Below is the first New York State standard for Prekindergarten.
Reading Standards for Literature: Prekindergarten Prekindergarteners: Key Ideas and Details
1. With prompting and support, ask and answer about detail(s) in a text.
2. With prompting and support, retell familiar stories.
3. With prompting and support, ask and answer questions about characters and major events in a story.
Craft and Structure
4. Exhibit curiosity and interest in learning new vocabulary (e.g., ask questions about unfamiliar vocabulary).
5. Students interact with a variety of common types of texts (e.g., storybooks, poems, songs).
6. With prompting and support, can describe the role of an author and illustrator.
Integration and Knowledge of Ideas
7. With prompting and support, students will engage in a picture walk to make connections between self, illustrations, and the story.
8. Not applicable to literature
9. With prompting and support, students will compare and contrast two stories relating to the same topic. a. With prompting and support, students will make cultural connections to text and self.
Range of Reading and Level of Text Complexity
10. Actively engage in group reading activities with purpose and understanding.
Responding to Literature
11. With prompting and support, make connections between self, text, and the world around them (text, media, social interaction).
The first three details have no Key Idea and the details are vague and unmeasurable.
The first Key Idea, Craft and Structure, comes with no explanation of instructional intent, which craft, what structure? As well, detail number 6 is totally outside the realm of the developmental abilities of a three or four year old.
Detail 8, under the Key Idea Integration and Knowledge of Ideas, also unexplained, states “Not applicable to literature”. How are idea integration and knowledge of ideas not applicable to literature?
The next Key Idea, Range of Reading and Level of Text Complexity, is simply absurd and speaks to the “cut and paste”, “one size fits all” nature of the standardization of our children by the corporate model of education.
There is nothing wrong with having standards as long as those standards relate to the integrity of the individual.
Our children deserve to be individuals with integrity.
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