Anonymous wrote:

And really, child development seems to be very dependent on culture, given that children in other cultures are able to do things that are beyond children in this culture.

So, do tell what they are able to do that ours are not.

Get themselves to school without a parent, for one thing.

https://bicycledutch.wordpress.com/2011/09/08/cycling-to-school/

Use a machete.

http://ematusov.soe.udel.edu/cultures/toddlers_using_cultural_tools.htm

And do math problems of the kind that people who don't like the Common Core insist are developmentally inappropriate:

http://www.singaporemath.com/Primary_Mathematics_US_Ed_s/39.htm

http://host.madison.com/news/local/education/local_schools/cost-of-common-core-tests-millions-more-than-expected/article_6872d4fc-10da-5b97-9ec3-95e2d50477cb.html

If you want to know who benefits most from Common Core, here you go. Please do some research of the connection of committee members to test publishers.
Enough said.

Anonymous wrote:

Is that how they did it? College professors want students to be able to write papers, so therefore kindergarteners must be able to follow words from left to right, top to bottom, and page by page?

Yeah, right. Go read the K standards--a little more than that.
I read that is how they were developed. When you look at the bios of the people on the committees, there is no reason to think otherwise.

Here are ALL of the standards for Reading: Foundational Skills for kindergarten. I really find it very, very difficult to imagine that anybody could work backwards from college papers to kindergarten reading, even if they were foolish enough to want to.

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.

And really, child development seems to be very dependent on culture, given that children in other cultures are able to do things that are beyond children in this culture.

So, do tell what they are able to do that ours are not.

Is that how they did it? College professors want students to be able to write papers, so therefore kindergarteners must be able to follow words from left to right, top to bottom, and page by page?

Yeah, right. Go read the K standards--a little more than that.
I read that is how they were developed. When you look at the bios of the people on the committees, there is no reason to think otherwise.

Anonymous wrote:
Who has had classes on how to teach children?

Who has had classes and training on child development?

Classroom teachers are not the only people who have had classes and training on child development.

And really, child development seems to be very dependent on culture, given that children in other cultures are able to do things that are beyond children in this culture.

Anonymous wrote:Do you really think that starting with what teachers want college kids to know and working backwards, is really the best way to write standards for a Kindergarten kid?

Is that how they did it? College professors want students to be able to write papers, so therefore kindergarteners must be able to follow words from left to right, top to bottom, and page by page?

She says the younger teachers are more consumed with the curriculum and testing and some of them even want to give the K kids spelling tests.

SAD. This will turn out kids with decoding skills and no comprehension. Little robots.

Do you really think that starting with what teachers want college kids to know and working backwards, is really the best way to write standards for a Kindergarten kid?

Who has had classes on how to teach children?

Who has had classes and training on child development?

OK. I have no understanding of education. So please explain to me!

Besides the parent, what adult spends the most time with your child?

Who knows what is developmentally appropriate for a child?

Who observes children every day?

Who works with children every day?

MIL is a K teacher in PG County and she is always complaining about how developmentally inappropriate some of the curricumlum is. K kids are getting tested as much as they are being taught. More than half the kids in her class come to school without speaking english and she has to get them all reading by mid-year.

She says the younger teachers are more consumed with the curriculum and testing and some of them even want to give the K kids spelling tests.

Anonymous wrote:

I still want to know why, if there were no classroom teachers, then the Common Core standards must be bad.

It's not as though the people who came up with the Common Core standards (with or without classroom teachers) made them up out of thin air. They're a synthesis. Are the standards that the Common Core standards are based on also bad? Were classroom teachers involved in writing the standards that the Common Core standards are based on?

If you don't understand the first statement, then you have no understanding of education.

OK. I have no understanding of education. So please explain to me!

I still want to know why, if there were no classroom teachers, then the Common Core standards must be bad.

It's not as though the people who came up with the Common Core standards (with or without classroom teachers) made them up out of thin air. They're a synthesis. Are the standards that the Common Core standards are based on also bad? Were classroom teachers involved in writing the standards that the Common Core standards are based on?

If you don't understand the first statement, then you have no understanding of education.

Anonymous wrote:

READ that page, it lists the numerous steps that were taken, the many organizations that were involved, the many many points of engagement, involvement and input..

And consider the source that told you there was no input and that it was all secret - far right wing propagandists like Heartland Institute, who are working with the exact same people who for years put out propaganda that tobacco smoking was perfectly safe.

So, have you read the names of the people on the committees and their bios? I have. Writers: no classroom teachers. Work groups: one or two.

I still want to know why, if there were no classroom teachers, then the Common Core standards must be bad.

It's not as though the people who came up with the Common Core standards (with or without classroom teachers) made them up out of thin air. They're a synthesis. Are the standards that the Common Core standards are based on also bad? Were classroom teachers involved in writing the standards that the Common Core standards are based on?