Important! - This page represents a WORKING draft of the common standards that will be adopted as curriculum development aids by participating schools in the Saint Cloud Diocese. They are posted here so that schools can collaborate electronically, and others can see the work that is being done.
These are BASIC, COMMON standards that committees from each subject area have put forth to represent a common starting point from which each school will develop its own curriculum. In other words, in no way do these standards represent the totality of each school's curriculum. The Diocese supports the autonomy of each school to build its own curriculum to fit the needs of its students. But in a spirit of collaboration, many schools have found it very helpful to build this BASIC, COMMON list so that they can work together more closely, and offer each other support, as they all strive toward excellence in education.
Although these are called "Standards", there is no implication that these should limit the expectations each school would have of its students. On the contrary, each school is asked to look at these "standards", make sure their curriculum covers each point as is applicable to its local situation, and then build upon these to form a strong academic curriculum.
download the Original Standards in Word, ClarisWorks 4 and AppleWorks 6 formats
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Table of Contents |
|
Language Arts/Communications Standards Religion (to be posted at a later date) |
Revised Fall, 1995; Amended Fall, 1997
Modified by the Diocese of St. Cloud
Fall 2001
Program Standards
• Understand and apply the principles and elements of art.
• Be able to use the materials and processes of art.
• Be able to recognize and appreciate qualities in art and in nature.
• Be able to state and justify aesthetic evaluations of art and nature.
• Understand art from an historical perspective.
• Understand and appreciate art as the expression of culture, and understand and appreciate cultural diversity.
• Increase creativity and expressiveness, and appreciate creativity and expressiveness in visual arts.
Please note: Words contained in brackets [like
these] are sometimes the student standards written in teacher
language. This is done because primary level standards are written as
nearly as possible for student understanding, which may exclude some
details which teachers need to know. It is not intended that these
bracketed elements would be given to the students. Other times the
bracketed words identify specific details such as artists or
countries you will need to insert into the standard to fit the rest
of your curriculum and situation.
Please note: Although everyone uses the terms "elements of
art" and "principles of art," there is no agreement about what are
the elements. In this set of standards elements refers to the
components from which artistic creations are formed - concepts like
line, shape, value, color, texture, form, and space;
principles refers to concepts used in the application of the
elements - things like balance, contrast, pattern, rhythm, emphasis,
movement, and unity.
Create art in a responsible manner.
A. Be able to use materials appropriately and safely.
B. Appreciate the creativity of others.
C. Be able to judge art from technical criteria and from an artistic vision.
D. Be able to clean up when finished creating art.
E. Be able to create art in keeping with the accepted standards of decency and respect.
Development Facilitated by
Clyde Birkholz and John D. Wessels, Ph.D.
1. Know about things that are in art.
A. Know the basic colors.
B. Know when colors are lighter or darker.
C. Know about point, line, and shape.
D. Know about texture by touch and appearance.
E. Be able to find point, line, shape, and texture in many places.
2. Know about art.
A. Know what art is [creating things to communicate ideas and show beauty by visual images] and where it can be found (everyday objects, formal art, advertising, decorative elements, buildings, etc.).
B. Know that artists make many different kinds of art (painting, drawing, ceramics, mixed media, functional objects, cake decorating, carving, etc.).
C. Know that art is made all over the world. [Know art is produced by peoples of all cultures.]
D. Know artists get their ideas in many ways (nature, other visual art, other art forms such as poetry and fiction, imagination, history and current events, emotions, etc.).
E. Be able to say how you feel about a work of art.
F. Be able to describe art using some art vocabulary.
3. Be able to make and talk about many kinds of art. [Be able to experiment with a wide variety of art materials.]
A. Be able to make many kinds of art by yourself and with others. [Be able to complete a finished work of art in many materials/media (drawing, finger and brush painting, clay and similar materials, papier maché, paper folding, mixed media).]
B. Be able to plan the art before you do it.
C. Be able to say why you made the art. [Be able to identify the idea/motivation behind the work.]
D. Be able to say what it is like to make art. [Be able to express feelings associated with creating art.]
1. Be able to use the elements of art, especially color and line, to make things.
A. Know the elements of art and be able to find them in many things (art, everyday objects, and nature).
B. Be able to find the primary colors in many things (art, everyday objects, and nature).
C. Know the secondary colors.
D. Be able to tell cool colors from warm colors.
E. Be able to use many colors in your art.
F. Be able to find lines in many things.
G. Be able to use line to make shapes and to draw.
2. Be able to use the principles of art, especially contrast and repetition, to make things.
A. Know the principles of art and be able to find them in many things (art, everyday objects, and nature).
B. Be able to find repetition in many things (art, everyday objects, and nature).
C. Be able to find variety in many things (art, everyday objects, and nature).
D. Be able to use repetition and variety to make patterns, art, and other things.
3. Be able to make many kinds of art and useful things. [Be able to use a wide variety of art materials/media &emdash; especially drawing, painting, and coloring &emdash; to create own original art and functional objects.]
A. Be able to plan the art before you do it.
B. Be able to complete many kinds of art by yourself and with others.
C. Be able to say why you made the art. [Be able to identify the idea/motivation behind the work.]
D. Be able to say what it is like to make art. [Be able to express feelings associated with creating art.]
E. Be able to show color, line, repetition, and variety in your art.
4. Enjoy and know about art made by other cultures [cultures being studied in other subject areas such as music, social studies, or language arts or one or two major cultures] and by [two or three major artists chosen for status and to be multi- culture/gender fair].
A. Know how the art made in these cultures is different (styles, subject matter, media, history).
B. Know how artists get ideas in these cultures.
C. Know about the artists (basic background details such as name, life dates, home nation or place, historical status and unique traits such as style, media, subject matter).
D. Know some famous art made by these cultures and artists.
E. Be able to make art like the art of these cultures and these artists.
1. Be able to use the elements of art, especially shape and line, to make creative things.
A. Know the elements of art and be able to find them in many things (art, everyday objects, and nature).
B. Be able to find circles, squares, triangles, rectangles, and irregular shapes in many things (in isolation, art, everyday objects, and nature).
C. Be able to make shapes in the same size and smaller or larger.
D. Be able to find lines in many things (art, everyday objects, and nature).
E. Be able to make lines with fingers, pencils, crayons, brushes, markers, and found objects and use these lines to make shapes and drawings.
F. Be able to say why you used shapes and lines in your art.
2. Be able to use the principles of art, especially pattern and movement, to make creative things.
A. Be able to identify principles in art, everyday objects, and nature.
B. Be able to identify patterns in art, everyday objects, and nature.
C. Be able to identify movement in art, everyday objects, and nature.
D. Be able to create examples of both pattern and movement in your art and in designing objects and decorating.
E. Be able to explain the purpose of pattern and movement in your art.
3. Be able to make many kinds of art and useful things and be able to decorate things. [Be able to use a wide variety of art materials/media &emdash; especially drawing/coloring and mixed media &emdash; to create own original art, functional objects, and/or decorative elements.]
A. Be able to plan the art before you do it.
B. Be able to complete many kinds of art by yourself and with others.
C. Be able to say why you made the art. [Be able to identify the idea/motivation behind the work.]
D. Be able to say what it is like to make art. [Be able to express feelings associated with creating art.]
E. Be able to show shape, line, pattern, and movement in your art.
4. Enjoy and know about art made by other cultures [cultures being studied in other subject areas such as music, social studies, or language arts or one or two major cultures] or by [two or three major artists chosen for status and to be multi- culture/gender fair].
A. Know how the art made in these cultures is different (styles, subject matter, media, history).
B. Know how artists get ideas in these cultures.
C. Know about the artists (basic background details such as name, life dates, home nation or place, historical status and unique traits such as style, media, subject matter).
D. Know some famous art made by these cultures and artists.
E. Be able to make art like the art of these cultures and these artists.
1. Be able to use the elements of art, especially texture and value, to create art and objects.
A. Know the elements of art and be able to find them in many things ( art, everyday objects, and nature).
B. Be able to identify and describe different textures by touch and appearance in many things (in isolation, art, everyday objects, and nature).
C. Be able to copy visual textures and show it in art.
D. Be able to identify primary and secondary colors and cool and warm colors.
E. Be able to identify and describe the mood of colors of different value.
F. Be able to create colors of different value and use them in own original art.
G. Be able to explain the purpose of textures and values in your art.
2. Be able to use the principles of art, especially balance and unity, to make art and objects.
A. Be able to distinguish between the principles of art and identify principles in art, everyday objects, and nature.
B. Be able to identify balance and imbalance in art, everyday objects, and nature.
C. Be able to identify unity in art, everyday objects, and nature.
D. Be able to create examples of balance, imbalance, and unity in your art and in designing objects and decorating.
E. Be able to explain the purpose of balance, imbalance, and unity in your creative products.
3. Be able to use many kinds of art materials, especially clay-like materials and painting materials (finger, tempera, watercolors, with unusual applicators such as sponges or toothbrushes), to create art and useful things and to decorate.
A. Be able to complete many kinds of art by yourself and with others.
B. Be able to plan the art before you do it.
C. Be able to say why you made the art and what was the idea behind it.
D. Be able to say what it is like to make art [express feelings associated with creating art].
E. Be able to show and explain the use of texture, value, balance, and unity in your art.
4. Be able to appreciate and know about art made by other cultures [cultures being studied in other subject areas such as music, social studies, or language arts or one or two major cultures] or by [two or three major artists chosen for status and to be multi-culture/gender fair].
A. Know how the art made in these cultures is different (styles, subject matter, media, history).
B. Know how artists get ideas in these cultures.
C. Know about the artists (basic background details such as name, life dates, home nation or place, historical status and unique traits such as style, media, subject matter).
D. Be able to identify a few famous examples of the art of the cultures and artists.
E. Be able to create art in imitation of the art of the cultures and artists and explain how it imitates that art.
1. Be able to use the elements of art, especially point, space, and form, in creative products.
A. Be able to distinguish between the elements of art and identify elements in intentional art, everyday objects, and nature.
B. Be able to identify and describe the use of space and form in formal art, everyday objects, and nature.
C. Be able to reproduce forms in same, smaller, and larger sizes.
D. Be able to identify key points in formal art and everyday objects.
E. Be able to identify key points in your creative products and use them to preplan and design.
F. Be able to explain the purpose of space and form in your art.
2. Be able to use the principles of art, especially emphasis, in creative products.
A. Be able to distinguish between the principles of art and identify principles in formal art, everyday objects, and nature.
B. Be able to identify emphasis in formal art, everyday objects, and nature and contrast it to repetition, pattern, and variety.
C. Be able to create examples of emphasis, especially in contrast to repetition, pattern, and variety, in your art and in designing objects and decorative elements.
D. Be able to explain the purpose of in your creative products.
3. Be able to use a wide variety of art materials, especially molding and carving materials (papier maché, potatoes, soap, etc.) and simple forms of printing (potatoes, screening, found objects, etc.) to create art.
A. Be able to complete individually and/or in groups finished artistic work.
B. Be able to preplan the work.
C. Be able to identify the idea or motivation behind the work.
D. Be able to identify and explain the use of different elements in your art.
4. Be able to appreciate and know about art made by other cultures [cultures being studied in other subject areas such as music, social studies, or language arts or one or two major cultures] by [two or three major artists chosen for status and to be multi- culture/gender fair].
A. Know what makes the art of these cultures special (styles, subject matter, media, history).
B. Know about the artists (basic background details such as name, life dates, home nation or place, historical status and unique traits such as style, media, subject matter).
C. Be able to identify and express a few famous examples of the art of the cultures or the artists.
D. Be able to create art in imitation of the art of the cultures and artists.
1. Be able to use the elements of art to analyze and make creative products.
A. Be able to distinguish between the elements of art and identify elements in created art, everyday objects, and nature.
B. Be able to identify, analyze and describe the use of the elements of art in created art, everyday objects, and nature
using the elements of art.
C. Be able to preplan and evaluate the elements of art in your creative products.
D. Be able to analyze and evaluate your art using the elements of art.
2. Be able to use the principles of art to analyze and make creative products.
A. Be able to distinguish between the principles of art and identify elements in art, everyday objects, and nature.
B. Be able to identify, analyze and describe the use of the principles of art in art, everyday objects, and nature.
C. Be able to analyze formal art, everyday objects, and nature using the principles of art.
D. Be able to preplan and use the principles of art in your artwork.
E.. Be able to evaluate your art.
3. Be able to use a wide variety of art materials to create both two-dimensional and three- dimensional art (drawing, painting, molding/forming, mixed media, etc.).
A. Be able to complete individually and/or in groups finished artwork which displays purpose, aesthetic appeal, and use of the elements and principles of art.
B. Be able to identify the idea and mood of the art work.
C. Be able to identify and utilize materials.
4. Appreciate the many kinds of art made around the world and appreciate major artists.
A. Know the many art forms used throughout the world and be able to connect art forms and styles to countries and cultures.
B. Know and be able to use some of the concepts artists used in their works.
C. Be able to compare and evaluate these art forms using the elements and principles of art and style.
D. Know the basic background details such as name, life dates, home place, historical status and special traits such as style, media, subject matter, source of ideas of the artists and how they express ideas.
E. Be able to create art in imitation of the art from throughout the world explain the imitation.
5. Be able to explain how art is connected to other subjects.
A. Know how visual arts are related to the other arts (purpose, communication, media, feelings and moods, common interests, etc.).
B. Know that art has a history which is related to history in general.
C. Know some of the scientific principles related to art (colors, light, states of matter, solubility, etc.).
D. Know some of the mathematical principles related to art [proportion and scale, geometry, pattern and repetition, measurement, etc.].
E. Be able to use art to respond to other art forms (literature, music, dance) and to demonstrate understanding in other subject areas (graphs, maps, diagrams, plays and performances, etc.).
1. Using many media and materials, be able to combine the elements and principles of art to make creative two- and three-dimensional products which have purpose and aesthetic appeal.
A. Be able to explain use of the elements and principles of art in art, everyday objects, and nature.
B. Be able to evaluate the purpose and aesthetic appeal and specifically describe your reaction to intentional art, everyday objects, and nature.
C. Be able to preplan your original art using the elements and principles of art.
D. Be able to analyze, explain and evaluate your original art using the elements of art.
F. Be able to identify and utilize different art materials.
2. Possess an introductory understanding of theme, style, and techniques found in art.
A. Know the concepts of theme, style and technique, in different art periods.
B. Using artistic terms and concepts, be able to give a personal response to art history.
C. Be able to create art in imitation of these periods.
D. Be able to identify and describe theme, style, and technique in art and classify art.
E. Be able to recognize theme, style, and technique of your own artistic work.
3. Individually or in a group, be able to create unique personally expressive creative products.
A. Be able to choose media, style, technique, theme, and subject matter.
B. Be able to preplan and complete several thumbnails or other roughouts of the final product.
C. Be able to execute a final work of art, design, or artistically-pleasing functional product which is complete, fulfills the proposed purpose, is aesthetically pleasing, and combines the elements and principles of art.
D. Be able to evaluate your product using artistic terms and concepts.
4. Be familiar with art-based career choices.
A. Know several art-based career choices (painter, sculptor, commercial artist, designers, architecture, etc.).
B. Know the basic requirements and rewards of art as a career or of some specific art-based occupations.
C. Be able to learn about local or famous people with art-based careers.
1. Understand and appreciate the cultural and historical context of art.
A. Know specific examples of how history and art have impacted each other.
B. Be able to research art from several points of view (cultural, artists, movements, historical, technical, etc.).
C. Know how a specific culture's art expresses details of that culture (values, settings, religion, etc.).
D. Be able to evaluate and respond to diversified art on the basis of the elements of design, subject matter, and theme.
2. Understand the elements of design in nature and human-made forms.
A. Know the elements of design.
B. Be able to identify the elements of design in nature and human-made forms.
C. Apply the elements of design, be able to explain a personal reaction to specific forms/scenes in nature, formal/intentional art, and everyday objects.
3. Understand the use of subject matter and theme in visual art.
A. Know the concepts of subject matter and theme and be able to distinguish between them.
B. Be able to analyze own art, art of classmates, and famous art for subject matter and theme.
C. Be able to plan own art using the concepts of subject matter and theme.
D. Be able to relate the concepts of subject matter and theme to other art forms (literature, music,
etc.).
4. Be able to experiment with a wide variety of materials/media and processes.
A. Know about several kinds of materials/media (name, strengths, weaknesses, unique traits, famous practitioners, requirements, safety considerations, and tools).
B. Be able to produce simple artistic works in each medium which show a conscious choice of varied subject matter and application of some of the elements of design.
C. Be able to use materials not normally considered artistic materials to create a work of art which has
subject matter, theme, or both.
5. Be able to create artwork which is unique and explain it using the elements of design.
A. Be able to create complete works of art in more than one material/media which shows specific matter, intentional choice of theme, aesthetic appeal, and integration of the elements of design.
B. Be able to preplan the art.
C. Be able to evaluate own art and art of others on the basis of subject matter, theme, and the elements of design.
1. Appreciate a wide variety of art styles and artists and the wide diversity of the cultural basis of art.
A. Be able to research art from several points of view (cultural, artists, movements, historical, technical, etc.).
B. Know about local art and/or the art of America's subcultures (Native-American, Afro-American, other ethnic groups).
C. Know about art from many cultures, in many styles, and by a diversity of artists not previously studied.
2. Be able to use the concepts of art (especially perspective and composition) to analyze and create art.
A. Be able to generate two-dimensional art which shows understanding of basic perspective.
B. Be able to generate art which shows understanding of simple composition.
C. Be able to analyze own art, local art, and famous art using the concepts of art, especially perspective and composition.
3. Selecting from a wide variety of art materials/media and tools, be able to use decision- making skills to determine with which you are the most comfortable and in which you are the most interested.
A. Know and be able to apply a basic set of decision-making steps.
B. Know about several kinds of materials/media (name, strengths, weaknesses, unique traits, famous practitioners, requirements, safety considerations, and tools).
C. Be able to apply the decision-making process to justify a selection of one or two materials/media.
D. Be able to create a complete artwork in the chosen materials/media and analyze decision-making on the basis of the concepts of art.
E. Be able to explain own decision-making process.
4. Be able to use problem-solving and creative thinking skills to create unique, appealing, and expressive art.
A. Know and be able to apply a basic set of creative thinking steps.
B. Know and be able to apply a basic set of problem-solving steps.
C. Be able to use problem-solving process to deal successfully with problems which arise in the creation of the art.
D. Be able to use creative thinking process to create unique art which is aesthetically appealing, expresses theme and mood/feeling, and demonstrates understanding of the concepts of art.
1. Understand/demonstrate the following uses of line:
A. Contour drawing.
B. Gesture drawing.
C. Diagonal, vertical, horizontal, crosshatching, and overlapping.
D. Perspective.
2. Be able to create drawings using the following variety of tools and media:
A. Pen and ink.
B. Pastel.
C. Charcoal.
D. Pencil.
E. Nontraditional tools.
3. Understand/demonstrate the following skills and techniques of drawing:
A. Crosshatch.
B. Pointillism.
C. Lost and found, and rubbing.
D. Blending.
E. Value.
4. Understand the relationship between the elements of art in drawing:
A. Line.
B. Shape.
C. Form.
D. Color.
E. Texture.
F. Space.
G. Value.
5. Understand the relationship between the principals of art in drawing:
A. Balance
B. Rhythm
C. Emphasis
D. Contrast
E. Unity
F. Movement
G. Pattern
6. Be able to use the principles of drawing to create the following kinds of original drawings:
A. Creative drawing.
B. Expressive.
C. Emotional.
D. Inventive.
E. Abstraction.
7. Be able to evaluate the quality of drawings by self and others with the following criteria:
A. Originality.
B. Effort and level of difficulty.
C. Aesthetics and level of sophistication.
D. Craftsmanship.
E. Control of media.
1. Be able to produce quality paintings using watercolor, oil, acrylic, and mixed media which show the effective use of the following:
A. Composition using the elements of art.
2. Be able to produce quality paintings using watercolor, acrylic, and mixed media which show the effective use of the techniques of various artists, such as:
A. Glazing.
B. Scrubbing.
C. Wash.
D. Dry brush.
E. Transparent.
F. Opaque.
3. Be able to produce quality paintings using watercolor, acrylic, and mixed media which evoke particular emotions with:
A. Elements and principles.
B. Expressionistic and nonexpressionistic styles.
C. Choice of subject matter.
4. Be able to create and explain unique watercolor, acrylic, and mixed media paintings.
A. Be able to preplan and rough out the painting applying all of the above concepts.
B. Know when the painting is complete.
C. Be able to explain how the painting is unique and analyze the painting with the above concepts.
5. Be able to apply specific criteria in judging the quality of paintings.
A. Know the criteria by which to judge paintings, elements and principles.
B. Be able to apply these criteria in oral and written form to paintings of self, classmates, local artists, and famous paintings.
1. Understand the material used in ceramics.
A. Know the qualities (limitations, possibilities and drying qualities) of different clays.
B. Know the qualities (limitations, possibilities and drying qualities) of different glazes.
2. Understand the methods and techniques involved with hand-thrown ceramic construction for:
A. Coil.
B. Slab.
C. Pinch.
D. Wheel.
3. Be able to safely and creatively use the following equipment and tools in producing ceramics:
A. Potter's wheel.
B. Wedging.
C. Kiln.
D. Bat.
E. Ribbon/loop tools.
F. Sponge.
G. Knife.
H. Rolling pin.
4. Be able to create functional and/or aesthetically pleasing ceramics.
A. Be able to use different elements to create your ceramic piece.
5. Be able to use the techniques and styles of others to produce aesthetically pleasing and/or functional ceramics.
A. Be able to identify a technique or style which interests you in ceramic work.
B. Be able to explain and analyze the technique or style.
C. Be able to sketch out the intended work and practice the style and technique.s
D. Be able to analyze the complete work for execution of the plan.
6. Be able to create and explain unique ceramics.
A. Be able to preplan and sketch out the ceramic applying all of the above concepts.
B. Be able to complete the ceramic according to the plan.
C. Be able to explain how the ceramic is unique and analyze it with the above concepts.
Computer Standards
with
Performance Indicators
Program Standards
• Be comfortable using a computer.
• Possess computer literacy.
• Possess basic input skills.
• Be able to use general computer applications (spread sheet, database, word processing, desktop publishing, etc.).
• Be able to use technical tools (scanner, modem, CD-ROM, etc.).
• Be able to access, process, produce, and present information using a computer.
• Be able to adapt to technological change.
• Understand the importance of the computer in the workplace.
Development Facilitated by
Clyde Birkholz and John D. Wessels, Ph.D.
1. Be able to use hardware and software safely and properly.
A. Be able to use input devices (mouse, keyboard).
B. Be able to turn on/off and adjust monitor.
C. Be able to turn on/off CPU.
D. Be able to insert disks and access disk drives.
E. Be able to log on and off network.
F. Be able to use output devices (printer, monitor)
2. Understand basic computer operations.
A. Know basic computer terminology.
B. Be able to use a grade appropriate checklist to determine why a
computer is not functioning properly.
C. Be able to use menu-driven software.
D. Be able to follow on screen directions.
3. Understand and be able to properly use the keyboard.
A. Know and be able to use a basic keyboard.
B. Know and be able to use proper posture and placement of hands on
keyboard.
C. Be able to keyboard using the touch system at a grade appropriate
speed and accuracy.
4. Be able to use a word processing program.
A. Be able to write, edit and/or revise documents.
B. Be able to open and save documents.
C. Be able to use graphics and manipulate text.
5. Be able to use multimedia authoring and presentation tools.
A. Be able to understand and use paint/draw tools.
B. Be able to create presentations (e.g. slide show).
C. Be able to import/export and manipulate simple graphic, video,
and/or sound objects.
6. Understand and be able to use a simple spreadsheet. [Fourth- Sixth Grade]
A. Be able to create graphs/charts.
B. Be able to format cells.
7. Understand and be able to use a simple database. [Fourth- Sixth Grade]
A. Be able to construct a database. [field, records,
Layouts]
B. Be able to manipulate data.
8. Be able to use the Internet
A. Be able to use a web browser.
B. Be able to search for information (e.g. online databases and search engines)
9. Understand responsible computer and Internet use.
A. Be able to demonstrate positive social and ethical behaviors when using technology.
B. Know and understand the school's acceptable use policy.
C. Know and understand copyright issues.
D. Use critical thinking skills in analyzing data.
1. Be able to keyboard using the touch system with speed and accuracy.
A. Be able to use proper posture and hand position.
B. Be able to use proper placement and position of fingers (curves).
C. Be able to use home row.
D. Be able to properly use space bar.
E. Be able to use proper keyboard techniques for touch control of alphabetic, numeric, and symbol keys.
F. Be able to keyboard for speed and accuracy ( ____ WPM in ____ minutes with less than ____ errors).
2. Be able to complete applications with word processing programs.
A. Be able to set and change margins and tabs.
B. Be able to set and change format style (pull-down menu items) and set up columns.
C. Be able to save, retrieve, print, and format a disk.
D. Be able to key and format a block letter, personal note, and short report.
3. Be able to use hardware and peripherals and do simple troubleshooting.
A. Be able to use a mouse.
B. Be able to boot the system and shut it down.
C. Be able to apply a troubleshooting checklist.
4. Be able to create products using various computer applications.
A. Be able to use a database application.
B. Be able to use a spreadsheet application (charts, graphs, compute mathematical operations).
C. Be able to use a graphic/paint application.
D. Be able to use a desktop publisher.
5. Be able to be a responsible computer user.
A. Be able to handle disks properly.
B. Be able to boot the system and log out.
C. Know and apply software copyright and privacy rights.
D. Be able to show respect for other computer users.
E. Be able to use multi-media authoring systems (Link-Way, HyperCard, etc.).
6. Be able to use current and additional technologies.
A. Be able to operate a scanner.
B. Be able to use a modem/fax machine.
C. Be able to use CD-ROMs.
D. Be able to use a laser disc player.
E. Be able to use video capture.
1. Be able to keyboard using the touch system.
A. Be able to properly use home row and space bar.
B. Be able to use proper keyboarding techniques for touch control of alphabetic, numeric, and symbol keys.
C. Be able to use proper posture and hand position with proper placement and curvature of fingers.
2. Be able to format personal and business documents and reports.
A. Be able to format different letter and function styles.
B. Be able to format different memorandum styles.
C. Be able to center using manual and automatic centering features.
D. Be able to format information in two or three columns.
E. Be able to enter data on business forms.
F. Be able to format topical and sentence outline material.
G. Be able to format a single or multi-page report.
H. Be able to edit and format a document from unchanged material.
I. Be able to compose while at the keyboard.
3. Be able to operate keyboarding equipment.
A. Be able to behave properly while using keyboarding equipment.
B. Be able to properly care for, store, and use diskettes.
C. Be able to properly operate typewriter/computer and printer.
4. Be able to key a minimum of ___ net words a minute with ____ accuracy for ___minutes.
1. Possess computer literacy.
A. Know and be able to apply computer terminology.
B. Be able to properly select and use computer hardware.
C. Be able to start up and access computer software through network or stand-alone systems.
D. Be able to apply basic operating system commands (format, change directories, change drives, copy disks).
2. Be able to word process.
A. Be able to set and change margins and tabs.
B. Be able to format documents (fonts, size, type, justification).
C. Be able to use graphics (draw, graphics import, scanning).
D. Be able to use special features (enlarge/reduce, outline, shadow, change paper size).
E. Be able to change default printer settings.
3. Be able to use a database program.
A. Be able to set up and produce a database.
B. Be able to change an existing database.
C. Be able to import and export information to and from a database.
D. Be able to sort information by several attributes.
E. Be able to use the query to analyze data.
F. Be able to produce mailing labels.
4. Be able to use a spreadsheet program.
A. Be able to set up a spreadsheet report.
B. Be able to use basic formulas in a spreadsheet (add and subtract columns and rows, compute calculations) to solve problems.
C. Be able to use the tools of a spreadsheet (copy, cut, sort).
D. Be able to import and export information from and to a spreadsheet.
E. Be able to create graphs.
5. Be able to apply integration activities.
A. Be able to integrate to word processing from other sources (database, spreadsheet, word processing).
B. Be able to move information to word processing from other sources (database, spreadsheet, graphs).
6. Be able to apply creative graphics concepts and skills.
A. Be able to use various tools (zoom, rotation, 3-D features, scaling, shading, etc.).
B. Be able to explore and use basic capabilities of various stand-alone graphic programs.
7. Be able to apply multi-media to a presentation.
A. Be able to use HyperCard, laplink, etc.
B. Be able to access and utilize CD-ROM information.
C. Be able to incorporate the current audio/visual technologies with computer productions.
8. Be able to do desktop publishing.
A. Be able to set and change margins, tabs, and columns (page layout).
B. Be able to change format (fonts, size, type, justification).
C. Be able to use clip art graphics (draw, graphics import, scanning).
D. Be able to use special features (enlarge/reduce, outline, shadow, change paper size).
E. Be able to publish newsletters.
F. Be able to produce special reports.
1. Understand the concepts and theory of programming.
A. Know programming vocabulary (commands and statements).
B. Know logical sequencing of steps in programming.
2. Be able to apply programming to problem-solving.
A. Be able to define problems.
B. Be able to design a step-by-step solution (algorithm).
C. Be able to translate solutions into appropriate programming language.
D. Be able to test and evaluate results.
3. Be able to express and enhance creativity.
A. Be able to utilize available tools to create a unique product.
B. Possess strategies for solving problems creatively.
C. Be able to embrace new and different solutions for solving problems.
4. Understand real world opportunities and applications.
A. Know career opportunities in programming.
B. Know the impact of programming on society.
C. Possess sensitivity to the dynamics of technology.
© 1997 TEN SIGMA
________________________________________
Program Standards
• Be able to live an emotionally, nutritionally, and physically healthy life.
• Be able to develop positive relationships with yourself and others, including self-esteem, coping skills, adaptability to change, and making and maintaining friends.
• Possess life-saving skills.
• Understand the relationship between decisions and consequences.
• Be able to apply prevention and treatment strategies for accidents, injuries, and infectious diseases.
• Understand the risks associated with drugs, tobacco, and alcohol and the preventive behaviors to help avoid sexually transmitted diseases, cancer, and heart disease.
Health Strands
"Strands" are the large topics which should be included in a K-12 curriculum. Below is a pictorial of how the strands fit into standard planning.
Program Standard for Health
Possess Responsible Healthy Behavior
Strands for K-12
Relationships Wellness Personal Safety
Strands are designated in the health standards by the letters listed at the left of each strand (R, W, S).
R Relationships
W Wellness
S Personal Safety
Development Facilitated by
Clyde Birkholz and John D. Wessels, Ph.D.
R 1. Know that people are alike and different.
A. Know how people show happiness, love, anxiety, fear, guilt, frustration, and grief.
B. Know how you behave is important [different behaviors result in different consequences].
C. Know people do things in different ways [that people handle things in different ways].
D. Know how families are alike and different.
W 2. Know how to stay healthy.
A. Know why rest, sleep, and play are important to good health.
B. Know good sleep, rest, and play habits.
C. Know that there are good and bad things [substances] at home and at school.
D. Know how not to eat, drink, or touch the bad things [substances].
E. Know purpose of medicine and who should give it to you.
F. Be able to tell when a person is sick.
G. Know good habits make you healthy.
H. Know that tobacco and drugs are bad for you.
I. Know about infectious diseases (including AIDS).
J. Know what we eat helps or hurts our health.
K. Know exercise is important.
W 3. Be able to keep clean. [Be able to use good personal hygiene habits.]
A. Know the benefits of being clean [good hygiene].
B. Be able to take care of your teeth.
C. Be able to keep your body clean.
S 4. Be able to be safe. [Understand and apply personal and traffic safety.]
