Anonymous wrote:

Clearly, there isn't a problem with the standards. There is concern about the tests and more interestingly, how the test scores are used.

That is a problem. Common core standards make it a more serious problem.

Anonymous wrote:

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. There it is, right there in the standard.

Fixed it for you.

Clearly, there isn't a problem with the standards. There is concern about the tests and more interestingly, how the test scores are used.

From the New York Times yestersday: More than 650 comments -- almost universally against Common Core. And rage pretty much describes how I feel about the Common Core.

http://www.nytimes.com/2014/12/28/opinion/sunday/r...inst-the-common-core.html?_r=0

Rage against the Common Core.

http://www.nytimes.com/2014/12/28/opinion/sunday/r...inst-the-common-core.html?_r=0

Rebellions have also sprouted in Democratic-leaning states. Last spring, between 55,000 and 65,000 New York State students opted out of taking tests linked to the Common Core. Criticizing these tests as “unproven,” the Chicago schools chief, Barbara Byrd-Bennett, declared that she didn’t want her students to take them.

In a Phi Delta Kappa/Gallup poll conducted last spring, 57 percent of public school parents opposed “having teachers in your community use the Common Core State Standards to guide what they teach,” nearly double the proportion of those who supported the goals. With the standards, the sheer volume of high-stakes standardized testing has ballooned. “The numbers and consequences of these tests have driven public opinion over the edge,” notes Robert A. Schaeffer of the National Center for Fair and Open Testing, known as FairTest.

Students are terrified by these tests because the results can jeopardize their prospects for advancement and graduation. In New York, the number of students who scored “proficient” plummeted by about 30 percentage points in 2013, the first year of testing. Some 70 percent scored below the cutoff level in math and English; the 2014 results in math were modestly better, but the English language scores didn’t budge

For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. There it is, right there in the standard.

Anonymous wrote:The issue is the standard. It is abstract to young children and developmentally inappropriate. It is not so hard with concrete objects, but when kids have to transfer the skill, it is very difficult.

Anonymous wrote:It is also a very difficult standard for first grade. It is tough to master on paper. The standards are meant to be tested. Children are expected to master them --or it wouldn't be a standard. It has nothing to do with fruit salad-or even instruction.

Anonymous wrote:It is also a very difficult standard for first grade. It is tough to master on paper. The standards are meant to be tested. Children are expected to master them --or it wouldn't be a standard. It has nothing to do with fruit salad-or even instruction.

Anonymous wrote:

What do the kids with 504 plans that say they can't go outside when the air is a certain temperature, or when the pollen count is above X do at your school?

At the public school where I taught Kindergarten last year there were 4 teachers and 3 paras in K. 2 teachers and the paras went out for a.m. recess, and 2 teachers got prep time. They'd keep the kids who couldn't go outside with them. After lunch it flipped and the other 2 teachers and the paras went out. To be clear, we weren't required to keep the kids with us. We could have sent them to sit at the front desk or hang with the nurse, but we had compassion and knew they'd rather stay in the classroom where they could play with the toys or "help" the teacher.

It may have worked differently in your school, not all public schools are exactly the same.

Pretty much that way. The issue is that she was suggesting that the reason the teacher couldn't do the lesson was because she didn't want to peel oranges. Pretty stupid.

Anonymous wrote:The issue is the standard. It is abstract to young children and developmentally inappropriate. It is not so hard with concrete objects, but when kids have to transfer the skill, it is very difficult.

Anonymous wrote:

Anonymous wrote:

A special education teacher does not understand classroom management and is therefore unqualified to comment on the developmental appropriateness of a kindergarten Common Core standard?

Suggesting that a kid who has asthma stay inside while the others are at recess indicates that she is a total fraud. She clearly does not understand how classrooms work--at least not public ones.

I don't get the connection between classroom management and the developmental appropriateness of a Common Core standard.

What do the kids with 504 plans that say they can't go outside when the air is a certain temperature, or when the pollen count is above X do at your school?

At the public school where I taught Kindergarten last year there were 4 teachers and 3 paras in K. 2 teachers and the paras went out for a.m. recess, and 2 teachers got prep time. They'd keep the kids who couldn't go outside with them. After lunch it flipped and the other 2 teachers and the paras went out. To be clear, we weren't required to keep the kids with us. We could have sent them to sit at the front desk or hang with the nurse, but we had compassion and knew they'd rather stay in the classroom where they could play with the toys or "help" the teacher.

It may have worked differently in your school, not all public schools are exactly the same.