The Common Core State Standards (CCSS) raise the bar for K–12 students in order to equip all pupils with college and career skills and knowledge (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). Although the new English language arts standards are laudable, the new writing requirement for English language learners (ELLs) is particularly complex. This requirement also proves challenging to native English speakers because the new writing standards move beyond opinion writing to asking students from first grade on to demonstrate understanding and application of three main types of writing: opinion, informative/explanatory, and narrative. To fully comprehend the impact of the new English language arts standards of the CCSS, it is necessary to understand how the Common Core State Standards are different from previous standards, what teachers need to absorb, and sample activities for implementation.

The CCSS are designed to make educational standards consistent across the United States and set minimum English language arts, mathematics, and science benchmarks at each grade level. Currently, 45 states have adopted the standards endorsed by the National Education Association, the American Federation of Teachers, the National Council of Teachers of Mathematics, and the National Council of Teachers of English. This article focuses on the writing standards and the instructional application for ELLs, native English speakers, and their teachers.

Imagine you are a first-grade teacher with a combined classroom of native English speakers and ELLs. You need to teach opinion, informative/explanatory, and narrative writing to all students. Not all of the native English speakers possess the same oral language skills, and the ELLs’ command of oral English may vary from no language proficiency to minimal oral language skills. Nonetheless, the new writing standards do not differentiate between these distinctively disparate groups of first graders. Where do you begin?

The first step is to identify the foundational knowledge needed for all students to reach the new writing standards. It is important to keep in mind that writing requires the mastery of many discrete skills which must be applied in an integrated manner: understanding, using, and distinguishing between the spoken and written language; reading with meaning; general and specialized vocabulary knowledge; knowing and applying standard conventions of spelling, grammar, and writing to the written text. Equally relevant, some native English speakers may have the same academic literacy disadvantage as ELLs regarding many of these skills. First graders, whether native English speakers or ELLs, will share some basic language needs: oral language skills associated with listening and speaking, academic literacy vocabulary knowledge, and emergent written language skills related to reading and writing. That said, ELLs will be at a distinct disadvantage if they are novice-level students possessing little or no English language proficiency. Although ELLs may be able to respond orally in their primary language, they will need to attain English proficiency comparable to their native-English-speaking counterparts. The instructional implications are enormous for all students but especially daunting for ELLs and their teachers.

The new CCSS writing standards call for communication, collaboration, critical thinking, and creativity, referred to as the 4Cs and embedded in the habits of mind. Basically, the 4Cs ask teachers to integrate intrapersonal skills of communication and collaboration with cognitive skills of critical thinking and creativity throughout instruction (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010). This requires a pedagogical shift on many levels. The first C, communication, asks teachers to recognize the importance of direct explicit instruction in listening and speaking activities preceding reading and writing instruction. Although it can be said that listening and speaking occur naturally in the classroom, the teacher is being asked to plan, implement, and evaluate listening and speaking activities, not just for ELLs but for native English speakers as well. The next C, collaboration, mandates that all students, whether native English speakers or ELLs, engage in collaborative instructional activities. ELLs may no longer be pulled aside or pulled out for instructional purposes. All students must work collaboratively for the purpose of achieving the next two Cs: critical thinking and creativity.

The new writing standards ask first graders to demonstrate varying genres of writing. In opinion writing, students are asked to support opinions of substantive topics or texts using valid reasoning and relevant and sufficient evidence (CCSS.ELA-Literacy.W.1.1). Informative/explanatory writing requires students to examine and convey ideas and information clearly and accurately through effective selection, organization, and presentation of facts (CCSS.ELA-Literacy.W.1.2). Narrative writing necessitates using temporal words, well-chosen details, and well-structured sequences based on real or imagined experiences or events (CCSS.ELA-Literacy.W.1.3). Each type of writing requires students to understand and respond to written text by making differentiated responses tied to the purpose of the writing assignment. The new writing standards expect first-grade students to demonstrate writing skills once reserved for upper elementary or middle school students. The writing assignment demands oral language knowledge comprising intrapersonal skills (communication and collaboration) and cognitive skills (critical thinking and creativity) commensurate with written English language knowledge and skills. The new writing standards invite students to do much more than write. Students need to be able to communicate with each other in a collaborative manner while exhibiting elements of critical thinking and creativity in their speaking and writing. All students, both native English speakers and ELLs, must achieve the same benchmark of the writing standards.

Integrating the 4Cs

The CCSS call for communication, collaboration, critical thinking, and creativity. The following lesson guideline illustrates how teachers can assist students’ development of intrapersonal and cognitive skills required in the new writing standards, alongside collaboration, critical thinking, and creativity in their speaking and writing.

Favorite Apple

5. Write using these types of sentences:

We think/believe that the ______ apple is better than the ______ apple. The reasons it is better are ______.

6. Remember to have a conclusion and a recommendation. You may illustrate your writing when you finish doing so. Remember to edit and revise your writing using the rubric below.

Writing Rubric

1. Title
2. Topic sentence—your opinion
3. Reasons for your opinion
4. Transition words: first, second, third, next, then, also, finally
5. Conclusion

7. Be ready to read your report to the class.

Student Writing Format

Our opinion on the best apple
Today we studied two different types of apples.
The two apples we studied were ______ and ______.
We think that the ______ apple was better than the ______ apple. The reasons it is better are:
First …
Then …
Also …
Finally …
In conclusion …
We recommend this apple because …

While the students work, note areas requiring more practice, a mini-lesson, a compliment, or other special assistance. Notice sentence structures, spelling, word choice, and active participation.

After the teams give their reports, all students are asked to write about their own personal preference. Interesting findings may include one choosing a different apple, following the format without having their own copy, or using more and varied adjectives.

Summary

The activity described here propels students to integrate listening, speaking, reading, and writing through the application of the CCSS 4Cs: communication, collaboration, critical thinking, and creativity. With each step, the students practice listening as they hear others’ opinions; negotiate meaning by asking and answering questions on what was heard, which requires that they focus on each speaker; practice speaking as they express their opinions and ideas and interact with members of their team; practice reading fluently as they read their opinion statements, conclusions, and report; practice writing independently and collaboratively as they edit and revise their work and finally practice collaborative interaction with others and with the written text.

In summary, writing deserves to be read, heard, and valued. The new writing standards blend the intrapersonal skills of communication and collaboration with the cognitive skills of critical thinking and creativity to support and foster the English language arts capacities of all students.

Reference

National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards. Washington, DC: Author.

Elva R. Mellor is an internationally known educator in bilingual education, dual language instruction, ESL, reading, and parent education. She has an MA in supervision and curriculum and specialized training in ELD and SDAIE, cooperative learning, and standards-based teaching. Her experience includes curriculum coordinator, principal, teacher, supervisor, and adjunct instructor. She has authored several ESL curriculum books and has presented at local, state, national, and international conferences, such as TESOL, MEXTESOL, ANUPI, NABE, and CABE.

María G. Ramírez has served on numerous boards, provided reports to governmental agencies and school districts, delivered papers at professional meetings, served as the primary investigator of state and federally funded grants, contributed to journals, and coauthored ESL curriculum books, but the establishment of a bilingual education endorsement in Nevada remains the accomplishment that best characterizes her lifelong commitment to the education of culturally and linguistically diverse students.