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Teaching with the Common Core Standards for English Language Arts, PreK-2

Edited by Lesley Mandel Morrow, Timothy Shanahan, and Karen K. Wixson
Foreword by Susan B. Neuman
Introduction by Jennifer Renner Del Nero

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November 14, 2012
ISBN 9781462507665
Price: $59.00
270 Pages
Size: 7" x 10"
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November 15, 2012
ISBN 9781462507603
Price: $39.00
270 Pages
Size: 7" x 10"
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November 29, 2012
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Includes Common Core Content

Nearly every state has independently adopted the Common Core State Standards (CCSS), making this practical guide an indispensable resource for PreK-2 teachers and teachers-in-training. Leading authorities explain each of the English language arts (ELA) standards and vividly show how to implement them. The book is filled with grade-specific classroom vignettes, instructional strategies and activities, sample lesson plans, and discussion questions. Chapters cover the major ELA strands: reading (literature, informational texts, and foundational skills); writing; speaking and listening; and language. Issues of assessment and technology integration are also explored. An appendix includes thematic units for each grade level demonstrating ways to embed CCSS/ELA standards into content-area instruction.

See also Teaching with the Common Core Standards for English Language Arts, Grades 3-5.

“This multifaceted volume provides not only a sound understanding of the CCSS/ELA, but also practical ideas for implementation. Experts in the field of literacy offer meaningful insights into essential topics, from phonemic awareness to text complexity.”

—Maureen McLaughlin, EdD, Reading Department, East Stroudsburg University; President (2013-2014), International Reading Association


“Morrow, Shanahan, and Wixson have collaborated with a talented group of contributors to provide this extremely important work. Taken together, the chapters illustrate how teachers and instructional leaders can apply the CCSS to transform instruction. The book offers multiple visions of effective instruction that gives all students access to high-quality literature, including informational and multimedia texts; integrated curricula; reading and writing connections; and content learning.”

—Victoria J. Risko, EdD, Department of Teaching and Learning (Emerita), Vanderbilt University


“This book is coming on the scene at exactly the right time—it's just what informed educators need. Chapters explain and analyze the challenges and demands of each ELA standard. Suggestions for implementation, vignettes of classroom practice, lists of children’s literature, and sample units are just a few of the volume's user-friendly features. The broad overview of the standards, as well as the supporting materials, should inspire classroom teachers and administrators to order their copies immediately. This is also an ideal text for the college classroom.”

—Lace S. Cassidy, PhD, Department of Literacy Education, New Jersey City University


“Teachers gain extensive background knowledge and information on how to incorporate the CCSS into classroom practice. I am excited about the ideas I learned from this book that I will be able to include in my classroom instruction. The lesson vignettes provide very helpful concrete examples.”

—Courtney Bartlett, MEd, second-grade teacher, Sunnyview Primary School, Knoxville, Tennessee


“This is a great resource for anyone in PreK-2 education who is trying to navigate the CCSS. It breaks the ELA standards down into easy-to-understand terms, explains the purpose behind each one, and provides interesting, meaningful teaching strategies.”

—Stephany Dillon, MEd, first-grade teacher, Tecumseh-Harrison Elementary School, Vincennes, Indiana

Table of Contents

Foreword, Susan B. Neuman

Introduction, Jennifer Renner Del Nero

1. Understanding the Common Core State Standards, P. David Pearson and Elfrieda H. Hiebert

2. Reading Standards for Literature: Developing Comprehension, Lesley Mandel Morrow, Diane H. Tracey, and Kellyanne M. Healey

3. Reading Standards for Informational Text, Nell K. Duke, Juliet L. Halladay, and Kathryn L. Roberts

4. Reading Standards: Foundational Skills, Kristin M. Gehsmann and Shane Templeton

5. Writing Standards, Jane Hansen

6. Speaking and Listening Standards, Sandra L. Gillam and D. Ray Reutzel

7. Language Standards, Susan Watts-Taffe and Allison Breit-Smith

8. Technology and the Common Core Standards, Michael C. McKenna, Kristin Conradi, Craig A. Young, and Bong Gee Jang

9. Assessment and the Common Core Standards, Peter Afflerbach

10. In Conclusion: On Implementing the Common Core Standards Successfully in Grades K-2, Timothy Shanahan

Appendix A. Common Core State Standards for English Language Arts, Grades K-2

Appendix B. Thematic Units for Grades K-2, with Common Core State Standards Embedded


