De curriculum
leerstofeisen recente curriculum Common Core State Standards in de VS liggen veel hoger dan in Vlaanderen
Een illustratie in deel 1 i.v.m. lezen, woordenschat en schrijven in kleuter en
leerjaar 1, 2 & 3 en een illustratie
voorwiskunde in kleuteronderwijs en 1ste, 2de en 3de leerjaar
Deel 1
De eisen die aan de
kleuters en leerlingen lager onderwijs gesteld worden in het Core Knowledge
programma van Hirsch liggen veel veel hoger dan in Vlaanderen
Core knowledge lezen (Hirsch) Einde kleuterchool, de
kleuters kunen
● Identify and decode words with advanced elements and
multiple syllables, i
Identify an increasing number of words by sight
● Spell previously studied, phonetically regular words
accurately, and use strategies to spell unfamiliar words
● Read gradelevel texts with expression and sufficient
accuracy and fluency to support comprehension
● Learn unfamiliar words introduced in text and through
instruction, and use them in speaking and writing
● Retell the main idea and correct sequence of events, and
ask and answer questions about them, including questions about key details,
central message, characters, settings and events
About CKLA
Core Knowledge Language Arts®, for grades PreK5, offers
educators a proven approach for building strong readers and ensuring that
students are prepared for the transition from learning to read to reading to
learn.
The curriculum instills both background knowledge and
foundational skills through two instructional strands for grades K2 that
integrate into a single strand in grades 35. Using both print and digital
resources, CKLA provides:
Carefully sequenced background knowledge in social studies,
science, literature and the arts to build vocabulary and comprehension.
Deel 2
Common Core State
Standards : wiskunde in kleuter en
onderbouw lager onderwijs
1.Kindergarten/kleuteronderwijs
(Verenigde Staten)
Kindergarten »
Introduction
In Kindergarten, instructional time should focus on two
critical areas: (1) representing and comparing whole numbers, initially with
sets of objects; (2) describing shapes and space. More learning time in
Kindergarten should be devoted to number than to other topics.
Students use numbers, including written numerals, to
represent quantities and to solve quantitative problems, such as counting
objects in a set; counting out a given number of objects; comparing sets or
numerals; and modeling simple joining and separating situations with sets of
objects, or eventually with equations such as 5 + 2 = 7 and 7 2 = 5.
(Kindergarten students should see addition and subtraction equations, and
student writing of equations in kindergarten is encouraged, but it is not
required.)
Students choose, combine, and apply effective strategies for
answering quantitative questions, including quickly recognizing the
cardinalities of small sets of objects, counting and producing sets of given
sizes, counting the number of objects in combined sets, or counting the number
of objects that remain in a set after some are taken away.
Students describe their physical world using geometric ideas
(e.g., shape, orientation, spatial relations) and vocabulary. They identify,
name, and describe basic twodimensional shapes, such as squares, triangles,
circles, rectangles, and hexagons, presented in a variety of ways (e.g., with
different sizes and orientations), as well as threedimensional shapes such as
cubes, cones, cylinders, and spheres. They use basic shapes and spatial
reasoning to model objects in their environment and to construct more complex
shapes.
Number and Operations in Base Ten Work with numbers 1119 to
gain foundations for place value.
Measurement and Data Describe and compare measurable
attributes. Classify objects and count the number of objects in each category
Geometry Identify and describe shapes. Analyze, compare,
create, and compose shapes.
Mathematical Practices Make sense of problems and persevere
in solving them. Reason abstractly and quantitatively. Construct viable
arguments and critique the reasoning of others.

Eerste leerjaar
In Grade 1, instructional time should focus on four critical
areas: (1) developing understanding of addition, subtraction, and strategies
for addition and subtraction within 20; (2) developing understanding of whole
number relationships and place value, including grouping in tens and ones; (3)
developing understanding of linear measurement and measuring lengths as
iterating length units; and (4) reasoning about attributes of, and composing
and decomposing geometric shapes.
