Thursday, June 19, 2014

Kindergarten ELA Common Core vs. TEKS

Okay, I am sorry. I am losing my will to do this. WHY ARE THERE SO MANY MORE ENGLISH LANGUAGE ARTS STANDARDS THAN MATH STANDARDS?!




Yes. I brought the caps locks. Because this is ridiculous. It is taking forever. Those caps locks for all the elementary school teachers out there implementing these standards. Seriously, standards writers, those teachers aren’t subject area specialists so they have to implement these AND the math standards. By the time you finish reading these standards, the year is half way over! When are you even supposed to implement them?


Actually, you know what, I was almost done cross referencing them with the TEKS and thought I still had another strand to do and I sort of flipped out. But I was actually almost done. But my point still stands. There are so many Common Core ELA standards. Anyway, nobody is going to read all of the cross referencing I did anyway! So who cares if I finish! Even though I will finish eventually.


Part of the problem is that they have separate strands for literature and informational texts that are pretty identical. But they are two separate strands. In the TEKS we could cover that by having one student expectation that says find the author’s purpose in various texts including... and then list examples of literature and informational texts. This whole set up makes me realize a few things.


  1. A common complaint about educational standards is that they are too ambitious and they force teachers to go, “an inch deep and a mile wide.” I generally associated this complaint with an excessive number of expectations. And while that can frequently be the case, and an excessive number of standards is certainly overwhelming, it doesn’t necessarily mean you are coving a wide breadth of information. You could have a ton of standards that seem almost redundant *cough*counting. 
  2. Conversely, you could have a couple standards that represent “big ideas” which implicitly cover a number of essential knowledge and skills. Some of the CC standards didn’t have a match with one of Texas’ student expectations because the skill was implicit in one of our standards. In other words, ours was a little more rigorous, and you couldn’t do ours unless you already could do theirs. So the number of standards can be decieving.
  3. Given one and two, can you guys please consolidate the expectations that are all related and almost identical? Or eliminate the easier ones because they are basically implicit or assumed or whatever by the harder ones? just basically, DO SOMETHING, to not make there be a bazillion standards, some of which are almost identical to others?

Breakdown (in progress)
 

RI.K.1 and RL.K.1 With prompting and support, ask and answer questions about key details in a text.
§110.11(b)(4)(B)  ask and respond to questions about texts read aloud. 90%


RL.K.2 With prompting and support, retell familiar stories, including key details.
§110.11(b)(8)(B)  retell important facts in a text, heard or read;
§110.11(b)(6)(B)  discuss the big idea (theme) of a well-known folktale or fable and connect it to personal experience; 70%

RI.K.2. With prompting and support, ask and answer questions about key details in a text.
§110.11(b)(4)(B)  ask and respond to questions about texts read aloud. 95%

RL.K.3 With prompting and support, identify characters, settings, and major events in a story.
§110.11(b)(6)(A)  identify elements of a story including setting, character, and key events;  100%

RI.K.3 With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
I'm coming up with nothing; making connections is important, but this is so broad. 0%

RL.K.4 Ask and answer questions about unknown words in a text.
RI.K.4 With prompting and support, ask and answer questions about unknown words in a text.
§110.11(b)(21)(A)  listen attentively by facing speakers and asking questions to clarify information; 50%


RL.K.5 Recognize common types of texts (e.g., storybooks, poems).
§110.11(b)(14)(B)  write short poems.
§110.11(b)(7)(A)  connect the meaning of a well-known story or fable to personal experiences; and
(7)(B)  explain the function of recurring phrases (e.g., "Once upon a time" or "They lived happily ever after") in traditional folk- and fairy tales.
This is implicit in the TEKS 

RL.K.6 With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.
RI.K.6 Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
um yeah, that’s a first grade skill in Texas. We just identify the parts of a book (cover, title page, etc) and how to read: top to bottom, left to right, Tylenol for any headaches, Midol for any cramps. (Tommy Boy, anyone?) 0%

RI.K.5 Identify the front cover, back cover, and title page of a book.
§110.11(b)(1)(G)  identify different parts of a book (e.g., front and back covers, title page).
oh there it is, it was in a different strand. 100%

RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).
RI.K.7 With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
§110.11(b)(4)(A)  predict what might happen next in text based on the cover, title, and illustrations; 50%

RL.K.9 With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.
§110.11(b)(8)(B)  describe characters in a story and the reasons for their actions.
CC definitely looks like a bigger deal at first. But when you break it out, you’re comparing and contrasting their adventures, and comparing and contrasting their experiences (that is like, the same thing?) Meanwhile, in Texas, we are describing (which is definitely not as ambitious of a verb) the characters and the reasons for their actions. motivation is a pretty ambitions thing for a Kindergartener. These are similar but it is hard to say that one is necessarily clearly more rigorous.


