With the upcoming implementation of CCSS in E/LA and mathematics in 2014, and the expected implementation in science, history/social studies, and technical subjects, educators need a grounded, specific text on how to scaffold students from where they are to where they need to be according to the Common Core State Standards. The CCSS assume that students already have more skills, prior knowledge, and motivation than may be real. Therefore, teachers and administrators require some assistance for helping all students reach the rigorous demands of CCSS. This text provides specific, successful strategies that are targeted for each of the secondary content areas. This text is designed to help all educators translate the CCSS so that it can become a guiding force, not a stumbling block.
Harriet D. Porton is a veteran teacher and administrator with over 45 years of experience, has taught every grade from first through graduate school. Her primary interests include helping at-risk learners succeed and demystifying curricular plans and policies for educators.
SECTION ONE Chapter One- How will the Common Core State Standards affect teaching/learning? * *What are they? *How did we get here? *What is cooperative learning and how does it improve instruction? Chapter Two- How learning happens* *Theories of learning *Neuroscience and learning *Schema *Attachment Chapter Three- Reflections: How do we know what we know?* * What have we learned about how children learn? * What have we learned about the upcoming CCSS? SECTION TWO Chapter Four- CCSS and English/Language Arts *Understanding the theories behind CCSS in literacy *Teaching reading in English/Language Arts and CCSS *Teaching writing in English/Language Arts and CCSS *Teaching listening in English/Language Arts and CCSS *Teaching speaking in English/Language Arts and CCSS *Developing effective vocabulary acquisition and language usage strategies Chapter Five - CCSS and math *Blending CCSS into the current mathematics curriculum- an overview *Teaching reading in math using CCSS *Teaching writing in math using CCSS *Developing effective vocabulary acquisition strategies in math Chapter Six- CCSS and social studies *CCSS and the current thinking about history/social studies *Using a matrix for rigor to develop social studies lesson plans *What is history? *How do historians read history? *How can educators help develop mature historical thinking? *History is an enigmatic subject Chapter Seven - CCSS and science *Blending CCSS into the current science curriculum- an overview *Teaching reading in science using CCSS *Teaching writing in science using CCSS *Developing effective vocabulary acquisition strategies in science SECTION THREE Chapter Eight- Reflections: How will we use what we know now?* *What do we know and how will we apply what we have learned about CCSS and changes to oEnglish Language Arts oMathematics oSocial studies and oScience Chapter Nine- At-risk students and CCSS* *What we need to know about engaging discouraged learners * What we need to learn about effective instructional and management skills * How we can use CCSS to move all students forward? Chapter Ten- CCSS Assessments and rubrics* *What we know about the assessments for the forthcoming CCSS *What we know about the rubrics used to score student work