Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
You are incorrect. I would suggest you look this up if you are a teacher. You cannot tell a parent, for instance, that your kid potentially has ADHD. You have to bring it up to the school psychologist, who can then observe and contact the parent if they feel there is an issue. A teacher can tell a parent that they've observed Johnny getting out of his seat frequently, or that Johnny's handwriting is not up to par with other kids in the class, but CANNOT make a potential diagnosis of any kind.

I am well versed in what I may say or not say to a parent. You bet if his or her child were frequently vomiting at the thought of doing homework that might be confusing, I would suggest the child be evaluated for a learning difficulty.

Good luck with that. It was an interesting exercise in learning for a teacher who told my husband and I to have our son evaluated for Aspergers because he would not look her in the eye when she was correcting him.

She learned damn fast what was legal and what wasn't. And for the record? She was laughed at by the professionals I spoke to. That child is now 19 and has absolutely NO signs of Aspergers. He does, however, have specific memories of this teacher being a generally nasty person.

good thing you had him checked out, anyhow.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:
These are the ONLY schools using the Core Knowledge Curriculum you speak of in New York State, according to the Core Knowledge website. This is HARDLY every school in NY State:

Nope. See what I posted earlier. The New York State ELA Curriculum, at least for grades K-12, incorporates Core Knowledge in its domains.

You didn't notice the COMMON CORE part, or deliberately ignored it.

And for the record? You said that the Core Knowledge curriculum was in use in NY before common core was introduced, that it was older than common core. So what's new is the introduction of common core and common core materials. But you insist on blaming the old curriculum? That seems....odd.....

Are you deliberately being dense? Yes, New York State is using BOTH Common Core AND Core Knowledge as part of its official ELA curriculum.

See my post directly above.

I wasn't the poster who said Core Knowledge was being used in NYS before Common Core. Somehow I doubt that -- if true, why would people be freaking out about kids having to learn about ancient Mesopotamia in 1st grade? They should be used to it by now!

Anonymous wrote:

Anonymous wrote:Here: from the NYS website


http://www.engageny.org/english-language-arts

New York State ELA Curriculum for Grades Pre-K-2

The New York State ELA Curriculum for grades Pre-K-2 is made up of three components: the Listening and Learning strand and Skills strand (from the Core Knowledge Language Arts-New York Edition) and Guided Reading and Accountable Independent Reading.

The Listening and Learning strand lessons, comprised of teacher read-alouds, class discussion, vocabulary work, and extension activities, build on the research finding that students’ listening comprehension outpaces their reading comprehension throughout elementary school. These read-alouds and exercises are organized in 11 to 12 domains (units) per grade. Each domain is dedicated to a particular topic, and the class stays focused on that topic or theme for 10 to 15 days of instruction. The domains build on each other within and across grades.

The domains are INTENSE.

Link to the second grade domains here

http://www.engageny.org/resource/grade-2-english-language-arts-listening-and-learning-strand

Ask your relatives in NYS to look at the link I posted, and to explain to you the difference between Common Core State Standards in ELA, and the Core Knowledge Domains.

Did you notice on your link the following:

Select a domain on the left to view the materials for that domain.

Created on:
Monday, April 1, 2013
Grade:
Elementary and Second Grade
Subject:
English Language Arts
Topic:
Common Core Learning Standards

Yes -- the standards include BOTH the Common Core Learning standards AND the heavy duty, subject intense Core KNowledge standards (the ones detailing all that knowledge of ancient CHinese civilization in 2nd grade, for example)

So it's much more than just what is specified by the Common Core. Much, much more is being asked of kids in NYS.

So for example, when blog posters like this one: http://atthechalkface.com/2013/07/29/holy-mesopotamia-batman-first-grade-ccss-vocabulary/

complain about he "Common Core curriculum" they are forced to use in New York State -- many people will think their complaints are about the Common Core standards. But if you look at it, you will see they are complaining about the heavy Core Knowledge requirements (in this case for kids in grade 1 to learn about Ancient Mesopotamia). That stuff didn't come from Common Core it came from Core Knowledge.

