SOLS
Tied to Self-determination skills
Math
K.7 The student
will recognize a penny, nickel, dime, and quarter and will determine the value
of a collection of pennies and/or nickels whose total value is 10 cents or
less.
K.8 The student
will identify the instruments used to measure length (ruler), weight (scale),
time (clock: digital and analog; calendar: day, month, and season), and
temperature (thermometer).
K.9 The student
will tell time to the hour, using an analog or digital clock.
K.10 The student will
compare two objects or events, using direct comparisons or nonstandard units of
measure, according to one or more of the following attributes: length (shorter, longer), height (taller,
shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot
length, hand span, new pencil, paper clip, block.
1.8
The student will
recall basic addition facts - i.e., sums to 10 or less - and the
corresponding subtraction facts.
1.9
The student will
create and solve story and picture problems involving one-step solutions, using
basic addition and subtraction facts.
1.18 The student will investigate, identify, and describe various
forms of data collection in his/her world (e.g., recording daily temperature,
lunch count, attendance, and favorite ice cream), using tables, picture graphs,
and object graphs.
1.20
The student will
interpret information displayed in a picture or object graph, using
the vocabulary more, less,
fewer, greater than, less than, and equal to.
2.17 The student will use actual measuring devices to compare metric
and U.S. Customary units (cups, pints, quarts, gallons, and liters) for
measuring liquid volume, using the concepts of more, less, and equivalent.
2.18 The student
will
a) use
calendar language appropriately (e.g., months, today, yesterday, next
week,
last week);
b) determine past and future days of the week; and
c) identify specific dates on a given calendar.
2.19 The student will read the temperature on a Celsius and/or
Fahrenheit thermometer to the nearest 10 degrees.
a)
solve practical
problems using rational numbers (whole numbers, fractions, decimals)
and percents; and
b)
solve
consumer–application problems involving tips, discounts, sales tax, and
simple interest.
8.3 The student will solve practical problems involving rational numbers, percents, ratios, and proportions. Problems will be of varying complexities and will involve real-life data, such as finding a discount and discount prices and balancing a checkbook.
8.11 The student
will analyze problem situations, including games of chance, board games, or grading scales, and make
predictions, using knowledge of probability.
6.8 The student will solve multistep consumer-application problems involving fractions and decimals and present data and conclusions in paragraphs, tables, or graphs. Planning a budget will be included.
6.9 The student will compare and convert units of measure for length, area, weight/mass, and volume within the U.S. Customary system and the metric system and estimate conversions between units in each system:
a) length — part of an inch (1/2, 1/4, and 1/8), inches, feet, yards, miles, millimeters, centimeters, meters, and kilometers;
b) weight/mass — ounces, pounds, tons, grams, and kilograms;
c) liquid volume — cups, pints, quarts, gallons, milliliters, and liters; and
d) area — square units. *
COM.1 The student will apply programming techniques and skills to solve practical problems in mathematics arising from consumer, business, other applications in mathematics. Problems will include opportunities for students to analyze data in charts, graphs, and tables and to use their knowledge of equations, formulas, and functions to solve these problems.
K.2 Students will investigate and understand that humans have senses that allow one to seek, find, take in, and react or respond to information in order to learn about one’s surroundings. Key concepts include
a) five senses and corresponding sensing organs (taste – tongue, touch – skin, smell – nose, hearing – ears, and sight – eyes); and
b) sensory descriptors (sweet, sour, bitter, salty, rough/smooth, hard/soft, cold, warm, hot, loud/soft, high/low, bright/dull).
K.8 The student will investigate and understand simple patterns in his/her daily life. Key concepts include
a) weather observations;
d) home and school routines.
1.1 The student will conduct investigations in which
a) differences in physical properties are observed using the senses;
b) simple tools are used to enhance observations;
c) objects or events are classified and arranged according to attributes or properties;
d) observations and data are communicated orally and with simple graphs, pictures, written statements, and numbers;
e) length, mass, and volume are measured using standard and nonstandard units;
f) predictions are based on patterns of observation rather than random guesses;
g) simple experiments are conducted to answer questions; and
h) inferences are made and conclusions are drawn about familiar objects and events.
1.3 The student will investigate and understand how different common materials interact with water. Key concepts include
a) some liquids will separate when mixed with water, but others will not;
b) some common solids will dissolve in water, but others will not; and
c) some substances will dissolve more readily in hot water than in cold water.
