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Sunday, November 20, 2011

Taking a Crosswalk and Unpacking the Social Studies Standards

2nd grade Social Studies Standards

What’s Removed
What’s New/Added
Ideas for placement in pacing guide
2.02  recognize and demonstrate examples of the elective process (moved to 3rd grade 3.C&G.2.3)

5.04 identify the absolute and relative location of communities (moved to 3rd grade 3.G.1.1)

6.03 –identify means and methods of human movement as they relate to the physical  environment (moved to 3rd grade 3.G.1.4)

1.01 identify and describe the attributes of responsible citizenship
2.05 identify examples of responsible citizen participation in society and social environments
2.C&G.2.1 exemplify characteristics of good citizenship through historical figures and everyday citizens
Late October, early November to coincide with elections

1.03 analyze and evaluate the effects of responsible citizenship in the school, community, and other social environments
2.C&G.2.2 explain  why it is important  for  citizens to participate in their community
Late October, early November to coincide with elections or March to coincide with story Firefighter

3.06 identify individuals of diverse cultures and describe their contributions to society
2.C.1.1 explain how artistic expressions of diverse cultures contribute to the community (stories, art, music, food, etc.)
February Black history month

3.05 identify historical figures and events associated with various cultural traditions and holidays created around the world
2.C.1.2 recognize the key historical figures and events that are associated with various cultural traditions
February Black history month;
1st week of May (Cinco de Mayo)
December to coincide with Dear  Juno

2.C.1.3 exemplify respect and appropriate social skills needed for working with diverse groups

2.H.1.1 use time lines to show sequencing of events
Life Cycle of a Pumpkin

2.H.1.2 Identify contributions of historical figures (community, state, nation, and world) through various genres
Helen Keller and the Big Storm

2.H.1.3 compare various interpretations of the same time period using evidence such as photographs and interviews

5.05 interpret maps, charts, and pictures of locations
2.G.1.1 interpret maps of the school and community that contain symbols, legends, and cardinal directions
Beginning of year

5.02 describe the role of a geographer and apply geographic tools, such as maps, globes, compasses, and photographs, in the understanding of locations and characteristics of places and regions
2.G.1.2 interpret the meaning of symbols, and the location of physical and human features on a map (cities, railroads, highways, countries, continents, oceans, etc.)
Middle of first  semester

2.G.2.1 give examples of ways in which people depend on the physical environment and natural resources to meet basic needs

6.01 identify natural resources and cite ways people conserve and replenish natural resources
6.02 cite ways people modify the physical environment to meet their needs and explain the consequences
2.G.2.2 explain how people  positively and negative affect the environment

7.01 distinguish between producers and consumers and identify ways people are both producers and consumers
2.E.1.2 explain the role and impact the role producers and consumers have on the economy

7.02 distinguish between  goods produced and services provided in communities
2.E.1.1 give examples of ways in which businesses in the community meet the needs and wants of the consumers

2.E.1.3summarize the concept of supply and demand

2.E.1.4 explain why people and countries around the world trade for goods and services

6.06 identify the uses of money by individuals which include saving and spending (moved t0 1st grade)
2.E.1.5 explain how money is used for savings, spending, borrowing, , and giving

2.E.1.6 summarize the role  of financial institutions relative to savings-

2.01 identify and explain the functions of local governmental and elected officials
2.C&G.1.2 explain how governments establish order, provide security, and create laws to manage conflicts

2.C&G.1.1 explain government services and their value to the community(libraries, schools, parks, etc.)

 Vocabulary Words that will help

  • Crosswalk (

  • Unpacking (

  • Revised Blooms Taxonomy ( 

  • Once the 2nd Grade Social Studies Standards were viewed by taking a crosswalk, they were then unpacked and created from the revised bloom taxonomy. They seem to be more specific and appropriate for the 2nd grade. They seem to be a better road map for teachers to follow when preparing their lessons of instruction. Common Core is on its way! As Educators we need to prepare ourselves for these new standards in every way that we can

    Sunday, October 23, 2011

    NCSCOS VS Common Core

    The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy (                      



    North Carolina established a Standard Course of Study in 1898 as an attempt at determining competencies for each grade level and each high school course, with a rigorous set of academic standards that is uniform across the state. Based on a philosophy of teaching and learning that is consistent with current research, exemplary practices, and national standards, North Carolina educators seek to provide the most appropriate education possible for the diverse learners in the public schools of the state in order to prepare all students to become successful, contributing members of a 21 st century society and global economy.
    The Standard Course of Study includes the curriculum that should be made available to every child in North Carolina's public schools. Many public schools in the state presently offer an even more comprehensive curriculum. Therefore, in some curriculum areas, electives were also included. The Standard Course of Study is part of the Department of Public Education's continual improvement efforts. The curriculum will be revised on a regular basis to remain consistent with the changing needs of our nation, state, and local communities (

    Common Core...
    • Are aligned with college and work expectations
    • Are clear, understandable and consistent;
    • Include rigorous content and application of knowledge through high-order skills;
    • Build upon strengths and lessons of current state standards;
    • Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society.
    • Are evidence-based.

