This annotated bibliography is reformatted and customized by the Center for Positive Practices. Some of the authors featured on this page include Sydney M. Holbert, Anna E. Bargagliotti, Catherine Gewertz, Angela T. Barlow, Shannon Harmon, Sarah K. Bleiler, Virginia Goatley, Jeanne White, John Collins, and Shannon E. Harmon.
(2012). A New Look at Information Books, School Library Monthly. With the widespread adoption of the Common Core State Standards (CCSS), classroom use of information texts is increasing. CCSS mandate an emphasis on the use of these texts so that students become adept at reading and comprehending complex information in order to write compelling arguments. Students are encouraged to read, write, and engage in research using these sources. Clearly, an assessment of the library's nonfiction collections is essential and librarians need to rethink the selections they make when booktalking, storytelling, or lesson planning. Selecting informational texts for the school library has traditionally revolved around guidelines that consider a title's aesthetic qualities–i.e., text, illustration, and design. These criteria include: (1) Text; (2) Illustration; (3) Accuracy; (4) Layout/Design; (5) Point of View; (6) Organization; (7) Approach; (8) Bias; (9) Reviews and awards; and (10) Annual Lists. The increased emphasis on using information books in libraries and classrooms make it imperative that librarians look beyond the traditional selection criteria noted above. Today's students are expected to not only find and interpret information, but to be spurred on to further inquiries of their own. With that in mind, this article presents suggestions from experts that are also helpful in selecting informational titles. [More] Descriptors: Books, Core Curriculum, State Standards, Alignment (Education)
(2012). Multidimensional Assessment of CCSSM, Teaching Children Mathematics. Given the recent release and widespread state adoption of the Common Core State Standards for Mathematics (CCSSM), teachers across the country now have common goals related to what their students should understand about particular mathematical topics. The authors of CCSSM explain, "Asking a student to understand something means asking a teacher to assess whether the student has understood it" (CCSSI 2010, p. 4). Teachers know that although students may be able to perform a computation, state a definition, or provide an example, they may not actually understand the mathematics. So, what does it mean for students to understand mathematics, and how can teachers gauge this understanding? Researchers and educators have proposed several frameworks to use when thinking about what it means to "understand" mathematics. In this article, the authors propose adapting a model originally used for curriculum development (Usiskin 2007) as a multidimensional approach to assessing students' mathematical understanding across four dimensions: (1) Skills; (2) Properties; (3) Uses; and (4) Representations. This multidimensional approach to understanding, described by the acronym SPUR (Usiskin 2007), can give teachers useful information about the depth of their students' understanding of a mathematical topic. Here, the authors briefly examine the results from an international research project on elementary school students' mathematical attainment in relation to SPUR. Then they demonstrate how teachers might use SPUR as a guide for assessment in their classrooms, specifically in relation to CCSSM. [More] Descriptors: State Standards, Curriculum Development, Elementary School Students, Mathematics Instruction
(2012). CCSSM: Teaching in Grades 3 and 4, Teaching Children Mathematics. Common Core State Standards for Mathematics (CCSSM) is different from the objectives that many teachers have previously experienced in their state frameworks. Although the mathematical topics of the two may be the same, the mathematical expectations within the Standards require a deeper understanding by teachers and students. In this article, the authors demonstrate how using the ideas of "Understanding by Design" (Wiggins and McTighe 2005) can support third- and fourth-grade teachers in "unpacking" a Standard and, in turn, clarify the expectations of a Standard and the end goal of instruction. Supporting students in meeting the expectations of both the Mathematical Practices and Content Standards also includes task selection, task implementation, and instructional decisions based on informal assessments. By unpacking Standard 3.NF.1 and examining a sample task, the authors have proposed a means for teachers to think about these processes and navigate through the CCSSM document. With the support of their colleagues and the insights shared here, teachers too can better understand and implement the Common Core. [More] Descriptors: State Standards, Grade 3, Grade 4, Mathematics Instruction
(2012). Summarize to Get the Gist, Educational Leadership. As schools prepare for the common core state standards in literacy, they'll be confronted with two challenges: first, helping students comprehend complex texts, and, second, training students to write arguments supported by factual evidence. A teacher's response to these challenges might be to lead class discussions about complex reading or assign regular in-class argument essays. Yet the reality is that after discussing a difficult article with a class of 20 or more students, even the most engaging teacher cannot guarantee that every student will understand it. Meanwhile, one would be hard-pressed to find an English teacher who has not inwardly cringed at the thought of having to routinely grade stacks of in-class essays. Some teachers may even neglect to assign such essays, wanting to avoid the work that follows. The author would argue that frequent written summaries of complex texts are a great way to develop students' reading comprehension and argument-writing skills, while minimizing the time the teacher spends correcting. This article looks at the benefits of this strategy as well as how the process works. [More] Descriptors: Academic Standards, State Standards, Literacy, Reading Comprehension
