Frustrations

Differentiation.  Supposed to be the way to teach.  Teach students at their level, not focused on grade level requirements.  As each child learns at a different pace they should not be required to master the same content.  So you have different groups based on what they need to know and what they can accomplish.  Yes, sometimes you have to teach to the whole group and they all need to do the same thing, but for the most part students need to be working at what they can be successful with.

So, this is my frustration.  We are pushed to differentiate, yet when we try we are told that it's too easy.  Here are a few examples.

1. Spelling.  Just like reading spelling is developmental.  And in my opinion students do not need to be learning how to spell words that have absolutely no meaning to them.  Yes, they need to learn new vocabulary but do they have to spell the words correctly?  The students' spelling list had consisted of words like fraction, devastation, conflict, economics, ocean... you know content words from our science and social studies units.  Vocabulary words that they need to know to understand the concept.  Well, I suggested that the spelling words be actual words that they use in their writing.  I mean I have students who can't spell who, what, when, where, him, hair, here, her, favorite, friend.  You know words that they actually need.  So we changed the spelling lists.  Now mind you these words are still above most of their spelling ability as they still have difficulty differentiating between the vowel sounds, but they were words that the students use in their writing and spell wrong.  Well, we've been told that these words are too easy!  So we now have to use Reading Street (more on that later) to get our spelling words.  I want to show the person that made this decision my students' writing and have him see their spelling!
2. Reading.  We had gotten these great leveled readers from Oxford Reading Tree (a UK company) that we cannot use anymore because they do not align with Common Core Curriculum from the States.  So we now have to use Reading Street.  Which could technically be a good thing if you were teaching native English speakers who are mostly on grade level or maybe one year behind.  That is definitely not the case here!  See grade 4 was given the 4th grade box which includes on grade, below grade, above grade, and ELL and ELD leveled readers.  One would think that would be a good thing.  I mean lots of differentiation available, right?!  Well there's a problem.  Even the below grade level readers are too high for the majority of my class and the ELD (English language development) and ELL (English language learners) texts are way too high.  See most of my students are reading at about a first grade level, and these leveled readers don't go that low.  Yeah we could borrow, but then what is first grade going to use?  We have these great leveled readers that the kids can actually read, but we can't use them in instruction.  Granted I am going to use them for independent reading, but for guided reading (which should be at instructional level) I have to use Reading Street which is at almost all of my students' frustration level:(  How frustrating for me and for my poor students.  What kind of service are we providing them?
3. Everyday Math.  Another great program if you were teaching native English speakers.  Why am I teaching these students about US money and US measurement?  Doesn't make any sense to me?  But we have to use EDM so that's what I'm teaching.  Now one could say that it is preparing them to be global citizens, but don't they need to know their own money and measurement system? 
4. MAP testing.  This is a standardized test that is based in the US and aligned with Common Core.  Great since that's the curriculum we're using, but again it's designed for native English speakers and these students definitely aren't.  They are having to read 4th grade level passages and answer questions.  The math test turns into a reading test.  Students are frustrated because they can't read it so they don't try.  Can't say as I blame them.  I mean if I were given an adult Arabic test, just because I'm an adult, I'd probably give up quite quickly.

I am wondering when the higher ups in this country are going to realize that they are doing a huge disservice to their kids by treating them as native English speakers and not realizing that they are learning a foreign language.

OK enough of that.

I went to Cirque du Soleil last week with Vanny and Jane for Valentine's Day.  It was amazing.  I was so glad that I paid for the cheap (not all that cheap 300 dhs) ticket to go.  Lots and lots to breathtaking acrobatics and stunts.  I was on the edge of my seat the entire time.  I would definitely go again and highly recommend it to anyone!

My spring break plans have changed.  Padmini, a woman from church, asked me to go to India with her and a few other ladies.  Since I was planning on going to Greece alone it was quite easy to change my plans to India.  That plus the fact that I hadn't heard back from the travel agent that I was working with.  We're thinking of 5 days in Delhi to see the Taj Mahal and other things.  As of right now, we're definitely going, just not sure when; either the first or second week of April since those are the 2 weeks I have off for spring break.

Summer plans haven't really been made yet, but as of right now I'll be in the States nearly 2 months!  That will give me plenty of time to make a trip to NC and spend a great deal of time with my family!  More to come on that later (after I get my spring break plans finalized:).

86 degrees at 7:30pm.  Winter is definitely over:(