What the Common Core State Standards Do Not Tell You About Connecting Texts

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

The Common Core State Standards bring the importance of connecting texts to the forefront by sharing that students must be able to “analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches authors take” (National Governors Association Center for Best Practices & Council of Chief State School Officers, p. 10). However, this is not all that is important for teachers to know and think about. This article shares three points to consider when thinking about meeting this standard. These points were concluded after an 18-week inquiry with elementary school students and are shared by first stating what each point is and then discussing why it might matter. Potentials for curriculum and instruction and final thoughts are presented as a conclusion.

Original languageEnglish (US)
Pages (from-to)285-294
Number of pages10
JournalReading Teacher
Volume71
Issue number3
DOIs
StatePublished - Nov 1 2017

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State Schools
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Elementary School
Best Practice

All Science Journal Classification (ASJC) codes

  • Language and Linguistics
  • Pharmacology
  • Linguistics and Language
  • Pharmacology (medical)

Cite this

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What the Common Core State Standards Do Not Tell You About Connecting Texts. / Ciecierski, Lisa Marie.

In: Reading Teacher, Vol. 71, No. 3, 01.11.2017, p. 285-294.

Research output: Contribution to journalArticle

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