Laura Ingalls Wilder Meets Common Core
When I was a child, in 3rd grade, I fell in love with Little House in the Big Woods. I distinctly remember locating it in the little classroom library. I am not sure if I read it before or after Caddie Woodlawn, another fine chapter book about strong pioneer girls. There were no benchmarks—I don’t recall even doing a book report.
Now, if you Google Little House in the Big Woods you will find a gazillion ways to address the Common Core. The books are considered a must read, and it appears that if you aren’t exposed to reading them, early on, you will not go far in life. There are even picture books to pave the way for the chapter books to make sure teachers and their students don’t flub up and miss out.
Those books were not made to appear like I would be a failure if I didn’t read them when I was young. No one warned me that I wouldn’t be able to get into Harvard if I didn’t read them. I, quite frankly, never heard of Harvard or any other college in third grade.
When I first read Little House in the Big Woods, I wasn’t made to learn about Laura Ingalls Wilder the author, or given a whole long list of vocabulary words out of the book to define. I didn’t have to locate descriptive words—no one graded me down if I didn’t know what quinine meant.
I didn’t have to identify alliteration and the syllables in the words. I didn’t need to prove I could identify singular and plural nouns or the parts of speech. I wasn’t made to go back and describe the cliffhangers, although I probably did tell my little friends about some of them. I didn’t even have to write about the story using graphic organizers.
I only remember yearning for time after school and on the weekend to be able to immerse myself in the story. And, much to my delight, when I finished Little House in the Big Woods, I discovered On the Banks of Plum Creek!
I am not saying that it isn’t nice to learn additional things surrounding a novel. I think Laura Ingalls Wilder Meets Common Core:
