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The distinguishing feature of the English/Language Arts Common Core standards is Standard 10: whether students are reading progressively more complex texts across the grades. This goal is both worthy and necessary but has several potential negative consequences for struggling readers. How can an understanding of these assumptions help teachers select appropriate texts and tasks? With a solid understanding of what is (and isn't) based on evidence within these assumptions, teachers can involve struggling readers with accessible and content-rich texts that increase their reading proficiency and world knowledge.