1.7 The student will investigate and understand the relationship of seasonal change and weather to the activities and life processes of plants and animals. Key concepts include how temperature, light, and precipitation bring about changes in
d) people (dress, recreation, and work).
2.1 The student will conduct investigations in which
a) observation is differentiated from personal interpretation, and conclusions are drawn based on observations;
b) observations are repeated to ensure accuracy;
c) two or more attributes are used to classify items;
d) conditions that influence a change are defined;length, volume, mass, and temperature measurements are made in metric units (centimeters, meters, liters, degrees Celsius, grams, kilograms) and standard English units (inches, feet, yards, cups, pints, quarts, gallons, degrees Fahrenheit, ounces, pounds);
LS.13 The student will investigate and understand that organisms reproduce and transmit genetic information to new generations. Key concepts include
a)
the role of
b) the function of genes and chromosomes;
c) genotypes and phenotypes;
d) factors affecting the expression of traits;
e) characteristics that can and cannot be inherited;
f) genetic engineering and its applications; and
g) historical contributions and significance of discoveries related to genetics.
5.1 The student will demonstrate the interpersonal skills necessary to build healthy relationships. Key concepts/skills include
a) the development of positive social skills;
b) the use of refusal and conflict resolution skills;
c) effective verbal and nonverbal communication skills.
5.2 The student will demonstrate responsibility for developing personal health habits and practicing the behaviors that promote an active, healthy lifestyle. Key concepts/skills include
a) the relationship between health promotion and disease prevention;
b) the connection between dietary guidelines and weight management;
c) strategies for managing stress;
d) the importance of exercise and recreation;
e) the effects of personal health habits on cardiovascular fitness;
f) the importance of developing and maintaining a positive self-image.
5.3 The student will analyze the risks of dependence and addiction associated with the use of alcohol, tobacco, inhalants, and other drugs on the systems of the body. Key concepts/skills include
a) the effects on the integrated functioning of the body systems;
b) the effects on academic performance;
c) the effects on relationships with family, peers, and other individuals.
5.4 The student will critically evaluate how print media, broadcast media, and Internet technology influence perceptions of health information, products, and services. Key concepts/skills include
a) strategies for validating health information;
b) tools for the critical evaluation of advertisements and promotions.
5.5 The student will explain how peers, families, and community groups work together to build a healthy community. Key concepts/skills include
a) collaborative support for environmental issues;
b) the existence of customs and traditions;
c) promotion of the value of community health and wellness;
d) examination of community health issues;
e) development of community health projects;
f) promotion of volunteerism and community service.
6.1 The student will apply critical thinking skills and personal management strategies to address issues and concerns related to personal health and well-being. Key concepts/skills include
a) the importance of significant friends or adult mentors;
b) the relationship between self-image and gang-related behaviors;
c) the effects of environmental influences on personal health;
d) refusal strategies related to alcohol, tobacco, and other drugs;
e) prevention of communicable and noncommunicable diseases.
6.2 The student will use knowledge of the body’s structure and function to make sound decisions related to personal health. Key concepts/skills include
a) relationships of dietary guidelines to eating habits;
b) the interconnection of the body systems;
c) the effects of disease on the functions of the body;
d) the relationship of drugs, alcohol, tobacco, and inhalants to body functioning.
6.3 The student will describe the connections between mental and physical development as they relate to adolescence. Key concepts/skills include
a) the effects of stress;
b) respect for individual differences;
c) positive and negative responses to criticism;
d) the effects of peer pressure;
e) issues related to body image and weight management.
6.4 The student will analyze the consequences of personal choices on health and well-being. Key concepts/skills include
a) the connection between self-image and personal success;
b) the importance of accepting responsibility for personal actions;
c) the use of resistance skills to avoid violence, gangs, weapons, and drugs;
d) identification of risk behaviors;
e) strategies for preventing and responding to injuries.
6.5 The student will demonstrate injury prevention and management skills to promote personal and family health. Key concepts/skills include
a) safety habits in vehicles and public areas;
b) first aid and safety practices;
c) strategies to avoid accidents;
d) the need for and use of protective gear;
e) awareness of behaviors that can result in violent acts.
6.6 The student will access and analyze information for the purpose of improving personal and family health. Key concepts/skills include
a) assessment of personal and family wellness;
b) recognition of the persuasive tactics used by various types of media;
c) interpretation of the contraindications for prescription drugs and over-the-counter medicines.
