Writing Standard 1: Writing
Habits and Processes
Frequency
and Variety of Writing
§
Generates topics and content
to write daily
§
Rereads his/her own writing and listens to
that of others
Writing Standard 2: Writing
Purposes and Resulting Genres
Narrative
Writing
§
Tells a story that may be
only a single event or several events in sequence
Informational
Writing
§
Gathers, shares and collects
information about a topic
Functional
Writing
§
Tells someone what to do;
names or labels objects and places
Producing
and Responding to Literature
§
Creates own stories, poems, plays and songs
using literary forms of language
Writing Standard 3: Language Use and
Conventions
Style
and Syntax
§
Uses the syntax of his/her
own oral language which makes the piece easy to read aloud
Vocabulary
§
Produces writing that uses
words from his/her speaking vocabulary, usually represented phonetically
Spelling
§
Leaves spaces between words
§
Understands directionality
(i.e. left to right, top to bottom)
§
Writes words using initial,
middle and final sounds
Punctuation,
Capitalization
Note: At this stage, to show any regularity
in or awareness of punctuation and conventions is not expected.
Penmanship
§
Writes upper and lower case letters independently,
attending to form and spatial alignment
Kindergarten Social Studies Standards
Learning And Working Now And Long Ago
Students in Kindergarten
...reinforces
the concept of civic behavior: how we interact respectfully with each
other, following rules, and respecting the rights of others.
K.1 Students demonstrate an understanding that being
a good citizen involves acting in certain ways in terms of:
Priority One:
1.
examples of rules, such as sharing
and taking turns and the consequences of breaking them
Priority Two:
2.
examples of honesty, courage, determination,
individual responsibility, and patriotism in American and world history,
in stories and in folklore
3.
the beliefs and related
behavior of characters in stories from times past and the consequences
of their actions
Kindergarten Health Standards
Relationships
Friends
students will engage in activities that
develop positive emotional behavior and self control
• develop interpersonal relationships with classmates
• learn acceptable ways to gain attention
• practice sharing with others
• learn how to listen, compliment and apologize
• learn to accept and celebrate differences in others
Problem Solving/Decision Making
students will develop an awareness of
consequences related to their choices
• learning how to observe situations
• distinguish between appropriate and inappropriate behavior
First Grade Language Arts Essential Standards
Reading
Standard 1: Reading Habits
Frequency and Variety
of Reading
§
Reads own writing, functional messages
Discussing (Listening
and Speaking)
§
Gives reactions to books with backup reasoning
§
Listens, relates contributions, asks clarifying
questions and defends position when discussing text with others
§
Retells and summarizes
Reading Standard
2: Getting the Meaning
Accuracy
and Fluency
§
Uses punctuation to guide meaning and fluency
Self-Monitoring
and Self Correcting Strategies
§
Monitors own reading using strategies (i.e.
“Does it make sense? Does it look right? Does it sound right?”)
§
Uses a variety of strategies to solve meaning,
structure and visual problems
Comprehension
§
Makes predictions, talks about motives of characters, uses
prior knowledge and infers cause and effect to gather meaning
Vocabulary
§
Learns new words from conversation and books
§
Notices and shows interest in learning new
words
First Grade Writing Essential Standards
Writing Standard 1: Writing
Habits and Processes
Frequency
and Variety of Writing
§
Writes daily
§
Uses stages of the writing
process
§
Applies some commonly agreed-upon
criteria to self evaluate work
§
Polishes at least 10 pieces throughout the
year
Writing
Standard 2: Writing Purposes and Resulting Genres
Narrative
Writing
§
Describes where to begin within
a sequence of events
§
Writes about two or more appropriately
sequenced events
§
Uses drawings, diagrams or
other suitable graphics
§
Demonstrates a growing awareness
of author’s craft by using some writing strategies (i.e. beginning, word
choice, detail)
Informational
Writing
§
Gathers and sorts information
into major categories
§
Recognizes and excludes extraneous
information when prompted
§
Uses details, pictures, diagrams,
maps and other graphics
Functional
Writing
§
Gives step-by-step instructions
in appropriate sequence
§
Incorporates drawings, diagrams
or other suitable graphics
Producing
and Responding to Literature
§
Uses text to help write in a specific genre
§
Expresses an opinion in response to literature
Writing Standard 3: Language
Use and Conventions
Style
and Syntax
§
Uses a variety of sentences
typical of spoken language
§
Embeds literary language and
mimics sentences from various genres
Vocabulary
§
Uses a full range of words
from speaking vocabulary
§
Uses newly learned words
Spelling
§
Writes text (including phonetic
spelling) that can be read by self and others
§
Uses strategies for spelling
unfamiliar words
Punctuation,
Capitalization
§
Shows an awareness of the
use of punctuation in writing
Penmanship
§
Prints legibly and spaces letters, words and
sentences appropriately
Grade 1 Social Studies Standards
A Child’s Place In Time And Space
Students in
grade one continue a more detailed treatment of the broad concepts of
rights and responsibilities in the contemporary world. The classroom
serves as a microcosm of society in which decisions are made with respect
for individual responsibility, for other people and for the rules by which
we all must live; fair play, good sportsmanship, respect for the rights
and opinions of others.
