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What the Common Core State Standards Do Not Tell You About Connecting Texts
Author(s) -
Ciecierski Lisa M.
Publication year - 2017
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1616
Subject(s) - point (geometry) , mathematics education , state (computer science) , common core , curriculum , pedagogy , academic standards , learning standards , core (optical fiber) , order (exchange) , psychology , core curriculum , sociology , political science , computer science , higher education , law , telecommunications , geometry , mathematics , finance , algorithm , economics
The Common Core State Standards bring the importance of connecting texts to the forefront by sharing that students must be able to “analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches authors take” (National Governors Association Center for Best Practices & Council of Chief State School Officers, [, 2010], p. 10). However, this is not all that is important for teachers to know and think about. This article shares three points to consider when thinking about meeting this standard. These points were concluded after an 18‐week inquiry with elementary school students and are shared by first stating what each point is and then discussing why it might matter. Potentials for curriculum and instruction and final thoughts are presented as a conclusion.