A. Know and obey the rules for riding in a car and bus.
B. Know and obey the rules for walking on streets and sidewalks [being a pedestrian].
C. Know and use the rules for the school and playground.
D. Know how to get help [who, how, and when to tell in case of emergencies, including 911].
E. Know what to do in case of fire, tornado and other emergencies.
Note to teachers: Words contained in brackets [like these] are the student standards written in teacher language. This is done because primary level standards are written as nearly as possible for student understanding, which may exclude some details which teachers need to know. It is not intended that these bracketed elements would be given to the students.
R 1. Know that people feel many emotions.
A. Know different emotions, especially joy, sadness, anger, happiness, frustration, and satisfaction.
B. Know what causes different emotions.
C. Know how to enjoy and control emotions.
D. Know about good and bad traits [positive and negative personal traits].
R 2. Be able to show you care for others, such as family and friends.
A. Know why it is good to be honest [the importance of honesty with family and friends].
B. Know why it is important to be cared for and care for others.
C. Be able to show and tell others that you care about them.
R 3. Know what makes a community healthy.
A. Know why friends and neighbors are important for you.
B. Know ways to make friends.
C. Know the responsibilities of being a good friend and a good neighbor.
D. Know why ,how and where to work for the good of all.
E. Know why and how to recycle.
W 4. Know why and how to do things which keep you healthy.
A. Know the need for physical activity.
B. Know what a physically fit person is like.
C. Know why and how to warm up.
D. Be able to make a plan for getting good exercise.
E. Know why and how to eat nutritious meals.
F. Know people are physically different.
G. Know people and places which help keep you healthy.
H. Know the importance of proper dental hygiene.
S 5. Be able to keep yourself safe.
A. Know and obey safety rules for home and school.
B. Know and obey fire prevention rules.
C. Know what to do in case of fire, tornado, or other emergencies.
D. Know and obey safety rules with strangers and being lost.
W 6. Know how certain substances can hurt or help our bodies.
S A. Know how tobacco and second-hand smoke can hurt us over a long time.
B. Know the difference between medicine and bad drugs.
C. Know how medicines affect our bodies and why we take them.
D. Know how to feel better without medicines or drugs.
W 7. Know about some diseases. [Understand the effects, spread, and prevention of certain diseases.]
S A. Know about communicable and noncommunicable diseases.
B. Know how communicable diseases are spread.
C. Be able to prevent the spread of communicable diseases.
Note to teachers: Words contained in brackets [like
these] are the student standards written in teacher language.
This is done because primary level standards are written as nearly as
possible for student understanding, which may exclude some details
which teachers need to know. It is not intended that these bracketed
elements would be given to the students.
R 1. Understand how your behavior affects others.
A. Be able to make, keep, and end friendships.
B. Know why people should appreciate differences in others (age, race, gender, culture).
C. Know how others see your behavior.
D. Be able to make plans for changing your behavior.
W 2. Understand you must take care of your own health.
A. Know symptoms which you should tell to parents and teachers.
B. Be able to take care of your teeth.
C. Know how good health, fitness, and nutrition help you.
D. Be able to make a plan for good health, fitness, and nutrition.
S 3. Be able to keep yourself safe in many places.
A. Know safety rules for school, play, in the car, on a bike, in the home, and when home alone.
B. Know why safety rules are important in each place or situation.
C. Be able to follow safety rules and help others follow safety rules.
W 4. Understand that good habits help prevent health problems.
S A. Know about addiction to drugs, alcohol, and tobacco.
B. Be able to avoid using tobacco, alcohol, and drugs.
C. Be able to take medicines safely (dose, time, person giving).
D. Know who you can go to with personal or family problems in school and elsewhere.
E. Know habits which help keep you healthy.
F. Know how diet, rest, exercise, and immunizations help prevent diseases.
G. Know ways of showing care and concern for sick people.
W 5. Understand different kinds and causes of environmental pollution.
S A. Know how people pollute the environment (food, water, land, air).
B. Know different ways in which pollution threatens the environment.
C. Be able to tell when food, water, and air have been polluted.
R 1. Understand about feelings you may have.
A. Know feelings and causes of feelings.
B. Know and access support people to help manage feelings.
C. Know and apply ways to prevent or control conflicts.
D. Know how family and friends help manage feelings.
R 2. Understand how families have to change.
A. Know the stress families face in making a living (work hours, changing jobs, work stress).
B. Know the stress families face in making decisions (purchases, schools, churches, friends).
C. Know about the changes which take place in family members as they grow.
W 3. Understand why and how to take care of your teeth.
A. Know why good dental health is important.
B. Know the strategies for dental health (regular check ups, flossing, brushing, nutrition).
C. Be able to develop a personal plan for good dental health.
W 4. Understand why and how to get good exercise, relaxation, nutrition, and sleep.
A. Know why good exercise, relaxation, and sleep are important.
B. Be able to get enough exercise, relaxation, and sleep.
C. Be able to develop a plan to get good exercise, relaxation, and sleep.
D. Be able to develop a family plan for getting good exercise, relaxation, and sleep.
E. Know the major classes of nutrients and their functions.
S 5. Be able to apply basic first aid and safety rules.
A. Know about hazards which can cause injury (fire, electrical, substances, scrapes, cuts).
B. Be able to use first aid for minor injuries.
C. Be able to get help for injuries or emergencies.
D. Know basic safety rules (pedestrian, animal, transportation, fire, stranger).
W 6. Understand how alcohol, tobacco, and drugs can affect you.
S A. Know the short-term effects of alcohol, tobacco, smokeless tobacco, and some drugs.
B. Know the long-term effects of alcohol, tobacco, smokeless tobacco, and some drugs (physical, mental, social, emotional).
C. Know how to feel good without alcohol, tobacco, and drugs.
D. Be able to develop and commit to a plan to not use alcohol, tobacco, and drugs.
W 7. Understand causes and prevention of disease.
S A. Know how HIV/AIDS is and is not spread.
B. Know possible causes of heart disease and cancer.
C. Know what behaviors help prevent disease and illness.
D. Be able to support others to make healthful choices.
W 1. Understand personal well-being and develop a plan to achieve it.
A. Know how heredity, environment, and lifestyle affect the health of family members.
B. Possess strategies for coping with stress in a healthy manner.
C. Know what factors help create a positive self-concept (attitudes, motivations, skills, perceptions).
D. Know the relationship between physical well-being and mental/emotional health.
E. Be able to develop a plan to take charge of your self-concept in a positive manner.
W 2. Understand how to gain the most benefit from physical activities.
A. Be able to use the social skills for participating in physical activities.
B. Know how exercise affects heart rate, including determining own heart rate.
C. Know how to improve strength, endurance, and flexibility.
D. Be able to develop a personal plan for being physically active.
S 3. Understand the benefits and strategies for living a safe life.
A. Know benefits and strategies for proper bike, traffic, water, and unknown substance safety.
B. Be able to develop a personal plan for safety on a bike, in traffic, in the water, and with unknown substances.
C. Know how to behave during tornadoes, blizzards, flooding, and electrical storms.
W 4. Understand the influences of peers and advertising on the use of tobacco, alcohol, and drugs and strategies for resisting their use.
S A. Know laws regulating the use, sale, and advertising of tobacco, alcohol, and drugs.
B. Know why people start using tobacco, alcohol, and drugs.
C. Know how and why peers influence the use of tobacco, alcohol, and drugs.
D. Know how and why advertising influences the use of tobacco, alcohol, and drugs.
E. Know strategies for resisting the pressures of peers and advertising.
R 5. Understand and be able to cope with the emotional effects of diseases.
A. Know how the fear of being different influences and affects the ways we act toward others.
B. Know factors which affect a person's lifestyle.
C. Be able to relate personal behavior to contracting HIV and other diseases (STDs, cancer, cardiovascular disease, noninfectious diseases).
D. Know sources of information and services for diseases and disorders.
W 6. Be able to make a commitment to contribute to the conservation of our natural resources.
S A. Know about companies and organizations which recycle, reuse, or renew materials.
B. Be able to develop a personal plan to use these companies and organizations at school and at home.
C. Be able to develop a personal plan to conserve and recycle at school and at home.
R 1. Understand how families and individuals change.
A. Know about job changes, parent job pressures, and parent work hours.
B. Know about personal changes (growth, change in friends, change in schools).
C. Know about family changes (separation, divorce, death, additions, abuse).
R 2. Understand how to have healthy interactions with others.
A. Know the difference between healthy and unhealthy relationships.
B. Know the differences between enhancing and destructive behaviors (asking vs. manipulation, negotiating vs. punitive, enabling vs. honesty).
C. Know how family and friends influence our behavior and choices (personal and health).
D. Be able to make choices based on personal needs, not on the undue influence of others.
E. Know the benefits and responsibilities of healthy friendships.
F. Be able to develop strategies for refusing, getting out of situations, and standing up to others.
W 3. Understand nutritional information and eating habits.
A. Be able to find and read information contained on food package labels.
B. Know how family, friends, and personal lifestyle affect food selection and eating habits.
C. Be able to describe how our nutritional needs are met by what we eat, including food groups.
D. Be able to make responsible eating choices.
W 4. Understand the relationship between personal lifestyle and physical fitness.
A. Know how regular physical exercise affects cardiovascular fitness.
B. Know how posture and injury prevention affect physical fitness.
C. Know how a knowledgeable and active lifestyle leads to lifelong physical fitness.
D. Be able to develop a personal physical fitness program.
S 5. Be able to manage various emergency situations.
A. Know various emergency situations (poison, accident, water, weather, fire, electrical).
B. Be able to develop emergency procedures for each situation.
C. Be able to practice procedures with others in school and at home.
R **6. Understand changes which occur in adolescence.
W A. Know feelings which may accompany physical, social, and emotional changes of adolescence.
B. Know the process of puberty, including menstruation and personal hygiene changes.
C. Know the consequences of sexual harassment and how to avoid harassing others.
D. Be able to develop a personal hygiene program.
W 7. Understand and develop strategies for resisting mood-altering drugs.
S A. Know various types of mood-altering drugs.
B. Know the short- and long-term effects of using mood-altering drugs.
C. Know why people begin and continue taking these drugs, including tobacco.
D. Be able to develop strategies, including alternatives, for managing pressures to take drugs.
R 8. Understand the relationship between lifestyle choices and diseases.
W A. Know how family and friends influence lifestyle choices.
S B. Know effects of disease on family and personal relationships.
W 9. Understand how families and communities can conserve natural resources.
S A. Know how wasteful and improper habits damage our environment and reduce our resources.
B. Be able to develop strategies for changing wasteful and improper habits at home and in the community.
C. Be able to develop a personal plan for conservation of resources.
**SCHOOLS NEED TO EVALUATE IF THIS WOULD BE MORE APPROPRIATE AT
THE FOURTH GRADE LEVEL
W 1. Understand stress and possess strategies for managing it.
A. Be able to identify sources of positive and negative stress in yourself.
B. Be able to manage conflicts (negotiation, avoidance, communication).
C. Be able to cope with family and peer pressure and stress.
D. Know how others try to manipulate your behavior (passive, aggressive, assertive).
E. Know strategies for controlling stress (organization, saying no, time management, stress relief).
F. Possess refusal strategies (change topic, walk away, find support from someone else).
W 2. Understand and apply strategies for developing productive eating habits.
A. Know foods and appropriate serving sizes for a healthful diet.
B. Know benefits and drawbacks of various weight loss strategies.
C. Know the short-term and long-term effects of inadequate diet and improper eating habits.
D. Know food and eating habits which minimize risk of developing debilitative diseases.
E. Know about various eating disorders.
W 3. Understand the process of human reproduction.
A. Know about the process of conception.
B. Know about the growth of a baby from conception to birth.
C. Know about the process of birth.
D. Know the responsibilities of parenthood.
E. Know the Catholic view on abstinence.
W 4. Understand the short-term and long-term effects of substance abuse.
S A. Know the short-term effects of alcohol, tobacco, and drugs.
B. Know the long-term effects of alcohol, tobacco, and drugs.
C. Know why most people do not use alcohol, tobacco, and drugs (social, emotional, physical).
D. Be able to defend a position choosing to live an alcohol, tobacco, and drug-free life.
W 5. Understand the steps to acquiring guidance and assistance with infectious diseases.
S A. Know what community services are available.
B. Be able to contact the appropriate persons within various agencies.
C. Know the laws and local policies regarding privacy of information.
S 6. Incorporate productive environmental and conservation habits into your life.
A. Know productive environmental habits which are part of your everyday life.
B. Know productive conservation opportunities which are part of your everyday life.
C. Be able to develop a plan for incorporating many of these habits and opportunities into your life, including regularly evaluating and revising your habits.
* Might be more appropriate for seventh or eighth grade level.
R 1. Understand yourself and the influences which affect you.
A. Know the characteristics of a healthy self-concept (confidence, compassion, coping skills, courage, motivation).
B. Know how others influence your self-concept (parents, siblings, peers, teachers, society).
C. Know strategies for strengthening your self-concept (develop coping skills, develop assertiveness skills, develop a wider acceptance of differences, etc.).
D. Be able to develop, maintain, and resolve conflict in relationships.
E. Possess strategies (ignore, remove yourself, stand up to, know agencies, report) for dealing with inappropriate treatment (intimidation, manipulation, harassment, abuse).
R 2. Understand changes in families, friends, ourselves,and how to cope with them.
A. Know about minor changes in family (growth, change in friends, change in schools).
B. Know about major changes in family, friends and self (separation, divorce, death, additions, abuse).
C. Know how to access people and agencies to provide necessary assistance.
W 3. Understand the relationship between fitness, nutrition, and body image.
A. Know criteria and procedures for evaluating nutritional information.
B. Be able to separate advertisement and hype from real nutritional information.
C. Be able to select a diet which is satisfying and meets current dietary recommendations.
D. Be able to evaluate weight-reducing programs for their effectiveness and long-term effects.
E. Know the benefits of achieving and maintaining a healthful weight.
F. Be able to develop a complete long-range fitness plan.
W 4. Understand major human body systems.
A. Know the functions and characteristics of the circulatory system.
B. Know the functions and characteristics of the respiratory system.
C. Know the functions and characteristics of the muscular system.
D. Know the functions and characteristics of the nervous system.
E. Know the functions and characteristics of the digestive system.
F. Know the functions and characteristics of the endocrine system.
G. Know the functions and characteristics of the reproductive system.
H. Know the functions and characteristics of the excretory system.
I. Know the functions and characteristics of the skeletal system.
J. Know how the systems work together.
W 5. Be able to make informed decisions based on information to promote personal health.
S A. Know the advantages of abstinence from sexual intercourse.
B. Understand appropriate ways to show affection.
C. Know why there is pressure to be sexually active.
D. Understand strategies for resisting peer pressure to be sexually active.
E. Be able to identify situations which are risky (chemical use, interpersonal relationships, communicable diseases).
F. Know how advertisers use sex to promote products.
W 6. Understand the use, misuse, and abuse of chemicals.
S A. Know the peer influence and media pressure.
B. Know treatment programs and options available.
C. Be able to recognize a chemical crisis.
W 1. Be able to develop a long-range nutritional plan for healthful living.
A. Know criteria for evaluating food products and how to evaluate food related research.
B. Know how family and friends influence eating habits.
C. Know the consequences of using dietary supplements to maintain nutritional adequacy.
D. Know the major food groups, including portions, preparation, and benefits.
E. Know strategies for healthful eating.
F. Be able to develop a long-range nutrition plan.
G. Know the symptoms and signs associated with eating disorders.
W 2. Be able to develop a sexually healthy lifestyle.
R A. Know the advantages of abstinence from sexual intercourse outside of marriage.
B. Know about various organizations for counseling and services and how to use them.
C. Know how choice of friends, activities, and chemical use can affect sexual decision- making.
D. Be able to deal with unwanted influences on sexual behavior (report, refuse, stand up to).
E. Know the consequences of sexual behavior and accept the responsibility for that behavior
(HIV, STDs, pregnancy).
F. Be able to apply knowledge of sexual choices and consequences in developing a healthy sexual lifestyle.
W 3. Be able to develop a healthy personal and physical lifestyle.
R A. Know the importance of a family on developing a healthy lifestyle.
B. Be able to make effective decisions, solve problems, and communicate regarding problems.
C. Be able to develop, maintain, and resolve conflicts in relationships.
D. Be able to identify and manage stress.
E. Be able to assess personal preferences, interests, and motivations.
F. Be able to evaluate health-related information (appearance, needs, opportunities, choices).
G. Be able to evaluate physical fitness needs, interests, and opportunities.
H. Know the choices and consequences related to abuse of alcohol, tobacco, and drugs.
I. Be able to reduce the chances of contracting a debilitating disease by leading a well life.
J. Be able to apply knowledge of health choices to develop a personal and physical lifestyle plan.
K. Be able to develop a plan to regularly evaluate and revise lifestyle plan.
S 4. Understand how to manage situations for a healthy life.
W A. Know various safety procedures and practices.
B. Know and perform first aid and CPR.
C. Know strategies which minimize chances of contracting a disease.
D. Know symptoms of common infectious diseases, particularly HIV and STDs.
E. Know responsibilities and procedures for finding out whether a disease has been contracted.
F. Know the symptoms and signs of suicidal behavior and how to deal with it.
R 5. Understand how to deal with the aged and death.
A. Know the importance of wills, including living wills.
B. Know problems specific to the elderly.
C. Know how to express grief.
D. Know the importance of funerals.
Program Standards
• Be able to use the quality process to communicate clearly, precisely, and briefly.
• Be able to read fluently, efficiently, and with understanding for a wide variety of purposes, including technical reading.
• Be able to speak with skill for a wide variety of purposes, including technical presentations, and to a wide variety of audiences.
• Be able to write with skill for a wide variety of purposes, including technical writing, and to a wide variety of audiences.
• Be able to listen/view with skill for a wide variety of purposes, including technical.
• Be able to apply higher order thinking and technical process skills to the communications process.
• Be able to relate literature to oneself and appreciate literature which represents many viewpoints (gender, culture, race, ethnic background).
• Be able to conduct media and technology-based research to support writing and speaking.
Please note: Standards related to media research will be
found in Media Standards, and standards related to word processing
will be found in the Computer Standards.
Development Facilitated by
Clyde Birkholz and John D. Wessels, Ph.D.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to language arts.A. Think clearly and solve problems about language (classify, decide, solve, compare).
B. Talk and write clearly about language (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, journal, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to listen to and enjoy literature (rhyme, fairy tale, story).
B. Be able to use mass media (newspapers, radio, television, CD-ROM,videos, listening center/tape recorder).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- listen/dictate/write/present: instructions, chart, thank you letter,utilize and use computer skills.
- technology: educational programs- exploring keyboard.
Course Content (Read, write, speak, and listen skillfully)
1. Be ready to read.A. Be able to name the capital letters in alphabetical and random order.
B. Be able to name the lower case letters in alphabetical and random order.
C. Know the consonant sounds.
D. Be able to name a word which rhymes with a clue word.
E. Be able to name words which start with a specific sound.
F. Know to read from left to right, top to bottom, and from front to back.2. Be able to listen to, tell, and talk about rhymes, fairy tales, and stories.
A. Be able to listen to and recall important details in stories and rhymes.
B. Know when a story is over.
C. Be able to recite a rhyme with a group and by yourself.
D. Be able to talk about rhymes and stories.
E. Be able to identify what parts of a story could not really happen.
F. Be able to tell a story from a picture.
G. Be able to predict events in a story.3. Be able to print the alphabet, your name, and numbers.
A. Be able to print from left to right and from top to bottom.
B. Be able to print capital letters.
C. Be able to print lower-case letters.
D. Be able to write numbers 0 to 20.
E. Be able to print your name clearly using correct letter formation.4. Be able to draw and tell about your pictures to show your ideas and to show sequence.
A. Know what sequence is.
B. Be able to tell a story or an idea in sequence by drawing.
C. Be able to tell about your drawings.
D. Be able to contribute to journal writing.5. Be able to listen for information.
A. Be able to look at the speaker.
B. Be able to be quiet when someone is speaking.
C. Be able to keep your feet and hands to yourself and not bother others.
D. Be able to avoid interrupting.
E. Be able to ask and answer questions about important details in complete thoughts.6. Be able to tell your thoughts in a group discussion.
A. Be able to share ideas and feelings.
B. Be able to answer and ask questions in complete thoughts.
C. Be able to tell ideas in sequence and know when you are finished.
D. Be able to speak loud enough to be heard but not too loud.
E. Be able to wait your turn to talk, not distract others, and look at others when they are talking.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to language arts.A. Think clearly and solve problems about language (classify, decide, solve, compare).
B. Talk and write clearly about language (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to read, listen to, and enjoy literature (fiction, nonfiction).
B. Be able to use mass media (newspapers, radio, television, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- listen/read/dictate/write/present: instructions, chart, thank you letter, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Course Content (Read, write, speak, and listen skillfully).
1. Be able to read and understand the meaning of simple words.A. Be able to apply basic phonetic analysis (initial and final consonants, initial diagraphs, two-letter blends, CVC, CVVC,CVCE word patterns).
B. Be able to read and comprehend word endings (-possessives, -ed, -ing, plurals, er, est).
C. Be able to read and use the sight words.
D. Be able to name words with opposite meanings, words that rhyme, simple compound words, and contractions.
E. Be able to distinguish between naming words, action words and describing words (nouns, verbs and adjectives).
F. Be able to use picture and context clues to read and understand words.
G. Be able to alphabetize words to the first letter.2. Be able to read for meaning (main idea, sequence) and be able to read aloud smoothly.
A. Be able to read from left to right, top to bottom, and front to back.
B. Be able to choose books which interest you and which you can read.
C. Be able to tell fiction from nonfiction.
D. Be able to identify title, author, illustrator of a book.
E. Be able to tell the main idea and sequence.
F. Be able to predict what will happen next.
G. Be able to tell about setting and plot.
H. Be able to read aloud smoothly.3. Be able to communicate with legible and complete sentences.
A. Know when a group of words is a sentence.
B. Be able to print correctly and neatly so that others can read your printing.
C. Be able to write sentences which start with a capital letter and end with a period or question mark.
D. Be able keep a journal using words, sentences, drawings, and invented spelling.
E. Be able to apply spelling strategies in your writing.
F. Be able to the use sight words in your sentences and to talk about your writing.
G. Be able to write and illustrate a story with a beginning, middle, and end.4. Be able to discuss what you read and listen to and be able to give a brief sequenced speech about one thing or one idea.
A. Be able to tell the main idea and show something (photograph, object, drawing) to make your idea clearer.
B. Be able to use a sequence when you speak.
C. Know and be able to use appropriate volume and make eye contact when speaking.
D. Be able to tell ideas about what you read or heard in a discussion or to the large group.
E. Be able to tell a personal experience and retell stories in sequence.
F. Be able in a discussion to wait your turn to talk, listen to others, and stay on the topic.5. Be able to listen attentively and politely.
A. Be able to sit quietly without distracting others and show the speaker you are listening.
B. Be able to listen for main ideas and to recall sequences.
C. Be able to ask appropriate questions.
D. Be able to follow directions with one and two steps.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to language arts.A. Think clearly and solve problems about language (classify, decide, solve, compare).
B. Talk and write clearly about language (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to read and enjoy literature (realistic fiction, fantasy, nonfiction).
B. Be able to use mass media (newspapers, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- listen/read/write/present: instructions, chart, thank you letter, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Course Content (Read, write, speak, and listen skillfully)
1. Be able to read and understand the meaning of simple words.A. Be able to read and write consonants, blends diagraphs, long and short vowels, r-controlled vowels, vowel diagraphs and dipthongs.
B. Be able to identify and know meanings of compound words, contractions, prefixes, suffixes (-ly, -ful) and word endings (-er, -est,ed ing) plurals and possessives.
C. Be able to read and use the sight words through 200.
D. Be able to use nouns, verbs, and descriptive words.
E. Be able to identify and use opposites, rhyming words, and synonyms.
F. Be able to alphabetize to the second letter.2. Be able to read for meaning (main idea, sequences, details) and be able to read aloud smoothly.
A. Be able to choose books which interest you and which you can read.
B. Be able to distinguish between and talk about realistic fiction, fantasy, and nonfiction.
C. Be able to tell the main idea, sequence, and important details.
D. Be able to predict outcomes and draw conclusions.
E. Be able to tell about setting, plot, and characters.
F. Be able to read aloud smoothly and expressively with proper phrasing.3. Be able to communicate with a sequence of legible and complete sentences.
A. Be able to print correctly and neatly so that others can read your printing.
B. Be able to use proper spelling, capitalization and punctuation in writing.
C. Be able keep a journal using proper sentences focusing on one idea.
D. Be able to write with imagination.
E. Be able to use sight words in your sentences and to share your writing.4. Be able to discuss and give a brief speech using description and stating facts and opinions about one thing or idea.
A. Be able to enunciate clearly, and speak with appropriate volume in various group settings.
B. Be able to tell the main idea using sequence when speaking.
C. Be able to tell a personal experience and retell stories in sequence.
D. Be able to tell facts from opinions.
E. Be able to use description when speaking.
F. Be able to wait your turn, listen to others and stay on topic in a discussion.
G. Be able to answer questions briefly and clearly.5. Be able to listen to gain information and follow multi-step directions.
A. Be able to sit quietly without distracting others and show the speaker you are listening.
B. Be able to listen and distinguish between realistic fiction, fantasy and nonfiction.
C. Be able to listen for main ideas and to recall important details and sequences.
D. Be able to ask appropriate questions.
E. Be able to follow multi-step directions.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, decide, generalize, solve, compare, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to read and enjoy literature (realistic fiction, fantasy, fables, nonfiction).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, chart, thank you letter, letter of request, letter of response, proposal, lab report, research report, summary
- technology: word processing, database, Internet, AV production
Course Content (Read, write, speak, and listen skillfully)
1. Be able to understand, use, pronounce, and spell vocabulary from all subjects.A. Be able to break words into syllables.
B. Be able to use opposites, rhyming words, synonyms, compound words, and common homonyms.
C. Be able to identify, understand, and use more prefixes and suffixes.
D. Be able to alphabetize to the third letter and find words in a dictionary.
E. Be able to speak, write, and use vocabulary from all subject areas.
F. Be able to identify and use parts of speech.
G. Be able to read and use sight words through 300.2. Be able to read for meaning (main idea, sequences, details, summarization) and aloud in groups.
A. Be able to choose reading selections for a particular purpose (pleasure, information, research).
B. Be able to distinguish between fiction and nonfiction both verbally and in writing.
C. Be able to identify topic, events in sequence, and important details and be able to identify/speak/write summaries.
D. Be able to follow directions, predict next step and outcome, and draw conclusions.
E. Be able to tell about setting, plot, characters, and resolution and relate stories to yourself.
F. Be able to read aloud fluently and expressively with proper phrasing.
G. Be able to participate in group oral reading of descriptions, poetry, and summaries.3. Be able to write a sequence of several proper and legible sentences organized around a theme.
A. Be able to print and use cursive writing correctly and neatly so that others can read it.
B. Be able in the final draft to use correct usage, spelling, capital letters, end punctuation, and words which communicate clearly.
C. Be able to use vocabulary words from all subjects in your writing and to talk about your writing.
D. Be able to clearly communicate a main idea, proper details, and a correct sequence.
E. Be able to write a story.
F. Be able to write clear, correct, organized, and brief summaries.
G. Be able to write complete and correct descriptions with sensory details.4. Be able to organize thoughts before speaking or discussing, use visual supports, and speak in complete sentences.
A. Be able to stand straight, face group, keep feet still, make eye contact, enunciate clearly, and speak with proper volume.
B. Be able to organize thoughts before speaking.
C. Be able to use complete sentences to explain the main idea and fully explain it with a prepared sequence.
D. Be able to add ideas in small and large group discussion when it is your turn.
E. Be able to briefly and clearly answer questions.
F. Be able to speak in complete sentences.
G. Be able to select, develop, and use visual aids when speaking in a non distracting manner.5. Be able to gain information by listening to and viewing descriptions, stories, and informational presentations.
A. Be able to show social courtesies for listening (pay attention, no distractions, look at speaker, respond to speaker).
B. Be able to summarize verbally and/or in writing descriptions, stories, and informational presentations.
C. Be able to follow multi-step directions.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, decide, generalize, solve, relate, interpret, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to read and enjoy literature (prose, poetry).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, table, chart, thank you letter, letter of request, letter of response, inquiry, proposal, lab report, checklist, research report, summary
- technology: word processing, database, Internet, AV productionCourse Content (Read, write, speak, and listen skillfully)
1. Be able to increase your vocabulary and reading rate in all subject areas.
A. Be able to use context to determine word meaning.
B. Be able to identify the meaning that applies to the context when a word has multiple meanings.
C. Be able to identify, understand, and use more prefixes and suffixes.
D. Be able to identify, understand, and use synonyms, antonyms, and homonyms.
E. Be able to alphabetize to the fourth letter.
F. Be able to use reference sources.
G. Be able to pronounce, use, and spell vocabulary from all subject areas.
H. Be able to identify and use parts of speech.
I. Be able to read and use sight words through 500.2. Be able to read for meaning (main idea, cause and effect, details, summarization) and aloud.
A. Be able to choose reading selections for a particular purpose (pleasure, information, research).
B. Be able to distinguish between prose and poetry both verbally and in writing.
C. Be able to identify topic, events in sequence, and specific details and be able to identify/speak/write summaries.
D. Be able to identify and explain cause and effect patterns and use them to explain stories and predict outcomes.
E. Be able to follow written directions, predict next step and outcome, and draw conclusions.
F. Be able to distinguish between fact and opinion.
G. Be able to read aloud fluently and expressively with proper phrasing.3. Be able to write quality paragraphs and expressive poems.
A. Be able to state the main idea of the paragraph in one sentence.
B. Be able to fully explain the main idea with a logical sequence of ideas and details.
C. Be able to use cause and effect as an organizational pattern and write fact and opinion paragraphs.
D. Be able to write clear, correct, organized, and brief one paragraph summaries, descriptions, and narratives.
E. Be able to communicate ideas and feelings in poems which use sensory or imaginative details and have poetic form.
F. Be able in the final draft to use correct usage, spelling, capital letters, end punctuation, format (indentation, heading, margins), sentences, and words which communicate clearly.
G. Be able to use vocabulary words from all subjects in your writing and to talk about your writing.4. Be able to orally ask and answer questions and present organized reports using note cards.
A. Be able to prepare and use brief notes which guide the presentation but which are not read to the class.
B. Be able to use correct voice (volume, pace, clarity) and body language (eye contact, erect and still stance, gestures, handling of notes, handling of visual aids).
C. Be able to state the main idea and fully explain it in an organized manner.
D. Be able to select, develop, and use visual aids.
E. Be able to answer questions from peers and ask questions of peers (polite, clear, brief, focused).
F. Be able to give an oral report (book report, current event, hobby talk, demonstration).
G. Be able to add ideas in small and large group discussion when it is your turn.5. Be able to listen and view to summarize various types of information and to form opinions.
A. Be able to demonstrate the social skills of audience behavior (eye contact, quiet and still, attentive, responsive).
B. Be able to use active listening to summarize, to respond, and to recall main ideas, sequences, and important details.
C. Be able to use listening as a basis of writing and speaking.
D. Be able to express and to support an opinion about what you hear and view.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, decide, generalize, solve, relate, interpret, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to read and enjoy literature (poetry, novels fiction,nonfiction).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, table, chart, thank you letter, letter of request, letter of response, inquiry, checklist, research report, summary
- technology: word processing, database, desktop publishing, Internet, AV production
Course Content (Read, write, speak, and listen skillfully)
1. Be able to advance your vocabulary and reading rate with recreational reading and study of all subjects.A. Be able to use visual clues, word form, and context to determine word meaning.
