Last year, John Merrow showed us what early grades classrooms will look like once teachers become experts in the new Common Core State Standards in English Language Arts. He’s long been known as an insightful journalist, so maybe it should not be a surprise that he so quickly grasped the most essential difference between business as usual and the Common Core.
Unlike ELA practices typically used in the early grades today (which our nation’s hard-working teachers have been taught in their preparation programs and required by their school districts to use), the practices that will become typical in the Common Core era are actually based on cognitive science. The first hint is in the standards’ long title: Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. It’s ridiculously long for a title—but it’s incredibly short as a summary of all the most critical points.
Common: shared, as in shared by enough educators for them to be able to collaborate in developing and refining lesson plans—and shared across schools so those unlucky students who must change schools often are not always lost in class.
Core: essential yet also expandable; states can add a bit (if they must) and teachers will have time to go deeper in response to students’ needs and interests.
State: not federal.
Standards: not curriculum (though for the sake of teacher training, materials development, assessment, and mobile students, states should consider developing curricula too).
English Language Arts: artful use of the English language will become far easier to find once the new writing, speaking, listening, and language standards are honored in spirit and practice.
Literacy in History/Social Studies, Science, and Technical Subjects: broad literacy, true literacy; a literate adult has wide-ranging knowledge of these subjects and is therefore able to read any text intended for the public.
This lengthy title will take on even more meaning with a quick review of two amazing findings from cognitive science. Both relate to literacy, and they really explain why the new standards emphasize literacy in specific subjects. The first finding is that, once students are fluent decoders, reading comprehension strategies do help—but students don’t need to spend much time learning or practicing them. Some research shows that just 6 lessons in comprehension strategies (like answering questions and summarizing) are as effective as 50 such lessons. This is great news: we have something effective to build on and it does not need to take much instructional time. That means we have plenty of time to devote to something that helps more, which brings me to the second finding: knowledge matters. A lot.
One way to study this that has been replicated several times is to take a topic, say baseball, and then get a group of kids, say 12-year-olds, and assess them to find out (1) who is and is not a strong reader, and (2) who does and does not know much about baseball. Then make four groups: strong reader, high knowledge of baseball; strong reader, low knowledge of baseball; weak reader, high knowledge of baseball; weak reader, low knowledge of baseball. Now we’re ready to find out how much knowledge matters: give the kids a text about a baseball game and give them a miniature replica of the diamond, players, etc. Then see who really understands the text by having them show you what happened in the game. Which group does best? The strong readers with a high knowledge of baseball, of course. But the real question is between the strong readers with low knowledge of baseball and the weak readers with high knowledge of baseball. Okay, I gave away the answer at the beginning: it’s the knowledge that really matters. Weak readers with high knowledge of baseball comprehend the baseball text better than the strong readers with low knowledge of baseball. This is spectacular because it gives us a clear path to high achievement: to increase reading comprehension, we need to increase knowledge—and that can be done orally and visually, as well as through text.
Back to the future. Fortunately, when Merrow looked into his crystal ball he had his camera crew standing by to capture the astounding scene: 6-year-olds talking about their favorite books on the solar system and archeology. Take a look (or read the transcript). The first part of the video captures the reading classroom of today. But then, about 6 minutes in, the future is there for all to see in an elementary school in Queens, NY. This is one of 10 NYC schools that piloted the new Core Knowledge Language Arts program. Grades K–3 of that program will be available—for free—this summer, and samples will be available in February. We’ll be sure to let you know when the future arrives.