If you truly value language immersion...what do you do about the DCPS approach to academics?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Unless 100% of the students are proficient or better (which describes NO DCPS, although JKLM come close)? No, they are not teaching "above the standard" (what does that even mean)? They are teaching the DC standards, period. And there is no DCPS curriculum, period.

High quality teachers absolutely will utilize differentiated learning in the classroom. And if some children have met the standards then the only direction to go is up...i.e. above the standards.

You are describing an experienced teacher. That is not the same thing as a curriculum.

[Anonymous]

Standards refer to what students will know or be able to do at certain grade level. For example, in grade 2, one of the reading standards related to literature is:

"RL.2.1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text."

It's not the standard that changes depending on the child's ability--it's the way in which the teacher helps the student reach that standard. So, in 2nd grade, if the teacher is differentiating her/his instruction effectively, some kids will be working on 1st grade books, while others will be working on 3rd grade books. In other words, it's not really about teaching above, at, or below the standards--it's about tailoring the instruction to students' level.

That said, if the majority of kids in the school/class are below grade level, the full-class instruction will have to go more slowly that you would hope for for children at or above grade level.

[Anonymous]

Anonymous wrote:

Anonymous wrote:I too have a child at Stokes. PreK classes are writing letters and now have moved onto writing words i.e., "it" words, "at" words, etc. I feel that, at least for now, my child is right on target academically and has surprised me with the Spanish he is learning. I've been very pleased thus far with Stokes.

Yuck. Word families are a really oudated way of teaching reading, there's also no evidence that pushing these skills down to PreK results in anything other than sacrificing the language and social skills kids should be developing at this age.

I agree that this might be young to writing (in place of other skills), but since when are word families outdated? I completed a Master of Arts in Teaching in 2005 and we learned that recently about word families (with an emphasis on rhyming in the development of early literacy skills).

[Anonymous]

Oops..."to be writing"

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I too have a child at Stokes. PreK classes are writing letters and now have moved onto writing words i.e., "it" words, "at" words, etc. I feel that, at least for now, my child is right on target academically and has surprised me with the Spanish he is learning. I've been very pleased thus far with Stokes.

Yuck. Word families are a really oudated way of teaching reading, there's also no evidence that pushing these skills down to PreK results in anything other than sacrificing the language and social skills kids should be developing at this age.

I agree that this might be young to writing (in place of other skills), but since when are word families outdated? I completed a Master of Arts in Teaching in 2005 and we learned that recently about word families (with an emphasis on rhyming in the development of early literacy skills).

I am the parent who is happy at Stokes, and I NEVER said that writing words took the place of social skills. They get plenty of socialization skills throughout the day. My child is four, very social (actually enjoys going to school each day) and beginning to read/write. Outdated or not, I'm a happy and satisfied Stokes parent.