Common Core Is Content-Rich

What Happens in Classrooms Today?

In classrooms today, far more time is spent on English language arts than content-rich subjects like social studies or science.

The most recent Schools and Staffing Survey from the National Center for Educational Statistics indicates that on average per week,

• 11.7 hours are spent on English language arts instruction;
• 5.6 hours are spent on math;
• 2.3 hours are spent on science; and
• 2.3 hours are spent on social studies.

On the surface, this might sound sensible—nothing is more important than ensuring that every child can read.  But making more time for reading instruction by reducing or eliminating history, science, and the arts risks making things worse, not better. Reading comprehension is a complicated process that depends on decoding, vocabulary, background knowledge, and other factors.

What Will Happen under the CCSS?

Under the Common Core State Standards, teachers will be expected to address content in history, social studies, science, and the arts during the language arts block.

One of the big ideas behind the CCSS, and a key tenet of Core Knowledge, is that good reading instruction is content-rich reading instruction.  The standards are clear that children should be exposed to coherent content across subjects from the first days of school:

By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. (CCSS, p. 10)

It’s important to note that the Common Core State Standards are NOT a curriculum, and require a content-rich curriculum to be fully realized. 

Why Is This Change Important?

Cognitive research demonstrates that background knowledge is the key to reading comprehension.  

"Once kids are fluent decoders, much of the difference among readers is not due to whether you're a "good reader" or "bad reader" (meaning you have good or bad reading skills). Much of the difference among readers is due to how wide a range of knowledge they have."

- Dan Willingham, cognitive scientist

Cognitive research demonstrates that reading comprehension is not a skill, and that background knowledge is the key to reading comprehension.

What Can This Look Like in My Classroom?

At a curricular level, topics for instruction—within and across grade levels—should be selected on the basis of domains to systematically build knowledge.

Building knowledge is not something you do instead of, or in addition to language arts. Simply increasing the amount of nonfiction children read or have read to them is not sufficient.  Common Core insists that a concerted effort be made to build background knowledge coherently and systematically over time.

With Core Knowledge:

1. Instructional units are defined by domains of knowledge.
2. Instruction stays on one topic long enough for students to become familiar with its topics and vocabulary.
3. Knowledge acquired in the early grades levels is expanded upon in subsequent grades to ensure an ever deeper understanding of these topics.
4. Instruction is based on a content-rich curriculum and builds on prior knowledge where possible.