Anonymous wrote:

Anonymous wrote:
These are the ONLY schools using the Core Knowledge Curriculum you speak of in New York State, according to the Core Knowledge website. This is HARDLY every school in NY State:

Nope. See what I posted earlier. The New York State ELA Curriculum, at least for grades K-12, incorporates Core Knowledge in its domains.

You didn't notice the COMMON CORE part, or deliberately ignored it.

And for the record? You said that the Core Knowledge curriculum was in use in NY before common core was introduced, that it was older than common core. So what's new is the introduction of common core and common core materials. But you insist on blaming the old curriculum? That seems....odd.....

Anonymous wrote:

Anonymous wrote:
You are incorrect. I would suggest you look this up if you are a teacher. You cannot tell a parent, for instance, that your kid potentially has ADHD. You have to bring it up to the school psychologist, who can then observe and contact the parent if they feel there is an issue. A teacher can tell a parent that they've observed Johnny getting out of his seat frequently, or that Johnny's handwriting is not up to par with other kids in the class, but CANNOT make a potential diagnosis of any kind.

I am well versed in what I may say or not say to a parent. You bet if his or her child were frequently vomiting at the thought of doing homework that might be confusing, I would suggest the child be evaluated for a learning difficulty.

Good luck with that. It was an interesting exercise in learning for a teacher who told my husband and I to have our son evaluated for Aspergers because he would not look her in the eye when she was correcting him.

She learned damn fast what was legal and what wasn't. And for the record? She was laughed at by the professionals I spoke to. That child is now 19 and has absolutely NO signs of Aspergers. He does, however, have specific memories of this teacher being a generally nasty person.

Anonymous wrote:Here: from the NYS website


http://www.engageny.org/english-language-arts

New York State ELA Curriculum for Grades Pre-K-2

The New York State ELA Curriculum for grades Pre-K-2 is made up of three components: the Listening and Learning strand and Skills strand (from the Core Knowledge Language Arts-New York Edition) and Guided Reading and Accountable Independent Reading.

The Listening and Learning strand lessons, comprised of teacher read-alouds, class discussion, vocabulary work, and extension activities, build on the research finding that students’ listening comprehension outpaces their reading comprehension throughout elementary school. These read-alouds and exercises are organized in 11 to 12 domains (units) per grade. Each domain is dedicated to a particular topic, and the class stays focused on that topic or theme for 10 to 15 days of instruction. The domains build on each other within and across grades.

The domains are INTENSE.

Link to the second grade domains here

http://www.engageny.org/resource/grade-2-english-language-arts-listening-and-learning-strand

Ask your relatives in NYS to look at the link I posted, and to explain to you the difference between Common Core State Standards in ELA, and the Core Knowledge Domains.

Did you notice on your link the following:

Select a domain on the left to view the materials for that domain.

Created on:
Monday, April 1, 2013
Grade:
Elementary and Second Grade
Subject:
English Language Arts
Topic:
Common Core Learning Standards

Anonymous wrote:
You are incorrect. I would suggest you look this up if you are a teacher. You cannot tell a parent, for instance, that your kid potentially has ADHD. You have to bring it up to the school psychologist, who can then observe and contact the parent if they feel there is an issue. A teacher can tell a parent that they've observed Johnny getting out of his seat frequently, or that Johnny's handwriting is not up to par with other kids in the class, but CANNOT make a potential diagnosis of any kind.

I am well versed in what I may say or not say to a parent. You bet if his or her child were frequently vomiting at the thought of doing homework that might be confusing, I would suggest the child be evaluated for a learning difficulty.

Anonymous wrote:

Anonymous wrote:
These are the ONLY schools using the Core Knowledge Curriculum you speak of in New York State, according to the Core Knowledge website. This is HARDLY every school in NY State:

Nope. See what I posted earlier. The New York State ELA Curriculum, at least for grades K-12, incorporates Core Knowledge in its domains.