(2012). CCSSM: Getting Started in K-Grade 2, Teaching Children Mathematics. Rather than feeling overwhelmed at the thought of integrating the new Common Core State Standards for Mathematics (CCSSI 2010) into their teaching practice, teachers might view this as an opportunity to deeply embed mathematics into the K-grade 2 curriculum in the same way that literacy has long been rooted into early learning environments. Implementing CCSSM requires more intentional teaching of math so students will work at higher levels of mathematical thinking beginning in kindergarten. As teachers begin to implement CCSSM in their classrooms, their teaching of math can increase in rigor, and expectations can be set even higher. In this article, the authors first discuss characteristics of CCSSM at the K-grade 2 level. Second, they discuss why teachers may have to change their thinking about math instruction to create a culture of mathematics in the classroom. Last, they offer suggestions for generating a cycle of reflection for teachers so they can grow through their efforts to effectively implement CCSSM. [More] Descriptors: State Standards, Teaching Methods, Mathematics Instruction, Academic Standards
(2012). Engaging Reluctant Problem Solvers, Teaching Children Mathematics. With the introduction of the Common Core State Standards (CCSS), teachers must now teach math with an eye on simultaneously meeting the Standards for Mathematical Practice (CCSSI 2010). These Standards "describe varieties of expertise that math educators at all levels should seek to develop in their students" (p. 6). The first Standard, that students "make sense of problems and persevere in solving them," clearly focuses on problem solving: "Students start by explaining to themselves the meaning of a problem and looking for entry points to its solutions" (p. 6). That is to say, students should engage in solving problems for which they have no predetermined way of solving. So, how do teachers proceed in supporting their classes in meeting this first Standard for Mathematical Practice when they have a student or students who are reluctant to engage in the problem-solving process? The authors suggest that tasks without words hold the potential for engaging reluctant problem solvers in the problem-solving process and for serving to jump-start them toward achieving the Standards. [More] Descriptors: Academic Standards, Problem Solving, Mathematics Instruction, Learner Engagement
(2012). Principals Leading the Way, Principal Leadership. Preparing all students for success requires a renewed emphasis on supporting high-quality teaching, on using data to inform decision-making, and on creating a culture of high expectations. To support the shift toward college and career readiness, more than 45 states and the District of Columbia have adopted the Common Core State Standards (CCSS). Over the next two years, principals will play an important role in preparing their schools for the transition to next-generation assessments. A successful transition will require planning for technology readiness, real-world field testing, and training and professional development. When teachers understand and are engaged in the implementation of the CCSS and the new assessments, they will be better able to communicate those changes to parents and the community. As trusted education leaders, principals are in a unique position to advance implementation of the CCSS and next-generation assessments. The time for action is now. This is an opportunity to move forward to ensure that all students are ready for the demands of the 21st century. [More] Descriptors: State Standards, Principals, Educational Change, Field Tests
(2012). How Well Do the NSF Funded Elementary Mathematics Curricula Align with the GAISE Report Recommendations?, Journal of Statistics Education. Statistics and probability have become an integral part of mathematics education. Therefore it is important to understand whether curricular materials adequately represent statistical ideas. The "Guidelines for Assessment and Instruction in Statistics Education" (GAISE) report (Franklin, Kader, Mewborn, Moreno, Peck, Perry, & Scheaffer, 2007), endorsed by the American Statistical Association, provides a two-dimensional (process and level) framework for statistical learning. This paper examines whether the statistics content contained in the NSF funded elementary curricula "Investigations in Number, Data, and Space, Math Trailblazers," and "Everyday Mathematics" aligns with the GAISE recommendations. Results indicate that there are differences in the approaches used as well as the GAISE components emphasized among the curricula. In light of the fact that the new Common Core State Standards have placed little emphasis in statistics in the elementary grades, it is important to ensure that the minimal amount of statistics that is presented aligns well with the recommendations put forth by the statistics community. The results in this paper provide insight as to the type of statistical preparation students receive when using the NSF funded elementary curricula. As the Common Core places great emphasis on statistics in the middle grades, these results can be used to inform whether students will be prepared for the middle school Common Core goals. [More] Descriptors: Elementary School Mathematics, Alignment (Education), Probability, Statistics
