Summary Of Resources
As I went through the vast amounts of information for the English-Language Arts subject matter, specific information made itself notable on what exactly constitutes the expertise of an English-Language Arts literate individual and what developing students should learn, know, and be able to work through as a result from English-Language education. These sources include but do not limit:
-Common Core State Standards For English Language Arts, Adopted August 2010, California Department of Education
-English Language Arts, Adopted December 1997, California Department of Education
-NCTA Standards for ELA
- High School Matters: The Secondary Section: http://www.ncte.org/second
-Teaching English for Specific Purposes: http://www.usingenglish.com/
From these sources, the following three excerpts define my subject matter (The links are also located at the bottom for ease of access):
-Definition of an English Language Arts Individual
-California Content Standards for English Language Arts
- NCTE / IRA Standards for the English Language Arts
-Common Core State Standards For English Language Arts, Adopted August 2010, California Department of Education
-English Language Arts, Adopted December 1997, California Department of Education
-NCTA Standards for ELA
- High School Matters: The Secondary Section: http://www.ncte.org/second
-Teaching English for Specific Purposes: http://www.usingenglish.com/
From these sources, the following three excerpts define my subject matter (The links are also located at the bottom for ease of access):
-Definition of an English Language Arts Individual
-California Content Standards for English Language Arts
- NCTE / IRA Standards for the English Language Arts
Definition of English Language Arts Literate Individuals
The main goal in which the English Language Arts Standards in California concerns itself, aims to produce highly qualified individuals and professional students of the English Language Arts education in California and across the curriculum, specifically, regarding, reading, writing, listening and speaking. Four components make their mark in this goal:
-Effective readers or students that can read with comprehension skills.
-Effective writers or students that can write using editing processes.
-Effective listening skills to tie in.
-Effective speaking skills that tests the rests of the
components of reading, writing, and listening.
-Effective readers or students that can read with comprehension skills.
-Effective writers or students that can write using editing processes.
-Effective listening skills to tie in.
-Effective speaking skills that tests the rests of the
components of reading, writing, and listening.
California Content Standards
and
Common Core Standards for English Language Arts
and
Common Core Standards for English Language Arts
Content Standards:
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development- Students apply their knowledge of word origins to
determine the meaning of new words encountered in reading materials and use those words accurately.
READING
1.0 Word Analysis, Fluency, and Systematic Vocabulary Development- Students apply their knowledge of word origins to
determine the meaning of new words encountered in reading materials and use those words accurately.
Common Core Standards:
READING (Literature)
READING (Literature)
-Rationale: Vocabulary usage in any form, whether learning, developing, using, and memorizing, develops and equips other parts of the intellectual in reading, writing, speaking, and listening.
Content Standards:
2.0 Reading Comprehension (Focus on Informational Materials)- Students read and understand grade-level-appropriate material.
They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress
toward this goal.
2.0 Reading Comprehension (Focus on Informational Materials)- Students read and understand grade-level-appropriate material.
They analyze the organizational patterns, arguments, and positions advanced. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students. In addition, by grade twelve, students read two million words annually on their own, including a wide variety of classic and contemporary literature, magazines, newspapers, and online information. In grades nine and ten, students make substantial progress
toward this goal.
Common Core Standards:
READING (Informational Texts)
READING (Informational Texts)
·Rationale: Students needs to have grade level appropriate material in order to successfully advance and be able to take in more complex reading to nurture their developing minds. Observance and personal experience with adolescents indicates that the more literacy a student exposes themselves to, or is exposed to, the more likely they will be to read on their own, have better writing skills, comprehend, and have improved communicative skills (Speaking and Listening).
Content Standards:
3.0 Literary Response and Analysis
- Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of
history and social science. They conduct in- depth analyses of recurrent patterns and themes. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
3.0 Literary Response and Analysis
- Students read and respond to historically or culturally significant works of literature that reflect and enhance their studies of
history and social science. They conduct in- depth analyses of recurrent patterns and themes. The selections in Recommended Literature, Kindergarten Through Grade Twelve illustrate the quality and complexity of the materials to be read by students.
·Rationale: A student that has a thorough understanding of historically or culturally significant works of literature has the ability to reflect and enhance their studies of history and social science and vice versa. In this matter, a student has the upper hand by having the ability to connect across the curriculums in any type of analysis.
Content Standards:
WRITING
1.0 Writing Strategies and 2.0 Writing Application (Genres and Their Characteristics)
– Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process. 2.0: Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
+
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions.
WRITING
1.0 Writing Strategies and 2.0 Writing Application (Genres and Their Characteristics)
– Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process. 2.0: Students combine the rhetorical strategies of narration, exposition, persuasion, and description to produce texts of at least 1,500 words each. Student writing demonstrates a command of standard American English and the research, organizational, and drafting strategies outlined in Writing Standard 1.0.
+
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions.
Common Core Standards:
WRITING:
WRITING:
Rationale: Students need to have the ability to gather their thoughts and ideas in order to coherently communicate them on paper in a single focused final manner. This ability, the more practiced, becomes a natural tendency in a student, extending outward to not only their writing, but also their communicative skills. The writing process helps practice, accomplish, and finalize this goal.
Content Standards:
LISTENING AND SPEAKING 1.0 and 2.0- Listening and Speaking Strategies and Speaking Applications (Genres and Their Characteristics)
- Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. 2.0: Students deliver polished formal and extemporaneous presentations that combine the traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and organizational and delivery strategies.
+
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions.
LISTENING AND SPEAKING 1.0 and 2.0- Listening and Speaking Strategies and Speaking Applications (Genres and Their Characteristics)
- Students formulate adroit judgments about oral communication. They deliver focused and coherent presentations that convey clear and distinct perspectives and demonstrate solid reasoning. They use gestures, tone, and vocabulary tailored to the audience and purpose. 2.0: Students deliver polished formal and extemporaneous presentations that combine the traditional rhetorical strategies of narration, exposition, persuasion, and description. Student speaking demonstrates a command of standard American English and organizational and delivery strategies.
+
1.0 Written and Oral English Language Conventions
Students write and speak with a command of standard English conventions.
Common Core Standards:
Speaking and Listening
Speaking and Listening
Rationale: Students need to have listening skills and speaking skills to speak logically and confidently in any kind of given context.
They need to be able to understand the purpose for their audience. Speaking and listening skills come in to everyday use and bring with it the students reading and writing skills in an oral manner.
They need to be able to understand the purpose for their audience. Speaking and listening skills come in to everyday use and bring with it the students reading and writing skills in an oral manner.
Common Core Standards:
LANGUAGE
LANGUAGE
Rationale: Students form the foundations of all their learning on the English language itself. For example, studies show that a weak foundation in one’s first language leads to weaknesses in learning and comprehending other languages.
Sources: Current Standards: Common
Core State Standards for English Language Arts, Adopted August 2010
<http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf>
And
Previous Content Standards: English Language Arts, Adopted December 1997
< http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf>
Core State Standards for English Language Arts, Adopted August 2010
<http://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf>
And
Previous Content Standards: English Language Arts, Adopted December 1997
< http://www.cde.ca.gov/be/st/ss/documents/elacontentstnds.pdf>
NCTE / IRA Standards for the English Language Arts
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior
experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather,
evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic
groups, geographic regions, and social roles.
10. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion,
and the exchange of information).
Source: http://www.ncte.org/standards/ncte-ira