"What Happens to the Basics?" by Elfrieda H. Hiebert and P. David Pearson

As schools make curricular changes to meet the Common Core State Standards and educators adjust their instruction, the authors explain how the CCSS movement needs to build upon the pedagogy learned during No Child Left Behind. By the end of 3rd grade, students need to establish their reading foundation skills. In addition to these proficiencies, the CCSS supports the introduction of complex content and comprehension of rich texts. Literacy is most powerful when texts are viewed as a source of knowledge as well as to teach basic skills. The authors set forth suggestions to increase student responsibility as readers, including an awareness of the importance of available time and stamina. Read the article here.

  • Facets: Link
  • Channel:  About the Common Core State Standards
  • Tags: Elfrieda H. Hiebert, P. David Pearson, Common Core State Standards, CCSS, literacy, text, ELA, students, teachers, NCLB, No Child Left Behind, skills, text complexity, primary grades, comprehension, Jeanne Chall, narrative texts, informational texts, vocabulary, stamina, literature, silent reading, time management
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