ELA+Common+Core+Resources

= = =**I. MEDIA**= National Geographic Kindergarten and First Grade Nonfiction on-line magazine NY Times and the Learning Channel resources + strategies for informational texts David Coleman, co-author of the common core standards, explains the shifts in the ela standards and how the anchor standards relate across grade levels and disciplines. Video on ELA Common Core/Text Complexity Seven Blind Mice complex book for elementary and Elephant in the Dark complex poem for secondary Literacy Clinic Your-Tube Channel link below to view short video clips about fostering literacy at home.  You will find good sources for your perspective coaches as they train and later as they work in the field. The Teaching Channel TextProject aims to bring beginning and struggling readers to high levels of literacy through a variety of strategies and tools, particularly the texts used for reading instruction.
 * []
 * @http://learning.blogs.nytimes.com/2011/06/14/the-times-and-the-common-core-standards-reading-strategies-for-informational-text/
 * Part 1 (The first 4 minutes are introductions to the audience, forward to 4:30) @http://www.youtube.com/watch?v=D2irErT8VN0
 * Part 2 @http://www.youtube.com/watch?v=51KX2i13dWU
 * [| http://www.youtube.com/watch?v=A7GMC2p-kmY]
 * []
 * @http://www.youtube.com/user/TheLiteracyClinic
 * There are videos of teachers at all grade levels and content areas, many are linked to Common Core issues, and most of the videos also have downloadable resources of the materials (lesson plans, student activities, etc.) that are used in the videos. New videos are added fairly regularly, the interface is searchable, and there are many about guided reading groups, reading workshop, close reading at the secondary level, and much more. @https://www.teachingchannel.org/
 * @http://textproject.org/

=**II. ARTICLES and BOOKS**=

=**Reading**= Achieve, Inc. (2007). Closing the expectations gap 2007: An annual 50-state progress report on the alignment of high school policies with the demands of college and work. Washington, DC: Author. Retrieved from http://www.achieve. org/files/50-state-07-Final.pdf

ACT, Inc. (2006). Reading between the lines: What the ACT reveals about college readiness in reading. Iowa City, IA: Author.

ACT, Inc. (2009). The condition of college readiness 2009. Iowa City, IA: Author.

Adams, M. J. (2009). The challenge of advanced texts: The interdependence of reading and learning. In E. H. Hiebert (Ed.), Reading more, reading better: Are American students reading enough of the right stuff? (pp. 163–189). New York, NY: Guilford.

Afflerbach, P., Pearson, P. D., & Paris, S. G. (2008). Clarifying differences between reading skills and reading strategies. The Reading Teacher, 61, 364–373.

Bettinger, E., & Long, B. T. (2009). Addressing the needs of underprepared students in higher education: Does college remediation work? Journal of Human Resources, 44, 736–771.

Bowen, G. M., & Roth, W.-M. (1999, March). “Do-able” questions, covariation, and graphical representation: Do we adequately prepare perservice science teachers to teach inqury? Paper presented at the annual conference of the National Association for Research in Science Teaching, Boston, MA.

Bowen, G. M., Roth, W.-M., & McGinn, M. K. (1999). Interpretations of graphs by university biology students and prac- ticing scientists: Towards a social practice view of scientific re-presentation practices. Journal of Research in Science Teaching, 36, 1020–1043.

Bowen, G. M., Roth, W.-M., & McGinn, M. K. (2002). Why students may not learn to interpret scientific inscriptions. Research in Science Education, 32, 303–327.

Chall, J. S., Conard, S., & Harris, S. (1977). An analysis of textbooks in relation to declining SAT scores. Princeton, NJ: College Entrance Examination Board.

Erickson, B. L., & Strommer, D. W. (1991). Teaching college freshmen. San Francisco, CA: Jossey-Bass. Hayes, D. P., & Ward, M. (1992, December). Learning from texts: Effects of similar and dissimilar features of analogies in study guides. Paper presented at the 42nd Annual Meeting of the National Reading Conference, San Antonio, TX.

Hayes, D. P., Wolfer, L. T., & Wolfe, M. F. (1996). Sourcebook simplification and its relation to the decline in SAT-Verbal scores. American Educational Research Journal, 33, 489–508.

Heller, R., & Greenleaf, C. (2007). Literacy instruction in the content areas: Getting to the core of middle and high school improvement. Washington, DC: Alliance for Excellent Education.

Hoffman, J., Sabo, D., Bliss, J., & Hoy, W. (1994). Building a culture of trust. Journal of School Leadership, 4, 484–501.

Kintsch, W. (1998). Comprehension: A paradigm for cognition. New York, NY: Cambridge University Press.

Kintsch, W. (2009). Learning and constructivism. In S. Tobias & M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 223–241). New York, NY: Routledge.

