Anonymous wrote:

Anonymous wrote:OP, you mention that you're at a charter that uses three-cueing and other balanced literacy-type methods. It's probably the same one my family left last year, partially because of their dedication to joy over competency. Bring your concerns to the leadership and PTO. You're not the only one who is wondering why they have chosen to go against the evidence. They don't think they need to change because the test scores are good. However, anyone with even passing familiarity knows that the scores are driven entirely by wealth and whiteness.

You forgot to mention how everyone in this “joyful” school is frantically supplementing in between their white affinity group meetings.

White affinity group meetings? What crazy?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I've been really impressed with Lafayette's literacy instruction (or at least, the instruction provided by my child's K teacher). They really focus on the sounds that letters make. I believe they use something called the Fundations literacy program.

Thanks for this info and for citing Lafayette. Can anyone else speak to any of the other DCPS schools in ward 2 and 3?

Mann uses Fundations and Heggarty. I’ve been super impressed with the reading instruction. Sidenote, my kids also really enjoy it and love stories/ books.

Not especially relevant, but I think Fundations has the little rhymes and stories about sounds, which I loved hearing and thought were hilarious. "When two vowels go walkin' only one does the talkin'" was a family favorite. Also, there was one about the letter combos that make the "aw" sound that was cute, about how they were in love and so you say, "awwww."

This is relevant. Rhyming is a great technique to increase phonemic awareness.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Lord, every parent listened to that podcast and now deems themself a reading specialist.

Agree! It’s comical. They’ve “done their own research” and now are experts.

Sadly the parents who’ve listened to the Sold a Story podcast are more educated than most curriculum decision makers.

-OG tutor who does know the research and cleans up damage from poorly-informed schools

Not the OP. I don't get the hype about PK3 reading, really even K reading. Some might read in PK, K, or even 1st and 2nd and it can come out fine. DC1 didn't really read till end of first and is a super strong student. DC2 read fairly early and in depth by start of first - a thoughtful student, especially in humanities, but not super strong.

Reading is so critical, but doing it early isn't necessarily a predictor of anything.

I’m not really sure why everyone on here keeps talking about early reading. Foundational skills are not the same as actual literacy or attempting to teach children to read in PK. As the OP at least, I never said anything about teaching children to read early, I don’t think early literacy is a necessary or even good thing necessarily. I think it often leads kids to memorize words and look at the pictures to infer. When they get to third grade and the pictures start to disappear this is a problem. I was actually a late reader- the last in my class and wasn’t really reading until first grade. Within two years I had the top test scores in reading comprehension. Language, words, and writing just happen to be my strength, but the ECE teachers assumed I was slow and would always need extra help in this area. It’s not a race and I think parents and even educators sometimes miss this. In my opinion, slow and thorough may often be a better approach.

Anonymous wrote:OP, you mention that you're at a charter that uses three-cueing and other balanced literacy-type methods. It's probably the same one my family left last year, partially because of their dedication to joy over competency. Bring your concerns to the leadership and PTO. You're not the only one who is wondering why they have chosen to go against the evidence. They don't think they need to change because the test scores are good. However, anyone with even passing familiarity knows that the scores are driven entirely by wealth and whiteness.

You forgot to mention how everyone in this “joyful” school is frantically supplementing in between their white affinity group meetings.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Lord, every parent listened to that podcast and now deems themself a reading specialist.

Agree! It’s comical. They’ve “done their own research” and now are experts.

Sadly the parents who’ve listened to the Sold a Story podcast are more educated than most curriculum decision makers.

-OG tutor who does know the research and cleans up damage from poorly-informed schools

Not the OP. I don't get the hype about PK3 reading, really even K reading. Some might read in PK, K, or even 1st and 2nd and it can come out fine. DC1 didn't really read till end of first and is a super strong student. DC2 read fairly early and in depth by start of first - a thoughtful student, especially in humanities, but not super strong.

Reading is so critical, but doing it early isn't necessarily a predictor of anything.

This. If you read and talk to your kids during the early years, then it’s fine as long as your schools reading curriculum has a phonics component.

DS school taught phonics but also had writers workshop to encourage creative thoughts and writing. It doesn’t have to be either/or.

Kids with above foundations learn to read at their own pace. DS was just starting to read CVC words in the spring of K. Then a bulb just went off and his reading skyrocketed. Towards the end of summer (we did encourage reading daily over the summer), DS was reading late 1st grade and when school started in 1st he was reading at 2nd grade level. Now in 3rd, he is reading/comprehending at 5th grade level.

Some kids read early because they are pushed by their parents. Some kids read later. By 3rd grade, late kids catch up and it evens out.

I agree it isn’t essential to push for early reading. And I think formal instruction should wait until 1st grade. But it is really important for teachers and parents to be really clear about the typical developmental sequence of reading skills. Things like phonemic awareness and phonics are important steps on the path to being a skilled reader.