Grade 2, Domain 2 (15 days): Early Asian Civilizations

http://www.engageny.org/resource/grade-2-ela-domain-2-early-asian-civilizations

Objectives:

This Tell It Again! Read-Aloud Anthology for Early Asian Civilizations contains background information and resources that the teacher will need to implement Domain 2, including an alignment chart for the domain to the Common Core State Standards; an introduction to the domain including necessary background information for teachers, a list of domain components, a core vocabulary list for the domain, and planning aids and resources; 14 lessons including objectives, read-alouds, discussion questions, and extension activities; a Pausing Point; a domain review; a domain assessment; culminating activities; and teacher resources. By the end of this domain, students will be able to:

Identify Asia as the largest continent with the most populous countries in the world;
Locate Asia, India, and China on a map or globe;
Explain the importance of mountains in the development of early Asian civilizations;
Explain the importance of the Indus and Ganges Rivers for the development of civilization in ancient times;
Describe the key components of a civilization;
Identify Hinduism and Buddhism as major religions originating in Asia;
Describe the basic principles of Hinduism and Buddhism
Identify the names for followers of Hinduism and Buddhism;
Identify the holy texts of Hinduism and Buddhism;
Identify holy places for Hindus and Buddhists;
Identify important figures in Hinduism and Buddhism;
Identify Diwali as an important holiday in Hinduism;
Demonstrate familiarity with the folktale “The Tiger, the Brahman, and the Jackal”;
Describe the characters, plot, and setting of the folktale “The Tiger, the Brahman, and the Jackal”;
Identify trickster tales and folktales as types of fiction;
Demonstrate familiarity with the poem “The Blind Men and the Elephant”;
Describe the characters, plot, and setting of the poem “The Blind Men and the Elephant”;
Explain the importance of the Yellow and Yangtze Rivers for the development of civilizations in ancient times;
Describe contributions of ancient China (e.g., paper, silk, writing, the Great Wall);
Demonstrate familiarity with the folktale “The Magic Paintbrush”;
Describe the characters, plot, and setting of the folktale “The Magic Paintbrush”;
Describe silk making;
Explain the significance of the Great Wall of China;
Identify Confucius;
Describe the teachings of Confucius;
Describe the Chinese New Year;
Recount fiction read-alouds, including fables and folktales from diverse cultures, and determine the central message, lesson, or moral;
Describe how characters in a fiction read-aloud respond to major events and challenges;
Describe the following story elements: characters, setting, and plot, including how the beginning introduces the story and the ending concludes the action;
Use information gained from the illustrations and words in a read-aloud to demonstrate understanding of its characters, setting, or plot;
Ask and answer questions (e.g., who, what, where, when, why, how), orally or in writing, requiring literal recall and understanding of the details and/or facts of a nonfiction/informational read-aloud;
Answer questions that require making interpretations, judgments, or giving opinions about what is heard in a nonfiction/informational read-aloud, including answering why questions that require recognizing cause/effect relationships;
Determine the meaning of unknown words and phrases in nonfiction/informational read-alouds and discussions;
Interpret information from diagrams, charts, timelines, graphs, or other organizers associated with a nonfiction/informational read-aloud and explain how these graphics clarify the meaning of the read-aloud;
Compare and contrast (orally or in writing) similarities and differences within a single nonfiction/informational read-aloud or between two or more nonfiction/informational read-alouds;
Listen to and demonstrate understanding of nonfiction/informational read-alouds of appropriate complexity for grades 2–4;
Plan and/or draft, and edit an informative/explanatory text that present information from a nonfiction/informational read-aloud that introduces a topic, uses facts and definitions to develop points, and provides a concluding statement or section;
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing;
Participate in shared research and writing projects (e.g., after listening to several read-alouds, produce a report on a single topic);
Make personal connections (orally or in writing) to events or experiences in a fiction or nonfiction/informational read-aloud and/or make connections among several read-alouds;
With assistance, categorize and organize facts and information within a given domain to answer questions;
Use agreed-upon rules for group discussion (e.g., look at and listen to the speaker, raise hand to speak, take turns, say “excuse me” or “please,” etc.);
Carry on and participate in a conversation over at least six turns, staying on topic, linking their comments to the remarks of others, with either an adult or another child of the same age;
Ask questions to clarify information about the topic in a fiction or nonfiction/informational read-aloud;
Retell (orally or in writing) important facts and information from a fiction or nonfiction/informational read-aloud;
Summarize (orally or in writing) text content and/or oral information presented by others;
Ask questions to clarify directions, exercises, classroom routines, and/or what a speaker says about a topic to gather additional information or deepen understanding of a topic or issue;
Recount a personal experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences;
Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings;
Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification;
Use word parts to determine meanings of unknown words in fiction or nonfiction/informational read-alouds and discussions;
Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy);
Provide synonyms and antonyms of selected core vocabulary words;
Determine the meaning of unknown and multiple meaning words and phrases in fiction or nonfiction/informational read-alouds and discussions;
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurt) and closely related adjectives (e.g., thin, slender, skinny, scrawny);
Learn the meaning of common sayings and phrases;
Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy);
Prior to listening to a read-aloud, identify (orally or in writing) what they know and have learned that may be related to the specific story or topic to be read aloud;
Identify and express physical sensations, mental states, and emotions of self and others;
Make predictions (orally or in writing) prior to and during a read-aloud, based on the title, pictures, and/or text heard thus far, and then compare the actual outcomes to predictions;
Rehearse and perform poems, stories, and plays for an audience using eye contact, appropriate volume, and clear enunciation;
Share writing with others;
Use regular and irregular past tense verbs correctly in oral language; and
Sequence four to six pictures illustrating events in a story.

