Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:http://www.washingtonpost.com/local/education/good-teaching-poor-test-scores-doubt-cast-on-grading-teachers-by-student-performance/2014/05/12/96d94812-da07-11e3-bda1-9b46b2066796_story.html

Another problem with the growing snowball of Common Core.

And yet there is not one mention of the Common Core standards in that article. That's because using test scores to evaluate teachers is a COMPLETELY SEPARATE ISSUE.

Honestly, I think that a lot of people think that "Common Core" is shorthand for "everything in education that I don't like."

Read the article again. I was reading it and knew you'd go here despite the mention of Obama, Bill and Melinda Gates Fdn.

So, if something mentions Obama it must be Common Core? If I don't like the fact that Michelle sometimes wears dresses with bare arms can I blame that on Common Core?

No, that's plain silly. Obama alone isn't Common Core! Obama + Bill and Melinda Gates Foundation = Common Core!

And no, you can't blame Michelle Obama's sleeveless dresses on the Common Core, unless she's in a room with somebody who has met (or is) Arne Duncan. Then you can.

Wow. No words. Enjoy the freedom and bennies while you got them teachers!

Anonymous wrote:

Still on the K requirements!

Conventions of Standard English:
CCSS.ELA-Literacy.L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.K.1.a
Print many upper- and lowercase letters.

CCSS.ELA-Literacy.L.K.1.b
Use frequently occurring nouns and verbs.

CCSS.ELA-Literacy.L.K.1.c
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

CCSS.ELA-Literacy.L.K.1.d
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CCSS.ELA-Literacy.L.K.1.e
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

CCSS.ELA-Literacy.L.K.1.f
Produce and expand complete sentences in shared language activities.

CCSS.ELA-Literacy.L.K.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.K.2.a
Capitalize the first word in a sentence and the pronoun I

CCSS.ELA-Literacy.L.K.2.b
Recognize and name end punctuation.

CCSS.ELA-Literacy.L.K.2.c
Write a letter or letters for most consonant and short-vowel sounds (phonemes).

CCSS.ELA-Literacy.L.K.2.d
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Knowledge of Language:
CCSS.ELA-Literacy.L.K.3
(L.K.3 begins in grade 2)
Vocabulary Acquisition and Use:
CCSS.ELA-Literacy.L.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

CCSS.ELA-Literacy.L.K.4.a
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

CCSS.ELA-Literacy.L.K.4.b
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

CCSS.ELA-Literacy.L.K.5
With guidance and support from adults, explore word relationships and nuances in word meanings.

CCSS.ELA-Literacy.L.K.5.a
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

CCSS.ELA-Literacy.L.K.5.b
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

CCSS.ELA-Literacy.L.K.5.c
Identify real-life connections between words and their use (e.g., note places at chool that are colorful).

CCSS.ELA-Literacy.L.K.5.d
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

CCSS.ELA-Literacy.L.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

This is the only section where I agree some are too hard for your average K student by the end of the year.

I bolded the ones I think are too much to cover. I don't think teachers should explore prefixes (even orally) with 5 year old students. I think they are too young to understand that re- means to it again, pre- means do it before. And most 5 year olds don't really have a good sense of past tense and aren't using the -ed ending correctly yet, even in speech.

Anonymous wrote:


Let's keep going! Plenty more to do to whip those 4-year-olds into shape. Gotta get into college, you know. No playtime or naps for you!

I think the big language is scaring you. Let me help you understand it in easier words.

CCSS.ELA-Literacy.W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

By the end of Kindergarten, students should be able to show their opinion about a book. Note: If they can't yet write, they may dictate to a teacher, and may draw a picture to show their favorite part.)

CCSS.ELA-Literacy.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Again, wow , big scary words there. Kids in K are expected to be able to "Compose informative/explanatory texts?" But that just is saying that by the end of Kindergarten, dictating to a teacher if necessary, kids should be able to participate in, say, a research poster about spiders (if they are studying spiders) or Frogs. They might draw a picture of spiders, or write "FGS R Geen" (Frogs are green) -- or TELL a teacher to write "Frogs live in ponds". THey might do this in a group or by themselves, too.

CCSS.ELA-Literacy.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Draw a picture of what happened first, next and last in a story.


OK, so I could go all through these, but to me, they are completely appropriate for end of K. Completely. Why do you think a child in grade K can't draw a picture of details he learned about a frog, or tell a teacher what happened first next last? I shudder to think what your Kindergarten would look like, if you had a class, but didn't think these things were appropriate for K students.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:http://www.washingtonpost.com/local/education/good-teaching-poor-test-scores-doubt-cast-on-grading-teachers-by-student-performance/2014/05/12/96d94812-da07-11e3-bda1-9b46b2066796_story.html

Another problem with the growing snowball of Common Core.