It is also possible to identify the 1 in 5 kids who are dyslexic by the end of K if you are monitoring these skills. Waiting until the 3rd grade to try to figure out why reading hasn’t “clicked” virtually guarantees most of those kids will never catch up.

Why wait until 1st grade? DCPS would be really negligent if they did that. They have a lot of kids who can’t waste a year of formal instruction.

I hear you and at the same time, are they really ready for it? Might they be missing key foundational steps if they are pushing in K?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I've been really impressed with Lafayette's literacy instruction (or at least, the instruction provided by my child's K teacher). They really focus on the sounds that letters make. I believe they use something called the Fundations literacy program.

Thanks for this info and for citing Lafayette. Can anyone else speak to any of the other DCPS schools in ward 2 and 3?

Mann uses Fundations and Heggarty. I’ve been super impressed with the reading instruction. Sidenote, my kids also really enjoy it and love stories/ books.

Not especially relevant, but I think Fundations has the little rhymes and stories about sounds, which I loved hearing and thought were hilarious. "When two vowels go walkin' only one does the talkin'" was a family favorite. Also, there was one about the letter combos that make the "aw" sound that was cute, about how they were in love and so you say, "awwww."

those little chants were cute! I miss K!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Lord, every parent listened to that podcast and now deems themself a reading specialist.

Agree! It’s comical. They’ve “done their own research” and now are experts.

Sadly the parents who’ve listened to the Sold a Story podcast are more educated than most curriculum decision makers.

-OG tutor who does know the research and cleans up damage from poorly-informed schools

Not the OP. I don't get the hype about PK3 reading, really even K reading. Some might read in PK, K, or even 1st and 2nd and it can come out fine. DC1 didn't really read till end of first and is a super strong student. DC2 read fairly early and in depth by start of first - a thoughtful student, especially in humanities, but not super strong.

Reading is so critical, but doing it early isn't necessarily a predictor of anything.

This. If you read and talk to your kids during the early years, then it’s fine as long as your schools reading curriculum has a phonics component.

DS school taught phonics but also had writers workshop to encourage creative thoughts and writing. It doesn’t have to be either/or.

Kids with above foundations learn to read at their own pace. DS was just starting to read CVC words in the spring of K. Then a bulb just went off and his reading skyrocketed. Towards the end of summer (we did encourage reading daily over the summer), DS was reading late 1st grade and when school started in 1st he was reading at 2nd grade level. Now in 3rd, he is reading/comprehending at 5th grade level.

Some kids read early because they are pushed by their parents. Some kids read later. By 3rd grade, late kids catch up and it evens out.

I agree it isn’t essential to push for early reading. And I think formal instruction should wait until 1st grade. But it is really important for teachers and parents to be really clear about the typical developmental sequence of reading skills. Things like phonemic awareness and phonics are important steps on the path to being a skilled reader.

It is also possible to identify the 1 in 5 kids who are dyslexic by the end of K if you are monitoring these skills. Waiting until the 3rd grade to try to figure out why reading hasn’t “clicked” virtually guarantees most of those kids will never catch up.

Why wait until 1st grade? DCPS would be really negligent if they did that. They have a lot of kids who can’t waste a year of formal instruction.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:I've been really impressed with Lafayette's literacy instruction (or at least, the instruction provided by my child's K teacher). They really focus on the sounds that letters make. I believe they use something called the Fundations literacy program.

Thanks for this info and for citing Lafayette. Can anyone else speak to any of the other DCPS schools in ward 2 and 3?

Mann uses Fundations and Heggarty. I’ve been super impressed with the reading instruction. Sidenote, my kids also really enjoy it and love stories/ books.

Not especially relevant, but I think Fundations has the little rhymes and stories about sounds, which I loved hearing and thought were hilarious. "When two vowels go walkin' only one does the talkin'" was a family favorite. Also, there was one about the letter combos that make the "aw" sound that was cute, about how they were in love and so you say, "awwww."

Parenting a 'late' kid here, and it does not just even out, even with summer school, daily reading time, lots of reading to child. Wish it did. Covid didn't help, of course.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Our charter is almost 100% phonics - and we hate it. There is no balanced literacy - it's all drill, baby, drill.

This is the way

No, it is not. The podcast simplified and did not include all current rigorous research. There is actually a balance that seems to be better than all one way or the other. It's just hard to implement and not how curriculum are packaged and sold.

What recent "rigorous" research are they missing? Would love to see it! Most structured literacy programs include all crucial elements of literacy instruction--phonics, phonemic awareness, comprehension, vocabulary, fluency, spelling and writing. What are they missing?

Anonymous wrote:

Anonymous wrote:Our charter is almost 100% phonics - and we hate it. There is no balanced literacy - it's all drill, baby, drill.

This is the way

No, it is not. The podcast simplified and did not include all current rigorous research. There is actually a balance that seems to be better than all one way or the other. It's just hard to implement and not how curriculum are packaged and sold.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Lord, every parent listened to that podcast and now deems themself a reading specialist.

