iSEEK - Education

15 CONTENT STANDARDS USING UNIFYING CONCEPTS AND THEMES 3. Students use concepts and themes such as system, change, scale, and model to help them understand and explain the natural world. In other words, students understand the natural world more meaningfully when they use concepts and themes to make the connec- tions between objects, events, and experiences. For example, in studying the unifying concept of system, as in ecosystem, students make connections between the physi- cal and biological

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Goals of Science Education Science Education aims to develop scientific literacy in all students so those stu- dents may maintain and improve the quality of their lives. The Goals of Science Education are: • Understand and apply the processes, ways of thinking and dispositions that humans have while investigating the Natural World. • Understand and apply the knowledge we know today about the world around us to our curiosities and in our daily lives. To achieve these goals, the Science Content Standards

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While the General Learner Outcomes (GLO) are common to all academic discipline areas by identifying the skills and attitudes for all students to lead full and productive lives, the Science Content Standards gives targets for specific learner outcomes in Science. These Standards define what all stu- dents should know and be able to do in Science once they leave the K-12 system. The table on pages 8 and 9, “At–A–Glance,” shows how the Content Standards are divided into two domains: (1) Domain I standards

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understanding about the Earth itself and the Universe beyond. This fifth strand has students viewing Earth as a series of systems, a body in the solar system, and building understandings about the Universe. Amidst the hours of thought put into this document, we fully support The Nature of Science which reminds us of the need to review critically and to challenge all ideas and viewpoints that are presented us, including those in this document. The clue to our resolve is in the wording of Domain II, "… what we know today

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Matter. Broadly referred as understanding the “non-living” part of our world, this strand focuses on one of the success stories in science: the unification of the physical universe. The Content Standards give students an understand- ing of matter, energy, and their trans- formation. Matter and energy link organisms to one another and their physical environment. Domain II, Strand 5 and its Content Standards Earth Systems and the Universe • Universe • Forces in the Universe • Earth in the Solar System • Forces

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8 Content Standards — At-A-Glance SCIENCE AS INQUIRY HABITS OF MIND SAFETY SCIENCE AND TECHNOLOGY IN SOCIETY 1. DOING SCIENTIFIC INQUIRY. Students demonstrate the skills necessary to engage in scientific inquiry. 2. LIVING THE VALUES, ATTITUDES AND COMMITMENTS OF THE INQUIRING MIND. Students apply the values, attitudes and commitments characteristic of an inquiring mind. 3. USING UNIFYING CONCEPTS AND THEMES. Students use concepts and themes such as system, change, scale, and model to unify the

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gravitational, electrical and magnetic. 18. EARTH IN THE SOLAR SYSTEM. Students discuss how the Earth-moon-sun system causes seasons, moon phases, climate, weather and global changes. 19. FORCES THAT SHAPE THE EARTH. Students analyze the scientific view of how the Earth’s surface is formed. DOMAIN II: WHAT WE KNOW TODAY ABOUT THE WORLD AROUND US STRAND CONTENT STANDARD

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10 CONTENT STANDARDS K - 3 4 - 5 DOING SCIENTIFIC INQUIRY 1. Students demonstrate the skills necessary to engage in scientific inquiry. In other words, inquiry is a process that scientists use to generate new knowledge. Students ask questions, plan and conduct investigations, use appropriate tools and tech- niques to gather and organize data, analyze and interpret data logically and critically, communicate findings clearly, and defend and revise conclu- sions based on evidence. For example, students

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11 CONTENT STANDARDS DOING SCIENTIFIC INQUIRY 1. Students demonstrate the skills necessary to engage in scientific inquiry. In other words, inquiry is a process that scientists use to generate new knowledge. Students ask questions, plan and conduct investigations, use appropriate tools and tech- niques to gather and organize data, analyze and interpret data logically and critically, communicate findings clearly, and defend and revise conclu- sions based on evidence. For example, students inquire about

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14 CONTENT STANDARDS K - 3 4 - 5 USING UNIFYING CONCEPTS AND THEMES 3. Students use concepts and themes such as system, change, scale, and model to help them understand and explain the natural world. In other words, students understand the natural world more meaningfully when they use concepts and themes to make the connec- tions between objects, events, and experiences. For example, in studying the unifying concept of system, as in ecosystem, students make connections between the physi- cal and

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15 CONTENT STANDARDS USING UNIFYING CONCEPTS AND THEMES 3. Students use concepts and themes such as system, change, scale, and model to help them understand and explain the natural world. In other words, students understand the natural world more meaningfully when they use concepts and themes to make the connec- tions between objects, events, and experiences. For example, in studying the unifying concept of system, as in ecosystem, students make connections between the physi- cal and biological

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16 CONTENT STANDARDS K - 3 4 - 5 DOING SAFETY 4. Students demonstrate the importance of safety by applying safety skills in all activities. In other words, students safely engage in science investigations inside and outside the classroom by following safety rules and guidelines. For example, students review safety rules of conduct before engaging in scientific investigations of the natural environment. One rule to follow is to wear proper footwear and attire. • Apply school, classroom, laboratory

