Common Core for the Not-So-Common Learner, Grades K-5

Learn more about Maria Dove's PD offerings Maria G. Dove, Ed.D. is Assistant Professor and Coordinator of the MS TESOL Program in the Division of Education at Molloy College, Rockville Centre, New York, where she teaches courses to preservice and inservice teachers on the research and best practices for developing effective programs and school policies for English learners. Before entering the field of higher education, she worked over thirty years as an English-as-a second language teacher in public school settings (Grades K-12) and in adult English language programs in Nassau County, New York. In 2010, she received the Outstanding ESL Educator Award from New York State Teachers of English to Speakers of Other Languages (NYS TESOL). She frequently provides professional development throughout the United States for educators on the teaching of diverse students. She also serves as a mentor for new ESL teachers as well as an instructional coach for general-education teachers and literacy specialists. She has published several articles and book chapters on collaborative teaching practices, instructional leadership, and collaborative coaching. Her best-selling co-authored book, Collaboration and Co-Teaching: Strategies for English Learners (2010) is published by Corwin Press, and her co-edited book, Coteaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations (2012) is published by Information Age Publishing. Learn more about Andrea Honigsfeld's PD offerings Andrea Honigsfeld, Ed.D. is a professor in the Division of Education at Molloy College, Rockville Centre, NY. She teaches graduate education courses related to cultural and linguistic diversity, linguistics, ESL methodology, and action research. Before entering the field of teacher education, she was an English-as-a-foreign-language teacher in Hungary (Grades 5-8 and adult), an English-as-a-second-language teacher in New York City (Grades K-3 and adult), and taught Hungarian at New York University. She was the recipient of a doctoral fellowship at St. John's University, where she conducted research on individualized instruction and learning styles. She has published extensively on working with English language learners and providing individualized instruction based on learning style preferences. She received a Fulbright Award to lecture in Iceland in the fall of 2002. In the past eight years, she has been presenting at conferences across the United States, Great Britain, Denmark, Sweden, the Philippines, and the United Arab Emirates. She frequently offers staff development primarily focusing on effective differentiated strategies and collaborative practices for English-as-a-second-language and general-education teachers. Her coauthored book Differentiated Instruction for At-Risk Students (2009) and coedited four-volume Breaking the Mold of Education series (2010-2013) were published by Rowman and Littlefield.

Preface Acknowledgments About the Authors 1. Introduction Who Are Our Not So Common Learners? The Standards Movement Common Core Advances Application of the Common Core to Address Individual Differences Student Diversity and Teacher Challenges What Is Not Covered in the Common Core Document Focus on Research-Based Strategies to Address Learning Needs 2. Strategies for Academic Language Development Why Diverse Learners Need Explicit Instruction in Academic Language? Core Language and Vocabulary Strategies Vocabulary Acquisition and Use Knowledge and Application of Language Conventions of Standard English Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources 3. Reading Strategies for Literature Why Teaching Diverse Learners Reading Strategies Promotes Comprehension of Literary Texts Core Reading Strategies Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources 4. Reading Strategies for Informational Texts Why Teaching Diverse Learners Reading Strategies Promotes Comprehension of Informational Texts Core Reading Strategies Key Ideas and Details Craft and Structure Integration of Knowledge and Ideas Range of Reading and Level of Text Complexity Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources 5. Reading Foundational Skills Why Explicit Instruction in Basic Literacy Skills is Necessary? Core Reading Strategies Print Concepts Phonological Awareness Phonics and Word Recognition Fluency Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources 6. Writing Strategies Why Explicit Strategy Instruction Improves the Writing of Diverse Learners Core Writing Strategies Text Types and Purposes Production and Distribution of Writing Research to Build and Present Knowledge Range of Writing Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources 7. Speaking and Listening Strategies Why Speaking and Listening Skills Improve the Overall Academic Development of Diverse Learners Core Speaking and Listening Strategies Comprehension and Collaboration Presentation of Knowledge and Ideas Anticipated Outcomes Instructional Challenges Promising Classroom Practices Common Core Standards-(Un)Common Reflection Questions Key Resources 8. Key to Successful Implementation: Collaborative Strategies Why Collaborative Practices Help Meet the Common Core Core Collaborative Strategies Instructional Curriculum Mapping and Alignment Joint Instructional Planning Parallel Teaching Co-developing Instructional Materials Collaborative Assessment Co-teaching Noninstructional Joint Professional Development Teacher Research Joint Parent-Teacher Conferences and Report Card Writing Planning, Facilitating, and Participating in Extracurricular Activities Anticipated Outcomes Challenges Common Core Collaborations-(Un)Common Reflection Questions Key Resources References Index

"No stone was left unturned in this text. All the best researchers and practitioners are included in this clear, succinct guide which unpacks the Standards and gives outstanding suggestions for best literacy practice. Each anchor standard in all five domains is fully explained with practical, engaging activities that can add fun and learning to any classroom. Readers will feel supported and energized for the challenges ahead, with a toolkit for meeting the needs of all learners." -- Elizabeth Gennosa, English/AIS Teacher "Here's a resource that will make your teaching life easier and support those learners in your classroom who worry you the most. This book is full of great strategies based on research and aligned with the Common Core. Strategies at your fingertips to provide you with less stress and worry, plus you will have students who are meeting with success." -- Dolores Hennessy, Reading Specialist "This book provides timely, practical assistance for addressing the needs of our unique learners during this time of rigorous standards-based instruction. One can use these samples and ideas immediately in his/her K-5 classroom!" -- Catherine Alaimo Stickney, Director of Curriculum, Instruction and Assessment "Here's a book that can help teachers and administrators alike to meet the pressing need we all have to increase our repertoire of practical, research-supported strategies, if we are to enable all learners to meet the challenging requirements embedded in the new Common Core Standards. Dove and Honigsfeld's book is timely and immensely user friendly. We will absolutely not be able to "do" the Common Core on our own; Common Core for the Not-So-Common Learner, Grades K-5 will serve us well as a partner in enhancing our professional practice in ways that will support all of our students, not just those who have been targeted as high needs." -- Joan Daly-Lewis, President "Andrea and Maria have the unique gift of interpreting the research and translating into action for teachers. In this book, they outline in easy to understand language the instructional practices teachers need to engage in when implementing the Common Core with the 'not so common learners'. They have taken Collaboration to a new level of understanding for teachers who teach the 'not so common learner' and who want to take their English Learners to high levels of critical thinking and language development in the implementation of the Common Core." -- Maria Montalvo-Balbed, Program Director for ELL Programs "The strength of this book is in its organization. It not only addresses the key shifts of the Common Core State Standards for English Language Arts and Literacy, but is organized to the level of the anchor standards, which are further broken down into strand-specific sets. It doesn't just talk about the Standards, but rather offers essential solutions to K-5 teachers on how to achieve them with diverse learners. Finally, a how-to book that is worth its weight in gold!" -- Susan Lafond, NBCT, ESL teacher, Advocate "Though this book focuses on implementing the CORE standards with diverse learners, it really extends beyond to promote a schoolwide 'growth mindset' for an inclusive and collaborative service delivery model - a model which sees ELLs and other at-risk learners for what they can do with instructional support. This is a very practical handbook for elementary teachers and schools." -- Virginia P. Rojas, ASCD Faculty "If you want to know how to help the diverse learners in your classroom meet the Common Core Standards, Common Core for the Not-So-Common Learner is a must-read book." -- Judie Haynes, co-author of The Essential Guide for Educating Beginning English Learners