Have you Heard? Newsworthy items from the field

2018 ◽  
Vol 100 (2) ◽  
pp. 59-61
Keyword(s):  
Language Arts ◽  
English Language ◽  
State Legislatures ◽  
College Education ◽  
State Standards ◽  
Colleges Of Education ◽  
Federal Financial Aid ◽  
Language Arts Instruction ◽  
Scholarship Program ◽  
The Common

The American Association of Colleges for Teacher Education (AACTE) released a report on the teacher preparation, research, and service happening at colleges of education. Far fewer U.S. students than European students are studying foreign languages. A study of the Indiana Choice Scholarship Program shows reduced math achievement among students using vouchers to attend private schools. Education Week presents stories of and data on incidents of hate and discrimination in schools. Students can now use their mobile devices to apply for federal financial aid for college. Education Week is tracking teachers who are running for state legislatures. A Thomas B. Fordham Institute survey examines whether and how English language arts instruction has changed since the launch of the Common Core State Standards.

Upping the Ante of Text Complexity in the Common Core State Standards

2013 ◽  
Vol 42 (1) ◽  
pp. 44-51 ◽  
Author(s):  
Elfrieda H. Hiebert ◽  
Heidi Anne E. Mesmer
Keyword(s):  
Language Arts ◽  
Common Core ◽  
Grade Level ◽  
English Language ◽  
Empirical Support ◽  
State Standards ◽  
Core State ◽  
Text Complexity ◽  
College And Career ◽  
The Common

The Common Core Standards for the English Language Arts (CCSS) provide explicit guidelines matching grade-level bands (e.g., 2–3, 4–5) with targeted text complexity levels. The CCSS staircase accelerates text expectations for students across Grades 2–12 in order to close a gap in the complexity of texts typically used in high school and those of college and career. The first step of the band at second and third grades is examined because it marks the entry into the staircase and a critical developmental juncture. In this article, we examine the theoretical and empirical support for three assumptions that underlie the acceleration of text complexity in Grades 2–3. Then we identify patterns in American reading achievement and instruction to illustrate the potential and far-reaching consequences of an increase in the first step of the CCSS staircase.

Using Media Literacy to Teach and Learn the English Language Arts/Literacy

2016 ◽  
pp. 291-305
Author(s):  
Kelly McNeal
Keyword(s):  
Language Arts ◽  
Digital Media ◽  
Media Literacy ◽  
Common Core ◽  
Common Core State Standards ◽  
English Language ◽  
State Standards ◽  
Core State ◽  
Language Arts Literacy ◽  
The Common

Forty-three states out of fifty states in the United States of America have adopted the Common Core State Standards in English language arts/literacy as a means of setting attainment levels of what students should know at different benchmarks during their schooling. The Common Core State Standards will be viewed through the lens of how they can be taught and learned by utilizing digital literacy media. This chapter will discuss how the goals of digital media literacy are aligned with the Common Core State Standards, how resources can be used to teach teachers and school district personnel about the Common Core State Standards, and finally how digital media can aid in helping students learn the standards and can aid in helping community members learn and then teach these standards. This chapter will conclude with questions and controversies about the Common Core State Standards and how media literacy education can alleviate many of the fears and challenges associated with the growing debate on this topic.

Water Ecology, Engineering, and Global Citizenship

2019 ◽  
pp. 246-261
Author(s):  
LaShay Jennings ◽  
Wendy W. Courtney
Keyword(s):  
Language Arts ◽  
Water Purification ◽  
English Language ◽  
Science Inquiry ◽  
State Standards ◽  
Learning Cycle ◽  
Science Standards ◽  
Hands On ◽  
The Common ◽  
Water Ecology

This chapter describes a science and literacy integrative unit on water ecology and reading about water purification in post-civil war Sudan through the text A Long Walk to Water by Linda Sue Park, 2010. The authors describe the process of integration according to the 5E learning cycle: engage, explore, explain, elaborate, evaluate. This teaching scenario is also further explicated through connections to The Next Generation Science Standards (NGSS) and overlapping practices between NGSS and The Common Core State Standards in English Language Arts. Aspects of the text are used in conjunction with the hands-on science inquiry to dig deeper into the standards.

CCSS Collaboration: How Librarians Can Collaborate with Teachers on Common Core

2017 ◽  
Vol 15 (3) ◽  
pp. 14
Author(s):  
Cody Lawson ◽  
Faye LaDuke-Pelster
Keyword(s):  
Language Arts ◽  
Common Core ◽  
Common Core State Standards ◽  
English Language ◽  
State Standards ◽  
Academic Standards ◽  
Collaborative Group ◽  
Core State ◽  
The Common ◽  
Crucial Part

Librarians play a crucial part in planning and implementing effective literacy instruction that serves the Common Core State Standards (CCSS) for both ELA (English Language Arts) and social studies. The CCSS are a set of high-quality academic standards in mathematics and ELA, developed by a collaborative group of teachers, school chiefs, administrators, and other education experts.

The Language of Fiction and the Fiction of Language

PMLA ◽  
2015 ◽  
Vol 130 (3) ◽  
pp. 732-736
Author(s):  
Michael Holquist
Keyword(s):  
Language Arts ◽  
English Language ◽  
State Standards ◽  
Master Plan ◽  
Teaching Reading ◽  
Shared Task ◽  
Learning To Read ◽  
Teachers And Students ◽  
The Common ◽  
Theory Of Language

Learning to read is inseparable from teaching to read. The foundational assumption of the common core state standards initiative (CCSSI) master plan in the English language arts is that its method for teaching reading will eventuate in students' learning to read (as well as speak and write) better. Teachers and students come at their shared task from different perspectives, but both are presumed to be working in the same project of engaging something unproblematically called “language,” the program's middle name (as it is of the MLA). The Common Core's framers assume a correspondence between the phenomenon they call language in their methodological recommendations and language as it is used by them and their students—and everyone else who speaks English—in the world outside the classroom. The standards are based on a theory of language.

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