INTRODUCTION TO THE STANDARDS

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 Language Arts Literacy Standardsare 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

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 21 st 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 (3 rd 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.

Descriptive Statement: A primary reading goal is for students of all grades to read independently with fluency and comprehension so that they become lifelong readers and learners. In order to achieve this goal, students benefit from "daily opportunities to read books they choose for themselves, for their own purposes, and their own pleasures" (Calkins, 2001). Students should read grade-level appropriate or more challenging classic and contemporary literature and informational readings, both self-selected and assigned. In order to grow as readers and deepen their understanding of texts, students need many opportunities to think about, talk about, and write about the texts they are reading. A diversity of reading material (including fiction and nonfiction) provides students with opportunities to grow intellectually, emotionally, and socially as they consider universal themes, diverse cultures and perspectives, and the common aspects of human existence.

In early reading instruction (preK-2), children need rich experiences with oral language and learning about sounds, letters and words, and their relationships. Phonemic awareness, knowledge of the relationships between sounds and letters, and an understanding of the features of written English texts are essential to beginning reading. Direct systematic phonics instruction enables many students to develop their knowledge of phonics, and provides a bridge to apply this knowledge in becoming independent and fluent readers. Systematic phonics instruction typically involves explicitly teaching students a pre-specified set of letter-sound relations and having students read text that provides practice using these relations to decode words (National Reading Panel, 2000). Additionally, direct instruction and time to practice these skills should be provided in comprehension, strategy, reading fluency, and vocabulary development at all grade levels. It is important to help students become fluent readers in the early years, and then help them expand their literacy abilities as they progress through the middle and high school grades.

The reading process requires readers to respond to texts, both personally and critically, and relate prior knowledge and personal experiences to written texts. Students apply literal, inferential, and critical comprehension strategies before, during, and after reading to examine, construct, and extend meaning. In becoming fluent readers, students must draw on the word meaning and sentence structure of text and sound/symbol relationships, and use these cueing systems interchangeably in order to comprehend and gain meaning. Students need to recognize that what they hear, speak, write, and view contributes to the content and quality of their reading experiences.

Descriptive Statement: Writing is a complex process that begins with the recording of one’s thoughts. It is used for composition, communication, expression, learning, and engaging the reader. Proficient writers use a repertoire of strategies that enables them to vary form, style, and conventions in order to write for different purposes, audiences, and contexts. Students should have multiple opportunities to craft and practice writing, to generate ideas, and to refine, evaluate, and publish their writing. In a successful writing program, students develop and demonstrate fluency in all phases of the writing process, including prewriting, drafting, revising, editing of multiple drafts, and postwriting processes that include publishing, presenting, evaluating, and/or performing.

Students should be helped to understand the recursive nature and shifting perspectives of the writing process, in moving from the role of writer to the role of reader and back again. It is important for students to understand that writers write, then plan and revise, and then write again. They will learn to appreciate writing not only as a product, but also as a process and mode of thinking and communicating. "By the mysterious alchemy of the written word, we range over time and space, expanding our experiences, enriching our souls, and ultimately becoming more fully, more consciously human" ( Keene , 1999). Students should recognize that what they hear, speak, read, and view contributes to the content and quality of their writing

Descriptive Statement: Oral language is a powerful tool for communicating, thinking, and learning. Through speaking and listening, students acquire the building blocks necessary to connect with others, develop vocabulary, and perceive the structure of the English language. An important goal in the language arts classroom is for students to speak confidently and fluently in a variety of situations.

Speaking is the process of expressing, transmitting, and exchanging information, ideas, and emotions. When students listen and talk to others about their ideas, they are able to clarify their thinking. Whether in informal interactions with others or in more formal settings, communicators are required to organize and deliver information clearly and adapt to their listeners. Students should have multiple opportunities to use speaking for a variety of purposes, including questioning, sharing information, telling a humorous story, or helping others to achieve goals. Students should recognize that what they hear, write, read, and view contributes to the content and quality of their oral language.

Descriptive Statement: Listening is the process of hearing, receiving, constructing meaning from, and responding to spoken and/or nonverbal messages. Through active listening, students gain understanding and appreciation of language and communication. Students call on different listening skills depending on their purpose for listening (e.g., listening to letter sounds to gain phonemic awareness, comprehending information, evaluating a message, appreciating a performance). Effective listeners are able to listen actively, restate, interpret, respond to, and evaluate increasingly complex messages. Students need to recognize that what they say, read, write, and view contributes to the content and quality of their listening experiences.

Descriptive Statement : Students learn how to view critically and thoughtfully in order to respond to visual messages and images in print, nonverbal interactions, the arts, and electronic media. Effective viewing is essential to comprehend and respond to personal interactions, live performances, visual arts that involve oral and/or written language, and both print media (graphs, charts, diagrams, illustrations, photographs, and graphic design in books, magazines, and newspapers) and electronic media (television, computers, and film). A media-literate person is able to evaluate media for credibility and understands how words, images, and sounds influence the way meanings are conveyed and understood in contemporary society. Students need to recognize that what they speak, hear, write, and read contributes to the content and quality of their viewing.