It’s been a heck of a year

It has been a while since my last post. I have retired from teaching at the close of this school year and I have relocated to the beautiful Adirondack Mountains. Unfortunately, my last year teaching was one of the most difficult years of my teaching career.

As our local president I was in the middle of tense contract negotiations as well as dealing with new principals in every building. Our District hired a new superintendent who promptly moved me to a different building, knowing full well that I was retiring. Needless to say, my relationship with our new superintendent was strained to say the least. Unfortunately I had a school board that was blind to the damaging changes she wrought.

When we first met, I explained that I agreed that some change is positive and needed. However, change should be done with staff, not at staff. Unfortunately that advice fell on deaf ears.

My former district now has lost their science lab, SS texts, spelling, vocabulary, and grammar programs, and a viable reading program. Special ed teachers have their numbers increasing, reading teachers are overloaded and morale across the district is at an all time low. Yet, a ton of money was spent on Chrome books so that students now spend a good part of their day staring at a computer screen.

Testing was increased under this new administration, Fountas and Pinell (3 times a year),STARS ( 3 times a year-unless you get AIS services then it is even more) , and of course our state tests.

We were able to work out a new contract, only after an intense showing by by members at a school board meeting that woke up the community. Solidarity is powerful and my members learned that this year.

Now I move towards a new phase of my life. I intend to continue to advocate for public education and sensible pedagogy. I will begin posting more often but will also include a myriad of topics that I will be opining on.

Stay tuned.

RR

An insult towards experience

Why is it that these so call “change agents” that pop up every year as administrators, consultants, book sellers, publishers, and wannabes lack skills needed to embrace the gains of the past?  They often seek change for that sake of showing that they can affect change. Often these so called self proclaimed change agents have no regard for those who often have much more experience than them. They pretend they know more because they went to a conference, read an article, or most often than not they feel they know a better way.

I happened to be in our district’s conference room this week and I saw this comment taped to the wall.

 

I immediately commented on it as an insult to all the teachers in the district with many years of  experience.  I was then told, “The conversation was about children “playing school”, not teachers.”

My response, “So. my students were “playing school” because I was not on the  cutting edge? Past instruction practices caused our students to play school?  Really?”

Don’t get me wrong, change can be good, very good. Provided that change builds on the past’s best practices and that it is supported by real research, not opinion. Cutting edge can cut both ways. We need speak up and defend our own  professional experiences when these change agents declare they have a better way. We have witnessed their failures too many times.

Let’s make sure there is water in that pool before we have our students jump in .

The End is Near

 

Public education is our nation’s most important asset that is responsible for protecting and nurturing our nation’s most precious asset, our children. Public Education is about to be dismantled and sold off to the highest bidder in every state of our nation. Trump’s legacy will someday describe this real estate scoundrel as the demolition expert that has destroyed an American institution that began in 1690.  Unfortunately, a large portion of our populace do not realize that the end is near.

No matter which party you support or who you voted for, you will soon feel the real pain of a Trump administration. Some have said, we may survive four years of Trump, but will we survive many years of an ultra-Right Wing Supreme Court? Will we survive a Tea party controlled Congress? Will our schools survive?

The “end” for public education is one step closer with Trump’s pick for Education Secretary billionaire Betsy DeVos. DeVos is a conservative activist that has pushed for school vouchers across the nation. She supports raiding taxpayer revenues and funneling them to private and parochial schools. She has no experience in education and will be the chief architect in Trump’s demolition plan.

Trump’s demolition plan includes the destruction of unions. The very same unions that advocate for highly effective schools, strong standards that are appropriate, school safety, and protect the needs of our most challenged students.   Trump has signaled that he would establish Right to Work laws nationwide. Trump’s plan would impede all unions’ abilities to provide the much-needed advocacy that has protected our schools and in turn our middle class.

The end will arrive for many of our union sisters and brothers when a Trump Supreme Court dismantles public unions’ bargaining rights and his wrecking ball destroys tenure protections. Public schools will be immediately impacted when teachers that advocate for their students are fired without due process. Public schools will be systematically taken over by private for profit corporations that will not be subjected to collective bargaining. Profits and the bottom line will be the only measure that is important.

