Lately, everything we hear about the Common Core State Standards is gloom and doom. Marc Aronson brings us the latest good news.
While offering educators tried-and-true resources that respond to the CCSS mandate for “content-rich nonfiction that builds knowledge,” the ambitious Student Achievement Partners (SAP) also opens a door to collaboration.
How do different readers approach nonfiction? What are their expectations? What engages them? What trips them up? And, what’s important when evaluating these texts? Must we approach each book with a checklist? Marc Aronson considers these questions.
How is Google shaping our brain and the way we think? And what does it mean for educators? Marc Aronson ponders those questions.
Thinking about Tanya Bolden’s ‘Courage Has No Color, the Story of the Triple Nickles’ and Steve Sheinkin’s forthcoming ‘The Port Chicago 50,’ Marc Aronson asks, “Why are there so few nonfiction books by people of color that are not about the history of their own race/ethnicity?”
The “long-tail” promise of digital—that its long-term availability would come to impact the blockbuster phenomenon—has not come to pass. What does this mean for librarians?
Whether it is kids making, or scientists sharing, this is the moment when science, history, archaeology, paleontology, and physics are all about knowledge taking shape in our hands, in front of our eyes. What a thrill.
If the “Harry Potter” books opened up fantasy for generations of readers, what will be the “gateway drug” for nonfiction readers? The author considers Jonathan Hunt’s question.
Learning history is learning about the rise and fall of empires. And what type of stories are our students pursuing in their leisure reading? Could it be the rise and fall of empires? This author has some theories.
Using Pinterest, online students at Rutgers have been curating boards for students on civil rights and robotics with the Common Core State Standards in mind. Take a peek at their efforts.
While studying, implementing, and assessing the Common Core standards, let’s not lose sight of the importance of passion, commitment, and creativity. The students at J.H.S. 52 in Manhattan and their teacher, Dr. Salvador Fernandez, haven’t. Fernandez shares his vision for how everyone in a school can work to meet the challenge of the Common Core.
While many of us have thought about the interplay of art, text, and design in picture books, few of us have considered how the same elements work in nonfiction. It’s time to talk about the decisions that go into choosing and using art in nonfiction.
As educators, it’s essential that we teach our students how to become informed citizens–to examine evidence and argument related to the issues that shape political opinion and decisions. It’s as Common Core as it gets.
The first round of Common Core assessment results are in. What do they tell us, and what should librarians be asking? Marc Aronson weighs in.
What if we said it doesn’t matter what you are teaching—we want your students to examine and understand how thinkers and creators come together to argue, share, compete, build, and yield exponential leaps in thinking, creativity, and invention?
Some summer camps offer what schools straining under reduced budgets and months of test prep can’t—and they aren’t just for the wealthy. Turn your library into a clearing house of information for kids and their parents about the range of programs available to them.
Are there lessons to be learned from those perennial state assignments? On a road trip, Marc Aronson reconsiders his position.
The author argues that nonfiction remains marginal–so marginal that neither ALSC nor YALSA seems to notice their bias. The question is, why?
What lies ahead for teachers and librarians just embarking on the Common Core journey? Marc Aronson shares his thoughts and insights.