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Pathways to the Common Core: Accelerating Achievement
"As challenging as it must have been to write and finesse the adoption of the Common Core State Standards, that accomplishment is nothing compared to the work of teaching in ways that bring all students to these ambitious expectations. The goal is clear. The pathway is not."
-Lucy Calkins, Mary Ehrenworth, and Christopher Lehman The Common Core is written, but the plan for implementing the Common Core is not. Lucy Calkins and her colleagues at the Reading and Writing Project have helped thousands of educators design their own pathways to the Common Core. Now, with Pathways to the Common Core, they are ready to help you find your way. Designed for teachers, school leaders, and professional learning communities looking to navigate the gap between their current literacy practices and the ideals of the Common Core, Pathways to the Common Core will help
* understand what the standards say, suggest, and what they don't say;
* recognize the guiding principles that underpin the reading and writing standards;
* identify how the Common Core's infrastructure supports a spiraling K-12 literacy curriculum; and
* scrutinize the context in which the CCSS were written and are being unrolled. In addition to offering an analytical study of the standards, this guide will also help you and your colleagues implement the standards in ways that lift the level of teaching and learning throughout your school. Specifically, it will help
* become a more critical consumer of the "standards-based" mandates that are flooding your desk;
* craft instruction that supports students in reading more complex texts, developing higher level
comprehension skills, and writing at the ambitious levels of the CCSS;
* develop performance assessments and other tools to propel Common Core reforms; and
* create systems of continuous improvement that are transparent, collegial, and accountable. Above all, this book will help you interpret the Common Core as a rallying cry that ignites deep, wide and lasting reforms and, most importantly, accelerates student achievement. For more information, visit .
-Lucy Calkins, Mary Ehrenworth, and Christopher Lehman The Common Core is written, but the plan for implementing the Common Core is not. Lucy Calkins and her colleagues at the Reading and Writing Project have helped thousands of educators design their own pathways to the Common Core. Now, with Pathways to the Common Core, they are ready to help you find your way. Designed for teachers, school leaders, and professional learning communities looking to navigate the gap between their current literacy practices and the ideals of the Common Core, Pathways to the Common Core will help
* understand what the standards say, suggest, and what they don't say;
* recognize the guiding principles that underpin the reading and writing standards;
* identify how the Common Core's infrastructure supports a spiraling K-12 literacy curriculum; and
* scrutinize the context in which the CCSS were written and are being unrolled. In addition to offering an analytical study of the standards, this guide will also help you and your colleagues implement the standards in ways that lift the level of teaching and learning throughout your school. Specifically, it will help
* become a more critical consumer of the "standards-based" mandates that are flooding your desk;
* craft instruction that supports students in reading more complex texts, developing higher level
comprehension skills, and writing at the ambitious levels of the CCSS;
* develop performance assessments and other tools to propel Common Core reforms; and
* create systems of continuous improvement that are transparent, collegial, and accountable. Above all, this book will help you interpret the Common Core as a rallying cry that ignites deep, wide and lasting reforms and, most importantly, accelerates student achievement. For more information, visit .
214 pages, Paperback
First published April 19, 2012
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Displaying 1 - 30 of 163 reviews
June 30, 2018
Already, before they've even been implemented, the words "common" and "core" have moved into our schools, unpacked their stuff, and begun to act in general like they own the joint. Where exactly did these standards come from and what do they mean to teachers, administrators, parents, and students?
Ask no more. PATHWAYS TO THE COMMON CORE is 197 pages of concise elucidation, making it one book you'd love to put into the hands of everyone associated with education. With its short introduction, the book claims we can bicker and carp about the new standards or we can look for the silver lining and make something of them -- something that can actually help our students. From there, Lucy Calkins, Mary Ehrenworth, and Christopher Lehman take us on a tour through the reading, writing, and speaking/listening and language standards, laying it on the line in simple terms: This is what they say, this is what they DON'T say, and this is what they mean for us if we're going to do the job right.
One interesting implication of the CCSS is how they bring us back to the heyday (30s and 40s) of the New Criticism, when text was king. Close analysis of text is back, meaning some common (and beloved) practices associated with reader response will be downgraded and outright eliminated. Included in this would be practices like connections to self and accessing students' background knowledge on a topic before starting a reading. The Common Core has little patience for such truck, instead asking students to read, retell key points in the text and, once understanding is established, move on to interpretation of key ideas and analysis of structure. Somewhat confusing still is the CCSS architects' suggested texts -- almost all classics -- which go against the authors' suggestion that children enjoy choice in reading selections -- almost all YA lit works. It appears the two can be done at the same time, but to my mind, using classics as the sole means of "increasingly complex text" might lead to additional hits for Spark Notes and sites of its ilk. More exciting is the CCSS's advocacy of contemporary journalism and feature writing, especially on topics of high interest to students. Some good writing is going on in contemporary journalism and nonfiction texts, and it is with open arms that we should be receiving these works into the classroom.
