Benchmark, almost one year done. How are people feeling about it?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Let’s get back to the point. Benchmark still sucks after a year. And yes, I’m a teacher. I’m a pretty decent teacher who used to do rigorous, challenging work in reading and writing, and creative projects with my upper elementary kids. Now that I’m doing Benchmark there’s no time to do any of that, and I hate teaching language arts. Needless to say, my students, who are smart, hate it too. I’ve got to find a way to get back to what I used to do, when kids were more excited and inspired.

Decent or Good or Great?

Leaving that alone I want to know what your challenging and rigorous writing and work entailed? Did you cover spelling, affixes, comprehension strategies, annotations, grammar introduction and reinforcement? Did you provide and critical feedback and correct on the writing assignments?

Please note I’m not accusing I’m seeking clarity and details.

I am a different teacher and I whole heartedly agree. The one thing I do like about benchmark is the mix of genres focused on a specific subject. But the readings chosen aren’t very engaging and some are dated. Last year my kids did a ton of creative writing. While I like that there are essays, there is very little creative writing. I always gave feedback on their writing. The vocabulary instruction for upper is a joke and I did more with greek/latin roots previously. They don’t hit greek/latin roots in the 6th grade curriculum until Unit 5. We have had two lessons so far on some roots and have on more coming up. Last year, the majority of the word study I did was greek and latin roots. I plan on making adjustments next year.

Nice to hear about adjustments you are planning. Quick question, 6th grade for roots and affixes??? None of it is covered in grades 3-5?

So I just looked at scope and sequence. 3rd introduces suffixes in Unit 9 and 10 which we are not doing. 4th does some prefixes/suffixes but it starts later and is sporadic. 5th starts Greek and Latin roots at Unit 5, but again only a few lessons since we aren’t doing Units 9 and 10. Same with 6th but some of the roots are repeated from 5th grade. What a waste! Meanwhile, in previous years the kids in 6th were only focused on affixes and roots. They got new roots to learn every week. So yeah, benchmark vocabulary instruction in grades 4-6 is not good.

[Anonymous]

Would someone please be willing to summarize what Benchmark is, for those of us unfamiliar with it? Many thanks in advance.

[Anonymous]

Anonymous wrote:Would someone please be willing to summarize what Benchmark is, for those of us unfamiliar with it? Many thanks in advance.

Hey political operative, you can google this very easily!

[Anonymous]

Anonymous wrote:

Anonymous wrote:Would someone please be willing to summarize what Benchmark is, for those of us unfamiliar with it? Many thanks in advance.

Hey political operative, you can google this very easily!

Wtf? I’m a parent of three asking because I’m not familiar with the term. I guess you forgot to take your meds today.

[Anonymous]

Anonymous wrote:Would someone please be willing to summarize what Benchmark is, for those of us unfamiliar with it? Many thanks in advance.

Benchmark Advance is the new LA curriculum the county is using for grades K-6.

[Anonymous]

Anonymous wrote:It’s interesting to hear so much conversation or derision of a program based on kids not reading books. When I think back to ES, yes there were stories in our reading books (some more interesting than others) but not full books. I don’t recall the entire class reading a full book together before 5th/6th grade when we did Anne Frank and even then some of it was assigned as homework.

Instead kids selected their own books and wrote book reports. Teachers would give prompts and you write your own story. Sometime you just wrote your own story no prompt provided. There was occasionally time provided in class for you to read your selected book.

The shared reading was a read aloud by the teacher for a few minutes (let’s say 15) each day or certain days of the week. During this time kids just listen. Some put their head down and listened. Some stared out the window. Others drew pictures or colored while listening to the reading. Teacher may or may not ask questions aloud to see about comprehension.

Maybe it's because I went to private school in ES, but this wasn't my experience at all. I think class novels started from the beginning as read alouds. I don't remember ever getting to pick my own language arts book except for summer reading. We did five paragraph research essays with prompts.

[Anonymous]

Anonymous wrote:

Anonymous wrote:It’s interesting to hear so much conversation or derision of a program based on kids not reading books. When I think back to ES, yes there were stories in our reading books (some more interesting than others) but not full books. I don’t recall the entire class reading a full book together before 5th/6th grade when we did Anne Frank and even then some of it was assigned as homework.