Students develop strategies for adding and subtracting whole
numbers based on their prior work with small numbers. They use a variety of
models, including discrete objects and lengthbased models (e.g., cubes
connected to form lengths), to model addto, takefrom, puttogether,
takeapart, and compare situations to develop meaning for the operations of
addition and subtraction, and to develop strategies to solve arithmetic
problems with these operations. Students understand connections between
counting and addition and subtraction (e.g., adding two is the same as counting
on two). They use properties of addition to add whole numbers and to create and
use increasingly sophisticated strategies based on these properties (e.g.,
making tens) to solve addition and subtraction problems within 20. By
comparing a variety of solution strategies, children build their understanding
of the relationship between addition and subtraction.
Students develop, discuss, and use efficient, accurate, and
generalizable methods to add within 100 and subtract multiples of 10. They
compare whole numbers (at least to 100) to develop understanding of and solve
problems involving their relative sizes. They think of whole numbers between 10
and 100 in terms of tens and ones (especially recognizing the numbers 11 to 19
as composed of a ten and some ones). Through activities that build number
sense, they understand the order of the counting numbers and their relative
magnitudes.
Students develop an understanding of the meaning and
processes of measurement, including underlying concepts such as iterating (the
mental activity of building up the length of an object with equalsized units)
and the transitivity principle for indirect measurement.1
Students compose and
decompose plane or solid figures (e.g., put two triangles together to make a
quadrilateral) and build understanding of partwhole relationships as well as
the properties of the original and composite shapes. As they combine shapes,
they recognize them from different perspectives and orientations, describe
their geometric attributes, and determine how they are alike and different, to
develop the background for measurement and for initial understandings of
properties such as congruence and symmetry.
Eerste leerjaar »
Number & Operations in Base Ten
Count to 120,
starting at any number less than 120. In this range, read and write numerals
and represent a number of objects with a written numeral.
Understand place value.Understand that the two digits of a
twodigit number represent amounts of tens and ones. Understand the following
as special cases:The numbers from 11 to 19 are composed of a ten and one, two,
three, four, five, six, seven, eight, or nine ones.
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one,
two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Compare two twodigit numbers based on meanings of the tens
and ones digits, recording the results of comparisons with the symbols >, =,
and <.
Use place value understanding and properties of operations
to add and subtract.
Add within 100, including adding a twodigit number and a
onedigit number, and adding a twodigit number and a multiple of 10, using
concrete models or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used. Understand that in adding
twodigit numbers, one adds tens and tens, ones and ones; and sometimes it is
necessary to compose a ten.
Given a twodigit number, mentally find 10 more or 10 less
than the number, without having to count; explain the reasoning used.
Subtract multiples of 10 in the range 1090 from multiples
of 10 in the range 1090 (positive or zero differences), using concrete models
or drawings and strategies based on place value, properties of operations,
and/or the relationship between addition and subtraction; relate the strategy
to a written method and explain the reasoning used.

Measure lengths indirectly and by iterating length units.
Order three objects by length; compare the lengths of two
objects indirectly by using a third object.Express the length of an object as a
whole number of length units, by laying multiple copies of a shorter object
(the length unit) end to end; understand that the length measurement of an
object is the number of samesize length units that span it with no gaps or
overlaps. Limit to contexts where the object being measured is spanned by a
whole number of length units with no gaps or overlaps.
Tell and write time.Tell and write time in hours and
halfhours using analog and digital clocks.
Represent and interpret data.Organize, represent, and
interpret data with up to three categories; ask and answer questions about the
total number of data points, how many in each category, and how many more or
less are in one category than in another.
Meetkunde
Reason with shapes and their attributes.Distinguish between
defining attributes (e.g., triangles are closed and threesided) versus
nondefining attributes (e.g., color, orientation, overall size); build and
draw shapes to possess defining attributes.
Compose twodimensional shapes (rectangles, squares,
trapezoids, triangles, halfcircles, and quartercircles) or threedimensional
shapes (cubes, right rectangular prisms, right circular cones, and right
circular cylinders) to create a composite shape, and compose new shapes from
the composite shape.