B. Be able to identify the meaning that applies to the context when a word has multiple meanings.
C. Be able to identify, understand, and use synonyms, antonyms, and homonyms.
D. Be able to alphabetize quickly and readily and use reference sources.
E. Be able to pronounce, use, and spell vocabulary from all subject areas.
F. Be able to identify and use parts of speech.
G. Be able to identify the following parts of a sentence: subject, predicate, direct object.
H. Be able to read and use sight words through 700.2. Be able to skim and scan and read for meaning and for inference.
A. Be able to locate and choose reading selections for a particular purpose (pleasure, information, research).
B. Be able to distinguish, talk, and write about poetry and fiction and nonfiction literature and relate them to your life.
C. Be able to explain and summarize setting, plot, characters, problem, main event, resolution of problem and point of view.
D. Be able to skim and scan and identify topic, events in sequence, and specific details.
E. Be able to identify and explain cause/effect and comparison/contrast patterns and use them to explain poetry and literature and justify predictions.
F. Be able to draw and justify inferences.
G. Be able to take notes on nonfiction reading, summarize reading, and use reading as a basis for speaking and writing.
H. Be able to identify and use figurative language .3. Be able to write a variety of letters, poetry, and multiple paragraph essays about a single topic.
A. Be able to state the main idea of the paragraph in one sentence and fully develop the idea in a logical sequence.
B. Be able to use cause/effect and comparison/contrast as organizational patterns.
C. Be able to use introduction and conclusion paragraphs in letters and other multi-paragraph writing.
D. Be able in the final draft to use correct usage, spelling, capitalization, punctuation, format, sentences, and word choice.
E. Know the parts of business and personal letters and be able to write letters in proper form.
F. Be able to write to communicate ideas and feelings in poems with sensory or imaginative details and poetic form.
G. Be able to write structured multi-paragraph narratives with descriptive elements (biographies, original stories).
H. Be able to write meaningful responses to poetry and literature.
I. Be able to use vocabulary words from all subjects in your writing and to talk about your writing.4. Be able to deliver complete and structured presentations spoken only from notes.
A. Be able to use correct voice (volume, pace, clarity), body language (eye contact, erect and still stance, gesture, handling of notes and visual aids), and correct usage, vocabulary, and sentence structure.
B. Be able to present using appropriate sequence and a basic three-part format (introduction, body, conclusion).
C. Be able to select or develop and use visual aids of different types (charts, maps, props, graphs, photos).
D. Be able to answer questions from peers and ask questions of peers (polite, clear, brief, focused).
E. Be able to present or read, summarize, and respond to poems and literature.
F. Be able to add ideas in small and large group discussion when it is your turn.5. Be able to listen and view to summarize, to ask clarifying questions, and to learn.
A. Be able to demonstrate the social skills of audience behavior (eye contact, quiet and still, attentive, supportive).
B. Be able to paraphrase accurately and ask meaningful questions in a variety of listening situations.
C. Be able to summarize, gain information, and ask clarifying questions by listening and viewing.
D. Be able to listen and view to answer questions and express likes and dislikes about literature.
E. Be able to use listening as the basis for writing, speaking, and learning by taking brief notes.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to read and enjoy literature (novels, fiction, nonfiction).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, letters (complaint, request, response), manual, form, checklist, pamphlet, technical research, bid, summary, advertisement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
1. Be able to increase your vocabulary and reading rate with recreational reading, multiple reading techniques, and study skills.A. Be able to determine meaning of a word by context and use of a dictionary.
B. Be able to identify, understand, and use synonyms, antonyms, homonyms, and all common suffixes and prefixes.
C. Be able to readily use textbooks, dictionary, atlas, encyclopedia, and thesaurus to understand unknown words.
D. Be able to pronounce, use, and spell vocabulary from all subject areas.
E. Be able to skim, scan, study, take notes, and summarize and use reading as a basis for learning and enjoyment.
F. Be able to use and identify parts of speech.
G. Be able to identify parts of a sentence.2. Be able to read for meaning and to evaluate, interpret, and draw conclusions in novels and other fiction and in textbooks, reference material, and other nonfiction.
A. Be able to identify, summarize, and evaluate literary elements in novels (character, setting, plot, conflict, theme).
B. Be able to define imagery, identify examples of imagery, and explain the impact of examples of imagery.
C. Be able to evaluate with justification novels, other fiction, textbooks, reference material, and other nonfiction.
D. Be able to explain author's attitude, theme, and other beliefs incorporated in fiction and nonfiction.
E. Be able to draw and justify conclusions and inferences in fiction and nonfiction.3. Be able to write quality stories, descriptions, and three-part essay and reports.
A. Be able to write an introduction which includes a statement of the main idea and write a summarizing conclusion.
B. Be able to write a body which fully develops the main idea in more than one proper paragraph.
C. Be able to develop the main idea with appropriate and accurate examples and other supports.
D. Be able in the final draft to use correct usage, spelling, capitalization, punctuation, format, sentences, and word choice.
E. Be able to write clear, justified responses of novels, other fiction, and nonfiction.
F. Be able to write clear, accurate, and entertaining descriptions using imagery.
G. Be able to write clear, accurate, entertaining, and complete stories using creative imagery and story elements.4. Be able to present interpretations and evaluations in groups and alone and be able to use imagery to entertain and/or inform.
A. Be able to use correct voice (volume, pace, clarity) and body language (eye contact, stance, gestures, handling of notes and visual aids) and usage, vocabulary, and sentence structure.
B. Be able to present using appropriate sequence and a basic three-part format (introduction, body, review).
C. Be able to select, develop, and use a variety of visual aids.
D. Be able to support the ideas of the speech with proper research and justified conclusions.
E. Be able to present justified evaluations and interpretations of novels, other fiction, and nonfiction.
F. Be able to present using creative imagery.
G. Be able to read orally read with dramatic impact.5. Be able to listen and view to process verbal information and to critically analyze speeches.
A. Be able to demonstrate the social skills of audience behavior (eye contact, quiet and still, attentive, supportive).
B. Be able to respond to, evaluate, and analyze speeches and other presentations.
C. Be able to summarize, take notes on key points, and ask clarifying questions by listening and viewing.
D. Be able to use listening and viewing as a basis for learning and enjoyment.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature (mythology, genre).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
1. Be able to increase your vocabulary and reading rate with multi-purpose reading techniques and advanced study skills.A. Be able to determine meaning of a word with context, reference books, and word origins/structure (roots and affixes).
B. Be able to develop and explain your system for learning vocabulary in all subject areas.
C. Be able to explain how you have adapted reading techniques for different purposes (enjoyment, study, research, review, reading aloud).
D. Be able to outline, summarize, and take precise and concise notes for specific purposes.
E. Be able to develop and explain your system for marking written material (underline, highlight, margin notes, stickies).
F. Be able to identify and use to skim, scan, and study sections, organizational pattern, format, graphic elements, and visual keys in books.2. Be able to read to understand literary genre and literary devices (flashback, foreshadowing, symbolism, imagery, personification, allusion).
A. Be able to identify major traits of genre.
B. Be able to identify literary elements (setting, characterization, plot, plot line, theme, point of view) in the three genre and compare/contrast genre for use of literary elements, strengths/weaknesses, and personal response.
C. Be able to define, locate, and evaluate use of the literary devices in genre.
D. Be able to relate literature you read to self and the real world.
E. Be able to recommend with evaluation of literary elements and devices specific examples of the three genre.3. Be able to write/deliver three-part research-based informative themes/presentations and write/speak to state opinions.
A. Be able to select a topic appropriate to a given situation (audience, purpose, space/time requirements).
B. Be able to independently develop expertise on a subject with interviews, print media, and electronic media.
C. Be able to develop and explain your own note-taking and information-organizing system.
D. Be able to state the central idea in a single sentence in the introduction and restate it in the conclusion.
E. Be able to fully and clearly develop the central idea with introduction, supporting details, and summary.
F. Be able to use statistics, quotations, examples, stories, analogies and graphics or visual aids as support.
G. Be able to cite information in writing and in presentations.
H. Be able in writing to use correct mechanics, word choice, formatting, usage, spelling and sentence structure in final draft.
I. Be able in speaking to use correct voice, body language, note cards, and visual aids.
J. Be able to compare and contrast writing and speaking for organization, expectations, and advantages/weaknesses.
K. Be able in discussion to answer questions politely and assertively to defend a position and to ask opinion questions.
L. Be able to write opinions and recommendations in brief and clear form.
M. Be able to identify and use the terminology of sentence structure and of the parts of speech.4. Be able to listen/read to analyze others' points of view and to learn.
A. Be able to identify barriers to effective listening and apply active learning skills.
B. Be able to listen with an open mind (wait until all information has been received to form an opinion).
C. Be able to tell fact from opinion and question the validity of facts and the basis of opinions.
D. Be able to identify, state, and react to the speaker's or writer's point of view and bias.
E. Be able to develop and explain your own method of taking, keeping, and reviewing notes.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature (genre).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
1. Be able to increase your vocabulary and reading rate and evaluate the validity of what you read.A. Be able to determine meaning of a word with context, reference books, and word origins/structure (roots and affixes).
B. Be able to use basic writing forms and organizational patterns to skim, scan, study and mark readings (paragraph form, introductions, conclusions, cause/effect, sequences, comparison/contrast, graphic organizers, icons, support materials).
C. Be able to outline, summarize, and take precise and concise notes for specific purposes.
D. Be able to evaluate specific sources (date, source, biases, suitability to purpose, propaganda, research base).2. Be able to read to understand.
A. Be able to identify literary elements (setting, characterization, plot, plot line, theme, point of view) in genre and compare/contrast the genre for use of literary elements, purpose, strengths/weaknesses, and personal response.
B. Be able to describe, locate, evaluate and design literary terms.
C. Be able to relate literature you read to self and the real world.
D. Be able to recommend specific examples of genre by evaluating literary elements.3. Be able to write quality essays to persuade, inform, and entertain.
A. Be able to select a topic and purpose appropriate to a given situation.
B. Be able to independently develop expertise on a subject with interviews, print media, and electronic media.
C. Be able to use a sound three-part format (introduction including clear and concise thesis, 2-4 main points developed fully in sound paragraphs, summarizing conclusion).
D. Be able to use correct usage, mechanics, word choice, formatting, and sentence structure.
E. Be able to produce quality examples of persuasive, informative, and entertaining writing.4. Be able to deliver major research-based presentations.
A. Be able to select a topic appropriate to a given situation.
B. Be able to state a clear and concise thesis.
C. Be able to fully develop a thesis (attention-getting/previewing introduction, clear steps, summary conclusion).
D. Be able to develop and explain your method for making and using speaking note cards.
E. Be able to use correct voice, body language, visual aids, and demonstration of process.
F. Be able to develop a position, research it, and present/defend it courteously and assertively.5. Be able to read/listen/view and produce popular media communication (news, advertisements, sitcoms, documentaries, songs, editorials).
A. Be able to analyze for key factors (main idea, significant details, research basis, theme, other literary elements) and for facts, opinions, bias, propaganda, argumentation, support, completeness, and literary devices.
B. Be able to identify the purpose of specific communications (entertain, persuade, inform, mixed purposes).
C. Be able to produce alone or in a group different forms of popular media communications.
D. Be able to state and defend an evaluation of examples of such communications.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature (specific authors, schools of literature).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Be able to analyze/interpret/critique literary elements (character, setting, plot, conflict, theme).A. Be able to analyze characters and their motivation in specific literary works.
B. Be able to define setting and plot and be able to describe plot and setting in specific literary works.
C. Be able to define conflict and analyze conflict in specific literary works.
D. Be able to define theme, explain ways the reader comes to know theme, and analyze theme in specific literary works.4. Be able to read/view various forms of literature and technical writing to gain understanding and to critique/analyze the purpose, structure, tone, mood, and point of view.
A. Know and be able to analyze and critique purpose, tone, mood, and point of view of authors, schools, and styles.
B. Be able to explain supporting evidence for author's purpose, tone, and point of view.
C. Be able to analyze for standard literary organizational patterns.
D. Be able to analyze technical writing for purpose and tone.
E. Be able to identify and use for scanning the organizational pattern of technical forms.
F. Be able to show understanding of what you have read by summarizing, asking questions, and recalling information.5. Be able to compose a variety of quality multi-part written forms.
A. Be able to divide correctly into subordinate parts, such as paragraphs, stanzas, scenes, introduction, conclusion, etc.
B. Be able to produce quality examples of many of the following forms meeting the specific purposes and standards of each: poems, letters, memos, essays, notes, logs, journals, plays, short stories, and technical writings.
C. Be able to write without plagiarism and with appropriate creativity, personal style, tone, and point of view.
D. Be able to fit the topic, language, organization, content, and use of visuals to specific audiences and purposes.
E. Be able to write a sound three-part theme of at least six paragraphs.
F. Be able to use word processing, correct/appealing sentences, and correct mechanics, word choice, format, and usage.6. Be able to present narratives, explanations, descriptions, summaries, critiques, major persuasive speeches, and technical presentations.
A. Be able to fit the topic, language, details, tone, and interest factors to a specific audience.
B. Be able to present a clear and precise opinion in one sentence with specific extended research-based justification.
C. Be able to use correct voice, body language, notes, and visual aids to speak extemporaneously (from notes).
D. Be able to participate equally in a group presentation.
E. Be able to start with an effective attention-arousing beginning and make a preview of the speech when appropriate.
F. Be able to end the speech with review and an appropriate call for action from the audience.
G. Be able to generate and use many different forms of quality visual aids.7. Be able to listen to participate in an analysis (writing down quotations, major points, examples from speakers) to use in a discussion of presentations and to develop listening skills.
A. Be able to evaluate the basic presentational skills (posture, gesture, eye contact, use of notes).
B. Be able to be a responsive, polite audience and be able to identify main ideas, significant details, opinions, arguments.
C. Be able to evaluate/analyze language, organization, topic, opinion, supports, tone, and strength of arguments.
D. Be able to paraphrase and summarize various types of messages and give oral and written feedback.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature (values, history).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Be able to read/view various forms of literature to develop a better understanding of self and others and be able to analyze, interpret, draw conclusions, and question literary devices (flashback, simile, metaphor, foreshadowing, symbolism, personification, alliteration).A. Be able to identify literary devices and use them in your writing/speaking.
B. Be able to explain with specific textual references how these devices contribute to the impact of literature.
C. Be able to compare and contrast your life and experiences to what you have read in literature.
D. Be able to identify and discuss values in literature (universal values, cultural attitudes, specific values).
E. Be able to show understanding of what you have read/viewed by summarizing, asking questions, and recalling information.4. Be able to compose research-supported essays (introduction, thesis, body with 2-4 supported major points, transitions, conclusion) and technical forms.
A. Be able to locate material on a specific topic in different types of sources by a variety of methods.
B. Be able to evaluate material for relevance, bias, and timeliness.
C. Be able to gather information in note form and organize notes in a logical manner (by hand and on computer).
D. Be able to write a three-part expository essay using documentation of resources (footnotes and bibliographies).
E. Be able to write a clear and concise thesis statement and use topic sentences and transitions.
F. Be able to use a clear and logical order and specific technical organizations with coherent and meaningful support.
G. Be able to use examples, illustrations, anecdotes, visual supports, and other methods of clarification/development.
H. Be able to use word processing, correct/appealing sentences, clear and concise standard English, and correct mechanics, word choice, and format.5. Be able to make presentations involving the audience and using appropriate language to entertain and present technical information.
A. Be able to prepare and deliver organized and concise entertaining and technical presentations.
B. Be able to use correct voice, body language, notes, and visual aids to speak extemporaneously (spoken from notes).
C. Be able to involve audience in a variety of ways (ask/answer questions, polls, hand signals, participation).
D. Be able to answer questions in front of a group (clear, concise, concrete, clarifying the question, admit you don't know).
E. Be able to use appropriate language and content for a particular audience and purpose.6. Be able to speak/write personal opinions/recommendations on fiction, nonfiction, technical material.
A. Be able to state an opinion or recommendation in a logical, respectful manner justified with facts, research, examples.
B. Be able to defend and answer questions about opinions and recommendations.7. Be able to listen to form opinions, make recommendations, persuade others about fiction, nonfiction, and technical material and to challenge the speaker and the content.
A. Be able to take clear and concise notes about a presentation.
B. Be able to politely question, disagree or ask for clarification and keep the speaker focused on the question knowing when it is time to let the speaker move on.
C. Be able to view presentations with an open mind and to evaluate information and sources.
D. Be able to analyze a presentation to form an opinion, make recommendations, and persuade others.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature (analysis, history).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Be able to interpret fiction and nonfiction and relate it to your personal life and identify ideas, events, emotions, and attitudes in fiction and nonfiction which are of importance to you.A. Be able to explain with justification the author's intended meaning.
B. Be able to show with justification how a literary work relates to your life.
C. Be able to justify with textual evidence an interpretation of a literary work.
D. Be able to summarize your intellectual and emotional response to the work.
E. Be able to explain with justification how a literary work reflects the values/attitudes of another place/time/culture.
F. Be able to show understanding of what you have read/viewed by summarizing, asking questions, and recalling information.4. Be able to write a variety of quality forms with research support, concrete content, graphics, and clear, logical, precise, and simple progression of thought.
A. Be able to select from a variety of technical and other organizational patterns to fit the purpose, situation, and audience.
B. Be able to research for and select content appropriate to the purpose, situation, and audience.
C. Be able to select from a variety of graphics to fit the purpose, situation, and audience.
D. Be able to use word processing, correct/appealing sentences, clear and concise standard English, and correct mechanics, word choice, and format.
E. Be able to write a quality theme with an introduction, thesis, body with 2-4 major points supported by examples, transitions, figurative language, and conclusion.5. Be able to speak for a variety of purposes with a professional style including organization, professional appearance, research support, concrete content, graphics, and a clear, logical, precise, and simple progression of thought.
A. Be able to select from a variety of technical and other organizational patterns to fit the purpose, situation, and audience.
B. Be able to research for and select content appropriate to the purpose, situation and audience.
C. Be able to select dress, other appearance, and conduct to fit the purpose, situation, and audience.
D. Be able to use correct voice, body language, notes, and personal style to speak extemporaneously (from notes).
E. Be able to write a precise, concise, and concrete thesis statement.
F. Be able to select from a variety of visuals to fit the purpose, situation, and audience.
G. Be able to answer questions appropriately (specific, concise, provide examples, relate to questioner).6. Be able to read/view/listen to form beliefs and goals and to take stances on issues of importance.
A. Be able to determine things which are important to you (brainstorming choices, discussion, reading).
B. Be able to clearly and briefly explain your personal motivations, goals, and beliefs.
C. Be able to analyze/evaluate the views, beliefs, and motivations of others before making up your mind on an issue.
D. Be able to treat the values, beliefs, and motivations of others with respect.
E. Be able briefly and clearly to compare and contrast your views, beliefs, and motivations with what you read/view/hear.
F. Be able to clearly and briefly write/present a critique with concrete justification of live or AV presentations.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to analyze literature to enhance your writing.
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Write skillfully)
3. Be able to use a variety of sentence structures to enhance your writing style.A. Be able to construct grammatically correct, clear, and focused sentences.
B. Be able to use different types of clauses to produce a variety of sentence structures.
C. Be able to use verbals and phrases in sentences to create sentence variety.
D. Be able to vary sentences by type, length, and beginning element for pleasing effect.
E. Be able to use correct mechanics in your sentences.4. Be able to develop proper paragraphs and join paragraphs into proper sequences.
A. Be able to produce paragraphs that contain the necessary elements (topic sentences, supports, transitions).
B. Be able to effectively join paragraphs to create a unified composition.
C. Be able to construct a larger composition which contains the elements necessary for an effective essay (thesis, introduction, well-organized body which supports the thesis, conclusion, transitions, style).5. Be able to write a variety of forms for a variety of purposes and audiences.
A. Be able to use a variety of pre-writing techniques (brainstorming, clustering, mapping, outlining).
B. Be able to produce quality examples of essays, literary analyses, research papers, and technical forms.
C. Be able to select a specific audience and develop writing for that audience.
D. Be able to produce quality examples of forms to persuade, entertain, and inform.
E. Be able to adapt the standard organization, language, and format for a variety of technical purposes.
F. Be able to proofread.
G. Be able to synthesize all aspects of writing into a coherent whole for a specific purpose, situation, and audience.6. Be able to support a thesis with research and a variety of development and argumentation patterns.
A. Be able to fully research the topic.
B. Be able to distinguish high quality support information from lesser quality support information.
C. Be able to use various proper citation methods.
D. Be able to use a variety of methods to develop or argue a thesis (induction, deduction, definition, analogy, chronological).
E. Be able to synthesize research material into a coherent product.7. Be able to critique, defend, discuss, and compare the writing of self, classmates, and others.
A. Be able to develop and apply rubrics and checklists.
B. Be able to state brief, concrete, and clear critiques of various samples of writing.
C. Be able to state brief, concrete, and clear self-evaluations.
D. Be able to defend self-evaluations and critiques of the writing of others.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to read to improve your own writing.
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Write and speak skillfully)
3. Be able to develop mechanically correct, clear, focused, and controlled sentences and paragraphs.A. Be able to write clear, proper, and focused sentences.
B. Be able to develop complete, focused, unified, and organized paragraphs.
C. Be able to use proper transitions to connect ideas, sentences, and paragraphs.
D. Be able to apply correct mechanics (spelling, punctuation, capitalization, format).
E. Be able to use clear standard English and specific technical vocabulary.4. Be able to word process a variety of written forms for a variety of purposes and audiences.
A. Be able to produce quality examples in several of the following forms: personal and expository essays, research papers, position papers, want ads, journals, summaries, reports, and forms of technical writing.
B. Be able to gather quality background information from media center, field, and interview sources.
C. Be able to submit writing to a real or imaginary publication with a specific audience.
D. Be able to use appropriate styles, organizations, and formats for specific audiences and broad (persuade, entertain, inform, inspire) and narrow purposes.
E. Be able to enhance your writing with clear, meaningful, and precise graphics.5. Be able to word process a variety of career-related forms and be able to complete applications.
A. Be able to develop and maintain a resume.
B. Be able to select and apply for a scholarship.
C. Be able to select and apply for a job.
D. Be able to complete job, college, and other applications neatly, clearly, honestly, correctly, and fully yet briefly.6. Be able to conduct quality interviews.
A. Be able to prepare for the interview by knowing who to interview, doing background research, developing a set of questions, and arranging for the interview.
B. Be able to dress effectively and treat the interviewee politely yet assertively.
C. Be able to conduct the interview by using and adapting the prepared questions and by taking rough notes or recording.
D. Be able to follow-up the interview by constructing the gathered information into meaningful notes.7. Be able to be conduct yourself well at career-related interviews.
A. Be able to prepare for the interview by doing background research, preparing answers, and arranging for the interview.
B. Be able to dress effectively, apply all social conventions, and present yourself in the best possible light.
C. Be able to answer questions briefly, clearly, positively, directly, honestly, and with standard English.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to evaluate local and national mass media (newspapers, magazines, radio, television, movies).
B. Be able to conduct research (locate, observe/gather, analyze, conclude).
C. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Be able to write in clear, concise, precise, and correct language.A. Know and be able to apply the basic style sheet rules, including mechanics and standard usage.
B. Be able to write clear and not overly complex sentences.
C. Be able to write in the briefest clear form possible and select specific words with appropriate color.4. Be able to write quality lead paragraphs.
A. Be able to identify 5 Ws (who, what, when, where, why, how) in an event.
B. Be able to write a summarization of the 5 Ws in one sentence with the most important element first, if possible.
C. Be able to write in clear, correct, objective, and precise language.5. Be able to gather and write a variety of quality news stories.
A. Be able to use basic interview skills (who to ask, preparation, note-taking, social skills, questioning skills).
B. Be able to select ideas which are newsworthy, complete, and appropriate to the audience.
C. Be able to write a sound lead and be able to develop news stories in correct order of details (inverted pyramid).
D. Be able to write brief and focused paragraphs with key word first, if possible.
E. Be able to gather and use appropriate quotes and citations.
F. Be able to write using clear, concise, correct, precise, and objective language.
G. Be able to use sentences which are not too complex, easily and quickly read, and correct.6. Be able to gather and write a variety of quality feature stories.
A. Be able to adapt interview skills to feature stories (color questions, observed details, focus questions).
B. Be able to determine whether a situation has news or human interest value and is appropriate to the audience.
C. Be able to write an appropriate hook or summarization lead.
D. Be able to select and apply correct order of details (inverted pyramid, chronological, joke to punch line, logical).
E. Be able to select details and quotes for color, human interest, and completeness.
F. Be able to write brief and focused paragraphs with key word first, if possible.
G. Be able to write in clear, concise, precise, and correct language which reflects a controlled and fair subjectivity.7. Be able to write quality editorials.
A. Be able to use a basic three-part format with a clear and correctly placed one-sentence thesis.
B. Be able to write clearly and briefly in a controlled and reasoned subjective tone on a specific news event.
C. Be able to write an editorial which is soundly argued on the basis of evidence, sound logic, or both.8. Understand the place of a free press in a democracy.
A. Know applicable parts of the constitution and significant terms (ethics, yellow journalism, prior restraint, libel, Freedom of Information Act, National Security Act, etc.).
B. Know how American legal cases have affected the free press.
C. Know how several current free press issues affect the free press and be able to predict future impacts.9. Be familiar with journalism and related fields as career options.
A. Know about seven career options: reporter, editor, technical writer, public relations, advertiser, printer, and broadcaster.
B. Know the preparation for, expectations, and likely rewards of four of these and be able to state your interest in each.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature (genre, history, cultural significance).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Be able to word process high quality traditional college-level themes.A. Be able to use traditional structure (introduction, conclusion, thesis, three or more body paragraphs, transitions).
B. Be able to use sentences in a correct, clear, appealing, and varied manner.
C. Be able to use words correctly and precisely with ease and clarity.
D. Be able to word process with correct usage and mechanics (punctuation, spelling, capitalization, formatting).
E. Be able to write with creativity of expression.
F. Be able to use evaluation (from teacher, self, peers) to improve from paper to paper and to challenge yourself.4. Be able to relate literature to self and the real world.
A. Be able to clearly, briefly, and precisely state the emotional and intellectual impact on self.
B. Be able to clearly, briefly, and precisely state the relationship to the real world.
C. Be able to identify specific text which elicits the response or shows the relationship.5. Be able to present oral and written literary analyses.
A. Be able to apply appropriate speaking or writing criteria to various situations.
B. Be able to state main point in one clear, correct, simple, and precise sentence.
C. Be able to support main point with multiple subpoints, each of which is supported with specific textual references.
D. Be able to correctly apply literary terms and concepts.
E. Be able to demonstrate creative thinking and analysis skills.6. Be able to participate meaningfully in a discussion of a given work of literature.
A. Be able to demonstrate proper social courtesies in a free-flowing discussion.
B. Be able to respond directly to specific questions clearly and briefly with appropriate textual references.
C. Be able to ask questions of other students which are clear, specific, and relevant.
D. Be able to demonstrate creative and clear analytical skills.
E. Be able to appropriately challenge and respond to the challenges of other students.
F. Be able to prepare for and lead a discussion.7. Be able to answer essay questions in three high-quality forms.
A. First form: be able to begin with a proper topic sentence, answer the question correctly and clearly in a full proper paragraph.
B. Second form: be able to state the answer in a proper thesis and develop it in two or three proper paragraphs.
C. Third form: be able to develop the answer in a thesis form which has all the main components (introduction, thesis, body paragraphs, and conclusion) but in an abbreviated but clear and correct manner.
D. Be able to write with correct and understandable language, penmanship, and other mechanics.
E. Be able to specifically address the question with appropriate textual references or other appropriate support.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to orally interpret literature (main idea, feelings, expressive language, and mood).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Speak and listen skillfully)
3. Be able to present quality informative and technical speeches.A. Be able to select a topic which is appropriate to purpose, audience, situation and expected length.
B. Be able to compose an introduction which catches attention and focuses to the topic.
C. Be able to present the information in a clear and logical order and use audiovisual support to clarify information.
D. Be able to compose a conclusion which effectively ends a speech and gives audience direction.
E. Be able to develop a topic fully within time limitations with appropriate details and examples.
F. Be able to demonstrate proper eye contact, pace, tone, posture, gestures, and use of audiovisual.
G. Be able to use clear and appropriate general and specific language and deliver speech extemporaneously.4. Be able to present quality demonstration speeches.
A. Be able to develop a topic which is appropriate to the purpose, audience, and length.
B. Be able to produce an introduction which catches attention and focuses to the topic.
C. Be able to conclude by making the speech feel ended and giving the audience future direction.
D. Be able to present topic fully within time limitations, with details and examples, and in a clear and logical order.
E. Be able to demonstrate proper eye contact, pace, tone, vocal variety, posture, gesture, and use of podium.
F. Be able to use a variety of audiovisuals to clearly and fully demonstrate concepts.
G. Be able to use clear and appropriate language and deliver speech extemporaneously.5. Be able to present quality persuasive speeches.
A. Be able to identify topics which are appropriate to the purpose, audience, and length.
B. Be able to produce an introduction which catches attention and focuses to the topic.
C. Be able to produce a conclusion which gives the audience actions they could/should take.
D. Be able to present topic fully within time limitations, with details and examples, and in a clear and logical order.
E. Be able to demonstrate eye contact, pace, tone, vocal variety, posture, gestures, use of podium, and use of audiovisuals.
F. Be able to use varied, effective, and socially and ethically appropriate argumentative techniques.
G. Be able to use audiovisual support appropriately to clarify information.
H. Be able to use clear and appropriate language and deliver speech extemporaneously.6. Be able to be a good audience member.
A. Be able to display social courtesies of posture, eye contact, silence, head nodding, and applause.
B. Be able to identify the main point, key supporting details, future action, and relevance of a speech.
C. Be able to ask and answer significant questions about a speech.
D. Be able to correctly and courteously apply a rubric or checklist to own and others' speeches.7. Be able to give a variety of brief (introduction, awards, announcements) and impromptu speeches.
A. Be able to plan presentation with beginning, middle, and ending to accomplish purpose.
B. Be able to respond appropriately to the purpose, audience, and length.
C. Be able to demonstrate eye contact, pace, tone, vocal variety, posture, gestures, use of podium, handling of objects.
D. Be able to present the information in a clear and logical order.
E. Be able to use clear and appropriate language and deliver speech extemporaneously .
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature (genre, history, cultural significance).
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Understand novels and be able to analyze and critique theme, story elements, and literary devices.A. Be able to define novel, relate the novel to other forms of literature, relate historical development of the novel to social history, and explain own interest in novels.
B. Be able to explain the cultural and historical importance of certain specific novels.
C. Be able to define, identify, and critique story elements of novels (plot/conflict, setting, characterization, point of view/narration).
D. Be able to define, identify, and critique literary devices (flashback, foreshadowing, symbolism, imagery, allusions, etc.).
E. Be able to explain with specific textual references how these devices contribute to the themes and impact of novels.
F. Be able to determine by reading and research author's purpose for writing and intended meaning.
G. Be able to state the theme of a novel briefly and clearly with specific textual references.
H. Be able to summarize novels and recall significant details.4. Be able to relate specific novels to self, its time and place of writing, the author's life, current events, and significant literature.
A. Be able to do background research on specific novels, authors, and conditions and attitudes when written and relate gathered information to the novels.
B. Be able to identify various purposes for writing and reading novels and apply to specific novels.
C. Be able to compare and contrast specific novels with other novels and works of literature.
D. Be able to relate novels to your past, present, and future and to current events.
E. Be able to summarize your intellectual and emotional response to novels.5. Be able to write quality themes and critiques analyzing and evaluating particular works.
A. Be able to use specific criteria when analyzing a particular work (technical skill, style, rhetorical effectiveness, purpose, theme, point of view, historical/cultural significance, and personal response).
