The Common Core State Standards aims at making sure that all students in the U.S. get adequate preparations for college and their future careers. The International Reading Association, through the provided document, addresses the literacy issues which are related to the implementation of the Common Core State Standards. It concentrates on those issues which have been found to be challenging in implementation. The aim of such implementations is to give support to the country and leaders, teachers, lecturers and publishers in their professional development. This is to be enhanced through the implementation of ELA Common Core State Standards. Such implementations include the use of challenging texts, content vocabulary, writing about texts and disciplinary literacy as discussed hereinafter.
The CCSS expects students to be in a position to read more challenging texts during practices than the way they used to read before. Such shifts if implemented will boost the students’ literacy levels ( Kibler, Walqui, & Bunch, 2015) . However, the implementation of more challenging texts to be read by students is an issue which needs a thoughtful approach in order to be accomplished. This practice should be implemented from children in kindergarten. The children should be exposed to engage with complex texts by having the texts read to them by their instructors. This contributes to their language development. Teachers are required to read a variety of narratives and informational texts to students to help them attain the necessary end-of-year levels. The CCSS guidelines also require tutors to engage students in reading some texts that they mostly struggle with when it comes to fluency and reading comprehension.
Delegate your assignment to our experts and they will do the rest.
When it comes to content vocabulary, CCSS emphasizes on the development of vocabulary. This is critical as research indicates that vocabulary is an important factor when it comes to reading comprehension and the general achievement in education. Vocabulary development is critical for those students who come from low social economic backgrounds, those who are learning English and the ones who struggle to read. It is required to help students to write well. Vocabulary knowledge can be built when teachers read to students and encourage them to read more books on their own to build their vocabulary knowledge.
It is a requirement by the CCSS for students to learn how to write independently about information that they read in texts. Such practices help students to improve their skills in reading comprehension. It provides research opportunities that require a student to read both printed and digital texts and needs a student to write in response to reading. Students should have knowledge about ways in which texts can be summarized, how to analyze information in a given text, comprehend given information in several texts and using the information provided on such texts to support their own ideas. This will require more effort input to make sure that teachers are conversant with methods to use in teaching students to write about texts because it is a different shift in instructional emphasis as compared to the existing writing standards.
The Common Core Standards puts emphasis on disciplinary literacy which involves the teaching of writing and reading social studies, history science and other technical subjects ( Zwiers, O'Hara & Pritchard, 2014) . It focuses on special ways which reading and writing are used in different disciplines and aim at introducing students to the special ways of analyzing, solving problems and communicating. Students are expected to be taught disciplinary literature in grades 6 to 12 as requires by the CCSS. In order to successfully implement the disciplinary literacy standards, science, social studies and technical subject teachers will be expected to collaborate with professionals in the literacy field to get assistance on how to plan and implement the appropriate lessons. It will require more efforts and not just the involvement of English language teachers.
References
Kibler, A. K., Walqui, A., & Bunch, G. C. (2015). Transformational opportunities: Language and literacy instruction for English language learners in the Common Core era in the United States. Tesol Journal , 6 (1), 9-35.
Zwiers, J., O'Hara, S., & Pritchard, R. H. (2014). Common Core Standards in diverse classrooms: Essential practices for developing academic language and disciplinary literacy . Stenhouse Publishers.