About the Editors

Lesley Mandel Morrow, PhD, holds the rank of Professor II at the Graduate School of Education at Rutgers, The State University of New Jersey. Her research deals with early literacy development and the organization and management of language arts programs. Dr. Morrow has published more than 300 journal articles, chapters, and books. Her work has been recognized with awards including the Outstanding Teacher Educator of Reading Award and the William S. Gray Citation of Merit from the International Reading Association (IRA), and the Oscar S. Causey Award from the Literacy Research Association. Dr. Morrow is past president of the IRA and is a member of the Reading Hall of Fame.

Timothy Shanahan, PhD, is Distinguished Professor Emeritus in the Department of Curriculum and Instruction at the University of Illinois at Chicago, where he directed the Center for Literacy. He served on one of the expert panels that helped develop the Common Core State Standards. Dr. Shanahan’s research emphasizes reading–writing relationships, reading assessment, and improving reading achievement. In 2006, he was appointed to serve on the Advisory Board of the National Institute for Literacy. Dr. Shanahan is past president of the International Literacy Association and is a member of the Reading Hall of Fame.

Karen K. Wixson, PhD, is Dean of the School of Education at the University of North Carolina at Greensboro. She has published widely in the areas of literacy curriculum, instruction, and assessment. Dr. Wixson co-directed the federally funded Michigan English Language Arts Framework standards project, and served as Co-Director and Principal Investigator of the U.S. Department of Education’s Center for the Improvement of Early Reading Achievement. She also served as a member of the extended work team for the Common Core English Language Arts standards. Dr. Wixson is a former board member of the National Reading Conference and the IRA.

Contributors

Peter Afflerbach, PhD, Department of Curriculum and Instruction, University of Maryland—College Park, College Park, Maryland

Allison Breit-Smith, PhD, School of Education, University of Cincinnati, Cincinnati, Ohio

Kristin Conradi, PhD, Department of Curriculum, Instruction, and Counselor Education, North Carolina State University, Raleigh, North Carolina

Jennifer Renner Del Nero, MA, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Nell K. Duke, EdD, Department of Teacher Education, Michigan State University, East Lansing, Michigan

Kristin M. Gehsmann, EdD, Department of Education, St. Michael’s College, Colchester, Vermont

Sandra L. Gillam, PhD, Department of Communicative Disorders and Deaf Education, Utah State University, Logan, Utah

Juliet L. Halladay, PhD, Department of Education, University of Vermont, Burlington, Vermont

Jane Hansen, PhD, School of Education, University of Virginia, Charlottesville, Virginia

Kellyanne M. Healey, MEd, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Elfrieda H. Hiebert, PhD, TextProject and University of California, Santa Cruz, Santa Cruz, California

Bong Gee Jang, MA, School of Education, University of Virginia, Charlottesville, Virginia

Michael C. McKenna, PhD,School of Education, University of Virginia, Charlottesville, Virginia

Lesley Mandel Morrow, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

P. David Pearson, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California

D. Ray Reutzel, PhD, School of Teacher Education and Leadership, Utah State University, Logan, Utah

Kathryn L. Roberts, PhD, Department of Reading, Language, and Literature, Wayne State University, Detroit, Michigan

Timothy Shanahan, PhD, Department of Curriculum and Instruction, University of Illinois at Chicago, Chicago, Illinois

Shane Templeton, PhD, College of Education, University of Nevada, Reno, Reno, Nevada

Diane H. Tracey, EdD, College of Education, Kean University, Union, New Jersey

Susan Watts-Taffe, PhD, School of Education, University of Cincinnati, Cincinnati, Ohio

Karen K. Wixson, PhD, School of Education, University of North Carolina Greensboro, Greensboro, North Carolina

Craig A. Young, PhD, Department of Early Childhood and Adolescent Education, Bloomsburg University of Pennsylvania, Bloomsburg, Pennsylvania

Audience

PreK–2 classroom teachers, administrators, and staff developers; district-level literacy and curriculum directors; teacher educators and students in reading programs; reading specialists and coaches.

Course Use

May serve as a text in Elementary Reading Methods and other literacy and content-area courses.