Implementing the Common Core with struggling Readers

 By: Kathleen Porter Mcgee

            There has been an ongoing debate about Common Core and I am sure there will continue to be one for a very long time. The common core fascinates me. I love seeing and hearing all different peoples’ opinions. The article that struck me most was, “Implementing the Common Core with struggling Readers” by Kathleen Porter. I also found myself so interested in the topic that I searched around to other sites looking for information dealing with the same topic. I wanted to hear the voice of others as well.

            The article discusses that the many states that want teachers to implement CCSS will result in a large population of students who are struggling with reading and writing.

            Mcgee states, “CCSS focused squarely on three things: choosing great texts, writing great questions, and giving students just enough in the way of vocabulary and background along the way that will help them understand and grapple with the texts.” Of course we already knew this….well if you keep up with the standards, but what do those do that struggle with reading? What about the students who should be reading at a grade four level but are still reading at a grade 2 level? Do you give them books that they should be reading according to the ccss or do you give them the “easier” books so that the text complexity is not to difficult?

            The question that was raised in this article was, “We still hear all too often that we should “wait” to have students engage in difficult texts until they’re ready. Lemov and his team were determined to put that myth to rest from the start. And throughout the session, the guidance and the questions from the teachers focused not on whether students could read and analyze the texts but rather on how teachers could help them do so.” (Mcgee 2)

            As many know the common core were standards created so that students will all be at the same level when the finish that level of schooling. Did people stop and think about the students that do not learn as fast as others? Or ones who have learning delays? An argument is Common Core in conflict with itself because the standards say that that all students should be reading complex, grade-level texts by the end of the school year. If a teacher decides to offer English language learners or developing readers texts they can learn from, texts two to four years below grade level, the teacher uses his decision-making power under “the reader and the task” — but his students’ won’t be reading on grade level by the end of the year. (Robb. 2)

            Some ideas to help push students to get to the common core ready level are as follows: (berg 1)

·      Significantly increase word knowledge through a new way of using word walls, vocabulary choice, strategies, and the love of words

·      Engage your most challenging readers with high-impact strategies that increase motivation and increase time-on-task

·      ·  Increase your use of Digital Literacy Resources to help your struggling students 

·      nnovative vocabulary, fluency and background knowledge strategies to boost reading achievement and maintain the rigorous expectations identified in the Common Core State Standards

I would just suggest that teachers need to work extra hard with students that are not at the “suggested” level and rate that is implemented in the common core. Everyone needs to realize that no two students are the same and it takes some longer than others to figure things out…but eventually they will figure it out.

Goodwin, Denise. "The Most Effective Strategies to Help Your Struggling Readers Meet the Common Core State Standards for Reading." Bureau of Education & Research. N.p., n.d. Web. 16 Nov. 2014

Mcgee, Kathleen. "Implementing the Common Core with Struggling Readers." The Thomas B. Fordham Institute. N.p., 16 May 2014. Web. 16 Nov. 2014.