RI.K.10 and RL.K.10 Actively engage in group reading activities with purpose and understanding.
§110.11(b)(23)  Listening and Speaking/Teamwork. Students work productively with others in teams. Students continue to apply earlier standards with greater complexity. Students are expected to follow agreed-upon rules for discussion, including taking turns and speaking one at a time.
Meh. Not that close. 25%


RI.K.8 With prompting and support, identify the reasons an author gives to support points in a text.
not really addressed in the TEKS. We do have: §110.11(b)(20)(A)  gather evidence from provided text sources; but that is pretty much a stretch. Because they both support logical thinking, I'll give it a 15%

RI.K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Not addressed in TEKS 0%


RF.K.1 Demonstrate understanding of the organization and basic features of print.
§110.11(b)(1)  Reading/Beginning Reading Skills/Print Awareness. Students understand how English is written and printed. 100%


RF.K.1.a Follow words from left to right, top to bottom, and page by page.
§110.11(b)(1)(F)  hold a book right side up, turn its pages correctly, and know that reading moves from top to bottom and left to right; and 100%
RF.K.1.b Recognize that spoken words are represented in written language by specific sequences of letters.
§110.11(b)(1)(C)  demonstrate the one-to-one correspondence between a spoken word and a printed word in text; 100%
RF.K.1.c Understand that words are separated by spaces in print.
§110.11(b)(1)(E)  recognize that sentences are comprised of words separated by spaces and demonstrate the awareness of word boundaries (e.g., through kinesthetic or tactile actions such as clapping and jumping); 100%
RF.K.1.d Recognize and name all upper- and lowercase letters of the alphabet.
§110.11(b)(1)(B)  identify upper- and lower-case letters; 100%
RF.K.2 Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
§110.11(b)(2)(B)  identify syllables in spoken words; 80%
RF.K.2.a Recognize and produce rhyming words.
§110.11(b)(2)(C)  orally generate rhymes in response to spoken words (e.g., "What rhymes with hat?"); 100%
RF.K.2.b Count, pronounce, blend, and segment syllables in spoken words.
§110.11(b)(2)(B)  identify syllables in spoken words;
yeah, that's all we've got. 20%
RF.K.2.c Blend and segment onsets and rimes of single-syllable spoken words.
§110.11(b)(2)(F)  blend spoken onsets and rimes to form simple words (e.g., onset/c/ and rime/at/ make cat);
oh, who has the examples now, Common Core?! 100%
RF.K.2.d Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)
§110.11(b)(2)(H)  isolate the initial sound in one-syllable spoken words; and
(I)  segment spoken one-syllable words into two to three phonemes (e.g., dog:/d/ …/o/ …/g/).
§110.11(b)(3)(B)  use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);
Close enough, plus the TEKS does way more. 100% and then some.
 
RF.K.2.e Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
§110.11(b)(3)(C)  recognize that new words are created when letters are changed, added, or deleted; and
100%

F.K.3 Know and apply grade-level phonics and word analysis skills in decoding words.
§110.11(b)(3)(B)  use knowledge of letter-sound relationships to decode regular words in text and independent of content (e.g., VC, CVC, CCVC, and CVCC words);
"grade level phonics and word analysis skills" please define. kthanks. I'll just say 90%

RF.K.3.a Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
§110.11(b)(3)(A)  identify the common sounds that letters represent;
okay, I'm not a reading specialist. And I should probably stop there. But I thought there was just a one-to-one word correspondence? Like sounds? this isn't Spanish. Part of what makes English so ridiculous is all the stupid sounds "c" can make. PS: There is no such thing as "basic" one-to-one correspondence. There is one-to-one or there isn't. Okay. Whatever. English people co-opting math terms.
RF.K.3.b Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. 
that's a first grade thing in Texas. Go figure.
RF.K.3.c Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
§110.11(b)(3)(D)  identify and read at least 25 high-frequency words from a commonly used list. 100%
RF.K.3.d Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
§110.11(b)(3)(C)  recognize that new words are created when letters are changed, added, or deleted;
?
RF.K.4 Read emergent-reader texts with purpose and understanding.
Nope.

