Observation Of California Content Standards In The Classroom

Upon completion of the research for this paper, I am able to see how comprehension is embedded throughout all of the ELA standards of Common Core. The importance of teaching students in a way in which they are exposed to all components of reading, and in a way which offers the potential to teach students at all present levels was made clearer. Through the reading of this week’s sources, I see now how the

RL.9-10.1.1-7 Reading closely informational texts and viewing multimedia to determine how meaning is conveyed and explicit and implicit through language.

In the state of South Carolina, the high school English standards contain six parts: inquiry-based literacy, reading literary text, reading informational text, writing, communication, and disciplinary literacy. The South Carolina Common Core Reading Standards (2015) explicitly state for students in high school “Reading, writing, communicating, thinking critically, and performing in meaningful, relevant ways within and across disciplines are essential practices for accessing and deeply understanding content (pp. 107).” Additionally, these standards, if followed by the classroom teacher, creates students who are college and career ready by challenging them to participate in interdisciplinary study and curriculum integration through real-world

Adopted by forty-two out states in 2010, the Common Core State Standard Initiative strives to provide an educational structure which details what English language arts and mathematics should be taught from kindergarten through twelfth grade. The initiative is the federal government’s attempt to ensure all students who graduate from high school are adequately prepared to enter a two or four year college or the workforce. Despite their intentions, the Common Core has caused much controversy in the education community. The thought behind Common Core is very valid and has the potential to help students, however changes must be made to unrealistic standards and wordy statements. Common Core must first be rewritten so that the language is clear and can be easily understood by the general public. Next ask experts on childhood development and elementary school teachers to review the standards and rewrite standards they see as unneeded or irrelevant as well as unrealistic.

Stephen Krashen is extremely qualified to write an article on education, the CCSS, and how it affects Librarians and Language Arts. “He is an expert in the field of linguistics, specializing in theories of language acquisition and development. His research has focused on non-English and bilingual language acquisition and reading and its effects on language acquisition and academic success. (http://nepc.colorado.edu/author/krashen-stephen) He has written several books on Language, you can find a list of them on his website, http://www.sdkrashen.com. Understanding the time he has spent with language and education makes Krashen a reliable source of information regarding the Language Art portions of the Common Core State

The Common Core State Standards are a state attempt to create strong educational standards. The standard are created to ensure that students in the country are learning and grasping the information that are given in the classrooms for them to succeed academically. The Common Core plan included governors and education commissioners form forty-eight states and the District of Columbia. They wanted to make sure the standards are relevant, logical and sequential. For content all subjects must have critical-thinking, problem-solving, and communication skills. Some positive aspects of this policy is that it prepares our students for a competitive global jobs. It can provide national connections in education. Designed to shape the best standards so that all states will be taking a step ahead in education. These standards had been created after extensive research by professional educators for excellence in education. The CCS focus on what students expectations of learning, and achievements. Educators do not need to worry that the standards will make their jobs look redundant because they are in charge of creating lessons to teach their students the content and skills that the CCS demands. The teachers do not feel that the standards are one-size-fits-all. Some negative aspects of the policy are that is a program created by solely the government. The CCS is a program put together on idyllic situations in education by individuals who have subsidy and students ahead of the learning

“Students in the United States have scored far below other countries on international assessments” (Dana, Burns, & Wolkenhauer pg.4). The Common Core State Standards will help students in the United States achieve in their assessments and establish a clear, consistent guidelines for what every student should understand and be capable of accomplishing in math and English language arts. As stated in the book, “developing, implementing, assessing, and redeveloping, reimplementing, and reassessing in their own set of state standards” (Dana, Burns, & Wolkenhauer, pg.4). Working at an elementary school every teacher that I work with implements the Common Core State Standards every day. I love how my kindergarten teachers implement CCSS when doing English language arts because they talk about different topics and texts, and the students are participating in collaborative conversations with the other students in the

One of the misinterpretations of the Common Core State Standards is that it is a curriculum and that there is specific criterion in how educators should teach the standards. There is a huge difference between a “list” of things to learn and a curriculum of study. As the author suggests in the article “Rewriting the Common Core State Standards for Tomorrow’s Literacies” people need to veer away from the right or wrong of the standards and focus on what the content of the standards are outlining that educators teach. In other words, breaking down the standards to interpret and reinterpret them and putting those interpretations to work in the classroom are what need to be evaluated (Van Cleave 46). Anyone can access the Common Core State Standards

Remember when you were in 5th grade? Your teacher went over the material in class, you went home and had some sort of homework paper to do, you took a test in class later that week, and you either passed or you didn 't. Do you remember comprehending any of that material? Or did you simply just memorize the material and move on with your life? The Common Core State Standards (CCSS) not only standardizes education, but it makes comprehension and intricate tool of the learning process. When it comes to American public education, the diagnosis has been offered that our schools suffer from a lack of consistent standards from coast to coast about what our kids should leave school knowing. The fix that has been adopted in a number of states in the last few years is a set of standards called the Common Core State Standards (CCSS), which have become the most contentious issue in American education in the last generation with disputes about who drew up the standards, whether they result in kids being over-tested, and even whether standards make sense that they have to be common. Are we fixing the right problem (Donvan, 2015)? Throughout the U.S., more and more states have been enacting the Common Core State Standards. Despite opposition from politicians and educators alike warning of dismal results, these standards appear to persist as a result of mostly positive outcomes.

Mr. Katz failed to recognize the importance of Indiana Content Standard for District Level Educators 5.5: “Ensuring all students full and equitable access to educational programs, curricula, and available supports,” as he has proposed to transfer Title 1 dollars to the Katz Program. The Katz Program focuses on students in Kindergarten who have not been identified as needing additional accommodations through the child find process. This neglects to fulfill the corporation’s responsibility to use federal dollars to ensure all children meet state academic standards and in no way lends itself to meeting the learning needs of those most in need of additional supports.

Mr. Katz failed to recognize the importance of Indiana Content Standard for District Level Educators 5.5: “Ensuring all students full and equitable access to educational programs, curricula, and available supports,” as he has proposed to transfer Title 1 dollars to the Katz Program. The Katz Program focuses on students in Kindergarten who have not been identified as needing additional accommodations through the child find process. This neglects to fulfill the corporation’s responsibility to use federal dollars to ensure all children meet state academic standards and in no way lends itself to meeting the learning needs of those most in need of additional supports.

According to Eric Sheninger, effective principals are instructional leaders, create a positive school climate, hire quality teachers, are organized, has great communication skills, and has a sense of professionalism. Many of these qualities are trait that I feel I possess and are continually being strengthened by the knowledge I acquire through my graduate courses and the role as FCIM facilitator. I hope that through hard work and diligence I will receive an assistant principal appointment in the next two years, and ultimately a principalship in the next five years.

This is a 30-minute lesson designed for a 5th grade maths class mastering to multiply the usage of fractions is some thing students learn at the beginning of sixth grade, but is a great manner to check department and pictorial representations of mathematics.

This has proven to be an entertaining, delicious and memorable introduction for my students to the world of fractions. Math can be so much fun!

A common and innocent mistake to avoid—that instructors, teachers, schools and textbooks do all over the world—is the separation of teachings of division and fractions. Fractions are usually taught at a much later time than division, and introduced as a completely new topic. However, the teaching of division