scholarly journals Demystifying the Common Core in Kindergarten Writing

2017 ◽  
Vol 6 (4) ◽  
pp. 92 ◽  
Author(s):  
Susan W. Cress ◽  
Daniel T. Holm
Keyword(s):  
Early Childhood ◽  
Common Core ◽  
State Standards ◽  
Kindergarten Children ◽  
Developmental Level ◽  
Writing Curriculum ◽  
Developmental Appropriateness ◽  
Time Standards ◽  
Assessment Techniques ◽  
The Common

Having a set of standards, whether they are common core or state standards, appropriate for kindergarten children is a concern raised by many early childhood educators and parents. Given that at this point and time standards are recognized by many other stakeholders as a way of ensuring children are ready for the future, it is time to further investigate ways to infuse standards into the curriculum in an appropriate way. The developmental appropriateness, and the planning, implementation, and assessment techniques of the curriculum are key to meeting the standards. The article focuses on writing as one example of providing an environment where children can work at their own developmental level. Teachers must be knowledgeable about development, appropriate activities, and the fundamentals of literacy. Samples of kindergarten writing are used to illustrate and explore the possibilities of fostering an appropriate writing curriculum.

scholarly journals Commentary on “Alignment Between Children’s Numeracy Performance, the Kindergarten Common Core State Standards for Mathematics, and State-Level Early Learning Standards”

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110171
Author(s):  
Karen C. Fuson ◽  
Douglas H. Clements ◽  
Julie Sarama
Keyword(s):  
Early Childhood ◽  
Common Core ◽  
Common Core State Standards ◽  
Mathematics Learning ◽  
Opportunity To Learn ◽  
State Level ◽  
State Standards ◽  
Core State ◽  
Learning Standards ◽  
Early Learning Standards

Litkowski et al. compare preschoolers’ performance on three counting items to various standards. We clarify that the items Litkowski and colleagues found to be too easy for kindergarten were actually goals for 4s/PKs in the National Research Council’s report Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity but that they were included as kindergarten standards to ensure that all children had an opportunity to learn these crucial competencies. The helpful analysis in their article of the variability across present state early childhood standards indicates that the kindergarten Common Core State Standards–Mathematics need to remain unchanged for the same reason. We suggest that research funding in early childhood is better spent on research on high-quality instructional contexts for all children than on survey research. And we address the important question of what more-advanced children should learn in kindergarten by pairing standards those children already know with crucial standards that need a lot of time and attention.

Challenging the Research Base of the Common Core State Standards

2013 ◽  
Vol 42 (7) ◽  
pp. 381-391 ◽  
Author(s):  
David A. Gamson ◽  
Xiaofei Lu ◽  
Sarah Anne Eckert
Keyword(s):  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
The Common

The Back Page: My Favorite Lesson: Modeling Exponential Decay

2013 ◽  
Vol 107 (5) ◽  
pp. 400
Author(s):  
Alison L. Mall ◽  
Mike Risinger
Keyword(s):  
Data Collection ◽  
Exponential Decay ◽  
Common Core ◽  
Common Core State Standards ◽  
State Standards ◽  
Core State ◽  
Statistics And Probability ◽  
The Common

Our favorite lesson, an interactive experiment that models exponential decay, launches with a loud dice roll. This exploration engages students in lively data collection that motivates interest in key components of the Common Core State Standards for Mathematics: functions, modeling, and statistics and probability (CCSSI 2010).

Disney in December

2012 ◽  
Vol 19 (5) ◽  
pp. 290-291 ◽  
Author(s):  
Sue E. Hoge ◽  
Karin E. Perry
Keyword(s):  
Problem Solving ◽  
Common Core ◽  
Common Core State Standards ◽  
Real Life ◽  
State Standards ◽  
Core State ◽  
The Common ◽  
Factual Data

Math by the Month is a regular department of the journal. It features collections of short activities focused on a monthly theme. These articles aim for an inquiry or problem-solving orientation that includes at least four activities each for K–Grade 2, Grades 3–4, and Grades 5–6. This month's problem set aligns with the Common Core State Standards for Mathematics, includes factual data from Disney Parks, and makes connections between mathematics and real-life applications.

Tied to the Common Core

2016 ◽  
Vol 52 (5) ◽  
pp. 793-840 ◽  
Author(s):  
Yi-Hwa Liou
Keyword(s):  
Common Core ◽  
Educational Leaders ◽  
State Standards ◽  
Leadership Team ◽  
Social Aspect ◽  
Key Factors ◽  
Core State ◽  
Social Network Modeling ◽  
Perception Gap ◽  
The Common

Purpose: Researchers and scholars have called for greater attention to collaboration among and between educational leaders in districtwide reform. This work underlines the important social aspect of such collaboration and further investigates the type of professional interaction among/between district and school leaders particularly around the Common Core State Standards (CCSS) and characterizes such interaction by key factors. Research Method: The work takes place in one school district of more than 30 schools serving students from traditionally marginalized backgrounds. Descriptive statistics, multilevel social network modeling, and network sociograms are used to understand the characteristics of professional interactions around CCSS implementation among district and site leaders. Findings: The findings indicate similarities and differences in characteristics of leaders who likely seek CCSS advice and leaders who likely provide that CCSS advice. Leader self-efficacy in implementing the CCSS positively explains the likelihood of both seeking and providing advice behaviors, and yet other factors (organizational learning, leadership, job satisfaction, and CCSS beliefs) each makes different contributions to the likelihood of seeking and/or providing the CCSS advice. Conclusion and Implications: This work suggests a discrepancy of leaders’ perceptions between advice seekers and providers, signaling a need for closing the perception gap between advice seekers and providers such that the leadership team could better craft coherent norms of collaboration in instructional improvement. Understanding the “why” of CCSS advice ties may help guide leaders toward the “how” to align professional and social aspects of change.

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