B. Be able to write a structured theme at the high school exit level with three-part structure, thesis, proper paragraphs, full development, and logical order of progression.
C. Be able to write a clear, interesting, structured, and controlled review of a novel for a specific publication.
D. Be able to use examples, quotes, illustrations, anecdotes, and other methods of explanation/development.
E. Be able to use figurative language to enhance development, clarity, and appeal of writing.
F. Be able to use word processing, correct/appealing sentences, clear and concise standard English, and correct mechanics, word choice, and format.
6. Be able to read/listen/view with an open mind to determine your goals, beliefs, and to take stances.A. Be able to identify your motivations, goals, and beliefs and characters' motivations, goals, and beliefs.
B. Be able to compare and contrast your motivations, goals, and beliefs to those of various characters.
C. Be able to form and support clear opinions on important issues identified in novels.6. Be able to compare and contrast novels with movie and broadcast versions of the novels.
A. Be able to identify differences and similarities and evaluate reasons for the changes.
B. Be able to write and present quality critiques of visual versions of novels.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in language arts.A. Higher thinking (analyze, evaluate, classify, predict, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
B. Possess technical skills:
- read/write/present: instructions, table, chart, report (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure, pamphlet, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Be able to read technical information for application in a technical course.A. Be able to select the right publication and identify the purposes of a piece of writing.
B. Be able to use organizational pattern/format and paragraph structure for skimming/scanning/application.
C. Possess strategy for marking text for understanding/application (underline, highlight, code, margin notes, etc.).
D. Be able to summarize orally and in writing, outline, note-take, and do classification and partitioning.
E. Be able to decode graphic elements (charts, graphs, lists, diagrams, photographs, drawings, tables).
F. Be able to identify/use specific components, such as tech definitions, operational steps, tech specs, etc.4. Be able to write technical information using the computer alone and in a group.
A. Be able to identify your audience and their needs, especially level of detail needed.
B. Be able to identify and address your basic explicit purpose and implicit purpose of credibility.
C. Be able to choose/write in the most appropriate standard format using clear conventional organizational patterns.
D. Be able to define and choose specific tech terms needed to enhance understanding/application.
E. Be able to use clear, specific standard words and clear conventional sentences and paragraphs.
F. Be able to use a consistent, clear, simple, attractive format which is either standard or conventional to the field.
G. Be able to use simple, clear, focused, attractive graphics using conventional forms.
H. Be able to use correct mechanics (spelling, capitalization, punctuation).5. Be able to present and view technical information alone and in a group.
A. Be able to identify your audience and their needs, especially level of detail needed.
B. Be able to identify and address your basic explicit purpose and implicit purpose of credibility.
C. Be able to identify and work within the limitations/advantages of time and situation.
D. Be able to choose and complete a clear and conventional organizational pattern.
E. Be able to choose and define specific tech terms and use clear, specific standard English.
F. Be able to use clear, simple, attractive visual aids in several forms to enhance understanding.
G. Be able to relate the information directly to the audience and use audience attention factors.
H. Be able to use eye contact, gestures, vocal clarity/variety, and pacing to enhance understanding.
I. Be able to apply audience skills (eye contact, body language, avoid disrupting others, etc.).
J. Be able to identify purpose of presentation, note-take for a purpose, summarize, ask/answer questions.6. Be able to discuss technical information and work cooperatively.
A. Be able to apply discussion skills &emdash; listen to summarize/restate, encourage, not dominate, stay on task, question/answer, and serve specific roles (facilitator, recorder, convener, presenter, task manager, etc.).
B. Be able to apply social skills (respect, listening gestures, compliments/criticism, eye contact, gestures, etc.).
C. Be able to negotiate/resolve conflict and to take advantage of members' skills/background.
D. Be able to teach/guide others through a task.7. Be able to research technical information.
A. Be able to use standard publications in the field and standard library and on-line research tools/techniques.
B. Be able to do field research by observing and interviewing.
C. Be able to develop a research plan (clear focus, steps, places/resources, timeline, collecting/recording information).
D. Be able to evaluate sources (currency, validity, adequate research base, applicability to audience/situation, etc.).
E. Be able to use direct quotes, indirect quotes, paraphrases, and statistics in a clear and ethical manner.
F. Be able to properly and clearly cite all information both in the text and with footnotes/bibliographies.
© 1997 TEN SIGMA
Program Standards
• Possess the mathematical skills for successful daily adult life.
• Be able to reason in a sound manner and use common sense in mathematics applications.
• Understand and apply mathematical and technical process skills.
• Understand mathematical manipulation and thinking and the impact of mathematics on science, technology, and daily life.
• Be able to read and apply mathematical concepts in technical manuals.
• Be able to use and apply current technology and be open to future technology.
• Be adequately prepared for next level of learning.
Development Facilitated by
Clyde Birkholz and John D. Wessels, Ph.D.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Think clearly and solve problems in math (classify, decide, estimate, solve, compare).
B. Talk and write clearly about math (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math knowledge and skills to a variety of purposes.
A. Be able to use math to solve problems in a step-by-step manner (research, thesis, support, recommendations).
B. Be able to conduct research (locate, observe/gather, present).
C. Be able to use manipulatives to help solve problems.
D. Possess technical skills:
- listen/dictate/write/present: instructions, chart, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Course Content
1. Be able to use words to describe objects.A. Be able to sort and describe objects (color, weight, shape, length and other kinds of size).
B. Be able to use the words for size and position (more/less, most/least, few/many, large/small, big/little, heavy/light, thick/thin, over/under, above/below, top/bottom, right/left/middle, beside/in front of/behind, first/second/third/etc.).
C. Know basic shapes (square, circle, triangle, rectangle, diamond, rhombus, oval).2. Understand patterns.
A. Be able to predict what comes next.
B. Be able to copy a pattern from a picture or model.
C. Be able to add to patterns.
D. Be able to make your own pattern.3. Be able to count movable objects up to 20.
A. Know number order from 0 to 100.
A. Be able to count up to 100.
B. Be able to touch and count each item in the right order to 20.4. Be able to match sets with numbers to ten.
A. Be able to recognize the numbers 1 to 10.
B. Be able to count unorganized objects up to 10.
C. Be able to count randomly placed objects up to 10.5. Be able to recognize numbers 0 to 20 in random order.
A. Be able to point to numbers when asked to.
B. Be able to name numbers in random order.6. Be able to write numbers 0 to 9.
A. Be able to write numbers using correct number formation.7. Be able to do simple addition and subtraction using objects.
A. Be able to join sets.
B. Be able to separate sets.
C. Be able to explain how you are joining and separating sets.8. Be able to tell time.
A. Be able to tell time to the hour.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Think clearly and solve problems in math (classify, decide, estimate, solve, compare).
B. Talk and write clearly about math (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math knowledge and skills to a variety of purposes.
A. Be able to use math to solve daily life problems in a step-by-step manner (collect facts, select operation, complete operations, solve and label solution).
B. Be able to conduct research (locate, observe/gather, present).
C. Be able to sort, pattern, graph, measure, and use manipulatives, clocks (to half-hour), money (count to $1.00), calendars (length of a day, week, month, year), and shapes (square, circle, triangle, rectangle) to solve problems.
D. Possess technical skills:
- listen/read/dictate/write/present: instructions, chart, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Course Content
1. Be able to read, write, and compare numbers to 100.A. Be able to count out loud to 100.
B. Be able to write numbers to 100 in order.
C. Be able to identify and write numbers to 100 out of order.
D. Be able to order two-digit numbers.
E. Be able to tell if numbers are greater than, less than, or equal.
F. Be able to recognize number words (2:two).2. Be able to count to 100 in many ways.
A. Be able to see the pattern in numbers from 0 to 100.
B. Be able to count and write by 2's (both evens and odds), 5's, and 10's to 100.3. Understand place value of ones and tens.
A. Be able to group objects by ones and tens.
B. Be able to identify the ones place and tens place in two-digit numbers.4. Be able to do addition and subtraction process to 12.
A. Know meaning of symbols (+, -, =).
B. Be able to use manipulatives to add and subtract.
C. Be able to add or subtract using numbers vertically and horizontally.
D. Be able to solve addition and subtraction through 12 without manipulatives.5. Be able to add and subtract two-digit numbers without regrouping.
A. Be able to solve two-digit addition and subtraction problems using manipulatives.
B. Be able to start process in the ones column.
C. Be able to correctly line up addition and subtraction problems with two-digit numbers.6. Be able to tell time to the half hour.
7. Be able to recognize coins and their value.
A. Be able to identify penny, nickel, dime and quarter.
B. Be able to give value of a penny, nickel, dime and quarter.
C. Be able to count money using penny, nickel, dime and quarter.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Think clearly and solve problems in math (classify, decide, estimate, solve, compare).
B. Talk and write clearly about math (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math knowledge and skills to a variety of purposes.
A. Be able to estimate and solve one-step daily life problems (estimate and explain estimation strategies, use cues to select operation, write problem sentence, solve and label solution).
B. Be able to conduct research (locate, observe/gather, present).
C. Be able to use manipulatives, graphs, charts, clocks (to the quarter-hour and in five-minute intervals), calendars (length of a day, week, month, year), and shapes (cubes, spheres, cylinders, cones, pyramids, rectangular prisms) to solve problems and money (identify coins and bills).
D. Possess technical skills:
- listen/read/write/present: instructions, chart, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production, calculators
Course Content
1. Be able to read, write, and compare numbers 100 to 999 and understand hundreds place value.A. Know that each place (hundreds, tens, ones) can be any number (0 to 9) and be able to read three-digit numbers.
B. Know that each hundreds number must have three digits and be able to make three-digit numbers.
C. Know <, >, =, and be able to use them appropriately when comparing numbers up to 999.
D. Know the sequence of numbers up to 999.2. Be able to regroup to the tens place.
A. Know that a group of ten can be broken into ten ones and that ten ones equals a group of ten.
B. Be able to regroup numbers to 99.3. Be able to easily recall addition and subtraction facts and processes to 18 and know about multiplication.
A. Know fact families and "double" facts, missing addends.
B. Be able to work number sentences vertically and horizontally.
C. Be able to skip count starting at any point.
D. Be able to compare addition to multiplication and choose between the two.4. Be able to use standard linear (inch, foot, yard, centimeter, meter) and liquid (cup, pint, quart, gallon, liter) measures.
A. Be able to properly place a ruler when measuring.
B. Be able to recognize an inch and centimeter and use rulers to measure up to 12 inches and 25 cm correctly.
C. Be able to measure down to one-half inch and one centimeter.
D. Be able to accurately measure out a given amount of liquid using cup, pint, quart, gallon, and liter.
E. Be able to determine an amount of liquid to the cup.5. Be able to recognize and label fractions in halves, thirds, and fourths.
A. Know that a fraction is part of a whole and be able to identify a fractional part.
B. Be able to divide a circle, square, rectangle into 1/2, 1/3, 2/3, 1/4, and 3/4.6. Be able to count money using coins and bills.
A. Be able to identify the total value of coins and bills.7. Be able to tell time to the quarter hour.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, compare, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math knowledge and skills to a variety of purposes.
A. Be able to use the four-step problem-solving process (locate facts, identify question, select operations, solve and label solution) and check for common sense.
B. Be able to conduct research (locate, observe/gather, present).
C. Be able to use charts, graphs, tables, manipulatives, clocks (to nearest five minute), money (count to $5.00), models and measurement resources to solve problems.
- read/write/present: instructions, table, chart
- technology
Course Content
1. Be able to read, write, and compare whole numbers through four digits and round two- and three-digit numbers to the nearest ten.A. Be able to read and write to 9,999. C. Be able to find tens, hundreds, and thousands places.
B. Be able to compare whole numbers for greater, D. Know and be able to apply the rules for rounding off
lesser, and equal. numbers.2. Be able to readily recall addition and subtraction facts through 18 and multiplication and division 0 to 9.
A. Be able to use manipulatives to understand facts. C. Be able to use basic facts in real-life situations.
B. Be able to use strategies to memorize facts. D. Be able to check addition using subtraction and subtraction using addition.3. Be able to regroup numbers up to four digits in addition and subtraction.
A. Be able to line up four-digit numbers to add and subtract.
B. Be able to regroup numbers greater than ten in the next column in addition.
C. Be able to complete each column in addition and subtraction before moving on to the next.
D. Be able to regroup in subtraction if the top digit is smaller than the digit below.
E. Be able to use manipulatives to understand regrouping.4. Be able to read, write, illustrate, and compare fractions with like denominators.
A. Know placement of numerator and denominator and be able to say and write fractions correctly.
B. Know meaning of denominator as the whole and numerator as parts of the whole and be able to tell which fraction is larger.
C. Be able to use manipulatives and pictures to illustrate and compare fractions.5. Be able to identify, measure, and describe plane and geometric figures.
A. Be able to identify, measure, label, and draw squares, circles, triangles, rectangles, pentagons, hexagons, and octagons.
B. Be able to identify and label cubes, spheres, cylinders, cones, pyramids, and rectangular prisms.
C. Be able to describe plane and geometric figures in terms of shape, sides, perimeter, area, and examples.
D. Be able to match congruent figures and draw a line of symmetry.6. Be able to perform basic operations using calculators (safely, effectively, efficiently, accurately).
A. Know four basic functions of calculators (add, subtract, multiply, divide).
B. Be able to check answers with calculator for adding, subtracting, and multiplying.7. Be able to solve problems and apply time/money/measurement to their everyday life.
A. Be able to tell time -visually to the nearest five minutes on a standard clock.
B. Know the equivalent of vairous coins to the value of $1.00.
C. Be able to know the appropriate measurement tolls/instruments to use in a given situation.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, relate, interpret, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math knowledge and skills to a variety of purposes.
A. Be able to solve one- and two-step problems using the four-step problem-solving method with time, money, and measurement in standard and metric units (determine problem, select operations, estimate, solve and label solution) and check for common sense.
B. Be able to conduct research (locate, observe/gather, present).
C. Be able to solve one-step problems using graphs, charts, tables, calculators and computers (safely, effectively, efficiently, accurately).
D. Possess technical skills:
- read/write/present: instructions, table, chart, thank you letter, letter of request, letter of response, proposal, lab report, research report, summary
- technology: word processing, database, Internet, AV production
Course Content
1. Be able to read, write, and compare whole numbers through seven digits and decimals to hundredths.A. Be able to read and write to millions place.
B. Know each place value to million.
C. Be able to compare <, >, = to hundredths.
D. Be able to compare <, >, = for whole numbers.
E. Be able to read and write decimals to hundredths.
F. Be able to relate money amount to equivalent fractions.2. Be able to round four-digit numbers to the nearest thousand and estimate sums and differences.
A. Know place value to round off to thousands.
B. Be able to find digit to the right. why the estimate was close or not.
C. Be able to estimate sums and differences.
D. Be able to solve sum or difference and determine.3. Be able to add and subtract whole numbers to seven places.
A. Be able to line up seven-digit numbers
(according to place value) to add and subtract.
B. Be able to regroup in addition.
C. Be able to correctly use commas.
D. Be able to regroup in subtraction.
E. Be able to check with addition and subtraction.4. Know multiplication and division facts.
A. Be able to demonstrate multiplication and division
through the use of manipulatives including calculators.
B. Be able to readily recall multiplication facts to ten.
C. Be able to readily recall division facts to ten.
D. Be able to identify fact families.5. Be able to multiply using one- and two-digit multipliers and divide four-digit dividends by a one-digit divisor.
A. Be able to line up numbers.
B. Be able to regroup numbers.
C. Be able to use zero as a place holder.
D. Be able to correctly place quotient.
E. Be able to find and correctly place a remainder.6. Be able to regroup, add, and subtract fractions with like denominators.
A. Be able to add and subtract numerators.
B. Be able to simplify to lowest terms, including
creating a whole number if numerator is larger.
C. Be able to regroup if required.7. Know and be able to use various intermediate geometric terms and shapes.
A. Know figures up to eight sides.
B. Know lines, rays, points, and line segments.
C. Be able to plot coordinates on a line graph.
D. Know acute/obtuse/right angles, lines of symmetry/congruence, and parallel, perpendicular, and intersecting line
8. Be able to solve problems using time, money and measurement.
A. Be able to tell time to the minute
B. Be able to count money and make change.9. Know and be able to use graphs, charts, and tables.
A. Be able to interpret a variety of graphs, charts and B. Be able to produce and present a variety of graphs, tables. charts and tables.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, relate, interpret, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math knowledge and skills to a variety of purposes.
A. Be able to solve complex problems with whole numbers using the five-step method (read problem, properly label, select operations, estimate solution, apply operations) and explain process.
B. Be able to conduct research (locate, observe/gather, present).
C. Be able to use graphs, charts, tables, calculators, and computers to solve multi-step problems (safely, effectively, efficiently, accurately).
D. Possess technical skills:
- read/write/present: instructions, table, chart, thank you letter, letter of request, letter of response, proposal, lab report, research report, summary
- technology: word processing, spreadsheet, database, Internet, AV production
Course Content
1. Be able to read, write, and estimate whole numbers through nine digits and decimals to thousandths.A. Be able to read whole numbers and decimals and write whole numbers and decimals that are orally given.
B. Be able to estimate sums, differences, and products of whole numbers and decimals by rounding.2. Be able to multiply using at least three-digit numbers.
A. Be able to round to estimate products.
B. Be able to complete each partial step.
C. Be able to use zero as a place holder.
D. Be able to add partial steps to find total.3. Be able to divide using at least two-digit divisors.
A. Be able to round to estimate quotient.
B. Be able to complete each partial step.
C. Be able to complete whole process.
D. Be able to apply division skills to solve problems.4. Be able to work with measuring units.
A. Know metric prefixes (kilo, centi, milli) and values.
B. Be able to measure length, width, and volume.
C. Know customary units of measurement.
D. Be able to calculate elapsed time.5. Be able to compare and order fractions and decimals using <, >, =.
A. Know terms and symbols <, >, =.
B. Be able to compare decimals using place value.
C. Be able to find a common denominator.
D. Be able to compare numerators once common denominators are found.6. Be able to add/subtract fractions with like denominators to 1/16 and multiply/divide to 1/8.
A. Be able to add and subtract numerator.
B. Be able to make an improper fraction.
C. Be able to cross-multiply.
D. Be able to invert a divisor.
E. Be able to reduce to lowest terms.7. Understand and be able to apply +, -, x, ÷ to decimals at least to one thousandths.
A. Be able to write decimals as fractions.
B. Be able to identify correct place value after decimal.
C. Be able to add decimals to thousandths.
D. Be able to subtract decimals to thousandths.
E. Be able to multiply decimals to thousandths.
F. Be able to divide decimals to thousandths.8. Be able to recognize, identify, and classify various geometric terms and shapes.
A. Be able to identify and measure acute, obtuse, and right angles.
B. Be able to identify basic and complex geometric shapes and classify geometric shapes by attribute.9. Be able to solve complex problems with whole numbers using the five step method.
A. Be able to read problem.
B. Be able to properly label.
C. Be able to select operations.
D. Be able to estimate solution.
E. Be able to apply operations.10. Be able to use graphs, charts, tables, calcuators and computers to solve multi-step problems.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math knowledge and skills to a variety of purposes.
A. Be able to solve multi-step problems using a step-by-step problem-solving method (gather/evaluate/process information, plan operations, solve, check for common sense).
B. Be able to conduct research (locate, observe/gather, analyze, conclude).
C. Be able to use calculators, computers, and other technology to assist in problem-solving (safely, effectively, efficiently, accurately) and to create, evaluate, and solve problems with graphs, charts, and tables.
D. Possess technical skills:
- read/write/present: instructions, table, chart, lab report, specifications, proposal, letters (complaint, recommendation), manual, form, checklist, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Be able to use standard and metric units of measure.A. Know and know how to find the standard and metric units of measure (linear, weight, volume).
B. Be able to change units within a system.
C. Be able to choose best unit of measure.
D. Be able to estimate solutions involving measurement.
E. Be able to apply operations to units of measurement.2. Be able to compare and order integers.
A. Be able to compare <, >, = for positive and negative whole numbers.
B. Be able to place positive and negative whole numbers on a line graph.
C. Be able to apply values of positive and negative numbers.
D. Be able to record and write positive and negative numbers.
E. Be able to list positive and negative numbers from least to greatest and greatest to least.3. Be able to integrate the use of the four operations with whole and decimal numbers estimating and finding actual answers.
A. Know place value (hundred thousandths to trillions).
B. Be able to read and write numbers from hundred.
thousandths to trillions (standard form and words).
C. Be able to round whole numbers to millions.
D. Be able to add whole numbers and decimal numbers from millionths to trillions.
E. Be able to subtract numbers with decimals.
F. Be able to multiply up to three-digit places.
G. Be able to divide by two-digit divisors.
H. Be able to use estimating strategies.
I. Be able to compute average (mean).4. Be able to estimate and calculate averages and percentages and know about ratios and proportions.
A. Know terms average, ratio, proportion, percentage.
B. Be able to determine an average.
C. Be able to estimate and find a percentage of a number.
D. Be able to convert decimals, percents, and fractions from one to another.
E. Be able to write a ratio and proportion.5. Possess a basic understanding of the four operations with fractions and mixed numbers.
A. Know the principles of prime factorization (least
common multiple and greatest common factor).
B. Be able to find a common denominator.
C. Be able to add and subtract fractions.
D. Be able to multiply and divide fractions.
E. Be able to reduce to lowest terms.
F. Be able to convert improper fractions and create whole and mixed numbers.6. Be able to calculate the linear dimensions of polygons and the area of squares, rectangles, and triangles.
A. Be able to identify and illustrate basic geometric figures and measure and construct angles.
B. Know and be able to apply formulas for perimeter, area, circumference, and volume of geometric figures.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math knowledge and skills to a variety of purposes.
A. Be able to use a variety of strategies in the problem-solving process (patterns, tables, diagrams, simplify, brainstorm, guess and check) in a step-by-step manner (research, thesis, support, recommendations).
B. Be able to conduct research (locate, observe/gather, analyze, conclude).
C. Be able to use calculators, computers, and other technology to assist in problem-solving (safely, effectively, efficiently, accurately) and to create, evaluate, and solve problems with graphs, charts, and tables.
D. Possess technical skills:
- read/write/present: instructions, table, chart, lab report, specifications, proposal, letters (complaint, recommendation), manual, form, checklist, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Be completely comfortable with operations with integers. [Use this standard to allow students to either catch up or enhance higher level skills.]A. Understand positive and negative numbers.
B. Be able to name opposite integers.
C. Be able to apply four operations to integers using calculators.
D. Be able to apply appropriate operations.
E. Be able to solve problems using operations.2. Be able to apply standard and metric measures for temperature, volume, area, mass, and money to real-life situations.
A. Know the advantages of each system.
B. Be able to select appropriate unit.
C. Be able to use measuring devices.
D. Be able to translate within a system.
E. Be able to apply all terms properly.3. Be able to apply ratios, proportions, averages, and percentages to real-life situations.
A. Be able to find equivalent ratios.
B. Be able to use equivalent fractions and cross products to solve problems.
C. Be able to calculate mean, median, mode, and range.
D. Be able to use percent, fraction, decimal equivalents.
E. Be able to set up and solve percentage problems.
F. Be able to combine processes to solve problems.
G. Be able to apply all terms properly.6. Be able to apply fractions and decimals to real-life situations.
A. Be able to define and know how to calculate repeating and nonrepeating decimals.
B. Be able to write decimals in scientific notation.
C. Be able to convert between fractions and decimals.
D. Know when to use decimals or fractions.
E. Be able to use operations with decimals & fractions.7. Be able to use geometric principles to draw and compare lengths, area, and volume.
A. Know perpendicular and parallel lines, congruence, and similar figures.
B. Be able to measure and construct lengths, angles, and plane geometric figures and draw 3-D figures.
C. Be able to calculate and compare area, perimeter, circumference, and volume of geometric figures.8. Be able to solve basic algebraic equations.
A. Know meaning of variables.
B. Know inverse operations.
C. Know properties of equality (=, + and -, x and ÷).
D. Be able to substitute answer to check.
E. Be able to solve one step equations.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math knowledge and skills to a variety of purposes.
A. Be able to use a variety of strategies in the problem-solving process (patterns, tables, diagrams, simplify, brainstorm, guess and check) in a step-by-step manner (research, thesis, support, recommendations).
B. Be able to conduct research (locate, observe/gather, analyze, conclude).
C. Be able to use calculators, computers, and other technology to assist in problem-solving (safely, effectively, efficiently, accurately) and to create, evaluate, and solve problems with graphs, charts, and tables.
D. Possess technical skills:
- read/write/present: instructions, table, chart, lab report, specifications, proposal, letters (complaint, recommendation), manual, form, checklist, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Be able to solve consumer-related problems.A. Be able to find and use formulas.
B. Be able to determine profit and loss.
C. Be able to determine commission and gratuity.
D. Be able to determine sales tax.
E. Be able to determine discount, sale price, and original price.
F. Be able to determine unit cost.
G. Be able to determine interest, principal, and balance.2. Be able to analyze and interpret statistics and graphs.
A. Be able to find range, mean, median, and mode.
B. Be able to make line plots, stem and leaf, and scattergrams.
C. Be able to find data from a graph.
D. Be able to use terms properly.
E. Be able to plot points on coordinate plane.
F. Be able to find odds and probability and make predictions based on them.
G. Be able to produce computer generated graphs.3. Be able to solve problems using operations with rational numbers.
A. Be able to apply four operations to integers.
B. Be able to apply four operations to real numbers.
C. Be able to choose appropriate operations to solve problems.4. Be able to solve problems using measurement, precision, and conversion.
A. Be able to measure lengths, volume, and weights in English and metric systems.
B. Be able to round off measurement and error.
C. Know greatest possible error.
D. Be able to convert within each of the two systems.
E. Be able to use scientific notation for minute numbers.5. Be able to draw conclusions and solve problems using geometric principles.
A. Be able to calculate areas and perimeters of
triangles, quadrilaterals, and other polygons.
B. Be able to apply volumes and surfaces of prisms,
cones, pyramids, cylinders, and spheres.
C. Know the vocabulary of polygons.
D. Be able to find missing value of polygons.
E. Be able to draw conclusions using geometric principles.
F. Be able to solve problems using geometric principles.6. Be able to solve multi-step algebraic equations and solve and graph linear equations.
A. Be able to apply order of operations.
B. Be able to substitute and evaluate.
C. Be able to solve problems by trial and error.
D. Be able to solve two-step equations.
E. Be able to transform using grouping symbols.
F. Know about functions.
G. Know about range and domain.
H. Be able to make tables of solutions.
I. Be able to graph solutions from a table.7. Be able to translate from English terms to algebraic equations.
A. Know key words for the four operations.
B. Be able to write expressions.
C. Be able to recognize the unknown.
D. Be able to write equation from written/oral problem.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply algebra knowledge and skills to a variety of purposes.
A. Be able to solve problems using linear and quadratic equations and other mathematical principles (understand problem, analyze data, translate into algebraic form, solve, apply common sense).
B. Be able to conduct research (locate, observe/gather, analyze, conclude).
C. Be able to use technology to assist in problem-solving (safely, effectively, efficiently, accurately).
D. Possess technical skills:
- read/write/present: instructions, table, chart, lab report, specifications, proposal, letters (complaint, recommendation), manual, form, checklist, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Understand and be able to use polynomials.A. Be able to identify, add, and subtract types of polynomials and their parts.
B. Be able to identify and factor a common monomial factor.
C. Be able to multiply and divide polynomials.
D. Be able to recognize special binomials (square binomial, perfect squares, difference of squares).
E. Know the zero product property and know how to relate to factors of polynomials.2. Be able to solve and graph linear inequalities.
A. Be able to use number line, symbolism (, <, >, ², ³).
B. Know difference between equality and inequality.
C. Be able to solve inequalities.
D. Be able to graph a line in a coordinate plane.
E. Know that multiplying or dividing by a negative reverses the direction of the inequality.3 Be able to solve equations which contain rational expressions.
A. Be able to identify a rational expression.
B. Be able to apply operations to rational expressions.
C. Be able to identify and solve linear equations.
D. Be able to identify/solve equations by substitutions, factoring, and graphing.
E. Be able to translate life problems into math language.4. Be able to solve quadratic equations by factoring.
A. Be able to recognize quadratic equations.
B. Be able to recognize and use distributive property.
C. Be able to find the greatest monomial factor.
D. Be able to factor through reverse FOIL.
E. Be able to apply the zero product property.
F. Be able to solve linear equations.5. Be able to ________radicals.
6. Powers and Exponents
7. Rational Equations
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply algebra knowledge and skills to a variety of purposes.
A. Be able to solve problems using algebraic equations and other mathematical principles (understand problem, analyze data, translate into algebraic form, solve, apply common sense).
B. Be able to conduct research (locate, observe/gather, analyze, conclude).
C. Be able to use technology to assist in problem-solving (safely, effectively, efficiently, accurately).
D. Possess technical skills:
- read/write/present: instructions, table, chart, lab report, specifications, proposal, letters (complaint, recommendation), manual, form, checklist, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Be able to operate with integers.A. Know the sign rules for add, subtract, multiply, and divide.
B. Be able to apply order of operations.
C. Be able to calculate using the four basic operations.2. Be able to select and apply formulas.
A. Be able to evaluate algebraic equations.
B. Be able to apply formulas for triangle, rectangle, square, parallelogram, trapezoid, and circle.
C. Be able to insert data into formula.
D. Be able to graph an equation.3. Be able to solve equations.
A. Be able to apply properties of arithmetic.
B. Be able to identify terms, variables, and coefficients.
C. Be able to combine like terms.
D. Be able to use associative, commutative, and distributive properties.
E. Be able to use four basic operations to isolate a variable.
F. Know difference between equality and inequality.
G. Be able to solve inequalities.
H. Be able to solve proportions.
I. Be able to identify and solve linear equations.4. Be able to connect arithmetic and algebraic principles.
A. Be able to translate life problems from mathematical to algebraic expressions.
B. Know the sign rules for addition and multiplication of real numbers.
C. Know order of operations for evaluating mathematical expressions.
D. Know the properties of arithmetic as they apply to algebra.
E. Be able to translate from the concrete level of thinking to the abstract level.5. Be able to simplify expressions using real numbers.
A. Be able to identify terms, variables, and coefficients.
B. Be able to do four operations with real numbers.
C. Be able to combine like terms.
D. Be able to express fractional coefficients in lowest terms.
E. Know and be able to apply order of operations.
F. Know associative, commutative, distributive properties.6. Be able to determine, solve, and graph linear equations with one or more variables.
A. Be able to use basic operations to isolate variable.
B. Be able to translate words into algebraic symbols and equations.
C. Be able to graph linear equations by plotting points.
D. Be able to recognize and use the slope-intercept form of a line for graphing.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply algebra knowledge and skills to a variety of purposes.
A. Be able to relate algebra models to the real world (gather data, hypothesize, plot and analyze graphs, conclude, apply common sense).
B. Be able to conduct research (locate, observe/gather, analyze, conclude).
C. Be able to use technology to assist in problem-solving (safely, effectively, efficiently, accurately).
D. Possess technical skills:
- read/write/present: instructions, table, chart, lab report, specifications, proposal, letters (complaint, recommendation), manual, form, checklist, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
3. Be able to solve, graph, and analyze linear equations and inequalities.A. Be able to write an equivalent equation or inequality in simplest form.
B. Know slope-intercept, standard, point-slope form.
C. Be able to use ordered pairs to graph or in a solution
set.
