free to provide students with whatever tools and knowledge their curriculum. In like fashion, research and media skills and understandings professional judgment and experience identify as most helpful for are embedded throughout the Standards rather than treated in a meeting the goals set out in the Standards. separate section. An integrated model of literacy Shared responsibility for students’ literacy development Although the Standards are divided into Reading, Writing, Speaking and The Standards insist that instruction in reading, writing, speaking, Listening, and Language strands for conceptual clarity, the processes of listening, and language be a shared responsibility within the school. The communication are closely connected, as reflected throughout this K-5 standards include expectations for reading, writing, speaking, document. For example, Writing standard 9 requires that students be listening, and language applicable to a range of subjects, including but able to write about what they read. Likewise, Speaking and Listening not limited to ELA. The grades 6-12 standards are divided into two standard 4 sets the expectation that students will share findings from sections, one for ELA and the other for history/social studies, science, their research. and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the Research and media skills blended into the Standards as a whole same time recognizing that teachers in other areas must have a role in To be ready for college, workforce training, and life in a technological this development as well. society, students need the ability to gather, comprehend, evaluate, The Standards are not in calling for a special emphasis on synthesize, and report on information and ideas, to conduct original informational text. The 2015 reading framework of the National research in order to answer questions or solve problems, and to analyze Assessment of Educational Progress (NAEP) requires a high and and create a high volume and extensive range of print and nonprint texts increasing proportion of informational text on its assessment as students in media forms old and new. The need to conduct research and to advance through the grades. produce and consume media is embedded into every aspect of today’s
free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards. An integrated model of literacy Although the Standards are divided into Reading, Writing, Speaking and Listening, and Language strands for conceptual clarity, the processes of communication are closely connected, as reflected throughout this document. For example, Writing standard 9 requires that students be able to write about what they read. Likewise, Speaking and Listening standard 4 sets the expectation that students will share findings from their research. Research and media skills blended into the Standards as a whole To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section. Shared responsibility for students’ literacy development The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K-5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6-12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well. The Standards are not in calling for a special emphasis on informational text. The 2015 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades.
ELA-Literacy-Standards-Accessible-Version.docx