SOUTH BRONX SCHOOL: New York State and EngageNY Advocate Child Abuse

Wednesday, August 21, 2013

New York State and EngageNY Advocate Child Abuse

From the files of "You Can't Make This Shit Up!" comes the new 1st grade ELA Learning and Listening strands.

Yeah, I know that there is supposed to be literacy used with this, but we are not sharing the books The Crack Team shared with the students while attempting to make some type of rhyme and reason with
this crap.

Our first student comes to us from Scotia NY. His name is Barry Rosenberg. Barry is in 1st grade and loved Kindergarten. The Crack Team at SBSB recorded and transcribed Barry's responses.


18. Compare and contrast (orally or in writing) similarities and differences within a single fiction read-aloud or between two or more fiction read-alouds;  

 My book that Ms Smith had is big, the two books, bigger

19. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure;  

I poop my pants.

20. Plan, draft, and edit a narrative retelling of a fiction read-aloud, with a title, characters, some details regarding the plot, the use of temporal words to signal event order, and some sense of closure;  

My daddy uses temporal words when he see Obama on TV and another time when he burned his hand

21. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed;  

I have to make pee

22. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers;

I ate peers at lunch than i make a doody and I see the peers again.


And for those schools that still use that cult of learning from Lucy Calkins and Teachers College a 1st grade student, Chaim Rosenbaum, from an unnamed school on East 135th Street in the Bronx.

Remember, as before, the student either gave an adult the responses verbally or wrote the responses. In both cases a member of The Crack Team at SBSB transcribed the responses on tese pages, verbatim.

18. Compare and contrast (orally or in writing) similarities and differences within a single fiction read-aloud or between two or more fiction read-alouds;  

DFJSJDFuwfhHuq!!! gjojowoj ojojwofjwojf owjdfowjfwojwlldledlodlodol,l9378383jdcmsxhdf.

19. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure;  

wdfqsfwfgafgeqgwegeg! GAGAGA$#@?()SHf

20. Plan, draft, and edit a narrative retelling of a fiction read-aloud, with a title, characters, some details regarding the plot, the use of temporal words to signal event order, and some sense of closure;  

 rfaaa

21. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed;  

peepee

22. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including collaboration with peers;

cvbmoiofgfgffffffffffffffff

2 comments:

Geo Karo said...

Hilarious and very well put.

These Common Core ELA guidelines rubbish is so awful, it makes Lucy "workshop model" Calkins look like a genius.

Bravo to Port Jefferson Superintendent Joseph Rella who called out this nonsense for what it is. See his video & the transcript here.

Anonymous said...

Here is a story that I wrote in nursery school, about a week before my fifth birthday. I'm sending it to the New York State Education Department as a sample of age-appropriate writing. Perhaps it can be graded, and then used as part of a scoring rubric. I have omitted the names and a date:


__________, the woman who takes care of me, has skin on the bottom of her feet that was peeling. And it came off today. And she put ointment, and then she put Epsom Salt and soaked them.

And on __________, that is my birthday. And maybe Uncle __________ and Cousin __________ are coming to my birthday party. Then they are going to sing "Happy Birthday" to me. Then I'm going to blow out the candles and maybe the people are going home. Then I'll go to sleep.