James Marshall University of Georgia jdmarsh@uga.edu

1. The Common Core State Standards in English Language Arts Promises, Processes, and Problems James Marshall University of Georgia jdmarsh@uga.edu

2. A Nation At Risk Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world. This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility. We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people. What was unimaginable a generation ago has begun to occur--others are matching and surpassing our educational attainments.If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war. As it stands, we have allowed this to happen to ourselves. We have even squandered the gains in student achievement made in the wake of the Sputnik challenge. Moreover, we have dismantled essential support systems which helped make those gains possible. We have, in effect, been committing an act of unthinking, unilateral educational disarmament.

3. The NCTE/IRA Standards Students read a wide range of print and non-print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.  

4. From the 9th Grade Georgia Performance Standards ELA9RL1 The student demonstrates comprehension by identifying evidence (e.g., diction, imagery, point of view, figurative language, symbolism, plot events, and main ideas) in a variety of texts representative of different genres (e.g., poetry, prose [short story, novel, essay, editorial, biography], and drama) and uses this evidence as the basis for interpretation.

5. Common Core StandardsFor Reading Kindergartners With prompting and support, ask and answer questions about details and events in a text. Retell familiar stories. Identify characters, settings, and key events in a story. Ask questions about unknown words in a text. Recognize common types of texts (e.g., storybooks, poems). Name the author and illustrator of a text and define the role of each. Relate pictures and illustrations to the overall story in which they appear. Compare and contrast the adventures of characters in familiar stories. Read emergent-reader literature texts with purpose and understanding.

6. Common Core StandardsFor Writing Grade 4 Students Write Opinions In Which They: Introduce an opinion about a concrete issue or topic and create an organizing structure where related ideas are grouped to support the writer’s purpose. Provide reasons that are supported by facts and details. Link reasons and details together using words and phrases (e.g., so, then, for instance, in addition). Adopt an appropriate style for sharing and defending an opinion. Provide a concluding statement or section.

7. Common Core Standards For Writing Grade 5 Students Write Opinions In Which They: Introduce an opinion about a concrete issue or topic and create an organizing structure where ideas are logically grouped to support the writer’s purpose. Provide logically ordered reasons that are supported by facts and details. Link reasons and details together using words, phrases, and clauses (e.g., consequently, generally, specifically). Adopt an appropriate style for sharing and defending an opinion. Provide a concluding statement or section.

8. Additional Features of the Common Core Standards • Provides grade-specific lists and passages from illustrative texts for reading at grade level. • Provides annotated samples of student writing that demonstrates how the student text does or does not meet a standard. • Provides separate standards on speaking and listening and on language. But it does not address competencies in other media, such as film or the internet. • Provides separate standards in reading and writing in social studies and science, but taken together, these are only six pages long and repeat verbatim standards that were listed among the ELA standards with the words “discipline specific” inserted.

9. Annotation of Student Writing The Writer Of This Piece • Introduces The Opinion With Relevant Reasons:We have a problem. The wildlife here in ____ is very limited. There is not a lot of opportunity to learn about conservation and wildlife preservation. If we took a field trip to ___ our problem would be solved. _____, _____, ____ and I would like to take our class for a great learning experience. • Supports The Opinion With Relevant Reasons:. . . we will provide a study guide to ____ to identify the animals and provide information about conservation of endangered wildlife. . . . we will learn about the wildlife from around the world and how _____ provides a natural habitat for them to live and breed. This information would help us to understand the importance of science in our day to day life. We would use math to make a budget and figure out a way to earn money. . . . We will learn how to make a schedule with target dates. . . . The preparation of the study guide will require lots of research and organization of information.

10. Annotation of Student Writing(continued) • Links The Ideas With Words, Phrases, And Clauses: • The first thing to do . . . Next . . . Now, you are asking . . . Besides the fact . . . • Adopts A Relatively Formal Style:  • The entire style of this document is formal as appropriate for students writing to secure permission from an adult audience.  • Provides A Concluding Section:  • The final paragraph details possible objections to the field trip and argues against each one: Now, you are asking why should I approve a trip to ___? Besides the fact that the project planning, fund raising, budgeting and reporting will provide an excellent learning opportunity, it will provide education. It will also provide awareness of wildlife and the importance of conservation. • This piece is nearly flawless in terms of observing the conventions of standard written English. It has been edited by student response groups and by adults.

11. What do the Common Core Standards leave out? “…the most troubling aspect of the common-core initiative’s contracted view of the curriculum is its reduction of the role of the school in society to a single function. In the standards document, the main role of the school is to make students “college and career ready,” to enable them to “succeed in college and careers.” This language appears throughout the standards. Because the intent behind the initiative is to bolster the competitiveness of the United States in the global economy through a better-educated workforce, it follows that college education is an extension of career preparation in the K-12 school system. Thus, the standards, in effect, envision a single purpose for schooling: education to serve economic interests….Such a narrow perspective on the function of schooling in our society is a problematic development in education reform. Their near-total silence on the role of education in promoting individual development and democratic forms of governance is deafening.” …Bill Wraga

12. Who will teach the English Language Arts Standards? “In short, a large portion of the (English Language Arts) standards presume that students should learn how to become good readers and writers in general, and that leads to a paradox: If academic departments are responsible for teaching only their own, subject-specific kinds of reading and writing, who will teach those general language arts skills? The standards never say.”   Rafael HellerEducation Week

13. How will the Standardsbe assessed? Partnership for the Assessment of Readiness for College and Careers Consortium SMARTER Balanced Assessment Consortium  Georgia Is an Advisory Member in both Group  “Both say they would combine the results from performance-based tasks administered throughout the academic year with a more traditional end-of-the-year measure for school accountability purposes. Both also plan to administer their year-end assessments via computer…Both seek to reflect not simply students’ skill at factual recall, but also their strength at analyzing material and applying their knowledge. But the SBAC group intends to focus more effort on devising interim and formative assessments to capture students’ progress as they learn.” Catherine Gewertz & Erik Robelen

14. What are the financial implications of adopting the Standards? “…the initiative will allow for better purchasing power. Since 48 participating states will have a consistent educational framework, textbook and instructional resource companies will be able to develop and target resources to one set of standards. This will help to reduce prices and ensure that funds are spent wisely. In these difficult economic times and beyond, it is essential that we maximize resources and invest wisely. ”  Wanda Barrs, ChairState Board of Education

15. What will be theeffect of the Standardson student learning?