6.7 The student will evaluate the benefits of becoming a positive role model within the family and the community. Key concepts/skills include
a) involvement in community and family projects;
b) development of increased leadership-role participation;
c) development of peer mediation techniques;
d) demonstrate respect for the opinions and beliefs of other individuals;
respect for rules and regulations.
7.1 The student will use knowledge of health concepts to make decisions related to personal safety and wellness. Key concepts/skills include
a) alternatives to gang-related behaviors and acts of violence;
b) recognition of harmful and risky behaviors;
c) the benefits of stress management;
d) strategies for coping with disappointment;
e) factors that affect school success;
f) the impact of difficult family situations;
g) development of interpersonal relationships.
7.2 The student will describe and exhibit the behaviors associated with a physically active and healthy lifestyle. Key concepts/skills include
a) the effects of dietary habits on daily performance;
b) the importance of participating in recreational and leisure activities;
c) strategies for avoiding drugs, alcohol, tobacco, and inhalants;
d) the health benefits of regular physical activity and fitness;
e) the impact of sleep and rest on physical and mental performance.
7.3 The student will investigate and analyze the various factors that guide an individual’s decisions about health and well-being. Key concepts/skills include
a) the types of advertising techniques used to influence adolescents’ decisions;
b) the validity of information from different resources;
c) family practices and customs.
7.4 The student will describe how family and community priorities influence an individual’s ability to reduce diseases and other health problems. Key concepts/skills include
a) the relationship of social and environmental factors to individual and community health;
b) the financial resources in the community dedicated to benefiting health programs;
c) the community’s support of health services and partnerships;
d) the community’s support of recreational and leisure activities.
7.5 The student will work cooperatively with others to support and promote healthy schools, families, and communities. Key concepts/skills include
a) implementation of appropriate health practices and behaviors;
b) appropriate methods of expressing opinions on health issues;
c) the benefits of community service.
8.1 The student will analyze and evaluate the relationship between health-risk behaviors and the onset of health problems that can impact health and well-being during the adolescent years. Key concepts/skills include
a) the pathogenic, genetic, age, cultural, environmental, and behavioral factors that influence the degree of risk for contracting specific diseases;
b) the roles of preventative health measures, immunization, and treatment in disease prevention;
c) the short- and long-term health issues related to alcohol abuse and tobacco use;
d) the impact of failing to recognize issues related to emotional and mental health;
e) the health risks associated with feelings of immortality;
f) the consequences of involvement in potentially dangerous situations;
g) the results of a sedentary lifestyle;
h) the risk factors associated with communicable and noncommunicable diseases.
8.2 The student will apply health concepts and skills to the management of personal and family health. Key concepts/skills include
a) the risks associated with gang-related activities;
b) the benefits of using resistance, problem-solving, and decision-making skills for resolving health issues;
c) the importance of developing relationships that are positive and promote wellness;
d) the benefits of developing and implementing short- and long-term health and fitness goals that are achievable and purposeful.
8.3 The student will make choices that demonstrate an understanding of the relationship among dietary habits and emotional and physical health. Key concepts/skills include
a) causes and effects of compulsive behaviors such as eating disorders;
b) the relationship between personal health and cognitive performance.
8.4 The student will interpret and evaluate how health information, products, services, and agencies are targeted to impact adolescents. Key concepts/skills include
a) a personal system for reviewing appropriateness of print, audiovisual, and electronic media images;
b) the influence of multiple media resources on personal choices;
c) consumer rights related to health products and services.
8.5 The student will investigate and evaluate ways in which peers, families, and other community groups can work together to build a safe and healthy community. Key concepts/skills include
a) methods used to reduce health hazards and risks;
b) the health risks associated with yielding to peer pressure;
c) the similarities among practices associated with healthy environments;
d) opportunities for community service.
9.1 The student will apply health knowledge and skills to the development and analysis of personal goals to achieve and maintain long-term health and well-being. Key concepts/skills include
a) the use of current research and scientific study to interpret dietary principles;
b) a decision-making process for selecting health care products;
c) application of personal standards regarding the use of alcohol, tobacco, and other controlled substances;
d) maintenance of health habits that promote personal wellness;
e) implementation of a fitness and lifetime physical activity plan;
f) establishment of personal parameters for appropriate and inappropriate health behaviors;
g) utilization of a personal system for coping with distress and stress;
h) management of deadlines;
i) peaceful resolution of conflicts.