Anonymous wrote:
These are the ONLY schools using the Core Knowledge Curriculum you speak of in New York State, according to the Core Knowledge website. This is HARDLY every school in NY State:

Nope. See what I posted earlier. The New York State ELA Curriculum, at least for grades K-12, incorporates Core Knowledge in its domains.

Here: from the NYS website


http://www.engageny.org/english-language-arts

New York State ELA Curriculum for Grades Pre-K-2

The New York State ELA Curriculum for grades Pre-K-2 is made up of three components: the Listening and Learning strand and Skills strand (from the Core Knowledge Language Arts-New York Edition) and Guided Reading and Accountable Independent Reading.

The Listening and Learning strand lessons, comprised of teacher read-alouds, class discussion, vocabulary work, and extension activities, build on the research finding that students’ listening comprehension outpaces their reading comprehension throughout elementary school. These read-alouds and exercises are organized in 11 to 12 domains (units) per grade. Each domain is dedicated to a particular topic, and the class stays focused on that topic or theme for 10 to 15 days of instruction. The domains build on each other within and across grades.

The domains are INTENSE.

Link to the second grade domains here

http://www.engageny.org/resource/grade-2-english-language-arts-listening-and-learning-strand

Ask your relatives in NYS to look at the link I posted, and to explain to you the difference between Common Core State Standards in ELA, and the Core Knowledge Domains.

Anonymous wrote:

Anonymous wrote:
For all I know, you could be a flaming witch to the kids when they come in without their homework done, and my kid knows this, so melts down because he/she knows it's big trouble when the erroneous worksheet could not be completed nor understood. Amazing how you put these errors onto the kids, as in, well, I made a mistake and don't really care how it affects my students. Glad you have such a caring demeanor.

Well, I usually don't make mistakes on any worksheets I send home with kids. And I would never want a child to be stressed out about homework. It's just homework! I also don't want kids to be stressed out about tests. I do in fact have to make my ESOL students take tests that they cannot possibly pass. Every year I have beginner ESOL students who cannot read or write a word of English, who have to sit and pretend to take the test of English Language Proficiency. Somehow, they all manage to get through it just fine, with laughs and "oh wells" and even some peppermints, treats like stickers, pencils and extra recess.

We can help develop kids' resiliency through modeling how we approach difficult or challenging situations.

What YOU do personally is not what's in question here. YOU might not make mistakes, but other teachers do. And some here are saying it is not their job to look over or correct those worksheets because they didn't create them.

Anonymous wrote:

Anonymous wrote:
Of course, frequent errors, or poor pedagogy, should be addressed; and homework should be a review of concepts learned, not left to the parents to explain to the child. But if a few minor mistakes are leading your child to melt down in frustration, your child probably has some learning issues going on that should be checked out.[/quote]


A parent should not have to explain a darn thing to the child if you are doing your job right, i.e. not sending home error-ridden worksheets. By the way? The bolded? That's illegal for you to say to a parent as a teacher. I suggest you never say that to a parent of a child you teach. You are not a doctor, you are a teacher. You are not a psychologist, you are a teacher. You don't get to diagnose; you are not trained to do so. Learn your place.