D. Know the relationship between the ordered pairs and graph and equation.
E. Know slope, intercepts, domain, and range.
4. Be able to solve, graph, and analyze nonlinear equations/inequalities by various methods.
A. Be able to write an equivalent equation or inequality in simplest form.
B. Be able to solve: factoring, completing the square, and quadratic formula.
C. Be able to determine ordered pairs in a solution set.
D. Be able to relate ordered pairs, graph, and equation.
E. Be able to find vertex, maximum, and minimum.
F. Know domain and range.5. Be able to solve, graph, and analyze systems of equations/inequalities by various methods.
A. Be able to solve by graphing, substitution, and linear combination.
B. Know and be able to identify the types of solutions.6. Understand and apply functions.
A. Know the definition of a function.
B. Be able to use functional notation and graph functions.
C. Know the attributes of families of functions.
D. Be able to develop functions from data points.7. Be able to solve trigonometric functions using triangles.
A. Know sine, cosine, and tangent relationships for right triangle.
B. Be able to solve missing parts of a right triangle.
C. Know and be able to apply laws of cosine and sine.
D. Know cases of multiple or no solutions.
8. Understand and use the exponential and logarithmic functions.
A. Know the relationship between exponential and logarithmic functions.
B. Know the methods of solving simple logarithmic and exponential equations.
C. Know the basic properties of and be able to use logarithms to solve problems.9. Be able to perform operations and solve equations using complex numbers.
A. Know definition of complex numbers.
B. Be able to apply the basic operations with radicals.
C. Be able to solve equations with complex solutions.10. Be able to perform operations and solve equations using radicals.
A. Be able to simplify radicals.
B. Know the four basic operations with radicals.
C. Know relationship between rational exponents and their radical form.
D. Be able to solve linear equations with radical solutions.
E. Be able to solve quadratic equations with radicals olutions.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply geometry knowledge and skills to a variety of purposes.
A. Be able to use geometry and other mathematical concepts to solve problems (research, thesis, support, recommendations) and be able to use logical reasoning through proofs (deductive and inductive reasoning, two-column proofs, conditional statements, indirect proofs).
B. Be able to conduct research (locate, observe/gather, analyze, conclude).
C. Be able to use technology to assist in problem-solving and constructions (safely, effectively, efficiently, accurately).
D. Possess technical skills:
- read/write/present: instructions, table, chart, lab report, specifications, proposal, letters (complaint, recommendation), manual, form, checklist, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
3. Understand the basic terms and symbols of geometry.A. Be able to apply the undefined terms of geometry.
B. Know how basic mathematical systems are built.
C. Be able to identify the basic geometric symbols.
D. Be able to apply the basic definitions of geometry.4. Understand area, perimeter, and volume.
A. Be able to use basic formulas.
B. Be able to apply formulas to life problems.
C. Be able to apply the concept of unit label to linear, area, and volume measurement.5. Understand the various types of symmetry and transformation.
A. Be able to recognize and use point, line, and rotational symmetry.
B. Be able to apply the properties of the basic mappings.6. Be able to use concepts of congruence and similarity to compare lengths, areas, and volumes.
A. Be able to apply the concepts of congruence and similarity.
B. Be able to identify the corresponding parts of congruent figures.
C. Be able to apply methods of proving congruence and similarity.7. Understand angle, line, and circle relationships.
A. Be able to apply the relationship of angles with regard to parallel and perpendicular lines and circles.
B. Be able to apply parallel and perpendicular postulates and theorems.
C. Be able to apply different types of angles.
D. Be able to apply the relationship between circles and angles.
E. Be able to apply the relationship between circles and lines.8. Be able to use geometric instruments to make drawings.
A. Be able to identify and correctly use basic construction instruments.
B. Be able to perform basic constructions.
C. Be able to solve problems by using constructions.
D. Be able to conjecture theorems and postulates by using computer-aided constructions.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math analysis knowledge and skills to a variety of purposes.
A. Be able to use advanced mathematical principles to solve problems (research, thesis, support, recommendations).
B. Be able to conduct research (locate, observe/gather, analyze, conclude).
C. Be able to use technology to assist in problem-solving (safely, effectively, efficiently, accurately).
D. Possess technical skills:
- read/write/present: instructions, table, chart, lab report, specifications, proposal, letters (complaint, recommendation), manual, form, checklist, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
3. Be able to express advanced mathematical ideas and relationships orally and in writing.A. Be able to apply the concepts of group and field.
B. Be able to work with a conjunction and a disjunction.
C. Be able to prove by direct, indirect, math induction, and truth tables.4. Possess a working knowledge of trigonometry and be able to manipulate trigonometric identities.
A. Be able to apply the definitions of trigonometric functions based on unit circle.
B. Be able to graph using the six trigonometric functions and variables.
C. Be able to find amplitude, period, and phase.
D. Be able to apply the results of combining functions.
E. Be able to apply common identities.
F. Be able to establish new identification based on other identification.
G. Be able to solve trigonometric equations.5. Be able to apply trigonometry to find solutions.
A. Be able to apply the polar coordinate system.
B. Be able to apply complex numbers and limits.6. Understand vectors and matrices.
A. Know what a vector and a matrix is.
B. Be able to apply operations of vectors and matrices.
C. Be able to show a proof with vectors and matrices.
D. Be able to solve systems using matrices.7. Understand sequences and series.
A. Know the difference between arithmetic and geometric sequences and series.
B. Know what a sequence and a series is.
C. Know the difference between finite and infinite.8. Understand the basics of analytic geometry.
A. Know the four different conic sections.
B. Be able to identify the equations of the conic sections.
C. Be able to graph the conic sections by using the major components of each.9. Be able to use logarithms and exponential functions.
A. Be able to apply real number exponents.
B. Be able to apply logarithmic functions and exponential functions.
C. Be able to apply relationship between a logarithmic and exponential function.
D. Be able to apply laws and properties of logarithmic and exponential functions.
E. Be able to solve logarithmic and exponential equations.10. Understand limits.
A. Know what a limit is.
B. Be able to find the limit of a function.
C. Be able to apply limits to the other areas of mathematics.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in math.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply math knowledge and skills to a variety of purposes.
A. Be able to use basic math operations with integers, decimals, fractions, and percentages to solve adult-life problems (research, thesis, support, recommendations, common sense).
B. Be able to conduct research (locate, observe/gather, analyze, conclude).
C. Be able to use technology to assist in problem-solving (safely, effectively, efficiently, accurately).
D. Possess technical skills:
- read/write/present: instructions, table, chart, lab report, specifications, proposal, letters (complaint, recommendation), manual, form, checklist, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
3. Be able to apply math and problem-solving methods to the process of earning income.A. Be able to communicate about income (want ads, resumes, interviews, wages/salaries, cooperation, math terms).
B. Be able to compare salaries and convert hourly wages to weekly and yearly income.
C. Be able to figure a pay check with standard FICA and income tax deductions.
D. Be able to calculate raises and determine pay for quota and piecemeal work.4. Be able to apply math and problem-solving methods to income and sales taxes.
A. Be able to communicate about taxes (forms, manuals, basic terms, cooperation, math terms).
B. Be able to complete the 1040EZ form and calculate cost of sales tax for various purchases.5. Be able to apply math and problem-solving methods to daily transportation.
A. Be able to communicate about transportation (want ads, interest, loans, basic terms, cooperation, math terms).
B. Be able to calculate total cost of purchasing cars (loans, maintenance, fuel, insurance, parking, storage).
C. Be able to calculate costs of public transportation and compare to cost of purchase or to cost of a combined plan.6. Be able to apply math and problem-solving methods to housing.
A. Be able to discuss housing costs intelligently (want ads, deposits, leases, cooperation, math terms).
B. Be able to calculate total cost of various rental options (deposits, monthly rent, phone, utilities, sharing plans).
C. Be able to calculate total cost of a basic home purchase (down payment, monthly payments, taxes, insurance, utilities, phone, use of escrow, maintenance).
D. Be able to compare rent to purchase.7. Be able to apply math and problem-solving methods to shopping, purchasing, and gambling.
A. Be able to communicate when shopping (advertising, credit, layaway, cooperation, math terms).
B. Be able to analyze sales for actual costs including comparing by cost per unit.
C. Be able to determine with justification the generally most economical grocery store which is available.
D. Be able to compare costs of outright purchase, layaway, credit card, and bank loan for various purchases.
E. Be able to determine odds of various gambling games, to analyze odds of lotteries and pull tabs, and to formulate a plan to prevent gambling from becoming a personal problem.8. Be able to apply math and problem-solving methods to banking, savings, and investment.
A. Be able to communicate about savings and basic investment (cooperation, basic terms, math terms).
B. Be able to calculate various forms of simple and compound interest and compare different available savings options.
C. Be able to select, establish, and maintain a checking account.9. Be able to apply math and problem-solving methods to budgets.
A. Be able to discuss budgets intelligently (cooperation, basic terms, math terms).
B. Be able to determine various living expenses from general budget plans and from life.
C. Be able to apply general budget plans to a given real-life situation.
D. Be able to establish and maintain a budget.
© 1997 TEN SIGMA
Program Standards
• Be an efficient and effective life-long user of media
(understand where to go and how to find what is needed, be able to
assess needs, and be able to determine best methods to meet
needs).
• Be able to analyze and interpret information.
• Be able to contribute to the total media database.
• Show respect for resources, people, and procedures within the
media center.
• Be receptive to and able to adjust to future media hardware
and software developments.
Development Facilitated by
Clyde Birkholz and John D. Wessels, Ph.D.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to media.A. Think clearly and solve problems about media (classify, decide, estimate, solve, compare).
B. Talk and write clearly (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to watch listen to, and enjoy media.
B. Be able to use mass media (magazines, newspapers, radio, television, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- listen/dictate/write/present: instructions, chart, thank you letter, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Find
1. Know about the media center.A. Know the purpose of the media center.
B. Know where the media center is (and where the closest public library is).
C. Know the people who work in the media center and how they will help you.2. Be able to find the parts of the media center (and in the public library) which have things for you.
A. Be able to find easy-reading books.
B. Be able to find audio-books and videos..3. Be able to check out and return materials.
A. Know how and where to check out materials.
B. Know how and where to return materials.
Other
4. Be able to show respect for people and materials in the media center (and in the public library).A. Be able to talk quietly in the media center.
B. Be able to treat the materials in the media center with care.
C. Be able to behave correctly for different activities in the media center.
D. Be able to return materials on time and in the right place.5. Know how to use some technology.
A. Be able to load, turn on, and rewind audio cassettes, and CD's.
B. Be able to load, turn on, rewind, and turn off a VCR/TV set-up.
C. Be able to turn a computer on and off.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to media.A. Think clearly and solve problems about media (classify, decide, estimate, solve, compare).
B. Talk and write clearly (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to watch, read, listen to, and enjoy media.
B. Be able to use mass media (magazines, newspapers, radio, television, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- listen/read/dictate/write/present: instructions, chart, thank you letter, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Find
1. Know about fiction and nonfiction books.A. Know what kind of books are fiction.
B. Know what kind of books are nonfiction.
C. Be able to tell the difference between fiction and nonfiction books.2. Be able to find fiction books in the media center.
A. Know that books are placed in order from A-Z by author's name.
B. Be able to find a fiction book by author.
Other
3. Be able to show respect for people and materials in the media center.A. Be able to talk quietly in the media center.
B. Be able to treat the materials in the media center with care.
C. Be able to behave correctly for different activities in the media center.
D. Be able to return materials appropriately on time and in the right place.4. Be able to identify the title, author, and illustrator of books.
A. Know how and where to find the title of books.
B. Know how and where to find the name of the author of books.
C. Know how and where to find the name of the illustrator of books.5. Be able to use some technology (audio recorder, VCR, computer).
A. Be able to use an audio cassette player and VCR/TV without assistance.
B. Know basics keys of a computer (escape, return, space bar, letters, numbers) and basic parts (monitor, disk drive, keyboard).
C. Be able to use simple programs with assistance.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to media.A. Think clearly and solve problems about and with media (classify, decide, estimate, solve, compare).
B. Talk and write clearly (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to watch, read, listen to, and enjoy media.
B. Be able to use mass media (magazines, newspapers, radio, television, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- listen/read/dictate/write/present: instructions, chart, thank you letter, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Find
1. Know about the card catalog. (electronic catalog)A. Know that the library card catalog can help you find materials in the library.
B. Know that the library card catalog organizes materials by subject, author, and title.
C. Know that the electronic card catalog does the same thing more easily.
D. Be able to find the library card catalog in the media center.2. Be able to find a specific book in the library.
A. Know what a fiction call number means.
B. Know what a nonfiction call number means.
C. Be able to locate a book by the call number (alphabetical and numerical).3. Know about the reference section in the media center.
A. Know the purpose of the reference section and where it is in the media center.
B. Know about certain books in a reference section (encyclopedias and dictionaries).
C. Be able to find certain reference materials in the media center (encyclopedias and dictionaries).
Other
4. Be able to show respect for people and materials in the media center.A. Be able to respect the quiet of a media center.
B. Be able to treat the materials in the media center with care.
C. Be able to show respect for the people who work in the media center.
D. Be able to behave correctly for different activities in the media center.
E. Be able to return materials appropriately on time and in the right place.
F. Be able to show appreciation for the work of authors.5. Be able to use different parts of a book.
A. Know about the spine of a book (title, call information).
B. Be able to identify information on the title page.
C. Be able to locate information in books (title, author, illustrator, table of contents, copyright date, index, glossary).6. Be able to use some technology (computers and VCR/TV).
A. Be able to use a computer software program.
B. Know about the various software programs available in the media center.
C. Be able to run a videocassette player.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to media.A. Higher thinking (analyze, evaluate, classify, predict, estimate, decide, generalize, solve, compare, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to watch, read, listen to, and enjoy media.
B. Be able to use mass media (magazines, newspapers, radio, television, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, chart, thank you letter, letter of request, proposal, research report, summary
- technology: word processing, database, Internet, AV production
Find
1. Be able to find fiction books, nonfiction books, and magazines in the media center.A. Know where fiction books and nonfiction books are kept in the library and how they are organized.
B. Be able to find books on the shelf.
C. Be able to find magazines.2. Be able to locate books using the library card catalog with assistance.
A. Be able to locate books by subject using the library card catalog.
B. Be able to locate books by title using the library card catalog.
C. Be able to locate books by author using the library card catalog.
D. Be able to find fiction and nonfiction by keyword using the library card catalog.
E.. Be able to use a library card catalog or electronic catalog in other libraries.3. Be able to use reference materials.
A. Be able to find encyclopedias, dictionaries, and atlases in the media center.
B. Be able to find specific information in an encyclopedia.
C. Be able to find specific information in a dictionary.
D. Be able to find specific information in an atlas.
E. Know where to find electronic reference resources. (subscription, data bases, etc.)
Produce
4. Be able to use technology (word processing, overhead projector, VCR) to make simple products.A. Be able to use a word processing software to write a basic report. (i.e. fonts, text style, documents etc.)
B. Be able to use format commands on a word processor.
C. Be able to print a report.
D. Be able to use an overhead projector.
Other
5. Be able to show respect for people and materials in the media center.A. Be able to respect the quiet of a media center.
B. Be able to treat materials, equipment, and media center workers with respect.
C. Be able to behave correctly for different activities in the media center.
D. Be able to return materials appropriately on time and in the right place.
E. Know that media center workers are to assist you to learn and not do your work for you.
F. Be able to show appreciation for the contributions of various authors.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to media.A. Higher thinking (analyze, evaluate, classify, predict, estimate, decide, generalize, solve, relate, interpret, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to watch, read, listen to, and enjoy media.
B. Be able to use mass media (magazines, newspapers, radio, television, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, table, chart, thank you letter, letter of request, inquiry, proposal, checklist, research report, summary
- technology: word processing, database, Internet, AV production
Find
1. Be able to independently locate books using the library card catalog.A. Be able to independently locate fiction books by subject using library card catalog.
B. Be able to independently locate fiction books by title using library card catalog.
C. Be able to independently locate fiction books by author using library card catalog.
D. Be able to independently locate books by key words.2. Be able to use multiple reference sources to gather information.
A. Be able to use resources to research a single subject.
B. Be able to use resources to prepare a report.
Produce
3. Be able to use technology for production at an intermediate level.A. Be able to record with an audio recorder.
B. Be able to produce an overhead transparency.
C. Be able to independently prepare a report using technology (write, edit, print).
D. Be able to use a video camera to record.
Other
4. Be able to show respect for people and materials.A. Be able to respect the quiet of a media center.
B. Be able to treat materials, equipment, and media center workers with respect.
C. Know appropriate behavior for various activities in the media center.
D. Know that media center workers are to assist you to learn and not do your work for you.
E. Be able to show appreciation for those who create media for us.5. Know about various authors and types of books.
A. Know about the styles of various authors (fiction and nonfiction).
B. Know various good authors (popular, prize winners, effective, respected).
C. Know about the types of nonfiction books.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to media.A. Higher thinking (analyze, evaluate, classify, predict, estimate, decide, generalize, solve, relate, interpret, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to watch, read, listen to, and enjoy media.
B. Be able to use mass media.
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, table, chart, thank you letter, letter of request, inquiry, proposal, checklist, research report, summary
- technology: word processing, database, desktop publishing, Internet, AV production
Find
1. Be able to use an information database.A. Be able to independently locate information on an on-line database.
B. Know that all sources need to be evaluated for accuracy.2. Be able to produce a bibliography.
A. Know the contents of a bibliography.
B. Know where to locate information necessary to complete a bibliography.
C. Be able to produce a bibliography.
D. Be able to comply with the copywright law.
Produce
3. Be able to produce products using technology on an advanced level.A. Be able to produce graphs using technology.
B. Be able to record and edit a video using a camcorder.
C. Be able to use a CD player in production.
D. Be able to compy with the copywright laws.
E. Be able to access sites using bookmarks, URL's and search engines.
Other
4. Be able to show respect for people and materials.A. Be able to respect the quiet of a media center.
B. Be able to treat materials, equipment, and media center workers with respect.
C. Know appropriate behavior for various activities in the media center and observe the rules of the media center.
D. Know that media center workers are to assist you to learn and not do your work for you.5. Be able to identify effective authors and reasons for their effectiveness.
A. Be able to demonstrate appreciation for the different styles of various authors by explaining what makes that author unique and how her/his work impacts you.
B. Be able to identify effective methods, styles, and practices of other authors.
C. Know various good authors (popular, prize winners, effective, respected) and be able to locate their works in the media center.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to media.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to watch, read, listen to, and enjoy media.
B. Be able to use mass media (magazines, newspapers, radio, television, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research), specifications, proposal, letters (request, response), manual, form, checklist, pamphlet, technical research, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Find
1. Be able to use periodical indexes to locate and use magazine articles.A. Be able to locate periodical indexes.
B. Be able to use a periodical index to locate information.2. Be able to use advanced reference sources to gather information.
A. Be able to use search engines to find information on specific topics.
B. Be able to use an on-line catalog to find information on specific topics.Produce
3. Be able to use multiple technology in production.A. Be able to produce a quality written, audio, and/or visual document using multiple technology (computer, camcorder, VCR, audio cassette, printer).
B. Be able to produce and conduct a presentation using multiple technology (computer, overhead, camcorder, VCR, audio cassette, printer).
Other
4. Be able to show respect for people and materials.A. Be able to respect the quiet of a media center.
B. Be able to treat materials, equipment, and media center workers with respect.
C. Know appropriate behavior for various activities in the media center and observe the rules of the media center.
D. Know that media center workers are to assist you to learn and not do your work for you.5. Possess techniques and strategies for effective use of media.
A. Be able to develop a variety of techniques and strategies used in accessing information.
B. Be able to develop a variety of techniques and strategies used in producing information.
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to media.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to watch, read, listen to, and enjoy media.
B. Be able to use mass media (magazines, newspapers, radio, television, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research), specifications, proposal, letters (request, response), manual, form, checklist, pamphlet, technical research, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Find
1. Be able to conduct a search on specific topics.A. Be able to develop search terms.
B. Be able to use multiple sources.
C. Be able to organize and use a search plan.
D. Be able to locate sources in the school and other available media centers.2. Be able to use technology to access information.
A. Be able to use a variety of data bases.
B. Know how to use the internet.3. Be able to prepare gathered information on hard copy and computer.
A. Be able to organize information gathered from various sources.
B. Know the components of a citation.
C. Be able to summarize research (citation, pertinent information, topic).
D. Be able to store gathered information.
E. Be able to develop and use citations and bibliographies.
Produce
4. Be able to use technology to produce various quality products.A. Be able to independently produce products using audio equipment (CD players, cassette players).
B. Be able to independently produce products using visual equipment (VCRs, cameras, overheads).
C. Be able to independently produce products using research equipment (on-line card catalog, CD-ROM, on-line sources, and miscellaneous indexes).
D. Be able to independently produce products using computers (organize, sort and store information, develop quality written products, print, transport information by modem and fax).
Course Abilities [Apply the following to each content standard.]
1. Apply abilities to media.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to watch, read, listen to, and enjoy media.
B. Be able to use mass media (magazines, newspapers, radio, television, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research), specifications, proposal, letters (request, response), manual, form, checklist, pamphlet, technical research, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Find
1. Be able to locate print and nonprint materials in any situation for any purpose.A. Be able to recognize the universal sections of media centers (nonfiction, fiction, reference, biography, card catalog, etc.).
B. Be able to gather information from indexes, tables of contents, legends, card catalogs, cross references, periodical indexes, etc.
C. Be able to determine the best source for the task at hand.
D. Be able to use appropriate search strategies when using an on-line or traditional card catalog.
E. Know that different search strategies are necessary for different tasks.
F. Be able to determine the validity and timeliness of materials (copyright, publisher, author, bibliography).2. Be able to use a variety of available resources.
A. Be able to use people as resources.
B. Be able to use on-line resources (CD-ROM, on-line card catalog, on-line databases).
C. Be able to choose appropriate print and nonprint material.
D. Be able to organize and store information to be used to produce a product.
E. Be able to select and use the specialized books within the reference section.
F. Be able to develop and use citations and bibliographies.
Produce
3. Be able to use a variety of production tools for effective presentation of information.A. Be able to use technology to produce a quality written product.
B. Be able to use technology to produce a quality audio product.
C. Be able to use technology to produce a quality video product.
D. Be able to use technology to produce a quality product using multiple media.
E. Be able to determine which technology is best for situations (and available).
Other
4. Be able to comfortably adapt to unfamiliar media centers.A. Be able to locate information (maps, directions, directories) about how to use unfamiliar media centers.
B. Be able to use resource persons to become familiar with a media center.
C. Be able to adapt knowledge of known media center to an unfamiliar media center.
© 1997 TEN SIGMA
Program Standards
• Possess basic music literacy.
• Appreciate music and be able to evaluate music soundly.
• Understand the interrelationship between music and history and music and other arts.
• Understand and appreciate music as an expression of many cultures.
• Be able to function positively as an individual in a large group.
• Appreciate and participate in the creative process to express emotions and feelings.
• Understand the importance of and display concert audience etiquette.
• Strive to display music performance skills.
Please note: The strands (such as tone color, rhythm, and style) are listed after the standards in brackets in grades K-2 for your benefit but are not intended to be included in the standards you publish. The strands are listed before the standards in grades 3-6 because you should include them in your standard statement to parents and students so the students can learn these key concepts.
Development Facilitated by
Clyde Birkholz and John D. Wessels, Ph.D.
1. Be able to hear and make loud and soft sounds. [Expression]
A. Be able to tell loud and soft sounds apart.
B. Be able to make loud and soft sounds when singing, clapping, stomping, and playing class instruments.
C. Be able to whisper, speak, sing, and call with the correct loudness.
D. Be able to recognize the difference between head and chest voice.
2. Be able to hear and make high and low tones. [Melody]
A. Be able to tell high and low tones apart.
B. Be able to speak with high and low tones.
C. Be able to produce high and low tones on classroom instruments.
D. Be able to hear when tones are getting higher or lower.
3. Be able to hear and make a steady beat, long and short sounds, and fast and slow tempos. [Rhythm]
A. Be able to hear a steady beat.
B. Be able to clap and step steady beat and make a steady beat on class instruments.
C. Be able to tell long and short sounds apart.
D. Be able to sing long and short sounds and make long and short sounds on class instruments.
E. Be able to tell fast and slow tempos apart.
4. Be able to hear and make echo and tell sections apart. [Form]
A. Be able to hear echo.
B. Be able to make an echo by calling, singing, and playing class instruments.
C. Be able to move your body to show you hear different sections.
5. Know when music has accompaniment. [Harmony]
A. Be able to hear when only one voice or instrument is playing or singing.
B. Be able to hear when more than one voice or instrument is playing at the same time.
6. Enjoy many kinds of music and from many countries. [History/Style]
A. Be able to say what you think of the music you hear.
B. Be able to move your body to the music you hear.
7. Be able to take care of equipment and be a good audience. [Audience/Performance Skills]
A. Be able to play class instruments correctly and use them for no other purpose.
B. Be able to put instruments away in the correct way.
C. Be able to listen quietly and pay attention to performances.
D. Know when and how to clap at a performance.
1. Be able to show the difference between loud and soft and between fast and slow. [Expression]
A. Be able to hear the difference between loud/soft and fast/slow mixes of sounds.
B. Be able to play class instruments in mixes of loud/soft and fast/slow sounds.
C. Be able to clap and step mixes of loud/soft and fast/slow sounds.
D. Be able to sing and talk to show mixes of loud/soft and fast/slow sounds.
2. Be able to hear high from low and different kinds of sounds. [Tone Color]
A. Be able to tell the difference between high and low voices.
B. Be able to tell the difference between voices and between many instruments.
C. Know different instruments make sounds in different ways.
3. Know that music is a series of sounds called notes. [Melody]
A. Be able to echo a series of sounds on a class instrument.
B. Be able to play instruments to make higher and higher or lower and lower sounds.
C. Know the musical staff and the names of its parts.
D. Be able to sing Do, Re, Mi, Fa, Sol, La, Ti, Do La, Sol Mi (major 2nd and minor 3rd intervals.
E. Be able to sing simple songs that use a major scale.
4. Be able to hear and make steady, strong, and silent beats. [Rhythm]
A. Be able to hear and physically demonstrate a steady beat.
B. Be able to hear and physically demonstrate a strong beat.
C. Be able to follow a beat silently.
D. Be able to identify and demonstrate quarter note, quarter rest, eighth notes.
E. Be able to identify and demonstrate even/uneven patterns.
5. Know the difference between same and different. [Form]
A. Be able to tell when pictures, sounds, and movements are the same or different.
B. Be able to make a same or different movement.
C. Be able to make same or different sounds with your voice or with instruments.
D. Be able to say how sounds are the same or different.
6. Be able to play accompaniment. [Harmony]
A. Be able to tell when music has accompaniment.
B. Be able to play classroom instruments while others sing and while singing simple songs.
7. Be able to respond to different kinds of music. [History/Style]
A. Be able to say what you think about many styles of music.
B. Be able to do simple dances.
C. Know about simple music of [nations and cultures being studied in other subjects].
D. Know about [1-3 major composers chosen to be multi-cultural and gender fair] and some of their famous music.
8. Be able to take care of equipment and be a good audience. [Audience/Performance Skills]
A. Be able to take care of class equipment and use them only as they are supposed to be used.
B. Be able to put class equipment away correctly.
C. Be able to pay attention quietly when others perform.
D. Be able to clap at the right time and in the right way when others perform.
E. Be able to sing and play instruments with others.
1. Be able to hear crescendo and decrescendo, accents, and changes in dynamics. [Expression]
A. Be able to hear crescendo and decrescendo in music.
B. Be able to say how you react to crescendo and decrescendo in music.
C. Be able to use body movement to show your reaction to crescendo and decrescendo.
D. Be able to hear accents.
E. Be able to hear changes in dynamics and react with movement.
2. Know families of instruments and the four different voices. [Tone Color]
A. Know the many ways musical sounds are made.
B. Know by sight and sound wind, string, and percussion instruments.
C. Know if class instruments are wind, string, or percussion instruments.
D. Be able to hear the difference between male, female and children's voices.
3. Know the intervals of the treble clef. [Melody]
A. Identify skips, steps and repeats.
B. Know and be able to draw the treble clef and a staff.
C. Be able to echo sing..
D. Be able to sing simple patterns and songs.
E. Be able to sing La, Sol, Mi Do (major 5th and major 6th intervals).
F. Be able to improvise simple melodies.
4. Be able to hear and make patterns of sounds. [Rhythm]
A. Be able to repeat a pattern in music, pictures, dance, and other places.
B. Be able to identify and perform ostinato patterns.
C. Identify and demonstrate easy meters, notes, and rests.
D. Be able to hear and react to tempos.
E. Be able to improvise simple rhythm patterns.
5. Know that music has form. [Form]
A. Be able to hear the difference between AB and ABA forms.
B. Be able to hear the separate sections of AB and ABA forms.
C. Be able to follow a simple vocal score.
6. Be able to hear and make easy kinds of harmony. [Harmony]
A. Be able to hear the difference between songs with and without accompaniment.
B Be able to play an accompaniment on pitched instruments.
7. Be able to participate in patriotic, folk, and ethnic music. [History/Style]
A. Be able to hear, sing, and dance to [kinds of folk and ethnic music related to other subjects].
B. Know about [1-3 major composers chosen to be multi-cultural and gender fair] and some of their famous music.
8. Be able to take care of equipment and be a good audience. [Audience/Performance Skills]
A. Be able to take care of class equipment and use them only as they are supposed to be used.
B. Be able to put class equipment away correctly.
C. Be able to pay attention quietly when others perform.
D. Be able to clap at the right time and in the right way when others perform.
E. Be able to sing and play instruments with others.
1. Expression: Understand the purpose of dynamics in music.
A. Identify dynamic markings (f, mf, mp, p, pp).
B. Demonstrate dynamic markings by singing and playing and with movement.
2. Tone Color: Know families of instruments and the four different voices.
A. Know the different ways musical sounds are made and be able to hear the difference between them.
B. Identify by sight and sound members of the families of musical instruments.
C. Know the names and be able to hear the difference between bass, tenor, alto, and soprano voices.
3. Melody: Understand the treble clef and improve your ability to sing solfege (Do, Re, Mi, Sol, La, Do).
A. Draw and name the lines and spaces of the treble staff.
B. Demonstrate the do, re mi, sol, la, do intervals (octave, major 2nd and 3rd, perfect 4th)
C. Be able to write simple songs on the treble staff.
D. Be able to sing solfege patterns and songs.
4. Rhythm: Understand values of notes in basic patterns and meters in 2's and 3's.
A. Be able to differentiate music played in 2's and 3's.
B. Be able to simultaneous sing and clap in 2's and 3's.
C. Identify and demonstrate whole notes and whole rests.
D. Be able to count beats and perform rhythmic patterns in 3/4 and 4/4 meters.
5. Form: Be able to recognize musical phrase form and repeated patterns.
A. Be able to identify repeated phrases.
B. Be able to say/write letters to identify forms.AB, ABA. and RONDO.
6. Harmony: Understand how sounds are combined or layered.
A. Be able to play triads on pitched instruments.
C. Be able to sing rounds.
7. History/Style: Be able to participate in folk music, ethnic music, and historically-important music.
A. Be able to identify, sing, and dance to [kinds of folk and ethnic music related to other subjects].
B. Be able to sing historically significant songs.
C. Study the basic facts (name, life dates, home nation or place, historical status) and recognize a few of the famous compositions of [1-3 major composers chosen to be multi-culture gender fair].
