In my former school (where I taught for 13 years), I politely "declined" participating in AR for the sake of earning points, giving grades, and that sort of hype. I found my students were "in competition" to read the most books--no matter what their score! Certainly NOT the intent for reading I wanted to encourage. So, I was 'granted permission' to bow out of the AR program, as it were.
Now to my current school (where I've been for 2 years). It's a Title school that hasn't made AYP in reading for 4 years and are 'running scared' that the state will take over, remove the principal, bring in new staff, and revamp the entire school. So, what are they doing to increase reading scores? You guessed it. AR. (ughhh*) I'm MANDATED to use AR and encourage students to ONLY check out books on their AR level, take tests, record passing scores with a sticker on a chart, and take the TOP three AR grades of each quarter to average in with other reading grades in my gradebook. Charts are hung up for 'God and the world to see' each reading teacher's classes' progress. (*double ughhhh*) This is NOT how I believe reading should be promoted. It's not the reason I became a teacher. It's not the "natural way" to read. It places a lot of stress on a child that a 10 or 20 question TEST is the basis of a grade. Like someone else (Laura?) mentioned, I want my students to read "independent level" books in literature circle format, where they're able to to implement the reading strategies I've taught them. But I'm told they must read with 80% accuracy and should have an 85% average in order to EARN an ice cream party. (other rewards are also in place, that I'd rather not mention) Please don't tell me to do my own thing and not participate, because if my students are the only ones in the school who don't reach THE SCHOOL SET GOALS, I'll be considered a pariah, a non-team player, someone who didn't follow the directive. It's sad that those who are making the literacy decisions are not in the classroom and/or haven't been for years. Reading should not be a competition! Barbara/6th/FL -----Original Message----- On Behalf Of [EMAIL PROTECTED] Sent: Saturday, October 07, 2006 1:34 PM To: [email protected] Subject: Re: [MOSAIC] Question for the group I teach third grade and I too love to read and am intrinsically motivated to do so. I am expected to push AR and at times it is implied that my students would do better on the state test if my students earned more AR points. I recetnl.y asked my literacy coach if my top readers could read a novel during small group instruction time. Her reply was, "Why would you want them to do that?" I thought I might faint when I heard that. I told her that I felt it was important for students to read authentic literature not just basal stories. She told me I couldn't allow that. Later on she sent me another copy of the districts literacy framework, which states that small groups can read Trade Books. Last time I checked that meant a real book. Am I wrong? I have philosphical differences with my grade level chair. She thinks the basal is wonderful. How wonderful can it be when the majority of my class can't read it independently because they all read below grade level? In my opinion reading is an "experience" and you don't get that by reading a hardcover textbook where part of the story might be missing. I agree we are not creating life long learners. We are giving children the impression that the purpose of reading is to take and pass a test. It makes me so sad. Rosie _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
