If you have a student entering Gr. 7, and you have pre-enrolled with us for next year, and you are not at one of our feeder schools (James Gibbons, Meadowlark - Chinese Bilingual Program, Aldergrove, Thorncliffe or Lymburn), please call the school office and we will arrange an opportunity to join one of our Shadow Days.
What Do You Think Of Parkview?
Please take a look at this video to see what students think about Parkview School!
It’s that time of year again. For
your information the School Board regulations state that children do not go
outside for recess when the temperature reaches –23 degrees C (-10 degrees F). Please make sure that you send your child to school
with clothing appropriate for the weather.
Reading Skills vs. Broad Domain Knowledge
For years now, E.D. Hirsch has championed the cause that in order to be a proficient reader, it is imperative to have broad background knowledge in many areas. Dr. Hirsch has always been a proponent of having an expansive knowledge of certain core knowledge topics in order to be “culturally literate.” But he takes this one step further in the application of the same principal as it applies to reading and reading comprehension. In the edition of “American Educator”, Dr. Hirsch wrote an article entitled, “Reading Comprehension Requires Knowledge- of Words and of the World.” In this article, he addresses how having contextual knowledge of the topic greatly aids in the ability to understand what is being read. His concern is that all too often a great deal of time is spent in teaching children only the skill of reading. His contention is skill development alone will only carry a child so far. The child must also have a broad contextual knowledge of what is being read for him or her to be more successful in comprehension.
In his latest book entitled, “The Knowledge Deficit”, E.D. Hirsch continues to point out how a vast domain of knowledge is the greatest equalizer in reading and in becoming a culturally literate member of society. In the first chapter of his latest book, he addresses how knowledge plays into being a successful reader beyond the fourth grade. He states on page 10, “The factual knowledge that is found in books is the key to reading comprehension. A deficit of factual knowledge and the deficit in language it entails are the causes of the so-called fourth grade slump that many children experience. For some time now, researchers have observed this phenomenon. Jane scores well in reading in grades one through three but surprisingly begins to score badly in grade four. That’s not because Jane suddenly took a backward step. It’s because in the early grades she was mainly learning how to decode the printed marks easily and fluently, as reflected in her rising test scores. But in grade four, when Jane was given more challenging content to read in class and on tests, her limited comprehension of language began to show. It was not her fault. Her comprehension problem had been there but had gone unrecognized and untreated in the earlier grades. By fourth grade it is very late to correct it, a tragedy, because this failure most seriously limits her progress in later elementary grades, in middle school, in high school, and in later life. Children who lag in comprehension in early grades tend to fall even further behind in later years. For children to make substantial progress in reading, they must make early and substantial progress in knowledge.” Dr. Hirsch goes on to debunk the theory that knowing “how” is better than knowing “what.” Many schools have simply increased the amount of reading their students do, but fail to address the teaching of knowledge. When a child is reading something he or she has no clue about, reading is the only skill occurring. Knowledge and comprehension are not necessarily occurring. To ensure that comprehension is happening, the students ought to be exposed to a broad base of knowledge from the very start of their education.
At Parkview School we not only teach the students the skill of reading...letter recognition, phonemic awareness, and decoding, but we also immerse the children in a content rich, broad curriculum. The students at our school definitely are not experiencing a “knowledge deficit.” Quite the opposite, they are experiencing a knowledge bombardment! Equipping Students for the Journey!