8. Audience/Performance Skills: Be able to take care of equipment, be a good audience, and be a good group member.
A. Be able to use classroom equipment/materials with care and for proper purpose only.
B. Be able to properly return equipment/materials to where they are stored.
C. Be able to show quiet and appreciative attention to the performance of others.
D. Be able to express appreciation for performance with proper clapping and with compliments.
E. Be able to work for good group singing, playing, and performing.
1. Expression: Understand dynamic contrast.
A. Be able to sing and play patterns with different dynamics.
B. Be able to explain how dynamics effect the mood of a song.
2. Tone Color: Understand timbre in instruments and voices.
A. Know the meaning of timbre.
B. Be able to identify instruments by sight and sound.
C. Be able to identify by sound of male, female, and child timbres.
3. Melody: Understand key tonal center and be able to play the recorder. (Fa. Ti)
A. Be able to read and play notes on staff and be able to draw and name the parts of the staff.
B. Be able to properly finger recorder from low C to high D.
C. Be able to play on the recorder simple songs in a group.
D. Be able to play on the recorder a two-part harmony.
4. Rhythm: Understand the basic notes and the basic elements of tempo.
A. Know sixteenth, eighth, quarter, dotted quarter, half, dotted half, and whole notes and rests.
B. Be able to read and react to these notes in 3/4, 4/4, and 6/8 meters and in rhythmic patterns.
C. Be able to sing or play rhythmic patterns with tempo markings.
D. Be able to hear and react with movement to tempo changes.
E. Be able to create rhythmic patterns with tempo markings.
5. Form: Understand musical phrase form.
A. Be able to identify repeated phrases and say and write letters to indicate forms.
B. Be able to recognize rondo form (ABACA) and identify the separate phrases.
C. Be able to identify AABA form in folk and pop music and identify the separate phrases.
D. Be able to improvise movement to identify and respond to separate phrases.
6. Harmony: Be able to make harmony using different methods.
A. Be able to sing in rounds and play rounds on pitched instruments..
B. Be able to sing and/or play ostinato patterns with a melody.
C. Be able to sing and/or play descant and pattern songs.
7. History/Style: Understand some styles of music and how they originated.
A. Be able to identify by ear some basic examples of the styles.B. Be able to explain how the styles originated.
C. Be able to explain with a clear basis a reaction to or evaluation of the style.
D. Be able to say in simple musical terms how the styles are different.
E. Know the basic facts (name, life dates, home nation or place, historical status) and be able to recognize a few of the famous compositions of [1-3 major composers chosen to be multi-culture gender fair].
8. Audience/Performance Skills: Be able to take care of equipment, be a good audience, and be a good group member.
A. Be able to use and store classroom equipment/materials properly and assemble and care for the recorder.
B. Be able to show quiet and appreciative attention to the performance of others.
C. Be able to express appreciation for performance with proper clapping and with compliments.
D. Be able to work for good group singing, playing, and performing, including practice and basic rehearsal etiquette.
1. Expression/Performance: Understand how major and minor modes affect music.
A. Be able to distinguish between major and minor modes.
B. Be able to respond with movement and with clear words to major and minor modes.
2. Tone Color: Understand the difference between orchestras and bands.
A. Be able to identify instruments by sight and sound.
B. Know the difference between the composition of an orchestra and a band and be able to hear the difference.
3. Melody/Harmony: Understand the relationship of note placement on the grand staff and be able to play an instrument.
A. Be able to draw the grand staff and name the parts.
B. Be able to read and play notes on staff.
C. Be able to play songs correctly in a group.
D. Be able to play a three-part harmony.
E. Learn absolute pitch names on bass staff.
4. Rhythm: Understand note values and their corresponding rests.
A. Be able to read and perform notated rhythms on pitched or unpitched instruments.
B. Be able to write notes and rests.
C. Be able to complete written measures using rhythmic notation.
D. Be able to use movement to demonstrate time values.
5. Form: Understand musical form.
A. Be able to identify and respond to themes and variations.
B. Be able to notate form.
C. Be able to identify, notate, and respond with movement.
6. History/Style: Possess a basic knowledge and appreciation of American music.
A. Know major sources of American music.
B. Be able to name and identify major forms of expression of American music (jazz, gospel, rock, folk, patriotic, etc.).
C. Know the origins and development of these expressive forms.
D. Know the basic facts (name, life dates, home nation or place, historical status) and be able to recognize a few of the famous compositions of [1-3 major American composers chosen to be multi-culture gender fair].
7. Audience/Performance Skills: Be able to take care of equipment, be a good audience, and be a good group member.
A. Be able to use and store classroom equipment/materials properly and assemble and care for the classroom instruments.
B. Be able to show quiet and appreciative attention to the performance of others.
C. Be able to express appreciation for performance with proper clapping and with compliments.
D. Be able to work for good group singing, playing, and performing, including practice and basic rehearsal etiquette.
E. Be able to use correct posture for singing, playing, and breathing.
1. Expression/Performance: Be able to use all the components of music to make a quality expressive performance.
A. Be able to follow words and notes together in a musical score.
B. Be able to sight read simple melody.
C. Be able to sing and/or play multiple line rhythmic notation.
D. Be able to explain the feeling/mood of a performance piece and strive to express it.
E. Be able to work together to improve effort and to create a quality performance integrating other expressive elements, such as drama, movement, and costume.
F. Compose and perform an original work.
2. Tone Color: Understand the composition of a choir.
A. Be able to name and identify by ear the voices of the choir.
B. Be able to track a voice's line in a multi-part selection.
3. Melody/Harmony: Understand major key signatures in treble clef, major scale, and major triads.
A. Be able to read and write C, F, and G key signatures.
B. Be able to write and sing a major scale.
C. Be able to write and sing major triads ( Do, Re, Mi, Fa, Sol, La, Ti, Do).
D. Be able to read notes on the grand staff.
4. Rhythm: Understand the function of time signature and note values in simple meter.
A. Be able to verbally and in writing interpret 2/4, 3/4, 4/4,and 6/8.
B. Be able to identify, sing and play double and triple meter.
C. Be able to take simple rhythmic dictation (whole, half, quarter, eighth notes).
5. Form: Understand several musical phrase forms.
A. Be able to identify repeated phrases and say/write letters to indicate forms.
B. Be able to recognize forms and identify the separate phrases.
C. Be able to improvise movement to identify and respond to separate phrases.
6. History/Style: Understand, sing, and/or play music of [various musical styles].
A. Know the names and historical origins of the styles.
B. Be able to explain the feeling, mood, and impact of the music.
C. Be able to suggest in simple musical terms how the styles are different.
D. Know the basic facts (name, life dates, home nation or place, historical status) and be able to recognize a few of the famous compositions of [1-3 major composers chosen to be multi-culture gender fair].
7. Audience/Performance Skills: Be able to take care of equipment, be a good audience and be a good group member.
A. Be able to use and store classroom equipment/materials properly.
B. Be able to show quiet and appreciative attention to the performance of others.
C. Be able to express appreciation for performance with proper clapping and with compliments.
D. Be able to apply strategies to work towards ensemble singing/playing/performing, including basic rehearsal etiquette and practice.
E. Be able to use correct posture for singing, playing, and breathing.
F. Be able to strive to sing in tune and identify when you are not.
1. Possess a knowledge of basic music signs and terms.
A. Be able to sight read for and explain dynamics.
B. Be able to sight read for and explain duration, rhythm, and tempo (rests and notes).
C. Be able to sight read for and explain miscellaneous markings.
D. Be able to sight read for and explain key signature and tone centers.
E. Be able to sight read for and explain form.
2. Possess an awareness of music from different periods and cultures (patriotic, folk and ethnic songs from various countries and cultures, traditional western European music, and traditional American music).
A. Be able to name and identify by hearing famous examples.
B. Know some origins and development.
C. Be able to explain with a clear basis the mood, feelings, and impact of each.
D. Be able to personally evaluate given works with some clear reference to musical terminology.
E. Know the basic facts( name, life dates, home nation, or place, historical status) of 3-6 composers and be able to express (in detail) information of one composer.
3. Be able to listen actively to music.
A. Be able to apply the concept of form.
B. Be able to determine and respond to tempo.
C. Be able to identify instrumental and vocal timbre.
D. Be able to identify major musical styles.
E. Be able to respond to and identify expression of feelings.
4. Be able to be a positive member of a concert audience.
A. Be able to show quiet and appreciative attention to the performance of others.
B. Be able to express appreciation for performance with proper clapping and with compliments.
C. Be able to explain and model appropriate behaviors for different kinds of performances (rock concerts, formal concerts, dances, light concerts such as open-air concerts, etc.).
5. Be able to apply wellness concepts to music.
A. Know how hearing can be damaged and how to protect your hearing.
B. Be able to care for the voice when singing.
C. Be able to explain and use healthy posture, breathing and vocal techniques.
6. Understand how to be an informed consumer of music and musical equipment.
A. Know about the purchase of music in all forms (sheet, disc, tape, record, mixed media).
B. Know the laws which protect creative expression.
C. Recognize the message in lyrics.
D. Broaden exposure to a greater variety of music.
1. Be able to demonstrate correct breathing and in-tune singing.
A. Be able to sing from the diaphragm.
B. Be able to use appropriate seated and standing posture.
C. Be able to identify whether you are singing sharp, flat, or in tune.
D. Be able to make significant effort to sing in tune.
2. Be able to enunciate words clearly.
A. Be able to pronounce words with well-formed vowels and clear consonants.
B. Be able to sing to make meaning clear.
3. Possess a performance knowledge of basic music signs and terms.
A. Be able to sight read for and explain dynamics.
B. Be able to sight read for and explain rests, notes, and duration and rhythm and tempo.
C. Be able to sight read for and explain miscellaneous markings.
D. Be able to sight read for and explain key signature and tone centers.
E. Be able to sight read for and explain form.
4. Be able to use proper rehearsal etiquette to work daily to meet performance expectations and to increase skills in using music.
A. Be able to develop and maintain a regular practice schedule.
B. Be able to work to sing in tune and to blend with others.
C. Be able to follow conducting and verbal directions in rehearsal.
D. Be able to be a positive member of the choral group (avoid disruptive behaviors, encourage and support others, stay on task, work to take pleasure from quality effort).
E. Be able to correctly evaluate individual effort and group performance and be able to develop and use strategies to improve.
5. Be able to appreciate music from different periods and cultures.
A. Know the origins, development, and special traits of the music.
B. Know famous composers and be able to identify their most prominent works when played.
C. Be able to distinguish between clear examples of music from different periods and cultures, as well as composers of each.
D. Be able to give a clearly based and musically literate evaluation of and response to musical selections.
1. Be able to demonstrate proper healthy technique.
A. Know and be able to use appropriate posture.
B. Know and be able to use appropriate breathing techniques.
C. Be able to sing in tune.
D. Know and be able to use clear diction.
E. Know and be able to use rehearsal etiquette.
2. Possess written and performing knowledge of basic music symbols.
A. Be able to sight read for and explain dynamics.
B. Be able to sight read for and explain duration, rhythm, and tempo (rests and notes).
C. Be able to sight read for and explain miscellaneous markings.
D. Be able to sight read for and explain key signature and tone centers.
E. Be able to sight read for and explain form.
3. Be able to perform literature from various periods and cultures.
A. Be able to apply knowledge for expression of style and interpretation.
B. Be able to apply knowledge for expression of ornamentation.
C. Be able to apply knowledge for expression of rhythms.
4. Be able to meet performance expectations.
A. Be able to perform for expressiveness.
B. Be able to perform for balance and blend.
C. Be able to perform for phrasing.
D. Be able to perform for technique.
E. Know and be able to use performance etiquette.
F. Be able to respond to conducting.
G. Be able to be independent in rehearsal and performance of music.
H. Be able and willing to use music for community service.
I. Be able to be a discriminating listener.
1. Instrumental Skills
A. Know and be able to use appropriate posture and hand position.
B. Know and be able to use appropriate breathing techniques.
C. Know and be able to demonstrate the proper assembly and care of the instrument.
D. Know and be able to produce the correct pitch.
E. Know and be able to use 'at home' practice techniques for lessons and rehearsal.
2 Expression
A. Be able to perform and define dynamics and dynamic contracts.
B. Be able to perform with proper articulations.
3. Tone Quality
A. Produce a characteristic tone on their instrument.
B. Produce characteristic intonation on their instrument.
4. Melody
A. Perform major scale(s).
B. Know and be able to use correct fingering/stickings.
C. Be able to perform in different key signatures and tonal centers.
D. Be able to work for good group performance, including practice and basic rehearsal etiquette.
E. Be able and willing to use music for school and community
5. Rhythm
A. Know and perform eighth, quarter, dotted quarter, half, and dotted half, and whole notes and rests.
B. Be able to perform 2/4, 3/4, 4/4 and common time.
C. Be able to perform and explain tempo marks.
6. Harmony
A. Be able to perform in various ensembles.
B. Be able to perform rounds.
7. History/Style
A. Understand historical and cultural aspects of music.
8. Performance
A. Be able to use and store classroom equipment properly and assemble and care for the instrument.
B. Be able to show quiet and appreciative attention to the performance of others.
C. Be able to express appreciation for performance with proper clapping and with compliments.
D. Students will have the opportunity to study major works of music for their instruments - old and new.
E. Students will strive for and understand why to keep music a part of their lives always.
1. Instrumental Skills
A. Diagnosis sample mechanical problems with their instrument.
2 Expression
A. Be able to perform simple ornamentations.
B. Be able to perform in a variety of styles and interpret them in an appropriate manner.
3. Tone Quality
A. Introduce vibrato an appropriate instruments.
4. Melody
A. Perform major and minor scale(s).
B. Be able to perform and understand phrasing.
5. Rhythm
A. Know and perform sixteenth notes and rests.
B. Know and perform cut-time 6/8 and mixed meters.
C. Be able to perform changing tempos.
6. Harmony
A. Be able to select, interpret and perform in diverse ensembles, settings and instrumentations.
7. History/Style
A. Understand historical and cultural aspects of music.
8. Rehearsal Expectations
A. Know and be able to use proper rehearsal etiquette.
B. Be able to perform for balance and blend.
C. Be able to perform understand phrasing.
D. Be able to respond to conducting
E. Be able to be independent in selection, rehearsal and performances of music.
F. Be able to prepare music at home.
G. Be able to perform and understand balance and blend.
H. Be a discriminating listener.
9. Performance
A. Be able to use and store classroom equipment properly and assemble and care for the instrument.
B. Be able to show quiet and appreciative attention to the performance of others.
C. Be able to express appreciation for performance with proper clapping and with compliments.
D. Students will have the opportunity to study major works of music for their instruments - old and new.
E. Students will strive for and understand why to keep music a part of their lives always.
1. Instrumental Skills
A. Students will utilize special
2 Expression
3. Tone Quality
4. Melody
5. Rhythm
6. Harmony
7. History/Style
8. Rehearsal Expectations
9. Performance
© 1997 TEN SIGMA
Program Standards
• Be able to apply physical education to life (understand and appreciate basic physical fitness, be a wise consumer of sports equipment, be able to use behavior which is safe for self and others in all physical activities, and be able to demonstrate proper social, cooperative, and competitive skills).
• Be able to demonstrate knowledge and skills which better enable participation in group and team activities.
• Be able to assess physical fitness level and participate in activities that improve physical fitness, wellness, and cardiovascular capacity.
• Be able to develop movement through rhythm and dance.
• Be able to demonstrate knowledge and skills which better enable participation in individual and dual sports and recreational activities.
• Possess an awareness and respect for individual differences and for cultural differences through a variety of sports and dances.
Please note: Words contained in brackets [like
these] are the student standards written in teacher language.
This is done because primary level standards are written as nearly as
possible for student understanding, which may exclude some details
which teachers need to know. It is not intended that these bracketed
elements would be given to the students.
Development Facilitated by
Clyde Birkholz and John D. Wessels, Ph.D.
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to work to be better at physical skills and to be in good shape (work towards age appropriate norms on standardized fitness test).
B. Be able to play safely and by the rules.
C. Be able to be a good winner and loser, encourage others, and show social skills.
D. Know why we practice.
E. Be able to take care of sports equipment.
F. Knowing the importance of stretching and warm up activities.
Course Content
1. Be able to balance on one foot, hop, skip, gallop, and do the standing broad jump [locomotor skill].
2. Be able to move a part of your body when told to do so [perceptual motor proficiency].A. Know the names of parts of the body.
B. Be able to move the parts of the body in the way you are told to.3. Be able to move to a rhythm.
A. Be able to move in line and do circle games to a rhythm.
B. Be able to move balls, scarves, sticks, parachute, and other things to a rhythm.
C. Be able to hop, skip, walk, and run to a rhythm.
D. Be able to move body parts to a rhythm.
E. Be able to make up your own ways to move to a rhythm.4. Be able to bounce, throw and catch a ball with two hands.
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to work to be better at physical skills and to be in good shape.
B. Be able to play safely and by the rules.
C. Be able to be a good winner and loser, encourage others, and show social skills.
D. Know why we practice.
E. Be able to take care of sports equipment.
Course Content
1. Be able to move easily in many ways [balance, flexibility, and agility].A. Be able to walk, leap, gallop, run, hop, skip, and jump when told to [motor skills].
B. Be able to bend, twist, stretch, turn, and sway when told to [non locomotor skills].2. Be able to move more than one part of your body or your whole body in many ways [perceptual motor proficiency].
A. Know the names of parts of the body and be able to move each when told to do so.
B. Be able to move the parts of the body in the way you are told to [integrate unilateral and cross- lateral movements].
C. Be able to move sideways, change directions, and move around as told to.3. Be able to catch, throw, roll, bounce, bat, and kick objects [show eye-hand and eye- foot coordination].
A. Be able to catch many different objects.
B. Be able to throw many different objects.
C. Be able to roll objects at a target.
D. Be able to bounce a ball with either hands.
E. Be able to bat an object with your fist and your hand.
F. Be able to kick a ball.4. Be able to get stronger and better at moving. [Increase muscular strength, endurance, flexibility, body awareness, and agility through fitness and recreational activities.]
A. Be able to do a variety of jumps with or without equipment.
B. Be able to do and warm-up exercises, running for fun, and games.
C. Be able to move a parachute in many ways as a part of a group.
D. Be able to show you are in good shape. [work toward age-appropriate norms on a standardized fitness test.]6. Be able to dance and move to a rhythm.
A. Be able to create dances [using body, time, space, and force].
B. Be able to move objects to a rhythm.
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to work to have better coordination, endurance, and a good attitude.
B. Know your heart rate is faster when you are active.
C. Know why you want to be active and be able to follow important safety rules when you are active.
D. Be able to be a good winner and loser, encourage others, and show social skills.
E. Know why you should practice skills many times.
F. Be able to take care of sports equipment.
Course Content
1. Be able to move in many ways alone, with a partner, or in a group [locomotor and non locomotor skills].A. Be able to walk, slide, hop, gallop, run, leap, jump, carioca, and skip when told to.
B. Be able to do many stretching exercises when told to.
C. Be able to twist and swing in many ways with a partner.
D. Be able to rock in many ways.2. Be able to control your body and parts of your body [perceptual motor proficiency].
A. Be able to control several body parts at once.
B. Be able to stay balanced in many positions on the floor.
C. Be able to stay balanced while doing many movements on the floor.3. Be able to show eye-hand and eye-foot coordination.
A. Be able to throw different-sized balls at a target both overhand and underhand.
B. Be able to catch different-sized balls both overhand and underhand.
C. Be able to bounce a ball with either hand.
D. Be able to deflect a ball.
E. Be able to kick and trap a slowly rolling ball.
F. Be able to bat a thrown ball with your fist, your hand, and a bat.4. Be able to get stronger and better at moving. [Increase muscular strength, endurance, flexibility, body awareness, and agility through fitness and recreational activities.]
A. Be able to do individual jump rope skills with a short jump rope (two foot rebound forward and backward, two foot single rebound forward and backward, and alternate feet forward and backward).
B. Be able to do warm-up exercises, jumping jacks, pushups, and situps.
C. Be able to move a parachute in many ways as a part of a group.
D. Be able to run for fun.
E. Be able to play many group games.
F. Be able to show you are in good shape. [work toward age-appropriate norms on a standardized fitness test.]5. Be able to move to different rhythms and experiment with dance movements.
A. Be able to experiment with the elements of dance (body, time, space, force).
B. Be able to stamp feet, do-si-do, step hop, elbow swing, and promenade.
C. Be able to move lummi sticks, ribbons, feathers, and scarves to different rhythms.
D. Be able to form single circles, double circles, lines, and partners.
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to work to have better coordination, endurance, and a good attitude.
B. Be able to assess your heart rate.
C. Know the benefits, safety practices, and rules for participating in physical activities.
D. Know why it is important and what it takes to get in shape.
E. Be able to be a good sport about winning and losing, to be a part of a team, to encourage and help others, to follow the rules for team games, and to show social skills.
F. Know your own strengths and weaknesses and the value of repetition and practice.
G. Be able to take care of sports equipment.
Course Content
1. Be able to show the knowledge and skills which will make you better at group and team sports (kickball, soccer, football, volleyball, basketball, softball, and floor hockey).A. Pre-kickball: rules (three outs, force out, foul ball, tagging out), correct overhand throw (dominant hand stepping with opposite foot), catching correctly with hands and arms, and running the bases properly.
B. Pre-soccer skills: kick properly, dribble ball with feet, pass ball with accuracy, trap ball, and deflect and catch ball as goalie.
C. Pre-football: throw football properly (holding ball properly, hitting stationary target), catch football (with hands and arms), kick football properly (three-step kick), and carry ball properly (wedged between hand, arm, and body).
D. Pre-volleyball: do two-handed catch set, serve underhanded, and play properly with others in a modified game.
E. Pre-basketball: dribble basketball (both hands&endash;walking and stationary), bounce and chest pass, catch basketball properly (hands and arms), and play properly with others in a modified game.
F. Pre-softball: grip softball properly, throw softball properly (opposite foot steps), and bat (correct grip and stance).
G. Floor hockey: control puck with stick while moving, pass puck, shoot puck, and play properly with others in a game.2. Be able to increase muscular strength, endurance, flexibility, body awareness, and agility through fitness and recreational activities (jumping rope, endurance running, and parachutes).
A. Be able to show you are in good shape and work toward achieving age-appropriate norms on a standardized fitness test.]
B. Be able to show individual skills with short rope.
C. Be able to do warm-up exercises, jumping jacks, pushups, one minute bent situp, 40 yard dash, pull-up/flex arm hand, shuttle run, and standing long-jump.
D. Be able to move a parachute in many ways as a part of a group and take part in many simple group games.
E. Be able to do endurance running.3. Be able to get better at dance and moving to rhythms.
A. Be able to use dance elements to create individual and group dances.
B. Be able to do basic steps (heel-toe, two-step, sashay, step draw).
C. Be able to do basic formations (threes, reel, partner, sets, a variety of circles).4. Be able to demonstrate the knowledge and skills which will make you better in individual and dual sports and recreational activities.
A. Be able to apply safety procedures (proper warm-up and spotting techniques).
B. Know the importance of stretching techniques.
C. Know local sports and recreational activities and places (YMCA, city, clubs, teams, and organizations).
D. Be familiar with equipment which can aid in sports and recreational activities.
E. Pre-racquet skills of correct grip, ball control, hit up and down.
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to demonstrate physical fitness (coordination, endurance, good attitude).
B. Be able to assess physical fitness needs (heart rate).
C. Know basics of individual and group sports and recreational activities (benefits, safety practices, responsibilities of participation, rules of activities).
D. Be able to manage personal health, wellness, and fitness needs (prevention and care of injuries, **nutrition and diet, commitment necessary to gain and maintain fitness). **cross ref. with health and science**
E. Be able to demonstrate sportsmanship in sports and recreation (value of winning and losing, united goal-setting, ground rules for team play, basic social and cooperative skills).
F. Be able to use a variety of strategies to succeed in sports and recreational activities (recognize strengths and weaknesses, know value of repetition and practice).
G. Be able to demonstrate proper treatment of sports equipment (safety, care, storage, for intended purpose only).
Course Content
1. Be able to show knowledge and skills which better enable and/or improve participation in group and team sports (basketball, flag football, soccer, softball, and volleyball).A. Pre-basketball: use correct technique in passing (bounce and chest) and stationary dribble with either hand.
B. Flag football: execute a forward pass to a stationary target (ten yards), catch a football from a pass (ten yards), and carry football properly for forty yards (wedged between hand, arm, and body).
C. Pre-soccer: trap propelled ball with foot, dribble soccer ball while moving (fifteen yards), and pass with accuracy (ground pass and distance pass).
D. Pre-softball: grip softball correctly, throw softball correctly (overhand, proper stepping, follow through), run bases correctly (first base, footing while stepping on base, rounding), and know basic rules (scoring, three-outs, fair and foul balls, being safe and out).
E. Pre-volleyball: serve underhand properly and successfully, demonstrate catch set skills, and know basic rules of volleyball (three hits, points on serve, boundaries).2. Be able to increase muscular strength, endurance, flexibility, body awareness, and agility through fitness and recreational activities (jumping rope).
A. Be able to show you are in good shape and work toward achieving age-appropriate norms on a standardized fitness test.]
B. Be able to do ten individual rope jumping skills and develop and perform a 45-second individual routine.
C. Be able to do warm-up exercises, jumping jacks, push-ups, and stretches.3. Be able to improve movement through rhythms and dancing.
A. Be able to use dance elements to create individual and group dances.
B. Be able to do basic folk dances.4. Be able to demonstrate the knowledge and skills which better enable participation in individual and dual sports and recreational activities.
A. Be able to apply safety procedures (proper warm-up and spotting techniques).
B. Know the importance of stretching techniques.
C. Know local sports and recreational activities and places (YMCA, city, clubs, teams, organizations).
D. Be familiar with equipment which can aid in sports and recreational activities.
E. Pre-racquet skills of correct grip, ball handling, hit up and down.
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to demonstrate physical fitness (coordination, endurance).
B. Be able to assess physical fitness needs (heart rate, fitness levels).
C. Know basics of individual and group sports and recreational activities (benefits, conditioning requirements, safety practices, responsibilities of participation, rules of activities).
D. Be able to manage personal health, wellness, and fitness needs (prevention and care of injuries, nutrition and diet, commitment necessary to gain and maintain fitness).
E. Be able to demonstrate sportsmanship in sports and recreation (value of winning and losing, united goal-setting, ground rules for team play, basic social and cooperative skills).
F. Be able to use a variety of strategies to succeed in sports and recreational activities (recognize strengths and weaknesses, know resources for improving skills, know value of repetition and practice).
G. Be able to demonstrate proper treatment of sports equipment (safety, care, storage, for intended purpose only).
Course Content
1. Be able to show knowledge and skills which better enable and/or improve participation in group and team sports (basketball, flag football, soccer, softball, and volleyball).A. Pre-basketball: use correct technique for overhead pass, catch ball properly which comes to left side and middle and right side, dribble at walking speed (with either hand) for fifteen seconds, know how to score (one, two, three point shots), and know roles of basketball players (shoot, pass, defense, rebound, chest pass, bounce pass, lay-up, jump pass).
B. Flag football: throw forward pass to moving target, catch ball from kick and punt, know basic rules of flag football (boundaries, downs, line of scrimmage, snap, grabbing flag, holding, pass interference), know responsibilities of positions (offense&endash;center, quarterback, pass catching and defense&endash;rushing, defending), and know how to score (touchdown, field goal, extra points).
C. Pre-soccer: dribble at game speed (twenty yards), deflect or catch ball as goalie (game speed), know the rules of the game (boundaries, guarding, kicking the ball, no touching ball with arms or hands), and know how to score (goals, free kicks, breaking ties).
D. Pre-softball: field fly balls properly (eye on ball, glove up, two hand catch), field ground ball properly (glove down and body down, eye on ball), know positions and responsibilities of various positions, and know rules of modified slow-pitch (arc of pitch, ball and strikes, innings, batter rules, base running, cutoffs).
E. Pre-volleyball: serve underhand properly and successfully (twenty feet back), be able to pass to any position, and know rotation (forearm pass set)
F. Racket sports- pickle ball, badminton, ping pong
G. Team Handball H. Floor Hockey
I. Softball2. Be able to increase muscular strength, endurance, flexibility, body awareness, and agility through fitness and recreational activities.
A. Be able to achieve age-appropriate norms on a standardized fitness test.
B. Know benefits of developing strength, endurance, flexibility, and agility.
C. Know techniques for developing strength, endurance, and flexibility (stretching).
D. Be able to develop a long-term plan for developing strength, endurance, and flexibility (stretching).3. Be able to improve movement through rhythms.
A. Be able to do basic dance steps.
B. Know and be able to perform proper social courtesies for folk and square dancing.
C. Know and be able to apply techniques for developing fluid movement and rhythm.4. Be able to demonstrate the knowledge and skills which better enable participation in individual and dual sports and recreational activities (tumbling).
A. Be able to apply safety procedures (proper warm-up and spotting techniques).
B. Know the importance of stretching techniques.
C. Know local sports and recreational activities and places (YMCA, city, clubs, teams, organizations).
D. Know equipment which can aid in sports and recreational activities.
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to demonstrate physical fitness (coordination, endurance, nutrition, good attitude).
B. Be able to assess physical fitness needs (heart rate, fitness levels, know differences between aerobic and anaerobic conditioning, relationship between body composition and fitness).
C. Know basics of individual and group sports and recreational activities (benefits, requirements, conditioning requirements, safety practices, responsibilities of participation, rules of activities).
D. Be able to manage personal health, wellness, and fitness needs (prevention and care of injuries, nutrition and diet, commitment necessary to gain and maintain fitness).
E. Be able to demonstrate sportsmanship in sports and recreation (benefits of competition, value of winning and losing, united goal-setting, ground rules for team play, basic social and cooperative skills).
F. Be able to use a variety of strategies to succeed in sports and recreational activities (recognize strengths and weaknesses, analyze strengths, weaknesses, and tendencies of opponents, know resources for improving skills, develop preparation skills, know value of repetition and practice).
Course Content
1. Be able to show knowledge and skills which better enable participation in group and team sports (basketball, softball, and volleyball).A. Pre-basketball: use correct techniques for dribbling at running speed for 15 seconds, use correct pivoting techniques (pivot and pass, pivot and shot, pivot and dribble, pivot while dribbling), know basic rules (boundaries&endash;out of bounds and lane, dribbling&endash;traveling, guarding&endash;fouls), and know roles of basketball players (setting screens, helping out, driving, moving without the ball).
B. Pre-softball: use batting techniques (stance, grip, stride eye on ball, level swing), know expectations of various positions (outfield, infield, catcher, pitcher), and know and use game strategies (base running and fielding).
C. Pre-volleyball: serve underhand properly and successfully (28 feet), pass properly and successfully to a front court position, know scoring (points, game, match), and know rules of volleyball (boundaries, net, proper striking, number of hits).
D. Team Handball
E. Floor Hockey G. Flag Football
F. Soccer H. Softball2. Be able to increase muscular strength, endurance, flexibility, body awareness, and agility through fitness and recreational activities.
A. Know fitness capabilities according to standardized test and be able to set goals and achieve progress as measured on fitness test.
B. Be able to take pulse both resting and working and know your appropriate rate for both.
C. Be able to use proper cool-down techniques (stretching, larger-slower movements, slow cooling).
D. Know your strengths and weaknesses for strength, endurance, flexibility, and agility.3. Be able to improve movement through rhythms, dances, and aerobics.
A. Know and be able to perform proper social courtesies.
B. Be able to demonstrate basic dance steps.
C. Be able to create a 45-second routine with manipulatives alone or as part of a group.
D. Be able to perform elementary aerobic dance exercises.4. Be able to demonstrate the knowledge and skills which better enable participation in individual and dual sports and recreational activities (tumbling, bowling, and light recreational games).
A. Be able to apply proper warm-up and safety procedures.
B. Know local resources for sports and recreational activities (YMCA, city, clubs, teams, organizations).
C. Know equipment which can aid in sports and recreational activities.
D. Pre-bowling: lane etiquette, grip and delivery, and basic scoring.
E. Be able to demonstrate the basic skills and a basic knowledge of a variety of light recreational games: tetherball, four square, frisbee golf, and skating.