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17 CONTENT STANDARDS DOING SAFETY 4. Students demonstrate the importance of safety by applying safety skills in all activities. In other words, students safely engage in science investigations inside and outside the classroom by following safety rules and guidelines. For example, students review safety rules of conduct before engaging in scientific investigations of the natural environment. One rule to follow is to wear proper footwear and attire. • Apply school, classroom, laboratory, and field

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18 CONTENT STANDARDS K - 3 4 - 5 RELATING THE NATURE OF TECHNOLOGY TO SCIENCE 5. Students use the problem-solving process to address current issues involving human adapta- tion in the environment. In other words, students identify problems; seek alternative solutions from various perspectives; determine solutions with consequences in mind; and evaluate the process and solution, considering the effect of the action on self, others, and the environment. For example, students can investigate

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19 CONTENT STANDARDS RELATING THE NATURE OF TECHNOLOGY TO SCIENCE 5. Students use the problem-solving process to address current issues involving human adapta- tion in the environment. In other words, students identify problems; seek alternative solutions from various perspectives; determine solutions with consequences in mind; and evaluate the process and solution, considering the effect of the action on self, others, and the environment. For example, students can investigate different

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20 CONTENT STANDARDS K - 3 4 - 5 UNDERSTANDING SCIENTIFIC INQUIRY AND THE CHARACTER OF SCIENTIFIC KNOWLEDGE 1. Students explain the process of how scientific knowledge is generated by scientific inquiry, and be able to critique a sci- entific investigation. In other words, scientific inquiry is a particular way of knowing about the structure and workings of the world and Universe beyond. It is not a magical process but one that follows strict rules and conven- tions; the knowledge generated is subject to

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21 CONTENT STANDARDS UNDERSTANDING SCIENTIFIC INQUIRY AND THE CHARACTER OF SCIENTIFIC KNOWLEDGE 1. Students explain the process of how scientific knowledge is generated by scientific inquiry, and be able to critique a sci- entific investigation. In other words, scientific inquiry is a particular way of knowing about the structure and workings of the world and Universe beyond. It is not a magical process but one that follows strict rules and conven- tions; the knowledge generated is subject to scrutiny

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22 CONTENT STANDARDS K - 3 4 - 5 INTERDEPENDENCE OF SCIENCE, TECHNOLOGY, AND SOCIETY 2. Students analyze and evaluate the interdepen- dence of science, tech- nology, and society. In other words, students analyze societal uses of technological and scientific advancements to improve the quality of life. Such analysis creates opportunities to investigate the benefits, drawbacks, and trade-offs. For example, engineers use knowledge of science and technology and design strategies to solve problems

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23 CONTENT STANDARDS INTERDEPENDENCE OF SCIENCE, TECHNOLOGY, AND SOCIETY 2. Students analyze and evaluate the interdepen- dence of science, tech- nology, and society. In other words, students analyze societal uses of technological and scientific advancements to improve the quality of life. Such analysis creates opportunities to investigate the benefits, drawbacks, and trade-offs. For example, engineers use knowledge of science and technology and design strategies to solve problems such as

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24 CONTENT STANDARDS K - 3 4 - 5 “MA – LAMA I KA ‘A – INA”: SUSTAINABILITY 3. Students make decisions needed to sustain life on Earth now and for future generations by consider- ing the limited resources and fragile environmen- tal conditions. In other words, life depends on a healthy, sustaining environment. While humans use materials to improve the quality of life, care must be exercised to ensure that the natural resources are not exhausted and that the environmental conditions remain favorable

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25 CONTENT STANDARDS “MA – LAMA I KA ‘A – INA”: SUSTAINABILITY 3. Students make decisions needed to sustain life on Earth now and for future generations by consider- ing the limited resources and fragile environmen- tal conditions. In other words, life depends on a healthy, sustaining environment. While humans use materials to improve the quality of life, care must be exercised to ensure that the natural resources are not exhausted and that the environmental conditions remain favorable for all

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26 CONTENT STANDARDS K - 3 4 - 5 UNITY AND DIVERSITY 4. Students examine the unity and diversity of organisms and how they can be compared scien- tifically. In other words, there are millions of organisms living on Earth. Some are very similar and some are very different. In order to better understand them, scientists have developed a system of comparing, con- trasting and classifying organ- isms. For example, whales and bats are more similar to each other than are whales and fish or bats and birds

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27 CONTENT STANDARDS UNITY AND DIVERSITY 4. Students examine the unity and diversity of organisms and how they can be compared scien- tifically. In other words, there are millions of organisms living on Earth. Some are very similar and some are very different. In order to better understand them, scientists have developed a system of comparing, con- trasting and classifying organ- isms. For example, whales and bats are more similar to each other than are whales and fish or bats and birds. The first pair

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28 CONTENT STANDARDS K - 3 4 - 5 CYCLE OF MATTER AND ENERGY FLOW 6. Students trace the cycling of matter and the flow of energy through systems of living things. In other words, organisms are linked to each other and to their physical setting by the transfer and transformation of matter and energy. For example, energy from the sun is captured by grass, which converts it with water, nutrients from the soil and CO 2 from the air to make more plant material. A grasshopper gets its energy by eating some

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29 CONTENT STANDARDS CYCLE OF MATTER AND ENERGY FLOW 6. Students trace the cycling of matter and the flow of energy through systems of living things. In other words, organisms are linked to each other and to their physical setting by the transfer and transformation of matter and energy. For example, energy from the sun is captured by grass, which converts it with water, nutrients from the soil and CO 2 from the air to make more plant material. A grasshopper gets its energy by eating some of the grass

