Writing Across the Curriculum:
National Assessment Governing Board. Writing framework for the National Assessment of Educational Progress, pre-publication edition. It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purposes across grades outlined by NAEP. Focus and coherence in instruction and assessment While the Standards delineate specific expectations in reading, writing, speaking, listening, and language, each standard need not be a separate focus for instruction and assessment.
Often, several standards can be addressed by a single rich task. When drawing evidence from literary and informational texts per Writing standard 9, students are also demonstrating their comprehension skill in relation to specific standards in Reading.
When discussing something they have read or written, students are also demonstrating their speaking and listening skills. The CCR anchor standards themselves provide another source of focus and coherence.
The ten CCR anchor standards for Writing cover numerous text types and subject areas. This means that students can develop mutually reinforcing skills and exhibit mastery of standards for reading and writing across a range of texts and classrooms.
What is not covered by the Standards The Standards should be recognized for what they are not as well as what they are. The most important intentional design limitations are as follows: The Standards define what all students are expected to know and be able to do, not how teachers should teach.
For instance, the use of play with young children is not specified by the Standards, but it is welcome as a valuable activity in its own right and as a way to help students meet the expectations in this document. Furthermore, while the Standards make references to some particular forms of content, including mythology, foundational U.
The Standards must therefore be complemented by a well-developed, content-rich curriculum consistent with the expectations laid out in this document. While the Standards focus on what is most essential, they do not describe all that can or should be taught.
A great deal is left to the discretion of teachers and curriculum developers. The aim of the Standards is to articulate the fundamentals, not to set out an exhaustive list or a set of restrictions that limits what can be taught beyond what is specified herein.
The Standards do not define the nature of advanced work for students who meet the Standards prior to the end of high school. For those students, advanced work in such areas as literature, composition, language, and journalism should be available.
This work should provide the next logical step up from the college and career readiness baseline established here. The Standards set grade-specific standards but do not define the intervention methods or materials necessary to support students who are well below or well above grade-level expectations.
No set of grade-specific standards can fully reflect the great variety in abilities, needs, learning rates, and achievement levels of students in any given classroom. However, the Standards do provide clear signposts along the way to the goal of college and career readiness for all students.
It is also beyond the scope of the Standards to define the full range of supports appropriate for English language learners and for students with special needs.
At the same time, all students must have the opportunity to learn and meet the same high standards if they are to access the knowledge and skills necessary in their post-high school lives. Each grade will include students who are still acquiring English.
For those students, it is possible to meet the standards in reading, writing, speaking, and listening without displaying native-like control of conventions and vocabulary. The Standards should also be read as allowing for the widest possible range of students to participate fully from the outset and as permitting appropriate accommodations to ensure maximum participation of students with special education needs.
For example, for students with disabilities reading should allow for the use of Braille, screen-reader technology, or other assistive devices, while writing should include the use of a scribe, computer, or speech-to-text technology. In a similar vein, speaking and listening should be interpreted broadly to include sign language.
While the ELA and content area literacy components described herein are critical to college and career readiness, they do not define the whole of such readiness.
Students require a wide-ranging, rigorous academic preparation and, particularly in the early grades, attention to such matters as social, emotional, and physical development and approaches to learning.
Teachers of senior English classes, for example, are not required to devote 70 percent of reading to information texts. Rather, 70 percent of student reading across the grade should be informational.Welcome to the ScienceFix Project!
This on-line resource is used in the Northern Nevada Writing Project's Writing Across the Curriculum (WAC) workshops for teachers, and it is designed to inspire writing about science in the classroom.
Inside English across the curriculum. Art and architecture. Explore art while learning the language of art. These resources help students to describe art and express their opinions on it while simultaneously learning more about art history.
Primary teaching resources for Foundation, KS1 and KS2. Thousands of interactive and editable classroom resources for Primary school teachers. English Language Arts Standards» Introduction» Key Design Consideration Print this page CCR and grade-specific standards.
The CCR standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed. Writing-To-Learn: Science What is it? A writing-to-learn strategy is one that teachers employ throughout and/or at the end of a lesson to engage students and develop big ideas and concepts.
Strategy: Cause - Effect Students observe or read about the interaction(s) between components of a natural or technological system. science & technical subjects.
Writing in words and phrases sufficient for reading, writing, speaking, Reading and writing across the curriculum.