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	<title>The Core Knowledge Blog &#187; Literacy</title>
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	<link>http://blog.coreknowledge.org</link>
	<description>Closing the Achievement Gap: Teaching Content</description>
	<lastBuildDate>Sat, 21 Nov 2009 00:44:35 +0000</lastBuildDate>
	
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		<title>Winston Churchill, Developing Writer</title>
		<link>http://blog.coreknowledge.org/2009/11/12/winston-churchill-developing-writer/</link>
		<comments>http://blog.coreknowledge.org/2009/11/12/winston-churchill-developing-writer/#comments</comments>
		<pubDate>Thu, 12 Nov 2009 15:27:49 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Literacy]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3755</guid>
		<description><![CDATA[We shall fight on the beaches,
we shall fight on the landing grounds,
we shall fight in the fields and in the streets,
we shall fight in the hills;
we shall never surrender.
A computerized program aimed at assessing student writing skills for English &#8220;A levels&#8221; deems passages by Winston Churchill, Ernest Hemingway and other titans of prose lacking.  Churchill&#8217;s [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/11/12/winston-churchill-developing-writer/feed/</wfw:commentRss>
		<slash:comments>7</slash:comments>
		</item>
		<item>
		<title>Why Standards Aren’t Sticky</title>
		<link>http://blog.coreknowledge.org/2009/09/25/why-standards-aren%e2%80%99t-sticky/</link>
		<comments>http://blog.coreknowledge.org/2009/09/25/why-standards-aren%e2%80%99t-sticky/#comments</comments>
		<pubDate>Fri, 25 Sep 2009 15:48:01 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Education Practice]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[CCSSO]]></category>
		<category><![CDATA[national standards]]></category>
		<category><![CDATA[NGA]]></category>
		<category><![CDATA[reading comprehension]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3406</guid>
		<description><![CDATA[In his 2007 book Made to Stick: Why Some Ideas Survive and Others Die, Stanford business professor Chip Heath describes why some bad ideas such as urban legends and misleading bits of conventional wisdom are “sticky” and gain traction, while some very good ideas don’t make it through the clutter.   Early in the book, Heath [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/09/25/why-standards-aren%e2%80%99t-sticky/feed/</wfw:commentRss>
		<slash:comments>14</slash:comments>
		</item>
		<item>
		<title>Civics and Sanskrit</title>
		<link>http://blog.coreknowledge.org/2009/09/18/civics-and-sanskrit/</link>
		<comments>http://blog.coreknowledge.org/2009/09/18/civics-and-sanskrit/#comments</comments>
		<pubDate>Fri, 18 Sep 2009 18:24:44 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Assessment and Testing]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[Civics]]></category>
		<category><![CDATA[Diana Senechal]]></category>
		<category><![CDATA[international literacy]]></category>
		<category><![CDATA[Jay Greene]]></category>
		<category><![CDATA[Matthew Ladner]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3380</guid>
		<description><![CDATA[Only 3.5% of Arizona public school students got six or more questions correct on a version of the United States Citizenship Test.  Matthew Ladner of Jay Greene&#8217;s blog thought that was pretty pathetic&#8211;new immigrants to the U.S. have to answer six or more correct&#8211;until they gave the same test to kids in Oklahoma.  The results [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/09/18/civics-and-sanskrit/feed/</wfw:commentRss>
		<slash:comments>5</slash:comments>
		</item>
		<item>
		<title>The “Curse of Knowledge”</title>
		<link>http://blog.coreknowledge.org/2009/08/18/the-%e2%80%9ccurse-of-knowledge%e2%80%9d/</link>
		<comments>http://blog.coreknowledge.org/2009/08/18/the-%e2%80%9ccurse-of-knowledge%e2%80%9d/#comments</comments>
		<pubDate>Tue, 18 Aug 2009 10:38:32 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Core Knowledge]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[Research and Reports]]></category>