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30 CONTENT STANDARDS K - 3 4 - 5 BIOLOGICAL EVOLUTION 7. Students examine evidence for the evolu- tion of life on earth and assess the arguments for natural selection as a scientific explanation of biological evolution. In other words, evolution is a series of changes, some gradual and some sporadic, that accounts for the present form and function of organisms in natural systems. Fossil records of ancient life forms and striking molecular similari- ties among diverse organisms provide evidence for

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32 CONTENT STANDARDS K - 3 4 - 5 CELLS, TISSUES, AND ORGANS 9. Students explain the structure, functions, and reproduction of living cells. In other words, all multi-cel- lular organisms are made up of cells that are organized to form tissues, organs and systems with specialized functions. For example, humans are comprised of systems such as the digestive system, which break down food for use by the body. HUMAN DEVELOPMENT 10.Students explain the important aspects of human development from

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33 CONTENT STANDARDS CELLS, TISSUES, AND ORGANS 9. Students explain the structure, functions, and reproduction of living cells. In other words, all multi-cel- lular organisms are made up of cells that are organized to form tissues, organs and systems with specialized functions. For example, humans are comprised of systems such as the digestive system, which break down food for use by the body. HUMAN DEVELOPMENT 10.Students explain the important aspects of human development from fertilization to death

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words, a person’s innate ability, inherited dispo- sition, culture and experiences influence human behavior. For example, changing one’s behavior due to cultural experience can be described like this: Upon entering a home in Hawaii a visitor is asked to remove his/her footwear. On the next visit, the visitor automatically removes his/her footwear before entering the home. HUMAN BODY FUNCTIONS • Describe how an organ system functions interdependently with others to promote survival (i.e., how various body

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36 CONTENT STANDARDS K - 3 4 - 5 NATURE OF MATTER 13.Students examine the nature of matter. In other words, objects can be described by the properties of matter from which they are made. Those properties can be used to sort objects and predict ways the material will behave. For example, a water molecule consists of two atoms of hydrogen and one atom of oxygen. Liquid water changes state to vapor at 100° C and to a solid at 0° C. ENERGY, ITS TRANSFORMATION AND MATTER 14.Students identify the

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transmitting energy. • Apply the Laws of Conservation of Energy to describe the dynamics of a system. • Explain what happens in the transformation of energy. 6 - 8 9 - 12

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38 CONTENT STANDARDS K - 3 4 - 5 FORCES, MOTION, SOUND, AND LIGHT 15.Students explain the relationship between force, mass and motion of objects; they analyze the nature of sound and electromagnetic radiation. In other words, everything in our universe moves. Changes in motion such as speeding up, slowing down, and changing direction are due to the effects of forces. For example, a rolling ball slows down and changes direction because of friction and objects in its path. MOTION • Describe the

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39 CONTENT STANDARDS FORCES, MOTION, SOUND, AND LIGHT 15.Students explain the relationship between force, mass and motion of objects; they analyze the nature of sound and electromagnetic radiation. In other words, everything in our universe moves. Changes in motion such as speeding up, slowing down, and changing direction are due to the effects of forces. For example, a rolling ball slows down and changes direction because of friction and objects in its path. MOTION AND FORCES • Explain the

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40 CONTENT STANDARDS K - 3 4 - 5 UNIVERSE 16.Students discuss current scientific views of the Universe. In other words, formation of the universe is based on 3 major theories: (1) the Big Bang theory (most prevalent), (2) Steady State theory, and (3) the Oscillating Universe theory. The Universe is made up of galaxies grouped into clus- ters and super clusters. Our knowledge of the Universe is a result of scientific observa- tions and use of sensitive tools such as radio and x-ray tele- scopes

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electrical forces hold atoms and molecules together and magnetic forces attract or repel certain objects. • Give examples of objects in the solar system that are in regular and predictable motion. • Describe what constitutes the universe. • Describe how a telescope works and the optimal conditions for its use on Earth. • Build a model that illustrates that every object exerts a gravitational force on every other object. • Illustrate and explain what holds the Earth and other planets in their orbits and keeps

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42 CONTENT STANDARDS K - 3 4 - 5 EARTH IN THE SOLAR SYSTEM 18.Students discuss how the Earth-moon-sun sys- tem causes seasons, moon phases, climate, weather and global changes. In other words, the relative position between the Earth, moon, and sun causes changes in the seasons, phas- es of the moon, changes in cli- mate and weather locally and globally. For example, a new moon occurs when the moon is between the earth and sun. FORCES THAT SHAPE THE EARTH 19.Students analyze the scientific view of how

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43 CONTENT STANDARDS EARTH IN THE SOLAR SYSTEM 18.Students discuss how the Earth-moon-sun sys- tem causes seasons, moon phases, climate, weather and global changes. In other words, the relative position between the Earth, moon, and sun causes changes in the seasons, phas- es of the moon, changes in cli- mate and weather locally and globally. For example, a new moon occurs when the moon is between the earth and sun. FORCES THAT SHAPE THE EARTH 19.Students analyze the scientific view of how the Earth’s

