Q: Vocal parents in our district are fighting the Common Core State Standards. Some say it's federal government intrusion; others worry they're too hard for kids. Our school board (I'm a member) believes that these standards are a good thing. How can we get parents on board?

A: First, address misconceptions about the Common Core State Standards (CCSS). They were created by the states -- not the federal government or U.S. Department of Education -- using private dollars. The standards and assessments are voluntary.

The Common Core is the result of a 20-year process initiated by state governors to improve college and career readiness of U.S. students. The public was invited to participate in the development. Thousands of parents, teachers, researchers and subject-area specialists, along with business, civic and policy leaders across the political spectrum, weighed in.

The result should appeal to "anyone who thinks our kids might learn more than they've been learning and that the bar on our education expectations should be raised," says Chester E. Finn Jr. Finn is the president of the Thomas B. Fordham Institute and a veteran observer and evaluator of "standards-based" reform. "The Standards' content and skill expectations for grades K-12 in English language arts and math are, by almost everyone's reckoning, about as rigorous as the best state-specific academic standards and superior to most," he says.

States (and districts, schools and teachers) "can tailor their own curriculum to the Common Core, make their own instructional preferences; they can add to the Common Core," Finn explains. "And if there's stuff there they don't like, they can disregard it. Moreover, states that have adopted the Common Core are free to drop it if and when they come up with something better."

Second, get folks to read and discuss the standards. Finn says, "I've yet to meet anyone who actually looks at the standards and finds anything there they don't think kids would be better off learning. When parents look at Common Core's expectations, grade by grade, I'll be surprised if they don't come away impressed." (Find them at corestandards.org/the-standards).

Third, compare the Common Core to your current curriculum. For example, parents in a New York district were happy to learn that the Common Core includes phonics, which the district had abandoned, and requires elementary students to know their math facts "cold," waiting until upper grades to introduce calculators.

Fourth, discuss the advantages of comparability and continuity. As Finn puts it, "CCSS opens the door to comparing student, school and district performance across the land on a credible, common metric -- and gauging their achievement against that of other countries on our shrinking and ever more competitive planet. Plus, the Common Core brings the possibility that families moving around our highly mobile society will be able to enroll their kids seamlessly in schools that are teaching the same things at the same grade."

Finn says he has yet to meet anybody who is "truly satisfied with the college and career readiness of today's U.S. high school graduates. Anyone content with the education status quo should by all means resist every kind of change," he says.

For articles and more information, go to Common Core Watch at edexcellence.net.

(Do you have a question about your child's education? Email it to Leanna@aplusadvice.com. Leanna Landsmann is an education writer who began her career as a classroom teacher. She has served on education commissions, visited classrooms in 49 states to observe best practices, and founded Principal for a Day in New York City.)

Q: My third-grade son struggles with reading. His teacher isn't concerned. She says he needs more practice and suggests we read with him. I'm worried. His sister read well in second grade. Does he need a tutoring program?

A: The teacher's suggestion is a good one. Educators have an adage: Children learn to read by reading. It takes practice to put new skills together to become a reader. It's hard to get enough daily practice in school.

"Each child's reading develops in different ways and according to different time frames, as you have observed with your son and daughter," says Victoria Risko, professor emerita of language, literacy and culture at Vanderbilt University.

Given the comments from your son's teacher, tutoring doesn't seem warranted. "Extensive reading seems to be the most appropriate way to support your son's progress," notes Risko. "When it comes to developing fluency and comprehension, reading to and with our children is one of the most important gifts we can give them."

She explains how this works: "The more students read, the more confident and fluent they become. With confidence comes interest and increased attention to reading for understanding."

Understanding brings pleasure, and more reading. Think of it as a virtuous circle.

Drawing on the work of University of Tennessee education professor Richard Allington, a leading reading researcher, Risko recommends a steady diet of daily reading, engaging children in reading books that are interesting to them and not too challenging.

