What Is The Implementation Of The CT Core Standards?

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The inception of the CT Core Standards ([NGA & CCSSO], 2010) has presented an added dimension of complexity to the task of raising student literacy achievement, and has simultaneously influenced both student learning and the professional learning of educators (Wendt, 2013). A recent nationwide study (n = 3,000) of the implementation of the Common Core State Standards (aka CT Core Standards) found that most teachers feel ill-prepared to implement the new literacy standards, especially with high-needs students (National Center for Literacy Education, 2014). On a scale of 1-5 in which teachers were asked to rank their understanding of the standards, 55% ranked themselves as “not prepared.” Further, less than 25% felt confident in…show more content…
The demand to be literate in the 21st century extends into every discipline, and its meaning is expanding. Teachers must be prepared to scaffold instruction for those students who have continually exhibited academic difficulties, particularly in conceptual terminology and academic vocabulary, which may include differentiating content and process as well as product (Tomlinson, 2001). Traditional content area literacy, in which each teacher is the master of his or her domain, frequently dismisses the idea of an integrated approach to the teaching and learning of academic content (Damico, Baildon, Exter, & Guo, 2010). This age-old construct of compartmentalized instruction perpetuates the idea of instructional silos, and missed opportunities to make explicit and meaningful connections among the disciplines. However, disciplinary literacy, which goes beyond mere student recitation of content learned, invites and encourages students to practice the lexicon of the discipline while learning the content (2010).
Generating questions and problem-solving scientific dilemmas through the lens of a mathematician, scientist, engineer, writer, artist, musician, and technology specialist engenders authentic apprenticeship as students begin to read, write, and think in the discipline (IRA, 2015; Vacca, Vacca & Mraz, 2014). In order to promote college and career readiness, students acquire content information by assuming the stance of discipline-specific
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