1.1 Students describe the rights and individual
responsibilities of citizenship, in terms of:
Priority One:
2. the elements of fair play and good sportsmanship,
respect for the rights and opinions of others, and respect for rules by
which we live, including the meaning of the “Golden Rule”
Relationships With Friends
students will play a positive role in promoting health of family and
others
• understand the value of friendship
• continue to learn how to make and maintain friendships
Problem Solving/Decision
Making
students will recognize total well being entails a combination
of physical, mental, emotional and social balance
• conflict resoltion activities
• class meetings for discussion
Third Grade Language Arts Essential
Standards
Reading
Standard 1: Reading Habits
Discussing Books (Listening and Speaking)
· Demonstrates skill
in utilizing comprehension strategies
· Notes and talks
about author's craft
· Explains ideas using
comparisons, analogies and knowledge built during discussions
· Restates ideas with
greater clarity
· Participates as
an integral part of a discussion group by asking questions and requesting
further explanation
Writing
Standard 1: Writing Habits and Processes
Frequency and Variety of Writing
§ Writes daily
§ Uses the stages
of the writing process
§ Polishes 10-12
pieces throughout the year
§ Writes for specific
purposes
§ Assesses writing
using rubrics
Writing Standard
2: Writing Purposes and Resulting Genres
Narrative Writing
§ Engages the
reader
§ Creates a sequence
of events
§ Develops character
and plot
§ Provides a resolution
Informational Writing
§ Introduces the
topic and communicates the ideas in an organized manner
§ Uses diagrams,
charts, or illustrations
§ Uses a wide
variety of research materials
Functional Writing
§ Identifies the
topic using relevant information that is straightforward and clear
§ Uses illustrations
detailing steps in the procedure
§ Writes personal
and formal letters, thank you notes and invitations
Producing and Responding to Literature
§ Writes stories,
memoirs, songs, poems and plays incorporating the elements of each genre
§ Supports a judgment
with evidence from the text
§ Summarizes and
interprets details from the text beyond retelling
§ Compares two
works by the same author or theme
§ Makes connections
between the text and his/her own ideas
Writing Standard 3: Language Use and Conventions
Style and Syntax
§ Varies sentence
structure and length, using transitional words and phrases to make writing
lively
§ Uses author’s
writing as a model
Vocabulary
§ Makes precise,
vivid and topic-specific word choices
§ Uses subject/verb
agreement and verb tenses correctly
§ Identifies and
uses pronouns, adjectives, compound words and articles
Spelling
§ Spells grade
level appropriate words correctly and follows conventional spelling patterns
Punctuation, Capitalization
§ Uses appropriate
capitalization and punctuation
Penmanship
§ Writes neatly
in cursive with correct margins and spacing
Grade 3 Social Studies
Standards
3.4
Students understand the role of rules and laws in our dialy lives, and
the basic structure of the United States government, in terms of:
Priority
One:
the importance of public virtue and the role of citizens, including
how to participate in a classroom, community and in civic life
2.5 Students demonstrate basic economic reasoning skills
and an understanding of the economy of the local region, in terms of:
Priority One:
how pupils “work” in school develops their personal value in the workplace
Third Grade Health Standards
Problem Solving/Decision Making
students will develop and use coping strategies
• critical thinking
• decision making process
• goal setting
• assertiveness vs. aggressiveness
• refusal skills
• exercise and relaxation benefits
Fourth Grade Language Arts Essential Standards
Reading
Standard 1: Reading Habits
Discussing (Speaking and Listening)
§ Demonstrates
skill in utilizing comprehension strategies
§ Makes and supports
opinions with elaborate convincing evidence
§ Draws the texts
together to compare and contrast themes, characters and ideas
§ Makes well developed
connections
§ Evaluates writing
strategies and elements of author's craft
§ Summarizes and
extends information
§ Relates new
information to prior knowledge and experience
§ Makes connections
to related topics or information
Fourth Grade Writing Essential Standards
Writing
Standard 1: Writing Habits and Processes
Frequency
and Variety of Writing
§ Writes daily
§ Generates own
topics
§ Revises, edits
and proofreads work using the writing process
§ Writes for specific
purposes
