This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Maggie P. Fay, Martha Parrott, Thomas Armstrong, Maureen Connolly, Viveka O. Borum, Echo H. Wu, Jolley Bruce Christman, Kate Shaw, Felicia Sanders, and Sally K. Roberts.
(2011). Supporting English Language Learners in Math Class, Grades 6-8, Math Solutions. This new addition to Math Solutions "Supporting English Language Learners in Math Class series" offers a wealth of lessons and strategies for modifying grades 6-8 instruction. Section I presents an overview of teaching math to English learners: the research, the challenges, the linguistic demands of a math lesson, and specific strategies and activities that simultaneously support learning English and learning math. Section II features math lessons modified for English learners. Lesson topics include: (1) geometry; (2) algebra; (3) the number system; and (4) probability and measurement. Each of the lessons addresses one or more of the Common Core State Standards for Mathematics. [More] Descriptors: Mathematics Instruction, English (Second Language), Second Language Learning, Grade 6
(2013). The Common Core State Standards: Implications for Community Colleges and Student Preparedness for College. An NCPR Working Paper, National Center for Postsecondary Research. The Common Core State Standards (CCSS) in English and math were finalized in 2010 and, as of July 2012, have been adopted in full by 45 states. These standards provide a framework that is intended to ensure that all students who graduate from high school in the United States have attained the knowledge and competencies that prepare them well for college and for their future careers. Two sets of assessments that map to these standards are currently under development by two consortia of states and are expected to be deployed beginning in 2014. Based on a review of literature and on interviews with individuals involved in the CCSS nationally and in Washington, Florida, and Kentucky, this paper outlines the development of the CCSS and the CCSS-aligned assessments, the involvement of higher education representatives in their design and implementation, and how the CCSS and the aligned assessments can be used to support the mission of community colleges. The authors recommend that community colleges use the CCSS 11th grade assessment as one in a set of multiple measures used in placement decisions for students entering college directly after high school, align developmental education and introductory college-level courses in math and English composition to the CCSS to smooth the transition for recent high school graduates entering college, and work directly with local K-12 partners to help more graduating high school students enter college without needing remediation. The following are appended: (1) Overview of the Common Core State Standards; and (2) Comparison of CCSS Assessment Systems. [More] Descriptors: State Standards, Academic Standards, Mathematics Tests, Language Tests
(2012). Aligning Common Core, One Bite at a Time, School Administrator. In a small suburban district in the Midwest, the superintendent was outlining his plans for aligning the curriculum to the Common Core State Standards. The process had begun, he explained, so he and his staff were set to spend the next three years on math, then three years on English language arts and so on. The author struggled with the concept of consuming that much time to do the alignment work, suggesting a first draft in all K-12 subject areas could be in place following three days of staff development. The Common Core State Standards are complex and enormous and will take longer than three days to develop comprehensive plans. They will have a huge impact on teaching and learning in public education. This superintendent, like many others working in the public schools, seemed convinced an elaborate, drawn-out process is requisite before moving forward on this initiative's implementation. Based on his work inside districts, the author promotes local staff designs, contributing to buy-in and regular feedback. The author suggests involving the full staff or a representative group in following the proven research and practices of Larry Ainsworth, Larry Lezotte, Doug Reeves, Mike Schmoker and others to align the school district's curriculum, instruction and assessments to the Common Core. [More] Descriptors: State Standards, Academic Standards, Alignment (Education), Public Schools
(2012). Coming Full Circle, Mathematics Teaching in the Middle School. Students often view mathematics as a set of unrelated facts and procedures and fail to make the connections between and among related topics. One role of a teacher is to help students understand that mathematics is an interrelated discipline. Another role is to assist students in the scaffolding of their knowledge so that they can make connections between prior and current learning. When teachers structure tasks and activities that reinforce and explicitly make connections, they are preparing students to look for mathematical connections. The Common Core State Standards for Mathematics articulates eight Standards for Mathematical Practice. The first standard reiterates the problem-solving Process Standard from "Principles and Standards for School Mathematics "(NCTM 2000): "Make sense of problems and persevere in solving them". Included in this standard is the notion that students need to "look for entry points" when solving a problem and need to "consider analogous problems." Teacher candidates develop processes and proficiencies articulated in the Common Core State Standards for Mathematics by investigating connections between and among geometry concepts. [More] Descriptors: State Standards, Teaching Methods, Mathematics Instruction, Middle Schools