Kutner, M., Greenberg, E., Jin, Y., Boyle, B., Hsu, Y., & Dunleavy, E. (2007). Literacy in everyday life: Results from the 2003 National Assessment of Adult Literacy (NCES 2007–480). U.S. Department of Education. Washington, DC:National Center for Education Statistics.

McNamara, D. S., Graesser, A. C., & Louwerse, M. M. (in press). Sources of text difficulty: Across the ages and genres. In J. P. Sabatini & E. Albro (Eds.), Assessing reading in the 21st century: Aligning and applying advances in the reading and measurement sciences. Lanham, MD: R&L Education.

Mesmer, H. A. E. (2008). Tools for matching readers to texts: Research-based practices. New York, NY: Guilford.

Milewski, G. B., Johnson, D., Glazer, N., & Kubota, M. (2005). A survey to evaluate the alignment of the new SAT Writing and Critical Reading sections to curricula and instructional practices (College Board Research Report No. 2005-1 / ETS RR-05-07). New York, NY: College Entrance Examination Board.

Moss, B., & Newton, E. (2002). An examination of the informational text genre in basal readers. Reading Psychology, 23(1), 1–13. National Endowment for the Arts. (2004). Reading at risk: A survey of literary reading in America. Washington, DC: Author.

Perfetti, C. A., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. In M. J. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227–247). Oxford, England: Blackwell.

Pritchard, M. E., Wilson, G. S., & Yamnitz, B. (2007). What predicts adjustment among college students? A longitudinal panel study. Journal of American College Health, 56(1), 15–22.

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content-area literacy. Harvard Educational Review, 78(1), 40–59.

Stenner, A. J., Koons, H., & Swartz, C. W. (in press). Text complexity and developing expertise in reading. Chapel Hill, NC: MetaMetrics, Inc.

van den Broek, P., Lorch, Jr., R. F., Linderholm, T., & Gustafson, M. (2001). The effects of readers’ goals on inference generation and memory for texts. Memory and Cognition, 29, 1081–1087.

van den Broek, P., Risden, K., & Husebye-Hartmann, E. (1995). The role of readers’ standards for coherence in the generation of inferences during reading. In R. F. Lorch & E. J. O’Brien (Eds.), Sources of coherence in reading (pp. 353–373). Hillsdale, NJ: Erlbaum.

Williamson, G. L. (2006). Aligning the journey with a destination: A model for K–16 reading standards. Durham, NC: MetaMetrics, Inc.

Wirt, J., Choy, S., Rooney, P., Provasnik, S., Sen, A., & Tobin, R. (2004). The condition of education 2004 (NCES 2004- 077). U.S. Department of Education, National Center for Education Statistics. Washington, DC: U.S. Government Print- ing Office. Retrieved from http://nces.ed.gov/pubs2004/2004077.pdf

Yopp, H. K., & Yopp, R. H. (2006). Primary students and informational texts. Science and Children, 44(3), 22–25. Reading Foundational Skills.

=**Foundations of Reading**=

Balmuth, M. (1992). The roots of phonics: A historical introduction. Baltimore, MD: York Press.

Bryson, B. (1990). The mother tongue: English and how it got that way. New York, NY: Avon Books.

Ganske, K. (2000). Word journeys. New York, NY: Guilford.

Hanna, P. R., Hanna, S., Hodges, R. E., & Rudorf, E. H. (1966). Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: Department of Health, Education, and Welfare.

Henry, M. (2003). Unlocking literacy: Effective decoding and spelling instruction. Baltimore, MD: Brookes. Moats, L. C. (2000). Speech to print: Language essentials for teachers. Baltimore, MD: Brookes.

Moats, L. C. (2008). Spellography for teachers: How English spelling works. (LETRS Module 3). Longmont, CO: Sopris West. Venezky, R. (2001). The American way of spelling. New York, NY: Guilford.

**III. Writing Resources**
Appendix C of the CCSS gives examples of proficient student work for informational, narrrative, and argument at each grade level K-12. @http://www.corestandards.org/assets/Appendix_C.pdf

Rubrics for K-12 Argument Writing, K-6 Narrative Writing, and K-6 Informational Writing created by the K-6 and the 7-12 E/LA Steering Committee @http://blogs.egusd.net/ccss/2012/01/12/ccss-aligned-rubrics-k-12/

=**IV. Sharon Collins - WCPSS**= =**Three Big** **Shifts in the ELA Literacy Standards Common Core**=
 * 1. Balance of fiction and informational text in reading and writing (50/50)**
 * 2. Evidenced based thinking in reading and writing (This is the answer because it is on page 3 of the text).**
 * 3. Complex text and vocabulary development (What Tier 2 words are important to know that will help him. Be explicit and intentional about teaching)**

Balanced Literacy - Model, Shared, Guided, Independent Reading Backwards design Making Thinking Visible--Model our own thinking Opportunities to talk about their learning Use read alouds to give students opportunities to experience complex text. Example: Seven blind mice. What is the most important thing we can teach a K student? To love to read and how to read. Three ways to organize in K-2: Guided reading groups (below grade level); Strategy or skill group working on a specific skill (on or above grade level); Individual reading conference.

