Anonymous
03/25/2015 12:04
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Anonymous wrote:
Define "Pearson people", "involved", "changes", and "big bucks", please.
check out relationship between developers of Common Core and Pearson.
Yes, you keep saying that. Could you provide some specifics, please?
For starters: People on the Common Core committees who wrote texts for Pearson. I call that a conflict.
So there were people on the Common Core committees who had previously written texts for Pearson? Or there were people on the Common Core committees who subsequently wrote texts for Pearson? Or there were people on the Common Core committees who were also at the same time writing texts for Pearson? Could you please explain? Names (of people and texts) would be useful too, please.
Anonymous
03/25/2015 11:58
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Define "Pearson people", "involved", "changes", and "big bucks", please.
check out relationship between developers of Common Core and Pearson.
Yes, you keep saying that. Could you provide some specifics, please?
For starters: People on the Common Core committees who wrote texts for Pearson. I call that a conflict.
Anonymous
03/25/2015 10:29
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Anonymous wrote:Define "Pearson people", "involved", "changes", and "big bucks", please.
check out relationship between developers of Common Core and Pearson.
Yes, you keep saying that. Could you provide some specifics, please?
Anonymous
03/25/2015 10:22
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Define "Pearson people", "involved", "changes", and "big bucks", please.
check out relationship between developers of Common Core and Pearson.
Anonymous
03/25/2015 10:20
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Anonymous wrote:
Why do you think there's anything WRONG with this?
Do you agree we need textbooks? Do you believe that you need content to teach?
I dispute the premise that there's something wrong here. What is the conflict-of-interest?
Pearson people were involved in Common Core changes. They have made and will continue to make big bucks.
Define "Pearson people", "involved", "changes", and "big bucks", please.
Also, the purpose of educational publishing companies (including but not limited to Pearson) is to make money selling educational materials. Therefore, I fail to understand why people are shocked and horrified that educational publishing companies (including but not limited to Pearson) are making money selling educational materials.
Anonymous
03/25/2015 10:16
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
http://edexcellence.net/commentary/education-gadfly-daily/common-core-watch/2013/pearson-crosses-a-line.html
Another issue. Pearson tests included passages from Pearson texts. Now, there is an incentive to purchase Pearson books.
Another issue. Pearson tests included passages from Pearson texts. Now, there is an incentive to purchase Pearson books.
Anonymous
03/25/2015 10:13
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Why do you think there's anything WRONG with this?
Do you agree we need textbooks? Do you believe that you need content to teach?
I dispute the premise that there's something wrong here. What is the conflict-of-interest?
Pearson people were involved in Common Core changes. They have made and will continue to make big bucks.
Anonymous
03/25/2015 10:09
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Anonymous wrote:So, K kids are required to read. Fail.
We're going around and around and around.
No, kindergarten kids are not required to read. Rather, for a kindergarten kid to be on grade level, by the end of the year, the kid needs to be able to read an emergent-reader book, for example, The Cat On The Mat, which consists of:
The cat sat on the mat (with a picture of a cat on a mat).
The dog sat on the mat (with a picture of a cat and a dog on a mat).
The goat sat on the mat (with a picture of a cat, a dog, and a goat on a mat).
The cow sat on the mat (with a picture of a cat, a dog, a goat, and a cow on a mat).
The elephant sat on the mat (with a picture of a cat, a dog, a goat, a cow, and an elephant on a mat).
The cat sat on the mat (with a picture of a cat on a mat).
Are all kindergarteners going to be able to do this by the end of kindergarten? No. Is it reasonable and developmentally appropriate to expect a grade-level kindergartener to be able to do this? I think so. If you think it's unreasonable and/or developmentally inappropriate, what do you base this on?
Anonymous
03/25/2015 10:07
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Anonymous wrote:Why do you think the textbook companies were so involved? Go check out the connections between members of the committees to develop CC and the publishing companies.
Why do you think there's anything WRONG with this?
Do you agree we need textbooks? Do you believe that you need content to teach?
I dispute the premise that there's something wrong here. What is the conflict-of-interest?
Anonymous
03/25/2015 10:02
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
So, K kids are required to read. Fail.
Anonymous
03/25/2015 10:01
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Anonymous wrote:
Cat chasing the tail. What is the standard for Kindergarten grade level phonics? What is a K kid supposed to know on grade level? Isn't that the purpose of the standard?
Here you go.
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.
Anonymous
03/25/2015 09:53
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
CCSS.ELA-Literacy.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
Interesting. I thought that Common Core was supposed to tell us what "grade level" is.
Another fail on clarity.
Since it's a kindergarten standard (that's the K in CCSS.ELA-Literacy.RF.K.3), I think it's reasonable to assume that the grade level the standard refers to is kindergarten.
Cat chasing the tail. What is the standard for Kindergarten grade level phonics? What is a K kid supposed to know on grade level? Isn't that the purpose of the standard?
Anonymous
03/25/2015 09:50
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Anonymous wrote:CCSS.ELA-Literacy.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
Interesting. I thought that Common Core was supposed to tell us what "grade level" is.
Another fail on clarity.
Since it's a kindergarten standard (that's the K in CCSS.ELA-Literacy.RF.K.3), I think it's reasonable to assume that the grade level the standard refers to is kindergarten.
Anonymous
03/25/2015 09:46
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
CCSS.ELA-Literacy.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
Interesting. I thought that Common Core was supposed to tell us what "grade level" is.
Another fail on clarity.
Anonymous
03/25/2015 09:40
Subject: Re:PARCC monitoring student's social media, wants schools to "punish" them
Anonymous wrote:
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."
(Why would kindergarteners be reading board books?)
Because they are five! The standards should not require K students to read. Fine if they are, but it should not be the standard.
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:
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
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.