Iowa Core Concepts
The essential concepts described below are considered the targets for instruction and student learning. The literacy components of Writing, Reading, Speaking, Listening, and Viewing are different from other content areas because they are the processes that students use to learn and understand the complex world in which they live.
By its nature, literacy is social. In being effect critical member of a literacy community, students collaborate with others. Whether it be engaging the ideas of an author or actively discussing and debating issues about their lives with their peers, this collaboration helps students gain an appreciate of themselves, others, and the world. There is a cumulative advantage to the reciprocity of sharing ideas. The more students engage in literacy, the deeper their conceptual understanding and motivation to learn becomes.
The interdisciplinary nature of literacy is also an important consideration when reviewing these essential skills sets. Literacy skills need to be developed across the curriculum. It is through applying literacy skills in a number of content area that students learn to integrate these skills and strategies in to life experience. Teachers who make literacy a priority understand that learning involves making meaning.
The individual strands of Writing, Reading, Speaking, Listening and Viewing are not exclusive of each other. Each strand links to and supports the rest. At any time, or at the same time, students may read, write, and view or speak and listen to convey meaning. To be learning and used effectively, the processes or reading, writing, speaking, listening, and viewing are best taught in an integrated manner and assessed in the same way. Strategic learners are actively engaged in using literacy strategies to process information, construct knowledge, and make judgments. Effective and efficient application of literacy strategies increases students' ability to internalize content knowledge and develop conceptual understandings.
Read more at: Iowa Core Literacy Standards
Writing, grades 6-8
-Use an effective writing process
-Use knowledge of purpose, audience, format and medium in developing written communication
-Adhere to conventions generally established in spelling, punctuation, grammar, usage, syntax and style appropriate to genre and writing situation
-Apply writing strategies to communicate in a variety of genres
-Use writing as a tool for learning
-Incorporate technology as a tool to enhance writing
-Write on demand
-Engage in the information literacy process: access, evaluate and communicate information and ideas
Reading, grades 6-8
-Independently read a significant number of books and texts
-Use a variety of skills and strategies to comprehend non-fiction and informational texts
-Use a variety of strategies and skills to comprehend and interpret fiction
-Read for a variety of purposes and across content areas
-Read with fluency silently and aloud to support comprehension
-Use a variety of strategies to develop and expand reading vocabulary
Speaking, grades 6-8 -Consider audience and variables in the speaking situation
By its nature, literacy is social. In being effect critical member of a literacy community, students collaborate with others. Whether it be engaging the ideas of an author or actively discussing and debating issues about their lives with their peers, this collaboration helps students gain an appreciate of themselves, others, and the world. There is a cumulative advantage to the reciprocity of sharing ideas. The more students engage in literacy, the deeper their conceptual understanding and motivation to learn becomes.
The interdisciplinary nature of literacy is also an important consideration when reviewing these essential skills sets. Literacy skills need to be developed across the curriculum. It is through applying literacy skills in a number of content area that students learn to integrate these skills and strategies in to life experience. Teachers who make literacy a priority understand that learning involves making meaning.
The individual strands of Writing, Reading, Speaking, Listening and Viewing are not exclusive of each other. Each strand links to and supports the rest. At any time, or at the same time, students may read, write, and view or speak and listen to convey meaning. To be learning and used effectively, the processes or reading, writing, speaking, listening, and viewing are best taught in an integrated manner and assessed in the same way. Strategic learners are actively engaged in using literacy strategies to process information, construct knowledge, and make judgments. Effective and efficient application of literacy strategies increases students' ability to internalize content knowledge and develop conceptual understandings.
Read more at: Iowa Core Literacy Standards
Writing, grades 6-8
-Use an effective writing process
-Use knowledge of purpose, audience, format and medium in developing written communication
-Adhere to conventions generally established in spelling, punctuation, grammar, usage, syntax and style appropriate to genre and writing situation
-Apply writing strategies to communicate in a variety of genres
-Use writing as a tool for learning
-Incorporate technology as a tool to enhance writing
-Write on demand
-Engage in the information literacy process: access, evaluate and communicate information and ideas
Reading, grades 6-8
-Independently read a significant number of books and texts
-Use a variety of skills and strategies to comprehend non-fiction and informational texts
-Use a variety of strategies and skills to comprehend and interpret fiction
-Read for a variety of purposes and across content areas
-Read with fluency silently and aloud to support comprehension
-Use a variety of strategies to develop and expand reading vocabulary
Speaking, grades 6-8 -Consider audience and variables in the speaking situation