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  • bjbj"9"9 JUDY WOODRUFF: Next, how the world of reading may change for younger students.

  • Some big moves could be in store for schools as part of an important experiment around

  • the country, as the NewsHour's special correspondent for education, John Merrow, reports. WOMAN:

  • Did you bring back "The Three Little Pigs"? Very good. JOHN MERROW: Today, almost 15 million

  • public schoolchildren in kindergarten through third grade are working on their reading,

  • sounding out letters, making meaning out of words. STUDENT: A tree that is a. . . WOMAN:

  • Okay. JOHN MERROW: Teaching them is big business. Billions of dollars are spent every year on

  • books and reading programs, a significant investment, with disappointing returns. Nationwide,

  • 65 percent of eighth graders are not meeting grade level expectations in reading. And more

  • than 600,000 of the nation's students drop out of high school every year, some without

  • ever having become competent readers. The repercussions are enormous for individuals

  • and the country. PRESIDENT BARACK OBAMA: If we're serious about building an economy that

  • lasts, we have got to get serious about education. We are going to have to pick up our games

  • and raise our standards. JOHN MERROW: The question is, how do we raise our standards?

  • The new view is that our kids read too much fiction, books like this, and not enough about

  • things like electricity, whales and the solar system, at least not as much as kids in other

  • countries that are outperforming us on international tests. All that is spelled out here in what's

  • called the Common Core State Standards, new guidelines for what students are expected

  • to learn and what kinds of books they're expected to read. Financed with federal money, but

  • developed outside of Washington, the Common Core has been adopted by 45 states and the

  • District of Columbia. How much will reading programs in our 67,000 elementary schools

  • have to change to get in sync with the Common Core? We looked at three very different programs

  • to find out. This public school in Newark, N.J., and about three-quarters of the elementary

  • schools in the U.S. are using textbooks called basal readers. WOMAN: This story right here,

  • "The Secret Life of Trees," is an example of informational text. JOHN MERROW: Basal

  • readers go back to the "McGuffey Reader" that was introduced in 1836. It paved the way for

  • the popular "Dick and Jane" series that dominated schools from the 1930s to the '60s. For decades,

  • readers like this were the only game in town. And they're still popular today because they're

  • cheap, only about $150 per child, and because it's an easy curriculum for new teachers.

  • WANDA BROOKS-LONG, principal, Peshine Avenue School: The basal program provides directions

  • and support for teachers who are just coming out of school and who might not have a solid

  • repertoire yet. JOHN MERROW: Basal readers teach kids how to read by teaching them comprehension

  • strategies, how to attack a passage, take a paragraph apart to figure out what the author

  • means and so on. PLANTIS SIMON, second grade teacher, Peshine Avenue School: So, for one

  • week, it might be main idea. The next week, it might be focusing on expository text. So

  • they're focused on skills. They're skill-based stories within the book. WOMAN: There is "blank"

  • wood and its trunk to build over 300 houses. Mark? STUDENT: Enough. WOMAN: Enough. What

  • else can we do to help us when we are not sure of a word? JOHN MERROW: Lessons are laid

  • out page by page. Second grade teacher Plantis Simon sometimes follows the textbook exactly

  • as prescribed. PLANTIS SIMON: So they give you a list of questions at the end. After

  • we read a story, I ll use that as a reading response question. Children have to write

  • about that question in their notebooks. WOMAN: I want you to think about the story. I want

  • you to check out the picture. JOHN MERROW: But, other times, she says, basals are not

  • doing the job and her students need more choices. PLANTIS SIMON: So if you get a child that

  • is going astray and they're not picking up on the narratives and the skills that are

  • supposed to come through in that story, sometimes you have to go outside the box and you have

  • to find books that are interesting to them. JOHN MERROW: School districts like basal reader

  • programs because they can use the same books year after year. Newark schools have been

  • using their basal series for eight years. But now, with the Common Core's emphasis on

  • nonfiction, some schools will need to buy new editions, or at least complemental books

  • to keep up with the new standards. That's great for the publishing companies, not such

  • good news for schools with tight budgets. STUDENT: We can make you. . . JOHN MERROW:

  • At first glance, a second approach to teaching reading looks quite different. For one thing,

  • there are a lot more books. It's something called balanced literacy. And it's used in

  • about 15 percent of elementary schools nationwide, including this school in the Bronx in New

  • York City. Books cost at least $300 per child, roughly twice as much as the basal approach.

