In Traci Gardner’s Designing Writing Assignments (2008), chapter six focuses on different styles of basic writing assignments and provides examples of each (Narrative, Analysis, Persuasion and Literary Analysis). Gardner presents samples of these prompts as a way to give an idea of how we could create our own prompts for our students. I know that as a student, I was never particularly fond of these types of prompts and as a teacher, I would likely feel the same way. I want to be able to provide my students with as many opportunities for them to choose their assignments as possible. What I may do with something like this is, instead of creating one of my own for them to complete, I may provide them with a chance to help me create the prompt or even allow them several different topics to write about. I believe that students should be interested in what they are writing about as often as possible, given some exceptions. That is to say, I would like to also challenge my students to use what they have learned to write an essay or work on something that would exercise their writing ability and challenge their intellect.
In Melinda Putz’s A Teacher’s Guide to the Multigenre Research Project (2006), chapter ten addresses the benefits of the project in relation to national standards. Putz acknowledges that many schools are reluctant to allow an assignment that sounds “fun,” being that the word seems to not leave space for the word “educational.” Putz gives the benefits, showing that the project can be both. I like that this project provides students with an opportunity to choose a topic that interests them. Too, the project is a great exposure to what it is like to research and write on that specific topic. Research is a great door way to the expansive use of resources and would benefit the students in years to come all across the board in terms of classes. Putz makes an even better point that “it is [the students’] deep interest in their subjects that allows them to carry out their research so energetically” (2006, p. 157). If ever I were to run into an issue getting this assignment approved by my administration, I would be sure to use this book, pointing out pages 160-163. Putz creates an impressive case against the argument that this assignment wouldn’t focus enough on education; this chapter would be a useful resource in my corner if ever I needed it.
VA Sol Evaluation:
I chose to study grades 5 and 11 for the Virginia SOL. What surprised me for fifth grade was the standard 5.2. Other than a science fair project, I don’t remember ever focusing on presenting anything for my English classes. Also, it may be the way in which the list of standards is described, but I cannot imagine a fifth grader standing in front of a class and truly performing these tasks to the degree of which it seems to be expected in the standard. I feel that it may be a little too much to expect of a child in elementary school, but it may just be my misconception having not taught in elementary level classes very often. For 11th grade, I found nothing to be truly surprising other than the fact that when I was in 11th grade, I enrolled in an AP English course. To me, it would only make sense that the course covers more content in more detail; however, I remember the class only meeting the SOL standards which makes me wonder why it was an “advanced” class. Apart from my experience as a student, I have practicum taught in an 11th grade classroom where these standards were certainly met. The connection that I see between the two grade levels is that 5th graders are definitely being prepared at a very basic level for the skills they will need in high school. Research and advanced reading skills that will be used in upper level classes have already begun to develop at this stage. The revisions that I would suggest for the 5th grade levels would be based around the 5.2 standard. Again, it may be my misconception of a 5th grader’s abilities, but I would revise aspects of the standard such as sub areas “b,” “c,” and “i.” I feel that for a young child to present a topic while trying to monitor their body language to this degree may be a little much to expect.
The Common Wealth is clearly focusing on the ability of the student to use correct body language in presenting, understanding and expanding on vocabulary and emphasizing an appreciation for literature. Also, students are expected to write on topics, making sure to present their ideas in an organized and concise manner and to be able to understand multiple genres of literature, both fiction and nonfiction. I would teach these standards using very similar resources as what I recall using as a student. Many of the books we read did help to meet these standards, but I would very likely try to use a variety of different assignments that would be more captivating for students such as a the multigenre research project or some similar assignment.
CCS Assignment:
While reading the CCSS page, I was surprised at how it was written. The overview page for the website did mention that the Common Core State Standards were clear and concise, but I wasn’t expecting it to be that concise! It was an incredible read and far different from that of the SOL. I like how much freedom individual schools and teachers seem to have with their curriculum. Teachers seem to be a little more trusted with the progress of the students and their education. High-stakes testing seems to be on the back burner, allowing teachers to freely adapt to each student without the worries of meeting an SOL standard. As far as grade level teaching, it seems to be a smooth transition of curriculum that almost mimics my teaching philosophy; I believe education should be a brick by brick process. The CCSS seems to focus on this idea as a building curriculum that adds more content as each “brick” is mastered. The teaching of this curriculum seems that it would be simple because of the freedom that I would have as an educator. I could choose what would work best for my own curriculum and adapt it as needed with ease to each student as needed.
Sources:
Gardner, T. (2008). Designing Writing Assignments. Urbana, IL: NCTE.
Putz, M. (2006). A Teacher’s Guide to the Mulitgenre Research Project. Portsmouth, NH: Heinemann.
(n.d.). Retrieved from website: http://www.doe.virginia.gov/testing/sol/standards_docs/english/complete/stds_englishk-12.pdf
[]. Retrieved from http://www.corestandards.org/about-the-standards