Partition circles and rectangles into two and four equal
shares, describe the shares using the words halves, fourths, and quarters, and
use the phrases half of, fourth of, and quarter of. Describe the whole as two
of, or four of the shares. Understand for these examples that decomposing into
more equal shares creates smaller shares.
Overzicht 3^{de}
leerjaar
Operations and Algebraic Thinking Represent and solve
problems involving multiplication and division.
Understand properties of multiplication and the relationship
between multiplication and division.Multiply and divide within 100.
Solve problems involving the four operations, and identify
and explain patterns in arithmetic.
Number and Operations in Base Ten Use place value
understanding and properties of operations to perform multidigit arithmetic.
Number and OperationsFractions Develop understanding of
fractions as numbers.
Measurement and Data Solve problems involving measurement
and estimation of intervals of time, liquid volumes, and masses of objects.
Represent and interpret data.
Geometric measurement: understand concepts of area and
relate area to multiplication and to addition/: recognize perimeter as an
attribute of plane figures and distinguish between linear and area measures.
Geometry Reason with shapes and their attributes.
Mathematical Practices Make sense of problems and persevere
in solving them. Reason abstractly and quantitatively. Construct viable
arguments and critique the reasoning of others.
Use place value understanding and properties of operations
to perform multidigit arithmetic.¹
Use place value understanding to round whole numbers to the
nearest 10 or 100.
Fluently add and subtract within 1000 using strategies and
algorithms based on place value, properties of operations, and/or the
relationship between addition and subtraction.
Multiply onedigit whole numbers by multiples of 10 in the
range 1090 (e.g., 9 × 80, 5 × 60) using strategies based on place value and
properties of operations.
Solve problems involving measurement and estimation.;Tell
and write time to the nearest minute and measure time intervals in minutes.
Solve word problems involving addition and subtraction of time intervals in
minutes, e.g., by representing the problem on a number line diagram..2
Measure and estimate liquid volumes and masses of objects
using standard units of grams (g), kilograms (kg), and liters (l).1 Add,
subtract, multiply, or divide to solve onestep word problems involving masses
or volumes that are given in the same units, e.g., by using drawings (such as a
beaker with a measurement scale) to represent the problem.
Represent and interpret data.Draw a scaled picture graph and
a scaled bar graph to represent a data set with several categories. Solve one
and twostep "how many more" and "how many less" problems
using information presented in scaled bar graphs. For example, draw a bar graph
in which each square in the bar graph might represent 5 pets.
Generate measurement data by measuring lengths using rulers
marked with halves and fourths of an inch. Show the data by making a line plot,
where the horizontal scale is marked off in appropriate units whole numbers,
halves, or quarters.
Geometric measurement: understand concepts of area and
relate area to multiplication and to addition.Recognize area as an attribute of
plane figures and understand concepts of area measurement.
A square with side length 1 unit, called "a unit
square," is said to have "one square unit" of area, and can be
used to measure area.A plane figure which can be covered without gaps or
overlaps by n unit squares is said to have an area of n square units.
Measure areas by counting unit squares (square cm, square m,
square in, square ft, and improvised units).Relate area to the operations of
multiplication and addition.
Find the area of a rectangle with wholenumber side lengths
by tiling it, and show that the area is the same as would be found by
multiplying the side lengths.Multiply side lengths to find areas of rectangles
with wholenumber side lengths in the context of solving real world and
mathematical problems, and represent wholenumber products as rectangular areas
in mathematical reasoning.
Use tiling to show in a concrete case that the area of a
rectangle with wholenumber side lengths a and b + c is the sum of a × b and a
× c. Use area models to represent the distributive property in mathematical
reasoning.
Recognize area as additive. Find areas of rectilinear
figures by decomposing them into nonoverlapping rectangles and adding the
areas of the nonoverlapping parts, applying this technique to solve real world
problems.
Geometric measurement: recognize perimeter.
Solve real world and mathematical problems involving
perimeters of polygons, including finding the perimeter given the side lengths,
finding an unknown side length, and exhibiting rectangles with the same
perimeter and different areas or with the same area and different perimeters.
Reason with shapes and their attributes.
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.
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.
