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So, I've got a few things to say about this article. And stick with me because you'll I am not dismissing the struggles presented in it. https://www.washingtonpost.com/local/education/learning-to-read-on-zoom/2020/12/01/50718514-2b78-11eb-9b14-ad872157ebc9_story.html
1. About reading:
a. Reading levels aren't concrete--they are notoriously unreliable and arbitrary, even. Not that they don't give teachers *some* information, mind you.
b. You can't teach reading comprehension. Comprehension is mostly based on background/content knowledge.
a. Reading levels aren't concrete--they are notoriously unreliable and arbitrary, even. Not that they don't give teachers *some* information, mind you.
b. You can't teach reading comprehension. Comprehension is mostly based on background/content knowledge.
2. There are two to three places where the framing is so very depressing & tired, i.e.:
This is bad because
- 3rd grade is when there are standardized reading tests.
- Standardized Test Achievement Gaps!
This is bad because
- 3rd grade is when there are standardized reading tests.
- Standardized Test Achievement Gaps!
3. All this talk of STUDENTS ARE LIKE 8 MONTHS OF LEARNING BEHIND!!! is deficit-oriented and unhelpful hysteria.
What? Students are not learning as much in school or academically as they would normally? Gee, I would never guess that would happen in a pandemic.
Um, yes, I would.
What? Students are not learning as much in school or academically as they would normally? Gee, I would never guess that would happen in a pandemic.
Um, yes, I would.
4. How can we shift to being helpful and productive?
Well, first, come up with Return to Learn Plans that allow only for the youngest and most vulnerable students to opt for face-to-face schooling by shifting & allocating space and resources accordingly.
Well, first, come up with Return to Learn Plans that allow only for the youngest and most vulnerable students to opt for face-to-face schooling by shifting & allocating space and resources accordingly.
5. Second, stop thinking of students as being "behind" in their formal education but instead as being interrupted or paused somewhat.
Evaluate but don't grade this year or maybe do pass/fail. No standardized testing.
Evaluate but don't grade this year or maybe do pass/fail. No standardized testing.
6. Third, give our kids the gift of time.
Offer to all & encourage as many students as possible to do this grade or school year or certain courses for older students AGAIN NEXT YEAR and invest funding, resources, and staffing in that.
It's ONE YEAR. We can afford it.
Offer to all & encourage as many students as possible to do this grade or school year or certain courses for older students AGAIN NEXT YEAR and invest funding, resources, and staffing in that.
It's ONE YEAR. We can afford it.
