Reading Groups

[Anonymous]

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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.

+1

In addition, my child’s iready showed a max score on phonics/phonemic awareness. Why tf does she have to sit through baby phonics lessons with the below average readers? I am furious. She needs work on comprehension! Guess we will outsource with a tutor yet again.

[Anonymous]

Anonymous wrote:

Anonymous wrote: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.

Spelling isn’t really super important as there is always spell check on computers. Reading comprehension is very important as kids advance through the grades though. I am concerned we are now sacrificing reading comprehension.

You know that kids are allowed to read books outside of school, right? They can spend all their free time comprehending to their heart’s content. You could even read the same book as your kid and discuss it with them.

[Anonymous]

Anonymous wrote:

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.

+1

In addition, my child’s iready showed a max score on phonics/phonemic awareness. Why tf does she have to sit through baby phonics lessons with the below average readers? I am furious. She needs work on comprehension! Guess we will outsource with a tutor yet again.

Kids are learning comprehension. Word Study is a separate block than Reading. I do a lesson every day in reading that is comprehension based in Upper ES.

[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).

+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.

You guys, the 4th graders are not working on letter sounds. They’re still doing reading comprehension, especially since there are reading SOLs starting in 3rd grade. The word study for 4th graders — if your school has it-/ will focus more on prefixes, suffixes, Latin roots, that type of stuff.

[Anonymous]

Anonymous wrote: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.

Do you work for FCPS? Because we were told not to use last year’s data to make reading groups. You have no idea what you’re talking about.

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]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.[/quote]

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

[/quote]

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

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

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). [/quote]

+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. [/quote]

You guys, the 4th graders are not working on letter sounds. They’re still doing reading comprehension, especially since there are reading SOLs starting in 3rd grade. The word study for 4th graders — if your school has it-/ will focus more on prefixes, suffixes, Latin roots, that type of stuff.[/quote]

ALL grades K-6 are implementing word study.

[Anonymous]

Anonymous wrote:

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.

Evidence?
All the data I've seen suggests these curriculum support low readers and kids with dyslexia. I would much rather my kid be challenged rather than maybe picking up a few rules that just might help her in a very boring curriculum while meanwhile hating school.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

Evidence?
All the data I've seen suggests these curriculum support low readers and kids with dyslexia. I would much rather my kid be challenged rather than maybe picking up a few rules that just might help her in a very boring curriculum while meanwhile hating school.

Adding: my kid was at ceiling for phonemic awareness on the assorted tests--what exactly is she going to learn by spending 2-3 years on this???

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

+1

In addition, my child’s iready showed a max score on phonics/phonemic awareness. Why tf does she have to sit through baby phonics lessons with the below average readers? I am furious. She needs work on comprehension! Guess we will outsource with a tutor yet again.

Kids are learning comprehension. Word Study is a separate block than Reading. I do a lesson every day in reading that is comprehension based in Upper ES.

That’s nice but at our school because the teachers wanted to departmentalize, my 4th grader is only getting an hour of LA. And most of it is being spent on ridiculous word study.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

Spelling isn’t really super important as there is always spell check on computers. Reading comprehension is very important as kids advance through the grades though. I am concerned we are now sacrificing reading comprehension.

You know that kids are allowed to read books outside of school, right? They can spend all their free time comprehending to their heart’s content. You could even read the same book as your kid and discuss it with them.

Do you understand that the reading SOLs actually test on reading comprehension, fiction and nonfiction, and not word study?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

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.

Evidence?
All the data I've seen suggests these curriculum support low readers and kids with dyslexia. I would much rather my kid be challenged rather than maybe picking up a few rules that just might help her in a very boring curriculum while meanwhile hating school.

but, the reading groups weren’t anything great

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Evidence?
All the data I've seen suggests these curriculum support low readers and kids with dyslexia. I would much rather my kid be challenged rather than maybe picking up a few rules that just might help her in a very boring curriculum while meanwhile hating school.

Adding: my kid was at ceiling for phonemic awareness on the assorted tests--what exactly is she going to learn by spending 2-3 years on this???

My kid is in fifth grade and no one has ever questioned his reading ability or his reading comprehension yet he has never scored as acceptable or whatever the base floor is for phonemic awareness on an iReady. They keep telling me that I don’t need to worry about it, he scores in the 95th percentile in reading on the iReady but he apparently fails the phonetics questions.

So yeah, I am fine that they are finally introducing phonics in 5th grade. Because my kid who is deemed advanced in all things apparently sucks at phonics and they didn’t bother teaching any of that in K-4.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

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.

Evidence?
All the data I've seen suggests these curriculum support low readers and kids with dyslexia. I would much rather my kid be challenged rather than maybe picking up a few rules that just might help her in a very boring curriculum while meanwhile hating school.

Adding: my kid was at ceiling for phonemic awareness on the assorted tests--what exactly is she going to learn by spending 2-3 years on this???

Yeah thats why I could never believe that all this stuff was so popular on DCUM - most of you guys have the kids that are very high readers that absolutely do not need to be spending more time on this.

[Anonymous]

They’ve had it backwards so we need to fix it. If we start the phonics strong in K and then all grades build on it then these younger students will be great readers and spellers and their comprehension will improve. I know it doesn’t seem necessary for your kids now if they can read but I think putting emphasis back on phonics will be good for the future. They want to “follow the science!” Of reading.

I think it’s all quite interesting.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote: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.

Spelling isn’t really super important as there is always spell check on computers. Reading comprehension is very important as kids advance through the grades though. I am concerned we are now sacrificing reading comprehension.

You know that kids are allowed to read books outside of school, right? They can spend all their free time comprehending to their heart’s content. You could even read the same book as your kid and discuss it with them.

Do you understand that the reading SOLs actually test on reading comprehension, fiction and nonfiction, and not word study?

By the way, there are actually “word study type questions” on the SOL.