While the work of English teachers is daunting, it's nothing compared to the work of the content area teachers. In fact, this is the greatest danger lying ahead for the CCSS. It rightly promotes much more reading and writing and the in-house DOING of both. The trouble is, there aren't enough hours in the school day if it's to happen solely on the English teachers' watch. Instead the CCSS depend upon science, social studies, and even math teachers assuming some of the load by assigning much more informational and persuasive text as well performing more writing in their classes. Will these teachers take the task on, set aside process-writing time in their classrooms, and collect class sets of papers, thus walking a mile in the English teachers' shoes when they are already stretched to the max with their own curricula? The answer is in the question, I fear, unless there is a huge shift in educational thinking and the content area teachers take a serious look at how their teaching priorities must evolve.
Complete with examples of how the CCSS might be implemented and what it might look like in classrooms, PATHWAYS TO THE COMMON CORE is a bit of a no-brainer in the buy or don't buy department. If nothing else, administrators and curriculum leaders should read it, but it's really not going to have an impact unless teachers read it and buy in, too. Informational text itself, this book is clear, concise, and a wake-up call of sorts. If you thought you understood the CCSS because, well, they seem simple and straightforward enough, read this book and think again. I did, and I feel like my eyes are open for the first time, I have a much better picture, in other words, of what to do next as I move forward.
Ask no more. PATHWAYS TO THE COMMON CORE is 197 pages of concise elucidation, making it one book you'd love to put into the hands of everyone associated with education. With its short introduction, the book claims we can bicker and carp about the new standards or we can look for the silver lining and make something of them -- something that can actually help our students. From there, Lucy Calkins, Mary Ehrenworth, and Christopher Lehman take us on a tour through the reading, writing, and speaking/listening and language standards, laying it on the line in simple terms: This is what they say, this is what they DON'T say, and this is what they mean for us if we're going to do the job right.
One interesting implication of the CCSS is how they bring us back to the heyday (30s and 40s) of the New Criticism, when text was king. Close analysis of text is back, meaning some common (and beloved) practices associated with reader response will be downgraded and outright eliminated. Included in this would be practices like connections to self and accessing students' background knowledge on a topic before starting a reading. The Common Core has little patience for such truck, instead asking students to read, retell key points in the text and, once understanding is established, move on to interpretation of key ideas and analysis of structure. Somewhat confusing still is the CCSS architects' suggested texts -- almost all classics -- which go against the authors' suggestion that children enjoy choice in reading selections -- almost all YA lit works. It appears the two can be done at the same time, but to my mind, using classics as the sole means of "increasingly complex text" might lead to additional hits for Spark Notes and sites of its ilk. More exciting is the CCSS's advocacy of contemporary journalism and feature writing, especially on topics of high interest to students. Some good writing is going on in contemporary journalism and nonfiction texts, and it is with open arms that we should be receiving these works into the classroom.
While the work of English teachers is daunting, it's nothing compared to the work of the content area teachers. In fact, this is the greatest danger lying ahead for the CCSS. It rightly promotes much more reading and writing and the in-house DOING of both. The trouble is, there aren't enough hours in the school day if it's to happen solely on the English teachers' watch. Instead the CCSS depend upon science, social studies, and even math teachers assuming some of the load by assigning much more informational and persuasive text as well performing more writing in their classes. Will these teachers take the task on, set aside process-writing time in their classrooms, and collect class sets of papers, thus walking a mile in the English teachers' shoes when they are already stretched to the max with their own curricula? The answer is in the question, I fear, unless there is a huge shift in educational thinking and the content area teachers take a serious look at how their teaching priorities must evolve.
Complete with examples of how the CCSS might be implemented and what it might look like in classrooms, PATHWAYS TO THE COMMON CORE is a bit of a no-brainer in the buy or don't buy department. If nothing else, administrators and curriculum leaders should read it, but it's really not going to have an impact unless teachers read it and buy in, too. Informational text itself, this book is clear, concise, and a wake-up call of sorts. If you thought you understood the CCSS because, well, they seem simple and straightforward enough, read this book and think again. I did, and I feel like my eyes are open for the first time, I have a much better picture, in other words, of what to do next as I move forward.
November 7, 2012
OK, I read it; I highlighted; I sticky-noted...and I really need to read it again.
Calkins and Ehrenworth and Lehman have done a huge service for all teachers. They took one for the team, truly. They pored over every Standard, every nuance of this overwhelming document and they translated it for us.
I've read big chunks but alone, with no one to bounce ideas and impressions with. Just me and my overworked brain, fighting the Standards all the way.
These authors explain clearly that while educators were not involved in writing any of these Standards, we will be called upon to make sense of them, and more importantly, to make them work. They are very clear about the credentials of the authors...or those who call themselves the authors.
I tried to get my mind around the reading Standards, to see if my class and reading for pleasure will have a place in this new world order. I believe, even though Reader Response is pretty much ignored in favor of New Criticism, I believe what I do with my kids will easily fit into that analysis. I'll just ramp up students' evidence. They'll need to provide quotes and proof of their stance. Easy enough to do.
