Why Common Core isn’t all bad

 

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Natural learning. Natural curiosity. All kids have it. Adults have it too, but sometimes we bury it in order to “do life”. Kids are starting to do the same in school and it’s got to stop.

Read through to the bottom of this post. I think you’ll be surprised.

My youngest spent an hour following these Common Core Standards:

http://www.corestandards.org/ELA-Literacy/RI/3/

CCSS.ELA-LITERACY.RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain how they support the main idea.
CCSS.ELA-LITERACY.RI.3.3
Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
Craft and Structure:
CCSS.ELA-LITERACY.RI.3.4
Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
CCSS.ELA-LITERACY.RI.3.6
Distinguish their own point of view from that of the author of a text.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-LITERACY.RI.3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.
Range of Reading and Level of Text Complexity:
CCSS.ELA-LITERACY.RI.3.10
By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

What did he do?

He researched using several websites of his choosing, compared technical information, analyzed the information, gathered materials and developed an understanding about how the materials would help to complete his project and then he was ready

……..to build his fort.

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