Jaclyn DeForge, our Resident Literacy Expert, began her career teaching first and second grade in the South Bronx, and went on to become a literacy coach and earn her Masters of Science in Teaching. In her column she offers teaching and literacy tips for educators.
For many educators across the country, this has been our first full year of adapting our instruction to meet the rigor of the new Common Core standards. One of the best pieces of advice I’ve received lately regarding planning under the new standards is a simple concept that can be a bit challenging to apply: think horizontally.
It’s so easy to become fixated on the standards *only* for the grade we’re teaching, but thinking horizontally through the strands allows for so much room for differentiation. Most students have only had the benefit of one year of instruction under the new standards, and may not have yet mastered the skills that the Common Core envisions as prerequisites. For example, the Common Core is written as if this year’s third grader has been receiving Common Core-level instruction since Kindergarten and has mastered all the standards leading up to third grade. Chances are, this hypothetical third grader probably hasn’t, and may need further instruction around some of the skills and strategies found in the standards. An effective way to fill in the gaps is to work horizontally through the standards using increasingly complex text.