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

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote]The comprehension standards on the first page of this thread might as well be summarized as "understand a story and be able to talk about it." That's not beyond the scope of kindergarten.  
 
 
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And, you don't think your kindergartener would do this without Common Core?  K teachers have always done this.[/quote]

I don't understand. Is the argument that the standards are too hard and demanding, or that they are unnecessary because they were being done already (in which case obviously they are not too hard or demanding)?

[/quote]

They are shitty all the way through because they were rushed and not tested. The "standards" are too abstract in younger ages where children are concrete thinkers.   They are poorly and vaguely written. They immediately demand reading levels way above what kids are reading now.

And Common Core has totally radical and ineffective way of teaching math -- it will leave our kids years behind in math skills by the time they graduate from high school.

http://wheresthemath.com/curriculum-reviews/explicit-instruction-or-reform/

Explicit Instruction versus Reform

“Despite decades of advocacy,[b] there is no body of evidence based on randomised, controlled experiments demonstrating the superiority of inquiry-based over explicit instruction[/b]. There is a huge body of evidence from around the globe demonstrating the advantages of explicitly showing learners how to solve problems as opposed to having them discover how to solve the same problems."[/quote]

The methods used to teach math are curriculum, not standards.[/quote]

http://hoosiersagainstcommoncore.com/james-milgram-testimony-to-the-indiana-senate-committee/

Math Professor James Milgrim (only math educator on the CCSS math committee, he refused to approve the standards), on the flaws of Common Core math standards (testifiying here on the difference between Indiana Standards and Common Core Standards):

" Both standards were authored with the help of the professional mathematics community as distinguished from the mathematical education community. But — as someone who was at the middle of overseeing the writing process – my main duty on the CCSSO Validation Committee — it became clear t[b]hat the professional math community input to CCSSI was often ignored[/b], which seemed not to be the case with the Indiana Standards. A particularly egregious example of this occurred in the sixth and seventh grade standards and commentary on ratios, rates, proportion and percents, [b]where there are a number of serious errors and questionable examples.[/b] But the same issues are also present in the development of the basic algorithms for whole number arithmetic – the most important topic in grades 1 -5.
It was argued by some people on the Validation Committee that we should ignore such errors and misunderstandings as they will be cleared up in later versions, but I didn’t buy into this argument, and currently there is no movement at all towards any revisions.
3. How do they compare with international standards?
[b]As I indicated above, they are more than two years behind international expectations by eighth grade.[/b] The top countries are starting algebra in seventh grade and geometry in eighth or ninth. By the end of ninth grade the students will have learned all of the material in a standard geometry course, all the material in a standard algebra I course, and some of the most important material in a standard algebra II course.  This allows a huge percentage of them to finish calculus before graduating high school. (In a number of the high achieving countries, calculus is actually a high school graduation requirement, but where it is not, typically, half or more of the high school graduates will have had calculus. Also, it is worth noting that in these countries the high school graduation rate is typically 90% or higher for their entire populations.)[/quote]

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