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New Jersey Core Curriculum Content Standards
INTRODUCTION
The Vision
The New Jersey Core Curriculum Content Standards for language arts literacy capture language experiences all children need in order to grow intellectually, socially, and emotionally in classrooms across the curriculum. The standards are intended to promote students' capacities to construct meaning in any arena, with others as well as on their own. If students learn to read, write, speak, listen, and view critically, strategically, and creatively, and if they learn to use these arts individually and with others, they will have the literacy skills they need to discover personal and shared meaning throughout their lives.
The language arts are integrative, interactive ways of communicating that develop through reading, writing, speaking, listening, and viewing. They are the means through which one is able to receive information; think logically and creatively; express ideas; understand and participate meaningfully in spoken, written, and nonverbal communications; formulate and answer questions; and search for, organize, evaluate, and apply information. Literacy is a way to acquire knowledge for thinking and communicating; it is more than the acquisition of a specific, predetermined set of skills in reading, writing, speaking, listening, and viewing. Literacy is also recognizing and understanding one's own purposes for thinking and communicating (through print or nonprint, verbal or nonverbal means) and being able to use one's own resources to achieve those purposes.
Underlying the standards for language arts literacy are four assumptions about language learning. First, language is an active process for constructing meaning. Even the quiet listener is actively working to link prior knowledge and understanding to what other people say. Second, language develops in a social context. While language is used in private activities, the use of language almost always relates to others. Each of us is an active audience for those who create spoken, written, or visual texts; others listen to our thoughts and read our writing. Third, language ability increases in complexity if language is used in increasingly complex ways. Language learners must engage in texts and conversations that are rich in ideas and increasingly complex in the patterns of language they display. Finally, learners achieve mastery of language arts literacy not by adding skills one-by-one to their repertoire, but rather by using and exploring language in its many dimensions.
Although the standards define five separate strands of the language arts, these arts are integrative and meant to work together to inform and enrich each other. The language arts are interdependent processes that often merge in an integrated act of rehearsal, reflection, and learning. The division of language arts into separate standards and lettered strands is merely a method that allows us to highlight the special features of each and to identify developmentally appropriate skills and behaviors among language arts learners. The separation is not meant to suggest hierarchical order or any linear or sequential approach to literacy instruction. The standards are not intended to be a curriculum guide but should be used as a catalyst for curriculum alignment and renewal. They are the foundation for the universal thinking skills and strategies that enable all learners to contribute effectively to a global society.
The standards represent the importance of language arts to learning in two distinct but complementary ways. On the one hand, students develop the skills they will carry with them into adulthood as contributing members of society: critical thinking, problem solving, and creativity. On the other hand, students discover the inner joy and self-illumination that come with reading great literature and communicating through speech and writing. These two views are complementary; in striving for the goals of one, the goals of the other are fostered.
State Reading Goal
A primary state goal for reading, and cornerstone of Governor McGreevey’s education reform initiative, is that "Students will read well and independently by the end of the third grade." In order to accomplish this goal, the language arts committee has placed a strong emphasis on developing performance benchmarks in grades K-12 that reflect both a state and national perspective on reading achievement. Teachers and parents can assist students in achieving these proficiencies by recognizing that learning extends beyond the classroom door to everyday experiences related to self, others, and the world.
The following set of beliefs about students, teaching, and the language arts learning process were established as the underlying framework for standards revisions. A "balanced and comprehensive approach" to instruction is essential in all language arts programs, and classrooms should provide students with: · Differentiated instructional strategies to address individual learning styles and diverse student needs; · Exposure to and experience with many literary genres through reaction, reflection, and introspection; · Instructional skills and strategies, including direct and explicit instruction; modeling of skills/strategies for students, and opportunities for students to be a teacher to others, that ready students to become competent readers, writers, speakers, listeners, and viewers; · Instruction delivered in meaningful contexts so that students preserve the learning for future use or transfer to other learning; · "Active learning" in which students are engaged in active questioning, active listening, authentic activities, and the learning process; · Explicit teaching of skills as a means of supporting mastery of standard English conventions, comprehension strategies, and communication skills; · Acquisition of reading and literacy skills in all content areas to support learning; · Development of self-help strategies that are practiced across all disciplines; · Connections to prior knowledge as a necessary component of new learning and retention; · Immersion in reading, writing, listening, speaking, and viewing strands that leads to deeper and wider understanding; · Use of textual resources, especially those linked to current technologies, as an integral part of a language arts literacy program; · Experiences using technology as a tool for learning, especially as it applies to research and data retrieval; · Time to practice learned skills and reflect on one’s work as an important part of the learning process; · Activities encouraging problem-solving and inquiry skills as critical attributes to learning; and · Explicit and systematic instruction in phonics and phonemic awareness, fluency, comprehension, and vocabulary development.