The end is near for public pensions. Trump’s demolition crew is about to blow up a system that has allowed hard working public sector employees to contribute to a system that would protect them in their end years. Trump’s crew will raid our pensions and turn them over to his private sector buddies. Public sector employees will now face the same questionable future as the private sector workers who have lost their future.

The end is near for our curricula. Our Science programs will be distorted with creationists warped views, Social Studies will be used as a tool to indoctrinate and not liberate the mind. The Arts will be lost forever. The focus will be on a false accountability system, based on a failed business model invented in some boardroom.

The end is near for our freedoms. Our freedom to worship as we choose, love who we choose, opine as we choose and severely limit our individual life choices. Trump’s demolition crew is about to dismantle our Inalienable Rights.  Disguised as the Righteous, his crew is about to destroy the very fabric of our nation.

We all know what we witnessed the day after election day. Many of us saw our own union sisters and brothers celebrate Trump’s win. Many of us lashed out on social media and even got into heated arguments. We could not believe that our sisters and brothers and even our loved ones failed to see that Trumps win will destroy us all.

If we put aside Trumps racism, bigoted, misogynist statements. We are still left with the unpleasant truth that the end is near. Unfortunately, it will be pain that will eventually open the eyes of many of our union sisters and brothers. The pain will be swift and devastating. It will be too late for I told you so’s. It will be our demise. Unless we stop him!

Resist! Resist! Resist! Put your niceties aside. Inform, argue, debate and be relentless. Boycott when told to, protest when you can. Throw up roadblocks, stand your ground. Don’t accept “maybe things will get better” or give him a chance. All the signs are there. Point everyone out. Point every threat to our way of life. Point out every conflict, every attack, every enemy.

Do what we do best. Teach! Teach others how the end is near and how it will be a reality if we do not wake up. Our national nightmare is here.

Not This Year

Nine and ten-year-old children are a curious bunch. They are on the cusp of adolescence and are just beginning to get a grasp on the outside world. Their minds are like sponges, soaking up everything that is around them. This is a very special time in their lives where they have opinions based on their own schema.

As a fifth grade teacher I have always looked forward to election season to introduce the concept of opinions, fact and fiction. I particularly always enjoyed introducing my young students to presidential campaigns, the Electoral College, and the importance of debate in our democratic process.

Not this year.

In the past, my students looked at candidates, discussed their campaigns, looked at the issues, and debated themselves. We always had mock elections and looking at the results were often an interesting exercise. My students usually began by parroting what was heard at home or they would disagree with what they heard at home. I encouraged them to read the news and watch news channels. We often discussed the different viewpoints presented. We read opinion pieces and discussed that opinions were worthless unless backed up with real facts. I also encouraged them to watch the debates and be prepared to discuss them the next day in class.  Yes, we did that in fifth grade!

Not this year!

How can I? This year I cannot discuss the issues with children. In addition, I am faced with families that are so polarized on the candidates that any discussion is viewed as an attempt to indoctrinate children. So how am I supposed to explain Trump saying he and other rich men have  the privilege to grope women when some think it is ok?

I see pictures of high school students in very diverse schools wearing Trump hats saying “Make America Great Again” and I want to weep because I know their parents love it.

I would love to discuss the issues of the campaign, with my students, but not this year. I just can’t!

I can’t discuss Trump rating women, calling them pigs, calling immigrants rapists, saying POW’s are not heroes, or saying Muslims are our enemy. Trump has brought our nation into a dark hole.

How can I? How can I with fifth grade students?

I will teach them history.

I will teach them about the peoples’ history!  I will teach them why our nation is the greatest in the world and about the mistakes we have made in the past. I will instill in them the importance of learning from the past. I will prepare them to create their own opinions based on facts not rhetoric. I will teach them about respect and the rights and responsibilities we all have as citizens.

