The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards


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Seasoned educators have seen this before. Although the CCSS are similar to previous standards in many ways, there is something that makes them different: Because they and the promised assessments have been adopted by nearly every state in the union, the CCSS bring us closer than ever to a standardized, national curriculum.

English Language Arts Standards and Courses

The inertia behind the new standards is powerful. The financial and political backing the CCSS has received is significant. There is also considerable debate among educators regarding the overall value of these new standards, and there is a palpable sense of dissatisfaction regarding the manner in which the standards were developed, particularly the limited input educators were allowed.

Many veteran English teachers may be wearied from the promises of previous educational reforms, and they may need inspiration to embrace new standards now. Many new teachers look with trepidation upon the intricate dictates of the CCSS and wonder what in the world these standards might look like in real classrooms with real students. Like it or not, teachers will be expected to become well versed in the CCSS document. Unfortunately, the minutely detailed list of standards is every bit as engaging as your favorite phone book. But there is hope. In reading their helpful, in-depth guide to CCSS, however, I feel as though I've made friends with two very knowledgeable, positive, and wise colleagues.

Vicky and Maureen want teachers to learn to appreciate—as they clearly have—what the CCSS have to offer, to use the new standards to hone the excellent teaching they already do, and to enhance their teaching with new ideas inspired by the CCSS.

I especially appreciate that the authors point out right away that teachers aren't necessarily required to create new lessons to comply with Common Core State Standards; much of the work good teachers already do will meet CCSS. Following the introduction, the book is broken into four sections, each dealing with a major strand from the CCSS Anchor Standards—Reading, Writing, Speaking and Listening, and Language—and it concludes with a special focus on collaboration, something the book's coauthors know about.

Teachers will find engaging, creative, CCSS-aligned lessons that make use of a variety of new and classic texts. In these sections, the authors explain how they came up with the idea for the lesson and how it went with their own students. They describe how they may have adapted the lesson to fit CCSS and what tweaks they made after they tried it out with their students.

Teachers will appreciate Vicky's and Maureen's substantial teaching experience, and these sections highlight nicely the kind of reflective practice they obviously employ in their own teaching. Another helpful feature is the marginal sidebars. In this way, the book, as the authors put it, functions as an already-highlighted text. How could an Internet tool work with this writing assignment? Could this task be adapted for gifted or struggling students? The authors have wondered about these things, too, and they've included their thoughts about them.

The Common Core State Standards are here, and teachers and administrators will be expected to align curriculum to them and to the forthcoming standardized assessments. Although many of us would take issue with some of the standards, how they were produced, and what's left out of them, that doesn't mean we won't be expected to work with them.

What Is the Common Core? The Controversial Standards Explained

We're lucky to have two colleagues who've thought long and hard about the standards, found benefits for our students in them, and given us a useful, authoritative, and refreshingly readable guide to help us all get up to speed. He is also editor of English Journal, the year-old, peer-reviewed journal for secondary and middle school English teachers published by the National Council of Teachers of English. We wish to acknowledge Corwin, and in particular Carol Chambers Collins, for their belief in our vision for this book and for their continued support of this product from start to finish.

We would also like to thank our colleagues at our respective institutions of education—Molloy College and Mineola High School—for their sustained encouragement of our work, especially the English Language Arts professionals with whom we have worked over the years who have inspired us. In addition, we wish to express our gratitude to the students both high school students and prospective teachers we have taught in the past and will teach in the future for motivating us to become better teachers.

Finally, we would like to sincerely thank those who work tirelessly to ensure quality education for all students. Vicky's core family: husband, John—my saint, for your uncommon and unwavering love, patience, and encouragement; Emanuel, Anna, and Paul—for showing me the true meaning of life and for your unconditional love and understanding; dad Polychronis and mom Constantina—for all the sacrifices you have made and still make for me and for fostering in me the values of family, education, and hard work; mom-in-law, Anna—for all your help and support; Steve, Elaine, Tina, Stephanie, Paul, and Peter; George, Margie, Tina, and Catherine—for your constant love.

Her research interests include adolescent literacy, standards and assessment, teacher education, and cultural and linguistic diversity. Her work has been featured in books and scholarly journals, and she frequently presents at regional, national, and international conferences. She has been interested in standards and assessment and how they affect teaching and learning ever since she began teaching.