The language arts classroom should be purposeful, stimulating to the senses, and engaging for all types of learners, including varied activities for visual, auditory, and kinesthetic learners. Classroom organization should include some form of team and partner work and provide an environment that is responsive to students’ personal and academic goals.
Brain research clearly shows implications for student learning when there are links to the arts, like classical music, and the real world. For example, having young children recite the alphabet with a song enables the learner to remember and retain the information longer. Language arts classrooms should be alive with authentic learning opportunities that motivate and incorporate the arts.
Revised Standards
The language arts standards adopted by the State Board of Education in 1996 and the revised standards continue to be aligned with national standards developed by the National Council of Teachers of English and the International Reading Association. Achieve, Inc., reviewed New Jersey’s 1996 standards in language arts literacy and provided recommendations for improvement. They suggested that the standards provide more clarity and specificity by including benchmarking at more grade levels. In addition, New Jersey standards should reflect sufficient rigor and complexity from grade level to grade level. Achieve recommended that attention be given to the primary grades and integration of phonics instruction in the context of meaningful reading and writing tasks. Achieve’s recommendations are reflected in the revised standards.
The revised standards are also influenced by the research of the National Reading Panel (2000). There are five dimensions in early reading, plus a child’s motivation to read, that must be developed so that young students become proficient readers. A comprehensive and balanced elementary literacy program should include the following areas: · Phonemic awareness; · Explicit and systematic phonics; · Reading fluency; · Reading comprehension; · Vocabulary development; and · The child’s motivation.
The reading standard (3.1) incorporates these literacy components throughout the grades and takes into consideration individual learning differences and student motivation. Specific to reading, speaking, and listening standards are oral language, decoding, comprehension, vocabulary development, and phonemic awareness. Phonemic awareness, a child’s ability to hear, identify, and manipulate individual sounds (phonemes) in spoken words, contributes to early, emergent reading development. Since phonemic awareness is mastered by most students prior to the third grade, these skills are included only at the K-2 grade level. With regard to phonics, even though there are different approaches to teaching phonics, research findings indicate that comprehensive phonics programs should incorporate explicit and systematic phonics instruction. Phonics programs should provide ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories. Effective instruction in the early grades includes providing students with a variety of literary genres, including decodable books that contain specific letter-sound words they are learning. Hence, students understand that there is a predictable relationship between sounds and letters in spoken and written language, and in the language found in their favorite books.
The expectation for reading at all grade levels is that students will read widely. It is important for all students, including students with disabilities and second language learners, to have multiple opportunities to participate in read-alouds, shared and individual reading of high quality materials. Guided repeated oral reading is an effective way of helping students improve their comprehension and fluency skills. Many studies have found that students who become fluent readers read a great deal (National Reading Panel, 2000). Good readers read and comprehend text using similar strategies. Effective strategies used by successful readers at all grade levels include:
· Drawing from prior knowledge to make meaning from print; · Creating visual images in one’s mind to enhance understanding; · Monitoring one’s own reading and checking for understanding; · Asking questions to identify key points in text and remembering them; · Making conscious inferences about important information presented; · Synthesizing new information with existing understanding about a topic; · Summarizing and understanding how different parts of text are related; and · Evaluating and forming opinions about ideas presented.
In the language arts classroom, the role of writing is an integral part of reading instruction and offers a means for readers to extend and clarify their ideas. Students need many opportunities to write each day. Through writing workshops, students learn specific writing strategies and produce their own authentic writings. It is important that students at all grade levels write a range of pieces, including narrative, persuasive, informational, fiction, and poetry. In addition, there should be a seamless integration of word processing activities into a program of reading and writing instruction. Technology can be used as an effective tool for literacy tasks, and can facilitate reading comprehension and provide individualized instruction in areas like vocabulary development, phonemic awareness, and word processing.
