(Note to readers: this was the reality of a 3rd grade classroom… where readers go from learning to read (K-2) to reading to learn (grades 3+). From the viewpoint of one who has walked the walk and talked the talk… yes, this WAS my story, both as a teacher and a parent)
It started something like this… OK kids, lets open up to our new story (that is for those of you who have never read it before). We are about to read to self, read to someone, listen to, word work, write about, and then regurgitate all the facts after 5 repetitive days of this same story. We do this so that we can show “mastery” of all concepts that we didn’t have to use, let alone master, because we have now memorized the entire story. (all in one breath, ha!)
Monday-Friday… left, left, left, right, left…
The weekly reading story that was pulled from the Anthology… the one attempting to serve all students of all abilities and passions, as the one and only focus for reading. This went on for the duration of 5 solid days for years and years and years.
AKA… The 5 Day Death March!
Then I would say… Did I mention that there will only be 5 questions on your assessment. They will be super similar to what we have reviewed and discussed in length over the last 5 days. Let’s not forget the 8 vocabulary words that you may already know, but I still need to see if you can pick out the definition from 4 options. No worries… I won’t ask you to put them into context. Just memorize the meaning and you will be fine (DOK 1).
Oh, then I’m going to give you a cold read to show that you now know how to use all the skills that you didn’t need to master in order to memorize the story. I know you practiced them on a worksheet and excelled, but I have to say that I am a little concerned you can’t carry that over into other work.
Drum roll please… Take home the GRADE!
Scenario 1: “Let’s put that A on the fridge”, says that proud parent that does not realize their child put forth no more than DOK 1 to earn the grade that they put so much worth on… ugh! (false sense of confidence for child, parent, and teacher)
Scenario 2: “Oh no, what happened on this test?”, says the student, parent and teacher who sees the GRADE. How did you get an A on one reading test after reading it for 5 DAYS and yet you cannot do well on these weekly cold reads! (confidence plummets for child and now ____________ fill in a response)
Scenario 3: Oh, another “A”… I need to talk to your teacher to see if you can be challenged a bit more.
Scenario 4: “Did you just fail that test after we to read to self, read to someone, listened to, word worked, wrote about, and so much more? What do you mean you don’t like that story? It’s not your kind of genre? You were bored and checked out?”, says the teacher continuing to teach the 5 Day Death March!
Join Me… Push On! Be the Million Dollar Decision for every child! To know better is to do better… right?
I am a BELIEVER that all children should learn the skills to read and comprehend all text placed in front of them.
Focus in on student need with:
I am a BELIEVER in possibilities… the kind that can relate to all scenarios listed above!
So let’s switch up the scenario! Let’s level up the learning for all students. I know it can happen with a simple shift. Why isolate reading to an Anthology? Consider mixing together your resources. Blend together Science, Social Studies, and Math with reading skills through Project Based Learning (PBL) PBL shines the light on:
Let students march to their own beat. One day full of passion far surpasses 5 days of…
left, left, left, right left.
T.R.U.E. G.R.I.T. 