http://gothamschools.org/2008/09/03/content-knowledge-terribly-important-for-social-justice-says-hirsch/ Fri, 10 Feb 2012 08:33:00 +0000 hourly 1 http://wordpress.org/?v=3.3.1 http://gothamschools.org/2008/09/03/content-knowledge-terribly-important-for-social-justice-says-hirsch/comment-page-1/#comment-346782 Mark Fri, 11 Feb 2011 21:39:34 +0000 http://gothamschools.org/?p=1436#comment-346782 This is a promising move by the DOE, but I'd like to see them expand this pilot to more than a mere 10 schools. I have no doubt that the Core Knowledge reading program will be highly effective if implemented with consistency in a school. After reading the latest issue of American Educator and the research on text complexity, I felt pretty convinced that the premise behind Core Knowledge is sound. I think certain aspects of the Sequence could be debatable, but it provides a clear and solid roadmap of curriculum that many schools lack. I am trying to introduce the Core Knowledge Sequence right now in my school! It's free for download, by the way, check it out: http://books.coreknowledge.org/home.php?cat=314 This is a promising move by the DOE, but I’d like to see them expand this pilot to more than a mere 10 schools. I have no doubt that the Core Knowledge reading program will be highly effective if implemented with consistency in a school. After reading the latest issue of American Educator and the research on text complexity, I felt pretty convinced that the premise behind Core Knowledge is sound. I think certain aspects of the Sequence could be debatable, but it provides a clear and solid roadmap of curriculum that many schools lack. I am trying to introduce the Core Knowledge Sequence right now in my school! It’s free for download, by the way, check it out: http://books.coreknowledge.org/home.php?cat=314

]]> http://gothamschools.org/2008/09/03/content-knowledge-terribly-important-for-social-justice-says-hirsch/comment-page-1/#comment-333862 Chris Thu, 13 Jan 2011 01:11:08 +0000 http://gothamschools.org/?p=1436#comment-333862 The students should have a wide enough variety of context knowledge to be able to make connections to almost any grade level passage. There are a variety of passages chosen for tests, so the premise behind CK is that you teach as much context as possible, instead of little to no content which is the prevailing current trend. A third grader should know what an otter is, instead they are taught "strategies" such as "the main idea is almost always found in the first or second sentence of the first paragraph." This sounds crazy, but it is the reality of the current reading curriculum. The students should have a wide enough variety of context knowledge to be able to make connections to almost any grade level passage. There are a variety of passages chosen for tests, so the premise behind CK is that you teach as much context as possible, instead of little to no content which is the prevailing current trend. A third grader should know what an otter is, instead they are taught “strategies” such as “the main idea is almost always found in the first or second sentence of the first paragraph.” This sounds crazy, but it is the reality of the current reading curriculum.

]]> http://gothamschools.org/2008/09/03/content-knowledge-terribly-important-for-social-justice-says-hirsch/comment-page-1/#comment-333857 angelia Thu, 13 Jan 2011 01:02:24 +0000 http://gothamschools.org/?p=1436#comment-333857 i like this web page very nice i have bookmark and follow i like this web page very nice i have bookmark and follow

]]> http://gothamschools.org/2008/09/03/content-knowledge-terribly-important-for-social-justice-says-hirsch/comment-page-1/#comment-70 Smith Thu, 04 Sep 2008 00:21:08 +0000 http://gothamschools.org/?p=1436#comment-70 I'm confused. Is he saying their is a core set of content that would prepare a student to understand a randomly selected reading passage on a standardized test? Could someone explain this idea to a non-ELA teacher? I've always assumed those reading passages could range from "The Mysteries of Ancient Egpyt" to "Sally's Bad Day at School" to "Roger's Time Machine Adventure". How is content selected? I’m confused. Is he saying their is a core set of content that would prepare a student to understand a randomly selected reading passage on a standardized test? Could someone explain this idea to a non-ELA teacher? I’ve always assumed those reading passages could range from “The Mysteries of Ancient Egpyt” to “Sally’s Bad Day at School” to “Roger’s Time Machine Adventure”. How is content selected?

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