I attended a training for our new reading program yesterday. There was actually a lot of good information, but I never leave a training feeling good- do you know what I mean?
I teach third grade, but my students are ELLs. Many (most) of my students can not decode at a level that allows them to read third grade level text with any semblance of fluency. Most of the students that can do not have enough English vocabulary to comprehend third grade texts.
My instinct is to spend more time on phonics with the kids who struggle to decode and more time building vocabulary for the others, but my district says I should be exposing them to third grade text and standards.
We do have a 90 minute intervention program where they learn at their independent level, although I'm dubious about the accuracy of their placements.
The solution I was offered today was to do more teacher read alouds and less student reading or to listen to the audio files of the text instead of asking the students to read them.
BUT at the end of the week, my kids are still supposed to take the third grade weekly assessment- how will that work? If they can't read the text, how will they be able to pass the assessment?
I know that listening to the text at least exposes them to more complex language and ideas and offers an opportunity for building vocabulary and background knowledge, but what is the purpose of giving the assessment? Doesn't that seem like a waste of instructional time?
At the end of the day, I want to know I did what was best for my students, but sometimes I'm not quite sure what that is.
Any thoughts?
K
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