What about the rumor that longer works won't be necessary? That one drove me crazy when it first surfaced. Again...debunked. Longer works will be necessary. How else will students be able to make thematic connections? One cannot infer the theme of TKAM by reading the excerpt from the CCSS document. We will have to read the entire book. Calkins also speaks to choice in reading as well.
The examination of the writing Standards was new for me...they have carefully matched the exemplars from the document to the standards and have found some holes in the alignment. They suggest teachers use their own students' work to create exemplars. I can see that work being very useful for all concerned.
They even study the visible differences between SMARTER Balance and PARCC, the two consortia that are vying for state $$...they're clear that SMARTER Balance included educators in the process, including my hero, Linda Darling Hammond. PARCC,the group OK belongs to, seems to be mostly political operatives. Troubling to say the least.
This is what makes sense to me in a first reading. The work ahead of us is enormous. The support is completely missing or minimal.The stakes are incredibly high. And who's left to do the work? Not the politicians who dreamed up this mess. It's the teachers, with too many kids in their classes, too many meetings to go to, too many mandates looming over their heads.
We're the ones who will try to make something coherent out of this pile of...
Calkins and Ehrenworth and Lehman have done a huge service for all teachers. They took one for the team, truly. They pored over every Standard, every nuance of this overwhelming document and they translated it for us.
I've read big chunks but alone, with no one to bounce ideas and impressions with. Just me and my overworked brain, fighting the Standards all the way.
These authors explain clearly that while educators were not involved in writing any of these Standards, we will be called upon to make sense of them, and more importantly, to make them work. They are very clear about the credentials of the authors...or those who call themselves the authors.
I tried to get my mind around the reading Standards, to see if my class and reading for pleasure will have a place in this new world order. I believe, even though Reader Response is pretty much ignored in favor of New Criticism, I believe what I do with my kids will easily fit into that analysis. I'll just ramp up students' evidence. They'll need to provide quotes and proof of their stance. Easy enough to do.
What about the rumor that longer works won't be necessary? That one drove me crazy when it first surfaced. Again...debunked. Longer works will be necessary. How else will students be able to make thematic connections? One cannot infer the theme of TKAM by reading the excerpt from the CCSS document. We will have to read the entire book. Calkins also speaks to choice in reading as well.
The examination of the writing Standards was new for me...they have carefully matched the exemplars from the document to the standards and have found some holes in the alignment. They suggest teachers use their own students' work to create exemplars. I can see that work being very useful for all concerned.
They even study the visible differences between SMARTER Balance and PARCC, the two consortia that are vying for state $$...they're clear that SMARTER Balance included educators in the process, including my hero, Linda Darling Hammond. PARCC,the group OK belongs to, seems to be mostly political operatives. Troubling to say the least.
This is what makes sense to me in a first reading. The work ahead of us is enormous. The support is completely missing or minimal.The stakes are incredibly high. And who's left to do the work? Not the politicians who dreamed up this mess. It's the teachers, with too many kids in their classes, too many meetings to go to, too many mandates looming over their heads.
We're the ones who will try to make something coherent out of this pile of...
March 11, 2013
I am facilitating a book study of this book. The group of teachers, with elementary, middle, and high school all represented, seem to find the text both informative and enlightening. Each chapter digs deeply into a strand and paints a pretty clear picture of what students learning those standards should be experiencing. I attended a one day workshop with Lucy Calkins in Denver and was hooked. Trying to get a grip on the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects without this text seems impossible. I lappreciate the fact the authors are quick to state the Common Core is not perfect, and may not be the answer we have all been seeking, but this document is going to transform how business is conducted in the classroom. I hope this book becomes a part of every teachers professional library, and it is as scribbled on, highlighted, underlined, crossed-out, dog-eared and beat up as my copy.
June 21, 2012
All ela literacy teachers need to read this. Yesterday.
August 21, 2012
Sooooo helpful! This book put the new standards into an educational context that really helped to illuminate the rigorous level of instruction that the standards demand. Pretty cool stuff.
July 5, 2013
The words "common core" have been thrown around a lot in my district with new "units of study" being implemented, and this book was definitely helpful in really understanding what this common core IS and a basic overview of how it is implemented across the grade levels. Now when I hear people talking about this, I have a much better understanding of what is being discussed.
I think my cynicism is also hurting my approach to this book-- it's a lot of WHAT and not a lot of HOW. This is not a "how-to" book; it focuses on the theory and gives some basic examples of these standards put into practice. I felt myself wanting a more practical application book to go along with it with examples and ideas for places to get more resources. There are multiple examples from the early grades, and very few at the high school level which I found frustrating. Just like I try to model things for my students, I like to see models so I know I'm really understanding a concept, and that was hard here. I also think a lot of the ideas presented here sound amazing in theory, but I wonder how practical the expectations are in today's schools (again, me being cynical I guess) with the amount of students we have and lack of resources. But I think this is me expecting something else out of this book rather than what was intended.