    • compete in a global economy
    • understand and operate complex communication and information systems, and
    • apply higher level thinking skills to make decisions and solve problems. American businesses seek students with the knowledge and skills to succeed in the international marketplace of today's information-based society. Whether at work or in post-secondary study, students must be able to apply what they've learned from their years of public schooling.
    When you look at these which one would you pick? Do you feel that North Carolina should keep the standards that it has? Do you think that adopting Common Core standards will change education for the better or worst? These are just a few of millions of questions that are bounced around from educator to educator. The one thing that holds true for us all is the fact that we want the best for all children and we want our children to be able to compete with anyone if the task presents itself.

     CCS vs. NCSCOS
    -The Common Core are much more focused (88vs.94) particularly in math.
    -The vocabulary is more kid friendly and "board worthy"
    -The standards include examples of the assessment questions.
    -They are not split up into quarters, rather skill sets.
    -Less comprehension, more language study
    -More basic algebra and geometry, same number sense.

     Looking at all this information it looks like CCS knocks NCSCOS out the ring and wins the fights and arguments. Looks can be deceiving and there are lots of things to iron out with these new Common Core Standards. Time will only tell if these standards will begin to help mold our young minds into global competitors!!



    Wednesday, September 7, 2011

    Getting to the Core of Things

    Common Core Pros
    • Standards are a first step – a key building block – in providing our young people with a high-quality education that will prepare them for success in college and work.”  
    •  Common Core Standards are a guide
    • Uniform standards is one area where teachers’ unions and the education reform community can come together
    • Makes a teacher’s job more manageable
    • Teachers could be like actors, focus on interpretation and delivery.
    • National Education Standards are beneficial for the basic reason that families may move across state lines
    • It also helps give a country a united purpose with regards to how it wants to education its children.

    Common Core Cons
    • The top-down, test-driven, corporate-styled “accountability” movement -- featuring prescriptive state standards -- has already done incalculable damage to our children’s classrooms, particularly in low-income neighborhoods.
    • That the most enthusiastic proponents of No Child Left Behind, Race to the Top, etc., tend to be those who know the least about how kids learn.
    • One-size-fits-all instructional demands actually offer the illusion of fairness, setting back the cause of genuine equity.
    • Beyond uniformity, this proposal also conflates excellence with rigor (the premise being that harder is necessarily better) and specificity (for “clear” or “focused,” read: “narrow” and “reflecting a behaviorist model of learning”)
    • It’s not to nourish curiosity, help kids to fall in love with reading, encourage critical questioning, or support a democratic society. Rather, the mantra is “competitiveness in a global economy” -- that is, aiding American corporations and triumphing over people who live in other countries.
    •  In contrast, there is no meaningful empirical evidence that national standards improve outcomes.
    • Do I worry about who controls national standards? Sure. Some will try to replace substance with mush.

    My Core says.........
    Common Core sounds good and looks good on paper. Now is it really going to change America's education not sure about that. Yes we all need to teach our students common objectives and rigor so that they can become individuals that obtain higher order thinking skills, problem solving skills, and career ready. Yes it needs to be some consistency throughout the states. Yes we do need a more rigors curriculum in some places, but do we have to teach them all the same thing the same way? If we do try to teach every child the same thing the same way we are going to have a bigger mess than what we started with. Our students come to us screaming for structure, rigor, acceptance, but most of all LOVE. It should not be about money, grants or competition, it should be about CHILDREN and what is best for THEM!!!!! I am waiting for that day when the governors, state boards, and legislators spend a few days in an educators shoes and really see how children learn. Then and only then can they write up a law dictating what children should know and how they are taught.

    Getting to the Core of Education!!! Will Common Core State Standards take our students to where they need to go??? Some say YES and others scream NO!!!

    Take a look and see what your core is saying to you!!!