9.2 The student will analyze and evaluate the relationship among healthy behaviors, disease prevention and control, and comprehensive wellness. Key concepts/skills include
a) participation in activities that improve the cardiovascular system;
b) development of a personal plan for remaining free of communicable diseases;
c) recognition of the value of proper nutrition, rest, and regular activity.
9.3 The student will analyze, synthesize, and evaluate the relationship between positive health behaviors and the prevention of injury and premature death. Key concepts/skills include
a) risky behaviors that may result in permanent disability for self or others;
b) the consequences of using weapons in acts of violence;
c) identification of situations involving risks;
d) identification of situations that require first aid or CPR;
e) the effects of alcohol and other drug use.
9.4 The student will use various sources of information to evaluate global health issues. Key concepts/skills include
a) the connections between personal health goals and state or national health issues (e.g., as found in the Report of the Surgeon General);
b) the benefits of information provided by recognized sources such as state and local health departments, the Food and Drug Administration (FDA), the National Institutes of Health (NIH), the World Health Organization (WHO), and the Centers for Disease Control and Prevention (CDC).
9.5 The student will evaluate the benefits of collaboration in relation to community health and wellness initiatives. Key concepts/skills include
a) the impact of developing positive relationships among health professionals for promotion of healthy communities;
b) promotion of community projects;
c) development of school and community health programs for citizens of all ages;
d) the need for community services;
e) the awareness of health-related social issues such as organ donation, homelessness, underage drinking, and substance abuse.
10.1 The student will demonstrate an understanding of health concepts, behaviors, and skills that reduce health risks and enhance the health and well-being of self and others throughout life. Key concepts/skills include
a) the impact of poor dietary choices;
b) the effects of sedentary lifestyle;
c) the effects of tobacco, alcohol, inhalants, and other drug use;
d) behaviors that result in intentional and unintentional injury.
10.2 The student will analyze, synthesize, and evaluate the protective factors related to achieving and maintaining a sound mind and healthy body throughout life. Key concepts/skills include
a) the power of assertiveness;
b) the impact of involvement in school and community activities;
c) the value of exercising self-control;
d) the merits of goal setting;
e) the impact of emotions and peer approval on personal decision-making;
f) the effects of an individual’s environment;
g) family health habits and behaviors as they relate to health promotion;
h) the importance of support and encouragement from positive role models.
10.3 The student will implement personal injury prevention and self-management strategies that promote personal, family, and community health throughout life. Key concepts/skills include
a) strategies to reduce and prevent violence;
b) peaceful resolution of conflicts;
c) administration of emergency care;
d) recognition of tendencies toward self-harm;
e) recognition of life-threatening situations;
f) crisis-management strategies;
g) methods of avoiding gang-related activity and the use of weapons to commit violent acts of aggression.
10.4 The student will synthesize and evaluate available health information, products, and services for the value and potential impact on his/her well-being throughout life. Key concepts/skills include
a) marketing and advertising techniques to promote health;
b) the use of current technological tools to analyze health products and services;
c) involvement of local, state, and federal agencies in health-related issues;
d) the impact of technology on the health status of individuals, families, communities, and the world;
e) employment opportunities in health-related careers and professions.
10.5 The student will evaluate how different types of behaviors impact the community. Key concepts/skills include
a) the benefits of volunteerism;
b) the outcome of drinking and driving;
c) the effects of using acts of violence to settle disputes;
d) the need for organized efforts to address community health issues;
e) the responsibilities of citizens to promote the health goals of the community;
f) the value of positive role models;
g) the negative influence of teenage drug and alcohol use on younger members of the community.
History
K.6 The student will match simple descriptions of work that people do with the names of those jobs.
K.7 The student will
a) identify the difference between basic needs (food, clothing, and shelter) and wants (things people would like to have);
b) recognize that people use money to purchase goods.
K.8 The student will demonstrate that being a good citizen involves
a) taking turns and sharing;
b) taking responsibility for certain classroom chores;
c) taking care of personal belongings and respecting what belongs to others;
d) following rules and understanding the consequence of breaking rules;
e) practicing honesty, self-control, and kindness to others.
1.7 The student will explain the difference between goods and services and will describe how people are both buyers and sellers of goods and services.
1.8 The student will explain that people make choices because they cannot have everything they want.
1.9 The student will recognize that people save money for the future to purchase goods and services.
1.10 The student will apply the traits of a good citizen by
a) focusing on fair play, exhibiting good sportsmanship, helping others, and treating others with respect;
b) recognizing the purpose of rules and practicing self-control;
c) working hard in school;
d) taking responsibility for one’s own actions;
e) valuing honesty and truthfulness in oneself and others.
