Curriculum Standard Focus and Addressing Different Learning Styles

Of the four standards in the CT language arts framework, I chose Standard 3 as my focus for the semester, described in the Connecticut PK-8 English Language Arts Curriculum Standards official document (found here--CSDE Literacy/English Language Arts Publications) as such:

"Standard 3: Communicating with Others
Overarching Idea: Students produce written, oral, and visual texts to express, develop and substantiate ideas and experiences.
Guiding Question: How do we write, speak and present effectively?
Component Statements:
3.1 Students use descriptive, narrative, expository, persuasive and poetic modes.
3.2 Students prepare, publish, and /or present work appropriate to audience, purpose and task" (100).

Essentially, this is the writing standard, while Standards 1 and 2 focus on reading and Standard 4 addresses language conventions (usage, grammar, and mechanics) and Standard American English (switching from the vernacular as a appropriate).

What is remarkable about this writing standard is its flexibility.  Doubtless, traditional pen-on-paper writing is the understood priority; however, the standard is written to accommodate all "appropriate" modes of communication.  The most "effective" means of communication should prevail over the merely traditional means.  Therefore, the five-paragraph essay--complete with inverted introductory triangle, "first, second, and third," and constant repetition of the thesis--should not take precedent over a digital story unless the essay is more "appropriate to audience, purpose and task."  "May the best means of communication win," implies the standard.

Proudly viewing oneself as literate, identifying oneself as another reader and writer in a global community of readers and writers, is as important for a student as performing the actual tasks that demonstrate literacy proficiency.  Storytelling is pivotal in a student's self-identification as literate for pleasure and enrichment.  My focus this semester will be providing outlets for students to find their voices.  I will not link activities for different learning styles to this standard for the sake of the storyteller alone, but for the sake of audience, purpose, and task.  In other words, I will not encourage Jimmy to journal solely because he is an intrapersonal learner and a journal entry is the most comfortable way for him to express himself, but because keeping a journal is the most appropriate mode of communication for effectively fulfilling a purpose, reaching an audience, or performing a task.  Below are examples of learning activities for multiple intelligences that meet Standard 3:

• kinesthetic learners may write the screenplay for and act in a silent film, consisting of detailed, descriptive stage directions and concise on-screen text (for the intermittent explanatory writing between and during scenes), or they can read and deconstruct, then imitate published plays
• auditory learners may listen to audio books, then imitate the form with their own audio books, or create a series of podcasts
• visual/artistic learners may create comic books or digital stories
• verbal learners may write letters to the editor or keep a blog that showcases the best work in their portfolio
• interpersonal learners may conduct filmed or recorded interviews
• naturalistic learners may photograph nature and write poetic descriptive pieces or write persuasive letters to public officials about an issue that concerns them, e.g. climate change, air pollution, etc.
• intrapersonal learners may compose multimedia memoirs or keep a learning blog, which (unlike a confessional public diary) allows them to reflect on their learning (comprehension, confusion, further questioning, follow-up research, etc.)
• musical learners may compose song lyrics and raps or take responsibility for soundtrack music in a collaborative digital story or short film and write an accompanying piece that explains the rationale behind the music selections

For all above learning activities, there should be an authentic, high-stakes audience (beyond classmates and teacher) and a motivational purpose (to inspire, to reform, to entertain, etc.).  I look forward to exploring the connections between educational technology, multiple intelligences, and Standard 3 (communicating with others).