The tacit admission that some skills-based instruction in language conventions is, indeed, desirable, and is, in fact, necessary to acquiring advanced literacy has been a tough pill for some purists to swallow. These Language Progressive Skills found at the end of both the K-5 and 6-12 Language Standards include this subheading: “The following skills, marked with an asterisk (*) in Language standards 1–3, are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.” Less controversial, but still noteworthy, has been the inclusion of specific grammar, usage, and mechanics skills that need to be reinforced throughout the Grades 3‒12 Standards. “The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening indeed, they are inseparable from such contexts (51).” Anticipating this reaction, the Common Core writers went out of their way to placate the purists who believe that grammar, usage, and conventions (mechanics and spelling) taught in isolation from writing instruction and vocabulary taught in isolation from reading instruction are mortal sins. Whole language (whole to part) writing and literature-based devotees have been chagrined at the inclusion of Language as a separate Common Core Strand. The Language Strand includes the following Standards for each grade level: Conventions of Standard English (Standards 1 & 2), Knowledge and Use (Standard 3), and Vocabulary Acquisition and Use (Standards 4, 5, & 6). The Anchor Standards for Language have been more controversial among many educators. Although English-Language Arts teachers have rightly focused on the Reading Standards for Literature, the Reading Standards for Informational Text, and the Writing Standards Strands of the Common Core State Standards, other Strands now deserve our focus as well.
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January 2023
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