Does the Department of Education really want us to go from bad to worse?
The U.S. Department of Education says that the correct number of standardized tests is 2% of instructional time.
In most districts, that would be about 20-24 hours of taking tests. Not prepping for them, just taking them.
That would be an increase in the amount of time now allocated in most places to standardized tests. Should children in grades 3-8 really sit for 20 hours of tests? Sounds nutty.
Peter Greene has a different idea. He says the correct number of standardized test is zero.
Students need standardized tests like a fish needs a bicycle. Standardized tests are as essential to education as a mugging is essential to better financial health.
Is there a benefit to the child to be compared and ranked against the rest of the children in the country, to be part of the Great Sorting of children into winners and losers? No. Having such…
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Dear Former Students,
What do I hope you remember about me?
Reading, of course! Together we fell in love with the books we read. If you were in my recent classes, you will remember the magical repetitions of Pete the Cat books. For a more sophisticated enchantment, we devoured several books in the Magic Tree House series, sneaking social studies and science into our day. Who could forget the adventures of Jamie and Tom at Dinosaur Cove or Dorothy and her friends in the Wizard of Oz? Some students may be reminiscing about the aliens in The Sand Witch and the mystery and history found in Help! I’m a Prisoner in the Library. Bunnicula, a great children’s mystery, was a favorite with some classes.
As a young teacher, I had experts tell me that first graders are not ready to sit and listen to chapter books. Not true! Storytellers have been recounting their tales without benefit of visuals since before the written word. Perhaps you were in the class that listened at story time to several picture books, at least one chapter in a longer book, and then BEGGED for more. I usually introduced classes to chapter books with Judy Blume’s short chapter book Freckle Juice followed by Chocolate Touch and Chocolate Fever.
We had many special literacy activities related to stories we read. For example, we discussed the meaning of Bill Martin Jr.’s Knots on a Counting Rope and made our own counting rope. In the 1st/2nd grade multiage class, we read the original version of 101 Dalmatians learning the meaning and use of many British words and enjoying playing with the unfamiliar words. We made a huge mural containing 101 Dalmatians just in time for the 100th day of school. Drama, dancing, art, music, and writing were all pulled into the process of learning to read and learning through reading. Activities did not begin and end because of the clock on the wall or the threat of an administrator’s possible walk-through. We had reading buddies once a week from the upper grades, working on social skills as well as reading skills and giving you the opportunity to read your favorite books as many times as you liked and have a positive emotional connection to reading. Our buddies benefited in similar ways with the addition of an opportunity to practice leadership and demonstrate maturity.
You amazed your parents with your beautiful poetry recitations—poems that move the soul like “Stopping by Woods on a Snowy Evening” and poems that giggle the spirit like “The Purple Cow.” You recited the poems by yourself before the whole class exploring the sounds of language and gaining self-confidence. You learned to appreciate language by playing with rhymes, patterns, meter, and figures of speech. Often whole families memorized the poems, and some can still recite their favorites. Reader’s Theatre and musical Reader’s Theatre provided fun opportunities to practice reading with fluency and expression.
My philosophy was “I teach reading all day long.” It worked. I had parents tell me that their child loved reading because of me. I hope you were one of them.