I’m wondering what evidence you’re drawing from when you say that “fact fluency is rarely discussed. Even more concerningly, it is sometimes seen as not important”?
Great post! In general, isn't it crazy how knowing... *things* seems controversial these days?
When I started teaching around 2013, you'd hear lectures against lectures and how spelling tests are bad. Memorization is bad. (I didn't realize that the lower grades weren't teaching phonics.) Then, all of a sudden, after years without spelling, kids... *can't* spell?
I understand why we hate on rote memorization. I get that. You need to know the rules. But isn't that the fault of later grades, then? I can't wait for the pendulum to swing back!
I’m wondering what evidence you’re drawing from when you say that “fact fluency is rarely discussed. Even more concerningly, it is sometimes seen as not important”?
Great post! In general, isn't it crazy how knowing... *things* seems controversial these days?
When I started teaching around 2013, you'd hear lectures against lectures and how spelling tests are bad. Memorization is bad. (I didn't realize that the lower grades weren't teaching phonics.) Then, all of a sudden, after years without spelling, kids... *can't* spell?
I understand why we hate on rote memorization. I get that. You need to know the rules. But isn't that the fault of later grades, then? I can't wait for the pendulum to swing back!
You mentioned heavily researched timed fluency assessments. Please can you recommend some? Thanks.
Are you familiar with Acadience Math measures or other cbm math universal screening tools?
No I've not heard of these. I'll look them up. Thanks.