English Language Arts Common Core 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.

Universal screening with automated essay scoring: Evaluating classification accuracy in grades 3 and 4

The adoption of the Common Core State Standards and its associated assessments has placed increased focus on writing performance. Consequently, weak writers may be at risk of failing Common Core English language arts (ELA) assessments. Thus, the current study sampled a diverse group of third and fourth grade students (n=100 and 130, respectively) who were administered Fall and Spring writing screeners using the procedures of a Direct Assessment of Writing (DAW). Results were used to predict whether students did or did not attain grade-level standards as evaluated by the summative Smarter Balanced ELA assessment. Writing screeners were scored using the Project Essay Grade (PEG) automated essay scoring system. ROC curve analysis and logistic regression were used to evaluate screening models. Area under the ROC curve (AUC) values for grade 3 were in the acceptable range (Fall=0.74, Spring=0.75). AUCs approached or fell within the excellent range for grade 4 (Fall=0.79, Spring=0.83). Sensitivity-based and d-based cutpoints were selected and measures of diagnostic accuracy, including sensitivity and specificity, are reported. Results indicate that automatically-scored DAW has promise for universal screening for writing risk.

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.

Using Coding Apps to Support Literacy Instruction and Develop Coding Literacy

AbstractIn this article the authors present the concept of Coding Literacy and describe the ways in which coding apps can support the development of Coding Literacy and disciplinary and digital literacy skills. Through detailed examples, we describe how coding apps can be integrated into literacy instruction to support learning of the Common Core English Language Arts standards. The authors also provide suggestions for getting started with coding apps and discuss aspects of instruction for teachers to consider as they plan to integrate coding apps into their classrooms.

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.

A study of state social studies coordinators׳ views of the Common Core

This study focused on the state-level implementation of the Common Core English Language Arts (CC-ELA) standards and the implications for state education department personnel in social studies. Researchers employed a mixed methods approach to data collection and analysis asking the following research questions: (1) How do state-level social studies coordinators understand the obligations and implications of the CC-ELA standards for social studies? and (2) What benefits and challenges do they anticipate the CC-ELA standards offer to social studies educators? Findings from the survey and interviews offer a glimpse into the thinking of social studies coordinators. The findings clustered around four assertions: (1) Coordinators were generally supportive of the CC-ELA standards, (2) CC-ELA is changing the way social studies is enacted at the state level, (3) Coordinators were cautiously optimistic about the impact of CC-ELA on elementary social studies, and (4) Coordinators were consistently positive about the impact of CC-ELA on secondary social studies. The positive views of the CC-ELA standards, however, appeared to do little to mitigate the challenge that the state coordinators face as they translate the standards and teach them to social studies teachers across their states.

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.

Literacy Applications for Today's Learner

Common Core English Language Arts Standards and changing technologies have shifted the ways students and teachers select and read text. Reasons for the lack of digital literacy implementation in instruction are due to the large amount of choices available without sufficient background information on how to critically evaluate literacy applications. This article presents the framework of the Common Core English Language Arts Standards and how they are used to enhance literacy instruction through implementation of literacy technology applications. Limitations and advantages of digital applications are explored, descriptions of the applications are provided, and strategies for implementation in the English/Language Arts classroom are discussed.

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.

Strengthen Your Music Program by Incorporating Aspects of the ELA Common Core State Standards

Implementation of the English Language Arts (ELA) Common Core State Standards (CCSS) reduces the traditional separation between the study of different subjects. Increased focus on nonfiction reading and writing means more incorporation of other content, such as music, into language arts classes. CCSS’s emphasis on speaking and writing across the curriculum requires music students to develop their ability to communicate about their art. Critical thinking and cross-curricular learning, components of the CCSS, are already elements of the National Standards of Music Education. Aspects of ELA Common Core instruction can be addressed in, and can support, general music programs without stealing attention from performance goals, such as singing, performing on instruments, or moving to music. Incorporating these elements into music instruction can make students better musicians. Students can develop a deeper understanding of their craft and a greater ability to communicate their musical insights.

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.

The Common Core: Insights Into the K–5 Standards

AbstractThe role of the Common Core English Language Arts Standards in grades K – 5 literacy instruction is the focus of the article. The authors begin by raising four questions:(1) What is the essential philosophy of the Common Core State Standards?(2) What do educators need to know to use the College and Career Readiness Standards and Common Core State Standards effectively?(3) What do classroom teachers need to do differently to help their students achieve?(4)What is the role of professional development in the implementation of the Common Core State Standards?In the article, the authors respond to these queries and discuss a variety of challenges that states, school districts, and teachers face as they implement the Common Core.

The Problem with English Language Arts Standards — and the Simple, Powerful Solution

A close high school friend who went on to top corporate positions at Fortune 500 companies told me he had learned an indispensable lesson: Never distribute an important document before it's been vetted multiple times for clarity and concision. Why? Because a document that is the least bit ambiguous or confusing will result in fruitless, misdirected effort throughout the organization. As he told me this, I thought of the various standards documents in education. Every informed educator now knows that our state standards were--and still are--too long and confusing. The average document contains as much as twice the amount of topics and skills that could realistically be taught in a nine-month school year (Marzano & Kendall 1998). Then, there is the language of the standards themselves--the sloppy, imprecise prose in which they're so often written. I'm always amused that so many social studies or science concepts must be, in about equal parts, described, others analyzed, or discussed. It is perfectly plain that these verbs were assigned arbitrarily and that the language is a bluff; our tests never ask students to truly analyze or explain or discuss anything. They ask students to choose the correct answer on multiple-choice items. The most troubling standards have to be those for English language arts. Current state ELA standards--still taught and tested by state assessments--require us to teach students to do things like Segment spoken phonemes contained in one-syllable words from two to five phoneme into individual phoneme sounds or Generate from letters and letter patterns, including consonant blends and long- and short-vowel patterns (phonograms), to combine those into recognizable words. Huh? Just for fun, I occasionally ask audiences if they successfully taught their own children to read at home before they entered formal schooling. Almost all did. Then, I ask them if they used their state standards documents as a teaching aid. The typical response is laughter. Common core standards Now, we have the Common Core English Language Arts Standards. There is much to like here. I especially appreciate the ancillary documents, exemplar texts, and research, which call on students to closely read large amounts of increasingly complex texts and support their arguments and inferences with evidence from the texts. That said, the explicit lists of Common Core ELA standards in bulk are a problem. Though better, they embrace the unproven notion that literacy consists of mastering an exhaustive collection of separate, often specious, individually taught skills--about 70 to 100 distinctive standards per grade level. When will we learn that no one ever became literate by being taught how to do things like identify the central idea of a text. Or (compounding the idiocy) by being taught to identify two central ideas in the next grade level (both from the Common Core; my emphasis). The belief that literacy is acquired in this way encourages such tortured formulations--or worse. Consider these two standards, from the 8th-grade Common Core: * Compare and contrast the structure of texts, and analyze how the differing structure of each text contributes to its meaning and style, and * Analyze how the points of view of the characters and audience or reader (e.g., created through the use of dramatic irony) create effects like suspense or humor. I don't know what these mean. Nor does Gerald Graff, the former president of the Modern Language Association. Nor do any of the educators we shared them with. But we are asking teachers to teach such nonsense (Schmoker & Graff, 2011). We need to reexamine the notion that literacy consists of mastering long, often arcane lists of skills developed by presumed experts. …