Just my kid? Shouldn’t all elementary Reading in MCPS have group meetings with the teacher?

[Anonymous]

Hi, DCUM. I’m looking for some perspective and hopefully some facts before I approach the teacher.

DC is in third grade. Last year, there were regular meetings with the teacher and a reading group, at least a few times a week. This year, my child has read a couple of books and done some worksheets, but no group discussions. No table time with the teacher and other students. At all.

There ARE reading groups in the class, and DC says that they sometimes meet with the teacher.

What is the standard for reading instruction in MCPS third grade? Do all reading groups have teacher meetings and discussion? Should I expect DC to have this regularly? Every day? Once a week? Is there a place where MCPS lists the minimum block of time students should be receiving instruction like this?

Our school is not yet doing the new ELA program, as far as I know.

[Anonymous]

Is your kid above grade level?

This is how it works, IME. Your kid will get a lot of ‘independent reading’ time. My DD did this pretty much all year in 3rd grade until it finally got better in 4th when she was in a CES.

It’s not ideal, but the teachers have to work with the kids who need additional help to get to where they need to be.

[Anonymous]

Groups are still being ironed out. I have a 3rd grader who is above grade level in reading and she has brought home a book and a weekly homework packet. At Back to School Night, the teacher explained that below and on grade level groups meet every day, and above grade level meet 3-5x a week, depending on the number of kids at each level. They meet as a grade level for a data wall to form solid reading groups and have them in place by the start of October.

[Anonymous]

Yes, DC is well above level. All the kids got regular instruction/discussion time last year, regardless of level, so I am wondering if there is a policy shift once in third grade? I completely appreciate that there are worse problems and some children need more, and DC can certainly read independently for some reading blocks. But zero discussion time with the teacher or a peer group? Ever?

[Anonymous]

Anonymous wrote:Groups are still being ironed out. I have a 3rd grader who is above grade level in reading and she has brought home a book and a weekly homework packet. At Back to School Night, the teacher explained that below and on grade level groups meet every day, and above grade level meet 3-5x a week, depending on the number of kids at each level. They meet as a grade level for a data wall to form solid reading groups and have them in place by the start of October.

Thank you. This is more what I expect.

[Anonymous]

Anonymous wrote:Yes, DC is well above level. All the kids got regular instruction/discussion time last year, regardless of level, so I am wondering if there is a policy shift once in third grade? I completely appreciate that there are worse problems and some children need more, and DC can certainly read independently for some reading blocks. But zero discussion time with the teacher or a peer group? Ever?

This was my kids too. Most of the time they never meet. Sometimes 1-2 every 2 weeks. It sucks. Be lucky your son isn't getting pulled away from reading/their own work to help tutor the kids below grade level. Mine was doing it almost daily until I told the teacher she needs to use that every once in a while only. But this is crappy public education and sadly your kid passes the markers and they need to work with only the kids that need to make the markers

[Anonymous]

Anonymous wrote:Groups are still being ironed out. I have a 3rd grader who is above grade level in reading and she has brought home a book and a weekly homework packet. At Back to School Night, the teacher explained that below and on grade level groups meet every day, and above grade level meet 3-5x a week, depending on the number of kids at each level. They meet as a grade level for a data wall to form solid reading groups and have them in place by the start of October.

I can assure you the top groups will not meet 3-5x a week. She can say that at Back to School Night, but it never happens.

[Anonymous]

It's too early for the groups to be settled.

[Anonymous]

Op here. Thank you, all. I will wait a bit.

[Anonymous]

Speaking as a teacher- the beginning of the year in elementary does look like a lot of independent/solitary work because the kids are still learning how to work in centers/how to work in groups/overall how to navigate routines as a class. Personally, I have only just started to pull kids for small groups this week (will start on wednesday, actually) because until now I've been building the habits of small group and independent work in my students. It may seem slow but it pays off because later on I'm able to devote my energy towards my group and not towards managing behaviors.

[Anonymous]

Anonymous wrote:Speaking as a teacher- the beginning of the year in elementary does look like a lot of independent/solitary work because the kids are still learning how to work in centers/how to work in groups/overall how to navigate routines as a class. Personally, I have only just started to pull kids for small groups this week (will start on wednesday, actually) because until now I've been building the habits of small group and independent work in my students. It may seem slow but it pays off because later on I'm able to devote my energy towards my group and not towards managing behaviors.

Ok but why are we retesting every single student that was there last year? It's as if every fall you start from zero knowledge of the students who have been in your school, tested by MAP 3X yearly, for multiple years. In our school endless rounds of possible articulations and related teacher team meetings produce the class assignments. Magically come Sept. that information becomes worthless?

[Anonymous]

Summer slide is real. You have an idea of levels, but you can't create accurate reading groups solely based on data from 3 months ago, with no instruction in between.

[Anonymous]

Anonymous wrote:

Anonymous wrote:Speaking as a teacher- the beginning of the year in elementary does look like a lot of independent/solitary work because the kids are still learning how to work in centers/how to work in groups/overall how to navigate routines as a class. Personally, I have only just started to pull kids for small groups this week (will start on wednesday, actually) because until now I've been building the habits of small group and independent work in my students. It may seem slow but it pays off because later on I'm able to devote my energy towards my group and not towards managing behaviors.

Ok but why are we retesting every single student that was there last year? It's as if every fall you start from zero knowledge of the students who have been in your school, tested by MAP 3X yearly, for multiple years. In our school endless rounds of possible articulations and related teacher team meetings produce the class assignments. Magically come Sept. that information becomes worthless?

Nothing the PP teacher said above has to do with not knowing the kids' skill level in math or reading. It has to do with establishing the rules, routines, expectations and habits among this group of 22-30 kids (depending on the grade) so that they can effectively do the independent and small group or partner work while the teacher meets with another group of kids. If the teacher has to interrupt her group to deal with behavior/compliance issues frequently, it helps no one and impacts the instruction those kids are getting. This teacher is saying that if you practice the independent individual/group work during the first month, with the teacher not meeting with a group but correcting, reinforcing, etc., what the other kids should be doing while she meets with a group, then the kids have it down and can do it without oversight when she does start pulling groups, so that the groups don't get interrupted a million times during their meeting with the teacher. It really makes a lot of sense and sounds like PP has a wealth of experience and good classroom management techniques.

[Anonymous]

OP again. It looks like this class is just going to have independent reading and worksheets and no small group reading instruction for the kids who are above grade level. Not once in awhile. Never. Teacher is only doing small group instruction with some of the class.

I understand that some of the children need a lot more help, but it still makes me sad to think that a quarter of the class is never going to discuss their reading.

[Anonymous]

Adding this to the many reasons we're doing private school.