Wednesday, February 3, 1999
LAUSD stresses English comprehension to improve students’
education
READING: Teachers, kids benefit from guidelines, suggested
lesson plans
By Karla Y. Pleitez
Daily Bruin Contributor
Seeking to better student performance, Los Angeles school
officials unveiled a plan last week that will require elementary
schools to spend a minimum of two hours on reading and language
arts each day, with lessons that are grounded in phonics.
The proposal gives Los Angeles Unified School District (LAUSD)
teachers a blueprint providing a uniform approach for the 421
elementary schools in the district.
The guidelines take on added urgency because of the school
district’s intention to end social promotion – the advancement of
students to the next grade level regardless of whether they’re
qualified – during this school year.
Sixty percent of students in the elementary and junior high
level are at the risk of being held back unless they dramatically
improve their reading skills. This school year, the promotion of
students to the next grade level will be determined by the Stanford
9 standard reading test and teacher evaluations.
"The (reading instruction) proposal is part of a broad approach
to address (social promotion) and get students reading at grade
level by the end of third grade," said LAUSD superintendent Ruben
Zacarias in a press release.
Zacarias said that the uniform guidelines are particularly
useful in placing students of equal skills in the same grade
level.
"No child should get past the third grade without reading
reasonably at grade level," he said.
The plan will act as a guide so that teachers can ensure their
lessons are effective and similar to those of others who teach
their grade level.
"The blueprint is definitely what the district needs," said
Diana Nason, a first-grade teacher in Noble Elementary in Van
Nuys.
"It’s especially a good idea for new teachers who do not have
the experience of giving extensive reading lessons," she said.
The document explains the key elements of reading instruction
and lists the skills that students should be able to demonstrate at
grade level. In addition, it provides sample schedules for a
two-hour block of instruction.
UCLA educators say that the proposal is necessary in order to
teach students the basics in reading comprehension and, in turn,
give them the confidence and roots to succeed in higher
education.
Some English professors are especially supportive of the
program, because 25 percent of college students do not pass the
Subject A exam, a mandatory English placement exam that tests for
basic language proficiency.
"Some students need the extra assistance in writing and reading
when they take their first English class at a university," said
Bruce Beiderwell, an assistant director of writing programs.
"This problem can be solved by providing the appropriate
instruction at a very young age. This way the child gets the
background and strength that will guarantee him or her success in a
more intensive writing class," he said.
The proposal also suggests that schools with a large numbers of
limited-English students should devote more time to English
instruction.
However, educators worry that the guidelines of the proposal may
make some teachers waste academic time.
"Reading instruction is a great idea, but a set outline can be
problematic," said Concepcion Valadez, an associate professor of
education at UCLA.
"Teachers should know what is the best way for their class to
learn and treat their students as individuals, instead of following
a one-size-fits-all outline," she said.
Some schools already devote two or more hours to reading and
writing, but still welcome the proposal.
"This program will be a success because it incorporates the idea
that the best way to teach our youth the art of reading is by an
intensification of language," Beiderwell said.DAVID HILL
Betsy Lopez, a first-grade student at Noble Elementary, goes
over a vocabulary list with her class teaching assistant.
Related site:
The City of Los Angeles
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