(2012). Student-Directed Learning Comes of Age, Education Digest: Essential Readings Condensed for Quick Review. Research findings, as well as newly adopted curriculum standards, continues to send a message to educators that the work of learning must be shifted from teachers to the ones doing the learning. That's because research and anecdotal evidence suggest that when students manage their own learning, they become more invested in their own academic success. Self-directed students also deploy critical-thinking skills more readily when confronted with challenging schoolwork. Research shows that children are naturally active learners who, from infancy, make choices and set goals to solve problems. In addition, Common Core State Standards for math and English language arts adopted last year by 43 states and the District of Columbia encourage student-directed learning (SDL). The standards set learning outcomes beyond simple knowledge of content by emphasizing active inquiry and analysis on the part of students. In response, teachers and schools are experimenting strategies to foster SDL. This can include choice of content, assignments, and pacing; project-based learning, group work, and progress management; and self-assessment. Providing chances for students to make decisions is a characteristic of SDL strategy. At its core, this orientation helps students focus on what is discoverable on their own about the subject matter in order to foster critical and creative cognition. The strategies are less about the prescribed body of knowledge that educators are required to teach than about "the how and the methodology, where students are given lots of opportunities to make connections and connect the dots." [More] Descriptors: Thinking Skills, State Standards, Active Learning, Student Projects
(2012). Many Teachers Not Ready for the Common Core, Education Digest: Essential Readings Condensed for Quick Review. A national survey of school districts last fall by the Center on Education Policy found that fewer than half of the districts had planned professional development aligned to the Common Core State Standards this school year. The challenge of getting the nation's 3.2 million K-12 public school teachers ready to teach to the standards is enormous. With new assessments aligned to the standards rapidly coming online by 2014-15, the implementation timeline is compressed. Teachers are wrestling with an absence of truly aligned curricula and lessons. Added to those factors are concerns that the standards are pitched at a level that may require teachers themselves to function on a higher cognitive plane. Evidence from a Bill & Melinda Gates Foundation study suggests that teachers already struggle to help students engage in the higher-order, cognitively demanding tasks emphasized by the standards, such as the ability to synthesize, analyze, and apply information. Supporters of the common standards say the standards encourage a focus on only the most important topics at each grade level and subject, thus allowing teachers to build those skills. For districts, the professional-development challenge is in finding the place to begin. Districts furthest along in the process are integrating the training with successful efforts already in place. [More] Descriptors: State Standards, Public School Teachers, Elementary Secondary Education, Academic Standards
(2012). Slicing and Dicing the ELA Common Core Standards, Principal. The English Language Arts Common Core State Standards (ELA CCSS) come at a time when many reading teachers, literacy coaches, and classroom teachers seek more extensive literacy practices than the policy mandates of No Child Left Behind and Reading First. These initiatives placed requirements for instruction in core aspects of reading at the forefront, but left other less-privileged elements of literacy too often forgotten. Implementing the ELA CCSS gives educators a chance to step back, think critically, and make decisions to help foster improved instruction. With the Common Core, educators are engaged in conversations about the "six instruction shifts" and other components of the ELA standards that offer new ideas or reminders of the broader context for literacy instruction. This article presents the six shifts in instruction that educators will need to accomplish to align curricular materials and classroom instruction with the ELA CCSS: (1) Shift 1: Increase reading of informational text; (2) Shift 2: Growth in text complexity; (3) Shift 3: Text-based answers; (4) Shift 4: Academic vocabulary; (5) Shift 5: Writing from sources; and (6) Shift 6: Literacy instruction in all content areas. [More] Descriptors: State Standards, Literacy, Language Arts, Reading Teachers