Sorry, a teacher has every legal right, indeed has a moral responsibility, to suggest to a parent that his or her child has a learning issue that should be investigated. A possible learning problem is not a medical diagnosis. It is a teacher's place indeed to bring this concern up to a parent or to a school referral team!

You are incorrect. I would suggest you look this up if you are a teacher. You cannot tell a parent, for instance, that your kid potentially has ADHD. You have to bring it up to the school psychologist, who can then observe and contact the parent if they feel there is an issue. A teacher can tell a parent that they've observed Johnny getting out of his seat frequently, or that Johnny's handwriting is not up to par with other kids in the class, but CANNOT make a potential diagnosis of any kind.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/05/02/6-reasons-to-reject-common-core-k-3-standards-and-6-axioms-to-guide-policy/

As a teacher for 24 years who has spent her entire career teaching inner city youth, all I can say is YES! The standards are inappropriate for young children. Today was the last day of NYS math tests, and I had to supervise lovely, bright, hard-working students who were crying, sitting in fetal positions, asking me questions I was not allowed to answer, and two of them ended up in the nurse's office throwing up. The ELA test was entirely appropriate for 5th graders, not the third graders who endured 3 1/2 hours of it without the slightest chance of understanding it. The first two days of the math test were fair, full of questions that third graders can understand and reasonably answer. That was not the case today. All of the adults had trouble answering a number of the questions. Each question required 2 or 3 different computations and a level of math comprehension well beyond what a child this age could truly be expected to answer. Why are people with no credentials in these areas creating the standards, curriculum and testing? If this was any other field, there would be an uproar. Imagine if elementary teachers were creating standards for lawyers, if doctors created the standards for bankers, if politicians created the standards for medical care? Would it be acceptable? We are losing a generation of children to nonsense. It should be intolerable for everyone.

New York State. Not Common Core state Standards. New York State.

From NY State's website:

Curriculum Supports for the Common Core
NYC is among the first large urban school districts in the nation to recommend new high-quality Core Curriculum materials, with ELL supports, for grades K- 8 in ELA and math that align to the Common Core Learning Standards (CCLS) and promote the instructional shifts. NYC is working to provide high school supports in ELA and math.

The below FAQs offer guidance to support educators in implementing the Core Curriculum:
FAQ: Pearson’s ReadyGen
FAQ: Houghton Mifflin Harcourt’s Go Math!
FAQ: Scholastic’s Code X
FAQ: Pearson’s Connected Math Program 3

Sure as hell sounds like they are using common core curriculum materials, not NY State ones.

Nice try.

NY has combined 2 things into 1. One is the Core Knowledge Curriculum which was written well before Common Core and goes beyond Common Core in that it includes other subjects. The other is that they have now adopted Common Core Standards. Both initiatives have the word Core in them, but they are two separate things. The reference to "Core Curriculum" above is a reference to NYS's Core Knowledge based curriculum.

Pretty much every text book manufacturer has come with new versions of their textbooks that they claim are aligned with the Common Core. The good ones that people love, and the ones that people hate have both done this. Common Core doesn't "approve" standards. It is the responsibility of the State or Local Education Authority to review the text books and see if they match with what they hope to accomplish. These are materials that NY State has chosen and purchased.