I think my cynicism is also hurting my approach to this book-- it's a lot of WHAT and not a lot of HOW. This is not a "how-to" book; it focuses on the theory and gives some basic examples of these standards put into practice. I felt myself wanting a more practical application book to go along with it with examples and ideas for places to get more resources. There are multiple examples from the early grades, and very few at the high school level which I found frustrating. Just like I try to model things for my students, I like to see models so I know I'm really understanding a concept, and that was hard here. I also think a lot of the ideas presented here sound amazing in theory, but I wonder how practical the expectations are in today's schools (again, me being cynical I guess) with the amount of students we have and lack of resources. But I think this is me expecting something else out of this book rather than what was intended.
July 25, 2014
I'm so glad I finally read this book! It was a gift from my school district last December, but in the mist of teaching, exhaustion, and irritation at Common Core, I set the book aside. After reading it this summer, I wish our school PLC time had been used to read and discuss this book. It would have been time well spent. The authors did an outstanding job validating my concerns about Common Core while still pushing me to see the positive possibilities of CCSS. I found the chapters on "Reading Standards" to be the most enlightening and truly scary. There is SO much work to be done to get to the level of learning described in these chapters. The authors of Pathways used the word "ambitious" more times than I could count which makes me nervous, sad, mad, and appreciative all at the same time. I am now a Lucy Calkins fanatic and look forward to implementing her Writing Workshop program in my classroom next year.
July 26, 2012
This book was extremely helpful to me in contextualizing and breaking down the implications for the Common Core Standards that are only currently being contemplated by my district. The organization and writing is clear, the examples are relevant, and the research-base is cited. I teach high school (11/12), and while the book is intended for K-12 and I usually skip lots of "elementary portions" in such books, there are very few parts I skimmed or considered not useful to me, and many portions I've highlighted and looked up cited resources for further consideration.
This book--in combination with Conley's books on college & career readiness--has really reshaped how my colleagues and I are structuring our curriculum for the year to come.
This book--in combination with Conley's books on college & career readiness--has really reshaped how my colleagues and I are structuring our curriculum for the year to come.
October 27, 2012
I found so much interesting in this book,and am spreading the word in our school about the ideas. L. Calkins, etc. has written a very engaging book about the reading and common core standards and looks at each standard and helps guide in very real doable suggestions how to navigate the common core standards with what is already being done in your school. As I read the book, I felt, with the suggestions, that I would easily be able to collaborate with ELA and social studies, and science teachers and at the same time, help students enjoy reading much more by giving them choice, time to read and more writing, too! I especially liked the importance of reading informational texts. This book that should be read by all educators.
July 7, 2012
This is a fantastic resource to guide teachers as they unpack the Common Core State Standards. In methodic and consistent language, the authors introduce the readers to the reading and writing standards of the Common Core. Additionally, they add many suggestions for ways educators can work collaboratively to gain understanding of the standards and to determine instructional methods.
This book will be my go-to guide for the upcoming school year as I work with teachers to unpack the standards and create instructional methods that work for our students.
This book will be my go-to guide for the upcoming school year as I work with teachers to unpack the standards and create instructional methods that work for our students.
July 3, 2013
Phenomenal book . . . that I need to reread! The greatest shift in implementing the Common Core that I noticed after reading this book is that teachers are the ones who need to practice and master the skills the Core outlines before they will ever be able to teach them to students. All content areas, including Math, are asked to be teachers of reading and writing, and until teachers themselves are readers and writers, how can they possibly understand what the Common Core is requiring of students?
July 25, 2012
My favorite part of this book came in the early chapters where the authors give you a choice- read the standards as a curmudgeon or as if they are gold. It's actually a great way to look at everything! Lots of food for thought and good ideas for implementation.
August 30, 2013
Calkins et al really took one for the team here by breaking down the CCSS and presenting it in a very optimistic light. I really appreciate their efforts, but the repeated emphasis on leveling libraries and presenting leveled books to kids took this from a 5 to a 4.
July 28, 2014
Excellent guide to redirect our teaching goals to these 10 standards. Love the content emphasis..."30% literary texts and 70% informational texts at 12th grade"..as we (teacher librarians, teachers, parents) help students excel.
August 21, 2013
This book's optimistic approach is what kept me reading. Also, the chapter conclusions give a few teaching ideas.
November 10, 2022
I found this book to be very helpful and practical. I'm interested in media literacy in practice--teaching students to engage in critical pedagogy and also to create personal meaningful written work and media. I'm interested in an integrated approach to language arts skill development that includes a framework for looking at the social, political, and economic impact of media, as well as ways for students to expand their personal and collective power through their own creations. I'm interested in integrating the principles and goals of media literacy courses with language arts development for students of a young age through college. While not explicitly the purpose of the book, I think the book offers very practical tools for putting those goals into practice in teaching and learning. I'm so excited and grateful to have read it and plan to do one--or multiple rereads--to extract the tools that it offers in the many pages marked with my bright yellow highlights. I am not particularly familiar with the Common Core, and I can't speak to it's criticism or embrace of that, but in terms of tools for teaching LA I find this book to a very useful resource.
