Examining English Language Arts Common Core State Standards Instruction - Volume 23 - July 5, 2015

Sep 30, 2026

The English Language Arts Common Core State Standards and their assessments created major changes for educators’ literacy instruction and students’ literacy learning. This study investigated day-to-day literacy teaching by two primary-grade teachers during their first year implementing the CCSS. Engestrӧm’s Third Generation Cultural Historical Activity Theory guided both the analysis framework and method, offering an in-depth account of the complex context shaping literacy activities. Findings show interrelated influences of ELA CCSS and highlight teachers’ power in building literacy learning opportunities.

LanguageEnglish

CategoryExam

FormatPDF

Pages33

Reading Time1 h 23 min

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Introduction

A Historical Look at Standardization

education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University | Volume 23 Number 63 | July 5th, 2015 | ISSN 1068-2341 | | --- | --- | --- | Examining English Language Arts Common Core State Standards Instruction through Cultural Historical Activity Theory Jennifer Barrett-Tatum College of Charleston United States Citation: Barrett-Tatum, J. (2015). Examining English language arts common core state standards instruction through cultural historical activity theory. Education Policy Analysis Archives, 23(63) . [http://dx.doi.org/10.14507/epaa.v23.1867](http://dx.doi.org/10.14507/epaa.v23.1867) Abstract: The English Language Arts Common Core State Standards and corresponding assessments brought about many changes for educators, their literacy instruction, and the literacy learning of their students. This study examined the day-to-day literacy instruction of two primary grade teachers during their first year of full CCSS implementation. Engestrӧm’s Third Generation Cultural Historical Activity Theory is utilized as both a theoretical framework and a method for analysis to provide a rich description of the complex environment in which literacy instruction and learning occur. The ELA standards functioned as the primary objects of literacy instruction and literacy learning activities are discussed within the context of the larger cultural framework where the teachers interpret and implement these standards. Findings from this study illuminate the complex and interrelated influences of ELA CCSS, and reveal the power of the individual teacher in constructing the literacy learning opportunities. Keywords: English language arts; Common Core State Standards; literacy instruction; curriculum; cultural historical activity theory. Examinando los Estándares Estatales de Inglés del Programa Common Core a Través de la Teoría de la Actividad Histórico-Cultural Journal website: [http://epaa.asu.edu/ojs/ ](http://epaa.asu.edu/ojs/ Manuscript)[ Manuscript](http://epaa.asu.edu/ojs/ Manuscript) received: 11/8/2014 Facebook: /EPAAA Revisions received: 3/31/2015 Twitter: @epaa_aape Accepted: 3/31/2015 Education Policy Analysis Archives Vol. 23 No. 63 2 Resumen: los estándares estatales de inglés (ELA) del programa Common Core (CSSS) y las evaluaciones correspondientes trajeron muchos cambios para los educadores, los programas dealfabetización y el aprendizaje de la lectoescritura de los estudiantes. Este estudio examinó la enseñanza de la lectoescritura en el día a día de dos maestros de primaria durante su primer añode aplicación plena de los CCSS. Utilizamos la teoría de la actividad Histórico Cultural de Tercera Generación de Engestrӧm tanto como marco teórico y método de análisis para proporcionar una descripción rica del entorno complejo en el que se producen la alfabetizacióny el aprendizaje. Los estándares ELA funcionaban como los objetos principales de las actividades de instrucción y las tareas de alfabetización se discuten en un contexto de un marco cultural más amplio, donde los profesores interpretan y aplican estas normas. Los hallazgos de este estudio iluminan las influencias complejas e interrelacionadas de los ELA y los CCSS, yrevelan el poder de cada profesor en la construcción de las oportunidades de aprendizaje dealfabetización. Palabras clave: inglés; Estándares Estatales Comunes; alfabetización; plan de estudios; teoría dela actividad histórico-cultural. Examinando os Critérios Estaduais de Inglês do Programa Common Core Através da Teoria da Atividade Histórico-Cultural Resumo: Critérios estaduais de inglês (ELA) do Common Core (CSSS) e os programas de monitoramento relacionadas trouxeram muitas mudanças para os educadores, os programas dealfabetização e para alfabetização dos alunos. Este estudo examinou o cotidiano no ensino dealfabetização dois professores da escola primaria durante o primeiro ano de implementação dos CCSS.

FAQs

What framework guides the study’s analysis of literacy instruction?

Engestrӧm’s Third Generation Cultural Historical Activity Theory is used both as a theoretical framework and as the method for analyzing the classroom literacy environment.

What did the study focus on during the first year of CCSS implementation?

It examined the day-to-day literacy instruction delivered by two primary grade teachers and how literacy learning activities were shaped during full CCSS implementation.

How do the ELA Common Core State Standards function in the study?

The ELA standards are treated as the primary objects of literacy instruction and are discussed in relation to a broader cultural framework that teachers use to interpret and implement them.

Sep 30, 2026

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