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The articles given from the curriculum can often be way above their reading level and how to scaffold the articles for the students to gain an understanding of the topic is challenging

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There has already been discussions and follow-ups about ELLs who are not on grade-level reading comprehension even in their own HLs. Screeners will be applied to be able to move forward..

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When students are sent out to complete an activity on their own, it seems like they freeze up and is if they did not understand the skill at all.

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I think that sometimes kids tense up when taking a test, because their work in the classroom reflects understanding then they show minimal growth in their scores. This frustrates both kids and teachers, making it clear it sometimes isn't all about a score but rather knowing the kids.

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Any approaches may take time to kick in to see students' noticeable progress, especially in test-taking

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Very much what determined porcupine said

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It is difficult to feel like you are "moving" your students even when you are doing what feels like a million things to help them.

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stagnant proficiency

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I can relate to having a class of students where half or majority are not proficient in reading. Some need decoding support while others it is comprehension. Also many students aren’t putting in the independent practice time at home to increase fluency

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The fabulous skill of differentiation...figuring out what works for each kid individually, changes from year to year.

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A lot of students are not on the appropriate reading level and struggle with reading as well as writing in all subject areas.

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Students appear to grasp concepts in class when listening to conversations during group work or when they participate but then they do not perform well on tests.

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When teaching a concept, the students are actively engaged and have a sense of understanding. Once they have an assessment, it feels like they did not comprehend anything that was being taught.

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More than haif of his kids have difficulty reading.

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teacher needs to assess reading levels and needs

I have to encourage daily reading and

explicitly teach vocab

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Direct explicit reading and language instruction is lacking in some teacher education programs- teachers need to learn the structure and rules of language in order to better teach students how to read and write. My own learning as a student was completely misguided as it was an experimental program that led all participants to spell poorly for years.

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I can relate to this scenario in the sense that I am always trying to learn and grow as a teacher. At times, it is frustrating when analyzing the data and identifying that some students are not growing as readers!

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some students need more guidance and when the test comes they dont get this guidance so it shows in their score

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Similar experiences- students not moving up in their reading levels also they are not good test takers and lack test taking skills

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Integrating approaches from when I was a kid and using strategies that resonated with me from my old teachers and made learning fun! That is what made me fall in love with reading!

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Going to PDs and actually applying those methods in class may be difficult.

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I can relate because I sometimes feel like my students have fully grasped certain things, but then I can see that they are struggling at times in the next days

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Can relate to constantly trying new strategies to find what works best.

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test

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I've often felt this way when teaching my lower level classes...wondering HOW they made it to 8th. grade reading/writing on a lower level elementary grade level.

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Some students are just not good test takes and freeze up.

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we see the 50-60% not being proficient especially working with students with disabilities as well as ELL's (usually more!)

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Many students are not on grade level for reading proficiency and this impacts there understanding in all subject areas.

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Sometimes the students who are "in the middle" with regard to their percentile are the most challenging to move, and they "get stuck" there.

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I can relate, there have definitely been times when I felt my students had a grasp on a concept and then their assessment scores are not reflecting that.

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Do you see this

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Students staying at the same reading level

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Testing