Category Archives: Common Core

Assessment and Accommodations: A Response to Dr. Shanahan’s Blog, The Lindsay Lohan Award for Poor Judgment or Dopey Doings in the Annals of Testing

On July 21st, Dr. Shanahan awarded the Lindsay Lohan award to the PARCC consortium for its poor decision on allowing its reading test to be read to struggling readers. Namely, PARCC has permitted a read-to accommodation for K-12 learners identified … Continue reading

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Teacher as Mediator of Complex Text

On January 8, 2002, President George W. Bush signed into law the No Child Left Behind Act. This law significantly impacted literacy instruction across the US because it mandated instruction in early literacy to be based on scientific research. As … Continue reading

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SoMIRAC’s 21st Century Newsletter

The second edition of the 21st Century Literacy Leaders newsletter is now available. The purpose of this newsletter is to provide specialized information to Maryland’s literacy leaders. As our state’s schools build teacher capacity in preparation for the Common Core State … Continue reading

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SoMIRAC’s 21st Century Literacy Leaders Committee unveils its inaugural newsletter

The State of Maryland International Reading Association Council’s 21st Century Literacy Leaders Committee released its first bi-monthly newsletter. The purpose of this newsletter is to provide specialized information to Maryland’s literacy leaders. As our state’s schools build teacher capacity in preparation for the Common Core … Continue reading

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Why are educators petrified to assign complex text?

At first, I was afraid, I was petrified Kept thinking, I could never live without you by my side But then I spent so many nights thinking, how you did me wrong And I grew strong and I learned how … Continue reading

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New Information, Old Hat Lessons

I have just finished reading this book, “Getting to the Core of English Language Arts Grades 6-12,” and my assessment of its quality and efficacy is split. To be specific, the chapters that discuss the standards themselves are great, while … Continue reading

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Leadership for Literacy

Improve literacy! That seems to be the annual cry, especially in middle and high schools. Intervention programs can work, when used according the publisher’s recommendations. The challenge tends to be that well-intentioned leaders rely on them as a cure-all. The other … Continue reading

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Rhetorical Reciprocity with Reading and Writing

Recently I read a paper written by Dr. Roskelly entitled “What Do Students Need to Know about Rhetoric?” In this paper, Roskelly (n.d.) submitted that as high school students become conscience of how rhetoric works, this can transform their reading, … Continue reading

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PARCC releases assessment prototypes

Recently, PARCC released the Assessment prototypes for ELA and Mathematics: http://www.parcconline.org/samples/item-task-prototypes . I got an opportunity to examine the prototypes and I wanted to pass the information along. One thing to note is Standard 1 and Standard 10 will always … Continue reading

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ELA CCSS accentuates the Complex, Unified, Continuous Process of Reading

“All students must be able to comprehend texts of steadily increasing complexity as they progress through school” (www.corestandards.org/assets/Appendix_A.pdf , p. 2). Given this notion, it is important that educators move from remedial reading programs that emphasize the drilling of reading … Continue reading

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