NOT box sorting

Today as we launched our next math unit (sorting and graphing), I found myself wondering again about the validity of spending instructional time on what seem like simple skills.  The new common core standards  ask kindergarteners to "classify objects in categories," while first graders are supposed to "organize data in up to three categories" and second graders are supposed to create graphs.  I feel like these are fair goals for each grade level, but I also know that while classifying objects sounds simple, it can actually be incredibly complex.  When given a handful of buttons to sort, many first graders will create two piles:  the thin buttons and the buttons with holes.  When faced with thin buttons that also have holes, they may be completely stymied. 

Sorting buttons is an open-ended task that I find to be appropriate for both my first- and second-graders.  Up until now, sorting has been considered a preliminary skill for graphing work and again, is a task that will undoubtedly help them meet more complex goals.  I have decided to carry on with this work, even though the new standards would suggest it is more appropriate for younger students. 

Earlier this week, Organized Chaos posted about the complexity of counting to 100-- a seemingly simple task, but one that is not easy for kindergarteners to master.  She expresses frustration that more and more standards are being added to the list of kindegarten responsibilities, some of which are less than developmentally appropriate.  My frustration as we work with the new common core is that fewer standards sounds great, but cutting out simpler precursor skills only makes the learning more difficult.  Mastering fewer standards does not mean teaching fewer lessons.

Today's lesson is based on an Investigations lesson with sorting boxes called "Not Boxes."  Students need to identify an attribute and sort items into those that have the attribute and those that don't.  Any objects could be used for sorting, but today we used buttons and lids.  I began by modelling this sorting, then sorting again and challenging the class to figure out the rule I used for sorting.  Then I gave each child a paper sorting mat and asked them to sort a baggie full of buttons into a "Not Box" in any way that they saw fit.  As students sorted, I circulated around the room and tried to guess the sorting rules they were using.  Could I always guess?  Sometimes, yes, and sometimes, no.  Many times I needed to coach a re-sort, even for second graders.