As teachers we touch the future every day as we teach our students. We need to ensure our future is bright and we need to prepare our students so our nation never ever has to return into this very dark hole politics has brought us into.

So not this year! This year we look to the future. We ignore Trump and we defeat this ugly narrative by educating our students to learn from the past. And hopefully our great experiment will survive. We will survive not through fear and intimidation. We will survive through knowledge. Because, knowledge is power. And once we have the power, America will continue to be great.

Before you vote…THINK

To my Republican teacher friends,
Last night we heard every Republican candidate say that they would promote charters, vouchers, private schools, and home schooling. We heard them call teachers and schools failures.

If any one of them wins, know this, (as Ted Cruz would say) your public school will be at risk, children will lose necessary resources, and your careers will be at risk. You may not have a job, and their will be no social services available to help your family survive.

The Supreme Court will become a weapon that would destroy our way of life, your children will fight endless wars, you won’t afford health insurance, your pension will be a memory and you will have to work until you are dead or 70 years old.

And if you vote for any of them, please please never try teaching Social Studies.

Open Letter to Commissioner Elia

Dear Commissioner Elia,

This past Thursday your visit with Long Island teacher union presidents has validated the concerns I have with you as our Commissioner of Education and with your agenda. I listened carefully as you attempted to spin an agenda that was set by your predecessor, John King, and Governor Cuomo. You often hid behind federal policy or existing legislation as you addressed the concerns and questions posed to you that evening. Your attempt to blame our union for “agreeing” to the use of high stakes testing was sophomoric.  In addition, abruptly ending the meeting when you knew several of us wanted our turn to “ dialogue” with you was an insult to us and the thousands of teachers,( and teacher as parents ) on Long Island we represent.

I take exception to many things you stated when you met with us. You claimed that parents and teachers wrongly put everything that is negative in education today under the Common Core. You then attempted to spin that your Aim High NY survey somehow supported Common Core because they are high standards and that we just have to “rework” some of them.

Your Aim High NY survey was akin to a “push poll’ in politics. It was nearly impossible to condemn the Common Core Standards, it was cumbersome to answer and the survey taker was forced to work within the Common Core to offer changes. Yes, you were right when you stated we want high standards, who would be against that? You use that premise as you continue to spin faulty, abusive standards. New York had high standards, and before your predecessor push for the Common Core, NYSED was working towards improving them. I would like to know, how much was spent on that effort and where did those recommendations go?

When questioned  about the state assessments and with comments that we felt these tests were abusive and hurt children, your response was cold hearted and left me feeling that your really don’t care what children are facing as long as we meet a federal mandate. Your claim that the tests will be shorter and that tests will be untimed was addressed by those in attendance. We asked about ESL students, students with special needs and the concern that this new plan will not work. You fell back on your reform agenda to provide answers that only led to a validation that things are not changing and that you have been charged to drive Governor Cuomo’s and John King’s reform agenda.

Your simplistic view that parents and teachers are ‘stressed’ and that you are attempting to relieve that stress by listening to us and working towards some sort of change is nothing more than spin. You said that you believe in a standardized evaluation system that uses assessments as a component of that system. That is not relieving stress, that is signaling that the state will continue to abuse children with high stakes assessments that are meant to drive a political agenda.

When you were questioned on APPR, you stated that some state that there is a 4 year moratorium on using those scores but you prefer calling it a transformational period. You stated that scores will not be used for 4 years. Yet, when someone questioned that they may be used in the future you claimed they would not. You did not address the fact that the new scores will still be generated and distributed to teachers, districts, parents and the press. You did not address the fact that those scores will be used as advisory scores for districts. You did not address the fact that the assessments are based on standards that you admit are seen as inappropriate for many children and that are currently being rewritten. You claim these assessments are mandated by federal policy. My question for you is this; does federal policy require 8-9 10 year olds to take 9+ hours of exams?

