| Content Area |
Content Standard |
# |
Key Elements |
English/
Language Arts |
A student should be able to speak and write well for a variety of purposes and audiences. |
A1 |
apply elements of effective writing and speaking; these elements include ideas, organization, vocabulary, sentence structure, and personal style; |
English/
Language Arts |
A student should be able to speak and write well for a variety of purposes and audiences. |
A2 |
in writing, demonstrate skills in sentence and paragraph structure, including grammar, spelling, capitalization, and punctuation; |
English/
Language Arts |
A student should be able to speak and write well for a variety of purposes and audiences. |
A3 |
in speaking, demonstrate skills in volume, intonation, and clarity; |
English/
Language Arts |
A student should be able to speak and write well for a variety of purposes and audiences. |
A4 |
write and speak well to inform, to describe, to entertain, to persuade, and to clarify thinking in a variety of formats, including technical communication;
|
English/
Language Arts |
A student should be able to speak and write well for a variety of purposes and audiences. |
A5 |
revise, edit, and publish the student’s own writing as appropriate |
English/
Language Arts |
A student should be able to speak and write well for a variety of purposes and audiences. |
A6 |
when appropriate, use visual techniques to communicate ideas; these techniques may include role playing, body language, mime, sign language, graphics, Braille, art, and dance; |
English/
Language Arts |
A student should be able to speak and write well for a variety of purposes and audiences. |
A7 |
communicate ideas using varied tools of electronic technology; |
English/
Language Arts |
A student should be able to speak and write well for a variety of purposes and audiences. |
A8 |
evaluate the student’s own speaking and writing and that of others using high standards. |
English/
Language Arts |
A student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of other information. |
B1 |
comprehend meaning from written text and oral and visual information by applying a variety of reading, listening, and viewing strategies; these strategies include phonic, context, and vocabulary cues in reading, critical viewing, and active listening; |
English/
Language Arts |
A student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of other information. |
B2 |
reflect on, analyze, and evaluate a variety of oral, written, and visual information and experiences, including discussions, lectures, art, movies, television, technical materials, and literature |
English/
Language Arts |
A student should be a competent and thoughtful reader, listener, and viewer of literature, technical materials, and a variety of other information. |
B3 |
relate what the student views, reads, and hears to practical purposes in the student’s own life, to the world outside, and to other texts and experiences.
|
English/
Language Arts |
A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively. |
C2 |
organize a project by understanding directions; making and keeping deadlines; and seeking, selecting, and using relevant resources;
|
English/
Language Arts |
A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively. |
C4 |
set high standards for project quality |
English/
Language Arts |
A student should be able to identify and select from multiple strategies in order to complete projects independently and cooperatively. |
C5 |
when working on a collaborative project, take responsibility for individual contributions to the project; share ideas and workloads; incorporate individual talents and perspectives; work effectively with others as an active participant and as a responsive audience; and evaluate the processes and work of self and others.
