Closing the Gap between Risk and Resilience: How Struggling Learners Can Cope with the Common Core State Standards

by Harriet D. Porton

Overview

Although there has been considerable interest and concern surrounding the implementation of the Common Core State Standards, there is almost no information regarding best practices for getting at-risk students to attempt the rigor embraced by the Standards. This text offers lesson plans, realistic advice, and explanations and descriptions focused on how to move academically discouraged students from failure to thrive to success with the Common Core.

Product Details

ISBN-13:	9781475805765
Publisher:	R&L Education
Publication date:	01/24/2014
Edition description:	New Edition
Pages:	166
Product dimensions:	5.90(w) x 8.90(h) x 0.60(d)

About the Author

Harriet D. Porton is an experienced teacher and administrator who has been in education for over 47 years. The primary focus of her work has been gender issues, at-risk learners, and demystifying educational policies for practical and productive use.

Table of Contents

Preface xi

Acknowledgments xiii

Introduction xv

1 Struggling Learners and Common Core State Standards 1

Common Core State Standards 2

Instructional Changes 7

Cooperative Learning 8

Habits of Mind 13

Differentiation 15

E/LA Unit Components and Lesson Plans 17

Points to Ponder 22

Reflections 23

References 24

2 How Does a Just Person Make Decisions in an Unjust World? 27

"Letter from Birmingham Jail" 33

Creating a Reasonable Argument 38

Putting It All Together 49

Points to Ponder 52

Reflections 54

References 54

3 How Do We Learn How We Are and Who We Are? 57

Why Study Identity Formation? 58

To Kill a Mockingbird 60

Identity Formation: Race 65

Identity Formation: Class 67

Identity Formation: Gender 72

Writing to Be Informed 76

Points to Ponder 81

Reflections 81

References 83

4 How Does a Moral Person Make Decisions in an Immoral World? 85

The Sunflower 89

Book Two: "The Symposium" 98

Writing to Persuade 100

Points to Ponder 107

Reflections 107

References 107

5 How Does a Moral Leader Bring His/Her Vision to Life? 109

The Four Freedoms Speech: Vocabulary 110

The Four Freedoms Speech: Rhetoric 112

Points to Ponder 120

Reflections 120

References 122

6 At-Risk Students and Mathematics and the Common Core 123

Overview of Common Core Standards in Mathematics 124

Math Anxiety 126

What Do Struggling Learners Need in Order to Succeed in Math? 129

Suitable Strategies for Success 132

Points to Ponder 133

Reflections 134

References 134

7 Discouraged Learners and Common Core State Standards in Science 137

Overview of CCSS in Science 138

Challenges Facing Implementation of CCSS in Science 140

Levels of Questions 142

Writing in Science 145

Points to Ponder 146

Reflections 147

References 147

Additional References 149

Editorial Reviews

With today’s call for rigor for all children, the teachers of at-risk students face a daunting task: raise the bar in content and thinking for a group of sometimes unwilling learners. This book by Harriet Porton provides teachers with a step-by-step approach to creating lessons that embed rigor and success for this targeted population. And for administrators looking for a way to provide hands-on help to teachers, this book does it. It is a must for teachers seeking to help their at-risk students achieve.

Barbara Leonard

As teachers we look for specific ways to scaffold instruction to assist students in reaching the goals we set forth. Harriet has scored another hit in Closing the Gap Between Risk and Rigor by providing numerous model sample lesson plans (and personal life-long experiences) which deliberately expose students to learning opportunities to challenge and extend their higher order thinking skills. Like the peeling of an onion, she exposes each new layer of student need in order to scaffold instruction and thereby construct the bridge that students need to meet the Common Core State Standards.

Gary Thrift

As a result of reading this text, I believe the information in this book is valuable to all teachers today. It is my hope that teachers who are aware of the implications and ramifications of CCSS, will use this book as their 'bible' of instruction, whatever their area of focus. There's just so much valuable and practical "how to teach to all students" information; educators will be foolish not to read, absorb and follow the strategies, suggestions and advice included.

Doris Williams