Your response to the Opt Out movement was disturbing. You said that New York had the highest Opt Out rate in the nation and in the same breath you said, that Opt Out was not a factor that has driven you to do anything you have done in the last 8 month. Then you went on to say that you hoped that parents would let their children take the tests this year. You were then told to expect Opt Out rates to soar this year. We informed you that these tests have no instructional value. Your flip response was that additional questions have and will be released. You failed miserably to address our concerns and as a result many of us have begun to double down on our support for the Opt Out movement.

You touted that in Hillsborough, Florida, you worked with the local union to develop an evaluation process. With all due respect, New York is not Florida and Long Island certainly is not Hillsborough. The results on Long Island are clear; if we were a state we would lead the nation and the world. We do not need your “fixing”.

You claim that you have been throughout the entire state “listening”. Your social media campaign, including your Twitter account is chock full of your attempts to spin the comments on your so called “listening tour”. But one thing became perfectly clear to me on Thursday evening. Your “listening tour” is not about you listening to the parents and educators in the state, it’s more about we should “listen” to you. And that Commissioner is a shame.  This local president listened and I have no confidence in you or your agenda.

Respectfully submitted

Ralph Ratto

President

New Hyde Park- Garden City Park Teachers’ Association

A question for the new year

This is usually the month that a so called pedagogical  necessity  is used all across our nation.  I think we all need to think about the following.

Were the engineers, scientists, or contractors who designed the lunar module and put men on the moon ever forced to undergo this so called pedagogical  necessity?

How about the engineers and laborers who tamed a mighty river and designed  and built the Hoover Dam to supply electricity for millions, do you think they ever were forced to undergo this so called pedagogical  necessity?

The Empire State Building was construct in only one year. Do you think the architects, contractors, laborers, financial backers of this monumental icon were forced to undergo this so called pedagogical  necessity?

The ” Greatest Generation ” saved the world and guaranteed a future for all of us. Do you think they were forced to undergo this so called pedagogical  necessity?

Do you think scientists and doctors who achieved medical breakthroughs, such as Dr. Jonas Salk   were ever subjected  and were forced to undergo this so called pedagogical  necessity?

Look at this shot of the construction of New York’s Verrazano bridge. Fifty years ago, the people who imagined, planned, and built this might structure were never subjected  or forced to undergo this so called pedagogical  necessity!

My question today is, where is the evidence that subjecting our elementary school children to hours of ‘ benchmark testing’ to assess their readiness for high stakes standardized testing, helps our nation?

All across the nation, elementary school children are being ‘measured’ by this  so called pedagogical tool. Ask yourselves why?

 

 

Saving Social Studies

As a fifth grade teacher, in New York State, I have felt the pressure of ‘fitting in’ Social Studies into my daily schedule.  Language Arts  and Math ‘block times’ have eaten away at the available time each day to teach the subject that is the most important.

I worry that NY’s new Social Studies Framework linked to the Common Core will effectively erode the curriculum into a series of tasks that have very little to do with learning about our past. Sites such as those provided by Putnam/ Northern Westchester BOCES are already watering down the curriculum. They have reduced learning about Europeans encountering Native Americans down to a 2 day lesson.

Imagine that! Two days!!

(I have included that 2 day lesson at the end of this posting)

Talk about watering down  a curriculum.

Over the past several years I have seen the time I have spent teaching Social Studies dwindle. I tried incorporating it into my ELA Block but, unfortunately I have had students leave my room during my ELA Block because they may have an Individualized Education Plan that mandates they  receive ELA instruction in a smaller setting. So if I combined Science or Social Studies into my ELA Block they would lose out.

I scheduled Social Studies in my plans but often those plans were interrupted. I was frustrated and was counseled that teaching Social Studies three days a week was just fine.Well it may be fine with my administrators, bit it certainly was not fine with me!

I love teaching fifth grade Social Studies. It’s focus is on the Western Hemisphere. It should be taught as a timeline, starting with how indigenous peoples settled into new lands and developed advanced civilizations that amazed European explorers. It should be focused on the “Peoples” struggles and advances.

Social Studies should not be taught in topics that are isolated from each other. In order for students to really understand what they are being exposed to, we as teachers must carefully build their schema.

