All at once...I believe that refers to the major instructional shifts required by Common Core. You can't take on too many changes at once.
Many of the teachers in my buildings are integrating social studies and science content into language arts instruction, organizing thematic units around essential questions. The idea behind common core--going deeper--and creating connections across texts--happens more easily in thematic units. Anchor standards--- they are k-12--- and the grade specific standards are drawn from those. It's so interesting to see how different people read and interpret these standards differently. Some feel long texts are discouraged--others short text. I think it's all texts-- but more reading across several types of texts on the same topic--and requiring student to read and integrate ideas from all of them. Texts now include visual texts like video clips--audio clips like podcasts---so you perhaps read a novel that has the Holocaust as subject matter, see video clips related to survivor stories, read an article... And then students integrate content from all--- Much nonfiction written for younger readers is literary---think Magic School Bus-- etc Sent from my iPhone On Jul 3, 2013, at 6:25 PM, "wr...@centurytel.net" <wr...@centurytel.net> wrote: > > I have been reading the book Pathways to the Common Core. > I have lots of questions from the book. I'd love to hear your ideas. I > don't think you need to have read the book to have ideas about the answers. > I'm not yet done with the book, so maybe some of my questions will be > answered as I continue to read. > 1. The book repeatedly states that it is not possible to take on all the > CCSS at once. I'm not sure what "at once" means. In one lesson? In one > month? In one school year? I get the impression as I continue to read that > all standards (for that grade level) must be worked on in one school year. > 2. The book suggests that students need one hour a day for writing and 90 > minutes a day for reading. The book only infrequently mentions specific > grade levels. Since I teach a 100 minute block that is ELA AND social > studies, what can you suggest for me? I don't see how I have enough time. I > don't think ten minutes of reading in one class, and ten minutes of reading > in another, plus 30 minutes of reading in my class, plus 20 minutes of > reading in another class ... adds up to the same as 90 minutes all at once. > Is it necessary for the time to be all together? Is there a minimum of time > in one sitting that can count as reading? I don't think reading today's > objective and homework assignment on the board counts in any way as reading. > Plus since the book seems to discourage reading tiny excerpts to gain > meaning, it seems longer chunks of text will be required reading. What do > the rest of you think about both ideas? > > 3. What is the difference between anchor standards and just plain standards? > > 4. Does the CCSS place an emphasis on literary nonfiction? Is literary > nonfiction that same as narrative nonfiction. I ask because I think most > nonfiction is NOT literary. > I have many more questions, but I think this is more than enough in one > e-mail. I'm not expecting anyone to have answers to all these questions, but > anything you can help me with would be great. Thanks! > Jan > > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