|
English/
Language Arts |
A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information. |
D1 |
develop a position by reflecting on personal experiences, prior knowledge, and new information; formulating and refining questions; identifying a variety of pertinent sources of information; analyzing and synthesizing information; and determining an author’s purposes;
|
English/
Language Arts |
A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information. |
D2 |
evaluate the validity, objectivity, reliability, and quality of information read, heard, and seen; |
English/
Language Arts |
A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information. |
D3 |
give credit and cite references as appropriate |
English/
Language Arts |
A student should be able to think logically and reflectively in order to present and explain positions based on relevant and reliable information. |
D4 |
explain and defend a position orally, in writing, and with visual aids as appropriate. |
English/
Language Arts |
A student should understand and respect the perspectives of others in order to communicate effectively. |
E2 |
evaluate content from the speaker’s or author’s perspective;
|
English/
Language Arts |
A student should understand and respect the perspectives of others in order to communicate effectively. |
E3 |
recognize bias in all forms of communication; |
| Technology |
A student should be able to operate technology-based tools. |
A1 |
use a computer to enter and retrieve information; |
| Technology |
A student should be able to operate technology-based tools. |
A2 |
use technological tools for learning, communications, and productivity; |
| Technology |
A student should be able to operate technology-based tools. |
A3 |
use local and world-wide networks;
|
| Technology |
A student should be able to use technology to locate, select, and manage information. |
B2 |
choose sources of information from a variety of media; |
| Technology |
A student should be able to use technology to explore ideas, solve problems, and derive meaning. |
C1 |
use technology to observe, analyze, interpret, and draw conclusions; |
| Technology |
A student should be able to use technology to explore ideas, solve problems, and derive meaning. |
C3 |
create new knowledge by evaluating, combining, or extending information using multiple technologies. |
| Technology |
A student should be able to use technology to express ideas and exchange information. |
D1 |
convey ideas to a variety of audiences using publishing, multi- media, and communications tools; |
| Technology |
A student should be able to use technology to express ideas and exchange information. |
D2 |
use communications technology to exchange ideas and information |
| Technology |
A student should be able to use technology to express ideas and exchange information. |
D3 |
use technology to explore new and innovative methods for interaction with others. |
| Technology |
A student should be able to use technology responsibly and understand its impact on individuals and society. |
E1 |
evaluate the potentials and limitations of existing technologies; |
| Technology |
A student should be able to use technology responsibly and understand its impact on individuals and society. |
E2 |
discriminate between responsible and irresponsible uses of technology; |
| Technology |
A student should be able to use technology responsibly and understand its impact on individuals and society. |
E3 |
respect others’ rights of privacy in electronic environments;
|
| Technology |
A student should be able to use technology responsibly and understand its impact on individuals and society. |
E4 |
demonstrate ethical and legal behavior regarding intellectual property, which is the manifestation of an original idea, such as computer software, music, or literature;
|
| Technology |
A student should be able to use technology responsibly and understand its impact on individuals and society. |
E5 |
examine the role of technology in the workplace and explore careers that require the use of technology;
|
| Technology |
A student should be able to use technology responsibly and understand its impact on individuals and society. |
E6 |
evaluate ways that technology impacts culture and the environment; |
| Technology |
A student should be able to use technology responsibly and understand its impact on individuals and society. |
E8 |
recognize the implications of emerging technologies. |
| History |
A student should understand that history is a record of human experiences that links the past to the present and the future. |
A1 |
understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences;
|
| History |
A student should understand that history is a record of human experiences that links the past to the present and the future. |
A4 |
understand that history relies on the interpretation of evidence; |
| History |
A student should understand that history is a record of human experiences that links the past to the present and the future. |
A5 |
understand that history is a narrative told in many voices and expresses various perspectives of historical experience; |
| Skills for a Healthy Life |
A student should be able to demonstrate responsibility for the student’s well-being. |
B1 |
demonstrate an ability to make responsible decisions by discriminating among risks and by identifying consequences;
|
| Skills for a Healthy Life |
A student should be able to demonstrate responsibility for the student’s well-being. |
B3 |
assess the effects of culture, heritage, and traditions on personal well-being; |
| Skills for a Healthy Life |
A student should be able to demonstrate responsibility for the student’s well-being. |
B4 |
develop an awareness of how personal life roles are affected by and contribute to the well-being of families, communities, and cultures; |
| Skills for a Healthy Life |
A student should be able to demonstrate responsibility for the student’s well-being. |
B5 |
evaluate what is viewed, read, and heard for its effect on personal well-being |
| Skills for a Healthy Life |
A student should be able to contribute to the well-being of families and communities. |
D1 |
make responsible decisions as a member of a family or community;
|
| Skills for a Healthy Life |
A student should be able to contribute to the well-being of families and communities. |
D6 |
use various methods of communication to promote community well-being. |