Makayla Spaid

10/6/20
Foundations of Education
Step 1—I am going to do 3rd grade math and kindergarten Literacy
Step 2—My teachers said that……………….. Any my other teacher stated that ………………
Step 3—Search Iowa Core for 3rd grade math and kindergarten Literacy
Step 4—
My Teachers Opinions.
● My first teacher, a kindergarten teacher, said that she likes and dislikes the Iowa Core.
She said “As a whole, it is nice to have a sort of guide to go by in regards to what
we are expected to teach and what students are expected to learn.” But, she
says that it is sometimes hard to understand and is not in the friendliest
language. This teacher said that she and the other kindergarten teachers spend
a lot of time trying to figure out exactly what certain standards mean and how
they are meant to be assessed. In these meetings, they go through each
standard and decide if it is 'essential' or just 'supporting'. All standards are taught,
but we really dove in and picked through them all to see which ones are really
the most important. She says that at times it can be a little overwhelming but is
very helpful.
● My second teacher, a high school chemistry teacher. Says that he likes the idea
because it makes sure that every student at the same grade level is learning the
same thing in the same grade so everyone is progressing at the pace. It also has
guiding principles for the teachers. Some cons that he thought it had too many
standards. Also that “the standards are not consistent with age appropriate
development”. He believes that there are some standards that shouldn’t be on
there and some standards that need to be on there that aren't in there.
Kindergarten Literacy:
● With prompting and support, identify characters, settings, and major events in a story.
(RL.K.3) (DOK 1)(This was copied and pasted from Website)
1. Ask the kids to act out a scene from the book we read that was a major event. Or even
participate in the book, like if books said the character clapped have all of the students
clap.
2. Have the students describe the main character and as a class draw your own picture
using the classes descriptions.
● With prompting and support, ask and answer questions about key details in a text.
(RI.K.1) (DOK 1)(This was copied and pasted from Website)
 1. Read the book out loud in front of the class and ask questions like what the students
think is going to happen next or how the character developed throughout the book.
2. At the end of the book you could ask the students what happened to the character in
the book.
● With guidance and support from adults, explore word relationships and nuances in
word meanings. a. Sort common objects into categories (e.g., shapes, foods) to gain a
sense of the concepts the categories represent. (L.K.5) (DOK 1,2)(This was copied and
pasted from Website)
1. Separating different shaped foods into categories like a sandwich would be a square,
oranges and apples would be squares, and grapes would be oval shaped.
2. Separate m and m’s into the separate colors to see how many is in each category.
● Distinguish shades of meaning among verbs describing the same general action (e.g.,
walk, march, strut, prance) by acting out the meanings. (L.K.5) (DOK 1,2)(This was
copied and pasted from Website)
1. Have the class stand up and have them march in place, walk in place, run in place, etc.
2. Everytime you go somewhere like outside for recess everyone has to march outside and
change the action everytime you go somewhere.
● With prompting and support, retell familiar stories, including key details. (RL.K.2) (DOK
1)(This was copied and pasted from Website)
1. Have the kids relate to the main character. Like in Little Red Riding Hood she traveled to
her grandma's house, you could ask the children if they have a story of going to thor
grandparents.
2. Make puppets and retell the key details of the story. The puppets would be the main
characters.

3rd Grade Math:

● Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of
objects in 5 groups of 7 objects each. For example, describe a context in which a total
number of objects can be expressed as 5 × 7. (3.OA.A.1) (DOK 1,2)(This was copied and
pasted from Website)
1. You could give the students objects like foam cubes and give them 35 cubes and they
have to separate them into 5 groups of 7.
2. Put magnets on the board and have groups go up and separate them into 7 groups of 5
to figure out how many magnets there are.
● Understand that shapes in different categories (e.g., rhombuses, rectangles, and others)
may share attributes (e.g., having four sides), and that the shared attributes can define a
larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as
examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to
 any of these subcategories. (3.G.A.1) (DOK 1,2)(This was copied and pasted from
Website)
1. Set out a bunch of wooden shapes like squares, circles, rectangles, and rhombuses and
have them separated and labeled in what the students think that shape is. With a word
bank.
2. On a piece of paper have all of the names of the shapes listed and individually have the
student draw them.
● Partition shapes into parts with equal areas. Express the area of each part as a unit
fraction of the whole. For example, partition a shape into 4 parts with equal area, and
describe the area of each part as 1/4 of the area of the shape. (3.G.A.2) (DOK 1,2)(This
was copied and pasted from Website)
1. Have the students take a circle and have it cut like you would cut a cake or pie and if
they cut it in half that would be 1/2 . Then if they cut it again that's 1/4 . As so on the
smaller it gets the smaller the fraction it will be.
2. Write the fractions on a number line. Have ½ in the middle and ¼ before ½ and have ¾
after 1/2 . Then tell them to color ½ of the number line so they would color until it says
½ and do that with different fractions.
● Understand properties of multiplication and the relationship between multiplication and
division. (3.OA.B)(This was copied and pasted from Website)
1. Have them do a multiplication worksheet.
2. Have the students do a separate worksheet with just division. Then once both
worksheets are done you can talk about similarities like how if you divide or multiply the
numbers by one the number stays the same.
● Partition shapes into parts with equal areas. Express the area of each part as a unit
fraction of the whole. For example, partition a shape into 4 parts with equal area, and
describe the area of each part as 1/4 of the area of the shape. (3.G.A.2) (DOK 1,2)(This
was copied and pasted from Website)
1. Give them a bunch of different shapes and have them try to figure out where they need
to cut it so it is in half and then they cut it to be in 1/4 .
2. Have them do a worksheet where they have to match up the shapes with the fraction
they are cut into. So if a square is cut into ¼ then the students would match ¼ with that
shape.

Comparing Standards:
Kindergarten Literacy: The standard I chose is “With prompting and support, identify
characters, settings, and major events in a story. (RL.K.3) (DOK 1)”. So in kindergarten they get
prompting and support to help answer the questions. But in first grade they don’t get
prompting and support they have to try and get the answer by using key details. The change
from kindergarten and first grade to second grade is that you have to describe how the
characters respond to the major events and challenges and how they were challenged. The
biggest change from kindergarten is that you got prompting and support but after kindergarten
you have to use key details to support your answer. The older you get the more you have to
start talking about how the characters feel and how they are challenged and major events
instead of just describing the character.
3rd Grade Math: The standard I chose to compare is “ Understand that shapes in different
categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four
sides), and that the shared attributes can define a larger category (e.g., quadrilaterals).
Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw
examples of quadrilaterals that do not belong to any of these subcategories. (3.G.A.1) (DOK
1,2)”. But in second grade math it is a little different and not as complex. You have to recognize
and draw shapes with a given number of angles or number of equal faces. Also identify
triangles, quadrilaterals, pentagons, hexagons, and cubes. The difference between the two are
you have more categories that you have to recognize and attributes that they might share. In
fourth grade you start to learn more about lines and line segments and angles. The difference
between 3rd grade and fourth grade is instead of just putting them into the categories they
belong to, you start to find the angles and rays and line segments of the figures and objects.