April 5, 2020
This is a professional book that describes the pathways to implementing the Common Core Standards in public schools. The majority of the book applies to the classroom. It mostly tells the reader that the standards can be worked out as a curriculum in different ways according to local adoption. It does not refer to the media center/library as a source for books or digital research content at all...how disappointing. I did not really get much out of this. My understanding of Core only slightly clarified with the realization that Core expects students to step up and become college material by the time they graduate high school. I could have skipped this one...but it was required reading for our media meeting.
October 22, 2020
So loved this book! This was my second time to read it, and after having taught the Units of Study materials to three different grade levels, I have a new-found respect for the writers of that program. They have extended the work of this Pathways book into practical, applicable lessons for classrooms!
May 11, 2017
Densely written but worth the effort. I found myself nodding along again and again!
December 21, 2020
Should have read this years ago...does a really good job of analyzing and interpreting the Common Core standards for reading and ESPECIALLY for writing.
June 5, 2015
This is the book I wish I had read two years ago, at the start of all this Common Core hoopla. Calkins' insights and overview are so much more helpful then any of the trainings I've sat through by so-called "Common Core Experts". As many others have said, this is one to read, reread, highlight, and tab. I appreciate how she clarifies the difference between the actual Common Core standards and the misguided curriculum that many have tried to pass off as Common Core aligned. Many of the criticisms by parents and the media have focused on curriculum which they have correctly evaluated as stupid. But, you don't need a new curriculum to teach these standards - just good, common sense teaching that focuses primarily on conceptual understanding and making meaning. Calkins' recommendations match up with everything I know that works in teaching literacy. Most importantly, I love her reminder that no matter what the teaching, students need LOTS and LOTS of reading and writing practice in order to see any success. Like an athlete who never practices, it is unrealistic to expect literacy growth without hours of reading and writing practice. Basal readers and worksheets won't cut it - it must be real reading and writing.
A few great quotes:
"The low-level literacy work of sound-letter correspondence and so on - work that dominated the National Reading Panel Report (2000) and that has undergirded the NCLB for years - has been, thankfully, marginalized in its own separate section of the CCSS. That work doesn't even qualify as part of the reading and writing standards. Reading, in the Common Core, is making meaning."
"The Common Core Standards insist that the absolute first order of business is that students need to be able to grasp what a text actually says and suggests."
"This work is not about reading to be entertained. Nor is it about reading to memorize. It is about reading to think."
"If there is one aspect of the Common Core standards for reading informational texts, it is that they move students away from reading to accumulate information, to reading to discern ideas and concepts and analyze texts critically for their reasoning and perspective"
"In the Common Core Standards...writing is treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and reading assessments will occur."
"In the work Doug Reeves has done with schools to demonstrate the power of feedback, he reiterates one aspect of feedback again and again - and that is that feedback needs to be immediate and in the midst of kids' work...Doug gave the analogy of a diving coach asking a student to dive, then coming back a week or two later and saying, 'Remember that dive you did? Well, I'd give it a seven out of ten.'"
A few great quotes:
"The low-level literacy work of sound-letter correspondence and so on - work that dominated the National Reading Panel Report (2000) and that has undergirded the NCLB for years - has been, thankfully, marginalized in its own separate section of the CCSS. That work doesn't even qualify as part of the reading and writing standards. Reading, in the Common Core, is making meaning."
"The Common Core Standards insist that the absolute first order of business is that students need to be able to grasp what a text actually says and suggests."
"This work is not about reading to be entertained. Nor is it about reading to memorize. It is about reading to think."
"If there is one aspect of the Common Core standards for reading informational texts, it is that they move students away from reading to accumulate information, to reading to discern ideas and concepts and analyze texts critically for their reasoning and perspective"
"In the Common Core Standards...writing is treated as an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and reading assessments will occur."
"In the work Doug Reeves has done with schools to demonstrate the power of feedback, he reiterates one aspect of feedback again and again - and that is that feedback needs to be immediate and in the midst of kids' work...Doug gave the analogy of a diving coach asking a student to dive, then coming back a week or two later and saying, 'Remember that dive you did? Well, I'd give it a seven out of ten.'"
June 23, 2012
Each summer I hope to find at least one stimulating pedagogical work. Although at first glance, this one, by Lucy Calkins, Mary Ehrenworth and Christopher Lehman, didn't seem like it would be that inspiring text to light a fire under this forever-hungry English teacher. Usually books that promise to "respond to Standards" are either ridiculously oversimplified, terrifyingly prescriptive, or they end up reducing the art of teaching to a mind-numbing science; the string of Marzano books are such a case in point.
