Teachers to Preview Pearson’s Reading Street Common Core ©2013 at International Reading Association Convention
Resources and Notes for Pearson Boycott
Don't miss the list of authors participating in this outrage--posted below the press release: Reading Street Common Core.
Press Release
Chicago, April 30, 2012 -- This coming week thousands of reading teachers will gather at the International Reading Association's annual meeting, and tops on the conference agenda are the Common Core State Standards (CCSS) now adopted by 45 states. Reading teachers from around the country will be the first preview to Pearson's Reading Street Common Core Edition ©2013, a print and digital curriculum program 100% coherent with the recently-updated "Publishers' Criteria" for Common Core curriculum from David Coleman and Susan Pimentel, two lead authors of the standards.
Nancy Winship, Editorial Vice President for Pearson's Literacy Programs, said, "National experts Peter Afflerbach, P. David Pearson, and Karen Wixson, who also were leaders in the creation and review of the Common Core State Standards, guided Reading Street ©2013's development and coherence with the standards along with a full team of authors, researchers and practitioners." [emphasis added...their pictures are at the Reading Street site.]
She noted, "Districts everywhere are looking for new reading programs that will ensure that their teachers and students are ready for the Common Core. They are especially pressing us to be sure new programs meet the Common Core State Standards 'Publishers’ Criteria,' most recently updated in April of this year.” She cites key examples of how Pearson’s K-6
Reading Street Common Core Edition ©2013, built on a strong efficacy research base, addresses the Common Core:
The program builds knowledge through content-rich nonfiction and information texts, specifically by organizing units of instruction around key science and social studies knowledge goals.
The most recent updates to the Publishers' Criteria added substantive additional recommendations to the Common Core. Reading Street meets these recommendations in various ways, such as ensuring a significant percentage of tasks and questions are text dependent, selecting specific anchor texts for especially careful reading, and making text the focus of instruction by avoiding features that distract from the text.
Reading and writing learning is grounded in evidence from text.
For example, the program's instruction focuses on multiple reads of a text that help children who need different levels of support strengthen their skills, making close reading central to the lesson, and providing reader tasks based on qualitative measures of text complexity.
Additionally, a new instructional aid, Reading Street Sleuth, differentiates instruction to help students develop close reading skills. Reading Street Sleuth encourages students to act like a detective by carefully reading a passage and utilizing textual evidence as clues to form an opinion, draw a conclusion and make a convincing argument. They then can prove their understanding of the text through tasks like writing, creating a graphic, or giving an oral presentation or performance.
Students are ensured regular practice with complex text and its academic vocabulary.
In Reading Street, vocabulary development comes from complex text and is based on the research of leading experts. With an increased emphasis on vocabulary instruction, the updated Reading Street has an instructional focus on sentences and words so that discussion lingers over words and phrases from the text.
Unique to Reading Street, text complexity rubrics designed by Pearson author Dr. Elfrieda Hiebert provide quantitative and qualitative measures for every weekly main reading selection.
The Pearson curriculum includes more opportunities for persuasive and argumentative writing along with embedded formative and formal assessments with a focus on performance-based tasks and reading for tests.
Winship said, "Reading Street ©2013 fully supports educators with professional development built into the program. Throughout the teacher's text, elements of the Common Core State Standards are called out to showcase how the standards relate to daily instruction." A new component of the program's educator resources, Common Core 101, provides annotated lessons, a glossary of Common Core terms, and articles tied to key teaching topics and strategies.
Learn more at http://www.ReadingStreet.com.
About Pearson
Pearson has as its mission to work side-by-side with states, districts, teachers, students and parents to ensure that every child is prepared for college and career (NYSE: PSO). http://www.pearsoned.com.
Contact: Kate.miller(at)pearson(dot)com; 800-745-8489
K-6 Program Coherent with Newest "Publishers' Criteria" of Rigorous Standards for English Language Arts
Reading Street Common Core program authors:
- Peter Afflerbach, Ph.D.
Professor; Department of Curriculum and Instruction, University of Maryland; College Park, Maryland
Areas of Expertise: Common Core State Standards English Language Arts Work Team, Assessment, Comprehension.
- Camille L. Z. Blachowicz, Ph.D.
Professor; National College of Education National-Louis University; Skokie, Illinois
Areas of Expertise: Vocabulary and Comprehension
- Candy Dawson Boyd, Ph.D
Professor, School of Education; Saint Mary’s College; Moraga, California
Areas of Expertise: Children’s Literature and Professional Development
- Elena Izquierdo, Ph.D.
Associate Professor, University of Texas at El Paso
Area of Expertise: English Language Learners
- Connie Juel, Ph.D.
