The new "Reading and Writing Standards" for years 1-8 (2009) and the "Literacy Learning Progressions" (2010) are the two documents that have been published to inform the New Zealand national standards in literacy. An earlier draft "Literacy Learning Progressions" document was circulated nationwide in 2007 to allow for…

"With the NLS--they can see how everything is important if we want our English to be good and it's helped me to see it that way too. Before, we just used to see it all separately. This way is much better" (Rebecca Graham, Year 4 English specialist after Final Block Placement). This quote was collected in the final stage of a study involving…

Discusses beliefs about language arts standards of members of the Elementary Section Steering Committee of the National Council of Teachers of English (NCTE). Discusses key assumptions underlying the International Reading Association/NCTE language arts standards and relates to a cycle of learning. (SR)

England's Department for Education and Skills (DfES) plans to require schools to set targets for students at their school to attain level 5+ in each of English and mathematics in the tests in 2003 and beyond. These targets will be in addition to those already set for achievement at level 4+. There are new national targets for Key Stage 2 in…

Notes that in England, literature (poetry, narrative, plays) is taught as part of the National Literacy Strategy and a child's knowledge of how it works may be assessed if literary texts are included in the end of Key Stage 2 reading test. Explores some of the dangers which result from viewing the minimum entitlement as the maximum being aimed at…

Contends Great Britain's National Literacy Strategy is a deskilling initiative based on unsubstantiated claims that its proposals are more effective than previous methods. Examines evidence for the myth that teachers do not teach literacy effectively and need to be retrained; finds no valid research supporting it. Points to the real, inescapable…

Cautions that Year 3 and Year 5 Literacy Benchmarks, which set minimum literacy and numeracy standards for all Australian students, can measure but cannot transform student outcomes. Calls upon English professionals to put forth constructive suggestions for effective teaching methods that will enable students to reach the required goals. (NH)

Discusses the formulation of the Australian Literacy Benchmarks for Year 3 and Year 5. Suggests they (1) lay claim to designating a minimum standard; (2) represent "fuzzy" standards; and (3) are a composite based on a number of underlying criteria. Claims teachers' knowledge of student literacy achievement is a richer source of valid…

Believes that teachers should use a literature-enhanced curriculum to teach geography because this approach allows them to meet the National Geography Standards, bridge geographically distant worlds for their students, and promote multiculturalism. Stresses the importance of carefully choosing literature and provides an appendix that lists…

Claims the Australian Literacy Benchmarks for Year 3 and Year 5 set unrealistic standards, are educationally unworkable, and represent an unacceptably imprecise and confusing set of statements and criteria. Compares the Literacy Benchmarks with the New South Wales English Language and Literacy Assessment (ELLA). Claims the Benchmarks represent a…

Focuses on whether music teachers should teach reading to their students. Addresses the effects of reading instruction in the music classroom, how music teachers do not want to be reading teachers, and reading skills that are already being taught in the music classroom. Offers ideas on what reading skills can be taught. (CMK)

Argues against the development of national tests, standards, and curriculum. Proposes that standardized tests be replaced with assessment procedures that are compatible with a process-oriented curriculum. (MG)

Examines the rationale behind the British government's method for raising standards in writing at Key Stage 2, noting a renewed drive to teach discreet units of sentence grammar and a fresh commitment to shared and guided writing. Argues that these new measure ignore research on the ways children learn to write and will not lead to a rise in…

Provides suggestions for encouraging elementary students to join and continue participation in school choral music groups. Recommends focusing on male students because they are the most difficult to recruit. Also suggests having a high school choral group come to the elementary school to help with recruitment. (CFR)

Maintains that the traditional role of standards in elementary curriculum development is that of asking important questions regarding quality curriculum design and instruction. Presents seven questions to guide teachers as they utilize the standards. (CFR)