But Pathways to the Common Core is different. Possibly this is due to the Common Core Standards themselves, which I find challenging and invigorating. These new nearly nation-wide standards (which have been approved by 47 states, I believe), will push teachers to master their craft of educating students in the 21st century. I see the CCSS as a challenge to the whole profession. And these authors have done a close reading of the standards on our behalf, and end up with clear, straightforward ideas for meeting this new challenge.
Two things about the book really cheered me. First, the authors emphasize again and again that there is no "one pathway" (thus the plural form in the title) to meet the standards of Common Core. They highlight that it will take the expertise and insights of educators to determine ways of meeting these standards in the schools they know best. They hesitate to champion any "one pathway," but still offer cornerstone truths about reading and writing instruction throughout the book that can act as the starting point for the reader's own innovations.
Second, the book's showpiece is the section on Writing. For so long it seemed like writing had taken a backseat to reading--even to the extent that writing was removed off many of the State tests (as a result, most claim, of financial problems). These authors assert, though, that a strong writing program (in conjunction with a strong reading program) is essential in meeting the needs of Common Core. They endorse using writing assessments to guide teaching and PLC work, which is something I've always believed was the right way to go.
This is really a superb book. I'm so glad that I read it so early in the summer. Not only do I feel like I more fully understand Common Core (and you can find the standards here: http://www.corestandards.org/the-stan...). But now I can start realigning my curriculum to Common Core instead of waiting for my district to make the first move. I do pray that districts across the country, in their often frantic attempts to meet evolving expectations, will take Calkins/Ehrenworth/Leman's advice and invite teachers into the conversation when discussing how best to meet our students' needs.
But Pathways to the Common Core is different. Possibly this is due to the Common Core Standards themselves, which I find challenging and invigorating. These new nearly nation-wide standards (which have been approved by 47 states, I believe), will push teachers to master their craft of educating students in the 21st century. I see the CCSS as a challenge to the whole profession. And these authors have done a close reading of the standards on our behalf, and end up with clear, straightforward ideas for meeting this new challenge.
Two things about the book really cheered me. First, the authors emphasize again and again that there is no "one pathway" (thus the plural form in the title) to meet the standards of Common Core. They highlight that it will take the expertise and insights of educators to determine ways of meeting these standards in the schools they know best. They hesitate to champion any "one pathway," but still offer cornerstone truths about reading and writing instruction throughout the book that can act as the starting point for the reader's own innovations.
Second, the book's showpiece is the section on Writing. For so long it seemed like writing had taken a backseat to reading--even to the extent that writing was removed off many of the State tests (as a result, most claim, of financial problems). These authors assert, though, that a strong writing program (in conjunction with a strong reading program) is essential in meeting the needs of Common Core. They endorse using writing assessments to guide teaching and PLC work, which is something I've always believed was the right way to go.
This is really a superb book. I'm so glad that I read it so early in the summer. Not only do I feel like I more fully understand Common Core (and you can find the standards here: http://www.corestandards.org/the-stan...). But now I can start realigning my curriculum to Common Core instead of waiting for my district to make the first move. I do pray that districts across the country, in their often frantic attempts to meet evolving expectations, will take Calkins/Ehrenworth/Leman's advice and invite teachers into the conversation when discussing how best to meet our students' needs.
June 16, 2013
A dense book packed full of information. This book explains what the Common Core is, how it was developed, and how it is different from most state standards. It does not have practical applications. You'll need another book to learn how to implement Common Core in the classroom. This is really a break down of each standard. Very informative, but not a quick read. That is for sure.
45 states have adopted Common Core initiatives. Texas, Virginia, Minnesota (only adopted ELA), Nebraska, and Alaska are the only states that have not. Of course if you look at Texas' state test and standards, it definitely looks like Common Core even if they don't want to call it that.
Basically Common Core standards are based on preparing every student for college work. The Reading portion of Common Core is not all that different from the standards that Texas has had for the past 10 years. With the exception of requiring the use of more nonfiction texts and the utter lack of poetry! That was disappointing.
The major difference is the writing portion. In other words, the personal narrative that has been driving writing programs across the country now must bite the dust. Informational, Analytical, and a strong emphasis on Persuasive writing will now be the ELA writing focus. The argument behind this switch is that students will not only use this type of writing more often in college, but also in work. No one really cares about your life story or your life experiences unless you are using it to make an argument for something, of course.
I agree that this type of writing is definitely more useful, but Common Core creators have forgotten the reason why education turned toward the personal narrative--to allow students to write about something they know, themselves. This is especially useful when you work with immigrants, like myself. When I look at the STAAR, the new Texas standardized test that has replaced the TAKS test, I worry that students who don't plan on going to college will now lose the opportunity to graduate from high school. For immigrants, Common Core definitely makes the gap wider.
45 states have adopted Common Core initiatives. Texas, Virginia, Minnesota (only adopted ELA), Nebraska, and Alaska are the only states that have not. Of course if you look at Texas' state test and standards, it definitely looks like Common Core even if they don't want to call it that.
