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[quote=Anonymous][quote=Anonymous][quote=Anonymous]I teach in a Title I school with a huge population of EMLs. Eureka is good, CKLA is fine but not great for many them, but it’s actually the pacing guide that MCPS requires us to follow is how our kids end up with gaps. It moves too fast. And I know this is controversial, but I think classes should be grouped by ability and they should switch for different subjects. If a kid is good at math then they go to a higher math classroom at math time. The way it’s divided that there is a big range of abilities in each class means that none of the kids are really getting what they need. [/quote]

I’m curious what grade you teach? I’m a 5th grade teacher at a high FARMS school, and the pacing and rigor in Eureka in years above our kids. It seems to be fine in primary for our school, but once the kids reach 4th, the language demand increase a lot. In addition, the 5th curriculum is dependent on full memory of the 4th grade curriculum which our kids don’t come in with. We can get the kids to pass tests, but not to understand the concepts. For example, we are just finishing up the 2nd module that has students divide with 2 digit divisors with and without decimals, including estimating and reasoning (understanding that the quotient of 45.9 and 9 will be 10 times greater than the quotient of 45.9 and 90). Our kids are so far from that. Can they divide? Sure, well, if they make lists of multiples. Can they reason and do the word problems? Not even close.[/quote]

I’m not a teacher, but I do wonder about the math curriculum that are heavy on words and whether that’s making things unnecessarily harder for EML students or those who are behind in literacy.[/quote]

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