Report from the First Grade Trenches

Ken Derosa:

The first month of school is now over for my son who is in first grade. Let me summarize what has transpired in the first 1/9 of the school year so far. Bear in mind that most of my information comes from a six year old with the attention span of a flea.
One assignment asked them to draw pictures of things having numbers, like a clock or calendar. Another asked them to find a picture that told a math story–there are three dogs and two cats in this picture, how many are there all together.
He’s learning about math, instead of learning math. Clearly, the focus is on “understanding,” and not on developing proficiency in basic math skills. There are opportunity costs associated with this high constructivism approach as well. Time spent on these contrived exercises is time lost in which basic math skills, like addition, could have been taught and practiced.
I hesitate to call what’s going on reading since there is so little actual reading going on. The kids were given a DIBELS test and broken up into reading groups. Whether they were broken up by ability, I do not know. Teaching consists mostly of letting kids pick out books they like and letting them “read” them independently. If the kids can’t read yet, they can look at the pictures. That’s nice.
Again, we see a pedagogy that favors higher performers. Kids who can read already, practice their reading skills. Kids who can’t read, practice their picture viewing skills. Which kids do you suppose will make more progress learning to read this year?