Anonymous wrote:http://www.upi.com/Top_News/US/2014/05/07/Federal-Govt-threatens-to-cut-funds-of-first-state-to-drop-common-core-standards/5841399494364/
It begins.......
Anonymous wrote:Louisiana students reaction to the PARCC (Common Core) field test
http://www.knoe.com/story/25430879/louisiana-students-prefer-taking-parcc-test-on-computer
And so it begins.....
Anonymous wrote:We investigated and decided that it was the latter, that kids this age can absolutely learn letter sounds, but that our curriculum wasn't good. We decided that it didn't contain enough direct instruction in phonemic awareness, and that the key word idea was too abstract. We added in daily games and activities that targeted phonemic awareness, and changed our presentation of the information, so that kids learned hand motions to go along with the sounds. And we got the results that we wanted.
I just don't understand why it took investigation to figure that out. My teacher training emphasized the importance of music and games with very young children.
Anonymous wrote:The answer is complicated.
I actually switched jobs between the two years. So, the year that the old program was implemented, I was the teacher. I then applied for and got the job as curriculum specialist, so I oversaw the analysis and implementation of the changes the following year. Curriculum specialist was a part time role, so I job shared the classroom job the following year, so I got to teach as well as being the curriculum person.
I've long since moved on to other roles, and have gone back in the classroom and left again.
Well, I suspect your new role has something to do with Common Core or the Dept. of Education.
We investigated and decided that it was the latter, that kids this age can absolutely learn letter sounds, but that our curriculum wasn't good. We decided that it didn't contain enough direct instruction in phonemic awareness, and that the key word idea was too abstract. We added in daily games and activities that targeted phonemic awareness, and changed our presentation of the information, so that kids learned hand motions to go along with the sounds. And we got the results that we wanted.
The answer is complicated.
I actually switched jobs between the two years. So, the year that the old program was implemented, I was the teacher. I then applied for and got the job as curriculum specialist, so I oversaw the analysis and implementation of the changes the following year. Curriculum specialist was a part time role, so I job shared the classroom job the following year, so I got to teach as well as being the curriculum person.
I've long since moved on to other roles, and have gone back in the classroom and left again.
Anonymous wrote:At the beginning of my career , I taught at a school that used a program with key words to attempt to teach this goal. However, with this program we weren't achieving the results we hoped for. Even towards the end of the year students were still mixing up letter names and letter sounds, or forgetting letter sounds, and they weren't carrying this problem over to their reading.
So, we investigated. The first question needed to be:
Is this a standards problem (meaning that we're expecting something that's either too hard and unrealistic, or unnecessary) OR is this a curriculum problem (meaning that goal is reasonable, but the curriculum isn't helping us reach that goal)?
We investigated and decided that it was the latter, that kids this age can absolutely learn letter sounds, but that our curriculum wasn't good. We decided that it didn't contain enough direct instruction in phonemic awareness, and that the key word idea was too abstract. We added in daily games and activities that targeted phonemic awareness, and changed our presentation of the information, so that kids learned hand motions to go along with the sounds. And we got the results that we wanted.
Sounds like you were not the teacher. Are you a specialist or an administrator?
At the beginning of my career , I taught at a school that used a program with key words to attempt to teach this goal. However, with this program we weren't achieving the results we hoped for. Even towards the end of the year students were still mixing up letter names and letter sounds, or forgetting letter sounds, and they weren't carrying this problem over to their reading.
So, we investigated. The first question needed to be:
Is this a standards problem (meaning that we're expecting something that's either too hard and unrealistic, or unnecessary) OR is this a curriculum problem (meaning that goal is reasonable, but the curriculum isn't helping us reach that goal)?
We investigated and decided that it was the latter, that kids this age can absolutely learn letter sounds, but that our curriculum wasn't good. We decided that it didn't contain enough direct instruction in phonemic awareness, and that the key word idea was too abstract. We added in daily games and activities that targeted phonemic awareness, and changed our presentation of the information, so that kids learned hand motions to go along with the sounds. And we got the results that we wanted.
Anonymous wrote:Louisiana students reaction to the PARCC (Common Core) field test
http://www.knoe.com/story/25430879/louisiana-students-prefer-taking-parcc-test-on-computer
And so it begins.....
Of those students taking the computer-based test during the first phase, nearly 70 percent said the test was easier or about the same as their current school work. And, when asked if there were questions about things they have not learned this school year nearly 85 percent said there were none or few questions. Students were also asked about the functionality of the computer-based test and how easy or difficult it was to type their answers. Eighty-seven percent said they had no problems entering their answers; nearly the same percentage said they did not have any difficulty moving back and forth between the passages on the test and that information was easily obtained.
Anonymous wrote:
Do YOU understand that a standard is nothing without implementation?
Anonymous wrote:Anonymous wrote:http://www.upi.com/Top_News/US/2014/05/07/Federal-Govt-threatens-to-cut-funds-of-first-state-to-drop-common-core-standards/5841399494364/
It begins.......
That's fine, Indiana doesn't need grant money from the federal government. They have local control of schools, and local funding, right?
Anonymous wrote:http://www.upi.com/Top_News/US/2014/05/07/Federal-Govt-threatens-to-cut-funds-of-first-state-to-drop-common-core-standards/5841399494364/
It begins.......
Anonymous wrote:What specific Common Core State Standard do you wish to see changed?
Don't talk about testing, or implementation of curriculum, or crappy workbook pages.
What Standard do you wish to change?
It doesn't matter which standards I object to. It is the testing, implementation, and big money to publishing companies that are my major concerns.