W.K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).
W.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
W.K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
not really
W.K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
§110.11(b)(13)(A)  plan a first draft by generating ideas for writing through class discussion;
(13)(E)  share writing with others.
 Eh? I don't know. 50%
W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
I'm struggling to find anything close

W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
§110.11(b)(20)  Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students (with adult assistance) are expected to:
(A)  gather evidence from provided text sources; and
(B)  use pictures in conjunction with writing when documenting research.
I guess we document the research but don't share it? huh. 70%

SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.
SL.K.1.a Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).
SL.K.1.b Continue a conversation through multiple exchanges.
§110.11(b)(21)  Listening and Speaking/Listening. Students use comprehension skills to listen attentively to others in formal and informal settings. Students continue to apply earlier standards with greater complexity. Students are expected to: (A)  listen attentively by facing speakers and asking questions to clarify information;
um? close enough? 65%
SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
SL.K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. 
§110.11(b)(4)(B)  ask relevant questions, seek clarification, and locate facts and details about stories and other texts; and 
shoot. 50%?
SL.K.4 Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail.
I don't know about these.
SL.K.6 Speak audibly and express thoughts, feelings, and ideas clearly.
§110.11(b)(22)  Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.
Good enough. 90%

L.K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
§110.11(b)(16)  Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
L.K.1.a Print many upper- and lowercase letters.
§110.11(b)(17)(A)  form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression);

L.K.1.b Use frequently occurring nouns and verbs.
(16)  Oral and Written Conventions/Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students continue to apply earlier standards with greater complexity. Students are expected to:
§110.11(b)(15)(A)  understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
(ii)  nouns (singular/plural);
(B)  speak in complete sentences to communicate; and
(C)  use complete simple sentences.
okay, so if you are speaking in complete sentences, you are using verbs. so L.K.1.b is implicit here. 75%

L.K.1.c Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).
§110.11(b)(15)(A)  understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
(ii)  nouns (singular/plural)

L.K.1.d Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).
§110.11(b)(19)  Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them.
50%

L.K.1.e Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).
§110.11(b)(15)(A)  understand and use the following parts of speech in the context of reading, writing, and speaking (with adult assistance):
(iv)  prepositions and simple prepositional phrases appropriately when speaking or writing (e.g., in, on, under, over); and

L.K.1.f Produce and expand complete sentences in shared language activities.
§110.11(b)(16)(B) speak in complete sentences to communicate; and
(C) use complete simple sentences.
§110.11(b)(22) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students continue to apply earlier standards with greater complexity. Students are expected to share information and ideas by speaking audibly and clearly using the conventions of language.

L.K.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
§110.11(b)(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to:
(A) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression);
(B) capitalize the first letter in a sentence; and
(C) use punctuation at the end of a sentence.
L.K.2.aCapitalize the first word in a sentence and the pronoun I
§110.11(b)(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (B) capitalize the first letter in a sentence; and

L.K.2.b Recognize and name end punctuation.
§110.11(b)(17) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to (C) use punctuation at the end of a sentence.

L.K.2.c Write a letter or letters for most consonant and short-vowel sounds (phonemes).
§110.11(b)(17)(A) form upper- and lower-case letters legibly using the basic conventions of print (left-to-right and top-to-bottom progression);
§110.11(b)(18)(A) use phonological knowledge to match sounds to letters;

L.K.2.d Spell simple words phonetically, drawing on knowledge of sound-letter relationships.
§110.11(b)(18)(B) use letter-sound correspondences to spell consonant-vowel-consonant (CVC) words (e.g., "cut"); and


CCSS.ELA-Literacy.L.K.4
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.
CCSS.ELA-Literacy.L.K.4.a
Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).
CCSS.ELA-Literacy.L.K.4.b
Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.
CCSS.ELA-Literacy.L.K.5
With guidance and support from adults, explore word relationships and nuances in word meanings.
CCSS.ELA-Literacy.L.K.5.a
Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.
CCSS.ELA-Literacy.L.K.5.b
Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).
CCSS.ELA-Literacy.L.K.5.c
Identify real-life connections between words and their use (e.g., note places at school that are colorful).
CCSS.ELA-Literacy.L.K.5.d
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
CCSS.ELA-Literacy.L.K.6
Use words and phrases acquired through conversations, reading and being read to, and responding to texts.





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2 comments:

  1. Also, our state constitution is like the 3rd longest in the country. Brevity is not our strong suit.

    ReplyDelete