This year I am taking a stand, in my classroom. I make sure I teach Social Studies every day.

I use various sources, including a wonderful series of books by Joy Hakim.  I use videos, audio recordings, and even Howard Zinn’s People History of the United States. I’ve read stories about Sitting Bull, and I am currently reading the biography of Chief Joseph Medicine Crow, Counting Coup.  So far my students have learned about the great civilizations of the Aztecs, Mayas, Incas, Mississipeans, Makahs, Iroquios, Anasazi, and more. We have learned about European exploration and conquest. We discussed the lust for gold, riches, and power that have shaped our historic background.

Currently we have begun to explore the formation of the English colonies and we will be analyzing the differences between them and how they interacted with Native Americans.

This week we began a new project. Using Legos my students will create their own Utopian civilization. Before they are allowed to use any resources ( Legos) they have been charged to develop a plan for their civilization. So far they have chosen a leader, established rules for discussions and began the process of deciding  just what their civilization will contain. They are discussing whether or not their economy will be based on farming,defense, healthcare, education, religion, tolerance and more.

  
This project is providing wonderful opportunities for me to teach. For example, one student stated that she wants to provide housing for the homeless. I used that as a catalyst to ask them to think of ways to ensure there are no homeless in their civilization.

At this point, my class is also writing individual essays on what they really want their civilization to be all about. Tomorrow I will be asking them to share their thoughts and to compromise on a shared solution.

Eventually they will be using the available resources to build their civilization.  

 In the meantime, we will read about the Puritans, Ann Hutchinson, William Penn and others and perhaps that may lead us in another direction.

In the meantime, I will post periodic updates of my class Utopia as I thumb my nose at lessons like these from BOCES.

Lesson 2: Europeans Encounter Native Americans

Overview:

• Students will examine how the Native Americans viewed the Europeans, and then look at two case studies involving the interaction of the Native Americans and the Europeans.
  Suggested time allowance: 2 class periods

Unifying Themes: (based on the National Council for the Social Studies)

• Geography, Humans and the Environment
• Development, Movement, and Interaction of Cultures
• Time, Continuity, and Change
• Global Connections and Exchange

New York State Social Studies Framework

• Social Studies Standards
  • 1: United States and New York
  • 2: World History
  • 3: Geography
• Key Ideas and Conceptual Understandings
  • 5.3 European Exploration and Its Effects: Various European powers explored and eventually colonized the Western Hemisphere. This had a profound impact on Native Americans and led to the transatlantic slave trade.
    • 5.3b Europeans encountered and interacted with Native Americans in a variety of ways.
• Social Studies Practices:
  • Gathering, Using and Interpreting Evidence
    • Recognize and use different forms of evidence used to making meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs).
  • Comparison and Contextualization
    • Categorize divergent perspectives of an individual historical event.
    • Identify how the relationship among geography, economics, and history helps to define a context for events in the study of the Western Hemisphere.

Common Core Learning Standards for Literacy in History/Social Studies

• RH.5-8.9: Analyze the relationship between a primary and secondary source on the same topic
• RL.5.1: Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
• RL.5.2: Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
• RL.5.6: Describe how a narrator’s or speaker’s point of view influences how events are described
• WHST.5-7.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
• WHST.5-8.6: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.
• WHST.5-8.8: Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

Unit Essential Question:

• Do interactions between peoples always lead to positive results?

Activities/Procedures:

Day 1

1. Read excerpts from Morning Girl and its parallel text, Journal Entry by Christopher Columbus.Teachers can find both excerpts in Primary Sources and Literature Readings, or use the book Morning Girl by Michael Dorris and the Journal entry included here. If you wish, use Encounter instead of Morning Girl.

2. Have students consider the ways the young girl and Columbus viewed one another and their respective cultural groups. What were each group’s impressions and intentions? Students will make a T chart or a Venn diagram to record the similarities and differences of the perspectives of the two groups/

3. Project “Images and Descriptions Columbus and the Taino.” (included) Discuss the images and excerpts from the diaries and journal. How do these images and description add to what we already know?