  • Instead of everyone reading from the same textbook, students in this program get to

  • choose their own books. Every week, they pick about a dozen books from bins filled with

  • just-right books compiled by teachers. They read independently or with a partner. Just-right

  • books, what does that mean? HARE QARRI, first grade teacher, Public School 109: It is just

  • right for them, where they're able to read that book fluently, independently, without

  • any teacher support. HARE QARRI: Can you turn to page five? And find the word colony. I

  • want you to point to that word. JOHN MERROW: Teachers like Hare Qarri continually assess

  • their students to determine which books are on their level. HARE QARRI: You guys can begin

  • reading. JOHN MERROW: And there are 26 different levels in all. Filling 35 classrooms and the

  • library with choices is not cheap. And this year, because of the approaching Common Core,

  • principal Amanda Blatter had to add lots more nonfiction choices. AMANDA BLATTER, principal,

  • Public School 109: We now have level libraries that are nonfiction in all of our classrooms.

  • So the curriculum in reading and writing is now aligning to the Common Core standards.

  • JOHN MERROW: Just like the students using basal textbooks, these first-graders are learning

  • reading strategies. AMANDA BLATTER: We're teaching comprehension strategies such as

  • main idea, author's purpose, inferencing, cause and effect. JOHN MERROW: In balanced

  • literacy, comprehension is a skill, something to be practiced, like a jump-shot or dance

  • steps. WOMAN: What planet is that? STUDENT: Saturn. WOMAN: And what makes Saturn unique?

  • JOHN MERROW: Not so here. In this reading program at a school in Queens, N.Y., the emphasis

  • is on content, the knowledge kids acquire. WOMAN: Pick your favorite planet. And you're

  • going to look back into your reading notebook and you're going to have to write two facts

  • about that planet. JOHN MERROW: PS-96 uses a curriculum called Core Knowledge developed

  • by a nonprofit organization led by education reformer E.D. Hirsch, Jr. Even though the

  • word Core is in its name, it has no affiliation with the national movement. STUDENT: Saturn

  • is the second biggest planet. Saturn has thousands of rings. JOHN MERROW: Core Knowledge is an

  • outlier used by just over 1 percent of elementary schools. That's only 800 schools. Because

  • it's such a small program now, the final cost has not been determined. Organizers say it

  • will be less than basal readers. Joyce Barrett-Walker is principal of PS-96. JOYCE BARRETT-WALKER,

  • Principal, Public School 96: When I initially came to PS-96, we were not a Core Knowledge

  • school. We basically used basal readers and some sort of -- and balanced literacy. Through

  • the basal readers, it was a lot of fictional, fictional studies, fictional texts. JOHN MERROW:

  • But principal Barrett-Walker wasn't a fan of basal readers and their emphasis on fiction.

  • She felt her students needed to know the same things that children in affluent neighborhoods

  • were learning. JOYCE BARRETT-WALKER: I felt that some of the students who were here didn't

  • have enough prior knowledge. JOHN MERROW: Prior knowledge means? JOYCE BARRETT-WALKER:

  • Knowledge that they need to have to, I feel, function in society, to have conversation,

  • just to help them exist and understanding who they are as far as their relationship

  • to the rest of the world. Core Knowledge can be challenging. So you do have to do a lot

  • of training, because informational text is very complex. Now, how do you tear it down

  • so that young children in kindergarten and first grade can understand about Egyptian

  • civilizations? JOHN MERROW: Content is king in the Core Knowledge approach. Books are

  • organized by subjects like mythology, Mozart and the Westward Expansion, topics that some

  • say are over the heads of the young readers. Okay. So I want to know about the books you

  • like to read. Apparently, nobody told these first-graders. STUDENT: My favorite book is

  • solar system -- actually, a nature book, "The Skeleton." JOHN MERROW: Oh, "The Skeleton."

  • And how about you? STUDENT: An archaeologist book because it's teaching me more than archaeology.

  • JOHN MERROW: The arrival of the Common Core doesn't faze principal Barrett-Walker. JOYCE

  • BARRETT-WALKER: When I look at what the expectations are coming in with the Common Core learning

  • standards, it seems that we're where we need to be right now. JOHN MERROW: So, how effective

  • are these reading programs? The data for Core Knowledge in schools like this one in the

  • Bronx is promising, but for basal reading programs, like this one in Newark, the research

  • is muddy because it turns out that savvy teachers use whatever works best. What is clear is

  • that basal readers used in three-quarters of our elementary schools will have to make

  • significant adjustments to comply with the emerging Core standards. We won't know for

  • years where whether the new Common Core approach will produce more capable readers, but if

  • this national experiment works, at the very least, our children should emerge knowing

  • a whole lot more than they can learn from books like "Curious George" and "Clifford."

  • School systems can look forward to another major challenge, new tests pegged at the Common

  • Core in school year 2014-'015. JUDY WOODRUFF: Just how big is the educational publishing

  • industry? Learning Matters answers that question in a podcast. Find a link to their website

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提升閱讀技能。"共同核心 "會有回報嗎? (Boosting Reading Skills: Will 'Common Core' Pay Off?)

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