Education Week - November 14, 2012 - Special Report - S10
Writing Undergoing Renaissance in Curricula
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S10 |
eachers are focusing on writing instruction like never before. More and more, they’re asking students to write about what they read, helping them think through and craft their work, and using such exercises as tools not only to build better writers, but to help students understand what they’re studying. The shift is still nascent, but people in the field are taking notice. It marks a departure from recent practice, which often includes little or no explicit writing instruction and only a modest amount of writing, typically in the form of stories, short summaries, or personal reflections, rather than essays or research projects on topics being studied. In Oak Park, Mich., high school students are reading and rereading texts, taking notes on different features and levels of meaning each time, to inform their reading and discussion as well as the writing they will do about those texts. First graders in South Strafford, Vt., are reading Dr. Seuss’ The Lorax, for fun, then for greater understanding, and then to hunt for evidence. They look for events in the plot that illustrate how the whimsical protagonist tries to protect
Its ascent stems from the common core, college feedback, and new research
the Earth and assemble examples into a simple paragraph to support the theme of the story. On a literacy landscape that rarely features explicit writing instruction, and where the writing that does take place is often unconnected to reading, experts say, these kinds of projects are unusual for the way they connect writing and reading. Attention to reading has persistently been high, they say, but a focus on writing has waxed and waned in the past few decades. “Now we’re seeing a lot more attention to the idea that writing about a text can improve read-
ing about that text,” said literacy expert Timothy Shanahan, the chairman of the department of curriculum and instruction at the University of Illinois at Chicago.
Driving Change
Several forces are bringing about that change. One is the Common Core State Standards, which tie reading and writing together by placing a heavy emphasis on writing in response to one or more texts. Another—echoed in the stan-
By Catherine Gewertz
READING IN THE COMMON-CORE ERA www.edweek.org/go/common-reading EDUCATION WEEK • November 14, 2012
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http://www.edweek.org/go/common-reading
Education Week - November 14, 2012 - Special Report
Table of Contents for the Digital Edition of Education Week - November 14, 2012 - Special Report
Education Week - November 14, 2012
Voters Offer Mixed Signs
Stasis Persists In Washington
Focus on College Readiness
Contents
News in Brief
Report Roundup
Industry & Innovation
Experts Say Accountability Focus Stymies Assessment Research
‘Choice Bus’ Gets Students to Ponder Dropout Dangers
Digital Directions
Surveys Find Generation Gap on Contested Teacher Policies
Blogs of the Week
Disputes Derail Districts’ RTT Applications
Policy Brief
Laurence Peters: Teaching Climate Change in Sandy’s Wake
Traci Elizabeth Teasley: Holding School Boards Accountable ... for Learning
Nicole Yetter: Addressing Bullying
Letters
TopSchoolJobs Recruitment Marketplace
Arthur L. Costa, Robert J. Garmston, & Diane P. Zimmerman: Cognitive Capital: An Investment in Teacher Quality
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