2.10 The student will explain the responsibilities of a good citizen, with emphasis on
a) respecting and protecting the rights and property of others;
b) taking part in the voting process when making classroom decisions;
c) describing actions that can improve the school and community;
d) demonstrating self-discipline and self-reliance;
e) practicing honesty and trustworthiness.
3.9 The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice).
3.10 The student will recognize why government is necessary in the classroom, school, and community by
a) explaining the purpose of rules and laws;
b) explaining that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken;
c) explaining that government protects the rights and property of individuals.
3.11 The student will explain the importance of the basic principles that form the foundation of a republican form of government by
a) describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law;
b) identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr.;
c) recognizing that Veterans Day and Memorial Day honor people who have served to protect the country’s freedoms.
CE.3 The student will demonstrate knowledge of citizenship and the rights, duties, and responsibilities of citizens by
a) describing the processes by which an individual becomes a citizen of the United States;
b) describing the First Amendment freedoms of religion, speech, press, assembly, and petition, and the rights guaranteed by due process and equal protection of the laws;
c) describing the duties of citizenship, including obeying the laws, paying taxes, defending the nation, and serving in court;
d) examining the responsibilities of citizenship, including registering and voting, communicating with government officials, participating in political campaigns, keeping informed about current issues, and respecting differing opinions in a diverse society;
e) evaluating how civic and social duties address community needs and serve the public good.
CE.4 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the rights of others;
c) practicing responsibility, accountability, and self-reliance;
d) practicing respect for the law;
e) practicing patriotism.
CE.5 The student will demonstrate knowledge of the political process at the local, state, and national levels of government by
a) describing the functions of political parties;
b) comparing the similarities and differences of political parties;
c) analyzing campaigns for elective office, with emphasis on the role of the media;
d) examining the role of campaign contributions and costs;
e) describing voter registration and participation;
f) describing the role of the Electoral College in the election of the President and Vice President.
WG.10 The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
a) explaining and analyzing reasons for the different spatial divisions at the local and regional levels;
b) explaining and analyzing the different spatial divisions at the national and international levels;
WG.10 The student will analyze how the forces of conflict and cooperation affect the division and control of the Earth’s surface by
c) analyzing ways cooperation occurs to solve problems and settle disputes.
GOVT.3 The student will demonstrate knowledge of the concepts of democracy by
a) recognizing the fundamental worth and dignity of the individual;
b) recognizing the equality of all citizens under the law;
c) recognizing majority rule and minority rights;
d) recognizing the necessity of compromise;
e) recognizing the freedom of the individual.
GOVT.9 The student will demonstrate knowledge of the process by which public policy is made by
a) examining different perspectives on the role of government;
b) explaining how local, state, and national governments formulate public policy;
c) describing the process by which policy is implemented by the bureaucracy at each level;
d) analyzing how individuals, interest groups, and the media influence public policy.
GOVT.11 The student will demonstrate knowledge of civil liberties and civil rights by
a) examining the Bill of Rights, with emphasis on First Amendment freedoms;
b) analyzing due process of law expressed in the 5th and 14th Amendments;
c) explaining selective incorporation of the Bill of Rights;
d) exploring the balance between individual liberties and the public interest;
e) explaining every citizen’s right to be treated equally under the law.
GOVT.17 The student will demonstrate knowledge of personal character traits that facilitate thoughtful and effective participation in civic life by
a) practicing trustworthiness and honesty;
b) practicing courtesy and respect for the rights of others;
c) practicing responsibility, accountability, and self-reliance;
d) practicing respect for the law;
e) practicing patriotism.
GOVT.18 The student will understand that thoughtful and effective participation in civic life is characterized by
a) obeying the law and paying taxes;
b) serving as a juror;
c) participating in the political process;
d) performing public service;
e) keeping informed about current issues;
f) respecting differing opinions in a diverse society.
K.3 The student
will build oral communication skills.
a)
Begin to follow
implicit rules for conversation, including taking turns and staying on topic.
b)
Express ideas and
needs in complete sentences.
c)
Begin to use voice
level, phrasing, and intonation appropriate for language situation.
d)
Listen and speak in
informal conversations with peers and adults.
e)
Begin to initiate
conversations.
f)
Participate in
discussions about books and specific topics.
