Guest Post by Kathryn Starke (@KathrynStarke)
Opinions expressed are those of the guest contributor.
Schools and districts across America have been closed for over a month now, and many schools are closed through the end of the year. It is sad and shocking for all of us. Teachers and children can’t wait to be back in their classrooms. Unfortunately, it will not be anytime soon. Therefore, teachers and parents across the country are sharing their passion and purpose in the teaching and learning process in a variety of creative ways. I have seen car parades through neighborhoods, teddy bear hunts in windows, nature scavenger bingo boards, and daily food delivery to bus stops. I have seen educational companies and some authors provide free access to their learning tool and NFL athletes help families Tackle Reading at home. This is an unprecedented event in our history.
The health and safety of others becomes the primary concern. Curriculum should not be a priority. Copyright should not be a priority. Digital learning is not accessible to every home. Not every child has a parent at home who is able to work with them. Just like in the classroom, differentiation is key. Teachers should feel empowered to create their own lessons and share their ideas with their students. Elementary school parents do not care about grades or attendance at this time. They want educational ideas and support, and most importantly, they want their children to be happy, healthy, and safe. Therefore, educators should focus on the new school year. So, what will happen when schools finally resume? Will every child be passed on to the next grade? Will every teacher receive the reading support they will need to effectively support these vast gaps while maintaining their designated grade level literacy objectives?
According to the most recent report by the National association for Educational Progress, sixty- four percent of all fourth-grade students in America are unable to read proficiently. The number increases to seventy-eight percent of fourth-grade students in low-income areas. When schools finally open, which may not be until August or September, the focus on learning will be a priority and it is going to need to change. Children will return to schools without six months of formal reading instruction. Some of our children will be significantly behind. The teaching and learning process will have to adjust. One hour of reading instruction will not be enough. It is in times like this when innovation and creativity in school communities will make the greatest impact and should be encouraged.
Teachers will need to feel supported and empowered to make decisions to match the needs of their students. They will be tasked with having to conduct remediation, intervention, reteaching, and teaching. One solution may be to incorporate transitional grades in the fall. For example, a first-grade teacher may be reviewing kindergarten standards while introducing new first grade standards. Another idea would be to group children by reading and math abilities multiple times throughout the day. One to two hours of daily language arts instruction will not be enough in the fall. Literacy needs to be at the forefront of instruction through all content from pre-K to fifth grade. This means we need to incorporate the five pillars of reading instruction or the “science of reading” in every lesson including math, science, and social studies. Team teaching across grade levels is another option. We have to think outside of the box.
Kathryn Starke is a national urban literacy consultant, reading specialist, author of Amy’s Travels and Tackle Reading, and founder of Creative Minds Publications, LLC, an educational publishing company. She created the annual Tackle Reading initiative supported by the NFL and NFL Alumni.
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