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Innovation Fund.  \nThe following members of an AFT Connecticut committee developed this resource in support of all teachers implementing the Common Core State Standards.  \nDaniel Blanchard Patricia Fusco E Stephen McKeever  \nCarole Clifford Anita Gennaro Eugene Riotte  \nJennifer Daley Marianne Hartnack Helen Soufrine  \nSpecial thanks to:  \nBecky Corr, consultant, lead teacher and high school English-language development teacher, Douglas County, Colo. Giselle Lundy-Ponce, associate director, AFT Educational Issues Department  \nRandi Weingarten president  \nLorretta Johnson  \nsecretary-treasurer  \nMary Cathryn Ricker  \nexecutive vice president  \nOUR MISSION  \nThe American Federation of Teachers is a union of professionals that champions fairness; democracy; economic opportunity; and high-quality public education, healthcare and public services for our students, their families and our communities. We are committed to advancing these principles through community engagement, organizing, collective bargaining and political activism, and especially through the work our members do.  \nCopyright © American Federation of Teachers, AFL-CIO (AFT 2015). Permission is hereby granted to AFT state and local affiliates to reproduce and distribute copies of the work for nonprofit education purposes, provided that copies are distributed at or below cost, and that the author, source, and copyright notice are included on each copy. Any distribution of such materials to third parties who are outside of the AFT or its affiliates is prohibited without first receiving the express written permission of the AFT.  \ntable of  \nCONTENTS  \nIntroduction ....................................................................................................2  \nShifts in English Language Arts:  \nImplications for English Learners and Students with Disabilities............................4  \nPractical Strategies for Implementing the Common Core State Standards with English Learners and Students with Disabilities ......................................................... 8  \nContent and Language Objectives...................................................................8  \nPreparing and Asking Text-Dependent Questions.............................................9  \nInteractive Word Wall.................................................................................... 10  \nVocabulary Graphic Organizer....................................................................... 10  \nChalk Talk..................................................................................................... 11  \nGive One, Get One........................................................................................ 12  \nNumbered Heads.......................................................................................... 12  \nChunking...................................................................................................... 13  \nAnnotation ................................................................................................... 13  \nSay Something.............................................................................................. 14  \nDesigning Exemplary Lessons for All Learners to Meet the CCSS ..........................................................16  \nAppendix .......................................................................................................31  \nReferences.....................................................................................................52  \na teachers' guide to the common core  \nINTRODUCTION  \nThe Common Core standards can be found in their entirety [at](at bit.ly/CCSS_read)[ bit.ly/CCSS_read](at bit.ly/CCSS_read).  \nTHE CONNECTICUT ADOPTION of the Common Core State Standards (CCSS) in 2011 has provided valuable opportunities, but has not been without challenges for English learners and students with disabilities—and those","cbCaiitA2cqSXqgn","https://ap.wps.com/l/cbCaiitA2cqSXqgn","pdf",3948695,56,"English","# Introduction\n## Shifts in English Language Arts: Implications for English Learners and Students with Disabilities\n## Practical Strategies for Implementing the Common Core State Standards with English Learners and Students with Disabilities\n## Designing Exemplary Lessons for All Learners to Meet the CCSS\n## Appendix\n## References","[{\"question\":\"What challenge does the guide address for implementing the Common Core?\",\"answer\":\"It addresses challenges faced by English learners and students with disabilities, and the additional information and support teachers need during CCSS implementation.\"},{\"question\":\"How does the guide describe the purpose and structure of the CCSS?\",\"answer\":\"It explains that anchor standards define skills by the end of 12th grade, while English language arts standards provide a clear progression from kindergarten through 12th grade across language, reading, writing, speaking, and listening.\"},{\"question\":\"What kinds of supports does the guide recommend to help learners meet the CCSS?\",\"answer\":\"It recommends strategic scaffolds and supports that maintain the rigor and integrity of the standards, including content and language objectives and practical instructional strategies such as text-dependent questions and interactive vocabulary activities.\"}]","A Teachers' Guide to the Common Core - Teachers' Guide | PDF",1790860588,141]