1.1 The
student will continue to demonstrate growth in the use of oral language.
a) Listen
and respond to a variety of media, including books, audiotapes, videos, and
other age-appropriate materials.
b) Tell
and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including choral speaking and reciting short poems, rhymes, songs, and stories with repeated patterns.
d) Express
ideas orally in complete sentences.
1.2 The
student will continue to expand and use listening and speaking vocabularies.
a) Increase oral descriptive vocabulary.
b) Begin
to ask for clarification and explanation of words and ideas.
c) Follow simple two-step oral directions.
d) Give simple two-step oral directions.
e) Use
singular and plural nouns.
1.3 The student will adapt or change oral language to fit the situation.
a) Initiate conversation with peers and adults.
b) Follow rules for conversation.
c) Use
appropriate voice level in small-group settings.
d) Ask
and respond to questions in small-group settings.
1.12 The student will write to communicate ideas.
a) Generate ideas.
b) Focus on one topic.
c) Use descriptive words when writing about people, places, things, and events.
d) Use complete sentences in final copies.
e) Begin each sentence with a capital letter and use ending punctuation in final copies.
f) Use correct spelling for high-frequency sight words and phonetically regular words in final copies.
g) Share writing with others.
h) Use
available technology.
2.3 The
student will use oral communication skills.
a) Use
oral language for different purposes: to inform, to persuade, and to entertain.
b) Share
stories or information orally with an audience.
c) Participate
as a contributor and leader in a group.
d) Summarize
information shared orally by others.
3.1 The
student will use effective communication skills in group activities.
a) Listen
attentively by making eye contact, facing the speaker, asking questions, and
summarizing what is said.
b) Ask
and respond to questions from teachers and other group members.
c) Explain
what has been learned.
3.2 The
student will present brief oral reports.
a) Speak
clearly.
b) Use
appropriate volume and pitch.
c) Speak
at an understandable rate.
d) Organize
ideas sequentially or around major points of information.
e) Use grammatically correct language and specific vocabulary to communicate ideas.
4.1 The
student will use effective oral communication skills in a variety of settings.
a) Present
accurate directions to individuals and small groups.
b) Contribute
to group discussions.
c) Seek
ideas and opinions of others.
d) Use
evidence to support opinions.
e) Use
grammatically correct language and specific vocabulary to communicate ideas.
4.2 The
student will make and listen to oral presentations and reports.
a) Use
subject-related information and vocabulary.
b) Listen
to and record information.
c) Organize information for clarity.
5.2 The
student will use effective nonverbal communication skills.
a) Maintain
eye contact with listeners.
b) Use
gestures to support, accentuate, and dramatize verbal message.
c) Use
facial expressions to support and dramatize verbal message.
d) Use
posture appropriate for communication setting.
5.8 The student will write for a
variety of purposes: to describe, to inform, to entertain, and to explain.
a) Choose
planning strategies for various writing purposes.
b) Organize
information.
c) Demonstrate
awareness of intended audience.
d) Use
precise and descriptive vocabulary to create tone and voice.
e) Vary
sentence structure.
f) Revise writing for clarity.
g) Use available technology to access information.
6.1 The student will analyze oral participation in small-group activities.
a) Communicate as leader and contributor.
b) Evaluate own contributions to discussions.
c) Summarize and evaluate group activities.
d) Analyze the effectiveness of participant interactions.
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.
7.1 The student will give and seek information in conversations, in group discussions, and in oral presentations.
a) Use oral vocabulary and style appropriate for listeners.
b) Communicate ideas and information orally in an organized and succinct manner.
c) Ask probing questions to seek elaboration and clarification of ideas.
d) Make supportive statements to communicate agreement with or acceptance of others’ ideas.
e) Use grammatically correct language and vocabulary appropriate to audience, topic, and purpose.
7.2 The student will identify the relationship between a speaker’s verbal and nonverbal messages.
a) Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice.
b) Use nonverbal communication skills, such as eye contact, posture, and gestures.
c) Compare/contrast a speaker’s verbal and nonverbal messages.
7.3 The student will describe persuasive messages in nonprint media, including television, radio, and video.
a) Identify persuasive technique used.
b) Distinguish between fact and opinion.
c) Describe how word choice conveys viewpoint.
8.1 The student will use interviewing techniques to gain information.
a) Prepare and ask relevant questions for the interview.
b) Make notes of responses.
c) Compile and report responses.
d) Evaluate the effectiveness of the interview.
