Three big shifts the Common Core brings to reading instruction
By Tyler on July 18th, 2012
This is one in a series of posts examining the Common Core State Standards and the conversation surrounding their impact on teaching and learning.
These days, it seems like all everyone wants to talk about in the education world is the Common Core: “Will it take for it to succeed? Will the assessments be ready on time (by 2014)? Did you read so-and-so’s column in Ed Week about CCSS?”
Recognizing that not everyone is as “in the weeds” as we are with the standards, we’re taking a step back here to look at Three Big Shifts we see the Common Core State Standards bringing to reading instruction. (Hat tip to our Chief Academic Officer, Francie Alexander, for guidance on this.)
So next time you’re at a cocktail party and someone asks you for your thoughts on the “CCSS,” you’ll be armed and ready to go.
Here are three big shifts that the Common Core standards bring to reading instruction:
1) Knowledge-building through content-rich non-fiction and informational text. The Common Core says elementary students should be exposed to 50 percent non-fiction texts at school — and in high school that percentage goes up to 70 percent. (Note: A common misunderstanding is that these non-fiction percentages apply to English language arts classrooms only. That’s not true — they apply to texts students read across all subject areas as well.)
2) Reading and writing grounded in evidence from text. You might hear the term “evidence-based questions” bandied about. The idea here is that in conversations and in writing about what they read, students should look to the text for answers first. Teachers are encouraged to ask students questions about what they read that provoke them to read closely and think critically about text.
3) Regular practice with complex text and its academic vocabulary. Students (especially struggling students) need access to books written at their current reading levels so they can practice and build confidence. But they also need to have regular interactions with more difficult, “complex” texts that challenge than and give them a sense for what the should be working toward. Something to push them forward.
These are just three shifts (among many) that we are seeing in the Common Core’s ELA standards. What changes do you see? And what do you think about them?
(Flickr photo by matsuyuki)
Posted: July 18th, 2012 under Education. Tags: common core, reading, teachers.
9 comments
Comments
I think there are positive aspects to the shift of focus but I also think “knowledge-building” can take place using fictional texts as well as non-fiction. Albert Einstein once said, “Imagination is more important than knowledge.” What better way to stimulate the imagination than through fiction? I talked about this in my blog; I hope you’ll drop by: http://speakwellreadwell.blogspot.com/2012/07/imagination-key-to-door-of-knowledge.html
Comment on July 18, 2012 at 7:48 pm
Hi Jeanette. I agree with what you say about using fiction to build knowledge. I had a conversation with Dr. Susan Neuman recently where she talked about “genre benders,” fictional books that teach students about the world and help them develop background knowledge in the same way that non-fiction can. Basically fiction that does the job of non-fiction… Just read your post too — thanks for sharing!
Comment on July 19, 2012 at 10:30 am
I whole heartedly agree. Having been a NYC Reading Specialist for many years, I know the importance of the written word and how non-fiction facts can be imbedded in a fiction story. By the way, I am a writer of this genre Middle Grade book and am looking for an agent. I would like to submit my work to Scholastic for publication. Can anyone help or make suggestions? Thanks, Elaine
Comment on July 19, 2012 at 11:01 am
Hi Tyler,
Your posts are always thought provoking. Thank you for getting this conversation going. And thanks for dropping by my blog.
Comment on July 19, 2012 at 1:59 pm
May I ask what “Gender Benders” books are? Any website I can take a look at some examples? You got my curiosity going…:-)
Comment on July 19, 2012 at 8:54 pm
As an English teacher (8th grade), I will continue to encourage lots and lots of fiction reading. I am pretty sure the research supports not only fiction, but a LOVE of reading, as the key to academic success. That will continue to be my focus. And thanks to Scholastic for helping me build a HUGE fiction library for my students!
Comment on July 19, 2012 at 11:47 pm
Pat: You made me realize I had a typo in my comment! (Which I just fixed…) THANKS! I meant to say “genre benders.” Ha! I think I would define them as books that have characteristics of two different genres.
Laura: If you know Scholastic (and I can tell you do!), you know how much we believe in the importance of children developing a “love of reading.” Children who love to read get a LOT of practice and build reading volume, which serves them well in many different ways. I doubt I’ve gone through a day at work here without saying those three words (“love of reading”) at some point…
Comment on July 20, 2012 at 9:52 am
I have always believed that students should be exposed to their grade level reading in addition to individualized instruction. This helps them to set goals and develop strategies to attain higher levels. Non-fiction texts can be not just informative, but inspirational to students as they learn about actual events and people that shaped and continue to shape history.
Comment on July 20, 2012 at 10:22 am
Excellent topic! I agree that the love of reading indeed is included in the ELA Reading 10 strand of CCS– students need to pick books they are motivated to read with easy fluency. Indeed, many historical fiction and other genre’s help to advance the need for high “text complexity” found in the massive need for more informative expository nonfiction. I am glad to see that reading levels DO MATTER (so many educators pushed “joy of reading” as only criteria) and am curious to see how teacher evaluations will use this criteria as they observe student growth. MUCH needed in this country (monitoring readling level growth) and a strong calling for Scholastic to help organize nonfictional materials to support grade level subjects! I see a huge growth in nonfiction reading materials at various reading levels! Ironically, nonfiction can actually hinder strong reading level growth (due to its extreme challenge for most readers)! A 6th grade reader would struggle with a 6th grade NF text, as an example.
Comment on July 30, 2012 at 3:15 pm