Instead kids selected their own books and wrote book reports. Teachers would give prompts and you write your own story. Sometime you just wrote your own story no prompt provided. There was occasionally time provided in class for you to read your selected book.

The shared reading was a read aloud by the teacher for a few minutes (let’s say 15) each day or certain days of the week. During this time kids just listen. Some put their head down and listened. Some stared out the window. Others drew pictures or colored while listening to the reading. Teacher may or may not ask questions aloud to see about comprehension.

Maybe it's because I went to private school in ES, but this wasn't my experience at all. I think class novels started from the beginning as read alouds. I don't remember ever getting to pick my own language arts book except for summer reading. We did five paragraph research essays with prompts.

I’m the PP. I went to private in ES and as you can see did not have that experience. Each part of what we call ELA was a different separate subject (Spelling, Language[i.e. Grammar & Writing], Reading), with a different textbook, different grade, and separate homework. The story that everyone did together in Reading was whatever was in the textbook. You did your own book reports based on your own chosen book (let’s call this free reading). Prompted essays were part of language. There were spelling test most weeks.

[Anonymous]

Anonymous wrote:What have your principals said when you contacted them to complain about the teachers putting Benchmark things online? And what did the Executive Principal say when you elevated it to her? Because I expect that if you were unhappy with the way this program was implemented, surely you went and advocated for your child to be taught this curriculum in the way that the creators intended?

Right?

RIGHT????

Such cowards who aren't willing to advocate for their children they just come on here and insult other people who happen to be happy with the way their schools are implementing the program. When I'm unhappy with something at the school, I ask about why it's done that way. Sometimes there's a good explanation and I leave it alone, but sometimes there is no explanation and the teacher or the administration works with families to change things for the better. But you people, you don't even try, you just call people idiots.

That’s not why I insulted you and I’ve already explained it. Idiot.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Would someone please be willing to summarize what Benchmark is, for those of us unfamiliar with it? Many thanks in advance.

Hey political operative, you can google this very easily!

Wtf? I’m a parent of three asking because I’m not familiar with the term. I guess you forgot to take your meds today.

Do you not have children in FCPS?

[Anonymous]

Anonymous wrote:

Anonymous wrote:What have your principals said when you contacted them to complain about the teachers putting Benchmark things online? And what did the Executive Principal say when you elevated it to her? Because I expect that if you were unhappy with the way this program was implemented, surely you went and advocated for your child to be taught this curriculum in the way that the creators intended?

Right?

RIGHT????

Such cowards who aren't willing to advocate for their children they just come on here and insult other people who happen to be happy with the way their schools are implementing the program. When I'm unhappy with something at the school, I ask about why it's done that way. Sometimes there's a good explanation and I leave it alone, but sometimes there is no explanation and the teacher or the administration works with families to change things for the better. But you people, you don't even try, you just call people idiots.

That’s not why I insulted you and I’ve already explained it. Idiot.

LOL!

[Anonymous]

Anonymous wrote:

Anonymous wrote:What have your principals said when you contacted them to complain about the teachers putting Benchmark things online? And what did the Executive Principal say when you elevated it to her? Because I expect that if you were unhappy with the way this program was implemented, surely you went and advocated for your child to be taught this curriculum in the way that the creators intended?

Right?

RIGHT????

Such cowards who aren't willing to advocate for their children they just come on here and insult other people who happen to be happy with the way their schools are implementing the program. When I'm unhappy with something at the school, I ask about why it's done that way. Sometimes there's a good explanation and I leave it alone, but sometimes there is no explanation and the teacher or the administration works with families to change things for the better. But you people, you don't even try, you just call people idiots.

That’s not why I insulted you and I’ve already explained it. Idiot.

Waaaaaay to miss the point.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Would someone please be willing to summarize what Benchmark is, for those of us unfamiliar with it? Many thanks in advance.

Benchmark Advance is the new LA curriculum the county is using for grades K-6.

Thank you very much.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Let’s get back to the point. Benchmark still sucks after a year. And yes, I’m a teacher. I’m a pretty decent teacher who used to do rigorous, challenging work in reading and writing, and creative projects with my upper elementary kids. Now that I’m doing Benchmark there’s no time to do any of that, and I hate teaching language arts. Needless to say, my students, who are smart, hate it too. I’ve got to find a way to get back to what I used to do, when kids were more excited and inspired.