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in a mutually nurturing and reverent relationship. Model: a design, representation, set plan, description or analogy for an idea or object. Nature of matter: the essence, traits, or properties of matter. Nature of Scientific Knowledge: observation a169 hypothesis a169 fact a169 concept a169 Law a169 Theory. Natural vs. designed systems: refer to different parts working as a whole in the natural world (as a waterfall in the mountain) vs. a system that has been manipulated and/or altered by humans (as the

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in complex thinking and problem solving. • The ability to recognize and produce quality performance and quality products. The real test of the standards is their applicability and usefulness in the classroom to improve student learning. Raising our expectations is but the first step; it’s what we do with the standards - living up to them - that will ultimately make us a performance oriented system. We are about to embark on an important journey that will challenge how we think, feel and act in regards

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and me. Incorrect examples: ~ Me and Juanita went to the store. ~ She gave candy to me and Juanita. ~ She gave the candy to Juanita and I. square6 Uses among (more than two) vs. between (two). square6 Uses conjunctions logically (e.g., I like dogs, but I am allergic to them.). square6 Uses prepositions correctly (e.g., in the past, from one to another). square6 Uses collective nouns (e.g., cache, herd). EALR 3: The student writes clearly and effectively. Component 3.3: Knows and applies writing conventions

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and me. Incorrect examples: ~ Me and Juanita went to the store. ~ She gave candy to me and Juanita. ~ She gave the candy to Juanita and I. square6 Uses among (more than two) vs. between (two). square6 Uses conjunctions logically (e.g., I like dogs, but I am allergic to them.). square6 Uses prepositions correctly (e.g., in the past, from one to another). square6 Uses collective nouns (e.g., cache, herd). EALR 3: The student writes clearly and effectively. Component 3.3: Knows and applies writing conventions

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Social Studies Booklet

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constitutional system, migrations, major conflicts, industrialization, urbanization, civil rights movements. 6-8 BUILDING OUR WORLD (WORLD CULTURES): Students examine selected societies in Asia, Africa, Europe, Americas, and the Pacific using the themes of culture, change, conflict, and interdependence. HISTORY OF THE HAWAI‘IAN KINGDOM: • Unification of the Hawai‘ian Kingdom: monarchs. • Contact with Westerners: cultural conflicts (missionaries and native customs), devastating diseases, breaking of kapu system

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1 “Social Studies is the integrated study of the social sciences and humanities to promote civic competence.” … “The primary purpose of social studies is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse democratic society in an interdependent world.” THIS DEFINITION IS ADAPTED FROM THE DEFINITION RECOMMENDED BY THE NATIONAL COUNCIL FOR THE SOCIAL STUDIES IN 1992. The Social Studies Content Standards reflect the

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individuality. Working together we can create developmentally respon- sive environments, resources, and peda- gogy for all students. Our challenge is to fit the learning environment to the child not fit the child to the education system. We need to be informed by a sound knowledge of how children grow, change, and learn in each of the benchmark cluster years. 2 About the Standards All children must go through school seeing themselves as positive, responsible, contribut- ing people.

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3 Content Standards — At-A-Glance CHANGE, CONTINUITY, CAUSALITY 1. Employ chronology to understand change and/or continuity and cause and/or effect in history. HISTORICAL EMPATHY 2. Learn to judge the past on its own terms and use that knowledge to understand present day issues, prob- lems, and decision- making. HISTORICAL INQUIRY 3. Use the tools and methods of histori- ans to transform learning from mem- orizing historical data to “doing his- tory.” HISTORICAL PERSPECTIVES AND INTERPRETATIONS 4. Explain

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4 CHANGE, CONTINUITY, CAUSALITY 1. Students employ chronology to understand change and/or continuity and cause and/or effect in history. HISTORICAL EMPATHY 2. Students learn to judge the past on its own terms and use that knowledge to under- stand present day issues, problems, and decision making. HISTORICAL INQUIRY 3. Students use the tools and methods of historians to transform learning from memorizing historical data to “doing history.” HISTORICAL PERSPECTIVES AND INTERPRETATIONS 4. Students

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constitutional system, migrations, major conflicts, industrialization, urbanization, civil rights movements. 6-8 BUILDING OUR WORLD (WORLD CULTURES): Students examine selected societies in Asia, Africa, Europe, Americas, and the Pacific using the themes of culture, change, conflict, and interdependence. HISTORY OF THE HAWAI‘IAN KINGDOM: • Unification of the Hawai‘ian Kingdom: monarchs. • Contact with Westerners: cultural conflicts (missionaries and native customs), devastating diseases, breaking of kapu system

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10 CULTURAL SYSTEMS 1. Students understand culture as a system of beliefs, knowledge, and practices shared by a group. CULTURAL DIVERSITY AND UNITY 2. Students understand and respect the myriad of ways that society addresses human needs and wants. CULTURAL DYNAMICS/CHANGE AND CONTINUITY 3. Students understand culture as dynamic, selective, adaptive, and ever changing. CULTURAL INQUIRY 4. Students use the tools and methodology of social scientists to explain and interpret ideas and events

