Reading Disparities

[Anonymous]

I am sure this has been discussed, but I am increasingly frustrated with our elementary school's inability to provide a more fulfilling or challenging environment for our DD. While not a genius, she is a reader, and is given very basic assignments that take about thirty seconds to complete. We have asked our teacher for some more level appropriate reading and work, and the response what that she should simply do the assignments and be happy with the extra free time. At this rate, it is clear that this will be a wasted year. What can we do?

[Anonymous]

Good luck. It depends very much on your teacher and principal. If they are not willing to provide more challenging material, then you are SOL.

This happened to us at our upper NW DC elementary. It became clear from the attitude of the teachers and principal that they didn't get it and not only would the current year be a waste, but in all likelihood future years would be similar.

I spent 2 years banging my head on a wall with the school and other parents of similarly situated kids who were afraid or too busy to speak up. In the end, it forced us to leave and move to MoCo. In the regular program, DC was more challenged because our MoCo school regularly used at least 3 reading groups per class, so DC read more complex books. Now DC is at a GT center and the level of challenge has improved even more. DC is happier and thus, so am I.

In retrospect, I can't believe I wasted as much time as I did trying to convince the school that providing more challenge was the right thing to do.

[Anonymous]

Could you send her to school with a book and ask the teachers if they will let her read it after she finishes each assignment? That's what I do for that part of the school day. Fortunately our school spends a fair bit of time in "literacy centers" that are more customized than that desk work, so my child only reads independently part of the time.

You can choose books that have little exercises in them as well.

FWIW, I've heard from other parents that once all of the kids are reading, the disparities in knowledge and skills level out significantly. This ceases to be as big of a problem in later grades except for the small percentage of early readers who are extraordinarily gifted.

[Anonymous]

What does she get to do with the free time? (Unclear from your post whether it's at home or school or both.) And what can she do with it?

I agree with the send books advice, assuming she's not in an environment where there are plenty of free reading books the kids have access to once their work is completed. You become a better reader by reading more (and it doesn't have to be the most difficult book your DC can decode -- speed and fluency come from practice at a level you're already reasonably comfortable with.)

I read very young and was always allowed to self-supplement once I'd completed assignments. Mostly I read. Sometimes I was paired with struggling kids (which can be a great dynamic because having to explain something makes you become more self-conscious and explicit about how it works). I also loved math and logic puzzles, and writing.

Bottom line, rather than push the teacher to up the challenge level, take the teacher at her word (re free time) and give your daughter strategies for making the most of it. Better to raise a self-motivated kid than one who depends on others for stimulation/growth/learning.

[Anonymous]

Send her to a school that implements reader's and writer's workshop. She will be encouraged to read books at her own level and the assignment is never completed because when she finishes one book, she then chooses another.

[Anonymous]

Anonymous wrote:Send her to a school that implements reader's and writer's workshop. She will be encouraged to read books at her own level and the assignment is never completed because when she finishes one book, she then chooses another.

Not the OP, but this is encouraging to hear. My Kindergartener is reading and her teacher/school is using Writer's Workshop. Thanks.

[Anonymous]

My little one is the only reader in her PreK class. I always send extra work, books, etc to suppliment what she is doing. Since she often finished her work early her teacher always allow her to work on mommies work.

[Anonymous]

which schools are these?

[Anonymous]

Murch and Mann are workshop schools. I believe Ross might also be workshop. There are several others. BTW, training for this program used to be sponsored by DCPS but our current leader cancelled the contract.

[Anonymous]

Hyde is a workshop school too.

[Anonymous]

As Is Janney

[Anonymous]

Yu Ying is also a workshop school.

[Anonymous]

Anonymous wrote:Murch and Mann are workshop schools. I believe Ross might also be workshop. There are several others. BTW, training for this program used to be sponsored by DCPS but our current leader cancelled the contract.

This is very sad to hear. I really think that the workshops should be universal at DCPS. Did Rhee give an explanation on why it was cancelled. I recently got to talk to the reading specialist at Janney and they way she described the program it sounds wonderful. Its disturbing to me that even within the public school system students are still getting disparate treatment.

[Anonymous]

Does anyone know how many years the workshop curriculum covers? Is it just K or Pre-K/K/1st?

[Anonymous]

Anonymous wrote:

Anonymous wrote:Murch and Mann are workshop schools. I believe Ross might also be workshop. There are several others. BTW, training for this program used to be sponsored by DCPS but our current leader cancelled the contract.

This is very sad to hear. I really think that the workshops should be universal at DCPS. Did Rhee give an explanation on why it was cancelled. I recently got to talk to the reading specialist at Janney and they way she described the program it sounds wonderful. Its disturbing to me that even within the public school system students are still getting disparate treatment.

Rhee claimed that there were irrelarities regarding the contractor.