Reading Groups

[Anonymous]

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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.

A-freaking-men!

[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.

Nobody's 4th grader is sitting through "baby phonics" lessons. You sound like an entitled wench, btw.

[Anonymous]

[quote]ALL grades K-6 are implementing word study.[/quote]


Good because I don't think "my 4th grader needs reading comprehension" lady understands how important word study, and understanding things like prefixes, suffixes, latin roots, etc. are to...wait for it....READING COMPREHENSION. This lady doesn't realize that it's a lot easier to understand (comprehend) something if you can figure out what the word means by looking at it.

[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.

+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.

How is that possible? We have 1 hour reading, 40 mins writing, 15 mins word study. There is a LA requirement by the state. They spend 1 hour for reading, writing and 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:

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.

How is that possible? We have 1 hour reading, 40 mins writing, 15 mins word study. There is a LA requirement by the state. They spend 1 hour for reading, writing and word study?

DP
Our is similar to yours, but broken up a bit differently. We have 30 minutes for LA reading comprehension before recess and lunch, 15 minutes after lunch for word study, 30 minutes of small group time and 30 minutes for writing.

[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.

+100

On what basis are you making that claim?

[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:

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.

How is that possible? We have 1 hour reading, 40 mins writing, 15 mins word study. There is a LA requirement by the state. They spend 1 hour for reading, writing and word study?

DP
Our is similar to yours, but broken up a bit differently. We have 30 minutes for LA reading comprehension before recess and lunch, 15 minutes after lunch for word study, 30 minutes of small group time and 30 minutes for writing.[/quote

That is why I don’t understand the PP who says they have 1 hour because that is against state regulation.

[Anonymous]

[quote=Anonymous][quote]ALL grades K-6 are implementing word study.[/quote]


Good because I don't think "my 4th grader needs reading comprehension" lady understands how important word study, and understanding things like prefixes, suffixes, latin roots, etc. are to...wait for it....READING COMPREHENSION. This lady doesn't realize that it's a lot easier to understand (comprehend) something if you can figure out what the word means by looking at it.
[/quote]

You’re a moron so I won’t bother to explain anymore. Word study is now taking over reading comprehension, at least at our school. A truly effective LA program needs both.

[Anonymous]

I am very happy that FCPS is moving to a reading/spelling/literacy approach that works and is based on Science of Reading.

Better late than never, and many thanks to everyone in Richmond for passing the bi-partisan law forcing all Virginia public schools to move to a Science of Reading pedagogy over the next few years.

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote]ALL grades K-6 are implementing word study.[/quote]


Good because I don't think "my 4th grader needs reading comprehension" lady understands how important word study, and understanding things like prefixes, suffixes, latin roots, etc. are to...wait for it....READING COMPREHENSION. This lady doesn't realize that it's a lot easier to understand (comprehend) something if you can figure out what the word means by looking at it.
[/quote]

You’re a moron so I won’t bother to explain anymore. Word study is now taking over reading comprehension, at least at our school. A truly effective LA program needs both.[/quote]

I am sorry that your brilliant decoder child that can read any word but apparently cannot comprehend what they are reading is going to have to sit through content in 4th grade that they find boring. I can’t imagine what that must be like. Fortunately the move to teaching phonics will be better for the district as a whole. FCPS spent 15-20 years not teaching kids to read. Many of these kids ended up needing special education services and taking up way more resources than the district has, which ultimately harms all students. Not to mention the resources families have had to expend to get proper instruction. Price out a “reading comprehension tutor” vs an OG tutor and therapist for a kid who hasn’t been taught to read and then get back to me. Or price out a Catholic school vs. a private school for kids with dyslexia. I don’t believe that they will be doing no reading comprehension in 4th grade this year (aside from the fact that every other content area requires reading comprehension), but since your kid can decode, you can work on reading comp at home.

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote]ALL grades K-6 are implementing word study.[/quote]


Good because I don't think "my 4th grader needs reading comprehension" lady understands how important word study, and understanding things like prefixes, suffixes, latin roots, etc. are to...wait for it....READING COMPREHENSION. This lady doesn't realize that it's a lot easier to understand (comprehend) something if you can figure out what the word means by looking at it.
[/quote]

You’re a moron so I won’t bother to explain anymore. Word study is now taking over reading comprehension, at least at our school. A truly effective LA program needs both.[/quote]

I am sorry that your brilliant decoder child that can read any word but apparently cannot comprehend what they are reading is going to have to sit through content in 4th grade that they find boring. I can’t imagine what that must be like. Fortunately the move to teaching phonics will be better for the district as a whole. FCPS spent 15-20 years not teaching kids to read. Many of these kids ended up needing special education services and taking up way more resources than the district has, which ultimately harms all students. Not to mention the resources families have had to expend to get proper instruction. Price out a “reading comprehension tutor” vs an OG tutor and therapist for a kid who hasn’t been taught to read and then get back to me. Or price out a Catholic school vs. a private school for kids with dyslexia. I don’t believe that they will be doing no reading comprehension in 4th grade this year (aside from the fact that every other content area requires reading comprehension), but since your kid can decode, you can work on reading comp at home. [/quote]

Just saying, we are actually spending a small fortune to a speech pathologist who is doing the Lindamood Bell “Visualizing and Verbalizing” reading comprehension program for my kid with autism - they are 5 grade levels below but can decode everything. It’s not cheaper! And truthfully, it’s harder to fix true comprehension deficits. The county doesn’t have a great comprehension solution for kids with deep deficits in this area.