Assessments: M-Class Reading Assessments - K2 Literacy Assessments, Universal Screening, Running Record all done electronically on I-Pads PAS Test - Divided into subschools used as formative assessment. Dibles Next - some problems with nonsense words. Excellence School Act - All students will read by the end of grade 3; do not use standardized tests for Smarter Balanced Assessment - constructed response items for 2014/15; EOG 55 questions for 120 minutes for elementary

=**V. ELA Common Core State Standards Resources**= http://www.livebinders.com/play/play/297779#
 * Live Binder**

=**VI. P. David Pearson on the CCSS**=

Here's a useful video on implementation of the CCSS: David Pearson's narrated PowerPoint from a webinar on the Common Core State Standards, Research and the Common Core: Can the Romance Survive?, that examine issues related to the implementation of the CCSS @http://www.youtube.com/watch?v=LiReq1WP39s

While Pearson supports the development of the CCSS reading standards, he's concerned about their implementation. He critiques a publishers’ guidelines document authored by David Coleman and Susan Pimentel that posits that publishers should develop textbook questions/prompts that focuses on a literal reading of the text itself using “text dependent questions," a focus Pearson attributes to a return to New Criticism’s contention that the meaning is “in” the text, without adequately drawing on students’ application of prior knowledge that is essential for understanding texts.

He also challenges Coleman and Pimentel’s contention that literal comprehension is a prerequisite for inferential and critical responses, noting that students often benefit from some purpose for reading based on beginning with some inferential or critical framing task.

And, he raises questions about the research base for the development of grade level standards that specify use of certain aspects of texts, for example, that in reading literary texts, that 6th graders should focus on word choice; 7th graders, on rhymes and repetitions of sounds; the 8th graders, analogies and allusions, what he perceived to be relatively arbitrary assignment of the text features students should focus on for each of these grade levels. (For a related critique of the lack of research informing the formulation of “text complexity” associated with the 2nd and 3rd grade reading standards, see Hiebert and Mesmer (2013), Upping the Ante of Text Complexity in the Common Core State Standards: Examining Its Potential Impact on Young People, Educational Researcher, 42(1), 44-51.)

For the presentation slides: @http://www.textproject.org/library/presentations/research-and-the-common-core For other related presentations by P. David Pearson on the CCSS: @http://www.scienceandliteracy.org/research/pdavidpearson

=**VII. More CC resources:**=

1. Common Core resources from TeachThought ...

Exactly What The Common Core Standards Say About Technology By Terry Heick @http://www.teachthought.com/technology/exactly-what-the-common-core-standards-say-about-technology/

"While the long-term impact of these standards on learning is obviously unknown, the impetus - and potential - of meaningful technology integration into learning in K-12 schools in the United States has never been higher."

50 Common Core Resources For Teachers @http://www.teachthought.com/teaching/50-common-core-resources-for-teachers/

55 Content Curation Tools To Discover & Share Digital Content @http://www.teachthought.com/learning/55-content-curation-tools-to-discover-and-share-digital-content/

2. A Digital Toolkit for ...

Children's Book Week -- May 13-19, 2013 @http://www.bookweekonline.com/toolkit

Print bookmarks here: @http://www.bookweekonline.com/bookmark

Share the joy of reading next week!

3. Resources for copyright and fair use in the digital world as you post those final student projects online ...

NC State's Copyright & Digital Scholarship Center @http://www.lib.ncsu.edu/cdsc/resources/tools

Kathy Schrock's Guide To Everything R.I.P. -- Respect for Intellectual Property @http://www.schrockguide.net/intellectual-property.html

Joyce Valenza's Spartan Guides CopyrightFriendly/Creative Commons/Fair Use @http://sdst.libguides.com/content.php?pid=192765&sid=2598362

Steve Anderson's Live Binder All About Creative Commons And Copyright @http://www.livebinders.com/play/play_or_edit?id=108522

Common Sense Media Digital Literacy and Citizenship Classroom Curriculum @http://www.commonsensemedia.org/educators/curriculum

4. Finally, from the Center for Teaching Quality ...

"How Testing Will Change What I Teach Next Year" @http://www.teachingquality.org/content/how-testing-will-change-what-i-teach-next-year More by Bill Ferriter @http://blog.williamferriter.com/