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Re "3 R's get an overhaul; New school standards require fresh approach to reading, 'riting, 'rithmatic," Oct. 28 article:
The Common Core State Standards create the potential to significantly increase student literacy achievement by focusing on close reading with an emphasis on higher-level comprehension and nonfiction writing using source evidence. Our program has implemented instruction in all courses that teach strategies preparing students to deepen comprehension, increase vocabulary and write in-depth nonfiction information and persuasive essays.
I have great concerns. The focus on high-stakes testing reduces instruction to test prep that minimizes inquiry and the opportunity for rich classroom discussion focusing on multiple perspectives. The focus on all students reading grade-level, complex texts creates a one-size-fits-all approach that ignores the impact of poverty and diversity on language learning. This approach prevents teachers from differentiating instruction to meet the needs of all students. Publishers now provide scripted instruction that mandate specific texts, lessons and assessments, disregarding teacher professionalism to make instructional decisions enabling all students to achieve at high standards. CCSS guidelines disregard the great body of research on the importance of prior knowledge and making personal connections to support high-level comprehension.
For Common Core Standards to achieve the goal of high-level comprehension and thoughtful writing, we need to reject scripted programs and focus on professional development that empowers teachers to ask higher-level questions supported by references to the text, scaffold learning through differentiated instruction for struggling readers and students from diverse backgrounds, and teach thoughtful writing.
Michael L. Shaw
The writer is a professor of education at St. Thomas Aquinas College.