(2012). Access to the Common Core for All, Principal. Too often under the various state-developed standards and assessments, accommodations for students with disabilities–a heterogeneous group with varied characteristics and needs–have not been adequately addressed or have been ignored. The Common Core State Standards (CCSS) initiative provides an historic opportunity to improve access to rigorous academic content standards for students with disabilities. However, implementation of CCSS must begin with the characteristics of these students clearly in mind. Because no single method or approach provides all students with access to the Common Core, the two most important areas that need to be addressed in implementation are instruction and assessment. As principals implement CCSS in their schools, key principles about educating students with disabilities must be on the radar screen: (1) Recognize that students with disabilities are a heterogeneous group and require individualized educational planning; (2) Distinguish between accommodations and modifications; (3) Support an environment and set expectations that teachers will understand, and use evidence-based practices; (4) Augment end-of-year state assessments with a schoolwide assessment program that can measure progress and growth; (5) Understand and support the alignment of individualized education programs (IEPs) with the CCSS; and (6) Hire and support the best special educators. [More] Descriptors: Academic Standards, Educational Planning, State Standards, Evidence
(2012). Personalized Pathways to Success, Leadership. The term "college and career ready" has become widely used as a result of the proposed Elementary and Secondary Education Act (ESEA) reauthorization and Common Core State Standards movement. As schools move toward what may be considered a moral and economic imperative for the nation's students, it is essential that they first identify the gaps of college and career readiness both in students and within their systems of practice. In this article, the author discusses how schools are using data about college and career readiness of students to focus and refine their systems of support. The author points out that the outcome of college and career readiness for all students has the potential to personally touch the learning of every student, but only if schools have a truly integrated system of support. As school and districts implement integrated systems of support, the barriers to ensuring all students become college and career ready will fall away. Undertaking a gap analysis of current systems provides a deeper understanding of college and career readiness as well as a method to identify areas of focus and next action steps. [More] [More] Descriptors: Elementary Secondary Education, State Standards, Career Development, Needs Assessment
(2012). Common Standards Ignite Debate over Student "Prereading" Exercises, Education Week. Sparked by the Common Core State Standards, teachers and literacy experts are arguing about the role of a time-honored pillar of English/language arts instruction: classroom activities designed to help students understand what they are about to read. The attacks on–and defenses of–"prereading" are unfolding largely in cyberspace, through online forums, blogs, and email exchanges. What's triggering them is educators' reactions to the new standards and two key explanatory resources created by their architects: a set of "publishers' criteria" and videotaped sample lessons. That trio has created an impression in some quarters that the intent of the standards is to "ban"–in the words of one blogger–prereading and instead ask students to approach texts "cold," with no upfront assistance. That would represent a sharp turnabout from current practice. Even as the standards' authors insist that their aim is not to abolish prereading, but to curtail and revamp it, the debates persist, pitting schools of thought on reading instruction against one another. Teachers are asking themselves how to honor the heart of the practice, which is intended to help all students access text from a level playing field, but also to learn from its mistakes. The debates, some in the field say, open the door to a broad-based re-examination of how to approach reading instruction. [More] Descriptors: Class Activities, Electronic Publishing, Learning Activities, State Standards
(2012). Problem Contexts for Thinking about Equality: An Additional Resource, Childhood Education. It has been well-documented that many students do not understand the meaning of the equal sign. Thus, researchers have called for instruction that specifically addresses misconceptions about the equal sign, and have indicated that such work must start at the elementary level. In response to these recommendations, some state curriculums require that students gain a full understanding of the equal sign. In addition, the Common Core Standards explicitly state that students in 1st grade need to gain an understanding of the equal sign (Common Core State Standards Initiative, 2010). In response to curriculum requirements and the research recommendations, mathematics educators have sought to design tasks or experiences that will aid students in developing an accurate understanding of the equal sign. Recognizing the importance, in general, of including word problems when developing students' understanding, the authors created a set of problems to draw upon in their instructional unit on equality. The purpose of this article is to share word problems that provide a context with which to facilitate students' thinking about equality. After a brief description of the importance of teaching through problem solving, the equality problems will be shared, along with supporting student work. [More] Descriptors: State Standards, Mathematics Instruction, Word Problems (Mathematics), Symbols (Mathematics)