Truth matters

2017 ◽  
Vol 99 (4) ◽  
pp. 33-38 ◽  
Author(s):  
Alina Reznitskaya ◽  
Ian A.G. Wilkinson
Keyword(s):  
Language Arts ◽  
Elementary School Teachers ◽  
Common Core ◽  
School Teachers ◽  
Student Centered ◽  
Intensive Instruction ◽  
Student Interests ◽  
Inquiry Dialogue ◽  
The Common ◽  
Language Arts Classrooms

Learning how to formulate, comprehend, and evaluate arguments is an essential part of helping students develop the ability to make better, more reasonable judgments. The Common Core identified argumentation as a fundamental life skill that is broadly important for the literate person. According to the authors, having students engage in an inquiry dialogue oriented toward finding the most reasonable answer is key to developing the skills of argumentation. Inquiry dialogue starts with a contestable, big question that is relevant to student interests and addresses a central issue raised in a text. Such questions invite students to take part in a genuine quest for truth and allow them to develop more reasonable and personally meaningful judgments. Inquiry dialogue is neither teacher-centered nor student-centered; rather, it is truth-centered. In a recent three-year project, the authors worked with elementary school teachers to learn how to support the use of such dialogue-intensive instruction in language arts classrooms.

The Use of Digital Resources to Support Elementary School Teachers' Implementation of the Common Core State Standards

2016 ◽  
pp. 914-920
Author(s):  
Amy Jensen Lehew ◽  
Drew Polly
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
School Teachers ◽  
Web Based ◽  
The Common ◽  
Ongoing Support

This chapter describes the process of developing Web-based resources to support elementary school teachers' implementation of the Common Core State Standards in Mathematics in a large urban school district in the southeastern United States. Based on a learner-centered approach to teacher professional development the authors describe a three-fold process of supporting teachers: providing opportunities for teachers to deepen their understanding of the CCSSM, providing curricular resources that align with the CCSSM, and providing ongoing support through teachers' implementation of the CCSSM. Implications for the development of Web-based resources and researching these types of endeavors are also shared.

The Use of Digital Resources to Support Elementary School Teachers' Implementation of the Common Core State Standards

2014 ◽  
pp. 498-504
Author(s):  
Amy Jensen Lehew ◽  
Drew Polly
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
School Teachers ◽  
Web Based ◽  
The Common ◽  
Ongoing Support

This chapter describes the process of developing Web-based resources to support elementary school teachers' implementation of the Common Core State Standards in Mathematics in a large urban school district in the southeastern United States. Based on a learner-centered approach to teacher professional development the authors describe a three-fold process of supporting teachers: providing opportunities for teachers to deepen their understanding of the CCSSM, providing curricular resources that align with the CCSSM, and providing ongoing support through teachers' implementation of the CCSSM. Implications for the development of Web-based resources and researching these types of endeavors are also shared.

The Use of Digital Resources to Support Elementary School Teachers’ Implementation of the Common Core State Standards

2013 ◽  
pp. 332-338
Author(s):  
Amy Jensen Lehew ◽  
Drew Polly
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
School Teachers ◽  
Web Based ◽  
The Common ◽  
Ongoing Support

This chapter describes the process of developing Web-based resources to support elementary school teachers’ implementation of the Common Core State Standards in Mathematics in a large urban school district in the southeastern United States. Based on a learner-centered approach to teacher professional development the authors describe a three-fold process of supporting teachers: providing opportunities for teachers to deepen their understanding of the CCSSM, providing curricular resources that align with the CCSSM, and providing ongoing support through teachers’ implementation of the CCSSM. Implications for the development of Web-based resources and researching these types of endeavors are also shared.

Contextualizing Algebraic Word Problems through Story Using Technology

2015 ◽  
pp. 398-415
Author(s):  
Terri L. Kurz ◽  
Barbara Bartholomew ◽  
Amanda Sibley ◽  
Scott Fraser
Keyword(s):  
Language Arts ◽  
Secondary Students ◽  
Common Core ◽  
Word Problems ◽  
Common Core Standards ◽  
Digital Cameras ◽  
The Common ◽  
And Mathematics ◽  
The University

Using stories in mathematics helps students situate mathematics within a context. This chapter presents an activity for the integration of stories and word problems into an algebra course designed for pre-service teachers. The pre-service teachers designed and created stories using technology (digital cameras and PowerPoint) to support algebraic explorations at the elementary and secondary levels based on the Common Core Standards. A balance of technology, language arts, and mathematics content is possible with these stories. The activity can be extended beyond the university classroom by guiding secondary students in creating their own algebraic stories in the classroom.

