Interestingly, the word Internet is never used in the CCSS reading stan-dards (Leu et al., 2011), despite the fact that the writing standards specify the use of “digital sources,” “technology,” and the “Internet” repeatedly (CCSS, 2010, p.41). Because of this, many will ignore instruction in online reading, thinking that the CCSS only references traditional, offline read-ing comprehension. Many may also fail to integrate reading and writing instruction, an important part of any literacy program.

Have organizations that I have been a part of supported Common Core? Of course. But that’s not my position.

Common Core State Standards

State data showed more than 20 million downloads of material from the site as of early June, with a third of downloads initiated from outside New York as districts like Berkeley, California, adopt it.

immersed in information about the world

immersed in information about the world

immersed in information about the world

ocus on evidence-based writing

a command of sequence and detail that are essential for effective argumentative and informative writing.

read the texts with care.

they intentionally do not include a required reading list. Instead, they include numerous sample texts to help teachers prepare for the school year and allow parents and students to know what to expect during the year.

focus on academic vocabulary:

growing complexity of the texts students must read

> 500 students

Web - based solutions that track a student's progress across most/all reading and writing skills and recommend discrete solutions from multiple providers to help build skills based on student performance

“Solution” is our term for an application, game or website that come s from a single provider and address es some or all reading and writing skills and conte nt areas

e have to ensure that our grantees provide broad availability and affordable access to the products they build using our grant funding. We call this Global Access

test bed schools.

Additionally, in order to address teachers’ time limitations, the interface that teachers use to customize the sequence or differentiate practice for students must be simple and user friendly in order for it to ever be used

performanc e data to be exportable

Educators believe that technology needs to help them more easily

Just managing distributing and collecting printed copies of 125 student essays per week was overwhelming – and providing edited essays to all students was nearly impossible.

dearth of products

Articulate the weaknesses in the current digital product offering and the gaps between what the market offers and what schools want to buy

innovative courseware solutions

to use writing as a tool for learning, communicating, and facilitating their understanding of the complex texts

riting to read strategies

o close ly read complex texts from both fiction and non - fiction sources ,

while communications skills themselves are predicted to be critical to success in all field s in the 21 st century economy (Partnership for 21st Century Skills, 2009) .

Leveraging the capabilities of interactive technology to create an educational experience that isn’t possible in a physical, paper - based world

Showing students their perfo rmance in order to generate a sense of ownership and agency

Behavioral Engagement ,

use desktop computers or laptops to access web - based applications.

ability to deploy in a variety of learning environments due to the diversity of implementation approaches that schools utilize .

Affective Engagement, which includes interest and pride in success.

Cus tomize the learning scope, sequence, and content

performance data

G enerat ing student performance data that can help students, teachers, and parents identify areas for further teaching or practice

Providing digital content aligned to teacher - delivered content to r einforce or help students to apply new concepts

described a vision for technology - supported learning that consists of rich, dynamic learning experiences both onli ne and off, and technology that enables teachers to engage deeply with their students one - on - one or in small groups.

(Education Market Research, 2012) .

curriculum software packages

courseware 7 | P a g e (instructional software)

Increasing the amount of writing

give them the capacity to design and deliver personalized instruction to their students .

real - time feedback

instructional arrangement s where children work together to plan, draft, revise, and edit their compositions

collaboration and peer engagement

The iterative, multi - step, and reflective practice of writing is well suited to digital supports and tools, which generate digital artifacts that can be exchanged and also analyzed to reveal a student’s thinking and skil l development (National Research Council , 2001)

Writing helps students at all grade levels (a) better express thoughts, arguments, and ideas, (b) deepen content knowledge, and (c) demonstrate proficiency (Graham & Perrin, 2007) .

However, tools to support students in developing reading and writing skills are lagging far behind,

help teachers , parents and learners diagnose gaps in students’ knowledge and skill and adapt th e learning experienced based on their progress.

deep, one - on - one engagement with their teacher and other students tha t is often missing from today’s classrooms.

2. I nstructional content discoverability

formative assessment data

Reinforcement of practice

persuasive writing using textual evidence

to use writing to support learning in all subjects , including science and social studies ;

through 8 th - grade

in-class, whole group annotation and discussion

Literacy Design Collaborative (LDC

University of Washington ( $610,819 ) The purpose of this award is to develop tools and resources to support school and district leaders in th e implementation of the Common Core State Standards.

Integrate traditional schooling with after-school, out-of-school, and anytime/anywhere learning opportunities

“the process through which a person becomes capable of taking what was learned in one situation and applying it to new situations; in other words, learning for ‘transfer . ’”

effective democratic participation

collaboration

the Common Core standards are strongly aligned with deeper learning—and represent an especially promising leverage point for the Program to help advance its goals . 9

portfolios,

The new Common Core State Standards are an enormous step forward toward the goal of preparing all students for the future: across forty-five states, schools are now required to teach skills like critical thinking and effective communication alongside core academic content.

to interact and collaborate with others.

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

through the effective selection, organization, and analysis of content.

Gather relevant information from multiple print and digital sources,

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

words and phrases

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including visually and quantitatively, as well as in words.

Read closely