Some Thoughts on the (ELA) Common Core Standards
The idea of having a basic, broad set of knowledge, concepts, and skills that all Americans should learn about, while leaving plenty of room for teacher discretion and creativity and plenty of time for going deeper, resonates with me. I also would like to see American schools stop teaching reading as a subject and, beyond teaching decoding and a limited teaching of reading strategies, stop teaching it as a transferable skill. Reading strategies are not something to be studied in depth, and teaching reading as a discrete subject is tedious for students and has crowded out the teaching of many other meaty subjects such as science, social studies, the arts, foreign language, literature, and English. When I look at the ELA Common Core Standards and compare them with theELA/Reading SOLs (Virginia Standards of Learning) for elementary students, I want to cry. I desperately want my children to do more stuff that looks like the ELA CCS, i.e., more studying content, more
In Defense of Non-fiction
In Defense of Non-fiction
The overarching Common Core vs. No Common Core and Core Knowledge vs. Balanced Literacy debates (see this New York Times articleand this Learning Matters segment) have spawned another debate: fiction vs. non-fiction. I think this misses the point and causes their critics to unfairly tarnish “non-fiction” as a genre. My apprehensions about the Common Core Standards aside, just as I defended the lecture several posts ago, I feel compelled to defend non-fiction.
In the creative writing communities I’ve been a part of, there is debate over how much attention to pay to labels such as fiction and non-fiction or poetry and prose. Many advocate for sticking to the designations but others find it needlessly restrictive. Writers will critique the work of other writers not on what it does or what they learn from reading it but on whether it has the proper label affixed to it. This is a good piece of work, but is this really poetry? To which I want to
