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Common Core CPR - Book Cover Look Inside

Common Core CPR

What About the Adolescents Who Struggle . . . or Just Don’t Care?

By: ReLeah Cossett Lent, Barry Gilmore

Common Core CPR is needed. Urgently. Embracing what is best about the standards, Lent and Gilmore explicitly connect ideal outcomes to strategies for coaxing reluctant learners into engagement and achievement.

Product Details
  • Grade Level: PreK-12
  • ISBN: 9781452291369
  • Published By: Corwin
  • Series: Corwin Literacy
  • Year: 2013
  • Page Count: 344
  • Publication date: September 27, 2013

Price: $40.95

Price: $40.95
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The ideal?  Newly minted high school graduates all across the nation, each one a complex text genius, a writer and analytic thinker beyond compare. All on to glorious colleges and careers, thanks to the Common Core.

The reality? The 1.3 million students who fail to graduate from high school each year and the hundreds of thousands more who either gave up or lost interest long ago . . .

The reality is why Common Core CPR is needed. Urgently. Because if we continue to insist that all students meet expectations that are well beyond their abilities and mindsets, these kids will only decline faster. We must be brave enough—and trained enough—to cast aside what we know harms students and apply with renewed vigor the teaching methods we know work.

Releah Lent and Barry Gilmore rise to the challenge, and there are no two authors better equipped to do so. They embrace what is best about the standards—their emphasis on active, authentic learning—and then explicitly show teachers how to connect these ideal outcomes to practical classroom strategies, detailing the day-to-day teaching that can coax reluctant learners into engagement and achievement. You’ll learn how to: 

  • Consider choice and relevance in every assignment
  • Plan and spot opportunities for success
  • Scaffold students’ comprehension of complex fiction and nonfiction texts
  • Model close reading through thoughtful questioning
  • Teach students to use evidence in reading, writing, speaking, and reflection

. . . And so much more

 It’s not the big sweeping formulas for achievement that will win the day; it’s the incremental growth that teachers need to make happen: that one book, that one writing assignment, to help a student turn a corner. “If we can get that one transformational moment to occur, and follow it up by designing more opportunities for success, that’s the ideal,” say Lent and Gilmore.



ReLeah Cossett Lent photo

ReLeah Cossett Lent

ReLeah Cossett Lent was a middle and high school English, social studies, and journalism teacher before becoming a founding member of a state-wide literacy project at the University of Central Florida. While there, she worked with a team to develop Florida’s Reading Endorsement courses and coordinated literacy leadership teams in schools across the state. She is now an international consultant— speaking, writing, and providing workshops on topics ranging from literacy to leadership teams. She has authored 11 books on all aspects of literacy, including engagement, disciplinary literacy, and literacy leadership teams. Her most recent books are the bestsellers This is Disciplinary Literacy: Reading, Writing, Thinking and Doing. . .Content Area by Content Area and Disciplinary Literacy in Action: How to Create and Sustain a School-Wide Culture of Deep Reading, Writing, and Thinking.

While she often provides keynote addresses and one-day workshops, her most productive work has been through multi-day residencies in schools, districts and consortiums. As an example, she has created numerous professional learning initiatives in and across districts for content-area teachers, instructional coaches, and administrators with in-school follow-up. The significant increase in student achievement and teacher leadership demonstrated the effectiveness of such a disciplinary literacy approach. She recently facilitated a year-long literacy leadership initiative in a high school, and the principal termed the experience “transformational” in terms of teacher learning and transfer to the classroom. They plan to expand the model throughout the district.

believes strongly in facilitating student ownership and active learning, most often through powerful collective efficacy as teacher teams engage in problem solving.

has been the recipient of several educational awards, such as intellectual freedom awards from both the National Council of Teachers of English and The American Library Association. She also received the prestigious PEN First Amendment Award and was awarded the Florida Council of Teachers of English (FCTE) President’s Award for “significant contribution to the teaching of English in the State of Florida.”

Barry Gilmore photo

Barry Gilmore

Barry Gilmore is the Middle School Head at Hutchison School in Memphis, Tennessee. A National Board Certified Teacher, he taught English and social studies for nearly twenty years. Barry is the author of six literacy books and former president of the Tennessee Council of Teachers of English. Awards for his teaching have come from NCTE, TCTE, the U.S. Department of Education, and the Tennessee Holocaust Commission.

Table of Contents

Table of Contents

Foreword by Richard L. Allington

Introduction: Meeting Common Core With Common Sense

     Defining "Standards"

     An Introduction to the Standards

     Important Considerations

     Using Common Sense: What Is Not Covered by the Standards

     A Portrait of a Young Student: What We Cover in This Book

     Keeping the End in Mind


Chapter 1. How Do We Reach Reluctant Students?

     Understanding Reluctance: Why Daniel Struggled

     Final Thoughts: Leaving Daniel (for Now)

Chapter 2. Why Scaffolding Complex Text Is Crucial

     Creating Proficient Readers: What's a Teacher to Do?

     Text Complexity: Difficult to Define

     Scaffolding: Building the Bridge

     Untangling Complex Text: A Commonsense Approach

     Scaffolding in Action: Practices That Support Learning

     Build Background Knowledge to Make Learning Stick

     Final Thoughts

Chapter 3. How Do We Engage All Students in Reading and Writing?

     Starting With Reading: The Importance of Audience and Purpose

     Audience and Purpose in Writing

     Final Thoughts

Chapter 4. How to Go Deeper: Creating Analytical Thinkers

     A Case of Aliteracy: The Bubonic Plague

     Deepening Understanding Through Critical Literacy

     A Critical Look at Close Reading

     Final Thoughts

Chapter 5. Why Evidence Matters: From Text to Talk to Argument

     Paideia Seminars: A Focus on Evidence

     Paideia Seminars and Struggling Students

     Problem- and Project-Based Learning: Using Evidence

     The Project Realized: Envisioning the Future Fair

     The Advantages of Project-Based Learning

     Final Thoughts

Chapter 6. How Using Diverse Media and Formats Can Ignite Student Learning

     The Scope of Technology in an Inquiry-Based Classroom

     Preparing for Reading and Writing: Interpreting Material in Diverse Formats

     Speaking and Listening: Technology and Student Presentation

     Final Thoughts

Chapter 7. Why a Culture of Reading Is Critical--and How to Create One

     A Culture of Reading: How It Supports the CCSS

     The Workshop Approach: Does It Meet the Standards?

     Understanding Perspectives: A Piece of the Portrait

     Literature Circles: Sharing Perspectives

     Do Literature Circles Meet the Standards?

     Creating a Culture of Literacy in a Middle School

     Final Thoughts

Chapter 8. What Do We Do About the Language Standards?

     What Do We Do About Grammar?

     What Do We Do About Vocabulary?

     Final Thoughts

Afterword by Sharon M. Draper

Appendix A. Standards for Motivation and Engagement With Teacher Tools

Appendix B. Books for . . . Lists



About the Authors