One of the criteria of the standards fro Common Core is that they be measureable. This one is not. Many are not.

p.s. I didn't think "measureable" looked right It isn't. It is "measurable." It was spelled incorrectly on the Common Core list of development criteria. LOL!

There's been a lot of comment about how this isn't a standard, and that isn't a standard, but I don't think any of those commenters have yet provided examples that they do consider to be educational standards.

One of the criteria of the standards fro Common Core is that they be measureable. This one is not. Many are not.

Anonymous wrote:

Except that's the essence of the dra/dibbels/running record assessment teachers use to assess reading level. That and comprehension.

Yes. But, that doesn't make it a standard.

Could you please rewrite

CCSS.ELA-Literacy.RF.2.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings

so that it's a standard, in your opinion?

There's been a lot of comment about how this isn't a standard, and that isn't a standard, but I don't think any of those commenters have yet provided examples that they do consider to be educational standards.

Except that's the essence of the dra/dibbels/running record assessment teachers use to assess reading level. That and comprehension.

Yes. But, that doesn't make it a standard.

Anonymous wrote:

CCSS.ELA-Literacy.RF.2.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

LOL! Totally subjective. Far from a standard.

Except that's the essence of the dra/dibbels/running record assessment teachers use to assess reading level. That and comprehension.

The Maryland standards are easier to understand; they actually give specific points that could be tested (vowel patterns and consonant blends are spelled out right in the standard).

Anonymous wrote:

It's a high school math standard. It's a standard because evidently the standard-writers thought that high school math should include probability. Do you disagree?

Yes, but I am not an expert. But, then neither were the standard writers.

You don't think that high school math should include probability?

How about algebra? Should high school math include algebra?

Anonymous wrote:

Are those better than the Common Core standards?

They are written more clearly.

"Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings." is less clear than "Read orally from familiar text at an appropriate rate/Listen to models of fluent reading/Read familiar text at a rate that is conversational and consistent/Reread text multiple times to increase familiarity with words"?

I'm finding it hard to believe that you oppose the Common Core standards on aesthetic grounds, but ok.

It's a high school math standard. It's a standard because evidently the standard-writers thought that high school math should include probability. Do you disagree?

Yes, but I am not an expert. But, then neither were the standard writers.

Anonymous wrote:

Looks like a lot of poorly written standards for what second grade teachers have done for years and years.

If second-grade teachers have been doing this for years and years, then what's the problem? They can just keep on doing what they've been doing.

Are those better than the Common Core standards?

They are written more clearly.

Anonymous wrote:

CCSS.ELA-Literacy.RF.2.4.b
Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.

LOL! Totally subjective. Far from a standard.

Could you please rewrite this standard for second-grade foundational reading skills so that henceforth we will all be able to recognize a good standard?

Anonymous wrote:

CCSS.Math.Content.HSS.CP.A.3
Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.

Why is this a standard? What is the need for this standard?

It's a high school math standard. It's a standard because evidently the standard-writers thought that high school math should include probability. Do you disagree?

Anonymous wrote:

These goals are incredible vague. They aren't measurable.

Could you please point me to some second-grade standards for phonics, word recognition, and fluency that meet your approval?

For example, here are Maryland's previous second-grade standards.

http://mdk12.org/assessments/vsc/reading/bygrade/grade2.html

Topic B. Students will apply their knowledge of letter/sound relationships and word structure to decode unfamiliar words.

Indicator 1. Identify letters and their corresponding sounds
Objectives:
Identify digraphs, such as ch, ph, sh, th, and wh
Identify diphthongs, such as oy, ow, ay

Indicator 2. Decode words in grade-level texts
Objectives:
Use phonics to decode words
Break compound words, contractions, and inflectional endings into known parts
Identify and apply vowel patterns to read words, such as CVC, CVCE, CVVC
Read blends fluently, such as spl, str

Topic C. Students will read orally with accuracy and expression at a rate that sounds like speech.

Indicator 1. Read orally from familiar text at an appropriate rate
Objectives:
Listen to models of fluent reading
Read familiar text at a rate that is conversational and consistent
Reread text multiple times to increase familiarity with words

Indicator 2. Read grade-level text accurately
Objectives:
Reread and self-correct while reading
Decode words automatically
Use word context clues (meaning), sentence structure (syntax), and visual clues to guide self-correction
Read sight words automatically

Indicator 3. Read grade-level text with expression
Objectives
Demonstrate appropriate use of phrasing when reading both familiar and unfamiliar text
Use punctuation marks to guide expression
Use intonation (emphasis on certain words) to convey meaning

Are those better than the Common Core standards?

CCSS.Math.Content.HSS.CP.A.3
Understand the conditional probability of A given B as P(A and B)/P(B), and interpret independence of A and B as saying that the conditional probability of A given B is the same as the probability of A, and the conditional probability of B given A is the same as the probability of B.

Why is this a standard? What is the need for this standard?