Читать книгу Your Literacy Standards Companion, Grades K-2 - Jim Burke - Страница 8

I cannot emphasize enough that the principles of the Common Core document leave it up to us, the practitioners, to design the teaching and learning that will get students to the goals, and so we need to rise to this challenge and not let others define teaching and learning for us. As the document states,

by emphasizing required achievements, the Standards leave room for teachers, curriculum developers, and states to determine how those goals should be reached and what additional topics should be addressed. Thus, the Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards. (CCSS, 2010, p. 4)

The standards also uphold and advance the strong research base for how learners learn and progress. Students become better readers when they read. They become better writers when they write. Digging into the CCSS, you find that Reading Standard 10 requires that students read. Writing Standard 10 stipulates that students write for a variety of purposes over an extended time. One of the aspects of the standards I admire most is that they ask us to value authentic texts, purposeful writing, and real conversations around big ideas. Fiction and informational texts written by accomplished writers take center stage.