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In fact, a team of educational leaders working for Uncommon Schools researched which elements of reading and Common Core standards were the most essential for creating authentic literacy experiences. The group dubbed this ideas as the Core of the Core: Read harder texts; “Close read” texts rigorously and intentionally; read more nonfiction more effectively; write more effectively in direct response to texts (Lemov, 2016). Reflecting on the impact of our curriculum forced us to realize that we were missing essential elements of the core—namely nonfiction—and it was up to us to make room on the plate for this essential aspect of literacy.
And after two years, here is what we discovered: students and teachers were happier. We replaced multiple plates in our curriculum with just one—and we didn’t overload that plate, either. Teachers continuously focused their instruction and assessment on the most essential, the most critical fiction, nonfiction, and writing standards. Students were able to track their progression and mastery of the “core of the core” standards, and they frequently set writing goals and reflected on their progress. Stress levels drastically decreased for both teachers and students (and I’m sure parents, too!) because we were no longer assigning vocabulary or grammar worksheets for homework. More reading and writing was occurring in the classroom—with the modeling and guidance from the teachers—so that also cut down on time spent on English outside of the classroom. Some might argue this sounds like a bad thing...students spending less time on English? How could results improve if you spent less time on fewer skills? Sounds counter-productive.
Not at all. You see, what we found was that students knew (because their teachers knew with confidence) that what they were learning was important. In fact, they were working on only the most important skills. Each and every day.
We are now in our fifth year with our revised, focused curriculum, and our students are more engaged than ever. Our schools have earned the number 1 ranking of students passing our state English exam for the past two years in a row. While other school districts across our state have seen marginal to drastic decreases in scores, ours continue to climb. Our Advanced Placement scores are consistently above state and national averages,and they have also increased over the past four years as well. Our writing curriculum is still common, PK-12, and year after year, I see and hear firsthand how our students’ writing strengthens. Their responses to literature and nonfiction are analytical and thought-provoking. Their argumentative essays (beginning in 6th grade) are complete, balanced, and evidence-based. Their narratives are honest, raw, haunting at times, and awe-inspiring.
What do our students do differently? They read and write each day. It’s all about the meat and potatoes—the core of our core. We don’t apologize for this, either. As the English administrator, it’s my job to guard this recipe for success. Grammar, vocabulary, and speaking and listening skills are all appropriate pieces of our curriculum, and when taught in proportion to their value, they most definitely create the complete “meal” of an English curriculum for our students. Still, English teachers from all communities need to fiercely guard against the smorgasbord of curriculum creep themselves. Teach the wrong standards—the students will feel starved or stifled. Teach too many standards—the students will feel bloated and overwhelmed. Teach reading—with writing—and the students will feel a satisfaction that leads them to hunger for more.