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“Morrow and her coeditors have collaborated with a talented group of contributors to provide this extremely important work, which illustrates how teachers and instructional leaders can apply the CCSS to transform instruction in grades 3-5. The book offers multiple visions of effective instruction that gives all students access to high-quality literature, including informational and multimedia texts; integrated curricula; reading and writing connections; and content learning.”

—Victoria J. Risko, EdD, Department of Teaching and Learning (Emerita), Vanderbilt University; past president, International Reading Association


“This is a tremendously useful volume for curriculum leaders and teachers in grades 3-5. The book provides a solid conceptual understanding of the CCSS/ELA. It then moves into a wealth of research-based instructional practices to help students reach higher levels of accomplishment in all aspects of the language arts. The classroom vignettes bring the practices to life. This is the single best resource for aligning instruction with the CCSS that I have seen to date.”

—Kathryn Au, PhD, CEO, SchoolRise, LLC; past president, International Reading Association


“This is the book I've been waiting for. The explanations and commentary by respected researchers are deep, honest, and useful. The book has already helped me plan for next year with a more organized, systematic implementation of the CCSS. The vignettes are so grounded in the reality of the classroom that I found myself writing 'Do this!' next to many of them.”

—Kathy Harris, instructional coach, Piner–Olivet Union School District, Santa Rosa, California


“Finally, we have an expert reading of the CCSS/ELA that not only helps us understand the larger political and educative context of each major skill strand but also gives educators meaningful strategies for implementation. This book is a 'must' for anyone involved in elementary education, from classroom teachers to those creating district policy. The authors refreshingly and convincingly remind us that the adoption of the CCSS is an exciting and at times perilous journey, and that we need to move forward with our eyes wide open.”

—Benjamin Grossman, MA, district-level instructional specialist, New York City Public Schools

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Table of Contents

Foreword, Susan B. Neuman

Introduction, Jennifer Renner Del Nero

1. Understanding the Common Core State Standards, P. David Pearson and Elfrieda H. Hiebert

2. Reading Standards for Literature, Jacquelynn A. Malloy and Linda B. Gambrell

3. Reading Standards for Informational Text, Donna Ogle

4. Reading Standards: Foundational Skills, Timothy Rasinski, Melanie Kuhn, and James Nageldinger

5. Writing Standards, Steve Graham

6. Speaking and Listening Standards, Douglas Fisher, Nancy Frey, and Diane Lapp

7. Language Standards for Vocabulary, Camille L. Z. Blachowicz and James F. Baumann

8. Technology and the Common Core Standards, Erica C. Boling and Christina Spiezio

9. Assessment and the Common Core Standards, Peter Afflerbach

10. In Conclusion: On Implementing the Common Core Standards Successfully in Grades 3-5, Karen K. Wixson

Appendix A. Common Core State Standards for English Language Arts, Grades 3-5

Appendix B. Thematic Units for Grades 3-5, with Common Core State Standards Embedded

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About the Editors

Lesley Mandel Morrow, PhD, holds the rank of Professor II at the Graduate School of Education at Rutgers, The State University of New Jersey. Her research deals with early literacy development and the organization and management of language arts programs. Dr. Morrow has published more than 300 journal articles, chapters, and books. Her work has been recognized with awards including the Outstanding Teacher Educator of Reading Award and the William S. Gray Citation of Merit from the International Reading Association (IRA), and the Oscar S. Causey Award from the Literacy Research Association. Dr. Morrow is past president of the IRA and is a member of the Reading Hall of Fame.

• Author's website
• All titles by Lesley Mandel Morrow

Karen K. Wixson, PhD, is Dean of the School of Education at the University of North Carolina at Greensboro. She has published widely in the areas of literacy curriculum, instruction, and assessment. Dr. Wixson co-directed the federally funded Michigan English Language Arts Framework standards project, and served as Co-Director and Principal Investigator of the U.S. Department of Education’s Center for the Improvement of Early Reading Achievement. She also served as a member of the extended work team for the Common Core English Language Arts standards. Dr. Wixson is a former board member of the National Reading Conference and the IRA.

• All titles by Karen K. Wixson

Timothy Shanahan, PhD, is Distinguished Professor Emeritus in the Department of Curriculum and Instruction at the University of Illinois at Chicago, where he directed the Center for Literacy. He served on one of the expert panels that helped develop the Common Core State Standards. Dr. Shanahan’s research emphasizes reading–writing relationships, reading assessment, and improving reading achievement. In 2006, he was appointed to serve on the Advisory Board of the National Institute for Literacy. Dr. Shanahan is past president of the International Literacy Association and is a member of the Reading Hall of Fame.

• Author's website
• All titles by Timothy Shanahan

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Contributors

Peter Afflerbach, PhD, Department of Curriculum and Instruction, University of Maryland–College Park, College Park, Maryland

James F. Baumann, PhD, Department of Learning, Teaching, and Curriculum, University of Missouri–Columbia, Columbia, Missouri

Camille L. Z. Blachowicz, PhD, Department of Reading and Language, National College of Education, National Louis University, Evanston, Illinois

Erica C. Boling, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Douglas Fisher, PhD, School of Teacher Education, San Diego State University, and Health Sciences High and Middle College, San Diego, California

Nancy Frey, PhD, School of Teacher Education, San Diego State University, San Diego, California

Linda B. Gambrell, PhD, Eugene T. Moore School of Education, Clemson University, Clemson, South Carolina

Steve Graham, EdD, Peabody College of Education, Vanderbilt University, Nashville, Tennessee

Elfrieda H. Hiebert, PhD, TextProject and University of California, Santa Cruz, Santa Cruz, California

Melanie Kuhn, PhD, Department of Curriculum and Teaching, Boston University, Boston, Massachusetts

Diane Lapp, EdD, School of Teacher Education, San Diego State University, San Diego, California

Jacquelynn A. Malloy, PhD, College of Education, Anderson University, Anderson, South Carolina

Lesley Mandel Morrow, PhD, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

James Nageldinger, MEd, School of Teaching, Learning, and Curriculum Studies, Kent State University, Kent, Ohio

Donna Ogle, EdD, Department of Reading and Language, National College of Education, National Louis University, Evanston, Illinois

P. David Pearson, PhD, Graduate School of Education, University of California, Berkeley, Berkeley, California

Timothy Rasinski, PhD, Department of Teaching, Leadership, and Curriculum Studies, Kent State University, Kent, Ohio

Timothy Shanahan, PhD, Department of Curriculum and Instruction, University of Illinois at Chicago, Chicago, Illinois

Christina Spiezio, MEd, Graduate School of Education, Rutgers, The State University of New Jersey, New Brunswick, New Jersey

Karen K. Wixson, PhD, School of Education, University of North Carolina Greensboro, Greensboro, North Carolina

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Audience

Classroom teachers, administrators, and staff developers working in grades 3–5; district-level literacy and curriculum directors; teacher educators and students in reading programs; reading specialists and coaches.

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Course Use

May serve as a text in Elementary Reading Methods and other literacy and content-area courses.