Carlton TP #13

Fifth tutee session with third grade twin, DH,  American born of Korean parents. Wednesday, April 9, 6:30-7:30pm

We all meet at the main Library on Park Street. Mrs. H had texted me earlier in the week to ask that we work with the boys on FCAT preparation. On Monday, we delayed the session because of heavy rains, and on Wednesday Bianca was sick, so I prepared to tutor both boys this time.

I knew that the schools were spending a lot of time and energy diverting lessons to test preparation because of the high stakes for everyone. Parents are also being made to feel the pressure and it is treated like an educational "sprint" to the finish line. I know that even academically successful kids begin to hate school during these weeks. Such was the case when I told DH and MH that we were going to discuss how they could do their best on the FCAT.

I had printed the only sample test available for 3rd grade Reading from the state website, along with the answer guide. I wanted to use it to reinforce the strategies that the teachers were trying to get students to use. I knew generally what they were being told, but I had to ask them to describe the advice they were given  first. It would so no good to confuse them at this point, but I could be encouraging, and try to motivate them to do their best. When I showed them the forms, they both frowned and said "We already did that yesterday! I don't want to practice anymore."

I asked them questions about the content of the first reading. They were clearly bored by the story of baby birds and although they had read it before, neither was interested in the questions. However, M was much more accurate in answering the questions correctly. When we checked the answers together, it was apparent that D knew the story as well, but was misreading the questions a lot. I could see the difference in the boys patience. M also seems to enjoy correcting D's work. He sometimes interrupted in order to demonstrate this. I had to ask him to be quiet, and I tried not to correct D in the same manner, because that was clearly negative reinforcement in his eyes. I tried to affect D's attitude the most, hoping he could focus if I promised the puzzle they liked later, and to let them choose what to study.

We skipped to the last reading about a daredevil, but they clearly did not want to review testing. They both demonstrated for me the strategy the teachers used. But they argued over the steps. I am not sure they understand that saving time is important in this test, much more than in a regular classroom or with homework. Third grade really should not be losing instruction time to test preparation. For first time testers, a more gradual introduction, perhaps with test/retest flexibility for the school, would establish a better baseline level for students destined to take many more standardized tests.

I wish I had more varied materials than what the teacher had already used in class. We talked a bit about the test in general. So I finished the session letting them work together on the puzzle I had (a "scramble square", a deceptively simple set of 9 pieces to match). I spoke to their mom a little about the FCAT hype, and how I thought the best preparation for her was to encourage a positive attitude without too much pressure on kids to "perform".