F. Racquet Sports , pickle ball, badminton, ping pong
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to demonstrate physical fitness (coordination, endurance, nutrition, good attitude). (Health)
B. Be able to assess physical fitness needs (heart rate, fitness levels, know differences between aerobic and anaerobic conditioning, relationship between body composition and fitness).
C. Know basics of individual and group sports and recreational activities (benefits, requirements, conditioning requirements, safety practices, responsibilities of participation, rules of activities).
D. Be able to manage personal health, wellness, and fitness needs (prevention and care of injuries, nutrition and diet, commitment necessary to gain and maintain fitness).
E. Be able to demonstrate sportsmanship in sports and recreation (benefits of competition, value of winning and losing, united goal-setting, ground rules for team play, basic social and cooperative skills).
F. Be able to use a variety of strategies to succeed in sports and recreational activities (recognize strengths and weaknesses, analyze strengths, weaknesses, and tendencies of opponents, know resources for improving skills, develop preparation skills, know value of repetition and practice).
Course Content
1. Be able to demonstrate knowledge and skills which better enable participation in group and team sports (basketball and volleyball). soccer, ultimate frisbee, flag football, softball, speedball, broomball, team handball, lacrosseA. Pre-basketball: use correct techniques when shooting, use correct techniques when driving to basket, know value of teamwork in basketball (appreciate role of all players and their contributions), and know strategies for succeeding (screens, helping on defense, driving and passing, screening off boards for rebounds, passing, moving without ball).
B. Pre-volleyball: serve (overhand and underhand) from service area, properly dig low ball, pass to front court position with ball hit by opponent, and know the strategies of volleyball (passing&endash;setting, moving ball into best position, keeping ball alive).2. Be able to assess physical fitness level and participate in activities that improve physical fitness, wellness, and cardiovascular capacity (assessment testing and walking/jogging).
A. Be able to assess physical fitness level using the AAPHER, Presidential Fitness Test, or other health-related tests.
B. Be able to achieve average score on these tests.4. Be able to demonstrate knowledge and skills which better enable participation in individual and dual sports and recreational activities (badminton, pickleball, golf, bowling, aerobic, ping pong).
A. Be able to apply proper warm-up and safety procedures.
B. Know local resources for sports and recreational activities (YMCA, city, clubs, teams, organizations).
C. Know equipment which can aid in sports and recreational activities.
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to demonstrate physical fitness (coordination, endurance, nutrition, good attitude).
B. Be able to assess physical fitness needs (heart rate, fitness levels, know differences between aerobic and anaerobic conditioning, relationship between body composition and fitness).
C. Know basics of individual and group sports and recreational activities (benefits, requirements, conditioning requirements, safety practices, responsibilities of participation, rules of activities).
D. Be able to manage personal health, wellness, and fitness needs (prevention and care of injuries, nutrition and diet, commitment necessary to gain and maintain fitness).
E. Be able to demonstrate sportsmanship in sports and recreation (benefits of competition, value of winning and losing, united goal-setting, ground rules for team play, basic social and cooperative skills).
F. Be able to use a variety of strategies to succeed in sports and recreational activities (recognize strengths and weaknesses, analyze strengths, weaknesses, and tendencies of opponents, know resources for improving skills, develop preparation skills, know value of repetition and practice).
Course Content
1. Be able to demonstrate knowledge and skills which better enable participation in group and team sports (flag football, basketball, volleyball, soccer, ultimate frisbee, speedball, team handball, lacrosse).A. Flag football: know and demonstrate rules and strategies, demonstrate forward pass (for accuracy and distance to stationary and moving targets), and demonstrate properly catching a pass (distance and number of completions as stationary and moving target).2. Assess physical fitness level and participate in activities that improve physical fitness, wellness, and cardiovascular capacity (assessment testing and walking/jogging).
A. Be able to assess physical fitness level using the AAPHER, Presidential Fitness Test, or other health-related tests.
B. Be able to achieve average score on these tests.3. Be able to demonstrate knowledge and skills which better enable participation in individual and dual sports and recreational activities (badminton, bowling, pickleball, golf, badminton).
A. Be able to apply proper warm-up and safety procedures.
B. Know local resources for sports and recreational activities (YMCA, city, clubs, teams, organizations).
C. Know equipment which can aid in sports and recreational activities.
D. Badminton: serve long and short, demonstrate clear and overhead smash, and know strategies (long-short, hard-soft, forehand-backhand).
E. Bowling: consistent approach, a consistent shot, bowling technique, and scoring.
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to focus on physical fitness (coordination, endurance, nutrition, good attitude) through active participation.
B. Be able to assess physical fitness needs (heart rate, fitness levels, know differences between aerobic and anaerobic conditioning, relationship between body composition and fitness).
C. Know basics of individual and group sports and recreational activities (benefits, requirements, conditioning requirements, safety practices, responsibilities of participation, rules of activities).
D. Be able to manage personal health, wellness, and fitness needs (prevention and care of injuries, nutrition and diet, commitment necessary to gain and maintain fitness).
E. Be able to demonstrate sportsmanship in sports and recreation (benefits of competition, value of winning and losing, united goal-setting, ground rules for team play, basic social and cooperative skills).
F. Be able to use a variety of strategies to succeed in sports and recreational activities (recognize strengths and weaknesses, analyze strengths, weaknesses, and tendencies of opponents, know resources for improving skills, develop preparation skills, know value of repetition and practice).
G. Be able to discuss consumerism skills in purchase of sports equipment (cost of equipment, different types of sources, quality vs. price, needs).
Course Content
1. Be able to demonstrate knowledge and skills which better enable participation in group and team sports (basketball, flag football, volleyball, handball, soccer, speedball, floor hockey, lacrosse.A. Basketball: speed dribble with dominant hand on a timed distance test around cones, pivot properly, shoot a lay-up for accuracy with proper technique, shoot set shot and free throw with proper technique, shoot jump shot with proper technique, and know and apply rules of the game and strategies.2. Be able to assess physical fitness level and participate in activities that improve physical fitness, wellness, and cardiovascular capacity (assessment testing, weightlifting, and aerobics).
A. Be able to assess physical fitness level using the AAPHER, Presidential Fitness Test, or other health-related tests.
B. Be able to work towards 50th percentile.
C. Be able to demonstrate proper weightlifting and spotting techniques (presses&emdash;bench, dumbbell, incline, leg).
D. Be able to demonstrate proper step aerobics and other selected aerobic techniques.3. Be able to demonstrate knowledge and skills which better enable participation in individual and dual sports and recreational activities (archery, skating, and badminton, pickleball, weight lifting, bowling).
A. Be able to apply proper warm-up and safety procedures.
B. Know local resources for sports and recreational activities (YMCA, city, clubs, teams, organizations).
C. Know equipment which can aid in sports and recreational activities.
D. Archery: know and demonstrate safety procedures and scoring for target archery, demonstrate stance, draw, hold, release, and target shooting for accuracy (criterion: points).
E. Badminton: know and demonstrate rules and strategies, demonstrate hairpin, backhand clear, underhand clear, drop shot, smash, overhand clear, sidearm clear, and underhand short and long serves to proper court.
F. Roller skating: demonstrate left and right crossovers, forward skating technique, backward skating technique, and hockey stop.
Course Abilities (Should be achieved throughout year.)
1. Be able to apply physical education to life.A. Be able to focus physical fitness (coordination, endurance, nutrition, good attitude) through active participation.
B. Be able to assess physical fitness needs (heart rate, fitness levels, know differences between aerobic and anaerobic conditioning, relationship between body composition and fitness).
C. Know basics of individual and group sports and recreational activities (benefits, requirements, conditioning requirements, safety practices, responsibilities of participation, rules of activities).
D. Be able to manage personal health, wellness, and fitness needs (prevention and care of injuries, nutrition and diet, commitment necessary to gain and maintain fitness).
E. Be able to demonstrate sportsmanship in sports and recreation (benefits of competition, value of winning and losing, united goal-setting, ground rules for team play, basic social and cooperative skills).
F. Be able to use a variety of strategies to succeed in sports and recreational activities (recognize strengths and weaknesses, analyze strengths, weaknesses, and tendencies of opponents, know resources for improving skills, develop preparation skills, know value of repetition and practice).
G. Be able to discuss consumerism skills in purchase of sports equipment (cost of equipment, different types of sources, quality vs. price, needs).
Course Content
1 Be able to demonstrate knowledge and skills which better enable participation in group and team sports (volleyball, soccer, team handball, basketball, floor hockey, speedball, lacrosse, flag football, softball, ultimate frisbee).A. Volleyball: know and demonstrate rules and strategies, underhand serve for distance and accuracy, proper technique for bump for accuracy and height, and proper technique for set pass for accuracy, height, and distance.
B. Soccer: know and demonstrate rules and strategies, dribbling technique for timed distance around cones, proper passing technique for accuracy and distance, proper kicking technique for accuracy and distance, and proper stopping.2. Be able to assess physical fitness level and participate in activities that improve physical fitness, wellness, and cardiovascular capacity (assessment testing and aerobics).
A. Be able to assess physical fitness level using the AAPHER, Presidential Fitness Test, or other health-related tests.
B. Be able to work towards 50th percentile.
C. Aerobic dance: be able to measure heart rate and determine personal target zone, demonstrate proper warmup and cool-down exercises, and create an aerobic dance in groups of 1-4 students and teach it to the class.4. Be able to demonstrate knowledge and skills which better enable participation in individual and dual sports and recreational activities (pickleball, cross-country skiing, and curling).
A. Be able to demonstrate proper warm-up and safety procedures.
B. Know resources for sports and recreational activities (YMCA, city, clubs, teams, organizations).
C. Know equipment which can aid in sports and recreational activities.
D. Pickleball: know and demonstrate rules and strategies, demonstrate forehand and backhand technique, correct serving technique (criterion: five out of ten), and forehand and backhand volley with partner for one minute.
E. Snowshoeing
Program Standards
• Be able to think and problem-solve in a scientific manner.
• Possess a sound scientific knowledge base.
• Understand and apply scientific and technical process skills.
• Be able to apply scientific knowledge base to solve problems.
• Be able to access scientific and technical information.
• Possess and apply ethical standards in science.
• Treat the environment with responsibility and care.
• Understand the relationship between science and technology.
Please note: All standards for grades K-8 which relate to human
body processes will be found in Health Standards.
Development Facilitated by
Clyde Birkholz and John D. Wessels, Ph.D.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Think clearly and solve problems about science (classify, decide, estimate, solve, compare).
B. Talk and write clearly about science (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to solve problems using the scientific method (research, hypothesis, experimentation, findings, conclusion).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Know how to preserve the earth (reuse, reduce, recycle, refuse).
E. Apply technical skills:
- listen/dictate/write/present: instructions, chart, report, proposal, letter of request, summary
- technology: word processing, Internet, AV production
Course Content
1. Know the five senses and how they help us.A. Know about seeing.
B. Know about smelling.
C. Know about touching.
D. Know about hearing.
E. Know about tasting.
F. Know about the visible parts of the body (head, arms, shoulders, legs, knees, trunk, toes, fingers).2. Know about common plants.
A. Know different common plants (trees, flowers, grass, local, and of special interest).
B. Know where common plants grow.
C. Know about care of common plants.3. Know about common animals.
A. Know different common animals (farm, pets, zoo, local, and of special interest).
B. Know where common animals live.
C. Know how different animals move.4. Know our physical environment (air, land, and water).
A. Know how air is all around us.
B. Know how the earth is made up of land and water.
C. Know how we need to care for the air, land, and water.
D. Know the names and the order of the four seasons.
E. Know the weather in each season in the area where you live.5. Understand differences and similarities between living and non living things.
A. Know that living things breathe,eat, move,and grow.
B. Know that nonliving thing do not breather, eat, move, or grow.
C. Be able to tell living and non living things apart.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Think clearly and solve problems about science (classify, decide, estimate, solve, compare).
B. Talk and write clearly about science (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to solve problems using the scientific method (research, hypothesis, experimentation, findings, conclusion).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Know how to preserve the earth (reuse, reduce, recycle, refuse).
E. Apply technical skills:
- listen/read/dictate/write/present: instructions, chart, report, proposal, letter of request, summary
- technology: word processing, Internet, AV production
Course Content
1. Be able to use knowledge of plants.A. Know the parts of plants (roots, stem, leaves, flower).
B. Know that seeds produce plants. (germination)
C. Be able to put plants in groups by what they have in common.2. Be able to put animals in groups by size, shape, body covering, movement.
A. Know that animals may have fur, feathers, skin, scales, or shells.
B. Know that animals move in different ways (swim, fly, walk, run, crawl).
C. Know that animals are different sizes.
D. Know that animals have different shapes.
E. Know how animals help people.3. Be able to use some scientific instruments (magnets, magnifying glasses, thermometers, and rain gauges).
A. Be able to take care of magnets, magnifying glasses, and thermometers.
B. Know the types of magnets (horseshoe, U-shaped, bar, circle).
C. Know that the magnetic field is stronger at the poles.
D. Know what a magnifying glass is and some common uses.
E. Know what a thermometer is and some common uses.
F. Be able to use a thermometer.
G. Be able to read a rain gauge.4. Be able to use knowledge of the earth (sun, moon, year, day, light/dark, surface).
A. Know about the earth, sun, and the moon.
B. Know the earth rotates every 24 hours.
C. Know the difference between night and day.
D. Know the earth revolves around the sun.
E. Know the moon revolves around the earth.
F. Know how the earth is made up of land and water.
G. Know the types of land surfaces (top soil, sand, clay, rock).
H. Be able to put different types of rocks and minerals in groups.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Think clearly and solve problems about science (classify, decide, estimate, solve, compare).
B. Talk and write clearly about science (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to solve problems using the scientific method (research, hypothesis, experimentation, findings, conclusion).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Know how to preserve the earth (reuse, reduce, recycle, refuse).
E. Apply technical skills:
- listen/read/write/present: instructions, chart, report, proposal, letter of request, summary
- technology: word processing, Internet, AV production
Course Content
1. Understand how plants grow.A. Know the changes in a plant as it grows.
B. Know the foods that are obtained from the parts of plants.
C. Know ways to grow a new plant (bulb, seed, cutting).
D. Know requirements for plant growth (light and water nutrients).2. Be able to identify and classify the animals and animal groups.
A. Know animals that are mammals, birds, fish, reptiles, amphibians, and insects.
B. Be able to classify animals that are mammals, birds, fish, reptiles, amphibians, and insects.
C. Be able to compare conditions when dinosaurs lived with the conditions in which animals of today live.
D. Know about dinosaurs.
E. Know theories about why dinosaurs became extinct.3. Understand how sound, light, and force work.
A. Be able to classify sounds by loud or soft and pleasant or unpleasant.
B. Know that sound is caused by objects that vibrate.
C. Know that sound travels through our ears.
D. Know sources of light.
E. Know that light helps us see.
F. Know what force is (push and pull).
G. Know about friction (rough, smooth, ease of movement over varied surfaces).
H. Know the concept of balance and motion.4. Understand the components and characteristics of various plant and animal habitats.
A. Know the components of habitats (food, water, space, shelter).
B. Know about desert environment.
C. Know about woods environment.
D. Know about pond environment.
E. Know about ocean environment.
F. Know how we can help our environment.5. Understand how weather affects our lives.
A. Be able to read a Celsius or Fahrenheit a thermometer.
B. Know ways that weather can be harmful.
C. Know how weather affects plants, animals, and people.
D. Know the things that make up the weather.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, compare, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to solve problems using the scientific method (research, hypothesis, experimentation, findings, conclusion).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Know how to preserve the earth (reuse, reduce, recycle, refuse).
E. Possess technical skills:
- read/write/present: instructions, chart, thank you letter, letter of request, letter of response, proposal, lab report, research report, summary
- technology: word processing, database, Internet, AV production
Course Content
1. Understand plants and their processes.A. Be able to group plants as either seed or non seed.
B. Be able to tell different types of seed plants apart (flowers and cones).
C. Know that flowering plants have two kinds of seeds (monocot, dicot).
D. Know that seed plants with cover are identified by their needles and type of cone.
E. Know the four types of non seed plants and how they reproduce.
F. Know examples of non seed plants.
G. Know what the plant needs to make food.
H. Know the purpose of chlorophyll.2. Understand ecosystems and how plants and animals adapt to survive.
A. Know what animals need to survive (reproduction, food, shelter, water, survival techniques).
B. Know what plants need to survive (water, sun, nutrients, pollination).
C. Be able to describe an ecosystem.
D. Know how communities affect each other.
E. Know how communities depend on each other.
F. Know how adaptations help animals and plants survive.
G. Know and give examples of behavioral adaptations (migration and hibernation).3. Be able to identify the basic types of force (magnetism, gravity, electrical) and energy (electrical, solar, wind, motion, light, heat).
A. Know magnetism has poles.
B. Be able to apply knowledge that magnetism is a force.
C. Be able to apply knowledge that electricity is a force.
D. Know the basic elements of magnetism, gravity, and friction.
E. Know the basic elements of energy.4. Understand characteristics of sound.
A. Know how sound is transmitted and received.
B. Know about pitch and volume.
C. Know how distance affects sound.
D. Be able to identify how sound travels through different materials.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, relate, interpret, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to solve problems using the scientific method (research, hypothesis, experimentation, findings, conclusion).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Know how to preserve the earth (reuse, reduce, recycle, refuse).
E. Apply technical skills:
- read/write/present: instructions, table, chart, thank you letter, letter of request, letter of response, inquiry, proposal, lab report, research report, summary
- technology: word processing, database, Internet, AV production
Course Content
1. Understand food chains and food webs.A. Be able to distinguish between producers and consumers and decomposers.
B. Know about an ocean food chain.
C. Know about a land food chain.
D. Know the interdependence of a food chain.
E. Know how nature and people affect a food web.2. Understand the characteristics and uses of the six simple machines.
A. Know characteristics and uses of the inclined plane and wedge.
B. Know characteristics and uses of the screw.
C. Know characteristics and uses of the pulley.
D. Know characteristics and uses of the lever.
E. Know characteristics and uses of the wheel and axle.
F. Know how simple machines make work easier.
G. Be able to identify simple machines within a complex machine.
H. Be able to combine simple machines to make complex machines.3. Understand the characteristics of light and color.
A. Be able to identify the sources of light.
B. Know how the reflection, absorption, and transmission of light affects an object's appearance.
C. Know how flat and curved mirrors affect light.
D. Know how objects refract light.
E. Know why objects appear to have different colors.
F. Know how white light is formed and explain what it is made of.4. Understand the causes of the weather.
A. Know how location affects weather (elevation, latitude, regions)
B. Be able to state sequence of water cycle.
C. Know how angle of the sun affects weather.
D. Know the layers of the atmosphere.
E. Know basic cloud types.
F. Know how air pressure, temperature, wind, and humidity affect weather.5. Understand the basics of electricity (how generated, how conducted, uses, how transported, limitations, effects on environment.)
A. Know static electricity and current electricity.
B. Know the difference between conductors and insulators.
C. Know the difference between open, closed, parallel, and series circuits.
D. Know about our use of electricity.
E. Know and use the terms of magnetism and electromagnetism.
F. Know how a magnet works.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, relate, interpret, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to solve problems using the scientific method (research, hypothesis, experimentation, findings, conclusion).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Know how to preserve the earth (reuse, reduce, recycle, refuse).
E. Apply technical skills:
- read/write/present: instructions, table, chart, thank you letter, letter of request, letter of response, inquiry, proposal, lab report, research report, summary
- technology: word processing, database, Internet, AV production
Course Content
1. Understand the processes that all living things share.A. Know the methods that plants and animals use to get food.
B. Be able to apply knowledge that all living things grow and/or regenerate cells.
C. Be able to apply knowledge that cells are the basic unit of all living things.
D. Be able to apply knowledge that all living things need air, food, and water.
E. Be able to apply knowledge that all living things reproduce.
F. Be able to apply knowledge that all living things release energy.
G. Know basic processes of plants (photosynthesis, respiration, transpiration).2. Understand the concepts of force and motion.
A. Know the terms motion, inertia, friction, buoyancy, and gravity.
B. Know the difference between the types of motion.
C. Know Newton's laws of motion.
D. Know how friction may be useful and a problem.
E. Know how everything is affected by gravity.3. Understand the earth's surface and changes which affect it.
A. Know the layers which form the earth's crust.
B. Know characteristics of each layer.
C. Be able to identify examples of various layers of the earth's crust.
D. Know how the various layers were formed.
E. Know how wind, water, time, and geological shifts affect the earth's surface.
F. Know how humans change the earth's surface.4. Be able to observe, classify, and explain the properties, states, and changes of matter.
A. Know the three states of matter.
B. Know how matter can change.
C. Know the properties of each state of matter.
D. Know the movement of molecules in each state.5. Be able to observe, classify, and explain properties, states,and changes of matter.
A. Know the three states of matter.
B. Know how matter can change.
C. Know the movement of molecules in each state.
D. Know the properties of each state of matter.
E. Know that matter can be identified by its physical structure.
F. Be able to use chemical reactions to identify different matter.6. Be able to use the physical properties and chemical composition to classify rocks and minerals.
A. Be able to identify common minerals.
B. Be able to identify the three rock groups.
C. Be able to identify common rocks in each group.
D. Be able to use physical characteristics for identification purposes.
E. Understand that rocks and minerals have various uses.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, i interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to solve problems using the scientific method (research, hypothesis, experimentation, findings, conclusion).
B. Be able to conduct research (field research, media research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Apply knowledge of the relationship between humans, the environment, and the earth's resources to improve the environment.
E. Apply technical skills:
- read/write/present: instructions, table, chart, reports (progress, research, lab), proposal, letters (complaint, request, response), manual, checklist, pamphlet, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Understand how plant and animal species interact with their environment.A. Know how energy flows through food chains and food webs.
B. Know the cycles (water, carbon dioxide, nitrogen).
C. Know the factors that affect populations in a given environment (plant and animal responses and adaptations).
D. Know how organisms become extinct.2. Understand the building blocks of matter (atoms, elements, molecules, compounds).
A. Know the parts of an atom (neutron, proton, electron).
B. Know the terms atom, molecule, element, and compound.
C. Know how elements are organized on a periodic chart.
D. Know what chemical formulas and symbols are.
E. Know the difference between a chemical and physical change.
F. Know about acids and bases.3. Understand various forms of energy (fossil, wind, nuclear, geothermal, light, sound, electricity).
A. Know sound energy (sound waves, behavior, uses).
B. Know electrical energy (production and uses).
C. Know light energy (spectrum, nature, behavior, uses).
D. Know renewable and nonrenewable energy (fossil fuels, wind, nuclear, solar, geothermal).
E. Know the efficiency and effects of each form of energy (fossil fuels, solar, wind, nuclear).4. Understand the relationship between the various bodies in the universe.
A. Know the types of bodies in the solar system (sun, moons, planets, comets, asteroids, meteors).
B. Know the instruments used by astronomers (reflecting, refracting, and radio telescopes and spectroscopes).
C. Know the life cycle of a star.
D. Know the characteristics of quasars, pulsars, black holes, constellations, and galaxies.
E. Know about the planets in our solar system (relationship to sun and characteristics).
F. Know about space and human accomplishments (history of exploration, discoveries, help to humankind).
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to solve problems using the scientific method (research, hypothesis, experimentation, findings, conclusion).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Apply knowledge of the relationship between humans, the environment, and the earth's resources (pollution, conservation) to improve the environment.
E. Apply technical skills:
- read/write/present: instructions, table, chart, reports (progress, research, lab), proposal, letters (complaint, request, response), manual, checklist, pamphlet, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Understand how life exists on earth.A. Know that living things need energy, food, water, oxygen, living space, and proper temperature.
B. Know the relationship between the components of life.
C. Be able to apply knowledge that the sun is the initial source of all energy.2. Understand that the cell is a basic unit of life.
A. Know the cell theory.
B. Know parts and functions of plant and animal cells.
C. Know cell division and reproduction.
D. Know examples of organisms that reproduce sexually and asexually.
E. Know advantages and disadvantages of both sexual and asexual reproduction.
F. Know process of sexual and asexual reproduction.
G. Know stages of development in sexual and asexual reproduction.3. Be able to classify and identify living organisms using their characteristics.
A. Know the seven levels of the classification system.
B. Know characteristics of plant, animal, protoctista (protista), monera, and fungi kingdoms.4. Understand the interrelationship between living things and their environment.
A. Know the needs to live in an environment.
B. Know about producers, consumers, and decomposers.
C. Know mutualism, competition, predation, parasitism, and commensalism.
D. Know cyclic responses to the environment (hibernation, migration, adaptation, dormancy).
E. Know habitat, niche, ecosystem, community, and population.
F. Know about human effects on the environment.5. Understand food chains and human effect on them.
A. Know components and illustration of a basic food chain.
B. Know difference between decomposer, producer, and consumer.
C. Know how food chains relate to food webs and energy pyramids.
D. Know how parts of food chains affect the energy flow.
E. Know the effects of human interference on the food chain.6. Be able to use a microscope.
A. Know parts and functions of a microscope.
B. Be able to create a wet mount slide.
C. Be able to focus the microscope and observe a slide.
D. Be able to use the microscope to examine life forms.7. Be able to project scientific concepts into the future.
A. Be able to explain the necessity of ethical standards.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to solve problems using the scientific method (research, hypothesis, experimentation, findings, conclusion).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Apply knowledge of the relationship between humans, the environment, and the earth's resources (pollution, conservation) to improve the environment.
E. Apply technical skills:
- read/write/present: instructions, table, chart, reports (progress, research, lab), proposal, letters (complaint, request, response), manual, checklist, pamphlet, technical research, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Understand terms relevant to earth science.A. Be able to define the terms in simple language.
B. Be able to relate terms to a concrete example.2. Be able to use the physical properties and chemical composition to classify rocks and minerals.
A. Be able to identify common minerals.
B. Be able to identify the three rock groups.
C. Be able to use physical characteristics for identification purposes.
D. Be able to identify rocks and minerals by using reference materials.
E. Know uses of rocks and minerals.3. Understand the uniqueness of the earth and its ongoing processes of development.
A. Be able to identify landforms.
B. Know about the forces that change the shape of the earth.
C. Know how humans change the shape of the earth.
D. Be able to predict future changes.4. Understand the factors of weather and the importance of weather to life.
A. Know the components of air.
B. Know the effects of heat on weather.
C. Know factors that affect humidity.
D. Know causes and effect of air pressure.
E. Know types of air masses and results.
F. Be able to predict weather.
G. Know how weather impacts the earth, humans, and other life forms.5. Understand how the earth relates to the rest of the universe.
A. Know composition of solar bodies.
B. Know motions of solar bodies.
C. Know the value (social and economic) of space exploration.
D. Know the position of celestial bodies.6. Understand the importance of oceans and water to our planet.
A. Know composition of sea water.
B. Know economic values of minerals and food gathered from water.
C. Know movements of currents and their importance.
D. Know the effects of oceans on weather.
E. Know how oceans support life.
F. Know how our water supply is being used and misused.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to solve problems using the scientific method (research, hypothesis, experimentation, findings, conclusion).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Apply knowledge of the relationship between humans, the environment, and the earth's resources (pollution, conservation) to improve the environment.
E. Apply technical skills:
- read/write/present: instructions, table, chart, reports (progress, research, lab), proposal, letters (complaint, request, response), manual, checklist, pamphlet, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Be able to analyze and draw conclusions from data graphing, charting, and calculating.A. Be able to graph data appropriately through line, bar, and pie graphs.
B. Be able to interpret data from various graphs.
C. Be able to use data to evaluate hypothesis.
D. Be able to use modern technologies to sort and arrange data.2. Be able to use the basic measurement of the physical sciences (length, mass, volume, temperature).
A. Be able to measure mass, volume, length, and temperature in standard and metric measures.
B. Know units associated with mass, volume, length, and temperature.
C. Be able to translate between standard and metric measures.3. Understand the relationship between work, machines, and power.
A. Be able to measure appropriate forces.
B. Be able to identify six simple machines.
C. Be able to calculate work and power.
D. Be able to apply work/power to simple machines.4. Understand the relationship between matter, energy, and motion.
A. Know about matter and its properties.
B. Know about energy conversion.
C. Know about motion and momentum.
D. Know about kinetic and potential energy.
E. Be able to describe Newton's laws.5. Understand magnetism, electricity, and heat.
A. Know properties of magnetism.
B. Know about static and current electricity.
C. Be able to show interactions between magnetism and electricity.
D. Know about temperature and heat.
E. Know about heat flow.6. Understand composition and reactions of matter.
A. Know the structure of the atom.
B. Know about interaction of atoms.
C. Know about acids, bases, and salts.
D. Know about elements, compounds, and mixtures.
E. Know types of reactions.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to use the scientific method to solve problems and conduct experiments (approach a problem from many points of view, state hypothesis, use controls and variables properly in an experiment, maintain experimental standards, gather data and represent it in graphs and charts and other forms, interpret and draw conclusions from data, report results in a scientific manner).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Apply knowledge of the relationship between humans, the environment, and the earth's resources (pollution, conservation) to improve the environment.
E. Apply technical skills:
- read/write/present: instructions, table, chart, reports (progress, research, lab), proposal, letters (complaint, request, response), manual, checklist, pamphlet, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Understand the mechanism of inheritance.A. Know basic Mendelian Inheritance (monohybrid, dihybrid, test crosses).
B. Know related terminology (homozygous, heterozygous, dominant, recessive).
C. Be able to analyze and predict results of various crosses.
D. Know how genetic error occurs (mutations).
E. Know how DNA relates to standard of inheritance.
F. Know examples of applied genetics (human disorders).2. Understand the structure and organization of cells and the process that occurs within them.
A. Know cell theory.
B. Be able to identify and know the functions of cell organelles.
C. Know process related to biology (DNA replication, RNA transcription, protein synthesis, photosynthesis, respiration, cell transport, the stages of mitosis and meiosis).
D. Be able to make microscopic observations.3. Understand how living organisms are classified and organized.
A. Know about species and the need for scientific
B. Know that classification is structurally oriented.
C. Be able to differentiate between unicellular and multi-
cellular and between levels of multi-cellular organisms.
D. Be able to classify by an accepted naming. taxonomic system.
E. Know characteristics of the five major kingdoms.4. Understand and apply environmental principles.
A. Know levels of ecological organization (species, populations, communities, ecosystems, etc.).
B. Know interactions within a community (food web, predator and prey, adaptations, symbiosis).
C. Be able to analyze population growth (population density, factors affecting, effects of, human populations).
D. Know environmental problems (pollution, global warming, ozone depletion, solid waste, hazardous waste, etc.).5. Be able to apply biology to individual, social, and global issues.
A. Know value of medical ethics.
B. Know effects of genetic engineering.
C. Know practical applications of genetic screening.6. Understand the evolving nature of life.
A. Know that the biochemical and physical nature of the earth determines how life evolves.
B. Be able to use the Darwinian theory to explain how organisms must adapt to survive.
C. Know that life has evolved from simple to more complex forms and that evolution is an ongoing process.
D. Know the controversy surrounding the origin of life.
E. Know the current explanations of the theory of natural selection.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to use the scientific method to solve problems and conduct experiments (approach a problem from many points of view, state hypothesis, use controls and variables properly in an experiment, maintain experimental standards, gather data and represent it in graphs and charts and other forms, interpret and draw conclusions from data, report results in a scientific manner).
B. Be able to conduct research (field research, library research, experimentation).
C. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
D. Apply knowledge of the relationship between humans, the environment, and the earth's resources (pollution, conservation) to improve the environment.
E. Possess technical skills:
- read/write/present: instructions, table, chart, reports (progress, research, lab), proposal, letters (complaint, request, response), manual, checklist, pamphlet, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Understand inorganic/organic nomenclature.A. Know prefixes (for 1 - 10, including Latin prefixes) and suffixes (for the three types of bonding).