Standards and Strands
There are five language arts literacy standards, each of which has lettered strands and learning expectations for each grade level in grades K-8, as well as a combined cluster for grades 9-12. The standards and strands are outlined below:
3.1 Reading A. Concepts About Print B. Phonological Awareness C. Decoding and Word Recognition D. Fluency E. Reading Strategies (before, during, and after reading) F. Vocabulary and Concept Development G. Comprehension Skills and Response to Text H. Inquiry and Research
3.2 Writing A. Writing as a Process B. Writing as a Product C. Mechanics, Spelling, and Handwriting D. Writing Forms, Audiences, and Purposes
3.3 Speaking A. Discussion B. Questioning (Inquiry) and Contributing C. Word Choice D. Oral Presentation
3.4 Listening A. Active Listening B. Listening Comprehension
3.5 Viewing and Media Literacy A. Constructing Meaning B. Visual and Verbal Messages C. Living with Media
On February 25, 2003, Governor McGreevey’s Executive Order No. 8 created the Early Literacy Task Force and required the development of individual grade-level indicators in kindergarten through fourth grade for all five language arts. Subsequently, the department developed grade-level expectations for grades 5-8 to comply with requirements set forth in the No Child Left Behind Act of 2001 and to align with federal testing requirements.
The early elementary school experiences are critical to school success. Five-year-olds enter school with a wide range of abilities, motivation to learn, and preschool and home literacy experiences. It is understood that some schools continue to provide half-day kindergartens, while others provide full-day programs for children. Half-day kindergarten programs should make every effort to address the prescribed grade-level expectations outlined in this document. It may be necessary for administrators to review their existing kindergarten schedule, program, staff needs, or classroom materials in order for all students to achieve these standards.
Summary
The revised standards for language arts literacy, along with the vision statement, offer a framework for classroom instruction and curriculum development in our schools. While this is a powerful challenge to students, teachers, principals, and parents, it can be met through a united commitment. The singular goal of increasing student achievement through effective instruction in the skills required to live and work in a 21st century global community is the driving force of this challenge and these standards. The primary grades are building blocks that lay the foundation for learning and skill development so that each succeeding grade builds on the foundation achieved by all students in their efforts to become fluent readers, writers, speakers, listeners, and viewers. As language arts skills spiral and become increasingly sophisticated, students progress through the grades with increased confidence and proficiency in oral and written language, comprehension, and critical thinking skills. Language skills are essential to furthering learning, communication, career development, and the human spirit.
References
California Department of Education. (1998). California English language arts content standards for public schools. Sacramento, CA: Author.
Indiana Department of Education. (2000). Indiana’s academic standards: English/language arts. Indianapolis, IN: Author.
Maryland Department of Education. (July, 1999). Maryland reading standards and standards for instruction content in English language arts: K-12. Annapolis, MD: Author.
Massachusetts Department of Education. (November, 2000). Massachusetts English language arts curriculum framework. Boston, MA: Author. Unpublished draft.
Pennsylvania Department of Education. (1999). Pennsylvania academic standards for reading, writing, speaking, and listening. Harrisburg, PA: Author.
Texas Department of Education. (1998). Texas language arts standards. Austin, TX: Author.
Other References
Calkins, L. (2001). The art of teaching reading. New York: Addison-Wesley Educational Publishers, Inc.
New Jersey Department of Education. (1998). Directory of test specifications in language arts literacy. Trenton, NJ: Author.
Griffin, P., Smith, P., & Burrill, L. (1995). The American literacy profile scales: A framework for authentic assessment. Portsmouth, NH: Heinemann.
Keene, E. & Zimmerman, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH: Heinemann.
National Center on Education & the University of Pittsburgh. (1997). Performance standards: English language arts. Washington, DC and Pittsburgh, PA: Author.
National Council of Teacher of English & International Reading Association. (1996). Standards for the English language arts. Urbana, IL and Newark, DE: Author.
National Reading Panel. (2000). Report of the National Reading Panel: Teaching children to read: Reports of the subgroups. Washington, DC: National Institute of Child Health and Human Development.
Ray, K. W. (1999). Wondrous words: Writers and writing in the elementary classroom. Urbana, IL: National Council of Teacher of English.
Reutzel, D. & Cooper, R. (2000). Teaching children to read: Putting the pieces together (3rd ed.). Saddle River, NJ: Prentice Hall, Inc.
Snow, C. E., Burns, S. M., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press. |
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