Tag Archives | Common Core Standards

Comparison: Foundational Cognitive Function for Analysis

An Inductive Argument The Common Core Reading Standards clearly expect students beyond the fourth grade to possess analytical skills, an expectation reinforced through 64 uses of the word analyze within grade-level standards. Most frequently in the standards, the cognitive skill of compare and/or compare precedes the more general reference to analysis. Therefore, a strong foundation […]

Six Text Type Pairings for Critical Thinking & Common Core Success

Where are you with the Common Core Standards? Are all stakeholders on board or is there a civil war going on in your school or community? Is school leadership supporting instructional change in your building or your district? Are teachers working independently to keep up on change without focused systematic support by educational leadership? Are […]

Conversations on Close Reading and the Common Core State Standards

Over the last several weeks, I have had the most interesting conversations with knowledgeable minds about close reading: the history of close reading; the nature of texts demanding close reading; the intersection of literary theory; and the selection of complex texts in relation to the Common Core State Standards. Throughout, I have been mulling over one […]

CONFLICTS?? CONTEXT AND CLOSE READING

This summer, issues surrounding the Common Core Standards have been like a spiraling vortex in my mind. Each week as I facilitate a new group of educators through the standards (which by the way, for me do include the appendices), I am confronted with questions that challenge the College and Career Readiness Standard 10. “How,” […]