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11 The study of culture is more than holidays and food, costumes and crafts. It prepares students to think about culture as a system of beliefs, traditions, etc., and to use that knowledge to celebrate diversity and unity and to develop empathy for people and things different from themselves. CULTURAL SYSTEMS 1. Students understand culture as a system of beliefs, knowledge, and practices shared by a group. CULTURAL DIVERSITY AND UNITY 2. Students understand and respect the myriad of ways that

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12 CONTENT STANDARDS K - 3 4 - 5 WORLD IN SPATIAL TERMS 1. Students use geographic representations to organize, analyze, and present information on people, places, and environments. PLACES AND REGIONS 2. Students understand how distinct physical and human characteristics shape places and regions. PHYSICAL SYSTEMS 3. Students understand how physical processes shape Earth's surface, and create, sustain, and modify the ecosystems. HUMAN SYSTEMS 4. Students analyze how people organize their

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why trade results in higher overall levels of production and consumption. ROLE OF GOVERNMENT 4. Students understand how the government influences the well being of people and institutions. ECONOMIC ANALYSIS 5. Students understand and use the tools of the economist to help them make informed decisions. • Identify and explain a scarcity situation. • Give examples of buyers and sellers from a list of goods and services. • Identify personal exchanges and trades and explain how they (the students

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results in higher overall levels of production and consumption. ROLE OF GOVERNMENT 4. Students understand how the government influences the well being of people and institutions. ECONOMIC ANALYSIS 5. Students understand and use the tools of the economist to help them make informed decisions. • Give examples of choice and opportunity cost for individuals, business, and government. • Explain how the price of a good or service can cause a shortage or surplus. • Describe and give examples of the economic

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Benchmarks: Benchmarks indicate developmentally appropriate content knowledge and skills at specific grade levels or at a cluster of grade levels. Content standards: Statements of what students should know and be able to do in a specific discipline such as history and geography. In Social Studies, content standards are concerned with the knowledge, understanding, skills, and dispositions that students should have to be competent, responsible citizens. 18 Glossary for Social Studies Social Studies methods

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catalog, group and label, and interpret • Learn how to view things from what is called “the native’s point of view” • Observe and record peoples’ actions and with the help of informant seek to understand the meaning of those actions • Be a participant-observer • Participate in archaeological fieldwork • Accept inconsistencies in reports

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Cultural landscape: Comprises all the features that owe their existence to human activities (settlement, cultivation, structures, landscape etc.). Cultural mosaic: Mixed distribution of human cultures in a region. 22 Glossary for Geography Tools and Methods of Geographers TOOLS METHODS/SKILLS • Maps, globes, charts, graphics • Field work • Experience and carefully observe phenomena-land and water forms, flora and fauna, weather, and seasonal changes • Observe, collect evidence, analyze information

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Demand and supply schedules: Based on the sum of individual deci- sions made by all of the individual consumers and producers in a supply market. Opportunity cost: The highest valued alternative that must be foregone because another option is chosen; what you give up to get something. Scarcity: The condition of not being able to have all of the goods and services that you want. 23 Glossary for Economics Tools and Methods of Economists TOOLS METHODS/SKILLS • Charts, graphs, models • Tables, ratio

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ability to be involved in complex thinking and problem solving. • The ability to recognize and produce quality performance and quality products. The real test of the standards is their applicability and usefulness in the classroom to improve student learning. Raising our expectations is but the first step; it’s what we do with the standards - living up to them - that will ultimately make us a performance oriented system. We are about to embark on an important journey that will challenge how we think, feel

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Language Arts Booklet

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1 Setting high and challenging literacy expectations is one step toward assuring that all students will have the literacy, language, and learning skills needed to live productive and successful lives. The literacy expectations for Hawaii’s students are made explicit in the Language Arts Content Standards. The Language Arts Content Standards are premised on the belief that all students can learn and that literacy is for all students, not just some. The standards are aimed at developing students who can

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literature is in the imaginative use of language and in its ability to engage us in understanding self, society, and the world around us. • Language is governed by conventions. To ensure effective communication, language users must use the most commonly recognized forms of English. Knowledge of the conventions is needed to comprehend and construct text. Readers need to know and use spelling-to-sound correspondences; writers need to know and use grammatical conventions; speakers need to

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Benchmarks identify what students should know and be able to do at critical points of development at the elementary, middle, and high school years. The Language Arts benchmarks are specific enough to enable users of the standards to understand what students need to learn. While they do not mandate particular instructional approaches or instructional materials, they make clear what is expected of students. The Language Arts Benchmarks are presented in grids on the following pages. The grids must be read

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happen in a story. • Draw on personal experiences and prior knowledge to comprehend text. • Select and organize information to tell a story. • Show knowledge of the foundations of literacy--concepts about print, phonemic awareness, experience with text--when reading text. • Apply letter knowledge, spelling-sound word recognition strategies, and meaning-based word recognition strategies to decode unknown words in text. • Demonstrate increasing fluency, including the ability to read frequently occurring

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10 CONTENT STANDARDS K - 1 2 - 3 RESPONSE 4. Respond to texts from a range of stances: initial understanding, personal, interpretive, critical. ATTITUDES and ENGAGEMENT 5. Demonstrate confidence as readers, and find value and satisfaction in reading and sharing reading experiences with others. DIVERSITY 6. Interact thoughtfully with texts that represent diversity in language, perspective, and/or culture. • Identify favorite part of story and give reasons for choice. • Share information from

