Descriptors: Reading Instruction, Literacy, Knowledge Level, Intellectual Disciplines

Sierschynski, Jarek; Louie, Belinda; Pughe, Bronwyn (2015). Complexity in Picture Books, Reading Teacher. One of the key requirements of Common Core State Standards (CCSS) in English Language Arts is that students are able to read and access complex texts across all grade levels. The CCSS authors emphasize both the limitations and lack of accuracy in the current CCSS model of text complexity, calling for the development of new frameworks. In response to this call, our article focuses on complexity found in K-3 picture books as an area in need of clarification and extension. Since K-3 literature primarily relies on illustrations to convey meaning, we extend the CCSS definition of complexity and provide a framework for teachers to analyze picture books with a focus on textual-visual relationships. Further, we offer a rationale for including the reader as part of the qualitative dimension of text complexity. A recommended list of more recent complex literary and informational picture books for students in K-3 is presented.   [More]  Descriptors: Picture Books, State Standards, Language Arts, Text Structure

Cady, Jo A.; Hodges, Thomas E.; Collins, R. Lee (2015). A Comparison of Textbooks' Presentation of Fractions, School Science and Mathematics. In the United States, fractions are an important part of the middle school curriculum, yet many middle school students struggle with fraction concepts. Teachers also have difficulty with the conceptual understanding needed to teach fractions and rely on textbooks when making instructional decisions. This reliance on textbooks, the idea that teaching and learning of fractions is a complex process, and that fraction understanding is the foundation for later topics such as proportionality, algebra, and probability, makes it important to examine the variation in presentation of fraction concepts in U.S. textbooks, especially the difference between traditional and standards-based curricula. The purpose of this study is to determine if differences exist in the presentation of fractions in conventional and standards-based textbooks and how these differences align with the recommendations of National Council of Teachers of Mathematics, Common Core State Standards, and the research on the teaching and learning of fractions.   [More]  Descriptors: Textbooks, Mathematics Instruction, Mathematical Concepts, Teaching Methods

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