Basically Common Core standards are based on preparing every student for college work. The Reading portion of Common Core is not all that different from the standards that Texas has had for the past 10 years. With the exception of requiring the use of more nonfiction texts and the utter lack of poetry! That was disappointing.
The major difference is the writing portion. In other words, the personal narrative that has been driving writing programs across the country now must bite the dust. Informational, Analytical, and a strong emphasis on Persuasive writing will now be the ELA writing focus. The argument behind this switch is that students will not only use this type of writing more often in college, but also in work. No one really cares about your life story or your life experiences unless you are using it to make an argument for something, of course.
I agree that this type of writing is definitely more useful, but Common Core creators have forgotten the reason why education turned toward the personal narrative--to allow students to write about something they know, themselves. This is especially useful when you work with immigrants, like myself. When I look at the STAAR, the new Texas standardized test that has replaced the TAKS test, I worry that students who don't plan on going to college will now lose the opportunity to graduate from high school. For immigrants, Common Core definitely makes the gap wider.
May 26, 2013
This, along with the Dylan Wiliams book, are the best educational books that I have read in a long, long time. This is a must read for all classroom teachers and administrators as we transition to the Common Core State Standards. Calkins, et al. break down the standards so that it is easy for an educator to understand what it is students are expected to be able to do, what classroom teachers must do to help help students step up to the rigor of the new standards, and how this will help students to truly be college and career ready.
The authors use the standards extensively to make their points.There are over 75 references to the standards themselves in this small but dense book. And additional numerous references to the Appendices, research, text, and writing exemplars.
Don't be turned off! The book is quite readable and user friendly. If I hadn't lent it to a DCS teacher, I would be rereading it again immediately. I will reread it over the summer! I love how they started by talking about "curmudgeons" and getting all the negative comments that have been made about the ELA standards out of the way - to be able to get on with the work of implementation. They give good, clear examples to make their points and educators should be left with the feeling that, "yes, I can do this!" Though "user-friendly" it is dense, that is, there is so much to take in and process, hence the reread.
I also appreciated their review of both the SMARTER Balanced and PARCC assessments. I am very glad that NH chose SMARTER Balanced. This will be an interesting transition for us all. I do wish there were more emphasis on student achievement and less on just data crunching and accountability. Time to reread Hargreaves on "The Fourth Way."
The authors use the standards extensively to make their points.There are over 75 references to the standards themselves in this small but dense book. And additional numerous references to the Appendices, research, text, and writing exemplars.
Don't be turned off! The book is quite readable and user friendly. If I hadn't lent it to a DCS teacher, I would be rereading it again immediately. I will reread it over the summer! I love how they started by talking about "curmudgeons" and getting all the negative comments that have been made about the ELA standards out of the way - to be able to get on with the work of implementation. They give good, clear examples to make their points and educators should be left with the feeling that, "yes, I can do this!" Though "user-friendly" it is dense, that is, there is so much to take in and process, hence the reread.
I also appreciated their review of both the SMARTER Balanced and PARCC assessments. I am very glad that NH chose SMARTER Balanced. This will be an interesting transition for us all. I do wish there were more emphasis on student achievement and less on just data crunching and accountability. Time to reread Hargreaves on "The Fourth Way."
July 9, 2015
The reality for most public school teachers is that the Common Core is the "building code" for curriculum. This book breaks down the reading, writing and language standards so teachers can think critically about the work they are charged to do. The "pathway" that the book navigates here is the link between the work teachers are being required to do and the work that they know in their hearts they want to do. This book spends some time discussing what can be "let go of" so teachers can streamline their focus to ensure that they are hitting the mandated mark.
This book is densely packed. While you could read it cover to cover, I feel it is a "desk reference" you could look at before you plan a unit. In my work with LMWP, I have mostly digested the "Language Standards" portion of the book from page 170 on.
While reading this text, I am mindful of the quote given on page 181 by Rufus Jones, an American Quaker, "I pin my hopes on the small circles and quiet processes in which genuine and reforming change takes place." Understanding standards is only one building block of school improvement. Those of us who are in the trenches, know how challenging the problems are and how many of those problems have their roots in themes of social injustice. I do not pin my hopes for school improvement on common standards alone, but on the conversation and actions they inspire--especially if the marginalized are able to participate in the conversation.
This book is densely packed. While you could read it cover to cover, I feel it is a "desk reference" you could look at before you plan a unit. In my work with LMWP, I have mostly digested the "Language Standards" portion of the book from page 170 on.
While reading this text, I am mindful of the quote given on page 181 by Rufus Jones, an American Quaker, "I pin my hopes on the small circles and quiet processes in which genuine and reforming change takes place." Understanding standards is only one building block of school improvement. Those of us who are in the trenches, know how challenging the problems are and how many of those problems have their roots in themes of social injustice. I do not pin my hopes for school improvement on common standards alone, but on the conversation and actions they inspire--especially if the marginalized are able to participate in the conversation.
