English Language Arts

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AcknowledgmentsEnglish Language ArtsStandards Leadership TeamNell AndersonDirector of EducationWausau School DistrictLinda DiazBilingual TeacherJames Elementary SchoolRacine, WisconsinKathy GalvinLiteracy ConsultantHoricon, WisconsinDan GustafsonDean Foundation Reading ClinicMadison, WisconsinSara HeislerEnglish Language Arts ConsultantAshland, WisconsinKaren RigoniAssistant Professor – EnglishEducationUW-MilwaukeeLinda LaTourK-12 Literacy CoordinatorFranklin Public SchoolsJacalyn MabonEnglish Language Arts TeacherBadger High SchoolLake Geneva, WisconsinSherry MacaulProfessor – Curriculum andInstructionUW-Eau ClaireTamara MaxwellReading/English Language ArtsTeacherKimberly High SchoolLinda NortierCoordinator of ProfessionalDevelopmentGeorge Williams CollegeWilliams Bay, WisconsinFlorence OmachonuAssistant Professor – School ofEducationUW-PlattevilleErin SchwaneEnglish Language ArtsTeacherNew Berlin West High SchoolTom ScottFaculty – English EducationUW-MilwaukeeBeth SteffenLiteracy CoachLaFollette High SchoolMadison, WisconsinKerry Thomas (Mess)English/Journalism Teacher, ChairRufus King High SchoolMilwaukee, WisconsinRob TyvollSupervisor, Academic ProgramsandStaff DevelopmentSchool District of La CrosseJoyce UglowPrincipalDr. Edward G. Dyer SchoolBurlington, WisconsinClaire WickSchool Improvement SpecialistCESA 7Green Bay, WisconsinBianca Williams-GriffinLiteracy CoachMilwaukee Public SchoolsDeb ZarlingReading CoordinatorOshkosh Area School DistrictDPI FacilitatorsEmilie AmundsonEnglish Language Arts ConsultantContent and Learning TeamLaura PinsonneaultEducation ConsultantOffice of EducationalAccountabilityMary Jo ZieglerReading ConsultantContent and Learning TeamCOMMON CORE STATE STANDARDS for ENGLISH LANGUAGE ARTS 22
Wisconsin Foundations for English Language ArtsWisconsin’s Guiding Principles for Teaching and Learning provideimportant guidance for approaching the discipline of English languagearts. Within the discipline, each of the six principles has specificimplications for equity, pedagogy, instruction and assessment. Englishlanguage arts educators should consider how the six guiding principlescan influence the approach to the discipline.The Common Core State Standards break English language arts intofour distinct areas: Reading, Writing, Speaking/Listening, and Language.However, certain foundations of the discipline connect all standardsacross these four areas at a more conceptual level. To further connectthe standards, and to make explicit the foundational underpinnings ofthe discipline of English language arts, Wisconsin has developed severalbroad emphases of English language arts to consider. They are:English language arts is an integrated discipline.Though the standards are separated into sections, the processes ofreading, writing, speaking, listening, viewing and representing happenin a connected way, and are intended to be taught as such, in rich andauthentic learning contexts. (CCSS, p.4)English language arts instruction builds an understanding of thehuman experience.The discipline of English language arts celebrates the richness andcomplexity of literature, drama, speech and language while providinga window to the human experience. Through rigorous textual analysisand text creation, students grapple with moral, philosophical andaesthetic facets of humanity, which inform, persuade and narrateour lives and help us understand the experiences of others. Theseunderstandings ensure students graduate not only ready for collegeand career, but also ready to be thinking and feeling world citizens.Literacy is an evolving concept, and becoming literate is a lifelonglearning process.As society and technology change, so does literacy. Literacy evolvesas widening perspectives change the way we read, write, speak, listen,view and represent. Students begin the process of becoming literatelong before entering the classroom, and continue this process in everyclassroom throughout their formal schooling, and long after formalschooling is completed. Literacy attainment, and especially early literacyattainment, is strengthened by responsive learning environments thatinclude research-based core programs, strong intervention systems,and multiple ways of monitoring what learners know and are able todo. Knowing this, all educators must see themselves as both literacyteachers and literacy learners. (CCSS, p.4)Critical thinking and problem solving, communication,collaboration, and creativity are aspects of effective Englishlanguage arts instruction and attributes of Wisconsingraduates.Wisconsin’s commitment to ensuring that 21st century skills areembedded aspects of English language arts is ongoing. This skilldevelopment strengthens English instruction, and student masteryof these skills is important to Wisconsin’s conception of college andcareer readiness, and to ensuring students access the discipline ofEnglish language arts in rich and meaningful ways. (CCSS, p. 7)Literacy, language and meaning are socially constructed and areenhanced by multiple perspectives.A rich diversity of texts, language uses, viewpoints and criticaldiscussions are important for building knowledge in Wisconsin Englishclassrooms. Exposure to different genres and text types, and accessto multiple and global perspectives provide a venue to explore andanalyze the world. (CCSS, p. 7)COMMON CORE STATE STANDARDS for ENGLISH LANGUAGE ARTS 23
Page 3 and 4: Common Core state standards forEngl
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AcknowledgementsDisciplinary Litera
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The message is that literacy is int
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What research and resources are ava
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The study found writing to learn wa
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References:Altieri, Jennifer (2011)
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Common Core State Standards for lit
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3 As also noted in “Key Considera
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appendix a | 5(4) Knowledge Demands
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The reader brings to the act of rea
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appendix a | 9Common Core State Sta
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appendix a | 23Narrative WritingNar
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6 Unpublished data collected by Ach
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appendix a | 27Because, as indicate
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appendix a | 29The following exampl
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appendix a | 31*Subsumed by L.7.3a
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In early times, no one knew how vol
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appendix a | 35Common Core State St
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appendix a | 43*Though Vygotsky him
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Guiding Principlesfor Teaching and
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InstructionInstruction that is tail
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Guiding Principle 2:Instruction mus
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An example of multimodal learning t
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Guiding Principle 3:Purposeful asse
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ReferencesAtkins, J. M., Black, P.,
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analysis that highlighted some of t
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Guiding Principle 5:Students bring
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ResourcesA good resource still vali
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DifferentiationResearch on differen
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Gardner, H. (1999). Intelligence re
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English Language Arts

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