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Uncommon Core: Where the Authors of the Standards Go Wrong About Instruction-and How You Can Get It Right (Corwin Literacy) 1st Edition
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Uncommon Core puts us on high-alert about some outright dangerous misunderstandings looming around so-called "standards-aligned" instruction, then shows us how to steer past them―all in service of meeting the real intent of the Common Core. It counters with teaching suggestions that are true to the research and true to our students, including how:
- Reader-based approaches can complement text-based ones
- Prereading activities can help students meet the strategic and conceptual demands of texts
- Strategy instruction can result in a careful and critical analysis of text while providing transferable understandings
- Inquiry units around essential questions can generate meaningful conversation and higher-order thinking
- ISBN-101483333523
- ISBN-13978-1483333526
- Edition1st
- PublisherCorwin
- Publication dateApril 15, 2014
- LanguageEnglish
- Dimensions7.38 x 0.51 x 9.13 inches
- Print length226 pages
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Editorial Reviews
Review
"This book represents what we should all be doing with the CCSS―making suggestions for modifying them so that they stand a chance of achieving the goals behind them. Unless the CCSS are a living document that can be shaped and reshaped by the educators and students who are held accountable to them, they will fail. Read this book to help them succeed."
-- P. David Pearson, Professor of the Graduate School of Education"Finally! A book with more light than heat on the issue of standards and their implications for learning. This is a well-argued, even-handed, and clear-headed look at the need to distinguish the value of the Common Core Standards from some of the questionable views of teaching and learning that standards writers and promoters have been expressing. . . . Every teacher of reading, supervisor, and district leader will find value in this text."
-- Grant Wiggins, Coauthor of Understanding by Design"Talk about overdue! This book is an urgently needed corrective to the oversights, overreaches, and idiosyncratic weirdness of the Common Core Standards and what their authors say about how they should be taught. These authors aren’t standards-bashing; they stipulate that the Common Core has ‘the capacity to provide a real opportunity for progressive change.’ . . . Thank goodness three of our best teacher-thinkers have come forward to speak truth to Zombie literacy. "
-- Harvey "Smokey" Daniels, Coauthor of The Best-Kept Teaching Secret"Michael Smith, Deborah Appleman, and Jeff Wilhelm seek to salvage the Common Core State Standards from both their friends and their enemies. On the one hand, they systematically debunk the destructive pedagogy that many friends of the Standards have advocated. . . . On the other hand, they demonstrate to those who would reject the standards how they can enrich good practice as it has emerged from the last thirty years of research in reading and writing instruction. Readable, classroom friendly, and realistic, Uncommon Core is a must read for everyone struggling with the current wave of curriculum reform."
-- Arthur Applebee, Distinguished Professor & Director"Prompted primarily by David Coleman′s ill-informed interpretation of the instructional implications of the CCSS, Smith, Appleman, and Wilhelm have written an important and compelling book describing the kinds of instruction that will help teachers and students actually achieve the goals of the Common Core. With lucid descriptions and a host of classroom-tested examples, the authors demonstrate ‘Where the Authors of the Standards Go Wrong About Instruction and How You Can Get It Right.’"
-- Michael F. Graves, EmeritusAbout the Author
Deborah Appleman is Professor of Educational Studies and Director of the Summer Writing Program at Carleton College in Northfield, Minnesota. Her primary interests include adolescent response to literature, multicultural literature, and the teaching of literary theory to high school students. A high school English teacher for nine years, Deborah works weekly in urban and suburban high schools.
A classroom teacher for fifteen years, ?Jeffrey D. Wilhelm? is currently Professor of English Education at Boise State University. He works in local schools as part of a Virtual Professional Development Site Network sponsored by the Boise State Writing Project, and regularly teaches middle and high school students. Jeff is the founding director of the Maine Writing Project and the Boise State Writing Project.
Product details
- Publisher : Corwin
- Publication date : April 15, 2014
- Edition : 1st
- Language : English
- Print length : 226 pages
- ISBN-10 : 1483333523
- ISBN-13 : 978-1483333526
- Item Weight : 1 pounds
- Dimensions : 7.38 x 0.51 x 9.13 inches
- Best Sellers Rank: #3,189,921 in Books (See Top 100 in Books)
- #1,872 in Common Core
- #20,972 in Instruction Methods
- #22,159 in Education (Books)
- Customer Reviews:
About the authors
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Jeffrey Wilhelm is Distinguished Professor of English Education at Boise State University and is the founding director of the Maine and Boise State Writing Projects. He is the author or co-author of 41 books about literacy teaching and learning, and has won NCTE’s Promising Research award for YOU GOTTA BE THE BOOK, and the David H. Russell Award for distinguished research in education for READING DON’T FIX NO CHEVYS and for READING UNBOUND. Jeff has devoted his professional career to helping teachers help their students and is particularly devoted to equitably assisting students who are considered to be reluctant, struggling, or at-risk.
