I chose to read the standards of English Language Arts learners in the Pre-K – 5th grade. Fortunately, there were two versions: the 2001 adaptation that I believe is still in use and the 2011 version that is slowly being integrated for the 2013-2014 school year. The introduction alone marks a shift in direction. The 2011 version seeks to create students ready for college and career. It also contains a note at the beginning encouraging all teachers to read the literary works from diverse cultures and different time periods. By grade 2, students are expected to recount stories from diverse cultures, implicitly stated in the standard. The 2001 version of the reading standard makes no mention of cultural diversity in readings, other than to suggest books be diverse, but this message is sandwiched in an already very difficult text to read (think about the first time you ever read an insurance policy).
Grade 3 students are expected to “distinguish their own point of view from that of the narrator or those of the characters” (15). I would modify this standard to include thought about the author’s message. The students are expected to think about different viewpoints. This may be a good time to have them start thinking about the purpose and intentions of books, and perhaps how others might feel about reading certain stories that encourage such thought.
Overall, I am happy to see strides being made in the writing of these standards, but it does leave room for improvement. I did complement the 2011 standards for mentioning diverse cultures explicitly in the standard, as opposed to outside of the box where it could be ignored; however, the culturally diverse texts mentioned are written in a way that makes them see as if they will only be good enough if they are fables and folktales, “Recount stories, including fables and folktales from diverse culture” (15). Are culturally diverse stories not good enough? Perhaps I have just misread the text and the placement of the comma? Let me know what you think; I look forward to hearing some feedback.
Matt
PreK-2 Science and Technology/Engineering Framework.
ReplyDeleteI found the themes to be thoroughly challenging and open-ended leaving room for creativity. For all grade levels focus is upon "Inquiry-based instruction": making clear to students what is known is not separate from how it is known, and encourage them to ask questions and investigate to find answers. Asking questions about the environment, answering the questions why and what, making predictions, being able to name and use simple equipment, record observations, discuss observations with others are all "skills" required in the early grades. These are advanced and challenging skills for young students to accomplish, and if done well can foster critical thinking and problem-solving abilities.
The curriculum includes Earth and Space Sciences, Life Science (Biology), Physical Sciences (Chemistry and Physics), and Technology and Engineering. Devotion to technology and engineering is required through regular science instruction during the entire year (we must beat China and Sweden!). Emphasis is made on the relation between technology/engineering and math. It is clearly stated for all age ranges that "investigation, experimentation, and problem solving are central to science and technology/engineering education." There is also an emphasis on high academic expectations, and district-wide planning.
For the PreK-2 level, "students are naturally interested in everything around them". Ideas for developing investigations and learning experiences are offered. One critique I have is the statement that no precise scientific reasons for natural phenomena need be offered. I disagree, as increased exposure to complex ideas, even if they do not fully resonate the first time, make the acquisition and interest more intense when it is revisited in the future.