Principal Walder's Monday Memo
For the week of January 7
Why Millions Of Kids Can't Read
I read through the article and found that this NPR article that elaborated on a concern that we have discussed together with Mrs. Bruinsma and Dr. Warzecha at different times during PLC this year. The concern is that somehow the Horace Mann approach of Whole Language reading instruction originally from the 1800s was reborn in the 1990s. Although the research (that you will find linked in the second article below) suggests that reading is not intrinsic and must be explicitly taught, not all curriculums have this element. Also, our teams of teachers across the U.S. have varied experience in our University experiences in regard to teaching reading-- some went through Whole Language theories and others through more of a phonics-based approach or someplace in between.
In 2000, the National Reading Panel published research that, in sum, suggested that "explicitly teaching children the relationship between sounds and letters improved reading achievement. The panel concluded that phonics lessons help kids become better readers. There is no evidence to say the same about whole language" (Hanford, 2018). Yet, somehow, the whole language approach was repacked into Balanced Literacy and still resonates within curriculum today.
Please read the top article linked below (Why Millions of Kids Can't Read- Short Article) for PLC this week. The next article gives more details and research. The second article allows you to listen to the NPR broadcast or read the script for more background on how whole language, balanced literacy, and phonics instruction evolved.
Finally, after reading the article, I want you to start considering what you would do in an ideal world to teach reading. (Teaching all of the Big 5 for Reading: Phonological/ Phonemic Awareness, Phonics, Vocabulary, Fluency, and Comprehension.)
What limits us right now? Do you think the article is true?
In the next month, we are going to spend time reviewing NWEA benchmarking assessments in PLC. I'd like to start talking about what we can do with this data to influence opportunities for students to find even more GROWTH by the end of the year. What would you like to see to for your students?
Mrs. Walder's Schedule
Monday:
- 3rd and 4th Grade Math Intervention Begins
- 10:00 Admin Meeting at Legacy
- 1:30 Sped Meeting at Legacy
- 2:15 Individual Teacher Meeting in Mrs. Walder's Office
Tuesday:
- 7:40 TAT Meeting in Ms. Rederth's Room
- 9:30- 10:15 4th Grade PLC in Mrs. Rhead's Room Bring Computers
- 10:20- 11:05 3rd Grade PLC in Mr. Westhoff's Room Bring Computers
- 1:00 Instructional Leaders Meeting at DEC
Wednesday:
- 7:40 Individual Teacher Meeting in Mrs. Walder's Office
- 9:00- 9:30 JK PLC Bring Computers
- 9:30- 10:30 ALICE Training Admin Meeting in Mrs. Walder's Office
- 12:30- 1:15 2nd Grade PLC in Mrs. Underberg's Room
Thursday:
- 7:30 Teacher Meeting in Mrs. Rederth's Room - Bring your computer
- No Full Teacher Meeting next week
Friday:
- 2:00 Intervention PLC
Upcoming Dates for 3rd Quarter Grades:
Schedule for Grades for Third Quarter:
March 18th by 8:00 am -- Grades Due
March 19th -- Reports Cards given back to teachers to double check for accuracy
March 20th -- Report Cards mailed home to parents
Contact Mrs. Walder
Email: Samantha.Walder@k12.sd.us
Website: https://www.teaschools.k12.sd.us/
Location: Tea, SD, USA
Phone: 6058817381
Facebook: https://www.facebook.com/TeaAreaLegacy/