Kate Kinsella advocates the use of narrow reading units as a portal to word knowledge and literate discourse
I provide consultancy and professional development for districts across the nation that are striving to support English learners and under-resourced students in making viable academic language and literacy advances. I am observing with increasing concern as well-intended English language arts educators in grades 4-12 cobble together units of study in hopes of addressing the complex demands of the Common Core State Standards (CCSS, 2010) in time for the impending doom of the proverbial “cart before the horse” assessment debacle. Their legacy curriculum was not created to mentor English acolytes in systematic analysis of content-rich nonfiction, a range of rigorous text-reliant discussions using academic register, and argumentative writing drawing from multiple sources, all major emphases in the CCSS shifts. To read the full story, click here.