And yet there is not one mention of the Common Core standards in that article. That's because using test scores to evaluate teachers is a COMPLETELY SEPARATE ISSUE.

Honestly, I think that a lot of people think that "Common Core" is shorthand for "everything in education that I don't like."

Read the article again. I was reading it and knew you'd go here despite the mention of Obama, Bill and Melinda Gates Fdn.

So, if something mentions Obama it must be Common Core? If I don't like the fact that Michelle sometimes wears dresses with bare arms can I blame that on Common Core?

No, that's plain silly. Obama alone isn't Common Core! Obama + Bill and Melinda Gates Foundation = Common Core!

And no, you can't blame Michelle Obama's sleeveless dresses on the Common Core, unless she's in a room with somebody who has met (or is) Arne Duncan. Then you can.

No, no, no. That's not criticizing specific standards. That's saying, "Some kindergarteners are 4 years old! It's all too much for them!"

How is noting places at school that are colorful (CCSS.ELA-Literacy.L.K.5.c) too much for a 4-year-old?

(Also, in which states are there kindergarteners who are four years old at the end of the school year?)

Still on the K requirements!

Conventions of Standard English:
CCSS.ELA-Literacy.L.K.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCSS.ELA-Literacy.L.K.1.a
Print many upper- and lowercase letters.

CCSS.ELA-Literacy.L.K.1.b
Use frequently occurring nouns and verbs.

CCSS.ELA-Literacy.L.K.1.c
Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

CCSS.ELA-Literacy.L.K.1.d
Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

CCSS.ELA-Literacy.L.K.1.e
Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

CCSS.ELA-Literacy.L.K.1.f
Produce and expand complete sentences in shared language activities.

CCSS.ELA-Literacy.L.K.2
Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCSS.ELA-Literacy.L.K.2.a
Capitalize the first word in a sentence and the pronoun I

CCSS.ELA-Literacy.L.K.2.b
Recognize and name end punctuation.

CCSS.ELA-Literacy.L.K.2.c
Write a letter or letters for most consonant and short-vowel sounds (phonemes).

CCSS.ELA-Literacy.L.K.2.d
Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Knowledge of Language:
CCSS.ELA-Literacy.L.K.3
(L.K.3 begins in grade 2)
Vocabulary Acquisition and Use:
CCSS.ELA-Literacy.L.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

CCSS.ELA-Literacy.L.K.4.a
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

CCSS.ELA-Literacy.L.K.4.b
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

CCSS.ELA-Literacy.L.K.5
With guidance and support from adults, explore word relationships and nuances in word meanings.

CCSS.ELA-Literacy.L.K.5.a
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

CCSS.ELA-Literacy.L.K.5.b
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

CCSS.ELA-Literacy.L.K.5.c
Identify real-life connections between words and their use (e.g., note places at school that are colorful).

CCSS.ELA-Literacy.L.K.5.d
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

CCSS.ELA-Literacy.L.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

CSS.ELA-Literacy.SL.K.1
Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

CCSS.ELA-Literacy.SL.K.1.a
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

CCSS.ELA-Literacy.SL.K.1.b
Continue a conversation through multiple exchanges.

CCSS.ELA-Literacy.SL.K.2
Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

CCSS.ELA-Literacy.SL.K.3
Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

Presentation of Knowledge and Ideas:
CCSS.ELA-Literacy.SL.K.4
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

CCSS.ELA-Literacy.SL.K.5
Add drawings or other visual displays to descriptions as desired to provide additional detail.

CCSS.ELA-Literacy.SL.K.6
Speak audibly and express thoughts, feelings, and ideas clearly.

Let's keep going! Plenty more to do to whip those 4-year-olds into shape. Gotta get into college, you know. No playtime or naps for you!



Text Types and Purposes:
CCSS.ELA-Literacy.W.K.1
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

CCSS.ELA-Literacy.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

CCSS.ELA-Literacy.W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Production and Distribution of Writing:
CCSS.ELA-Literacy.W.K.4
(W.K.4 begins in grade 3)
CCSS.ELA-Literacy.W.K.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

CCSS.ELA-Literacy.W.K.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

Research to Build and Present Knowledge:
CCSS.ELA-Literacy.W.K.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

CCSS.ELA-Literacy.W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
CCSS.ELA-Literacy.W.K.9
(W.K.9 begins in grade 4)
Range of Writing:
CCSS.ELA-Literacy.W.K.10
(W.K.10 begins in grade 3)

K

And wait there's MORE. We're just getting started about what we want 4 year olds to do.