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11 4 - 5 6 - 8 9 - 12 • State the important ideas and interpret author's message, theme, or generalization. • Compare own ideas with ideas in text, and analyze similarities and differences. • Demonstrate a critical response by representing text in another form, genre, or medium. • Indicate preferences of reading materials and authors. • Read more about a topic on one's own and for own purposes. • Interact thoughtfully with each other about texts that represent diverse perspectives. • Support own

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and ideas with others. • Identify topics for writing by drawing from personal experiences and experiences with texts. • Generate ideas by using strategies such as drawing, role playing, and talking. • Expand writing by adding simple details. • Share writing with others. • Apply knowledge of print conventions, sound symbol relations, and sentence sense in writing. • Apply knowledge of punctuation and use capitals and periods correctly in writing. • Write using different forms (e.g., stories, poems

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14 CONTENT STANDARDS K - 1 2 - 3 RHETORIC 4. Use rhetorical devices to craft writing appropriate to audience and purpose. ATTITUDES and ENGAGEMENT 5. Demonstrate confidence as writers, and find value and satisfaction in writing and sharing writing with others. DIVERSITY 6. Understand diversity in language, perspective, and culture in order to craft texts that represent diverse thinking and expression. PRODUCE WRITING THAT • Communicates meaning to a reader(s). • Uses description and details to

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information, directions, explanations. • Participate in dramatic and interpretive oral activities (e.g., role playing, puppetry, choral reading). • Demonstrate give and take in communication and respond appropriately to what is said. • Ask questions for clarification. • Listen attentively by focusing attention on a speaker's message. • Speak clearly and expressively using verbal and nonverbal language (e.g., eye contact, facial expression, vocal variety, and gestures). • Adjust language (e.g, pronunciation

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18 CONTENT STANDARDS K - 1 2 - 3 RHETORIC 4. Adapt messages appropriate to audience, purpose, and situation. ATTITUDES and ENGAGEMENT 5. Demonstrate confidence as communicators, and find value and satisfaction in sharing ideas with others. DIVERSITY 6. Understand diversity in language, perspective, and/or culture and use speaking and listening to foster understanding. • Use examples and explanations to make ideas clearer. • Present ideas in an order that is easy to follow. • Use clear language

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19 4 - 5 6 - 8 9 - 12 • Support ideas with research information as well as personal experience and knowledge. • Organize ideas to give clarity to messages. • Use language that is clear and understood by the listener(s). • Use delivery appropriate to audience and situation. • Demonstrate confidence in speaking situations that enables one to become an active participant. • Know that cultural differences may affect communication and accept shared responsibility for understanding. • Use facts

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Braunger, J. & Lewis, J.P. (1997). Building a Knowledge Base in Reading. Portland, Oregon: Northwest Regional Educational Laboratory. Griffin, P., Smith, P. G., Burrill, L. E. (1995). The American Literacy Profile Scales: A Framework for Authentic Assessment. Portsmouth, NH: Heinemann. Hansche, L. N. (1998). Meeting the Requirements of Title I--Handbook for the Development of Performance Standards. U.S. Department of Education & The Council of Chief State School Officers. Hawai‘i Department of

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events or tells a story. Phonics: Generally used to refer to the system of sound-letter relationships used in reading and writing. Phonics begins with the understanding that each letter (or grapheme) of the English alphabet stands for one or more sounds (or phonemes). Prior knowledge: Knowledge that stems from previous experience. Note: Prior knowledge is a key component of schema theories of reading comprehension in spite of the redundancy inherent in the term. Recursive: Characterized by moving back and

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and laser discs. Text structure: The temporal and spatial arrangement of elements in a written, oral, or visual text. For example, the text structure of a narrative film might involve moving back and forth among different time periods in recounting events; or the text structure of an argumentative essay might involve a linear arrangement of definitions, arguments, evidence, counterarguments, and rebuttal. Textual features: Characteristics of print texts such as sound-letter correspondence, sentence

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32 0 http://165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360bac98128a2569c80082de66/$FILE/Language%20Arts%20Content%20Stds.pdf#page=32 165.248.2.55/HCPS/L2/hcps6.nsf/d6824640c790e0d38a2569c40008cd78/259c19360...

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Mathematics Booklet

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• Describe location and movement using appropriate geometric vocabulary. • Make and use coordinate maps to represent actual places in an area. • Find horizontal or vertical distances on a coordinate system. • Analyze and describe geometric relationships among two- and three-dimensional figures (e.g., relationship between rectangles and squares, and between equilateral and isosceles triangles). • Critique logical arguments concerning geometric ideas and relationships. • Describe and apply geometric ideas

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3 Content Standards — At-A-Glance 1. Understand numbers, ways of representing numbers, relationships among numbers, and number systems. 1. Understand attributes, units, and systems of units in measurement; and develop and use techniques, tools, and formulas for measuring. 1. Analyze properties of objects and relationships among the properties. 1. Understand various types of patterns and functional relationships. 1. Pose questions and collect, organize, and represent data to

