A Book Study:
Focus: Elevating the Essentials to Radically Improve Student Learning
By Mike Schmoker
Synopsis
In this book, Mike Schmoker encourages teachers to zero in on what he calls the "three essential elements" of
high-quality schooling: coherent curriculum, effective whole-class instruction, and purposeful reading and writing.
Schmoker describes a coherent curriculum as a pared down but rich body of academic content knowledge that
would allow teachers to delve deeply into essential subject-area topics and draw on a variety of source materials.
Effective instruction includes guided practice, formative assessment, and ongoing adjustment to instruction.
Schmoker emphasizes authentic literacy. He believes that students should be doing a great deal more close
reading and analytical writing than they commonly do. He provides detailed chapters on how this literacyintensive approach would work not only in language arts, but also in social studies, science, and math.
About the Author
Mike Schmoker is a former school administrator and teacher. He has written several books and dozens of articles
for educational journals and newspapers. He lives in Tempe, Ariz.
Chapter 1: The Importance of Simplicity, Clarity, and Priority (9-24)
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Discuss Schmoker’s statement: “A content-rich curriculum, sound lessons, and authentic literacy would
wholly redefine what public schools can accomplish with children of every socioeconomic stratum” (p.
11).
Do you think the Common Core State Standards (CCSS) support Schmoker’s view of “a decent, coherent
curriculum” that “allows us to teach the essential standards in sufficient intellectual depth, with adequate
time for deep reading, writing, and talking?” (p. 10).
What do you see as some components of structurally sound lessons?
Chapter 2: What We Teach (25-49)
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This book was written before the CCSS were finalized and adopted. Discuss whether or not you think the
CCSS meet Schmoker’s criteria for appropriate standards.
How do David Conley’s four habits of mind (p. 38) relate to the elements of Critical Thinking and Authentic
Engagement?
Schmoker writes, “Our schools simply don’t require students to read texts of increasing length and
complexity” (p. 35). How is your school working to increase text complexity and rigor in the classroom?
Chapter 3: How We Teach (50-89)
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Choose one of the prominent researchers Schmoker summarizes (pp. 58-59). What connections do you
see between their findings and elements of the LOI?
After reading this chapter, what is one way you will improve your checks for understanding in your
lessons?
What are some questions you have about Schmoker’s Template for Authentic Literacy (p. 74)?
Schmoker, Mike. 2011. Focus: Elevating the Essential to Radically Improve Student Learning. Alexandra, VA:
ASCD.
Page 1
A Book Study:
Focus: Elevating the Essentials to Radically Improve Student Learning
By Mike Schmoker
Chapter 4: English Language Arts Made Simple (93-130)
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Do students in your classroom or school spend 60 minutes per day reading and 40 minutes per day
writing, as Richard Allington recommends (p. 108)? If not, how can you increase the reading and writing
time?
After reading Schmoker’s criticisms of language arts standards, what strengths and/or weaknesses do you
see in the implementation of the CCSS?
In this chapter, Schmoker includes the number of short and long texts students should read and the
number of papers they should write in a year. If you do not already have one, create a plan for your
classroom or school that outlines the number of readings and writings students will complete during the
year.
Chapter 5: Social Studies with Reading and Writing at the Core (131-162)
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Considering some of the issues Schmoker discusses in this chapter – writing in social studies, close reading
in social studies, checking for understanding, interactive lectures in social studies, and primary sources
and current events – which components do you already incorporate effectively and which do you want to
improve?
Review the steps Schmoker lists for Interactive Lectures in Social Studies (pp. 150-151). How do your
social studies lessons compare?
What are some primary source documents and newspapers/magazines you could add into your social
studies lessons?
Chapter 6: Redefining Inquiry in Science (163-193)
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How does Schmoker’s approach to science instruction relate to the English Language Arts CCSS?
How does Schmoker’s approach to science instruction relate to the elements on the Instructional
Strategies Rubric – Teacher Role, Instructional Approach, Practice/Aligned Activity, Feedback, and
Monitor and Adjust?
Looking at Schmoker’s essential ingredients for effective science curriculum (p. 163), what components do
you currently implement in your science instruction and which ones do you want to add?
Chapter 7: Making Math Meaningful (194-215)
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How can you incorporate Marilyn Burns’ sentence stems (p. 213) into a math lesson to demonstrate
proficiency in the Student-to-Student Interaction element?
What are some ways you could incorporate more writing into your math instruction?
What are some ways you could incorporate more reading into your math instruction?
Closure
Now and Later! For your NEXT STEPS, LIST 5 (or more) strategies or ideas from the book that you would like to try
with your students. Label 2 of them “NOW.” These are your next steps. Label the remaining items “LATER.”
Revisit your list after you get started. Your next steps may have changed and you probably have a few more to add
to the list.
Schmoker, Mike. 2011. Focus: Elevating the Essential to Radically Improve Student Learning. Alexandra, VA:
ASCD.
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