1. Reading and Writing Instruction in America’s Schools
David Griffith
Senior Research and Policy Associate
Thomas B. Fordham Institute

2. Reminder: The CCSS-ELA call for three “instructional shifts.”
Shift 1: Regular practice with complex texts and their academic language
Shift 2: Reading, writing, and speaking grounded in evidence from texts, both literary and informational
Shift 3: Building knowledge through content-rich curriculum

3. Finding 1: Teachers are using a variety of tools to gauge text complexity.

4. Finding 2: More teachers are choosing texts based on students’ reading level—instead of their grade level—even though the standards encourage the opposite.

5. Finding 2: More teachers are choosing texts based on students’ reading level—instead of their grade level—even though the standards encourage the opposite.

6. Finding 3: Teachers are rightly teaching vocabulary in context.

7. Finding 4: Teachers are emphasizing “close reading” by asking more text-dependent questions and spending more time discussing word choice and connotation.

8. Finding 5: Teachers are still prioritizing creative expression and personal experience over evidence-based writing.

9. Finding 5: Teachers are still prioritizing creative expression and personal experience over evidence-based writing.

10. Finding 6: Teachers are assigning less fiction and more informational text.

11. Finding 6: Teachers are assigning less fiction and more informational text.

12. Finding 6: Teachers are assigning less fiction and more informational text.

13. Finding 7: Most teachers say content knowledge has been overlooked.

14. Finding 7: Most teachers say content knowledge has been overlooked.

15. Where do teachers say they need help?
1. Diagnosing and addressing the challenges posed by a text
2. Writing instruction
3. Building students’ general knowledge

16. What resources are available for teachers?

17. Questions? David Griffith Senior Research and Policy Associate
Thomas B. Fordham Institute