These are the ONLY schools using the Core Knowledge Curriculum you speak of in New York State, according to the Core Knowledge website. This is HARDLY every school in NY State:

Core Knowledge Schools in New York:

Core Knowledge Friend SchoolGeneral D. Chappie James Elementary, Brooklyn, NY
Core Knowledge Friend SchoolGeneral D. Chappie James Middle School, Brooklyn, NY
Core Knowledge Friend SchoolIcahn Charter School 1, Bronx, NY
Core Knowledge Friend SchoolIcahn Charter School 2, Bronx, NY
Core Knowledge Friend SchoolIcahn Charter School 3, Bronx, NY
Core Knowledge Friend SchoolIcahn Charter School 4, Bronx, NY
Core Knowledge Friend SchoolIcahn Charter School 5, Bronx, NY
Core Knowledge Friend SchoolP.S. 104Q - The Bays Water School, Far Rockaway, NY
Core Knowledge Official SchoolP.S. 108K- Sal Abbracciamento School, Brooklyn, NY 11/21/08
Core Knowledge Official SchoolP.S. 124 - Osmond A. Church School, South Ozone Park, NY 02/23/06
Core Knowledge Friend SchoolP.S. 137 - Americas School of Hero, Ozone Park, NY
Core Knowledge Friend SchoolP.S. 203 - Floyd Bennett, Brooklyn, NY
Core Knowledge Friend SchoolP.S. 214 - Michael Friedsam, Brooklyn, NY
Core Knowledge Friend SchoolP.S. 215Q - Lucretia Mott School, Far Rockaway, NY
Core Knowledge Friend SchoolP.S. 262 - Channel View School for Research, Rockaway Park, NY
Core Knowledge Official SchoolP.S. 333 - Goldie Maple Academy, Arverne, NY November 2009
Core Knowledge Friend SchoolP.S. 47Q - Chris Galas School, Broad Channel, NY
Core Knowledge Friend SchoolP.S. 51Q , Richmond Hill, NY
Core Knowledge Friend SchoolP.S. 65 - The Little Red School, Brooklyn, NY
Core Knowledge Official SchoolP.S. 7 - Abraham Lincoln, Brooklyn, NY 11/21/08
Core Knowledge Official SchoolP.S. 96, South Ozone Park, NY 11/21/08
Core Knowledge Friend SchoolP.S. 97Q - Forest Park School, Woodhaven, NY
Core Knowledge Friend SchoolThe UFT Charter School, Brooklyn, NY

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/05/02/6-reasons-to-reject-common-core-k-3-standards-and-6-axioms-to-guide-policy/

As a teacher for 24 years who has spent her entire career teaching inner city youth, all I can say is YES! The standards are inappropriate for young children. Today was the last day of NYS math tests, and I had to supervise lovely, bright, hard-working students who were crying, sitting in fetal positions, asking me questions I was not allowed to answer, and two of them ended up in the nurse's office throwing up. The ELA test was entirely appropriate for 5th graders, not the third graders who endured 3 1/2 hours of it without the slightest chance of understanding it. The first two days of the math test were fair, full of questions that third graders can understand and reasonably answer. That was not the case today. All of the adults had trouble answering a number of the questions. Each question required 2 or 3 different computations and a level of math comprehension well beyond what a child this age could truly be expected to answer. Why are people with no credentials in these areas creating the standards, curriculum and testing? If this was any other field, there would be an uproar. Imagine if elementary teachers were creating standards for lawyers, if doctors created the standards for bankers, if politicians created the standards for medical care? Would it be acceptable? We are losing a generation of children to nonsense. It should be intolerable for everyone.

New York State. Not Common Core state Standards. New York State.

From NY State's website:

Curriculum Supports for the Common Core
NYC is among the first large urban school districts in the nation to recommend new high-quality Core Curriculum materials, with ELL supports, for grades K- 8 in ELA and math that align to the Common Core Learning Standards (CCLS) and promote the instructional shifts. NYC is working to provide high school supports in ELA and math.

The below FAQs offer guidance to support educators in implementing the Core Curriculum:
FAQ: Pearson’s ReadyGen
FAQ: Houghton Mifflin Harcourt’s Go Math!
FAQ: Scholastic’s Code X
FAQ: Pearson’s Connected Math Program 3

Sure as hell sounds like they are using common core curriculum materials, not NY State ones.

Nice try.

NY has combined 2 things into 1. One is the Core Knowledge Curriculum which was written well before Common Core and goes beyond Common Core in that it includes other subjects. The other is that they have now adopted Common Core Standards. Both initiatives have the word Core in them, but they are two separate things. The reference to "Core Curriculum" above is a reference to NYS's Core Knowledge based curriculum.