scholarly journals Teachers' Implementation of and Stages of Concern Regarding English Language Arts (ELA) Common Core State Standards (CCSS) in New York State

2020 ◽  
Author(s):  
◽  
Aloze Ogbonna
Keyword(s):  
New York ◽  
Language Arts ◽  
Common Core ◽  
Common Core State Standards ◽  
New York State ◽  
Stages Of Concern ◽  
State Standards ◽  
Common Core Standards ◽  
Core State ◽  
The Common

Problem In the State of New York, the adoption and implementation of the Common Core State Standards (CCSS) and associated high-stakes assessments have sparked debates among educators, parents, students and politicians. Educators are concerned about its impact on students' test scores, graduation rates and school funding. With mounting accountability threats, teachers are forced to teach to the test in order to produce desirable test scores (Zimmerman, 2010, as cited in Pinar, 2012, p.17). Unfortunately, there were no studies that promoted understanding of teachers' concerns and the extent to which they were implementing the CCSS. The purpose of this study was to investigate teachers' concerns and the extent to which they were implementing the CCSS in language arts in the state of New York. Method The design of this study is a non-experimental quantitative design using survey research methodology. A survey using a modified Stages of Concern Questionnaire (SoCQ) and a researcher-developed implementation of language arts core standards questionnaire were given to Grades 6-12 ELA teachers from 75 selected schools in New York state. Seventy-five teachers responded to the questionnaire with 53 useable responses. The data was analyzed using descriptive statistics and bivariate correlation. Results Respondents were mostly from urban/suburban schools (90.4%). Teachers implement 13 of the 15 common core standards in language arts at least once a week (M=4.02 to M=6.15). Levels of implementation were similar in both middle and high schools (p>.05) and appear to be unrelated to number of years implementing the CCSS. Approximately half (52.8%) were at concern stages 4 to 6. And overall, there is no relationship between stage of concern and levels of implementation of the common core standards. Conclusions Teachers are adequately implementing language arts common core standards in New York. Half of the teachers' concerns are generally about how implementation of the standards affect their students and their colleagues. The other half are concerned about how implementation affects them personally. To achieve the objective of the curriculum and the Every Student Succeeds Act (ESSA), teachers must continue to receive targeted professional development in their identified areas of needs.

Upping the Ante of Text Complexity in the Common Core State Standards

2013 ◽  
Vol 42 (1) ◽  
pp. 44-51 ◽  
Author(s):  
Elfrieda H. Hiebert ◽  
Heidi Anne E. Mesmer
Keyword(s):  
Language Arts ◽  
Common Core ◽  
Grade Level ◽  
English Language ◽  
Empirical Support ◽  
State Standards ◽  
Core State ◽  
Text Complexity ◽  
College And Career ◽  
The Common

The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2–3, 4–5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2–12 in order to close a gap in the complexity of texts typically used in high school and those of college and career. The first step of the band at second and third grades is examined because it marks the entry into the staircase and a critical developmental juncture. In this article, we examine the theoretical and empirical support for three assumptions that underlie the acceleration of text complexity in Grades 2–3. Then we identify patterns in American reading achievement and instruction to illustrate the potential and far-reaching consequences of an increase in the first step of the CCSS staircase.

Using Media Literacy to Teach and Learn the English Language Arts/Literacy

2016 ◽  
pp. 291-305
Author(s):  
Kelly McNeal
Keyword(s):  
Language Arts ◽  
Digital Media ◽  
Media Literacy ◽  
Common Core ◽  
Common Core State Standards ◽  
English Language ◽  
State Standards ◽  
Core State ◽  
Language Arts Literacy ◽  
The Common

Forty-three states out of fifty states in the United States of America have adopted the Common Core State Standards in English language arts/literacy as a means of setting attainment levels of what students should know at different benchmarks during their schooling. The Common Core State Standards will be viewed through the lens of how they can be taught and learned by utilizing digital literacy media. This chapter will discuss how the goals of digital media literacy are aligned with the Common Core State Standards, how resources can be used to teach teachers and school district personnel about the Common Core State Standards, and finally how digital media can aid in helping students learn the standards and can aid in helping community members learn and then teach these standards. This chapter will conclude with questions and controversies about the Common Core State Standards and how media literacy education can alleviate many of the fears and challenges associated with the growing debate on this topic.

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