These kindergartners better be learning proper citation methods too!

How silly are these goals (see below)? 

How about if we let kindergartners be kids?  In Kindergarten, let's begin to teach them how to learn and how to be in a classroom, and worry that they know the difference between "march," "strut," and "prance" -- not to mention how to RESEARCH -- a little later on.   

If we do, maybe (just maybe) more students will actually stay in school and will have mastered all the skills necessary to be active and effective citizens by the time we need them to have mastered them.

Let's stop worrying about creating "life-long learners". 

Let's stop having sophomores and juniors in high school take AP courses.

Let's tell elementary school students "Give us five good years," and middle school students, "Give us three good years," and high school students, "Give us four good years."  "And if you do that," we tell them, "you'll be ready to tackle anything you want to do: college, or a trade, or starting a family, or the military, or...."   

In short, I'd add "Ridiculously" to the beginning of the title of the article below.

 

 

from Courant.com

High Expectations For Kindergartners

 

Forty-two states, including Connecticut, and the District of Columbia have adopted the Common Core Standards, expecting kindergartners to master skills like these:

Write numbers 0 to 20. Represent a number of objects with a written numeral.

Solve addition and subtraction word problems, and add and subtract within 10.

For any number from 1 to 9, find the number that makes 10 when added to the given number.

Describe measurable attributes of objects, such as length or weight.

Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using

informal language to describe their similarities, differences, parts and other attributes.

Identify basic similarities in and differences between two texts on the same topic.

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

Participate in shared research and writing projects.

Write a letter or letters for most consonant and short-vowel sounds.

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

Actively engage in group reading activities with purpose and understanding.

SOURCE: Children's Defense Fund   

[Editor's Note: This source begs the question: "Who's guarding the guardians?]