Tag Archives: common core

Re: Defining Reading

by Jim Burke I had the great pleasure of a long conversation with Gerald Graff and Cathy Birkenstein last weekend while in Chicago. In addition to discussing our forthcoming high school edition of “They Say/I Say”: The Moves That Matter in Academic Writing, we spoke of a problem we all agreed is a serious one […]

What the Common Core Assessment Questions Might Look Like

by Jim Burke I scoured various Common Core State Standards assessments by Smarter Balanced Assessment Consortium (SBAC) and Partnership for Assessment of Readiness for College and Careers (PARCC) to better understand the type of questions they might ask. Below are some samples of the types of questions I culled from these assessments (all available online […]

Common Core: Adopting & Implementing School-wide Policies & Practices

by Jim Burke Of the many challenges posed by the Common Core State Standards (CCSS), few rival those posed by getting all the teachers in a department or even an entire school to adopt and implement common policies or practices. Two examples will suffice: adopting and agreeing to all teach a specific approach to (or […]

“Close Reading” Includes Directions,

by Jim Burke When we speak of “close reading” as it appears in Reading Standard 1 of the Common Core State Standards, it is worth considering the directions of the assignments we give our students and the exams they take where such key words as evaluate or trace are used regularly. The student who cannot distinguish between compare and contrast is […]

Your Core Companion: Just What IS “Close Reading”?

By Jim Burke This marks the first of what will be a series of periodic posts about specific Common Core standards and resources intended to help you better understand and implement them.  The links and lessons I provide here allow me to further support those using my Common Core Companion books, so please do not mistake this […]

Culture vs. Structure: How Do We Get From Here to There?

by Jim Burke In the last year, my thinking about education, teaching, and change within schools and classrooms has been grounded in two elements: culture and structure. Structure involves time, processes, protocols–anything, whether tangible or conceptual, that draws the boundaries within which activities, processes, or experiences will take place. Culture is, in large part, the […]

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