The International Reading Association and the National Council of Teachers of English worked jointly for the last several years to involve thousands of teachers of English language arts and reading to develop twelve language arts standards. These standards assume that literacy development begins before children enter school, as they experience and experiment with such literacy activities as reading, writing, and associating spoken words with graphic representations. Although not prescriptions for particular curricula or programs, the standards provide necessary opportunities and resources for all students to develop and, therefore, pursue life s goals, and participate as informed and productive members of society. Among these texts are fiction and nonfiction, classic and contemporary works.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles. Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.