October 6, 2012
If you are a teacher.. READ THIS BOOK! It doesn't matter the subject or age you teach, this is a must read! Recently, I was able to attend a session with the co-author, Chris Lehman and will also attend two remaining sessions with Lucy Calkins (!!!) and Mary Ehrenworth. These three authors are practical, as well as grounded in best practices. We must not go "common core crazy," but realize the bottom line is we are teaching children to be readers and writers for real life. Chris spoke of three times when students' reading volume drops and we have used the information to determine areas need to improve to make sure 100% of our students are engaged with eyes on text 75% of the day. Some of the best advice the authors give is to look at what teachers are doing well and build upon those strengths. I could go on and on, but this book is best read with each reader's own school and instructional style in mind. Chris also provided information regarding the hype concerning common core "shifts." He states shifts will be personal to individuals and schools.... for example, if a teacher/grade/school focuses more on narrative text, then, their shift will be to read more informational text. If a school focuses more on writing, then their shift might be to have reading complement the writing etc....All I can say is...
READ IT!!
READ IT!!
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November 15, 2013 I chose Pathways to the Common Core: Accelerating Achievement by Lucy McCormick Calkins as one of my professional books in my goodreads shelf because common core state standards are the focus in many, if not all, schools. The standards in common core are more specific with a common goal. The structure and content of the text is important. It is a helpful guide to designing the proper and appropriate curriculum for your class when teaching literacy and writing. It is really important to have a purpose to the reading and writing lessons you create. This book is a helpful tool to use when creating a student-focused lesson with the common core state standards being the base.
I would use this text to inform my instruction by using it as a guide to ensure that I am focusing on all the important aspects to literacy and writing while creating an engaging activity for the students to practice and master each skill. Planning lessons is an everyday requirement as a teacher because you need to ensure that every student is engaged in enhanced learning while hitting the common core state standards. As a teacher, helpful guides, like Pathways to the Common Core can help ease the stress and frustration as I prepare the lessons and curriculum.
I would use this text to inform my instruction by using it as a guide to ensure that I am focusing on all the important aspects to literacy and writing while creating an engaging activity for the students to practice and master each skill. Planning lessons is an everyday requirement as a teacher because you need to ensure that every student is engaged in enhanced learning while hitting the common core state standards. As a teacher, helpful guides, like Pathways to the Common Core can help ease the stress and frustration as I prepare the lessons and curriculum.
July 11, 2012
I am really glad I took the time to read this because I now have a much greater understanding of the goals of CCSS. They are lofty goals, for sure. I see clearly that it is time to let go of my lingering "old school" ways of thinking and teaching.
I still don't have answers on how to provide all this individual on-going assessment and instruction while serving 140-180 students a day. I also struggle with how to grade students so I can keep parents informed in their weekly grade check. Parents still expect lots of grades posted like they used to have, and the farther I get from the old way the fewer grades I have.
I love the ideals of CCSS, but my reality fills me with much doubt. At least after reading this I feel confident in what I'm going to be asked to do in another year. I guess I have this year to get it all figured out.
I still don't have answers on how to provide all this individual on-going assessment and instruction while serving 140-180 students a day. I also struggle with how to grade students so I can keep parents informed in their weekly grade check. Parents still expect lots of grades posted like they used to have, and the farther I get from the old way the fewer grades I have.
I love the ideals of CCSS, but my reality fills me with much doubt. At least after reading this I feel confident in what I'm going to be asked to do in another year. I guess I have this year to get it all figured out.
October 6, 2012
Excellent book about Common Core State Standards and what it means (and doesn't mean) to teachers. The book is very broad covering all the reading standards from K-12 but still helpful to all teachers. The book does a great job of showing how all the standard build on each other grade by grade.
I liked the layout of the book and chapters. This is a really good place to start understanding and learning about Common Core. It lays out all the standards and gives example of what student work at the standard can look like.
I heard Lucy Caulkins speak at a conference recently. It was engaging and informative. She speaks as in a similar style to how she writes, adding in funny comments and showing student examples. I am even more impressed with her and her rock star status in education.
I liked the layout of the book and chapters. This is a really good place to start understanding and learning about Common Core. It lays out all the standards and gives example of what student work at the standard can look like.
I heard Lucy Caulkins speak at a conference recently. It was engaging and informative. She speaks as in a similar style to how she writes, adding in funny comments and showing student examples. I am even more impressed with her and her rock star status in education.
July 4, 2013
I read this book over the course of several months in the 2012-13 school year. For that reason, I think I have an interesting perspective. During the time I was reading pieces of the book, I was also being intensively trained on Common Core State Standards, using them, testing in them, training about them, and implementing them across the curriculum in a wide-spread way. Consequently, I saw weaknesses in this book - possibly rushed to the printer very soon after the formal adoption process was announced nationwide, and many of the frustrations and concerns the authors saw in the CCSS have been, in my mind, clarified or addressed with further documentation and support materials. However, the book does present a big picture view of the standards in a meticulous, multi-subject and multi-grade level way, and I appreciate that.
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