Book Blog 1--Pathways (Chapter 1-5)

The first thing I'd like to say about this book is--IT IS ROCKING MY WORLD! I'm totally engaged and for the most part, agreeing with what I am reading.  I love how the first thing the authors do to enlighten us is cause the reader to think about the mindset they bring to the Common Core, "We can regard the Common Core State Standards as the worst thing in the world" (Calkins, Ehrenworth, & Lehman, 2012, p. 3). However, we have the unique opportunity to think of these standards as a positive movement in the education world.  I definitely resonated with this idea.  I know that if I have a bad attitude about something, it will not only bring me down, but produce ineffectiveness.  The CCSS are a gift to students, and if we view them in a positive manner, the effect they can have on children will be huge! 

Calkins et al give the CCSS new meaning when they say, "Pathways to the Common Core expects that you will take the standards at their word and see it as your responsibility--individually and as a member of a school community--to study the expectations for end-of-grade results outlined by the CCSS and to use the Common Core as a lens for reflecting on your practice and for planning ways to support deeper and further learning" (2012, p. 2). Although, as a Pre-K teacher, I'm not too concerned with end-of-grade expectations as defined by CCSS, I consider myself a learner and I think that reflection and growth after reflection are paramount to becoming a better teacher.  

Lucy (yes, we're on a first name basis), makes some great points on literacy instruction according to CCSS.  The authors of Pathways interpret the CCSS as valuing reading and writing equally, which I LOVE, "students need to become strong writers, and to do that, they need expert instruction, time to write, and meaningful opportunities for writing a wide range of informational, argument, and narrative text".  I think writing is so important (and reading too!).  I wonder what it looks like in a pre-k classroom to give "expert instruction" to my students according to CCSS? 

One of the things I struggled with as I read through Chapter 2 was the lack of emphasis on the personal act of reading.  I was surprised to find out that the CCSS were written from the collegiate level down.  In this case, the emphasis on analytical reading makes sense.  But the book lover in me wonders if this could desensitize certain kids to pleasure reading? Personally, I was never into reading until high school when one of my teachers introduced me to contemporary literature--I was compelled by it! I wonder if he had approached my reading apprehension by making me interpret and analyze text more, instead of just connecting to the literature personally, if I would enjoy reading as much as I do today? 

One of my favorite quotes from Pathways is in Chapter four, "even young readers are ready to read for meaning.  Reading literature involves learning from the characters in stories, and looking to books for lessons in courage, determination, and integrity.  As students investigate language. . .they'll develop insight into the text, which is the goal of the Common Core, and insight into themselves and the lives of others, which is one of the purposes for reading at all" (2012, p. 52).  I just love that CCSS comes back to the core of reading, which is to create meaning in regards to ourselves!