The report also points out that in Finland and Sweden, kids don’t even start formal schooling until they are 7 years old. What does earlier reading in kindergarten predict for reading proficiency and academic success in later grades? Not much, according to the report, which cites study findings that by fourth grade, children who were reading at age 4 were not significantly better at reading than their classmates who’d learned to read at age 7. An average child might learn to walk at 1 year, while some will be walking at 8 months and others might not take their first steps until they’re 15 months. “When we require specific skills to be learned by every child at the same time, that misses a basic idea in early childhood education,” she says, “which is that there’s a wide range to learning everything in the early years.” But, Carlsson-Paige adds, many normally developing kids won’t read these books on their own until age 7. What do you see?” or, “The fat cat sat on a mat.” These are no trouble for some 5-year-old kindergartners and even some 4-year-olds, says Nancy Carlsson-Paige, an emeritus professor of early-childhood education at Lesley University and the report’s lead author. The first report singled out the expectation that kindergartners should be able to “read emergent-reader texts with purpose and understanding.”Įmergent-reader texts include repetitive lines like, “Brown bear. In two reports published earlier this year, the Boston-based nonprofit Defending the Early Years took aim at the kindergarten standards in ELA (focused on literacy at this age) and math. Since then, 43 states have adopted the standards, with the stated aim of getting students college and career ready when they graduate from high school. Look for and express regularity in repeated reasoning.T he Common Core K-12 standards debuted in June 2010, following a year-long initiative spearheaded by the National Governors Association Center for Best Practices and the Council of Chief State School Officers.Construct viable arguments and critique the reasoning of others.Make sense of problems and persevere in solving them.Analyze, compare, create, and compose shapes.Classify objects and count the number of objects in each category.Describe and compare measurable attributes.Work with numbers 11-19 to gain foundations for place value.Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.Know number names and the count sequence. Grade K Overview Counting and Cardinality They use basic shapes and spatial reasoning to model objects in their environment and to construct more complex shapes. They identify, name, and describe basic two-dimensional shapes, such as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with different sizes and orientations), as well as three-dimensional shapes such as cubes, cones, cylinders, and spheres. Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial relations) and vocabulary. (Kindergarten students should see addition and subtraction equations, and student writing of equations in kindergarten is encouraged, but it is not required.) Students choose, combine, and apply effective strategies for answering quantitative questions, including quickly recognizing the cardinalities of small sets of objects, counting and producing sets of given sizes, counting the number of objects in combined sets, or counting the number of objects that remain in a set after some are taken away. Students use numbers, including written numerals, to represent quantities and to solve quantitative problems, such as counting objects in a set counting out a given number of objects comparing sets or numerals and modeling simple joining and separating situations with sets of objects, or eventually with equations such as 5 + 2 = 7 and 7 - 2 = 5. More learning time in Kindergarten should be devoted to number than to other topics. In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects (2) describing shapes and space. Kindergarten » Introduction Print this page
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