(2012). Blended Learning in Grades 4-12: Leveraging the Power of Technology to Create Student-Centered Classrooms, Corwin. You've heard about blended learning, which mixes online learning with traditional classroom instruction. You have the support of your principal, the backing of your district, and you are ready to take the leap. Now what? In this step-by-step guide, teacher and education blogger Catlin Tucker outlines the process for integrating online discussion with face-to-face instruction in a way that is aligned to the Common Core State Standards, works for your students, and allows you to focus your energy where it is most needed. Catin Tucker will teach you how to: (1) Use the online environment to increase engagement and drive higher-order thinking; (2) Prepare students for high-stakes exams without sacrificing class time; (3) Assess online work; (4) Personalize learning and differentiate lessons; and (5) Move toward flipped instruction, which shifts the focus of class time from teacher to student. With concrete strategies, ready-to-use resources, and sample rubrics grounded in the Common Core State Standards, "Blended Learning in Grades 4-12" is the ideal tool for the busy 21st-century teacher looking to create a student-centered classroom. [More] Descriptors: Electronic Learning, Blended Learning, State Standards, Technology Uses in Education
(2017). Paving the Way for Differentiated Instruction in Rural Classrooms under Common Core State Standards: An Interview with Carolyn Callahan, Journal of Advanced Academics. The author interviewed Dr. Carolyn Callahan, an eminent scholar in gifted education. The interview focused on Dr. Callahan's work on implementing gifted program in rural areas, and illustrated her suggestions for teachers, researchers, and parents on how to advocate for gifted students. [More] Descriptors: Individualized Instruction, Rural Areas, Rural Schools, Common Core State Standards
(2012). Neurodiversity in the Classroom: Strength-Based Strategies to Help Students with Special Needs Succeed in School and Life, Association for Supervision and Curriculum Development. By looking at the positive strengths of your students with special needs, you can help those students flourish, ensure their success, and align their instruction to Common Core State Standards. One of our most popular authors, Thomas Armstrong, shows you the steps you need to take to establish a more favorable, productive learning environment for five special needs categories: (1) Learning disabilities; (2) ADD/ADHD; (3) Autistic spectrum disorders; (4) Intellectual disabilities; and (5) Emotional and behavioral disorders. Explore the strengths, talents, and abilities of students with these special needs, and learn how to construct a positive day-to-day learning experience that fits the unique needs of each child. Armstrong explains why applying these strength-based concepts makes it easier to align instruction of special needs students with the Common Core State Standards. And he provides you with examples of how to teach and assess specific English language arts and mathematics standards for students with different special needs. Even if you rarely deal with special needs students, taking account of your students' neurodiversity is an essential new insight for your practice. [More] Descriptors: Learning Disabilities, State Standards, Educational Strategies, Teaching Methods
(2013). From the Common Core to the Classroom: A Professional Development Efficacy Study for the Common Core State Standards for Mathematics, ProQuest LLC. In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered to the treatment group during one semester, and then a follow-up replication treatment was administered to the control group during the subsequent semester. Results revealed significant differences in teacher knowledge as a result of the treatment using two instruments. The "Learning Mathematics" for Teaching scales were used to detect changes in mathematical knowledge for teaching, and an online sorting task was used to detect changes in teachers' knowledge of their standards. Results also indicated differences in classroom practice between pairs of matched teachers selected to participate in classroom observations and interviews. No statistical difference was detected between the groups' student assessment scores using the district's benchmark assessment system. This efficacy study contributes to the literature in two ways. First, it provides an evidence base for a professional development model designed to promote effective implementation of the Common Core State Standards for Mathematics. Second, it addresses ways to impact and measure teachers' knowledge of curriculum in addition to their mathematical content knowledge. The treatment was designed to focus on knowledge of curriculum, but it also successfully impacted teachers' specialized content knowledge, knowledge of content and students, and knowledge of content and teaching. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: www.proquest.com/en-US/products/disserta… [More] Descriptors: State Standards, Academic Standards, Faculty Development, Mathematics Instruction
