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 p