8.2 The student will develop and deliver oral presentations in groups and individually.
a) Choose topic and purpose appropriate to the audience.
b) Choose vocabulary and tone appropriate to the audience, topic, and purpose.
c) Use appropriate verbal and nonverbal presentation skills.
d) Respond to audience questions and comments.
e) Use grammatically correct language.
f) Critique oral presentations.
8.3 The student will analyze mass media messages.
a) Evaluate the persuasive technique being used.
b) Describe the possible cause-effect relationships between mass media coverage and public opinion trends.
c) Evaluate sources, including advertisements, editorials, and feature stories, for relationships between intent and factual content.
9.2 The student will make planned oral presentations.
a) Include definitions to increase clarity.
b) Use relevant details to support main ideas.
c) Illustrate main ideas through anecdotes and examples.
d) Cite information sources.
e) Make impromptu responses to questions about presentation.
f) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose
9.4 The student will read and analyze a variety of informational materials (manuals, textbooks, business letters, newspapers, brochures, reports, catalogs) and nonfiction materials, including journals, essays, speeches, biographies, and autobiographies.
a) Identify a position/argument to be confirmed, disproved, or modified.
b) Evaluate clarity and accuracy of information.
c) Synthesize information from sources and apply it in written and oral presentations.
d) Identify questions not answered by a selected text.
e) Extend general and specialized vocabulary through speaking, reading, and writing.
f) Read and follow instructions to complete an assigned project or task.
9.8 The student will credit the sources of both quoted and paraphrased ideas.
a) Define the meaning and consequences of plagiarism.
b) Distinguish one’s own ideas from information created or discovered by others.
c) Use
a style sheet, such as that of the Modern Language Association (MLA) or the
American Psychological Association (
9.9 The student will use print, electronic databases, and online resources to access information.
a) Identify key terms specific to research tools and processes.
b) Narrow the focus of a search.
c) Scan and select resources.
d) Distinguish between reliable and questionable Internet sources and apply responsible use of technology.
10.4 The student will read and interpret informational materials.
a) Analyze and apply the information contained in warranties, contracts, job descriptions, technical descriptions, and other informational sources, including labels, warnings, manuals, directions, applications, and forms, to complete specific tasks.
b) Skim manuals or informational sources to locate information.
c) Compare and contrast product information contained in advertisements with that found in instruction manuals and warranties.
10.11 The student will collect, evaluate, organize, and present information.
a) Organize information from a variety of sources.
b) Develop the central idea or focus.
c) Verify the accuracy and usefulness of information.
d) Credit sources for both quoted and paraphrased ideas.
e) Present information in an appropriate format, such as an oral presentation, written report, or visual product.
f) Use technology to access information, organize ideas, and develop writing.
11.3 The student will read and analyze relationships among American literature, history, and culture.
a) Describe contributions of different cultures to the development of American literature.
b) Compare and contrast the development of American literature in its historical context.
c) Discuss American literature as it reflects traditional and contemporary themes, motifs, universal characters, and genres.
d) Describe how use of context and language structures conveys an author’s intent and viewpoint in contemporary and historical essays, speeches, and critical reviews.
11.4 The student will read and analyze a variety of informational materials.
a) Use information from texts to clarify or refine understanding of academic concepts.
b) Read and follow directions to complete an application for college admission, for a scholarship, or for employment.
c) Apply concepts and use vocabulary in informational and technical materials to complete a task.
d) Generalize ideas from selections to make predictions about other texts.
e) Analyze information from a text to draw conclusions.
12.1 The student will make a 5 to 10 minute formal oral presentation.
a) Choose the purpose of the presentation: to defend a position, to entertain an audience, or to explain information.
b) Use a well-structured narrative or logical argument.
c) Use details, illustrations, statistics, comparisons, and analogies to support purposes.
d) Use visual aids or technology to support presentation.
e) Use grammatically correct language, including vocabulary appropriate to the topic, audience, and purpose.
12.2 The student will evaluate formal presentations.
a) Critique relationships among purpose, audience, and content of presentations.
b) Critique effectiveness of presentations.
12.4 The student will read and analyze a variety of informational materials, including electronic resources.
a) Identify formats common to new publications and information resources.
b) Recognize and apply specialized informational vocabulary.
c) Evaluate a product based on analysis of the accompanying warranty and instruction manual.
d) Evaluate the quality of informational and technical materials.