Day 2

1. Introduce or review the definition of “turning point” and note that the class will analyze what happened to the Aztec when they encountered the Europeans as an example of a turning point. Explain that the Spanish conquistador, Cortez led an army against the Aztecs in 1521 and conquered them.

2. Distribute the “Compare and Contrast Chart for the Aztec” (included) and have students cover the “after” column when discussing the “before” column.

3. Ask guiding questions that will require the students to read and extract information from the compare/contrast chart such as

• Where did the Aztec live before the Spanish Conquest?
• What were some of their technological achievements before the Spanish Conquest?

4. Teacher can utilize a map of Mexico and Central America when discussing the geographic location category, by pointing, or asking a student to point to the areas that were inhabited by the Aztecs. Teacher should ask questions about location and ask students to hypothesize about why the Spanish would be interested in this area (Example: resources, land, treasure, etc.)

5. At the end of the discussion for the “before” column, students will be asked to read to themselves the information presented in the “after” column.

6. The class as a whole will do a verbal compare and contrast of the Aztecs before and after the Spanish Conquest. Teacher will direct discussion by using guiding questions if necessary.

• What is the difference/similarities pre- and post- Spanish Conquest in language?
• What do you think is the biggest difference in Aztec life after the Spanish Conquest?
• How was the Conquest a turning point in Aztec life?

7. For homework: students will create a double–sided playing card to illustrate the turning point for Aztec life.

Evaluation

• Completed T-Chart
• Trading Card

Vocabulary (See Glossary for definitions)

• turning point
• conquistador
• demographics
• encomienda
• indigenous population
• Latinos
• pandemic
• polytheism

 

CCSS feedback memorialized

The New York State Education Department (NYSED) is conducting a review of the New York State P-12 Common Core Learning Standards in English Language Arts/Literacy and Mathematics. Several groups including NYSUT and Superintendents are asking for our feedback on the current standards.

Since I am a 5th grade teacher I have reviewed each 5th grade standard and made comments on the what should be changed. I will be forwarding my feedback to the appropriate groups.  I am also posting them here as a way to memorialize my feedback. Hopefully this will lead others to do the same as proof that we tried to work within the system.

Our particular comments must be made public. We have no assurances from NYSED that all comments will be read. Therefore let’s use a little grassroots activism to post our specific objections to each and every standard.

Here’s mine:

Suggested changes to 5^th grade ELA and Math Standard

Reading Standards for Literature K–5

2-  Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

 ( not age appropriate very subjective)

3-Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text (e.g., how characters interact).

( poor example leads to misinterpretation of the standard)

6-Describe how a narrator’s or speaker’s point of view influences how events are described. a. Recognize and describe how an author’s background and culture affect his or her perspective.

(Not age appropriate- student lack necessary schema)

7- Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

(Not appropriate—who decides what beauty is? )

9- Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.

(redundant and leads to misinterpretation of the standard)

Responding to Literature

11. Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas, cultural perspectives, eras, personal events, and situations. a. Self-select text to develop personal preferences regarding favorite authors. b. Use established criteria to categorize, select texts and assess to make informed judgments about the quality of the pieces.

( Too subjective. Students lack schema to judge quality)

Reading Standards for Informational Text K–5

7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

(quickly and efficiently are too subjective -leads to misinterpretation of the standard )

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 4–5 text complexity band independently and proficiently.

(high end? Should be in the grade band)

Writing Standards K–5

4. Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) a. Produce text (print or nonprint) that explores a variety of cultures and perspectives.

(Not age appropriate)

6- With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

(How long is a sitting? Too subjective- leads to misinterpretation of the standard)

11. Create and present an original poem, narrative, play, art work, or literary critique in response to a particular author or theme studied in class. a. Recognize and illustrate social, historical, and cultural features in the presentation of literary texts.

