s/o Are these standards to hard for Kindergarten students?

[Anonymous]

Anonymous wrote:

But do you think that makes the standards developmentally inappropriate? Or do you think that makes the standards difficult for your first-graders, who were disadvantaged by being poor?

I also taught K in a diverse environment--not so disadvantaged. I do think they are inappropriate. Impossible? No. Wise? No. I worry about what the kids are missing.

Well, this is different. Most threads I see are about how dumb-down 2.0 is.

[Anonymous]

So if you sit down with your poor kids, and read them a story, say "The Gingerbread Man"; a few times..... then you ask them a question about a key detail:

"Who ate the Gingerbread man at the end?"

expecting the answer; "The fox!" (There's a picture of the fox at the end of the story, gobbling up the Gingerbread Man)

This is too hard for poor K kids to do? Why?

Of course, that is not. I even did a play of The Gingerbread Man with my students. However, you chose a very simplistic standard.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

But do you think that makes the standards developmentally inappropriate? Or do you think that makes the standards difficult for your first-graders, who were disadvantaged by being poor?

I also taught K in a diverse environment--not so disadvantaged. I do think they are inappropriate. Impossible? No. Wise? No. I worry about what the kids are missing.

Well, this is different. Most threads I see are about how dumb-down 2.0 is.

Yes, that is because the Common Core standards are simultaneously

1. way too easy
2. way too hard
3. way too standardized

[Anonymous]

Anonymous wrote:

So if you sit down with your poor kids, and read them a story, say "The Gingerbread Man"; a few times..... then you ask them a question about a key detail:

"Who ate the Gingerbread man at the end?"

expecting the answer; "The fox!" (There's a picture of the fox at the end of the story, gobbling up the Gingerbread Man)

This is too hard for poor K kids to do? Why?

Of course, that is not. I even did a play of The Gingerbread Man with my students. However, you chose a very simplistic standard.

OK, so pick a different one. (Not the PP.)

[Anonymous]

CCSS.ELA-Literacy.RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Kids should know what an author is and what an illustrator is. I'm not so sure that naming them should be a standard.

[Anonymous]

Anonymous wrote:

CCSS.ELA-Literacy.RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Kids should know what an author is and what an illustrator is. I'm not so sure that naming them should be a standard.

But that's what a standard means -- "kids should know this".

[Anonymous]

But that's what a standard means -- "kids should know this".

The standard says that they should be able to name the author and the illustrator of a book:
ex. author: Marjorie Flack
illustrator: Garth Williams

[Anonymous]

The standard says that they should be able to name the author and the illustrator of a book:
ex. author: Marjorie Flack
illustrator: Garth Williams

Sorry, the illustrator should have been Kurt Weise. Guess I flunked the standard.

[Anonymous]

Anonymous wrote:

But that's what a standard means -- "kids should know this".

The standard says that they should be able to name the author and the illustrator of a book:
ex. author: Marjorie Flack
illustrator: Garth Williams

CCSS.ELA-Literacy.RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Do you think that this is beyond the capacity of the average kindergartener?

[Anonymous]

Anonymous wrote:

The standard says that they should be able to name the author and the illustrator of a book:
ex. author: Marjorie Flack
illustrator: Garth Williams

Sorry, the illustrator should have been Kurt Weise. Guess I flunked the standard.

My kid used to love The Story About Ping.

[Anonymous]

Do you think that this is beyond the capacity of the average kindergartener?

I think that it is not a reasonable standard. My daughter was enthusiastic about authors and looked for their books. I don't think she was so excited about illustrators.

[Anonymous]

Do you think that this is beyond the capacity of the average kindergartener?

I think that if a child has lots of books to choose from, he is going to have a hard time remember the author and illustrator of each book. If you read one book all year, yes, he can probably do it.

[Anonymous]

Anonymous wrote:

Do you think that this is beyond the capacity of the average kindergartener?

I think that it is not a reasonable standard. My daughter was enthusiastic about authors and looked for their books. I don't think she was so excited about illustrators.

You don't think that, with prompting and support, your daughter could have named the author and illustrator of a book, and explained what authors do and what illustrators do, by the end of kindergarten?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

But that's what a standard means -- "kids should know this".

The standard says that they should be able to name the author and the illustrator of a book:
ex. author: Marjorie Flack
illustrator: Garth Williams

CCSS.ELA-Literacy.RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Do you think that this is beyond the capacity of the average kindergartener?

Why would this be hard for a K? Because they can't read the names or the words "author" or "illustrator"? Or because they don't know what "author" and "illustrator" means? But doesn't the teacher (or parent) explain to the K what the author and illustrator does? I don't understand why this one would be hard?

[Anonymous]

It's the weight of 90 plus standards that's going to drown Kindergartners and their teachers. With 180 school days, that's MASTERING two concepts a day. Not exposure, not practicing, MASTERING.'



Conventions of Standard English:
CCSS.ELA-Literacy.L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.K.1.a
Print many upper- and lowercase letters.

CCSS.ELA-Literacy.L.K.1.b
Use frequently occurring nouns and verbs.

CCSS.ELA-Literacy.L.K.1.c
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

CCSS.ELA-Literacy.L.K.1.d
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CCSS.ELA-Literacy.L.K.1.e
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

CCSS.ELA-Literacy.L.K.1.f
Produce and expand complete sentences in shared language activities.

CCSS.ELA-Literacy.L.K.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.K.2.a
Capitalize the first word in a sentence and the pronoun I

CCSS.ELA-Literacy.L.K.2.b
Recognize and name end punctuation.

CCSS.ELA-Literacy.L.K.2.c
Write a letter or letters for most consonant and short-vowel sounds (phonemes).

CCSS.ELA-Literacy.L.K.2.d
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Knowledge of Language:
CCSS.ELA-Literacy.L.K.3
(L.K.3 begins in grade 2)
Vocabulary Acquisition and Use:
CCSS.ELA-Literacy.L.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

CCSS.ELA-Literacy.L.K.4.a
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

CCSS.ELA-Literacy.L.K.4.b
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

CCSS.ELA-Literacy.L.K.5
With guidance and support from adults, explore word relationships and nuances in word meanings.

CCSS.ELA-Literacy.L.K.5.a
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

CCSS.ELA-Literacy.L.K.5.b
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

CCSS.ELA-Literacy.L.K.5.c
Identify real-life connections between words and their use (e.g., note places at school that are colorful).

CCSS.ELA-Literacy.L.K.5.d
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

CCSS.ELA-Literacy.L.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.
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