Reply to PARCC monitoring student's social media, wants schools to "punish" them

Forum Index » Schools and Education General Discussion

Reply to "PARCC monitoring student's social media, wants schools to "punish" them"

Subject:

Emoticons





More smilies

Text Color: Font: Close Marks

[quote=Anonymous][quote=Anonymous][quote]
Thanks, PP. These don't seem problematic to me. By the end of the kindergarten, I think that a five/six-year-old should be able, with prompting and support, to say something like, "The author says that we should eat vegetables because they are good for us." or "This book has pictures, and that book has drawings."

([b]Why would kindergarteners be reading board books?) [/b][/quote]

Because they are five!  The standards should not require K students to read.  Fine if they are, but it should not be the standard.
  
[/quote]

Board books? Five-year-olds read board books? Board books are for babies who tear paper pages.

And actually the Common Core standards do not require K students to read (board books or anything else), at least not as I understand reading. Here are the kindergarten standards related to reading:

[quote]Print Concepts:

CCSS.ELA-Literacy.RF.K.1
Demonstrate understanding of the organization and basic features of print.

CCSS.ELA-Literacy.RF.K.1.a
Follow words from left to right, top to bottom, and page by page.

CCSS.ELA-Literacy.RF.K.1.b
Recognize that spoken words are represented in written language by specific sequences of letters.

CCSS.ELA-Literacy.RF.K.1.c
Understand that words are separated by spaces in print.

CCSS.ELA-Literacy.RF.K.1.d
Recognize and name all upper- and lowercase letters of the alphabet.

Phonological Awareness:

CCSS.ELA-Literacy.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-Literacy.RF.K.2.a
Recognize and produce rhyming words.

CCSS.ELA-Literacy.RF.K.2.b
Count, pronounce, blend, and segment syllables in spoken words.

CCSS.ELA-Literacy.RF.K.2.c
Blend and segment onsets and rimes of single-syllable spoken words.

CCSS.ELA-Literacy.RF.K.2.d
Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.1 (This does not include CVCs ending with /l/, /r/, or /x/.)

CCSS.ELA-Literacy.RF.K.2.e
Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Phonics and Word Recognition:

CCSS.ELA-Literacy.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.

CCSS.ELA-Literacy.RF.K.3.a
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.

CCSS.ELA-Literacy.RF.K.3.b
Associate the long and short sounds with the common spellings (graphemes) for the five major vowels.

CCSS.ELA-Literacy.RF.K.3.c
Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

CCSS.ELA-Literacy.RF.K.3.d
Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Fluency:

CCSS.ELA-Literacy.RF.K.4
Read emergent-reader texts with purpose and understanding[/quote]

An example of the emergent-reader text an on-grade-level kindergartener might read at the end of the year is Cat On The Mat by Brian Wildsmith.[/quote]

Options

	Disable HTML in this message
	Disable BB Code in this message
	Disable smilies in this message

Review message

Search Recent Topics Hottest Topics