Arts Common Core State Standards Research Articles

“Signifying Nothing”: Identifying Conceptions of Youth Civic Identity in the English Language Arts Common Core State Standards and the National Assessment of Educational Progress’ Reading Framework

Author(s): Garcia, Antero; Mirra, Nicole | Abstract: This manuscript examines how national reading policies in the United States shape specific kinds of civic identities for K–12 students. We engage in a thematic discourse analysis of two contemporary national policy documents—the Common Core State Standards (CCSS) and the National Assessment of Educational Progress (NAEP) Reading Framework—to understand the ways citizenship is defined and constructed at the national level. By reading these documents for how they conceptualize civic-based educational outcomes, we interrogate the disconnects between this language and the civic contexts—and potential outlets for civic action—that young people are navigating in the United States today. We examine how seemingly benign policy documents define citizenship in increasingly narrow visions of individualist passivity, and how such definitions run counter to the expansive visions necessary to honor the lived experiences of young citizens of color. Our analysis highlights how these policy documents structure literacy practices, including the variety of texts that students encounter, opportunities to analyze those texts, and specific forms of engagement with media and messages found in society, in ways that stymie a Freirian reading of the word and the world. Ultimately, we suggest how educators might work within the limited pedagogical spaces of these policies toward liberatory ends.

Teaching Students to Write Opinion Pieces Using a Dialogic Approach

AbstractAre you looking for ways to enhance and strengthen how you teach your students to write effective opinion pieces as outlined in the English Language Arts Common Core State Standards? In this teaching tip, the authors describe an innovative and dialogic approach that elementary school teachers can use and adapt as needed to strengthen students’ reading, writing, speaking, and listening abilities while teaching them to write opinion pieces effectively.

Teaching second-grade students to write sequential text

ABSTRACTWith the adoption of the English Language Arts Common Core State Standards, writing has become an increasingly important area of instruction. Moreover, there has been an increased sophistication in the types of writing required of young children and the use of textual evidence expected in student writing. Historically, children have not been routinely taught explicit strategies for writing, but have been exposed to less rigid writing instruction such as Writer's Workshop. The current study examined an explicit writing strategy, the Read-to-Write Strategy, to determine its effectiveness in teaching young children how to write sequential text. A single subject design (N = 40) was used to compare the writing of second graders before and after instruction. Results indicated that the Read-to-Write Strategy significantly increased the quality of sequential text from the pre- to post-instruction with a large effect size reported. Implications and recommendations for educators and researchers are provided.

Jessie, a Girl with Two Moms

The Jessie Books are a seven-book series complete with a dedicated website. Each book features a 5-year-old girl named Jessie who happens to live in a city with her two moms. Each book features Jessie as an ordinary young girl engaging in familiar, life-enriching activities. Across The Jessie Books, the community of caregivers, extended relatives, and intergenerational friends convey the notion of a caring and loving family. This concept of family is relevant to elementary education in light of the expanding diversity in and around schoolchildren. Increasing numbers of school-age children have lesbian mothers and caregivers, or live in dual mom-headed households. For adults who deem The Jessie Books' narrative beyond the scope of young readers, links are made between the storylines and the English Language Arts Common Core State Standards. Ideally, upon discovery of these texts, their content and integration will be called for and embraced in the elementary curriculum.

Words & Pictures: Literacy, Art and Common Core Together

In a two-year study, Nasher Museum of Art at Duke University education staff found that students who participated in a museum-school collaboration became more proficient in several Common Core State Standard skills than a control group. The program, Words & Pictures, directly ties to the English Language Arts Common Core State Standards and is infused with visual art from the museum's collection. An evaluation of the program demonstrated that students were twice as likely to support their ideas with evidence than their control group peers, and were more apt to notice details.

From Idealized to Actualized Instruction: Two Elementary Teachers’ Enactment of the ELA Common Core State Standards in Instructional Scripts

Educational policies in the United States often adhere to society’s ideal scenario for the perfect college and career ready student, but the realities of and differences in classroom instruction are often not considered. Whether or not policies will effectively improve student performance is unknown until implementation. The Common Core State Standards were designed to create equitable learning opportunities for all students, readying them to enter America’s workforce and higher education institutions. This study investigates the first year of implementation of the English Language Arts Common Core State Standards and highlights the literacy learning opportunities presented to students in two primary classrooms. The current study pairs a cultural historical activity framework with Gutierrez’s script analysis to illustrate how two teachers’ instructional scripts altered students’ meaning-making opportunities when using the same literacy curriculum standards.