Make a plan to read together at home for 10 to 15 minutes each day, at least three to four times a week, suggests Risko: "It might come before dinner or as a quiet activity before bedtime. It could occur during homework time, while your son is researching on the Internet, or when reading directions to play a game or follow a recipe.

"Reading at home can involve a variety of activities that occur on different days. On some days, read to your son -- modeling your expressions and explaining what you are thinking. For example, you may draw attention to an author's choice of words by saying, 'I love the words this author uses because they make me laugh.'"

Ask your son to choose a favorite text to read to you. It can be a couple of paragraphs, or a longer text read over several days. Risko says research shows that kids are more engaged and read more when they choose their reading.

"As your son reads," she says, "ask him to pause at times and explain what is happening, how he feels about the characters, or to generate questions about the content. Make these discussions informal and focus on reading for understanding."

Relate these discussions to other life experiences. "For example," Risko says, "while visiting the park, ask your son to recall what you read about squirrels. His learning continues to develop as you encounter new experiences and make connections to books you have shared."

Continue to check in with the teacher. "Your observations provide helpful insights for supporting your son's continuing reading development," says Risko.

(Do you have a question about your child's education? Email it to Leanna@aplusadvice.com. Leanna Landsmann is an education writer who began her career as a classroom teacher. She has served on education commissions, visited classrooms in 49 states to observe best practices, and founded Principal for a Day in New York City.)

Q: During the first week of school, my second-grade daughter's teacher suggested a conference. This soon? Does it mean there's something wrong?

A: Successful teachers often make efforts to connect with parents early in the school year, rather than wait until the end of the first grading period to establish communication.

It makes sense, says Stephen Edwards, a California teacher, who tries to schedule informal get-togethers with parents during the first week of school. He doesn't call them conferences, so as not to raise worries.

"The goal is listening to parents' questions, concerns and hopes. It gives parents a chance to describe their child's special interests, unique challenges, family structure and prior school experience," says Edwards.

Early-year meetings give teachers a jump on planning successful learning experiences. "One little comment is often key to understanding what motivates the child, what her special interests are or the easiest way to modify unwanted behavior," notes Edwards.

Marilee Rosen, a New York kindergarten teacher, recalls one mother asking for five minutes of her time at the end of opening day: "Out of earshot of her daughter, she said, 'Selena loves to read. She's proud of her library card. She just finished "Little House on the Prairie." Please challenge her with new books.'"

Rosen says, "With 20 kindergarteners, it would have taken days to learn just how advanced she was. I walked her to the school media center the next day, where she met the librarian and checked out an armful of books. I was grateful for this mom's initiative."

Rosen tries to have a conversation with each parent during the first few days. "I ask about the child's summer, get feedback on the prior school year and ask about goals for their child this year. Sometimes parents volunteer important information.

"Last year, one dad asked to meet the first day of school. He said Ben's uncle had been killed on a motorcycle a few weeks earlier and that Ben was having a hard time. That information shouldn't wait until October's conference week. Right away, Ben got counseling that helped him succeed in kindergarten."

These days, parents and teachers email each other to facilitate communication. "Digital dialogue is wonderful, but more effective if we've met early on," says Rosen.

Parents should take the initiative, advises Edwards, if there are things you'd like the teacher to know: "Call or email for an appointment. And it never hurts to ask them how they take their coffee!"

What topics should an informal conference cover? Focus on your child's interests, strengths and areas for improvement. Describe your goals. If you'd like, share information about home routines such as after-school activities, homework, sleep and exercise habits. Tell the teacher how you support your child's learning and describe any TV- and media-usage rules you might have. Ask how best to support your child at home, especially in core subjects.

(Do you have a question about your child's education? Email it to Leanna@aplusadvice.com. Leanna Landsmann is an education writer who began her career as a classroom teacher. She has served on education commissions, visited classrooms in 49 states to observe best practices, and founded Principal for a Day in New York City.)