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major concepts that are essential to the discipline. CONTENT STANDARDS ARE ACCURATE AND SOUND. They should reflect the most recent, widely accepted scholarship in the discipline. CONTENT STANDARDS ARE CLEAR AND USEFUL. They should be specific enough to drive the curriculum and guide assessment and instruction. They should be understandable to teachers, parents, students, and the community. CONTENT STANDARDS ARE PARSIMONIOUS. They should reflect the depth of learning. Standards should be few and brief

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8 CONTENT STANDARDS K - 1 2 - 3 1. Students understand attributes, units, and systems of units in measurement; and develop and use techniques, tools, and formulas for measuring. • Describe and identify length, weight, capacity, and coins. • Compare and order objects by length, weight, or capacity; order events; trade nickels and dimes for pennies. • Estimate with and use nonstandard units to measure length, weight, and capacity; and standard units of inch, foot, and centimeter to measure

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9 4 - 5 6 - 8 9 - 12 • Explain that all measurement is approximate and that precision is a function of the tool used. • Know and fluently use the common units of measure of both customary and metric systems of measure. • Carry out simple unit conversions within a system of measurement (e.g., millimeters to centimeters to meters, feet to yards, pints to quarts to gallons, seconds to minutes to hours, days to weeks to months to years). • Use estimation and measurement to find perimeter, area

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10 CONTENT STANDARDS K - 1 2 - 3 1. Students analyze properties of objects and relationships among the properties. 2. Students use transformations and symmetry to analyze mathematical situations. 3. Students use visualization and spatial reasoning to solve problems both within and outside of mathematics. 4. Students select and use different representational systems, including coordinate geometry. • Recognize and find geometric shapes and structures in the world. • Identify, build, draw

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• Describe location and movement using appropriate geometric vocabulary. • Make and use coordinate maps to represent actual places in an area. • Find horizontal or vertical distances on a coordinate system. • Analyze and describe geometric relationships among two- and three-dimensional figures (e.g., relationship between rectangles and squares, and between equilateral and isosceles triangles). • Critique logical arguments concerning geometric ideas and relationships. • Describe and apply geometric ideas

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12 CONTENT STANDARDS K - 1 2 - 3 1. Students understand various types of patterns and functional relationships. 2. Students use symbolic forms to represent, model, and analyze mathematical situations. • Continue and describe simple spatial and numerical patterns. • Use concrete, pictorial, and verbal representations of simple numerical situations. • Make comparisons and describe change in familiar situations (e.g., describe changes in weather). • Create and describe spatial and numerical

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pictures. • Describe parts of the organized data (e.g., “How many more red than blue?”) and the data as a whole (e.g., “What is the total?”). • Identify those parts of the data that have special characteristics (e.g., “Which color was most? Least?”). • Use representation to answer posed and related questions. • Identify certainty and fairness in real world situations. • Pose questions, and collect and organize data. • Represent data with bar graphs and with pictures. • Use a graph of organized data to

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This refinement of the Hawai‘i Content Standards is “work in progress” for another year. Several activities planned for this coming year will provide the necessary information for finalizing the refined standards. These activities include: • Teacher workgroups using the draft content standards to design performance tasks for student work and identifying what needs to be in that work (performance indicators), • Teachers in schools and complexes participating in standards implementa- tion discussions

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Council for Basic Education. Standards for Excellence in Education, A Guide for Parents, Teachers, and Principals for Evaluating and Implementing Standards for Education. Association for Supervision and Curriculum Development, 1998. Hawai‘i Department of Education. Hawai‘i Content and Performance Standards, 1994 Final Draft. Hawai‘i Department of Education, 1994. National Council of Teachers of Mathematics. Curriculum and Evaluation Standards for School Mathematics. National Council of Teachers of

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Benchmarks: Indicate developmentally-appropriate content knowledge and skills at specific grade levels or at a cluster of grade levels. Content standards: Define what a student should know and be able to do. Fluency: Demonstrated in responses that are immediate and accurate. Nets: Surfaces of a three-dimensional solid drawn in two dimensions, with indicat- ed edge lines where folding could occur. Performance indicators: They are a description of what must be included in the student work that meets the

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together. • The ability to be involved in complex thinking and problem solving. • The ability to recognize and produce quality performance and quality products. The real test of the standards is their applicability and usefulness in the classroom to improve student learning. Raising our expectations is but the first step; it’s what we do with the standards - living up to them - that will ultimately make us a performance oriented system. We are about to embark on an important journey that will challenge how

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Microsoft Word - Completed Reading.rtf

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112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey of what food they eat. about what the people in this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat

112 0 http://doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.pdf#page=112 doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

112 Task(s) groups and at least two items of food in each group. Make an acrostic poem about healthy food. menu for breakfast, lunch, or dinner using the food group guide. questionnaire of 10 questions would you ask shoppers in a supermarket if you were doing a survey of what food they eat. about what the people in this class eat for breakfast. and dance to sell bananas. about 10 important eating habits that would be suitable for the whole school to follow in order to eat

doe.sd.gov/contentstandards/languagearts/reading/07/Completed%20Reading.p...