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote]ALL grades K-6 are implementing word study.[/quote]


Good because I don't think "my 4th grader needs reading comprehension" lady understands how important word study, and understanding things like prefixes, suffixes, latin roots, etc. are to...wait for it....READING COMPREHENSION. This lady doesn't realize that it's a lot easier to understand (comprehend) something if you can figure out what the word means by looking at it.
[/quote]

You’re a moron so I won’t bother to explain anymore. Word study is now taking over reading comprehension, at least at our school. A truly effective LA program needs both.[/quote]

I am sorry that your brilliant decoder child that can read any word but apparently cannot comprehend what they are reading is going to have to sit through content in 4th grade that they find boring. I can’t imagine what that must be like. Fortunately the move to teaching phonics will be better for the district as a whole. FCPS spent 15-20 years not teaching kids to read. Many of these kids ended up needing special education services and taking up way more resources than the district has, which ultimately harms all students. Not to mention the resources families have had to expend to get proper instruction. Price out a “reading comprehension tutor” vs an OG tutor and therapist for a kid who hasn’t been taught to read and then get back to me. Or price out a Catholic school vs. a private school for kids with dyslexia. I don’t believe that they will be doing no reading comprehension in 4th grade this year (aside from the fact that every other content area requires reading comprehension), but since your kid can decode, you can work on reading comp at home. [/quote]

Just saying, we are actually spending a small fortune to a speech pathologist who is doing the Lindamood Bell “Visualizing and Verbalizing” reading comprehension program for my kid with autism - they are 5 grade levels below but can decode everything. It’s not cheaper! And truthfully, it’s harder to fix true comprehension deficits. The county doesn’t have a great comprehension solution for kids with deep deficits in this area. [/quote]

PP, I am sorry that your child is struggling. I suspect that you are not the prior PP though and the reading groups she wants would not help your child. And, I agree that tutoring for an autistic child with reading comprehension deficits 5 grades below grade level is expensive. I would think that your child also has an IEP and is getting reading pullouts. Not the situation that prior PP is talking about. But a regular tutor for a Gen Ed kid is way less expensive than OG tutors or Lindamood Bell (which is also the system some dyslexic kids use).

[Anonymous]

Comprehension poster- you might want to check the research on “comprehension strategies” as they’ve been taught in recent years. It looks like they are a lot less effective than an actual content-rich curriculum which is also part of the shifts being encouraged by the supporters of the science of reading work.

[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!

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

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading. So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade. You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.

[Anonymous]

[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote]ALL grades K-6 are implementing word study.[/quote]


Good because I don't think "my 4th grader needs reading comprehension" lady understands how important word study, and understanding things like prefixes, suffixes, latin roots, etc. are to...wait for it....READING COMPREHENSION. This lady doesn't realize that it's a lot easier to understand (comprehend) something if you can figure out what the word means by looking at it.
[/quote]

You’re a moron so I won’t bother to explain anymore. Word study is now taking over reading comprehension, at least at our school. A truly effective LA program needs both.[/quote]

I am sorry that your brilliant decoder child that can read any word but apparently cannot comprehend what they are reading is going to have to sit through content in 4th grade that they find boring. I can’t imagine what that must be like. Fortunately the move to teaching phonics will be better for the district as a whole. FCPS spent 15-20 years not teaching kids to read. Many of these kids ended up needing special education services and taking up way more resources than the district has, which ultimately harms all students. [b] Not to mention the resources families have had to expend to get proper instruction. Price out a “reading comprehension tutor” vs an OG tutor and therapist for a kid who hasn’t been taught to read and then get back to me.[/b] Or price out a Catholic school vs. a private school for kids with dyslexia. I don’t believe that they will be doing no reading comprehension in 4th grade this year (aside from the fact that every other content area requires reading comprehension), but since your kid can decode, you can work on reading comp at home. [/quote]

Just saying, we are actually spending a small fortune to a speech pathologist who is doing the Lindamood Bell “Visualizing and Verbalizing” reading comprehension program for my kid with autism - they are 5 grade levels below but can decode everything. It’s not cheaper! And truthfully, it’s harder to fix true comprehension deficits. The county doesn’t have a great comprehension solution for kids with deep deficits in this area. [/quote]

PP, I am sorry that your child is struggling. I suspect that you are not the prior PP though and the reading groups she wants would not help your child. And, I agree that tutoring for an autistic child with reading comprehension deficits 5 grades below grade level is expensive. I would think that your child also has an IEP and is getting reading pullouts. Not the situation that prior PP is talking about. But a regular tutor for a Gen Ed kid is way less expensive than OG tutors or Lindamood Bell (which is also the system some dyslexic kids use).[/quote]

^^ this is the dyslexia parent I am talking about.