Reading aloud to students may seem like a straightforward, even simple, activity. However,
different types of texts provide different types of learning opportunities. Teachers make the experience
more valuable for students by understanding how to select texts intentionally and how to engage
learners (e.g., highly interactive read alouds are especially appropriate for young children).Acquire the Skills for Living and Learning in the 21st Century
Today’s students live in a fast-paced, dynamic, and highly interconnected world. In recognition
of the changes the 21st century portends for schooling and careers, the California legislature passed
Assembly Bill 250, the Curriculum Support and Reform Act, with the intent to develop a system
of curriculum, instruction, and assessment for implementing the CA CCSS that accomplishes the
following:- Focuses on integrating 21st century skills, including critical thinking, problem solving,
communication, collaboration, creativity, and innovation, as a competency-based approach
to learning in all core academic content areas, including English language arts, mathematics,
history–social science, science, health education, visual and performing arts, and world
languages. - Promotes higher order thinking skills and interdisciplinary approaches that integrate the use of
supportive technologies, inquiry, and problem-based learning which provide context for pupils
to apply learning in relevant, real-world scenarios and that prepare pupils for college, careers,
and citizenship in the 21st century.
In addition, the CDE joined the national Partnership for 21st Century Skills in 2013. Echoed in
the California legislation, the Partnership identifies outcomes in four key areas to prepare students
for the demands of the 21st century: (1) core subject and 21st century interdisciplinary themes;
(2) life and career skills; (3) learning and innovation skills (the “Four Cs”: creativity, critical thinking,
communication, and collaboration); and (4) information, media, and technology skills. The Committee
on Deeper Learning and 21st Century Skills of the National Research Council (2012) identifies many
of the same skills, organizing them into cognitive, intrapersonal, and interpersonal competencies.
Moreover, students also need global competencies to engage effectively with the wider world and
cultures.
The CA CCSS for ELA/Literacy and the CA ELD Standards call for students throughout the grades
to engage in a range of tasks (analyze, interpret, assess, integrate and evaluate, collaborate, adapt,
apply, and so forth) that require the critical thinking, problem
solving, and collaboration demanded of 21st century living
and learning. Integrated throughout the standards are skills
related to media use (both critical analysis and production
of media) as well. Furthermore, students are expected
to develop competence in conducting research projects,
integrating and evaluating information, and using technology
to present findings and analyses (R.CCR.7; W.CCR.7;
SL.CCR.2; ELD.PI.2.2, 6, 10). See chapter 10, learning in
the 21st century, in this ELA/ELD Framework for a detailed
discussion of these outcomes, competencies, and more. See
also California’s Model School Library Standards (CDE 2010b)
for grade-level guidance on teaching students to access,
evaluate, use and integrate information and ideas found in
print, media, and digital resources.
The CA CCSS for ELA/Literacy
and the CA ELD Standards call
for students throughout the
grades to engage in a range
of tasks (analyze, interpret,
assess, integrate and evaluate,
collaborate, adapt, apply, and
so forth) that require the critical
thinking, problem solving, and
collaboration demanded of 21st
century living and learning.60 | Chapter 2 Essential Considerations