The Quest of Reading and Writing in Common Core State Standards
Mission statements for all educators:
— Common Core State Standards ask that every teacher plays a role in students’ writing development, whether you teach Literature, Math, Science or Social Studies.
— The Standards for the English Language Arts requests to get kids to engage with what they’re reading on a deeper level: to ask questions about what they notice, and to answer those questions based on what’s in the text.
What do they actually mean? We are Teachers has created two infographics to elaborate the meanings and provide suggestions.
How to Teach Close Reading
How Can All Subject Teachers Teach Writing
Reading and Writing Differently
Digital and online technologies are changing reading and writing quickly. U.S. students now read for shorter periods of time, when compared with students from other nations, and with Americans of the past. And when today’s young adults do read, they often multitask with other media. About 60% of secondary school students combine reading with TV-watching, computer game playing, emailing, or Web surfing.
At the same time, non-school writing—text messaging, social networking sites, and blogs— involves students in social and collaborative processes they don’t experience much in school. Fully 93% of U.S. teens say they write outside of school, and 50% of all teens say they enjoy their extracurricular writing. But less than 20% enjoy or are motivated by formal writing instruction.
Moving into the digital age requires educators to make connections: between non-school and school-based literacy practices; and between the interdependent skills of reading and writing. Missed connections will be costly for students and educators alike. Building classroom connections with students’ (different) extracurricular reading and writing will prepare them to understand, evaluate, organize and produce multimodal texts. Teachers can and should create these connections.
Students’ reading achievement is significantly increased in classrooms—elementary, secondary, and post-secondary—where explicit reading instruction, cooperative learning, and mixed-method approaches are used.
Research-Based Recommendations for teachers:
- Observe and encourage students’ multiple literacies as meaningful, complex, and relevant.
- Recognize varying levels of comfort and exposure to digital technologies.
- Re-examine the curriculum in light of shifting and multi-modal literacies, including the increase in interactivity, visual representations, and non-linearity for both writers and readers.
- Provide authentic opportunities for Web 2.0 reading and writing, including activities that engage the current read-write or remix culture.
- Seek and promote literacy coaches who can offer expertise and opportunities for understanding texts across multiple media-types, topics and subject areas.
- Create activities that allow students to apply literacy skills to real world problems and knowledge building, including opportunities to publish their work to a global audience.
This part is from Reading and Writing Differently published by National Council of Teachers of English(NCTE).
Citation: This overview was produced by NCTE’s James R. Squire Office of Policy Research, directed by Anne Ruggles Gere, with assistance from Laura Aull, Hannah Dickinson, Chris Gerben, Tim Green, Stephanie Moody, Melinda McBee Orzulak, and Ebony Elizabeth Thomas (all students in the Joint Ph.D. Program in English and Education at the University of Michigan), and Evelyn Moody, an English major at Tennessee State.