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

[Anonymous]

From the Common Core thread:

Do you think that any of these standards is too much to expect your average (not learning disabled, not ESOL) kindergarten student to be able to do, by the end of his/her kindergarten year?

Are kindergarteners, by May, able to ask and answer questions about a text (that was read aloud to them)? Like "Where do frogs lay their eggs?" Are they able to retell a story they have heard (The Little Red Hen....) with help? Can they tell the difference between a story and a poem?

If you think that they cannot do these things, which ones in particular do you think are too hard (or too meaningless) and why?

CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.

CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

Craft and Structure:
CCSS.ELA-Literacy.RL.K.4
Ask and answer questions about unknown words in a text.

CCSS.ELA-Literacy.RL.K.5
Recognize common types of texts (e.g., storybooks, poems).

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.

Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

CCSS.ELA-Literacy.RL.K.8
(RL.K.8 not applicable to literature)

CCSS.ELA-Literacy.RL.K.9

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Text Complexity:

CCSS.ELA-Literacy.RL.K.10
Actively engage in group reading activities with purpose and understanding.

[Anonymous]

My DC in K could probably do most of these, if not all. Only one DC might have a problem with is this one:

CCSS.ELA-Literacy.RL.K.5
Recognize common types of texts (e.g., storybooks, poems)

[Anonymous]

I find a lot of them somewhat vague. I taught first grade in a very poor neighborhood. Lots of my first graders would have had difficulty with some of these standards.

[Anonymous]

Anonymous wrote:I find a lot of them somewhat vague. I taught first grade in a very poor neighborhood. Lots of my first graders would have had difficulty with some of these standards.

For example?

Why does being poor mean they would have trouble?

[Anonymous]

When my child was in kindergarten, the class was doing all of these things. This was in MCPS before 2.0 (the MCPS curriculum aligned to the Common Core standards).

[Anonymous]

Anonymous wrote:I find a lot of them somewhat vague. I taught first grade in a very poor neighborhood. Lots of my first graders would have had difficulty with some of these standards.

Which standards?

[Anonymous]

I have a K'er this year. He started the year obstinate about learning how to read (as opposed to his older siblings). I literally handed him over to the teacher and hoped for the best. After roughly 9 months, he can now read pretty well (he's not reading the novels his brother was but he's reading above expectations) and can definitely handle the curriculum requirements.

This child really wanted nothing to do with school and managed to do well, depite himself. That said, I have no problem with the Common Core standards and the way that our school has chosen to teach them. If I do have any complaint, it's that the children can choose their own centers and I see the same worksheet coming home day after day sometimes. But, they get him realigned fairly quickly.

For my beautifully average child, it's working.

[Anonymous]

despite, not depite.

[Anonymous]

For example?

Why does being poor mean they would have trouble?

There are books written about this subject. For starters, some of these kids come to school having never seen a book.

[Anonymous]

Anonymous wrote:

For example?

Why does being poor mean they would have trouble?

There are books written about this subject. For starters, some of these kids come to school having never seen a book.

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?

[Anonymous]

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.

[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.

Which standards are inappropriate?

Which standards will require students to miss out on other things?

[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.

OK, so can you be specific?

Here are three standards:

CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.

CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

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?

[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.

Which standards are inappropriate?

Which standards will require students to miss out on other things?

I'm getting the sense that some people don't think you should read stories to kids, and have them draw picture, or act them out, or retell them back to you....especially if they are poor kids. That's the only thing that makes sense.

[Anonymous]

Anonymous wrote:From the Common Core thread:

Do you think that any of these standards is too much to expect your average (not learning disabled, not ESOL) kindergarten student to be able to do, by the end of his/her kindergarten year?

Are kindergarteners, by May, able to ask and answer questions about a text (that was read aloud to them)? Like "Where do frogs lay their eggs?" Are they able to retell a story they have heard (The Little Red Hen....) with help? Can they tell the difference between a story and a poem?

If you think that they cannot do these things, which ones in particular do you think are too hard (or too meaningless) and why?

CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.

CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

Craft and Structure:
CCSS.ELA-Literacy.RL.K.4
Ask and answer questions about unknown words in a text.

CCSS.ELA-Literacy.RL.K.5
Recognize common types of texts (e.g., storybooks, poems).

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.

Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

CCSS.ELA-Literacy.RL.K.8
(RL.K.8 not applicable to literature)

CCSS.ELA-Literacy.RL.K.9

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Text Complexity:

CCSS.ELA-Literacy.RL.K.10
Actively engage in group reading activities with purpose and understanding.

You picked 10 standards. There are 80 more Kindergartners have to have mastered by the end of the year. They are swamped and hating kindergarten. Parents are all over the Internet saying this.