Key Ideas and Details:
CCSS.ELA-Literacy.RI.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RI.K.2
With prompting and support, identify the main topic and retell key details of a text.

CCSS.ELA-Literacy.RI.K.3
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure:
CCSS.ELA-Literacy.RI.K.4
With prompting and support, ask and answer questions about unknown words in a text.

CCSS.ELA-Literacy.RI.K.5
Identify the front cover, back cover, and title page of a book.

CCSS.ELA-Literacy.RI.K.6
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RI.K.7
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

CCSS.ELA-Literacy.RI.K.8
With prompting and support, identify the reasons an author gives to support points in a text.

CCSS.ELA-Literacy.RI.K.9
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RI.K.10
Actively engage in group reading activities with purpose and understanding.

The new K standards require kids to MASTER 90 skills in reading and math.

It's a recipe for disaster.

Many Kindergarteners are 4 years old. All of this garbage is too much for them. And this is just ONE of the literacy strands.

Key Ideas and Details:
CCSS.ELA-Literacy.RL.K.1
With prompting and support, ask and answer questions about key details in a text.

CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.

CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

Craft and Structure:
CCSS.ELA-Literacy.RL.K.4
Ask and answer questions about unknown words in a text.

CCSS.ELA-Literacy.RL.K.5
Recognize common types of texts (e.g., storybooks, poems).

CCSS.ELA-Literacy.RL.K.6
With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

Integration of Knowledge and Ideas:
CCSS.ELA-Literacy.RL.K.7
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

CCSS.ELA-Literacy.RL.K.8
(RL.K.8 not applicable to literature)

CCSS.ELA-Literacy.RL.K.9

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

Range of Reading and Level of Text Complexity:
CCSS.ELA-Literacy.RL.K.10
Actively engage in group reading activities with purpose and understanding.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:http://www.washingtonpost.com/local/education/good-teaching-poor-test-scores-doubt-cast-on-grading-teachers-by-student-performance/2014/05/12/96d94812-da07-11e3-bda1-9b46b2066796_story.html

Another problem with the growing snowball of Common Core.

And yet there is not one mention of the Common Core standards in that article. That's because using test scores to evaluate teachers is a COMPLETELY SEPARATE ISSUE.

Honestly, I think that a lot of people think that "Common Core" is shorthand for "everything in education that I don't like."

Read the article again. I was reading it and knew you'd go here despite the mention of Obama, Bill and Melinda Gates Fdn.

So, if something mentions Obama it must be Common Core? If I don't like the fact that Michelle sometimes wears dresses with bare arms can I blame that on Common Core?

Anonymous wrote:

Those are all of the K standards on the Common Core standards website. So no, I don't understand that. Are there other, secret Common Core standards that are not on the Common Core standards website?

Hope you are not a teacher. You just failed the test. You only put in the Reading Literature requirements. You left out several other categories for Reading. So , there goes your job.

She/He put the Literacy standards. Literacy is a global term that includes Reading Literary text, Reading Information Text, Reading Fundamentals (things like phonics, concepts of print and sight words), Writing, Speaking and Listening, and Language (things like grammar and punctuation). They are all there. The standards specifically for Reading Literature are designated with the letter RL.

The CCSS supporters on this thread are asking over and over again for people who oppose the standards to link their arguments back to the standards. The fact that you aren't familiar with how the standards are organized and labeled, makes me wonder if you've read them at all.

Anonymous wrote:

Anonymous wrote:

Those are all of the K standards on the Common Core standards website. So no, I don't understand that. Are there other, secret Common Core standards that are not on the Common Core standards website?

Hope you are not a teacher. You just failed the test. You only put in the Reading Literature requirements. You left out several other categories for Reading. So , there goes your job.

I think you didn't click on the links. Try doing that.

*Crickets*

Anonymous wrote:

Anonymous wrote:http://www.washingtonpost.com/local/education/good-teaching-poor-test-scores-doubt-cast-on-grading-teachers-by-student-performance/2014/05/12/96d94812-da07-11e3-bda1-9b46b2066796_story.html

Another problem with the growing snowball of Common Core.

And yet there is not one mention of the Common Core standards in that article. That's because using test scores to evaluate teachers is a COMPLETELY SEPARATE ISSUE.

Honestly, I think that a lot of people think that "Common Core" is shorthand for "everything in education that I don't like."

Read the article again. I was reading it and knew you'd go here despite the mention of Obama, Bill and Melinda Gates Fdn.