Revolutionizing English Language Arts Instruction for the Future

Revolutionizing English Language Arts Instruction for the Future

In many middle and high schools across the country, students are spending a significant amount of time on English language arts (ELA) assignments that fail to challenge them to reach their full potential. Despite good intentions, many students are working on tasks that are below their grade level and using texts that do not push them to excel. This approach, while well-meaning, is not helping to close the achievement gaps or adequately prepare students for life after high school. It is no surprise then that reading scores have remained stagnant for the past three decades.

Students from low-income backgrounds, multilingual learners, and those with disabilities are particularly at risk of receiving assignments that are not appropriate for their grade level. Research indicates that tasks and texts at grade level should serve as a starting point rather than an endpoint for effective instruction. The National Assessment of Educational Progress (NAEP) data reveals that only 37 percent of 12th graders are academically prepared for college-level reading, while employers report that many young people lack the essential reading, writing, and verbal communication skills needed for success in the workplace.

While reading classic texts and mastering the five-paragraph essay are important components of ELA instruction, students require more comprehensive and challenging tasks to truly develop their skills. Teachers need the necessary training and support to understand grade-level standards and assign authentic writing tasks without diluting the content. Recently, educators in New York City and Los Angeles had the opportunity to participate in an intensive literacy project that focused on providing students with grade-level tasks and complex texts to read and respond to. An independent evaluation of the project revealed that students made significant gains in their learning, achieving an additional four to nine months of growth compared to their peers in just two to 12 weeks of instruction.

These promising results, along with a decade of research involving 100,000 educators and 2.4 million students, demonstrate that a standards-first approach to curriculum, instruction, and professional development can effectively double student growth each school year. However, despite the evidence supporting this approach, many schools have yet to fully embrace it. There are several reasons for this reluctance:

– A culture of low expectations persists among educators, with a study showing that while 82 percent of teachers support their state’s standards, only 44 percent believe their students can succeed with them. Many students are receiving high grades without demonstrating grade-level work on their assignments.

– Teachers often do not assign grade-level tasks and texts, relying instead on independent reading levels to guide their instruction. This practice has become more prevalent since the onset of the Covid-19 pandemic.

– Inadequate teacher training is another barrier to implementing grade-level instruction effectively. Despite significant investments in professional development, many teachers feel that the training they receive does not substantially improve their instruction or student outcomes.

– Many ELA curriculum programs lack the rigor and alignment with grade-level standards necessary to support effective instruction. Teachers often struggle to find resources that truly adhere to the standards and help students develop the cognitive skills needed to excel.

To address these challenges and support students and teachers in meeting grade-level standards, several strategies can be employed:

Start with grade-level tasks from the beginning of the school year, rather than waiting until later. Grade-level thinking requires consistent practice, and teachers should assume that every student is capable of engaging with rich and complex ideas using challenging texts. By targeting instruction to meet individual needs while engaging all students in rigorous grade-level tasks, teachers can help students rise to the challenge.

Shift the focus from student consumption of texts to their production of ideas. In a standards-driven curriculum, the emphasis should be on how students demonstrate grade-level thinking through their speaking and writing in response to text-based ideas. This shift in focus encourages students to create authentic writing products for different audiences and purposes, helping them develop transferable skills for real-world settings.

Invest in building teachers’ knowledge and skills through easily accessible and practical professional development embedded in curriculum programs. By deepening their understanding of the standards and learning to recognize students’ mastery of specific standards, teachers can enhance their instruction and improve student outcomes.

Despite the challenges and barriers to implementing grade-level instruction effectively, any ELA classroom can be transformed into a highly effective learning environment with the right support and resources. Research has consistently shown that when students are challenged with grade-level tasks aligned with standards and their teachers are trained to deliver instruction effectively, both students and teachers can rise to the occasion. Now is the time to prioritize demonstrable learning outcomes in ELA instruction and provide the necessary support for teachers and students to excel in the classroom.

Suzanne Simons, Chief Literacy and Languages Officer for Carnegie Learning and Senior Advisor with the nonprofit Literacy Design Collaborative, emphasizes the importance of embracing grade-level instruction to ensure students are adequately prepared for academic success and future endeavors. As educators and policymakers work towards revolutionizing ELA instruction for the future, it is crucial to prioritize high-quality teaching and rigorous standards to support student growth and achievement.

In conclusion, by implementing a standards-first approach to curriculum, instruction, and professional development in ELA classrooms, educators can empower students to reach their full potential and succeed academically. It is essential to provide teachers with the necessary training and resources to deliver grade-level instruction effectively and support students in developing the skills needed for success in college and the workforce. With a focus on challenging tasks, complex texts, and authentic writing opportunities, schools can revolutionize ELA instruction and prepare students for a bright future ahead.