Pretty much every text book manufacturer has come with new versions of their textbooks that they claim are aligned with the Common Core. The good ones that people love, and the ones that people hate have both done this. Common Core doesn't "approve" standards. It is the responsibility of the State or Local Education Authority to review the text books and see if they match with what they hope to accomplish. These are materials that NY State has chosen and purchased.

These books were specifically aligned with Common Core. The books are aligned with the standards, according to the NY website. Those are the facts. You can twist those facts any way you choose, but the facts are there. You are incorrect in your assumption that they are speaking of two different things. I know you REALLY want it to be that, but it's simply not. I know many teachers in NY (I have family there) and they are quite emphatic about the fact that what you are saying is incorrect.

Yes, the books are aligned I said that in the post you are disagreeing with. There are plenty of other choices for books that are also aligned. Some are better than others. The materials that the school IDC Charter) I teach at uses are also aligned, and do not contain the errors that are reported. The 2.0 curricular materials that my son's school uses in MCPS are also designed to be aligned with CCSS, they do not contain these errors. NYS needs to take responsibility for choosing bad books.

Anonymous wrote:e=Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:From http://www.washingtonpost.com/blogs/answer-sheet/wp/2014/05/02/6-reasons-to-reject-common-core-k-3-standards-and-6-axioms-to-guide-policy/

As a teacher for 24 years who has spent her entire career teaching inner city youth, all I can say is YES! The standards are inappropriate for young children. Today was the last day of NYS math tests, and I had to supervise lovely, bright, hard-working students who were crying, sitting in fetal positions, asking me questions I was not allowed to answer, and two of them ended up in the nurse's office throwing up. The ELA test was entirely appropriate for 5th graders, not the third graders who endured 3 1/2 hours of it without the slightest chance of understanding it. The first two days of the math test were fair, full of questions that third graders can understand and reasonably answer. That was not the case today. All of the adults had trouble answering a number of the questions. Each question required 2 or 3 different computations and a level of math comprehension well beyond what a child this age could truly be expected to answer. Why are people with no credentials in these areas creating the standards, curriculum and testing? If this was any other field, there would be an uproar. Imagine if elementary teachers were creating standards for lawyers, if doctors created the standards for bankers, if politicians created the standards for medical care? Would it be acceptable? We are losing a generation of children to nonsense. It should be intolerable for everyone.

New York State. Not Common Core state Standards. New York State.

From NY State's website:

Curriculum Supports for the Common Core
NYC is among the first large urban school districts in the nation to recommend new high-quality Core Curriculum materials, with ELL supports, for grades K- 8 in ELA and math that align to the Common Core Learning Standards (CCLS) and promote the instructional shifts. NYC is working to provide high school supports in ELA and math.

The below FAQs offer guidance to support educators in implementing the Core Curriculum:
FAQ: Pearson’s ReadyGen
FAQ: Houghton Mifflin Harcourt’s Go Math!
FAQ: Scholastic’s Code X
FAQ: Pearson’s Connected Math Program 3

Sure as hell sounds like they are using common core curriculum materials, not NY State ones.

Nice try.

NY has combined 2 things into 1. One is the Core Knowledge Curriculum which was written well before Common Core and goes beyond Common Core in that it includes other subjects. The other is that they have now adopted Common Core Standards. Both initiatives have the word Core in them, but they are two separate things. The reference to "Core Curriculum" above is a reference to NYS's Core Knowledge based curriculum.

Pretty much every text book manufacturer has come with new versions of their textbooks that they claim are aligned with the Common Core. The good ones that people love, and the ones that people hate have both done this. Common Core doesn't "approve" standards. It is the responsibility of the State or Local Education Authority to review the text books and see if they match with what they hope to accomplish. These are materials that NY State has chosen and purchased.

These books were specifically aligned with Common Core. The books are aligned with the standards, according to the NY website. Those are the facts. You can twist those facts any way you choose, but the facts are there. You are incorrect in your assumption that they are speaking of two different things. I know you REALLY want it to be that, but it's simply not. I know many teachers in NY (I have family there) and they are quite emphatic about the fact that what you are saying is incorrect.