		<guid isPermaLink="false">http://blog.coreknowledge.org/?p=3111</guid>
		<description><![CDATA[Try this experiment: Find a friend and tell him you’re going to tap out the rhythm of a famous song that everyone knows.  Without telling him what the song is, tap out the notes for “God Bless America,” “Twinkle, Twinkle Little Star,” or “Happy Birthday to You.”  No singing or humming along; just taps.  Before [...]]]></description>
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		<slash:comments>8</slash:comments>
		</item>
		<item>
		<title>Reading Strategies and Cargo Cult Science</title>
		<link>http://blog.coreknowledge.org/2009/07/16/reading-strategies-and-cargo-cult-science/</link>
		<comments>http://blog.coreknowledge.org/2009/07/16/reading-strategies-and-cargo-cult-science/#comments</comments>
		<pubDate>Thu, 16 Jul 2009 14:47:58 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Core Knowledge]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Educational Policy]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[background knowledge]]></category>
		<category><![CDATA[innovation]]></category>
		<category><![CDATA[Kitchen Table Math]]></category>
		<category><![CDATA[reading strategies]]></category>
		<category><![CDATA[replication]]></category>

		<guid isPermaLink="false">http://www.coreknowledge.org/blog/?p=3013</guid>
		<description><![CDATA[The idea that it&#8217;s enough to simply &#8221;find what works, adopt it, and spread it around,&#8221; notes scientist/blogger Allison over at Kitchen Table Math is an example of what physicist Richard Feynman called &#8220;Cargo Cult Science&#8220;:

In the South Seas there is a Cargo Cult of people. During the war they saw airplanes land with lots of good materials, and [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/07/16/reading-strategies-and-cargo-cult-science/feed/</wfw:commentRss>
		<slash:comments>6</slash:comments>
		</item>
		<item>
		<title>Background Knowledge and Reading Comprehension: The Evidence Grows</title>
		<link>http://blog.coreknowledge.org/2009/07/06/background-knowledge-and-reading-comprehension-the-evidence-grows/</link>
		<comments>http://blog.coreknowledge.org/2009/07/06/background-knowledge-and-reading-comprehension-the-evidence-grows/#comments</comments>
		<pubDate>Mon, 06 Jul 2009 22:35:38 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[Research and Reports]]></category>

		<guid isPermaLink="false">http://www.coreknowledge.org/blog/?p=2944</guid>
		<description><![CDATA[ Dan Willingham&#8217;s latest over at Britannica Blog (&#8221;What Makes a Good Fourth-Grade Reader? Knowledge.&#8221;) highlights a new study showing that integrating material from other subjects in reading instruction boosts comprehension.  Ten-year olds in Hong Kong rose to 2nd among 44 nations on the 2006 PIRLS international reading test.  Researchers looked at dozens of variables, Willingham notes, &#8221;to determine which instructional [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/07/06/background-knowledge-and-reading-comprehension-the-evidence-grows/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Sara Mead Gets It</title>
		<link>http://blog.coreknowledge.org/2009/06/09/sara-mead-gets-it/</link>
		<comments>http://blog.coreknowledge.org/2009/06/09/sara-mead-gets-it/#comments</comments>
		<pubDate>Tue, 09 Jun 2009 12:21:34 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[curricular content]]></category>
		<category><![CDATA[early childhood education]]></category>
		<category><![CDATA[New America Foundation]]></category>
		<category><![CDATA[Sara Mead]]></category>

		<guid isPermaLink="false">http://www.coreknowledge.org/blog/?p=2785</guid>
		<description><![CDATA[This blog has long noted the strange indifference of the ed policy community to curriculum.  In wonk world it&#8217;s all about structures, and all will be well as long as a child has a great teacher, held accountable by testing, incentivized by merit pay, and serving at the pleasure of a principal in a charter school (or variations on that [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/06/09/sara-mead-gets-it/feed/</wfw:commentRss>
		<slash:comments>3</slash:comments>
		</item>
		<item>
		<title>Can&#8217;t Anybody Here Play This Game?</title>
		<link>http://blog.coreknowledge.org/2009/05/06/cant-anybody-here-play-this-game/</link>
		<comments>http://blog.coreknowledge.org/2009/05/06/cant-anybody-here-play-this-game/#comments</comments>
		<pubDate>Wed, 06 May 2009 20:23:23 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Literacy]]></category>
		<category><![CDATA[Research and Reports]]></category>
		<category><![CDATA[fidelity of implementation]]></category>
		<category><![CDATA[reading programs]]></category>