§ Polishes 10
to 12 pieces throughout the year
§ Assesses writing
using rubrics
§ Demonstrates
basic keyboarding skills
Writing Standard
2: Writing Purposes and Resulting Genres
Narrative Writing
§ Establishes
a context, situation, plot, point of view, setting, conflict and closure
§ Includes sensory
details and vivid language
§ Develops complex
characters
§ Provides insights
into significance of events in an autobiographical piece
Informational Writing
§ Engages reader
by establishing context
§ Develops a perspective
and purpose
§ Includes appropriate
details, quotes and paraphrasing
§ Uses a wide
variety of research material
Functional Writing
§ Engages reader
by establishing context
§ Creates predictable
structures (i.e. headings, paragraphs, transitions)
§ Uses language
that is straightforward and clear
§ Uses appropriate
visual devices (i.e. diagrams)
Producing and Responding to Literature
§ Demonstrates
an understanding of literary work
§ Communicates
a judgment that is interpretive or reflective and supports this judgment
through references to text, other work, authors,
non-print media
and personal knowledge
Writing Standard 3: Language Use and Conventions
Style and Syntax
§ Selects structure
and features of language appropriate to the purpose
§ Combines related
sentences and uses transitions
§ Embeds literary
language where appropriate
Vocabulary
§ Uses words that
reveal an understanding of regular and irregular verbs, adverbs, prepositional
phrases and coordinating conjunctions
§ Incorporates
specialized vocabulary
Spelling
§ Spells grade
level appropriate words correctly and follows conventional spelling patterns
Punctuation, Capitalization
§ Uses appropriate
capitalization and punctuation
Penmanship
§ Writes legibly
in cursive with correct margins and spacing
Fourth Grade Health Standards
Relationships
students will understand the characteristics of healthy
relationships
conflict resolution
communication
The following are National Educational
Technology Standards
Prior to completion Grade
2, Students will:
1. Use input devices (e.g., mouse and keyboard) and output
devices (e.g., monitor, printer) to successfully operate computers and other
technologies. (1)
2. Use a variety of media and technology resources for directed and independent
learning activities. (1, 3)
3. Communicate about technology using developmentally appropriate and
accurate terminology. (1)
4. Use developmentally appropriate multimedia resources (e.g., interactive
books and educational software) to support learning. (1)
5. Work cooperatively and collaboratively with peers, family members,
and others when using technology in the classroom. (2)
6. Demonstrate positive social and ethical behaviors when using technology.
(2)
7. Practice responsible use of technology systems and software. (2)
8. Create developmentally appropriate multimedia products with support
from teachers, family members, or student partners. (3)
9. Use technology resources (e.g., puzzles, logical thinking programs,
writing tools, digital cameras, drawing tools) for problem solving, communication,
and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)
10. Gather information and communicate with others using telecommunications,
with support from teachers, family members, or student partners. (4)
Prior to completion of
Grade 5, students will:
1. Use keyboards and other common input and output devices
(including adaptive devices when necessary) efficiently and effectively.
(1)
2. Discuss common uses of technology in daily life and the advantages
and disadvantages those uses provide. (1, 2)
3. Discuss basic issues related to responsible use of technology and information
and describe personal consequences of inappropriate use. (2)
4. Use general purpose productivity tools and peripherals to support personal
productivity, remediate skill deficits, and facilitate learning throughout
the curriculum. (3)
5. Use technology tools (e.g., multimedia authoring, presentation, Web
tools, digital cameras, scanners) for individual and collaborative writing,
communication, and publishing activities to create knowledge products for
audiences inside and outside the classroom. (3, 4)
6. Use telecommunications and online resources (e.g., e-mail, online discussions,
Web environments) to participate in collaborative problem-solving activities
for the purpose of developing solutions or products for audiences inside
and outside the classroom. (4, 5)
7. Determine which technology is useful and select the appropriate tool(s)
and technology resources to address a variety of tasks and problems. (5,
6)
