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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 thouhts as based on an in-depth review! I find thins I li"e and thins I don't li"e! In eneral, I thin" the standards for these rades represent an appropriate proression of conitive s"ills basedon typical child development! I also conferred with a colleaue of mine at #outheastern who is more of an early childhood e$pert than I, and she arees!My biest concern at the PK level, and even K, is a lac" of a standard for play! Much recent research suests stronly that not only is play a critical need for these youn students, but pushin the conitive s"ills re%uired for early readin may later be found to be detrimental! I thin" more important than learnin letter names or sounds, there should be a standard callin for a substantial portion of the school day to be devoted toboth structured and unstructured play! &espite what many people believe, play is a learnin stratey and should absolutely have a standard at this level! In addition, all of the standards reardin readin s"ills, even comprehension of te$ts read aloud, should be applied very fle$ibly to allow for a wide rane of developmental levels in any iven PK- classroom! (s we move into K, the content reardin phonics and phonemic awareness builds, but these standards, alon with vocabulary, aain may not be reachable for a lare percentae of students simply because of developmental issues! (ain, the standards must be applied fle$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! .econi/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 throuhobservation 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 beinnin in first rade, they disappear almost completely! 2specially for #tandard 3, anuae, I believe they need to be used to support sentence writin! (nd aain I thin" the lanuae should read somethin li"e +he student will show rowth in the ability to compose!!!+ (s lon as we are determined to maintain and ae5rad 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$ample, I thin" there should be somethin here to the effect that reularly spelled and previously decoded words will be increasinly reconi/ed automatically in order to build fluency! his is the essence of mature readin but is not mentioned anywhere!In the 7rade  1ritin standard there is a phrase that ma"es no sense to me* +include past tense or irreularly past tense verbs+!In 8rd 7rade, several standards re%uire a level of abstraction that may not be obtainable by a sinificant percentae of third raders! 6or e$ample, while accordin to the standards, third raders need uidance and support to determine the theme of a story, they are e$pected to neotiate fiurative lanuae on their own! 9mmm!!!!Beinnin in the first rade standards, the readin comprehension strateies are essentially the same across the rade levels up throuh 4th! :ne must assume that the differences lie in the level of depth to which the student is re%uired to implement them and the level of te$t, but that is not spelled out! In the standards on Critical .eadin and 1ritin, we see a similar proression of re%uirements up throuh the rade levels; I would e$pect that by 4th rade one of the re%uirements would be to identify how characters chane 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 colleaue 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 ambiuous meanins! 6or e$ample, what does rade-specific or rade-appropriate actually mean<I actually thin" this is a pretty ood beinnin! 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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