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Microsoft Word - ssstd3.docssstd3.pdf

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president). • Develop a class file of newspaper articles concerning local government. Mid-year, use file to summarize the various activities of local government and identify the leaders involved and the people or groups that would benefit from local government actions. (1, 2) Teacher Notes: Benefit - something that satisfies one’s wants. Community - any group living in the same area or having interests, work, etc. in common. Government - institutions and procedures through which a territory and its people

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president). • Develop a class file of newspaper articles concerning local government. Mid-year, use file to summarize the various activities of local government and identify the leaders involved and the people or groups that would benefit from local government actions. (1, 2) Teacher Notes: Benefit - something that satisfies one’s wants. Community - any group living in the same area or having interests, work, etc. in common. Government - institutions and procedures through which a territory and its people

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Microsoft Word - English SOL Cur Frame Grades K-12.doc

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Copyright � 2003 by the Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120 http://www.pen.k12.va.us All rights reserved. Reproduction of materials contained herein for instructional purposes in Virginia classrooms is permitted. Superintendent of Public Instruction Jo Lynne DeMary Assistant Superintendent for Instruction Patricia I. Wright Office of Elementary Instructional Services Linda Poorbaugh, Director Barbara F. Jones, Reading & Language Arts Specialist Office of Middle

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Copyright � 2003 by the Virginia Department of Education P.O. Box 2120 Richmond, Virginia 23218-2120 http://www.pen.k12.va.us All rights reserved. Reproduction of materials contained herein for instructional purposes in Virginia classrooms is permitted. Superintendent of Public Instruction Jo Lynne DeMary Assistant Superintendent for Instruction Patricia I. Wright Office of Elementary Instructional Services Linda Poorbaugh, Director Barbara F. Jones, Reading & Language Arts Specialist Office of Middle

107 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=107 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=107

Virginia Board of Education, 2003 Grade Six, page 3 STANDARD 6.2 STRAND: ORAL LANGUAGE GRADE LEVEL 6 6.2 The student will listen critically and express opinions in oral presentations. a) Distinguish between fact and opinion. b) Compare and contrast viewpoints. c) Present a convincing argument. d) Paraphrase what is heard. e) Summarize what is heard. f) Use grammatically correct language and vocabulary appropriate to audience, topic, and purpose. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL

134 0 http://www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=134 www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=134

Virginia Board of Education, 2003 Grade Seven, page 13 STANDARD 7.7 STRAND: READING GRADE LEVEL 7 7.7 The student will apply knowledge of appropriate reference materials. a) Use print and electronic sources to locate information in books and articles. b) Use graphic organizers to organize information. c) Synthesize information from multiple sources. d) Credit primary and secondary sources. UNDERSTANDING THE STANDARD (Teacher Notes) ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES • The

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interviewing process as a strategy for learning. • Synthesis involves higher-order thinking and is a result of forming either a concrete or abstract whole from the logical relation of parts. All students should • synthesize information gathered in an interview • organize information for written and oral presentations • present findings in written and oral form. To be successful with this standard, students are expected to • determine the purpose of the interview • select a subject for the interview • create and record

www.doe.virginia.gov/VDOE/Instruction/English/EnglishCF-K_12.pdf#page=2

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(McREL). Arlington, VA: ASCD. McLean, I. (1996). Oxford concise dictionary of politics. New York: Oxford University Press. National Council for the Social Studies. (1994). Expectations of excellence. Curriculum standards for the social studies. Washington, DC: Author. National Council on Economic Education. (2000). National content standards in economics. New York: Author. O’Brien, P.K. (Ed.). (2000). Encyclopedia of world history. New York: Facts-on-File. The Commonwealth of Massachusetts, Department of

5 0 http://www.nj.gov/education/cccs/2004/s6_ss.pdf#page=5 www.nj.gov/education/cccs/2004/s6_ss.pdf#page=5

(McREL). Arlington, VA: ASCD. McLean, I. (1996). Oxford concise dictionary of politics. New York: Oxford University Press. National Council for the Social Studies. (1994). Expectations of excellence. Curriculum standards for the social studies. Washington, DC: Author. National Council on Economic Education. (2000). National content standards in economics. New York: Author. O’Brien, P.K. (Ed.). (2000). Encyclopedia of world history. New York: Facts-on-File. The Commonwealth of Massachusetts, Department of

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K-1

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Standards for Grades 6-8 60 Revised Washington State K-12 Science Standards EALR 1: Systems Big Idea: Systems (SYS) Core Content: Inputs, Outputs, Boundaries and Flows In prior grades students learned about the functioning of simple systems, including inputs and outputs. In grades 6-8 students learn how to use systems thinking to simplify and analyze complex situations. Systems concepts that students learn to apply at this level include choosing system boundaries, determining if a

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Standards for Grades 6-8 60 Revised Washington State K-12 Science Standards EALR 1: Systems Big Idea: Systems (SYS) Core Content: Inputs, Outputs, Boundaries and Flows In prior grades students learned about the functioning of simple systems, including inputs and outputs. In grades 6-8 students learn how to use systems thinking to simplify and analyze complex situations. Systems concepts that students learn to apply at this level include choosing system boundaries, determining if a

88 0 http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=88 www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....

Standards for Grades 9-12 80 Revised Washington State K-12 Science Standards EALR 1: Systems Big Idea: Systems (SYS) Core Content: Predictability and Feedback In prior grades students learned how to simplify and analyze complex situations by thinking about them as systems. In grades 9-12 students learn to construct more sophisticated system models, including the concept of feedback. Students are expected to determine whether or not systems analysis will be helpful in a given situation

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