If, in graduate school, I had written standards like this for a class I was assigned, I would have received a very poor grade.

You object to the Common Core English/language arts standards because they are subjective? Could you provide some examples of standards in English/language arts that are not subjective? Or do you object to standards, period?

I wonder if you are also somebody who objects to multiple-choice tests.

No. I don't object to tests that measure objective standards. The standards posted above contain lots of subjective requirements. Think about it.

Anonymous wrote:These standards are subjective. What does "participate" mean? Listening to a lesson? Describing? Drawing a picture?

You object to the Common Core English/language arts standards because they are subjective? Could you provide some examples of standards in English/language arts that are not subjective? Or do you object to standards, period?

I wonder if you are also somebody who objects to multiple-choice tests.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What are the common core science standards for 1st grade? I ask because I've heard of some very specific complaints from a relative on what their child is learning and that it's too difficult- like parts of the body, etc. But I thought Common Core was geared towards reading and math?

There are no Common Core standards for science. Not for any grade. There are only Common Core standards for math and for English language arts/literacy.

http://www.corestandards.org/read-the-standards/

Thank you! That's what I thought. Not sure why they thought it was a common core activity. Will pass this on to them.

What state is your relative in? In Mew York State, they came up with a curriculum that combined Common COre State Standards with Core Knowledge objectives in science and social studies, and created units of instruction that went far beyond anything specified by common core. They sound like very interesting units, but very challenging as well, so if your relative is in NYS I would understand that she felt the science curriculum in 1st grade was really hard.

Mississippi. I didn't get the impression that it was a reading comprehension activity- they sent a picture of an example worksheet and it was literally a picture of the human body with arrows to identify the parts. But there could have been more to it.

Another: "with guidance and support from adults"........one teacher's idea of guidance and support is one thing. It is something else to another.

These standards are subjective. What does "participate" mean? Listening to a lesson? Describing? Drawing a picture?

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:People keep asking, "What's wrong with the standards" and I can clearly see that they are intensely verbal. So if your child has any kind of language disability -- which is actually one of the biggest learning disability categories between autism and specific language impairment -- your child is pretty much screwed when they walk in the door from Kindergarten.

So we shouldn't have standards, because children with language disabilities might have a problem with them? Or we should only have standards that every child is able to accomplish without any additional accommodation or adaptation?

Children with disabilities are worthless and so we should construct impossible standards for them so they are certain failures from Kindergarten on. Got it!

If they were able to meet the standards, then why would they be disabled?

The Common Core State Standards aren't designed with disabled kids in mind, because they are the standards for grade level expectations for non-disabled kids.

Just as we have PE standards --EG "By the end of grade K all students will be able to complete 10 jumping jacks"

No, this standard is not applicable to children who are physically disabled and in a wheelchair. But we don't write standards for PE based on what physically handicapped children are able to compete.

Anonymous wrote:People keep asking, "What's wrong with the standards" and I can clearly see that they are intensely verbal. So if your child has any kind of language disability -- which is actually one of the biggest learning disability categories between autism and specific language impairment -- your child is pretty much screwed when they walk in the door from Kindergarten.

Well... yeah, the standards for English Language Arts ARE verbal, as you highlighted below. That is because English/Language Arts is a subject which words are used, and in which kids are expected to be able to communicate verbally.

A first grader SHOULD be able to ask and answer questions on a topic, and to describe the connection between two different characters or pieces of information in a text.

If your child in first grade can't yet meet those standards, that is the definition of being disabled. They can't master the first grade objectives in verbal skills, that is precisely WHY They are considered to have a verbal language disorder.

Now, if you are saying that NO CHILDREN in first grade can meet those standards, or that the MAJORITY of 1st graders are unable to ask and answer questions and describe characters, etc., then you might be arguing that the standards are developmentally inappropriate for most first graders.

Is that your argument? Do you believe the requirements to ask and answer questions, describe characters and illustrations, and so on, are too hard for MOST first graders? Or just the verbally disabled ones?

Here's the New York State Grade 1 English Language Arts Domain 2: The Human Body Curriculum:

http://www.engageny.org/resource/grade-1-ela-domain-2-the-human-body

The Common Core Standards for this unit are:

Reading Informational Text
RI.1.1: Ask and answer questions about key details in a text.
RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.7: Use the illustrations and details in a text to describe its key ideas.
RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1.

Writing
W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening
SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1.a: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1.b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1.c: Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6: Produce complete sentences when appropriate to task and situation.
Language
L.1.5: With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.c: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.a: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:People keep asking, "What's wrong with the standards" and I can clearly see that they are intensely verbal. So if your child has any kind of language disability -- which is actually one of the biggest learning disability categories between autism and specific language impairment -- your child is pretty much screwed when they walk in the door from Kindergarten.

So we shouldn't have standards, because children with language disabilities might have a problem with them? Or we should only have standards that every child is able to accomplish without any additional accommodation or adaptation?

Children with disabilities are worthless and so we should construct impossible standards for them so they are certain failures from Kindergarten on. Got it!

Who said that? I didn't.

