The authors make us aware of the many limitations of the CCSS. One of the quotes that I think will be most helpful in dealing with staff concerns about implementation is " ambivalence cannot be an excuse for not responding for the call to reform that is implicit in the standards."
The authors remind us that while the CCSS define what students should know and be able to do, they don't tell us how to get there. We are sensibly urged to look our current initiatives, examine how aligned they are to CC and set goals for improvement from there. But in the process, we need to consider many things including the student body we serve and the knowledge base and beliefs of the professionals involved. I must admit I find it intimidating and empowering all at the same time to be part of such a challenge.
I look forward to joining all of you in delving into our current literacy initiatives, celebrating what is strong and setting goals to improve the gaps in our curriculum. Onward literacy soldiers!
There were sooo many things in these first few pages that I highlighted and starred!
ReplyDeletePg 11 It talks about the work spread across grades. Their example is what seemed to be challenging eighth grade work should be taught in fifth. Then the teacher can see where the students are on the trajectory. Right now we are having discussions about what each grade is doing and how that could affect the next grade. No more close your door and these are my students.
I also never thought about the change in comprehension. for NCLB comprehension was one small piece of 5. Now in the Common Core there is a stronger emphasis on HIGHER level comprehension
One last thought is the writing piece. Reading is going to be assessed through writing. In some grades, writing has taken a back seat. Writing needs to be integrated into all subjects. I know we have started doing it through our Science curriculum
I'm really not sure if I am doing this right or not. However, I'm giving it a try.
ReplyDeleteAs I was reading pages 1-15 a few things caught my attention.
1. On page 15 it mentions to look at your current literacy initiatives and set goals to improve them - items that are already aligned to the common core. This made me think of KidBiz and how many of the new changes are aligned to the common core. Do we need to discuss how to improve/encourage the use of this program? Not only during reading instruction, but also across various subject areas. Stretch articles may help to increase text complexity and More For Me (I think that's what it is called) helps students compare information from various sources.
How did the staff development go at Paradise with Susann? Anything worth discussing?
2. Page 12 it mentions students need to be able to do quick, on the run research, express their thinking verbally and in writing, and to summarize, synthesize, analyze, and design - Eventually it will be worth discussing Webb's Depth of Knowledge and also the New Bloom's Taxonomy. PLC time??
3. The CCSS places equal weight on reading and writing. This makes me think about the Leveled Assessment we are looking at from Heinemann. We thought it was a little much to have students in kindergarten and first grade compose written responses to a story. However, I wonder if this is something we should look into. ????
I read Chapter 1 through a different lens. I focused on the whys and how to get buy in. Even though this is not something that has a chance of not happening, staff buy in is important to successfully make the changes necessary.
ReplyDeleteI feel like that is my first step with this. We do have a lot in place that we can work with. It's going to be a process to get things exactly where we want them.
I'm thankful now more than ever that we have an extra year!! :)