(Students lack schema- leads to misinterpretation of the standard)

Speaking and Listening Standards K–5

1-Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. e. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds. f. Use their experience and their knowledge of language and logic, as well as culture, to think analytically, address problems creatively, and advocate persuasively

( not age appropriate- students lack schema)

Language Standards K–5

3-Use knowledge of language and its conventions when writing, speaking, reading, or listening. a. Expand, combine, and reduce sentences for meaning, reader/listener interest, and style. b. Compare and contrast the varieties of English (e.g., dialects, registers) used in stories, dramas, or poems.

(To what extent?  Not age appropriate, students lack schema)

 

 

Mathematics

Number & Operations in Base Ten 5.NBT

6. Find whole-number quotients of whole numbers with up to four-digit dividends and two-digit divisors, using strategies based on place value, the properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

(Strike “and”– area models are not mathematically sound in all situations- leads to misinterpretation of the standard)

7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

(Strike ‘and” and replace with or- )

Number & Operations—Fractions 5.NF

2. Solve word problems involving addition and subtraction of fractions referring to the same whole, including cases of unlike denominators, e.g., by using visual fraction models or equations to represent the problem. Use benchmark fractions and number sense of fractions to estimate mentally and assess the reasonableness of answers. For example, recognize an incorrect result 2/5 + 1/2 = 3/7, by observing that 3/7 < 1/2.

(the entire concept of reasonableness is too subjective.. using visual fraction models as an example leads to a misinterpretation of the standard)

3. Interpret a fraction as division of the numerator by the denominator (a/b = a ÷ b). Solve word problems involving division of whole numbers leading to answers in the form of fractions or mixed numbers, e.g., by using visual fraction models or equations to represent the problem. For example, interpret 3/4 as the result of dividing 3 by 4, noting that 3/4 multiplied by 4 equals 3, and that when 3 wholes are shared equally among 4 people each person has a share of size 3/4. If 9 people want to share a 50-pound sack of rice equally by weight, how many pounds of rice should each person get? Between what two whole numbers does your answer lie?

( examples shown lead to misinterpretation of the standard)

4. Apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction. a. Interpret the product (a/b) × q as a parts of a partition of q into b equal parts; equivalently, as the result of a sequence of operations a × q ÷ b. For example, use a visual fraction model to show (2/3) × 4 = 8/3, and create a story context for this equation. Do the same with (2/3) × (4/5) = 8/15. (In general, (a/b) × (c/d) = ac/bd.) b. Find the area of a rectangle with fractional side lengths by tiling it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles, and represent fraction products as rectangular areas

( Not age appropriate, children often lack fine motor skills to perform the rectangle task above, and examples shown lead to misinterpretation of the standard)

5. Interpret multiplication as scaling (resizing), by: a. Comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. b. Explaining why multiplying a given number by a fraction greater than 1 results in a product greater than the given number (recognizing multiplication by whole numbers greater than 1 as a familiar case); explaining why multiplying a given number by a fraction less than 1 results in a product smaller than the given number; and relating the principle of fraction equivalence a/b = (n × a)/(n × b) to the effect of multiplying a/b by 1

( not age appropriate, should be in an upper grade)

6. Solve real world problems involving multiplication of fractions and mixed numbers, e.g., by using visual fraction models or equations to represent the problem.

(Overreach – telling how to solve is a curriculum not a standard)

7. Apply and extend previous understandings of division to divide unit fractions by whole numbers and whole numbers by unit fractions.1 a. Interpret division of a unit fraction by a non-zero whole number, and compute such quotients. For example, create a story context for (1/3) ÷ 4, and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that (1/3) ÷ 4 = 1/12 because (1/12) × 4 = 1/3. b. Interpret division of a whole number by a unit fraction, and compute such quotients. For example, create a story context for 4 ÷ (1/5), and use a visual fraction model to show the quotient. Use the relationship between multiplication and division to explain that 4 ÷ (1/5) = 20 because 20 × (1/5) = 4. c. Solve real world problems involving division of unit fractions by non-zero whole numbers and division of whole numbers by unit fractions, e.g., by using visual fraction models and equations to represent the problem. For example, how much chocolate will each person get if 3 people share 1/2 lb of chocolate equally? How many 1/3-cup servings are in 2 cups of raisins?

