In a piece for EdWeek, Sarah Sparks reports on the research “infusing” Common Core. The story is a reminder that many of the practices we currently employ remain completely appropriate. It also serves as a reminder that some things may have to shift in order to reach these new outcomes.
“There are two really big ideas underlying the common core,” said P. David Pearson, a professor of language and literacy, society, and culture at the University of California, Berkeley. The standards first set out that children build knowledge through their close reading of texts, a concept “consistent with the last 20-30 years of research,” Mr. Pearson said.
“But the second big idea is its grounding in the disciplines,” Mr. Pearson added. “If you think of science and history and even literature as disciplines, you can see why they have separate standards in reading for literature, informational text, science, and technical areas. You’re not just learning to read; you’re learning to read within a rich content area. This reflects a huge refocusing of reading research in the last 10 to 15 years on reading in the disciplines. It’s been timely; they’ve hit a theme in the realm of education policy and practice.”