With more than 100 blog posts under our belt, we have chronicled many important topics surrounding literacy and the Common Core Learning Standards for English Language Arts. Once these posts have been published, most get buried in the archives lost to our reading public in spite of the fact that many are still timely and relevant. In an effort to keep the conversation going, we have decided to dedicate Fridays to revisiting old posts. Each Friday, we will direct you back to an old post with a short blurb of new thinking or our reason for selecting this one as a “favorite.”
This week, we encourage you to reread CCSS & Frustration vs. Instructional Level Texts: Comparing Apples and Oranges.
There is a great deal of discussion happening in the literacy community about frustration level vs. instructional level texts, as you can see in this recent post by Tim Shanahan titled Common Core or Guided Reading. (Be sure to read the comments as well as the blog post!)
Because so many decisions in education are done in the name of “research based,” we think it is important that educators are informed and thinking about the quality and relevance of the research cited to support the assertions that are shaping the landscape of language arts education.