Agree! It’s comical. They’ve “done their own research” and now are experts.

Sadly the parents who’ve listened to the Sold a Story podcast are more educated than most curriculum decision makers.

-OG tutor who does know the research and cleans up damage from poorly-informed schools

Not the OP. I don't get the hype about PK3 reading, really even K reading. Some might read in PK, K, or even 1st and 2nd and it can come out fine. DC1 didn't really read till end of first and is a super strong student. DC2 read fairly early and in depth by start of first - a thoughtful student, especially in humanities, but not super strong.

Reading is so critical, but doing it early isn't necessarily a predictor of anything.

This. If you read and talk to your kids during the early years, then it’s fine as long as your schools reading curriculum has a phonics component.

DS school taught phonics but also had writers workshop to encourage creative thoughts and writing. It doesn’t have to be either/or.

Kids with above foundations learn to read at their own pace. DS was just starting to read CVC words in the spring of K. Then a bulb just went off and his reading skyrocketed. Towards the end of summer (we did encourage reading daily over the summer), DS was reading late 1st grade and when school started in 1st he was reading at 2nd grade level. Now in 3rd, he is reading/comprehending at 5th grade level.

Some kids read early because they are pushed by their parents. Some kids read later. By 3rd grade, late kids catch up and it evens out.

I agree it isn’t essential to push for early reading. And I think formal instruction should wait until 1st grade. But it is really important for teachers and parents to be really clear about the typical developmental sequence of reading skills. Things like phonemic awareness and phonics are important steps on the path to being a skilled reader.

It is also possible to identify the 1 in 5 kids who are dyslexic by the end of K if you are monitoring these skills. Waiting until the 3rd grade to try to figure out why reading hasn’t “clicked” virtually guarantees most of those kids will never catch up.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Lord, every parent listened to that podcast and now deems themself a reading specialist.

Agree! It’s comical. They’ve “done their own research” and now are experts.

Sadly the parents who’ve listened to the Sold a Story podcast are more educated than most curriculum decision makers.

-OG tutor who does know the research and cleans up damage from poorly-informed schools

Not the OP. I don't get the hype about PK3 reading, really even K reading. Some might read in PK, K, or even 1st and 2nd and it can come out fine. DC1 didn't really read till end of first and is a super strong student. DC2 read fairly early and in depth by start of first - a thoughtful student, especially in humanities, but not super strong.

Reading is so critical, but doing it early isn't necessarily a predictor of anything.

This. If you read and talk to your kids during the early years, then it’s fine as long as your schools reading curriculum has a phonics component.

DS school taught phonics but also had writers workshop to encourage creative thoughts and writing. It doesn’t have to be either/or.

Kids with above foundations learn to read at their own pace. DS was just starting to read CVC words in the spring of K. Then a bulb just went off and his reading skyrocketed. Towards the end of summer (we did encourage reading daily over the summer), DS was reading late 1st grade and when school started in 1st he was reading at 2nd grade level. Now in 3rd, he is reading/comprehending at 5th grade level.

Some kids read early because they are pushed by their parents. Some kids read later. By 3rd grade, late kids catch up and it evens out.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Lord, every parent listened to that podcast and now deems themself a reading specialist.

Agree! It’s comical. They’ve “done their own research” and now are experts.

Sadly the parents who’ve listened to the Sold a Story podcast are more educated than most curriculum decision makers.

-OG tutor who does know the research and cleans up damage from poorly-informed schools

Not the OP. I don't get the hype about PK3 reading, really even K reading. Some might read in PK, K, or even 1st and 2nd and it can come out fine. DC1 didn't really read till end of first and is a super strong student. DC2 read fairly early and in depth by start of first - a thoughtful student, especially in humanities, but not super strong.

Reading is so critical, but doing it early isn't necessarily a predictor of anything.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Lord, every parent listened to that podcast and now deems themself a reading specialist.

Agree! It’s comical. They’ve “done their own research” and now are experts.

Sadly the parents who’ve listened to the Sold a Story podcast are more educated than most curriculum decision makers.

-OG tutor who does know the research and cleans up damage from poorly-informed schools

OP again - what is this podcast?? Not familiar but would be interested

Emily Hanford’s work is quite good. This series is a bit sensational, but it does show the rot in popular curriculum publishers.

It seems like most DCPS are trying to follow the research on the “science of reading” in K-2. Preschool literacy supporting activities are also important and these are things like hearing books and learning rhyming songs and finger play. Hand and finger strength and coordination are also key, this is achieved through play with stuff like clay and scissors.

None of this teaching has to be boring. It can all be playful and fun, even phonics. But it depends on the skill and delivery of the teacher. Unfortunately most teacher preparation programs don’t do a good job with this content yet.

https://features.apmreports.org/sold-a-story/

You may also enjoy the purple challenge.
https://thesweetscienceofreading.com/the-purple-challenge/