Coleman’s approach set off a firestorm among educators. Some teachers were angered, not by his pedagogical vision per se but by the fact that the author of the standards seemed to be telling them how to teach, even when the standards themselves are agnostic about pedagogy. Others rejected the view that pre-reading is a waste of time, contending instead that pre-reading activities are essential to helping disadvantaged students access the kinds of complex texts that the Common Core demands.
The important part, really, is that the person with the biggest bully pulpit to explain and sell the standards themselves to the educational community decided to expound on his own pet ideas about teaching instead. It was just sloppy and vain.