(2013). Alignment with the Common Core State Standards: easyCBM K-3 Word Reading. Technical Report #1303, Behavioral Research and Teaching. Five hundred and seventeen words from the easyCBM Word Reading assessment (n = 57 kindergarten, 117 first grade, 172 second grade, and 171 third grade) were examined by 15 teachers for their correspondence with the Common Core State Standards in English Language Arts. In particular, the degree of correspondence between Standard 3 ("Phonics and Word Recognition") expectations for word reading skill and test word types was analyzed within each grade level. Both the frequency of items matching word type characteristics outlined in Standard 3 and percent of reviewer correct agreement were examined. In general, test items were best aligned with the types of words students should know how to read in kindergarten. Nearly 60% of kindergarten words were identified as containing a long-¬ or short-vowel sound, and approximately 74% were among the 500 most frequent words in print. Results found for the other grades were more mixed. First grade items were most strongly aligned with the expectation that students read regularly spelled one-¬ syllable words, comprising 59.8% of the words reviewed. Second grade items were most strongly aligned with the expectation that students read regularly spelled two syllable words containing long vowels, comprising 55.5% of the words reviewed. Third grade items were weakly aligned with Standard 3 expectations. In general, correct agreement among reviewers varied depending upon the word part characteristic reviewed. The findings highlight the need to examine the extent to which items on student assessments reflect expectations for learning, as outlined by the Common Core State Standards. [More] Descriptors: Curriculum Based Assessment, Reading Tests, Alignment (Education), Academic Standards
(2012). Why Teach Spelling?, Center on Instruction. This resource is a compilation of three documents that support the teaching of spelling in today's schools: a discussion of "Why Spelling Instruction Matters", a checklist for evaluating a spelling program, and tables of Common Core State Standards that are linked to spelling instruction. "Why Spelling Instruction Matters" explains the importance of spelling to students' reading abilities, describes models of spelling development, and explains common approaches to spelling instruction. It offers supporting figures and diagrams as well as appendices with additional information and lists of resources helpful to practitioners. Using the information from "Why Spelling Instruction Matters", the Center on Instruction created two companion documents as tools for administrators and teachers. The items in "A Checklist for Evaluating a Spelling Program" are based on research outlined in the main document and offer a quick reference to the key elements for determining students' spelling abilities and teaching basic and more complex skills. The second companion tool, "Tables of Common Core State Standards Linked to Spelling", connects the information in Why Spelling Instruction Matters to grade-level expectations. The document also includes guidance about how to read and use the information in the tables. Each document contains figures, footnotes and references. [More] Descriptors: Check Lists, Spelling, State Standards, Reading Ability
(2012). Next-Generation Assessments Aligned to the Common Core, School Administrator. Through the Common Core State Standards and the development of new assessments aligned to the standards, the public education system is undergoing a transformation–and administrators can help make this vision a reality. Today, more than 45 states and the District of Columbia have adopted the Common Core State Standards. The standards, however, are just one part of a cohesive system that supports student growth and learning. Educators also need new tools to measure whether students are mastering the knowledge and skills needed for success in college and careers, as well as resources and support to help them meet these goals. At the heart of the Smarter Balanced Assessment Consortium's work is a vision of assessment as an integral part of an aligned system of standards, curriculum, instruction and professional development, all focused on preparing students for college and career. The consortium is a state-led initiative developing next-generation assessments aligned to the Common Core. Smarter Balanced is developing next-generation assessments in English language arts/literacy and mathematics that will be implemented in the 2014-15 school year. These assessments will provide a more complete, more efficient measurement of student progress–with periodic checks to help evaluate what students need to stay on the path to success and tools to help educators continuously improve instruction. [More] Descriptors: State Standards, Academic Standards, Alignment (Education), Computer Assisted Testing
(2012). Good Questions: Great Ways to Differentiate Mathematics Instruction. Second Edition, Teachers College Press. Expanded to include connections to Common Core State Standards, as well as National Council of Teachers of Mathematics (NCTM) standards, this critically acclaimed book will help every teacher and coach to meet the challenges of differentiating mathematics instruction in the K-8 classroom. In this bestseller, math education expert Marian Small explains two powerful and universal strategies that teachers can use across all math content: Open Questions and Parallel Tasks. Showing teachers how to get started and become expert with these strategies, Small also demonstrates more inclusive learning conversations that promote broader student participation and mathematical thinking required by CCSS. Specific strategies and examples for each grade band are organized around NCTM content strands: Number and Operations, Geometry, Measurement, Algebra, and Data Analysis and Probability. The new second edition features: (1) Icons that identify concepts outlined in the Common Core State Standards; (2) Many new examples with almost 300 questions and tasks that teachers and coaches can adopt or use as models to create their own; (3) Teaching Tips sidebars; and (4) A template at the end of each chapter to help readers build new tasks and open questions. Guidance for creating a more inclusive classroom learning community with mathematical talk that engages participants from all levels. [Foreword by Diane Heacox. For the first edition of this book, see ED512632.] [More] Descriptors: State Standards, Student Participation, Data Analysis, Mathematics Teachers