Examining Elementary Literacy Teachers’ Perceptions of their Preparedness to Implement the English Language Arts Common Core State Standards

The purpose of our study was to examine elementary literacy teachers’ perceptions of their preparedness to implement the ELA CCSS. We defined preparedness across three dimensions: teachers’ perceived levels of knowledge of the standards and its components; efficacy to implement changes; and actual changes to their instructional practices. A survey was developed based on the literature and administered to 158 elementary school teachers in two districts. Findings document the nature of their professional development and identify areas where additional development opportunities are necessary. While all teachers reported receiving professional development on the ELA CCSS, they varied in knowledge ratings across various dimensions of the standards, self-efficacy ratings, and the degree they reported implementing changes in their practice with the introduction of the ELA CCSS. Discussion focuses on the need to provide more time and supports to teachers as they deal with the challenges of the new standards.

Examining English Language Arts Common Core State Standards Instruction through Cultural Historical Activity Theory

The English Language Arts Common Core State Standards and corresponding assessments brought about many changes for educators, their literacy instruction, and the literacy learning of their students. This study examined the day-to-day literacy instruction of two primary grade teachers during their first year of full CCSS implementation. Engestrӧm’s Third Generation Cultural Historical Activity Theory is utilized as both a theoretical framework and a method for analysis to provide a rich description of the complex environment in which literacy instruction and learning occur. The ELA standards functioned as the primary objects of literacy instruction and literacy learning activities are discussed within the context of the larger cultural framework where the teachers interpret and implement these standards. Findings from this study illuminate the complex and interrelated influences of ELA CCSS, and reveal the power of the individual teacher in constructing the literacy learning opportunities.

What First Grade Teachers Reveal About Vocabulary Instruction: Aligning Instruction to the Common Core State Standards

This mixed methods study examined the vocabulary knowledge and instructional practices of four grade 1 teachers in order to better understand how prepared teachers are to implement the First Grade English Language Arts Common Core State Standards (CCSS). Data collected included an audiotaped semi-structured interview, a teacher survey, video-recorded class vocabulary instruction, researcher field notes, and artifacts of class activities. Findings indicate that teaching experience is not a factor in the level of vocabulary instruction teachers provide. For example, veteran teachers in the analysis rely on traditional spelling tests and basal based vocabulary instruction to teach vocabulary, while the less experienced teachers utilize trade books to guide their instruction. However, veteran teachers provide vocabulary instruction daily, while less experienced teachers did not. Findings suggest that all teachers would benefit from professional learning opportunities related to vocabulary instruction and researchers are encouraged to investigate vocabulary instruction and its alignment to the CCSS with larger sample sizes in other districts and across all grade levels.

Integrating the English Language Arts Common Core State Standards into Physical Education

Physical education teachers are expected to implement the English language arts (ELA) Common Core State Standards (CCSS) in their instruction. This has proved to be challenging for many physical educators. The purpose of this article is to provide developmentally appropriate examples of how to incorporate the ELA CCSS into physical education, while at the same time aligning the CCSS with the new national physical education content standards and grade-level outcomes.

The Common Core State Standards and Reading: Interpretations and Implications for Elementary Students with Learning Disabilities

The K‐5 reading standards within the English Language Arts Common Core State Standards provide guidance to teachers about grade level expectations for students. Though the authors of the standards acknowledge that some students may experience difficulty reaching the rigorous expectations, they explain that the standards outline a pathway to proficiency for all students, including those who struggle with literacy. Students with learning disabilities, who often have significant literacy difficulties, may face particular challenges when their instruction is framed by these standards. This article unpacks the complex K‐5 reading standards and provides a discussion of the implications for students with learning disabilities and their general and special education teachers. Examples from K‐5 lessons and recommendations for teachers and researchers are provided.

Using the Text Structures of Information Books to Teach Writing in the Primary Grades

Teaching children in the primary grades the text structures and features used by authors of information text has been shown to improve comprehension of information texts and provide the scaffolding and support these children need in order to write their own information texts. As teachers implement the English Language Arts Common Core State Standards (CCSS), they will need support and training on how to meet these increased curricular demands. In this article, we describe how children’s information books can be used as exemplars of well-structured text models to teach young students how to write selected discourse patterns required in the CCSS. As children in the primary grades learn to recognize and use well-structured example information texts as models for their own writing, they will be better prepared to deal with less well-structured, more complex text examples in their reading and writing in the years to come.