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Essay / Research Paper Abstract
This 8 page paper offers a basic overview of how the Language Arts Framework was developed. It provides an example by using one element in reading to demonstrate the sequential nature of the frameworks from grade to grade. The writer then reports six of the elements for reading and relates these to two of the standards from the IRA and then relates them to the 9th grade language arts program at a particular school. Bibliography lists 4 sources.
Page Count:
8 pages (~225 words per page)
File: MM12_PGcalng.rtf
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Unformatted sample text from the term paper:
emancipation because it allows the mind access to all previously recorded human thought. Its corollary, writing, allows us to communicate with the future. And listening and speaking, tools of the
present, allow us to connect with people throughout the world (California Department of Education, 1999). In 1997, the California State Board of Education adopted standards for language arts,
in 1999, the Department of Education published the curriculum framework for these standards (California Department of Education, 1999). The framework acts as a blueprint for all schools and all teachers
in the state (California Department of Education, 1999). In 1996, the Curriculum Development and Supplemental Materials Commission appointed 15 California educators from a pool of 200 applicants to serve on
the Curriculum Framework and Criteria Committee for English-Language Arts and English as a Second Language (California Department of Education, 1999). More than half the group were taught school in the
K-12 education system, others included school principals, county office curriculum coordinators, reading specialist, a field librarian, and university professors (California Department of Education, 1999). The group worked for more than
a year in meetings and writing to create a "comprehensive and balanced document" (California Department of Education, 1999), the first draft of the framework (California Department of Education, 1999). This
draft was critically reviewed by an external researcher to validate the inclusion of relevant research and practice in the framework (California Department of Education, 1999). At the same time, the
Commission for the Establishment of Academic Content and Performance Standards was finalizing the English-language arts content standards Commission for the Establishment of Academic Content and Performance Standards (California Department of
Education, 1999). Additionally, new legislation was being enacted that "called for all frameworks to be fully aligned with the corresponding content standards" (California Department of Education, 1999). The draft has
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