Moreover, her dissertation work was on the impact of state assessments in English on instructional practice. Vicky resides in New York with her supportive husband and three loving children. She can be reached by e-mail at vgiouroukakis molloy. She has overseen service-learning grants for the New York Metropolitan Area and collaborated in the writing of several publications related to service-learning.

While Maureen credits her passion for service to her mother, a music teacher who often coordinated trips for her pupils to perform at a local nursing home, she credits her love of literature and teaching to her grandmother, a professor of English at Hunter College, and her grandfather, a salesman for Macmillan. Maureen has developed [Page xiv] many standards-based, service-learning projects that link community outreach, character education, and reading. Maureen earned her master's degree in Reading and her doctorate in Educational Leadership at St. John's University. Also, she has presented workshops at regional, national, and international conferences, and volunteered to teach in India, Ghana, Peru, and Spain.

Maureen is part of the Teachers for Global Classrooms Program which promotes global education. Maureen resides in New York City and can be reached at mconnolly mineola. The Corwin logo—a raven striding across an open book—represents the union of courage and learning. Corwin is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK—12 education. CQ Press Your definitive resource for politics, policy and people.

Remember me? Back Institutional Login Please choose from an option shown below. Need help logging in? Click here. Don't have access? View purchasing options. Online ISBN: Online Publication Date: January 08, Publisher: Corwin Press.

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Print Purchase Options. Each lesson template includes: Intended grade level band, timeline, and the type of student writing involved; Connections to supporting theory, including the Backward Design model; Variations to differentiate the lesson for diverse student populations; Ways to link the lesson to technology and service learning; Reproducible handouts The lesson narratives also give tips for incorporating technology into lessons and connecting them to Copy to Clipboard.

View Copyright Page [Page iv]. Includes bibliographical references and index. ISBN pbk. G48 Enter Vicky Giouroukakis and Maureen Connolly. Kenneth Lindblom , Stony Brook University. A very special acknowledgment goes to our core families: Vicky's core family: husband, John—my saint, for your uncommon and unwavering love, patience, and encouragement; Emanuel, Anna, and Paul—for showing me the true meaning of life and for your unconditional love and understanding; dad Polychronis and mom Constantina—for all the sacrifices you have made and still make for me and for fostering in me the values of family, education, and hard work; mom-in-law, Anna—for all your help and support; Steve, Elaine, Tina, Stephanie, Paul, and Peter; George, Margie, Tina, and Catherine—for your constant love.

About the Authors. Read , 60 10 , 20— Achieve, Inc. Closing the expectations gap An annual state progress report on the alignment of high school policies with the demands of college and work. Washington, DC : Author.


  • Focus Areas and Instructional Implications.
  • A Concise Introduction to Analysis!
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ACT, Inc. Reading between the lines: What the ACT reveals about college readiness in reading. Iowa City, IA : Author. ACT national curriculum survey. The condition of college readiness A first look at the common core and college and career readiness. Allen , R. Expanding writing's role in learning: Teacher training holds key to change. Curriculum Update. Aronson , M. Being and nothingness. School Library Journal.

ELA Tools Aligned to Common Core Standards | Common Sense Education

Beck , I. Bringing words to life: Robust vocabulary instruction. New York : Guilford Press. Birner , B. Is language always changing?

See a Problem?

The Linguistics Society of America. Bloom , B.


  • Transport Analysis?
  • Man and Woman: An Inside Story.
  • Manual The Common Core: Teaching Students in Grades 6–12 to Meet the Reading Standards;
  • Evidence-Based Cardiology.
  • Multisensor Instrumentation 6σ Design: Defined Accuracy Computer-Integrated Measurement Systems.
  • Historians Want to Put Events in Context. Common Core Doesn’t. That’s a Problem.?

Taxonomy of educational objectives, handbook I: The cognitive domain. New York : David McKay. Blow , C. Suffer the little children. The New York Times. Burke , J.

What Are the Shifts?

What's the big idea? Question-driven units to motivate reading, writing, and thinking.

Portsmouth, NH : Heinemann. Buss , F.

The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards
The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards
The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards
The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards
The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards
The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards
The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards
The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards
The Common Core: Teaching Students in Grades 6-12 to Meet the Reading Standards

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