Anonymous wrote:

Anonymous wrote:People keep asking, "What's wrong with the standards" and I can clearly see that they are intensely verbal. So if your child has any kind of language disability -- which is actually one of the biggest learning disability categories between autism and specific language impairment -- your child is pretty much screwed when they walk in the door from Kindergarten.

So we shouldn't have standards, because children with language disabilities might have a problem with them? Or we should only have standards that every child is able to accomplish without any additional accommodation or adaptation?

Children with disabilities are worthless and so we should construct impossible standards for them so they are certain failures from Kindergarten on. Got it!

Anonymous wrote:People keep asking, "What's wrong with the standards" and I can clearly see that they are intensely verbal. So if your child has any kind of language disability -- which is actually one of the biggest learning disability categories between autism and specific language impairment -- your child is pretty much screwed when they walk in the door from Kindergarten.

So we shouldn't have standards, because children with language disabilities might have a problem with them? Or we should only have standards that every child is able to accomplish without any additional accommodation or adaptation?

People keep asking, "What's wrong with the standards" and I can clearly see that they are intensely verbal. So if your child has any kind of language disability -- which is actually one of the biggest learning disability categories between autism and specific language impairment -- your child is pretty much screwed when they walk in the door from Kindergarten.

Here's the New York State Grade 1 English Language Arts Domain 2: The Human Body Curriculum:

http://www.engageny.org/resource/grade-1-ela-domain-2-the-human-body

The Common Core Standards for this unit are:

Reading Informational Text
RI.1.1: Ask and answer questions about key details in a text.
RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.7: Use the illustrations and details in a text to describe its key ideas.
RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1.

Writing
W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening
SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1.a: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1.b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1.c: Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6: Produce complete sentences when appropriate to task and situation.
Language
L.1.5: With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.c: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.a: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)

The science standards are ridiculous. Sure, you can teach it--but what is mastery of the skeletal unit? How deep is enough?

Here's the New York State Grade 1 English Language Arts Domain 2: The Human Body Curriculum:

http://www.engageny.org/resource/grade-1-ela-domain-2-the-human-body

The Common Core Standards for this unit are:

Reading Informational Text
RI.1.1: Ask and answer questions about key details in a text.
RI.1.3: Describe the connection between two individuals, events, ideas, or pieces of information in a text.
RI.1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.7: Use the illustrations and details in a text to describe its key ideas.
RI.1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
RI.1.10: With prompting and support, read informational texts appropriately complex for grade 1.

Writing
W.1.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Speaking and Listening
SL.1.1: Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
SL.1.1.a: Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
SL.1.1.b: Build on others’ talk in conversations by responding to the comments of others through multiple exchanges.
SL.1.1.c: Ask questions to clear up any confusion about the topics and texts under discussion.
SL.1.2: Ask and answer questions about key details in a text read aloud or information presented orally or through other media.
SL.1.4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
SL.1.5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
SL.1.6: Produce complete sentences when appropriate to task and situation.
Language
L.1.5: With guidance and support from adults, demonstrate understanding of figurative language, word relationships and nuances in word meanings.
L.1.5.c: Identify real-life connections between words and their use (e.g., note places at home that are cozy).
L.1.5.a: Sort words into categories (e.g., colors, clothing) to gain a sense of the concepts the categories represent.
L.1.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using frequently occurring conjunctions to signal simple relationships (e.g., because)

The Science Standards decided upon by NYState that are NOT a part of COmmon Core are:

Explain that the human body is a network of systems;
Identify the skeletal, muscular, digestive, circulatory, and nervous systems;
Recall basic facts about the skeletal, muscular, digestive, circulatory, and nervous systems;
Define the heart as a muscle that never stops working;
Explain the importance of exercise and a balanced diet for bodily health;
Identify the brain as the body’s control center;
Explain that germs can cause disease in the body;
Explain the importance of vaccination in preventing disease;
Identify Edward Jenner as the man who developed the first vaccine;
Identify Louis Pasteur as the man who discovered pasteurization;
Explain the importance of exercise, cleanliness, a balanced diet, and rest for bodily health;
Explain the importance of regular checkups;
Explain the importance of vaccination in preventing disease;
Explain that the food pyramid is one way to depict a balanced diet;
Identify the component food groups in a balanced diet;

and it looks NYS added a bunch of language arts objectives to this unit, also.

And this unit is one of 11 Domains for 1st grade! It was quite ambitious!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:What are the common core science standards for 1st grade? I ask because I've heard of some very specific complaints from a relative on what their child is learning and that it's too difficult- like parts of the body, etc. But I thought Common Core was geared towards reading and math?

There are no Common Core standards for science. Not for any grade. There are only Common Core standards for math and for English language arts/literacy.

http://www.corestandards.org/read-the-standards/

Thank you! That's what I thought. Not sure why they thought it was a common core activity. Will pass this on to them.

What state is your relative in? In Mew York State, they came up with a curriculum that combined Common COre State Standards with Core Knowledge objectives in science and social studies, and created units of instruction that went far beyond anything specified by common core. They sound like very interesting units, but very challenging as well, so if your relative is in NYS I would understand that she felt the science curriculum in 1st grade was really hard.