Professor of Education; Stanford University; Stanford, California
Areas of Expertise: Phonics, Oral Vocabulary, and Intervention
- Edward J. Kame'enui, Ph.D.
Dean-Knight Professor of Education and Director, Institute for the Development of Educational Achievement, and the Center on Teaching and Learning; College of Education; University of Oregon
Areas of Expertise: Assessment, Intervention, and Progress Monitoring.
- Donald J. Leu, Ph.D.
John and Maria Neag Endowed Chair in Literacy and Technology Board of Directors, International Reading Association; University of Connecticut; Storrs, Connecticut
Areas of Expertise: Comprehension, Technology, and New Literacies.
- Jeanne R. Paratore, Ed.D.
Professor of Literacy, Language, and Cultural Studies; Boston University School of Education; Boston, Massachusetts
Areas of Expertise: Intervention, Professional Development, and Small Group Instruction
- P. David Pearson, Ph.D.
Professor and Language, Literature and Culture; Graduate School of Education; University of California; Berkeley, California
Areas of Expertise: Common Core State Standards English Language Arts Work Team, Comprehension
- Sam L. Sebesta, Ph.D.
Professor Emeritus; Curriculum and Instruction College of Education, University of Washington; Seattle, Washington
Areas of Expertise: Children’s Literature, Reader Response, and Motivation
- Deborah Simmons, Ph.D.
Professor in the Department of Educational Psychology, College of Education and Human Development, Texas A&M University
Areas of Expertise: Literacy Development, Phonics, Intervention.
- Susan Watts Taffe, Ph.D.
Associate Professor and Program Coordinator of Literacy and Second Language Studies; School of Education; University of Cincinnati; Cincinnati, Ohio
Areas of Expertise: Professional Development, Vocabulary, Comprehension, and New Literacies
- Alfred Tatum, Ph.D.
Associate Professor and Director, UIC Reading Clinic, University of Illinois at Chicago
Areas of Expertise: Adolescent Literacy, Reader Response, and Motivation
- H. E. Hartfelder/The Southland Corporation Regents Professor; University of Texas; Austin, Texas
Areas of Expertise: Literacy Development, Intervention, Professional Development, English Language Learners, Vocabulary, and Small Group Instruction
- Karen Kring Wixson, Ph.D.
Dean of Education, University of North Carolina, Greensboro
Areas of Expertise: Common Core State Standards English Language Arts Work Team, Assessment, Small Group Instruction.
Consulting Authors
- Jeff Anderson, M.Ed.
Author and National Literacy Staff Developer
Areas of Expertise: Writing and Grammar
- Tahira A.DuPree Chase, Ed.D.
Director of Curriculum and Instruction, Mt. Vernon City School District, New York
- Jim Cummins, Ph.D.
Professor; Department of Curriculum, Teaching and Learning; University of Toronto
Area of Expertise: English Language Learners
- Lily Wong Fillmore, Ph.D.
Professor Emerita; Graduate School of Education, University of California, Berkeley
Area of Expertise: English Language Learners
- Georgia Earnest Garcia, Ph.D.
Professor; Language and Literacy Division, Department of Curriculum and Instruction, University of Illinois at Urbana-Champaign
Areas of Expertise: English Language Learners
- George A. Gonzalez, Ph.D.
Professor (Retired); School of Education, University of Texas-Pan American, Edinburg
Areas of Expertise: English Language Learners
- Adria Klein, Ph.D.
Professor Emeritus: School of Education, California State University, San Bernando
Areas of Expertise: Guided Reading and Small Group Instruction
- Lesley Maxwell, M.S., CCC-SLP
Director of Clinical Education, Clinical Associate Professor; Department of Communication Sciences and Disorders, MGH Institute of Health Profressions
- Valerie Ooka Pang, Ph.D.
Professor; School of Teacher Education, San Diego State University
Area of Expertise: Content Area Connections
- Sally M. Reis, Ph.D.
Board of Trustees Distinguished Professor; Department of Educational Psychology, University of Connecticut
Area of Expertise: Gifted and Talented Instruction
- Jon Scieszka, M.F.A.
Children's Book Author and Founder of GUYS READ, First National Ambassador for Young People’s Literature 2008
Areas of Expertise: Student Engagement and Motivation
- Grant Wiggins, Ed.D.
President of Authentic Education, coauthor of Understanding by Design
Areas of Expertise: Concept Development, Assessment, and Curriculum Reform
— Pearson
Press Release
April 30, 2012
http://www.pearsoned.com/teachers-to-preview-pearsons-reading-street-common-core-2013-at-international-reading-association-convention/#.T59QyMW8GSo
Index of Common Core [sic] Standards