		<guid isPermaLink="false">http://www.coreknowledge.org/blog/?p=2588</guid>
		<description><![CDATA[ A federal study on the effectiveness of different reading comprehension programs found three of the programs had no impact, while the fourth had a negative impact.  None of the four—Project CRISS, ReadAbout, Read for Real, and Reading for Knowledge—was found to be effective. 
It&#8217;s a dispiriting report, but Robert E. Slavin of the Success for All Foundation, makes an [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/05/06/cant-anybody-here-play-this-game/feed/</wfw:commentRss>
		<slash:comments>18</slash:comments>
		</item>
		<item>
		<title>Newbery, Caldecott Winners Announced</title>
		<link>http://blog.coreknowledge.org/2009/01/26/newbery-caldecott-winners-announced/</link>
		<comments>http://blog.coreknowledge.org/2009/01/26/newbery-caldecott-winners-announced/#comments</comments>
		<pubDate>Mon, 26 Jan 2009 17:31:42 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Education News]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[Caldecott Medal]]></category>
		<category><![CDATA[Children's Literature]]></category>
		<category><![CDATA[Newbery Medal]]></category>

		<guid isPermaLink="false">http://www.coreknowledge.org/blog/?p=1907</guid>
		<description><![CDATA[Neil Gaiman has won the 2009 Newbery Medal for The Graveyard Book.  The Caldecott Medal for illustrations was won by Beth Krommes for The House in the Night.  Both awards were announced this morning at the American Library Association’s conference in Denver.
Publishers Weekly has a rundown of honorees, including four Newbery Honor Books: The Underneath by [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/01/26/newbery-caldecott-winners-announced/feed/</wfw:commentRss>
		<slash:comments>1</slash:comments>
		</item>
		<item>
		<title>Reading War II: Content Knowledge vs. Reading Strategies</title>
		<link>http://blog.coreknowledge.org/2009/01/19/reading-war-ii-content-knowledge-vs-reading-strategies/</link>
		<comments>http://blog.coreknowledge.org/2009/01/19/reading-war-ii-content-knowledge-vs-reading-strategies/#comments</comments>
		<pubDate>Mon, 19 Jan 2009 15:23:28 +0000</pubDate>
		<dc:creator>Robert Pondiscio</dc:creator>
				<category><![CDATA[Core Knowledge]]></category>
		<category><![CDATA[Curriculum]]></category>
		<category><![CDATA[Educational Policy]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[Research and Reports]]></category>
		<category><![CDATA[accountability]]></category>
		<category><![CDATA[AYP]]></category>
		<category><![CDATA[content knowledge]]></category>
		<category><![CDATA[Daniel T. Willingham]]></category>
		<category><![CDATA[narrowing of the curriculum]]></category>
		<category><![CDATA[phonics]]></category>
		<category><![CDATA[reading strategies]]></category>
		<category><![CDATA[whole language]]></category>

		<guid isPermaLink="false">http://www.coreknowledge.org/blog/?p=1859</guid>
		<description><![CDATA[If phonics vs. whole language was Round One of the reading wars, the new battle is shaping up to be reading strategies vs. content knowledge, says Dan Willingham at Britannica Blog.  &#8220;Like Round 1 of the battle, one side is mostly right (content knowledge) but there is some merit on the other side,&#8221; says Willingham, [...]]]></description>
		<wfw:commentRss>http://blog.coreknowledge.org/2009/01/19/reading-war-ii-content-knowledge-vs-reading-strategies/feed/</wfw:commentRss>
		<slash:comments>11</slash:comments>
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