Decent or Good or Great?

Leaving that alone I want to know what your challenging and rigorous writing and work entailed? Did you cover spelling, affixes, comprehension strategies, annotations, grammar introduction and reinforcement? Did you provide and critical feedback and correct on the writing assignments?

Please note I’m not accusing I’m seeking clarity and details.

I am a different teacher and I whole heartedly agree. The one thing I do like about benchmark is the mix of genres focused on a specific subject. But the readings chosen aren’t very engaging and some are dated. Last year my kids did a ton of creative writing. While I like that there are essays, there is very little creative writing. I always gave feedback on their writing. The vocabulary instruction for upper is a joke and I did more with greek/latin roots previously. They don’t hit greek/latin roots in the 6th grade curriculum until Unit 5. We have had two lessons so far on some roots and have on more coming up. Last year, the majority of the word study I did was greek and latin roots. I plan on making adjustments next year.

Nice to hear about adjustments you are planning. Quick question, 6th grade for roots and affixes??? None of it is covered in grades 3-5?

So I just looked at scope and sequence. 3rd introduces suffixes in Unit 9 and 10 which we are not doing. 4th does some prefixes/suffixes but it starts later and is sporadic. 5th starts Greek and Latin roots at Unit 5, but again only a few lessons since we aren’t doing Units 9 and 10. Same with 6th but some of the roots are repeated from 5th grade. What a waste! Meanwhile, in previous years the kids in 6th were only focused on affixes and roots. They got new roots to learn every week. So yeah, benchmark vocabulary instruction in grades 4-6 is not good.

Teacher posters: Could you please explain why certain units are not being completed? It seems like the curriculum was meant to be used as constructed, right? Did the training eliminate those units?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Let’s get back to the point. Benchmark still sucks after a year. And yes, I’m a teacher. I’m a pretty decent teacher who used to do rigorous, challenging work in reading and writing, and creative projects with my upper elementary kids. Now that I’m doing Benchmark there’s no time to do any of that, and I hate teaching language arts. Needless to say, my students, who are smart, hate it too. I’ve got to find a way to get back to what I used to do, when kids were more excited and inspired.

Decent or Good or Great?

Leaving that alone I want to know what your challenging and rigorous writing and work entailed? Did you cover spelling, affixes, comprehension strategies, annotations, grammar introduction and reinforcement? Did you provide and critical feedback and correct on the writing assignments?

Please note I’m not accusing I’m seeking clarity and details.

I am a different teacher and I whole heartedly agree. The one thing I do like about benchmark is the mix of genres focused on a specific subject. But the readings chosen aren’t very engaging and some are dated. Last year my kids did a ton of creative writing. While I like that there are essays, there is very little creative writing. I always gave feedback on their writing. The vocabulary instruction for upper is a joke and I did more with greek/latin roots previously. They don’t hit greek/latin roots in the 6th grade curriculum until Unit 5. We have had two lessons so far on some roots and have on more coming up. Last year, the majority of the word study I did was greek and latin roots. I plan on making adjustments next year.

Nice to hear about adjustments you are planning. Quick question, 6th grade for roots and affixes??? None of it is covered in grades 3-5?

So I just looked at scope and sequence. 3rd introduces suffixes in Unit 9 and 10 which we are not doing. 4th does some prefixes/suffixes but it starts later and is sporadic. 5th starts Greek and Latin roots at Unit 5, but again only a few lessons since we aren’t doing Units 9 and 10. Same with 6th but some of the roots are repeated from 5th grade. What a waste! Meanwhile, in previous years the kids in 6th were only focused on affixes and roots. They got new roots to learn every week. So yeah, benchmark vocabulary instruction in grades 4-6 is not good.

Teacher posters: Could you please explain why certain units are not being completed? It seems like the curriculum was meant to be used as constructed, right? Did the training eliminate those units?

Not enough time in our school year. Originally we were told units 1-9 and 10 would be for summer school. Then they realized we need more Flex Time in the units so they fixed the pacing to give us more time and finish with unit 8 and now unit 9&10 in summer school and we are to send home the unit 9&10 workbooks to all students.

[Anonymous]

So glad my child is heading into middle school and away from the Benchmark crap!