(2013). Linking Literacy and Mathematics: The Support for Common Core Standards for Mathematical Practice, Online Submission. In a new era of Common Core State Standards (CCSS), teachers are expected to provide more rigorous, coherent, and focused curriculum at every grade level. To respond to the call for higher expectations across the curriculum and certainly within reading, writing, and mathematics, educators should work closely together to create mathematically proficient students who actively look for relevance and purpose, think critically, and question when uncertain. Mathematics literacy experiences during the elementary school years provide a powerful opportunity to interject context students must know and deeply understand. As described by the Standards for Mathematical Practice, Common Core State Standards suggest teachers not only focus on content but also on process. Historically less attention has been given to the process than the content itself. Given the importance of these standards and the focus on process, this article proposes children's books and other literacy materials to be used by practitioners to enhance the purpose of each of the eight Standards for Mathematical Practice. These standards include: 1. Make sense of problems and persevere in solving them; 2. Reason abstractly and quantitatively; 3. Construct viable arguments and critique the reasoning of others; 4. Model with mathematics; 5. Use appropriate tools strategically; 6. Attend to precision; 7. Look for and make use of structure; and 8. Look for and express regularity in repeated reasoning. The many literacy resources included in this article have been thoughtfully selected from an extensive literature review of resources recognized for their potential to support the Standards for Mathematical Practice. As described by the CCSS framework, practitioners must provide experiences to encompass not only Standards for Mathematical Content but also Standards for Mathematical Practice. These critical eight practices provide the foundation upon which mathematics content must be accessed and embraced by students. Knowing different ways in which literacy materials can be used to support mathematics is a good starting point and having a list of classroom ready resources becomes the catalyst by which teachers of elementary students begin to address the call for higher expectations in mathematics. The instructional implications of CCSS call for teachers to challenge students to think and reason in mathematics and to communicate to others by using literacy resources. The success of Common Core State Standards (CCSS) for Mathematics depends more on how practitioners teach than on what they teach. Elementary school educators must become aware of more and better ways to support the process by which students embrace the mathematics they are required to know. This article is a collection of resources to be used by teachers in support of the Standards for Mathematical Practice. The bibliography lists the literacy resources. [More] Descriptors: State Standards, Literacy, Mathematics Instruction, State Policy
(2011). CCSS Literacy and Math Tools: An Interim Report on Implementation and Sustainability during the Pilot Year, Research for Action. This document summarizes the findings from the initial round of research on the development and piloting of two types of instructional tools designed to support teachers' integration of the Common Core State Standards (CCSS) in literacy and math. In this interim report, Research for Action (RFA) presents key findings from the first half of the 2010-2011 school year in the following five categories: (1) Literacy and math theories of action; (2) Strategy for the development and implementation of literacy and math tools; (3) Tool implementation and use; (4) Sustainability; and (5) Recommendations. [More] Descriptors: State Standards, Academic Standards, Secondary School Teachers, Literacy
(2012). Cyberbullying: Taking Control through Research-Based Letter Writing, English Journal. According to a 2009 AP-MTV survey of 1,247 people ages 14-24, 50% of those surveyed have experienced cyberbullying (Gatti 1). Victims were twice as likely to need help from a mental health professional and were three times more likely to drop out of school than those surveyed who did not report being cyberbullied (5). Given this alarming social context and in light of the new Common Core State Standards (CCSS) for ELA/Literacy, the authors decided to collaborate on a standards-based writing assignment that gives adolescent students strategies to use when they experience bullying in cyberspace and that helps prepare content-area teachers to address this issue. All teachers can use writing to help students examine their role in preventing bullying. This article describes the authors' cyberbullying lesson, which is discussed in more detail in their book, "Getting to the Core of English Language Arts, Grades 6-12: How to Meet the Common Core State Standards with Lessons from the Classroom." [More] Descriptors: Bullying, Computer Mediated Communication, Adolescents, Victims