B. Know the functional groups and major characteristics.
C. Know names of monatomic and polyatomic ions.
D. Be able to write formulas of inorganic compounds.
E. Be able to identify as ionic or covalent.2. Be able to interpret periodic tables (atomic and chemical structures, physical properties).
A. Be able to describe the trends of the periodic table.
B. Be able to determine oxidation number (charge) of an ion.
C. Know the eight families or groups and transitions.
3. Understand the relationships between quantities, their symbols, and their dimensions.
A. Be able to convert and reverse number of particles, grams, and liters of gas to moles.
B. Be able to calculate the percent composition of an element in a compound in the laboratory.
C. Be able to calculate empirical and molecular formulas.
D. Be able to solve Stoichiometry problems.
E. Be able to calculate solution concentrations.
F. Be able to calculate percent yield in an experiment.4. Understand the present model of the atom.
A. Be able to identify parts of the atom.
B. Know the e-configuration for the first 20 elements by atomic number.
C. Know the history of the atomic theory.5. Understand the similarities and differences between bond types.
A. Be able to identify ionic bonding.
B. Be able to identify metallic bonding.
C. Be able to identify covalent bonding.
D. Know the forces between molecules.6. Understand types of chemical reactions/equations and their mechanisms.
A. Know the four basic types of reactions (de comp, comp, replacement, ionic).
B. Be able to balance a chemical reaction using conservation of atoms.
C. Be able to balance redox reactions.
D. Be able to measure and solve pH problems.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in science.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply science knowledge and skills to a variety of purposes.
A. Be able to use the scientific method to solve problems and conduct experiments (approach a problem from many points of view, state hypothesis, use controls and variables properly in an experiment, maintain experimental standards, gather data and represent it in graphs and charts and other forms, interpret and draw conclusions from data, report results in a scientific manner).
B. Be able to use scientific equipment appropriately (safely, effectively, efficiently, accurately).
C. Apply knowledge of the relationship between humans, the environment, and the earth's resources (pollution, conservation) to improve the environment.
D. Apply technical skills:
- read/write/present: instructions, table, chart, reports (progress, research, lab), proposal, letters (complaint, request, response), manual, checklist, pamphlet, technical research, bid, technical analysis, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Understand the relationship between electricity and magnetism.A. Know the forces involved in electricity and magnetism.
B. Know the flow of electrons (circuits).
C. Be able to apply electricity and magnetism to mechanics.2. Understand the nature of motion under Newtonian physics.
A. Know Newton's three laws of motion.
B. Be able to cite and create models which explain motion.
C. Be able to use vectors in problem solving.
D. Be able to describe the effects of external forces on systems in equilibrium.
E. Know about the conservation of matter and energy.3. Understand the relationship between quantities, their symbols, and their dimensions.
A. Know English and metric measurement units.
B. Be able to work with scientific notation.
C. Be able to use dimensional analysis.
D. Know physics nomenclature.
E. Be able to use formulas to solve problems.4. Understand the relationship between matter and energy as described in quantum mechanics and Einsteinian relativity.
A. Be able to describe atomic models.
B. Be familiar with application (fusion and fission) and consequences (environmental) of radioactivity and nuclear energy.
Program Standards
• Be able to interact well with all people, appreciate cultural diversity, and work cooperatively.
• Understand your own values and be able to recognize the values of others.
• Understand the global community.
• Be able to connect the past to the present and the future and understand your heritage.
• Understand the many structures that make up our social world, such as governmental, social, military, economic, and business.
• Understand and accept change.
• Be able to use the skills and tools of the social sciences.
• Be able to apply thinking, research, and communication skills to the social sciences.
• Be able to function properly as a citizen of your community, state, and nation.
• Relate current events to the past, to the future, and to your life.
• Understand the relationship between the individual and the self, others, the group, and social systems.
Development Facilitated by
Clyde Birkholz and John D. Wessels, Ph.D
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in social studies.A. Think clearly and solve problems about social studies (classify, decide, estimate, solve, compare).
B. Talk and write clearly about social studies (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply social studies knowledge and skills to a variety of purposes.
A. Be able to conduct and present research (locate and organize information, write, and present).
B. Be able to relate social studies to your life.
- view life from other perspectives and others' point of view
- explain the effects important inventions, events, people, and moments have on you
- think about other people and other places to solve problems and make decisions
- relate current events to your life (be able to talk about current events)
C. Possess technical skills:
- listen/dictate/write/present: instructions, chart, thank you letter, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Course Content
1. Know about where you live.A. Know where you live.
B. Know what it is like where you live.2. Know things in your life which could change.
A. Know that families move.
B. Know that families change in size and how they live.
C. Know that parents have to work so you can have food, clothing, and shelter.3. Understand that other people don't live like you do.
A. Know how others in the class live.
B. Know about life in other places (rural, urban) and what is important to them.
C. Know about life in other places in the United States and what is important to them.
D. Know about life in other places in the world and what is important to them.
E. Know how others lived in the past and what was important to them.4. Understand and show respect (social, rights of others, property, authority)
A. Family
B. Environment5. Understand your responsibilities. (learn, grow, develop potential)
A. Citizenship
B. Family
C. Career
D. Environment6. Know days which are important to you.
A. Know your birthday.
B. Know important holidays and why they are important.7. Know important symbols of our country.
A. Know that the American Flag is an important symbol in the USA.
B. Know the Pledge Allegiance.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in social studies.A. Think clearly and solve problems about social studies (classify, decide, estimate, solve, compare).
B. Talk and write clearly about social studies (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply social studies knowledge and skills to a variety of purposes.
A. Be able to conduct and present research (locate and organize information, write, and present).
B. Be able to relate social studies to your life.
- view life from other perspectives and others' point of view
- explain the effects important inventions, events, people, and moments have on you
- think about other people and other places to solve problems and make decisions
- relate current events to your life (be able to talk about current events)
C. Possess technical skills:
- listen/read/dictate/write/present: instructions, chart, thank you letter, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Course Content
1. Understand how families are similar.A. Know the meaning of family.
B. Know the roles and responsibilities of parents.
C. Know the roles and responsibilities of children in a family.
D. Know how families earn and spend money.
E. Know the rules of the family.
F. Know what groups the family belongs to.2. Understand how families are different.
A. Know about the families of others in the class and what is important to these families.
B. Know about families around the state, country, and world and what is important to these families.
C. Know about families in history and what was important to these families.
D. Be able to say how other families are like and not like your family.3. Understand your roles and responsibilities in the family.
A. Know how important every member of the family is.
B. Know why rules are important.
C. Be able to follow rules and directions of the family.
D. Be able to do your own share.
E. Be able to keep your word in the family.
F. Be able to be honest and trustworthy in the family.
G. Be able to cooperate in the activities of the family.
H. Be able to appreciate the contributions of others in the family.
I. Be able to respect the rights of others in the family.
J. Know what is important to the family.4. Understand the relationship between the family and other groups of people.
A. Be able to relate your family to your neighborhood, community, state, country, the world, and other groups (such as school, church/synagogue/mosque/temple, local organizations).
B. Be able to locate where your family lives on maps of your neighborhood, community, state, country, and world.5. Understand features of a map/globe.
A. Be able to identify a compass rose.
B. Be able to identify and use a simple map key.
C. Be able to locate water and land.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in social studies.A. Think clearly and solve problems about social studies (classify, decide, estimate, solve, compare).
B. Talk and write clearly about social studies (present, persuade, collaborate, explain, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply social studies knowledge and skills to a variety of purposes.
A. Be able to conduct and present research (locate and organize information, write, and present).
B. Be able to relate social studies to your life.
- view life from other perspectives and others' point of view
- explain the effects important inventions, events, people, and moments have on you
- think about other people and other places to solve problems and make decisions
- relate current events to your life (be able to talk about current events)
C. Possess technical skills:
- listen/read/write/present: instructions, chart, thank you letter, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Course Content
1. Understand what makes up a neighborhood.A. Know what a neighborhood is.
B. Be able to read maps of a neighborhood.
C. Know what things are in a neighborhood.
D. Know the geography of a neighborhood (school, businesses, parks, streets, other places).
E. Know how a neighborhood is part of a community, state, and country.
F. Know about the history of the neighborhood.2. Understand how to work, play, and travel in a neighborhood.
A. Know how to get to and from school and other places safely (bus safety).
B. Know who to go to for help.
C. Know about the groups and organizations in the neighborhood.
D. Know how the neighborhood is constantly changing.
E. Know the ways people earn a living in the neighborhood.
F. Know recreation in the neighborhood.3. Understand neighborhoods throughout the world.
A. Know about neighborhoods throughout the state.
B. Know about neighborhoods throughout the country.
C. Know about neighborhoods in other countries.
D. Know about neighborhoods in history.
E. Be able to compare the neighborhoods of others to your own.4. Understand the responsibilities of living in a neighborhood.
A. Be able to cooperate for the good of all.
B. Be able to help to make things happen.
C. Be able to respect the rights and property of others.
D. Be able to help the neighborhood succeed.
E. Be able to care for the neighborhood (environmentally and ecologically).5. Understand basic map skills.
A. Identify landforms.
B. Be able to use a map key.
C. Be able to locate four cardinal directions using a compass rose.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in social studies.A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, compare, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply social studies knowledge and skills to a variety of purposes.
A. Be able to conduct and present research (locate and organize information, write, support, and present).
B. Be able to relate social studies to your life.
- view life from other perspectives and others' point of view
- understand key forces (inventions, discoveries, people, events, moments) which have shaped our world
- explain the causes and effects key forces have on you, the present, the future
- use the past and present (other cultures and other places) to solve problems and make decisions
- relate current events to your life (know sources related to current events, be able to talk about current events)
C. Possess technical skills:
- read/write/present: instructions, chart, thank you letter, letter of request, letter of response, proposal, research report, summary
- technology: word processing, database, Internet, AV production
Course Content
1. Understand what makes up a community.A. Know what a community is and what is included in it.
B. Know how a community is governed.
C. Know the Importance of goods and services in a community.
D. Know about the history of your community.2. Understand the geography of the community.
A. Be able to read and make maps of a community.
B. Know how a community relates to a state and country.
C. Know how a community is affected by its geographical location.3. Understand how to be a part of a community.
A. Know how to travel throughout a community (transportation).
B. Know the importance of the rules (laws and expectations) of a community and be able to follow the rules of your community.
C. Know about the groups, clubs, and organizations in the community.
D. Know how the community is constantly changing.4. Understand the similarities and differences of communities throughout the world.
A. Be able to relate your community to communities throughout the state.
B. Be able to relate your community to communities throughout the United States.
C. Be able to relate your community to communities in other countries.
D. Know how communities in history were similar and different from communities today.5. Understand the responsibilities and benefits of living in a community.
A. Be able to follow the rules (laws and expectations) of a community.
B. Be able to respect the rights and property of others.
C. Be able to participate in a community to make a difference (volunteer, cooperate, do your share).
D. Know what is important to a community (pride and culture).
E. Be able to fulfill your responsibilities as a member of a community.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in social studies.A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, relate, interpret, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply social studies knowledge and skills to a variety of purposes.
A. Be able to conduct and present research (locate and organize information, write, support, and present).
B. Be able to relate social studies to your life.
- view life from other perspectives and others' point of view
- understand key forces (inventions, discoveries, people, events, moments) which have shaped our world
- explain the causes and effects key forces have on you, the present, the future
- use the past and present (other cultures and other places) to solve problems and make decisions
- relate current events to your life (know sources related to current events, be able to talk about current events)
C. Possess technical skills:
- read/write/present: instructions, table, chart, thank you letter, letter of request, letter of response, inquiry, proposal, lab report, checklist, research report, summary
- technology: word processing, database, Internet, AV production
Course Content
1. Possess a visual sense of our world.A. Be able to use a globe to clarify your knowledge of the earth (hemisphere, latitude, longitude).
B. Be able to use charts and maps to show land and water forms (continents, oceans).
C. Be able to use charts and maps to show different regions of the world (desert, plains, forest, mountain).
D. Be able to develop charts and maps which show key information such as population, resources, climate, and vegetation.
E. Be able to use map legends effectively (key, scale, directions, symbols).
F. Be able to picture the world and its major land masses and bodies of water.2. Understand how living in a geographical region affects how people live.
A. Know how climate affects the way people live.
B. Know how regional situations affect the way people live.
C. Know how the availability of natural resources affect the way people live.
D. Know how people and the environment interact.
E. Be able to compare life in various parts of the world with your own.3. Understand that people are dependent on one another for goods and services.
A. Know where our food, clothing, and shelter comes from in various regions.
B. Know which goods and services are produced and delivered in various regions.
C. Know why people in various parts of the world produce the goods and services they do.
D. Know how goods and services are shared throughout the global village.
E. Know how our production of goods and services affects the environment.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in social studies.A. Higher thinking (analyze, evaluate, classify, predict, decide, estimate, generalize, solve, relate, interpret, simplify).
B. Communications (present, persuade, collaborate, explain, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply social studies knowledge and skills to a variety of purposes.
A. Be able to conduct and present research (locate and organize information, write, support, and present).
B. Be able to relate social studies to your life.
- view life from other perspectives and others' point of view
- understand key forces (inventions, discoveries, people, events, moments) which have shaped our world
- explain the causes and effects key forces have on you, the present, the future
- use the past and present (other cultures and other places) to solve problems and make decisions
- relate current events to your life (know sources related to current events, be able to talk about current events)
C. Possess technical skills:
- read/write/present: instructions, table, chart, thank you letter, letter of request, letter of response, inquiry, proposal, lab report, checklist, research report, summary
- technology: word processing, database, desktop publishing, Internet, AV production
Course Content
1. Understand key influences in United States history and how they shape our lives today.A. Know key people and events throughout United States history.
B. Know key discoveries and inventions throughout United States history.
C. Know current and past cultures of the United States with emphasis on Native Americans.
D. Be able to describe key influences from the perspectives in which they occurred.
E. Be able to relate key influences to your life.
F. Be able to state and support opinions regarding key events, people, inventions, and discoveries.2. Possess a mental timeline of key influences on United States history.
A. Be able to place key influences on a timeline.
B. Possess a logical sense of what life was like when key influences occurred.
C. Know causes and effects of key influences.3. Be able to use visual skills to help you in understand United States history.
A. Be able to use charts and maps which show key information such as population, resources, movement, and battles.
B. Be able to create charts and maps to depict change over time.
C. Be able to relate charts and maps to your life.
D. Know how and why the geography of the United States has changed through history.
****(It was recommended that schools look at a survey course of US
History beginning with Native Americans through the Vietnam War.)
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in social studies.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply social studies knowledge and skills to a variety of purposes.
A. Be able to support positions in a responsible manner (research, thesis, organize support, recommendations).
B. Be able to relate social studies to your life.
- view life from other perspectives and others' point of view
- understand key forces (inventions, discoveries, people, events, moments) which have shaped our world
- explain the causes and effects key forces have on you, the present, the future
- use the past and present (other cultures, other situations, and different places) to solve problems, make decisions, and predict the future
- relate current events to your life (be conversant, know sources related to current events, conduct research)
C. Possess technical skills:
- read/write/present: instructions, table, chart, reports (progress, research), proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure/pamphlet, bid, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content - World History
1. Understand key influences which shaped and still shape the world.A. Know how and where key civilizations were formed.
B. Know about the daily life of people at various points in world history.
C. Know about key people, events, inventions, and discoveries in the world, including motivation and impact.2. Possess a mental timeline of world history.
A. Know how to place key influences on a timeline.
B. Possess a logical sense of the way of life when key influences occurred.
C. Know causes and effects of key influences.3. Possess a mental map of the world.
A. Be able to interpret maps and charts of the world.
B. Be able to make charts/maps to show information, (such as population, resources, movement, and battles.)
C. Be able to interpret charts and maps that depict change over time.
Course Content - State History
4. Understand key influences which shaped and still shape your state.A. Know about cultures throughout history in your state.
B. Know about the daily life of people in history in your state.
C. Know about key people, events, inventions, and discoveries in your state, including motivation and impact.
D. Know significant aspects of state and local government.5. Possess a mental timeline of history in your state.
A. Be able to place key influences on a timeline.
B. Possess a logical sense of the way of life when key influences occurred.
C. Know causes and effects of key influences.6. Possess a mental map of your state.
A. Be able to interpret maps and charts of your state in relation to the world.
B. Be able to make charts/maps to show information, (such as population, resources, movement, and battles.)
C. Be able to interpret charts and maps that depict change over time.
D. Be able to relate charts and maps to your life.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in social studies.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply social studies knowledge and skills to a variety of purposes.
A. Be able to support positions in a responsible manner (research, thesis, organize support, recommendations).
B. Be able to relate social studies to your life.
- view life from other perspectives and others' point of view, mindful of Christian values
- understand key forces (inventions, discoveries, people, events, moments) which have shaped our world
- explain the causes and effects key forces have on you, the present, the future
- use the past and present (other cultures, other situations, and different places) to solve problems, make decisions, and predict the future
- relate current events to your life (be conversant, know sources related to current events, conduct research)
C. Possess technical skills:
- read/write/present: instructions, table, chart, reports (progress, research), proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure/pamphlet, bid, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Possess a mental map of the physical characteristics of the world.A. Be able to use a globe to show your knowledge of the earth. (Both globe and map)
B. Be able to use charts and maps to show land and water forms.
C. Be able to read and interpret and maps which show key information, such as population, resources, climate, and vegetation.
D. Be able to develop charts, and graphs to depict change over time.
E. Be able to interpret maps, charts, and graphs which show views of the earth at key points in history.
F. Be able to locate important information on maps, such as population, resources, climate, vegetation, landforms, and water masses.
G. Be able to use latitude and longitude to locate.
H. Be able to state and support opinions about the earth based on globes, charts, maps, and graphs.
I. Be able to use maps and navigational skills in real life situations.2. Understand how geography has shaped and changed cultures throughout history.
A. Know physical characteristics of the world which have been key influences in shaping cultures:
• regions of the world and the culture of the people in each region, including values and behavior
• mountain ranges and water masses of the world and how they have affected people
• the climate of the world and how it has affected people
• the natural resources of the world and how they have affected people
• great boundaries of the world and how they have affected people
B. Be able to compare the cultures of others with your own and relate cultures to their geographical settings.3. Understand how various cultures have shaped and changed our world's geography.
A. Determine how the earth has changed physically, including causes and effects.
B. Formulate how different cultures have changed the world's geography:• physically
• environmentally
• ecologically
• economically
• religiously
• technologicallyC. Know techniques and strategies which have been used to protect and manage the environment.
D. Be able to predict future changes in the earth.
E. Be able to explore future physical and cultural trends on the earth.
F. Be able to relate world current events to their global impact.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in social studies.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to apply social studies knowledge and skills to a variety of purposes.
A. Be able to support positions in a responsible manner (research, thesis, organize support, recommendations).
B. Be able to relate social studies to your life.
- view life from other perspectives and others' point of view, mindful of our Christian values.
- understand key forces (inventions, discoveries, people, events, moments) which have shaped our world
- explain the causes and effects key forces have on you, the present, the future
- use the past and present (other cultures, other situations, and different places) to solve problems, make decisions, and predict the future
- relate current events to your life (be conversant, know sources related to current events, conduct research)
C. Possess technical skills:
- read/write/present: instructions, table, chart, reports (progress, research), proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure/pamphlet, bid, summary
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content
1. Understand key influences which shaped our early country.A. Know about the groups which inhabited the early United States.
B. Know the cultures of early Americans, including such things as beliefs, values, accepted behaviors, and environment.
C. Know about key foreign and domestic events, people, inventions, and discoveries in United States history.
D. Know motivations and forces which lead to change in United States history.2. Possess a chronological perspective of early United States history.
A. Be able to place key influences on a timeline.
B. Be able to relate key influences to what was happening just before, during, and after the key influences.
C. Possess a logical sense of progression of United States history.3. Possess a visual sense of early United States history.
A. Be able to interpret maps, charts, and graphs which show views of the world at various points in United States history.
B. Be able to interpret charts, maps, and graphs which show key information, such as population, resources, movement, battles, and change over time.4. Be able to view United States history from various perspectives.
A. Be able to describe key influences from different perspectives.
B. Know what was important to various groups in United States history.
C. Know how key influences changed the lives of various groups in United States history.5. Understand the relationship between human culture and United States history.
A. Know how culture affected United States history.
B. Know how history affected the culture of United States.
C. Know about the basic precepts of the Constitution and Bill of Rights.
• Understand the culture, customs, and traditions of the
countries of the target language and recognize and appreciate
similarities and differences with own culture.
• Be able to communicate* in the target language.
• Understand that languages have structure, that structure
varies from language to language, and the structure of English.
* "Communicate" in this set of standards means the ability to
relay information with the least possible loss of meaning through
reading, writing, speaking, and listening.
Development Facilitated by
Birkholz and John D. Wessels, Ph.D.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in world language.A. Think clearly and solve problems about language (classify, decide, solve, compare).
B. Talk and write clearly about language (present, persuade, collaborate, explain, defend, recommend).
C. Make careful plans and use them (brainstorm, envision, research, plan, organize, persist).
D. Use the quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for many purposes.
A. Be able to read and enjoy literature.
B. Be able to use mass media (newspapers, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, chart, thank you letter, letter of request, proposal, report, summary
- technology: word processing, Internet, AV production
Course Content (Read, write, speak, and listen skillfully)
1. Be able to use different ways of greeting people in different situations in the target languages.A. Know and apply gestures and words for conventional greetings in both formal and informal situations.2. Be able to imitate language sounds in the target languages.
A. Be able to recognize and say the alphabet.
B. Be able to pronounce vocabulary words with reasonable accuracy.3. Be able to respond to basic questions and directions in the target languages.
A. Be able to answer personal questions (age, likes and dislikes, names, where live, time, dates)..
B. Be able to respond to simple questions.
C. Be able to react to simple commands and directions.
D. Be able to identify and apply the vocabulary for objects and activities.4. Be able to initiate communication using simple sentences.
A. Be able to use pronouns and a few basic verbs. (not identify)
B. Be able to give simple descriptions.
C. Be able to give simple commands.
D. Be able to ask simple questions.5. Be able to recognize ways language is communicated and understood.
A. Be able to identify cognates.
B. Be able to observe others' actions and reactions to discover meaning through verbal and nonverbal cues.
C. Be able to restate in English a simple passage in the target language.
D. Be able to find main ideas and specific details in simple passages in the target language.8. Possess basic knowledge of the geography and culture of countries of the target language.
A. Be able to identify countries of the target language on the globe.
B. Be able to identify the capitals and a few key features on a map of the countries.
C. Be able to explore the countries' traditions, stories, arts, etc.
**** Course abilities are ongoing for K-12
**** Course standards identified are the recommended end products of
a K-6 program. Grade breakdown and implementation are left to the
individual school to develop.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in world language.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature.
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure/pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Be able to communicate with basic social expressions and conventions of language and gesture.A. Be able to use conventional gestures and words in greetings and farewells and courtesy expressions.
B. Be able to recognize and apply levels of formality (pronouns, terms of address, other unique aspects).4. Be able to use correct pronunciation and understand the written sound and meaning symbols.
A. Be able to recognize and say the alphabet in the language.
B. Be able to recognize and use symbols unique to the target language (diacriticals, silent letters, unique letters).
C. Be able to produce sounds and sound combinations with a recognizable movement away from native habits.
D. Know expected basic differences in stress and pitch and begin to assimilate them.5. Understand some basic structures of the language and be able to use the present tense.
A. Be able to apply basic differences of word order and inflection.
B. Be able to apply basic pronoun cases (objective and subjective) and basic differences of agreement.
C. Be able to apply the concepts of first/second/third person, singular, plural persons, and formal/informal.
D. Know verb types and apply the appropriate verb ending.
E. Be able to use present tense forms properly.6. Be able to ask/answer questions of personal information and everyday functions and respond verbally and in action to classroom directions and instructional vocabulary.
A. Know and apply correct grammatical structures (word order and placement, agreement, etc.).
B. Be able to pronounce and apply basic pronouns, negation and vocabulary words.
C. Be able to ask and answer basic information questions in a comfortable and nonrote manner.
D. Be able to use numbers correctly for basic communication (time, dates, counting, money, age, computation).
E. Know and be able to apply the words for classroom objects and activities and do exactly as directed.
F. Know and be able to apply the correct terms of address and manners for speaking to teachers and fellow students.7. Be able to read and listen for main ideas and/or details and be able to communicate effectively in a limited number of simple real life situations.
A. Be able to paraphrase in English a brief written or spoken passage applying studied grammatical forms and vocabulary.
B. Be able to listen/read for specific requested details and apply active listening skills (attentive and ready to respond).
C. Be able to function in restaurants, on phone, in taxis, at hotels, on planes/airports and trains/stations, on streets, etc.
D. Be able to carry on light general conversations (introductions, weather, courtesies, etc.).
E. Be able to apply expected pronunciation, vocabulary, grammatical structures, and cultural norms.8. Possess a basic knowledge of history, geography, culture of the countries of the target language.
A. Be able to identify on maps the countries' capitals, other major cities, key landforms, and major regions.
B Know the historical significance of certain events, persons, monuments, artistic achievements, etc.
C. Know and be able to apply the terms culture, anthropology, ethnocentrism, and customs.
D. Know significant customs, cultural traits, and traditions and be able to compare them to own in a non-judgmental manner.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in world language.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature.
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure/pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Be able to demonstrate all of the first year standards with greater depth and complexity, in the past, present, and future tenses in survival situations.A. Be able to communicate easily with the basic social expressions and the social conventions of language and gesture.
B. Be able to bring pronunciation to a level of some comfort and close to what a native speaker could comprehend.
C. Be able to ask and answer basic questions with ease and respond readily to classroom directions.
D. Know and be able to apply verb endings for all three basic tenses.
E. Be able to function exclusively in the target language for extended blocks of classroom time.4. Be able to recognize structure in language and demonstrate use of structural patterns in the target language.
A. Be able to use words describing the past and future.
B. Be able to compare and contrast word order patterns in the target language and in English.
C. Be able to recognize cognates and false cognates.
D. Know and be able to apply agreement and pronoun cases.
E. Know and be able to apply different structures for formal and informal situations.
F. Know and be able to apply patterns of pitch and stress showing some movement from English patterns.
G. Know and be able to apply prepositions and conjunctions.5. Be able to communicate in spoken and written form.
A. Be able to write and read friendly letters using all three tenses so that a native speaker could readily comprehend, and be able to apply basic differences of writing convention, such as punctuation and capitalization.
B. Be able to converse in all three tenses about familiar subjects.
C. Be able to produce short oral and written narratives using all three tenses and description so that a native speaker could readily comprehend.
D. Be able to use commands in all three tenses.6. Be able to comprehend the written and oral messages in the target language.
A. Be able to summarize in both languages the key points of an oral or written presentation.
B. Be able to respond appropriately to oral and written questions.
C. Be able to identify in both languages key elements of an oral or written passage.
D. Be able to determine the meaning of unknown words by the use of cognates, inflections, and context.7. Be able to function as a tourist on a survival level in the target language in target countries.
A. Be able to apply a working knowledge of history and geography, monuments and major tourist sites, and cultural elements by asking directions and making light conversation.
B. Know and be able to apply the key aspects of tourism (travel methods, money, lodging patterns, common foods, etc.).
C. Know significant artistic efforts and creators (art, literature, music, etc.).
D. Know significant current events of the target nations and be able to discuss how they impact the country and the U.S.
E. Know and be able to apply day-by-day cultural differences and social courtesies at home and in public.
F. Be able to apply expected pronunciation, vocabulary, grammatical structures, and cultural norms.
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in world language.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature.
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure/pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Be able to demonstrate all of the first and second year standards at a level of reading/writing/speaking/listening comfort and ease, including some idiomatic usage.A. Be able to readily discuss and apply knowledge of history, knowledge, culture, current events, and the arts on an expanded level.
B. Know and be able to apply words for past and future, all three basic tenses, grammatical structures and agreement, the vocabulary words, pronouns, prepositions, and conjunctions.
C. Know and be able to apply social conventions of oral communication and conventions of writing.
D. Be able to bring pronunciation to a level of comfort and to what a native speaker could comprehend, including stress and pitch patterns significantly different than in English.
E. Be able to function exclusively in the target language for whole class periods.
F. Be able to apply basic idiomatic differences.4. Be able to read and listen to authentic texts for understanding.
A. Be able to state the main idea and summarize in both languages.
B. Be able to identify specific details in both languages.
C. Be able to respond appropriately with words and actions to straight-forward written or spoken directions.
D. Possess strategies for reading and listening with less recourse to translation.5. Be able to communicate in writing and speaking at a level comprehensible to native speakers who are familiar with non-native speakers.
A. Be able to communicate effectively in open-ended conversations on topics of personal interest, about everyday activities, and about the target countries.
B. Be able to relate with description personal incidents and/or fictional events.
C. Be able to communicate in more specific, more complicated real-life role-playing situations, both predetermined and impromptu.
D. Be able to write friendly and business-related letters.
E. Be able to give directions and lead the class in an activity.
F. Be able to function at interviews (for a job or the like, for a newspaper or TV newscast, etc.).
Course Abilities [Apply the following to each content standard.]
1. Develop abilities in world language.A. Higher thinking (analyze, evaluate, classify, predict, estimate, generalize, solve, decide, relate, interpret, simplify).
B. Communications (present, demonstrate, persuade, collaborate, explain, defend, recommend).
C. Goal setting/attainment (brainstorm, envision, research, plan, organize, persist).
D. The quality process (plan, draft, analyze, and revise when producing products).2. Be able to read, write, speak, and listen for a variety of purposes.
A. Be able to use literature.
B. Be able to use mass media (newspapers, magazines, radio, television, movies, Internet, CD-ROM).
C. Be able to conduct research (locate, observe/gather, analyze, conclude).
D. Possess technical skills:
- read/write/present: instructions, reports (progress, research, lab), specifications, proposal, letters (complaint, request, application, response, recommendation), manual, form, checklist, resume, brochure/pamphlet, technical research, bid, technical analysis, summary, advertisement, announcement
- technology: word processing, spreadsheet, database, desktop publishing, Internet, search tools, AV production
Course Content (Read, write, speak, and listen skillfully)
3. Be able to readily demonstrate all of the first, second, and third year standards with comfort and ease in reading/writing/speaking/listening.A. Be able to apply all verb tenses.
B. Know and be able to apply correct grammatical structures.
C. Know and be able to apply the advanced verb forms of the target language (such as passive voice or subjunctive mood).
D. Be able to write readily in a variety of forms (letters, reports, narratives, summaries, opinion statements, etc.).
E. Be able to apply a knowledge and appreciation of cultural differences and history, geography, arts, and current events of the target countries in all written and oral work.
F. Be able to function in class almost exclusively in the target language.4. Be able to read in the target language magazine and newspaper articles for understanding of current events and issues of cultural concern in the countries of the language.
A. Be able to read and understand written language in context.
B. Be able to discuss these articles to show understanding and implication of their content.
C. Be able to communicate about current global events discussing their impact on their lives, especially the current and historical relationship between the target countries and the U.S.
D. Be able to apply an understanding of the cultural differences, history, geography, and arts to current events in the target countries.5. Be able to initiate and maintain conversations on a variety of topics of interest and need in the target language.
A. Be able to communicate easily and readily with peers and/or teacher in everyday classroom situations.
B. Be able to communicate in specific classroom role-playing situations.
C. Be able to speak at a comprehension level in unplanned situations.6. Be able to respond and function appropriately on a higher level of communication in the target language.
A. Be able to read literature for comprehension, for application of history, geography, and cultural knowledge, and for a basis of discussion.
B. Be able to discuss significant art, music, and architecture of the target nations for exchange of opinion and information.
C. Be able to make oral and written reports of some depth and detail in the target language.
© 1997 TEN SIGMA