(visual models should be a strategy than MAY be used not must be used)

Measurement & Data 5.MD

5. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. a. Find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as would be found by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, e.g., to represent the associative property of multiplication. b. Apply the formulas V = l × w × h and V = b × h for rectangular prisms to find volumes of right rectangular prisms with whole-number edge lengths in the context of solving real world and mathematical problems. c. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems

( V=bxh is misleading.. it should be V=lxwxh  in the first example lower case b represents the area of the base when finding the area of a triangle A=1/2bh   it confuses the  student and is not needed)

“It’s not what you say, it’s what they hear.”

Frank Luntz  is famous for his focus groups and language testing, and was behind phrases like the death tax (instead of the estate tax) and the GOP’s Contract with America. He is also behind the moniker

“It’s not what you say, it’s what they hear.” 

Remember the “ Patriot Act”? Do you really think true patriots would have supported a law that violated our Constitutional Right to privacy?

While Luntz is not responsible for ‘ No Child left Behind” ,  “ The Common Core”, and  “ Race To the Top”, each phrase can be described the same. The phrase has nothing to do with what we hear. It’s a purposeful misdirection, much like a magician’s sleight of hand.  Say one thing, but mean another that will drive an agenda that cannot survive in the daylight of public opinion.

In 2012 President Obama charged the nation with the following  in his State of the Union ,

“Teachers matter.  So instead of bashing them, or defending the status quo, let’s offer schools a deal.  Give them the resources to keep good teachers on the job, and reward the best ones.  And in return, grant schools flexibility:  to teach with creativity and passion; to stop teaching to the test; and to replace teachers who just aren’t helping kids learn.  That’s a bargain worth making. “

Since then as we raced to the top, more teachers have lost their jobs, resources are being diverted towards test prep, good teachers are not able to really teach, schools and teachers are following test prep scripts, and high stakes testing is out of control.

Yesterday President Obama called for a 2% cap on testing! It sounds good and already the NEA and others are applauding this statement has a huge shift in policy.  Well those of us in New York know it’s just another case of  “It’s not what you say, it’s what they hear.” 

We know Obama was given this talking point by new acting Secretary of Education John King. King was basically run out of New York when, as our Commissioner of Education , he doubled down on high stakes tests, then tried to blame local districts for over testing. He then declared his own 2% cap.

We now test for 9 hours in New York and  if we actually went to 2% our test time would soar to approximately 25 hours! Is that what they are saying? Test for 25 hours?

We also have another devastating 2% cap in NY. A 2% tax cap that has resulted in  an increased class size, many being programs cut, thousands of teachers to lose their jobs, school districts to be thrown into  financial distress, and children to lose out on a full education. Perhaps John King forgot to mention to Obama that using a 2% threshold may not be a good talking point.

In New York, our new Commissioner of Education Elia has set up a new initiative called  AIMHighNY.  Remember,  “It’s not what you say, it’s what they hear.” 

After over 250,000 opt outs of state tests, Commissioner Elia, fresh off her listening tour (“It’s not what you say, it’s what they hear.” ) has  created a website that contains a survey on the Common Core. She states,

 “NYSED is conducting a survey in order to provide an opportunity for the public to comment on the standards.”  That’s what we hear.. but this is what she goes on to say.. The survey’s intent is to Improve what already exists; don’t start over.

I spent 3 hours today attempting to go through the 5^th grade standards on this survey. The survey is cumbersome, time consuming and designed to make us all fall in line.  Elia tells us,

that this survey is  not a referendum on the standards. Only comments tied to a specific standard will be considered.

I bet she will use it as her own referendum.  Watch for her upcoming comments after the flawed results are in.

When Elia, Duncan. King, or Obama say.

 …we want the best possible standards as we continue to move forward on the progress that has been made in academic achievement.

As we watch the political fiasco surrounding presidential candidates, ask yourself a simple question, does what I am hearing really jive with what they are saying?