Essay On Common Core

In order to be effective and affective educators we need to understand how the new culture will affect them and why. Educators must understand that children are always affected by the perceptions and cultural acceptance of their parents. Parents can choose to assimilate or isolate themselves in the new community. This move is detrimental in the ELL attitude towards their new cultural surroundings.

In many cases there is an assumption that by placing an ELL student into a mainstream English-speaking classroom they will quickly acclimate themselves to English because that is what they are surrounded by during the school-day. Students will hear English being spoken and will quickly pick up on what is being asked of them.

Sociocultural influences on ELL students are very strong; some families feel that their social life is a major part of their culture. The use of bilingualism is someone that is fluent in two different languages. An ELL students home language can be quite different than English. The students’ family may have no desire to speak English. This cause many learning delays because of the lack of practice. The parental and community resources for English acquisition in my area are scarce, but they did locate an amazing website for ELL families. The school district around me can improve their home and school relationship by getting the families more involved in their child’s education.

As a student, I always enjoyed math. In high school I took all of the offered math classes, including Calculus. The first math class I took in college was a breeze, and I thought that this one would be no different. What could I learn about elementary school math that I did not already know? Contrary to my expectation, the first day of class, I learned things about math that had never been brought to my attention. This paper will discuss what I have learned about subtraction, about students, about the Common Core State Standards, and how my concept map has changed since my first draft.

Common Core is built as an infective for education to all schools, but what it is, is a policy that all students learn the same. Common Core has been adopted in forty-three states around the nation. Common Core is designed to get students ready for college and career ready from grades Kindergarten through twelfth grade. “The basic definition of what Common Core is, a set of high-quality academic standards in mathematics and English language arts/literacy.” (Board)“The college- and career-readiness standards were developed first and then incoporated into the K-12 standards in the final cersion of the Common Core we have today.” (Practices) The construction of Common Core was by seeing which state standards were already the best, using experienced teachers, leading-thinkers, content experts, and also public feedback about their child’s education. Common Core is currently being endorsed by the White House. “Common Core is currently costing the United States eighty billion dollars.” (Board) Common Core was created by state educational chiefs and governors from forty-eight states. Common Core states that it will get students ready for their futures, but has only hurt them by not truly completing the goals set. Common Core is developmentally inappropriate for students because the cost of Common Core, it is pushed by the government for competition between states, and the strong implantation of standardized testing.

“The Common Core: A Disaster for Libraries, A Disaster for Language Arts, A Disaster for American Education,” was written by Stephen Krashen and taken from Knowledge Quest January/February 2014 issue. Stephen Krashen is professor emeritus, University of Southern California. Krashen points out that the Common Core State Standards, or CCSS, is not relevant for students. He states there are other issues that should be addressed, such as food insecurity or lack of health care, before we put more finances into strict testing and more advanced technology. His thesis is that American Education is missing the real problems affecting education and that the Common Core will continue to turn schools into testing centers.

According to California of Education (2011), 23.2 percent of total registration of students in California public schools are English language learners, and a 71 percent mainstream of these English learners are registered in the elementary grade levels with 29 percent being registered in the secondary grade levels and a less than 1 percent being put in an ungraded category, and according to LAUSD EL Data Dialog & Inquiry (2011), as of 2009 33 percent of the Los Angeles Unified School District (L.A.U.S.D.) students alone are English language learners, and of these 33 percent an approximated 94 percent are Spanish speakers and the other 6 percent is made of up many other languages fluctuating from Armenian to Russian.

public as a state-led initiative to reform the current curriculum taught in our public schools. In

Through my bibliographic search, I was able to learn the specifics of what scholars were discoursing on in regards to this topic. Current debates began with the teachers themselves. One article found that ELL teachers were generally “unwelcoming” (Reeves 2006). Reasons for this were the concern that there’s not enough time to address all the students’ needs, too much work for teachers when students are also enrolled in non-ELL classes, and feelings of unqualification to teacher ELL students (Reeves 2006). Another area of discussion is whether ELL programs should take an inclusion approach vs exclusion (from normal school curriculum) approach. Inclusion is when students are mainstreamed for most of the day, with some specific ELL classes. If only in ELL classes, students may not have access to the mainstream education needed to succeed (Reeves 2006). One article stressed the importance of education at home as well. If English is not also spoken at home, acquisition is slowed (Allen 2011). Pride also affects the rate of learning, students will often claim to understand, even though they d not, to avoid the perception of being ignorant (2011).

The National Association for the Education of Young Children published an article in 2012 about the common core standards. The article is entitled, “ The Common Core State Standards: Caution and Opportunity for Early Childhood Education”. The direct and immediate impacts on the students are discussed, both being negative and positive. Alan H. Schoenfeld published an article entitled, “ Common Sense About the Common Core”, on December 1, 2014. Within this article Schoenfeld talks about common core in a whole, including the pros and cons, testing, curriculum, etc. Although both articles cover common core, they break it

I concur issues that are problems or controversy can teach a person to problem solve critically. Problem-solving is one of the top 10 skills an employer looks for when they are hiring a candidate (Adams, 2014). The main reason educational systems in 46 states, including the District of Columbia and U.S. Territories, have received educating the Common Core educational modules since its educational modules concentrate on showing problem-solving fundamental and critical thinking (Standard in your, 2015). According to Shelling (1960), “a problem or a controversial subject can be viewed as a behavior that is a bargaining process is useful in keeping us from becoming preoccupied exclusively either with the conflict or with the common interest” (p.

In August 2014, Governor Bobby Jindal, R-Louisiana, announced that he was suing the federal government for violating states’ rights in an attempt to implement Common Core educational standards. “Jindal’s lawsuit, Jindal v. U.S. Department of Education Civil (2014), makes the case that the Race to the Top program coerced states into adopting the Common Core standards, even though participation in grant programs is completely optional” (Quinlan, 2015, para 6).

The purpose of this study was to determine how challenging the common core standard really is for our students by using lexiles to determine its complexity. They added the intra- lexiles which is the mean sentence length (msl) and the mean log word frequency (mlwf) to determine exactly how difficult it may be.

From experience, working in different districts where there has been an increase of Latino students in the classrooms as well as my own experience in my education I can see where Latino students can be overrepresented as well as underrepresented. I want to focus on what I experienced, which also reminded me as I read the chapter on cultural and linguistic diversity by Nicole Patton Terry and Miles Anthony Irving. From my experience, and experience of students I worked with, when parents fill out registration forms for school in elementary and are asked what language they speak at home. Parents who pick other languages other than English, their students are automatically placed in ESL or ELL program at their school. Some schools handle this differently. There are school who will pull the students often from the classroom, which was my case growing up. At

“According to the National Clearinghouse for English Language Acquisition, from the 1997-98 school year to the 2008-09 school year, the amount of ESL learners enrolled in U.S. public schools increased from 3.5 million to 5.3 million, a 51% increase” (WeAreTeachers Staff). The number of international students is very hide in that country “the percentage of students ages 5-12 who speak a language other than English at home has doubled since 1980” (Shi, Steen 64). In our days, around 200 dialect are be spoken in America (WeAreTeachers). “According to the 2013 American Community Survey (ACS), Spanish was the most common home or first language, spoken by 71 % of ELL students, Chinese was second with 4%, followed by Vietnamese 3%, and French/Haitian Creole 2% ” ( Top Language 1).