Reading Groups

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

I am thrilled! I just hope they have given teachers resources to teach it correctly.

This sucks for all the advanced readers in FCPS. Research-based practices works great for the averages and has the strongest effects on the lowest groups (most room to grow = strongest effects).

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

I am thrilled! I just hope they have given teachers resources to teach it correctly.

This sucks for all the advanced readers in FCPS. Research-based practices works great for the averages and has the strongest effects on the lowest groups (most room to grow = strongest effects).

that is why they have reading groups.

[Anonymous]

I found that reading groups formed more in the 2nd Quarter because the Teachers were gathering the information that they need to set the groups in the first quarter. My son is in 5th and I am thrilled to see the worksheets coming home. They are doing what seems to be more basic work but it is work that they have not done before. I would guess that the groupings will be partly determined on how quickly kids are picking up on concepts that were not explicitly taught earlier in ES but are important. DS reports that they are reading a book independently and that their Teacher is reading a book with them. They are working on choosing subjects for their individual memoirs that are the focus of their writing exercises this year.

Pretty happy with what we are seeing.

[Anonymous]

I don't know what is going on in 4th grade, but my 6th grader in Gen Ed is doing book club, which is focused entirely on reading comprehension and not phonics. They also are separately doing word study. And because my dyslexic DD spent two years at a private school actually learning to read, she is able to do word study with her class (and is ahead of them) instead of getting full LA special ed pull-out, which we expected she would need.

Ideally, as the county implements phonics instructions in the lower grades, those students won't need as much of it in the upper grades. And for the kids who are good readers, maybe this will actually help them be able to spell.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

I am thrilled! I just hope they have given teachers resources to teach it correctly.

This sucks for all the advanced readers in FCPS. Research-based practices works great for the averages and has the strongest effects on the lowest groups (most room to grow = strongest effects).

that is why they have reading groups.

But if the focus is on phonics and phonemic awareness doesn't matter what reading group they are in. They already have that down. So what's the curriculum for those who already have that ability.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

I am thrilled! I just hope they have given teachers resources to teach it correctly.

This sucks for all the advanced readers in FCPS. Research-based practices works great for the averages and has the strongest effects on the lowest groups (most room to grow = strongest effects).

that is why they have reading groups.

But if the focus is on phonics and phonemic awareness doesn't matter what reading group they are in. They already have that down. So what's the curriculum for those who already have that ability.

I think you would be surprised at the small numbers who actually have it down. Spelling is atrocious across the board- even in AAP.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this.

[Anonymous]

Anonymous wrote:I teach 3rd grade at another public county school system. Our small groups are also focused on phonics and phonemic awareness. It’s great for the extremely low students but the on grade level and higher students, it is useless. Once they have shown mastery, I briefly skim through it and the rest is on other reading skills and strategies. I no longer feel like I am teaching 3rd grade. I am teaching what feels, looks and sounds like kindergarten.

Was your school system open during 20-21 for in-person learning or doing DL during Covid? We now know many kids experienced learning loss during that period, especially the early elementary kids. So I don't think it would be a massive surprise that the kids in your 3rd-grade class aren't at 3rd-grade level?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

I am thrilled! I just hope they have given teachers resources to teach it correctly.

This sucks for all the advanced readers in FCPS. Research-based practices works great for the averages and has the strongest effects on the lowest groups (most room to grow = strongest effects).

that is why they have reading groups.

But if the focus is on phonics and phonemic awareness doesn't matter what reading group they are in. They already have that down. So what's the curriculum for those who already have that ability.

I think you would be surprised at the small numbers who actually have it down. Spelling is atrocious across the board- even in AAP.

Spelling is not a good indicator of phonemic awareness in the English language. My child had a DRA of 38 in fall of 1st grade--I can guarantee you she did not need phonics/phonemic awareness lessons. I can't imagine that she was particularly unique.

[Anonymous]

It’s ridiculous that reading groups have not started. I am an experienced elementary school teacher. These children did not beam down into school in late August. Their teachers from last year should have provided information about reading levels to you, certainly enough to get started. You can adjust as you go. They are not testing every single day. I would be livid if I were a parent.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

I am thrilled! I just hope they have given teachers resources to teach it correctly.

This sucks for all the advanced readers in FCPS. Research-based practices works great for the averages and has the strongest effects on the lowest groups (most room to grow = strongest effects).

that is why they have reading groups.

But if the focus is on phonics and phonemic awareness doesn't matter what reading group they are in. They already have that down. So what's the curriculum for those who already have that ability.

I think you would be surprised at the small numbers who actually have it down. Spelling is atrocious across the board- even in AAP.

Spelling is not a good indicator of phonemic awareness in the English language. My child had a DRA of 38 in fall of 1st grade--I can guarantee you she did not need phonics/phonemic awareness lessons. I can't imagine that she was particularly unique.

Spelling is how we discovered my daughter was dyslexic. She was reading mostly by memorization and guessing. Her spelling told a different story. Phonemic awareness is necessary for both decoding and encoding and for her, the encoding piece was a mess and helped us discover that the decoding piece wasn't much better despite doing reasonably well on her DRAs. As soon as she got nonsense words, she fell apart.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

I am thrilled! I just hope they have given teachers resources to teach it correctly.

This sucks for all the advanced readers in FCPS. Research-based practices works great for the averages and has the strongest effects on the lowest groups (most room to grow = strongest effects).

that is why they have reading groups.

But if the focus is on phonics and phonemic awareness doesn't matter what reading group they are in. They already have that down. So what's the curriculum for those who already have that ability.

I think you would be surprised at the small numbers who actually have it down. Spelling is atrocious across the board- even in AAP.

Spelling is not a good indicator of phonemic awareness in the English language. My child had a DRA of 38 in fall of 1st grade--I can guarantee you she did not need phonics/phonemic awareness lessons. I can't imagine that she was particularly unique.

Excellent readers who "know" phonics rules can still benefit from learning them - your DC and my DC as well. Knowing the rules and knowing when/how to apply them when encountering new words or spelling them is important - and it's good for the high level kids to get practice at it too.

[Anonymous]

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

My fourth grader is meeting in book clubs. She has assigned readings.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

I am thrilled! I just hope they have given teachers resources to teach it correctly.

This sucks for all the advanced readers in FCPS. Research-based practices works great for the averages and has the strongest effects on the lowest groups (most room to grow = strongest effects).

that is why they have reading groups.

But if the focus is on phonics and phonemic awareness doesn't matter what reading group they are in. They already have that down. So what's the curriculum for those who already have that ability.

I think you would be surprised at the small numbers who actually have it down. Spelling is atrocious across the board- even in AAP.

Spelling is not a good indicator of phonemic awareness in the English language. My child had a DRA of 38 in fall of 1st grade--I can guarantee you she did not need phonics/phonemic awareness lessons. I can't imagine that she was particularly unique.

Find a list of nonsense words or larger words/texts that is non-fiction and report back on how she does.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy!

I am thrilled! I just hope they have given teachers resources to teach it correctly.

This sucks for all the advanced readers in FCPS. Research-based practices works great for the averages and has the strongest effects on the lowest groups (most room to grow = strongest effects).

+1,000 my advanced 4th grader isn’t learning anything related to comprehension now and that’s what she needs. So disappointed. Phonics is great for K-3 but now it’s time to do reading to learn.