Voices from the Middle - Volume 10, Issue 1, 2002

Notes the author vowed to prove to herself and to her students that they could meet and exceed the state standards, that they could succeed on any test, and that they could do it while engaging in authentic, context-based reading, writing, speaking, listening, thinking, viewing, and visually representing. Discusses units of study based upon a novel, genre, or theme.

Presents in “journal entry” form, one year of teaching in particular that stands out as the year the author shifted from teaching facts to teaching children. Concludes that preparing students to perform well on standardized tests does not have to be separate from good teaching and authentic learning.

Tells what happened when the authors invited six eighth graders to participate in a bilingual Reading Detective Club with the goal of helping them revalue themselves and what they can do as readers. Argues that when students believe their thinking and ideas are valued beyond getting a correct answer, their self-efficacy and engagement with reading are likely to increase.

Argues there is a problem with how California local school boards and district administration interpret curriculum and instruction in terms of their role in the evaluation of schools, teachers, and students. Notes that the California Teachers Association proposed legislation that would allow teachers to negotiate their role in decision-making procedures for the selection of curriculum, textbooks, and professional development.

Considers how educators can best prepare their students to meet the demands of test standards without sacrificing what they know to be effective teaching. Provides examples of how addressing the standards improved both the author’s teaching and student learning by providing a focus and a challenge that moved her out of her comfort zone.

Suggests students who go to school under the shadow of high-stakes tests (such as the Texas Assessment of Academic Skills) may feel that their educational lives have been stolen, reduced to the fear of passing or not passing one single exam. Presents transcriptions of four interviews with four outstanding middle school teachers. Suggests ways to connect standards to engaging activities.

Considers how educators can assist parents in supporting their children toward a positive educational experience through language arts. Describes a class for parents that offered a different approach to helping students meet the state standards.

Identifies a number of growth paths from 15 years of experimenting with Literature Circles. Presents an annotated bibliography of seven collections of very short fiction the author has been using to create collaboration minilessons. Notes that microfictions work on every level, are packed with craft, and often feature a surprising synthesis or unexpected "zinger" at the end.

Describes a “quick-write” as a 1-3 minute written response to a short piece of writing in which students either write as quickly as they can all that comes to mind in response to the work, or borrow a line from the work and write off that line.

Notes that what all middle school students need is another kid like them but with words. Presents some examples of adolescents going through the rites of passage--someone like T.J. in Chris Crutcher’s “Whale Talk,” or Sara Louise Bradshaw in Katherine Paterson’s “Jacob Have I Loved,” or Brian in Gary Paulson’s “Hatchet.”

Describes how the author learned by watching low-achieving students play intricate card games such as “Magic” that they can learn, can remember, and certainly can master information. Realizes that these cards were advanced learning tools, multifaceted texts using color, symbols, images, texts, and metaphor to help create a world of information. Discusses advantages of using flash cards.

Offers instructional suggestions for helping students understand the specialized language used in standardized tests they will encounter.

Considers how spelling instruction tends to become much more focused on correcting and rewriting text. Explores how educators can develop students’ spelling ability in the middle grades, conceptualizing spelling more broadly than the traditional focus on spelling as part of the editing/proofreading phase of writing.

Considers why ethnically diverse students’ test performance belie their intellectual capacity. Notes that much can be done at the classroom level to eradicate this achievement gap and customize “one size fits all” standards-based instruction. Interviews two teachers who work in states where high-stakes testing dominates the educational debate.

Provides an annotated list of 12 web sites to turn to for information concerning the ramifications of high-stakes testing.

Suggests some criteria for evaluating young adult (YA) literature. Presents three ideas for criteria, and annotations of 12 YA novels published in 2001 or 2002 that meet the criteria.