Free Write: Super Ideas

Yesterday all the new teachers in the district had a meeting with the superintendent. We were told now that we are nearing the end of the school year, it is time to buckle down, not let up. We were encouraged not to fall into the dreaded trap of easing up on the kids.
And so it goes, we enter the last lap, needing to go at full throttle and ready the kids to pass the Big State Test.

Everyone in the district touts following the lesson line. It is supposedly research based and incredibly sound. But since it was implemented, my school’s test results and scores have been steadily declining. I find myself torn. Of course, I want to follow the rules and adhere to the lesson line. But I know my kids. I have the students who scored lowest on last year’s state test. There are certain things that they do not know or get. I go back constantly to reteach lessons they were supposed to master in third and fourth grade.

Now as we near the fourth nine weeks of the school year. We will go back and reteach everything from the year. New lesson plans must be created. New group work activities must be planned. New tests must be aligned. I will be drowning in paperwork. By now, that is normal. What I am interested in is in finding a way for my kids to just get it. It will not come overnight. The students need to know sound devices and drawing conclusions. But as these things were taught and covered twice already. Nothing stuck. I hate falling back on the same trope I keep hinting at all year. In the fourth nine weeks, my kids still cannot read.

They go to the reading specialist for ninety minutes a day. Their reading has remained level since day one. They still mispronounce the same words. They still say “because” everyone they see “became.” The reading section on the MCT2 may just crush. Do I want to sound so harsh? No. But is it the truth? Yes. In class, I read t them often ad model how reading paragraphs should occur on our projector. All to no avail. Even my students refuse to admit they struggle with reading. I hear they just do not like reading or reading is boring. Even for those who volunteer to read passages stumble and falter over small or grade-level words. A misunderstood word can cost points on the state test. The reading accounts for half of the test.

Going back to the main point, the superintendent inquired of our struggles with the students. I remained mum. Yet I feel hopeless. How the heck does one get students to answer correctly seven questions based on a five-hundred word reading selection? As I monitor the kids come May during the MCT2, my heart will go out to them. They will ask Mr. Farmer to pronounce a word or what does so and so and such and such word means? I cannot say anything. They will circle any answer out of desperation.

In sum, my suggestion should have been that the district gets some great reading teachers in at the primary school. This situation I face is disheartening.