Associate Professor Educational Instruction and LeadershipSoutheastern Oklahoma State University
I have finished a cursory review of the PK-4 draft standards, and I don't present my thouhts as based on an in-depth review! I find thins I li"e and thins I don't li"e! In eneral, I thin" the standards for these rades represent an appropriate proression of conitive s"ills basedon typical child development! I also conferred with a colleaue of mine at #outheastern who is more of an early childhood e$pert than I, and she arees!My biest concern at the PK level, and even K, is a lac" of a standard for play! Much recent research suests stronly that not only is play a critical need for these youn students, but pushin the conitive s"ills re%uired for early readin may later be found to be detrimental! I thin" more important than learnin letter names or sounds, there should be a standard callin for a substantial portion of the school day to be devoted toboth structured and unstructured play! &espite what many people believe, play is a learnin stratey and should absolutely have a standard at this level! In addition, all of the standards reardin readin s"ills, even comprehension of te$ts read aloud, should be applied very fle$ibly to allow for a wide rane of developmental levels in any iven PK- classroom! (s we move into K, the content reardin phonics and phonemic awareness builds, but these standards, alon with vocabulary, aain may not be reachable for a lare percentae of students simply because of developmental issues! (ain, the standards must be applied fle$ibly!#tandard ) for K says* +#tudents will demonstrate interest in boo"s!!!+ hat seems to me to be an impossible standard because interest must be built on students' affect over which the teacher has minimal control! ou cannot command students to be interested in boo"s! .econi/in this, I thin" it is important for the standard to read +#tudents will demonstrate rowin interest in boo"s!!!+ hat is somethin a teacher could monitor throuhobservation and, with reflection, ad0ust the teachin approach to move the child alon on a continuum of interest!In both PK and K, the word +1ith uidance and support+ appear fre%uently, but beinnin in first rade, they disappear almost completely! 2specially for #tandard 3, anuae, I believe they need to be used to support sentence writin! (nd aain I thin" the lanuae should read somethin li"e +he student will show rowth in the ability to compose!!!+ (s lon as we are determined to maintain and ae5rad system, many students will continue to need +uidance and support+ into second rade!6luency seems inade%uately addressed across the board in the standards! In 7rade , for e$ample, I thin" there should be somethin here to the effect that reularly spelled and previously decoded words will be increasinly reconi/ed automatically in order to build fluency! his is the essence of mature readin but is not mentioned anywhere!In the 7rade 1ritin standard there is a phrase that ma"es no sense to me* +include past tense or irreularly past tense verbs+!In 8rd 7rade, several standards re%uire a level of abstraction that may not be obtainable by a sinificant percentae of third raders! 6or e$ample, while accordin to the standards, third raders need uidance and support to determine the theme of a story, they are e$pected to neotiate fiurative lanuae on their own! 9mmm!!!!Beinnin in the first rade standards, the readin comprehension strateies are essentially the same across the rade levels up throuh 4th! :ne must assume that the differences lie in the level of depth to which the student is re%uired to implement them and the level of te$t, but that is not spelled out! In the standards on Critical .eadin and 1ritin, we see a similar proression of re%uirements up throuh the rade levels; I would e$pect that by 4th rade one of the re%uirements would be to identify how characters chane over the course of the plot, but I did not see it! It could reasonably appear as early as nd or 8rd!
:ne other concern that my colleaue had was that there should be a lossary; she fears that not all teachers would understand all the terms bein used! (nother concern I have is that some of the terms have ambiuous meanins! 6or e$ample, what does rade-specific or rade-appropriate actually mean<I actually thin" this is a pretty ood beinnin! If I had more time, I would li"e to compare these with other ood standards, such as the +old+ Massachusetts ones! (las, I do not have that "ind of time!I hope this is helpful!
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