Kindergarten is too tough for little kids these days, New York City teachers complain to the Post.
Way beyond the ABCs, crayons and building blocks, the city Department of Education now wants 4- and 5-year-olds to write “informative/explanatory reports” and demonstrate “algebraic thinking.”
Children who barely know how to write the alphabet or add 2 and 2 are expected to write topic sentences and use diagrams to illustrate math equations.
Under newly adopted Common Core State Standards, kindergarten teachers read aloud “informational texts,” such as “Garden Helpers,” a National Geographic tale about useful pests.
After three weeks, kids have to “write a book about what they’ve learned,” with a drawing and sentences explaining the topic.
In math, kindergarteners learn about the “commutative property.” (I recall learning that in middle school.)
The big test: “Miguel has two shelves. Miguel has six books . . . How many different ways can Miguel put books on the two shelves? Show and tell how you know.”
Teachers rate students’ performance as “novice,” “apprentice,” “practitioner” or “expert.”
An “expert” would draw a diagram with a key, show all five combinations, write number sentences for each equation, and explain his or her conclusions using math terms, the DOE says.
Cathleen Vecchione, a kindergarten teacher at PS 257 in Williamsburg, Brooklyn, has taught her students to count by 10s, but hasn’t started teaching addition.
Her students are expected to write simple sentences, such as “I have a pet.”
I tutor first graders in reading and I once volunteered in my daughter’s kindergarten class. Writing is very challenging for little kids. Some can’t form letters. Most can’t spell. It’s especially tough for boys. And I haven’t met many five- or six-year-olds who are ready to write equations.
In fact, I’m 60 and I’m a little puzzled by Miguel’s book options. The Post suggests there are five combinations. I get 14 ways if it’s just about how many books go on each shelf. (Zero books on Shelf A and six on Shelf B and so on, then zero books on Shelf B and six on Shelf A and so on.) But what if Miguel is putting some books on their side, and other backwards and . . . Is he organizing by subject matter? Perhaps he’s got his physics books on Shelf A and his philosophy books on Shelf B.
In Developing the Habits of Mind for Algebraic Thinking, Barry Garelick implies that fifth graders aren’t ready to write algebraic equations. “Giving students problems to solve for which they have little or no prior knowledge or mastery of algebraic skills is not likely to develop the habit of mind of algebraic thinking,” he writes.