While Common Core is now on its way out as
states develop their own ELA standards, some of its most important goals are
not being forgotten. Initially, the idea of devoting significantly more
instructional time to reading and writing nonfiction was unpopular with many
educators. But over time, they’ve come to see the benefits of incorporating
more true texts into their lessons. As a result, the new standards being
developed by states are preserving the emphasis on nonfiction. And that’s a good thing.
Common Core recommended that 50 percent of
the books elementary students read and study should be nonfiction. And in high
school, students should be reading 70 percent nonfiction. But I’m not sure
those percentages make sense developmentally.
the books elementary students read and study should be nonfiction. And in high
school, students should be reading 70 percent nonfiction. But I’m not sure
those percentages make sense developmentally.
Young children
are naturally curious about the world around them. They want to explore and
understand EVERYTHING. If you think about it, that’s their job—to soak up
information about the world like sponges. And nonfiction can help them do that.
are naturally curious about the world around them. They want to explore and
understand EVERYTHING. If you think about it, that’s their job—to soak up
information about the world like sponges. And nonfiction can help them do that.
But teens are
different. Their number one priority is to find their own place in the world.
And novels are often better at helping them achieve that goal. Reading
MG and YA fiction allows young people to put themselves in the shoes of the
characters and see how they deal with the obstacles in their lives,
how they navigate the world.
different. Their number one priority is to find their own place in the world.
And novels are often better at helping them achieve that goal. Reading
MG and YA fiction allows young people to put themselves in the shoes of the
characters and see how they deal with the obstacles in their lives,
how they navigate the world.
So while I believe students of all ages should read what they want to read in their free time, perhaps the Common Core percentages should be flip-flopped when it comes to reading instruction—70 percent nonfiction
in elementary school and 50 percent high school. That would still allow young
people to be ready for college and the workforce, but it would also allow
individual teens to discover the person they want to be.
in elementary school and 50 percent high school. That would still allow young
people to be ready for college and the workforce, but it would also allow
individual teens to discover the person they want to be.
What do you
think?
think?
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Topics
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3 Responses
I think it's a mistake to prescribe a certain percentage based on age. If you want to get kids to read, it's important to follow their interests. And since elementary school is where we get kids hooked on reading, and high school is where we keep them reading, I'd hate to take that choice away from them. That said, Common Core really isn't about choice, is it? So your solution would probably address the mismatch that you're highlighting.
I agree–it would make sense earlier for kids to have more widespread exposure to NF. And I think it would help with reluctant readers too!
Hi Jilanne,
Common Core's recommendations are related to instructional time not the percentages of books children should be reading. I agree that children should read what they want, but should be exposed to a diverse array of fiction and nonfiction, so that they have the info they need to make informed choices about reading preferences. More and more, studies are showing that young children prefer expository texts, and yet most instruction at that age level revolved around fiction. I think educators need to take a close look at how their own preferences are possibly have a negative effect on students' development as readers.