The Common Core State Standards for English Language Arts Instruction in Grades 6-12-

"We believe that English Language Arts teachers can view the adoption of the Common Core State Standards as an opportunity to generate an innovative, engaging curriculum that will enhance instruction in our discipline, raise intellectual aspirations for all students, and to the extent possible, improve the publics regard for schools" (2).

I agree that what the Common Core State Standards are trying to do is good. We are currently in the process of switching from a labor-based economy to one that relies on intellectuals to help blaze the path towards the 21st century. As Americans, we have made this switch before: turning away from a more agrarian lifestyle to one more rooted in labor and industrialization. We know it can be done, but that doesn't make it any easier to change the demeanor of an entire country. I appreciated how Beach, Thine and Webb try to keep it real with the reader. They explain both the strengths and weaknesses of the State Standards. They make it known what issues may arise, and what we as teachers will need to do in order to make a system work that is going to be in place for some time.

I really liked Liz Boeser's use of online role-play in her unit that taught to argumentative writing. Her students were able to not only use technology, but their assignment translated into practical usage and they were able to express their feelings on an issue and influence change in their school. Her kids were engaged, even those who had to take the unpopular opinion, research and argue it. Further, they were able to easily translate the fictional online discussion forum into papers that argued for their specific opinions in detail. If we think about Mrs. Boeser's role in this, it is pretty minimal. She basically facilitated their discussion, kept the conversation going and provided opportunities for students to get involved. This type of learning really gets the kids to take responsibility for their learning and gets them excited about expressing themselves. I think it's great, especially for the 21st century student.

Some random parts of the article that struck me:

1. "There is also no strong evidence indicating that adopting standards will necessarily improve student achievement" (limitations section). Interesting...
2. "Extensive research has shown that the isolated study of school grammar separated from student writing does not improve learning" (Overly Specific Content section). I know it has pretty much been phased out of curriculum in most schools. How can we teach grammar more efficiently, and in a more practical way without spending an entire unit learning how to diagram sentences or cutting it all together?
3. "... linking of standards to multiple-choice standardized tests that are used to label students, teachers, and/ or schools as "failing" if scores do not increase over time" (Teaching to the Test section). HATE this part of teaching. HOW CAN WE FIX IT??
4. "... The median wealth of white U.S. households in 2009 was $113,149, compared with $6,325 for Hispanics and $5,677 for Blacks-- a ratio of 20:1 for blacks and 18:1 for Hispanics" (Influence of Economic Inequities section). This is DESPICABLE. I'd say this correlates to the issue of more than an achievement 'gap', this is more like a canyon... We need ALL of our students to succeed. Not just the top percentile. 
5. "(The U.S) has a larger and more costly system of incarceration than any country in the world, including China (5 percent of the world's population and 25% of its inmates), one that is now directly cutting into the money we should be spending on education" (Influence of Economic Inequities section). SERIOUSLY AMERICA? Priorities!
6. "high-performing countries actually do: fund schools equitable; invest in high-quality preparation, mentoring and professional development for teachers and leaders, completely at government expense; organize a curriculum around problem-solving and critical thinking skills; and test students rarely-- and never with multiple-choice tests" (Influence of Economic Inequities section). Why are we working harder, not smarter?

In all, we have some work to do. I am happy to be a part of the new generation of teachers, and I am ready to work hard for my students. I want to make sure that this new curriculum allows them to achieve the goals they will need to reach in order to successfully transition into the 21st century work force, and live fulfilled lives.