Jeff has devoted his professional career to helping teachers help their students. He is particularly devoted to assisting students who are considered to be reluctant, struggling, or at-risk.
His research agenda is organized around creating supportive inquiry-oriented contexts for developing and performing literacy, literate behaviors, and literate identities. His research demonstrates how inquiry environments are powerful contexts for learning literacy and achieving deep understanding.
Jeff is a frequently-requested speaker at state, regional, national, and international conferences as well as providing professional development on a variety of topics to educators and administrators.
Deborah Appleman is the Hollis L. Caswell professor of educational studies and director of the Summer Writing Program at Carleton College. Professor Appleman’s recent research has focused on teaching college-level language and literature courses at the Minnesota Correctional Facility-Stillwater for inmates who are interested in pursuing post-secondary education.
Deborah recently edited an anthology of her students’ work titled From the Inside Out: Letters to Young Men and Other Writings Poetry and Prose from Prison.
Professor Appleman taught high school English for nine years before receiving her doctorate from the University of Minnesota. She was also a visiting professor at Syracuse University and at the University of California, Berkeley. She is the author of Reading for Themselves: How to Transform Adolescents into Lifelong Readers Through Out-of-Class Book Clubs, Teaching Literature to Adolescents, Critical Encounters in High School English: Teaching Literary Theory to Adolescents, Braided Lives: An Anthology of Multicultural American Writing, Adolescent Literacy and the Teaching of Reading, and most recently, co-authored with Michael Graves, Reading Better, Reading Smarter: Designing Literature lessons for Adolescents.
Connect with Deborah at https://deborahappleman.com/
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- Reviewed in the United States on June 17, 2014Another wonderful educational tool from Dr. Jeffrey Wilhelm. This book gives teachers endless ideas of how to teach in a meaningful way, and at the same time follow the CCSS. The title makes it seem like it will be only criticizing the suggested instruction by the creators of CCSS, but that is not true. It includes hands on explanations and strategies of how we should all teach reading across the curriculum. Go Frontloading! If you have read Reading is Seeing, and Engaging Readers and Writers with Inquiry, you will love this book! School Districts should buy this book for their staffs!
- Reviewed in the United States on October 25, 2014I like this book , but I was looking for something more elementary school friendly. This is an excellent resource for ELA teachers who teach middle and high school. The book really clarifies the CCSS for reading, and much of the suggested instruction is very useful and serves as a great model.
- Reviewed in the United States on March 8, 2015I am so angry that this is a required text for my class. It should have been written as a critique of the common core and not a diatribe on Coleman and the CCSS in the guise of instructional text. If the authors truly wanted to help new teachers, they would have cut out the complaining and just given practical advice. As it is written, it sounds like two bitter teachers kicked back with a bottle of Jack Daniels and wrote down all their pointless complaining about the changes that came with the CCSS. NONE of it is helpful.
- Reviewed in the United States on June 6, 2014Don't let the title fool you! This book offers a careful critique of both the standards themselves and supporting materials, including the suggestions to publishers for designing curricular materials. It directly addresses David Coleman's exemplar lessons and offers solid research for its analyses. The best feature, however, is very practical suggestions for instructional strategies that situate the CCSS ELA in solid, concept-based teaching informed by current cognitive learning theory. The book concludes with a detailed sample unit on "Letter from a Birmingham Jail" that exemplifies the book's principles. This is a must-read for all principals, teachers, and teacher educators!
- Reviewed in the United States on August 24, 2014This is a fair assessment of the standards with practical suggestions for classroom teachers that will help make their teaching of ELA more productive. Great book to have in your arsenal of professional reading material.
- Reviewed in the United States on July 4, 2014A users' guide to the CCSS.
- Reviewed in the United States on October 29, 2014Though the authors claim objectivity, I couldn't shake the feeling I was being sold something. Don't approach if you want an unbiased discussion about Common Core, but if you like reading attacks on David Coleman's quality of character you're in for a treat. The activity ideas throughout are good, in my opinion (though I am merely a teaching intern).
- Reviewed in the United States on July 31, 2015thanks