READING AND LITERATURE
Range: Read a range of literary and informative texts for a variety of purposes.
Read a variety of genres.
Read for literary experience and to develop aesthetic appreciation.
Comprehension Processes: Use strategies within the reading processes to construct meaning.
Infer ideas from text.
Integrate important information gathered from a long passage or text to interpret meaning.
Conventions and Skills: Apply knowledge of the conventions of language and texts to construct meaning.
Use knowledge of story elements (e.g., character, setting, mood, incident, structure) to interpret text.
Differentiate between literal and figurative language and infer appropriate meaning when reading.
Response: Respond to texts from a range of stances: initial understanding, personal, interpretive, critical.
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.
Attitudes and Engagement: Demonstrate confidence as readers, and find value and satisfaction in reading and sharing reading experiences with others.
Indicate preferences of reading materials and authors.
Diversity: Interact thoughtfully with texts that represent diversity in language, perspective, and/or culture.
Interact thoughtfully with each other about texts that represent diverse perspectives.
Range: Write using various forms to communicate for a variety of purposes and audiences.
Write using forms appropriate to purpose and topic.
Write to create understanding of ideas and information for self.
Write to communicate information, express opinions, and influence others.
Composing Process: Use writing processes and strategies appropriately and as needed to construct meaning and communicate effectively.
Include information from people and texts in writing.
Revise and edit writing as needed (e.g., inserting information, refocusing the topic, reordering text, finding a better word, correcting errors in conventions. )
Use knowledge of the qualities of good writing to improve own writing.
Conventions and Skills: Apply knowledge and understanding of the conventions of language and research when writing.
Apply knowledge of spelling, punctuation, and grammar to write text(s) and correct errors.
Rhetoric: Use rhetorical devices to craft writing appropriate to audience and purpose.
Produces writing that:
Conveys meaning, provides important information, makes a point, fulfills a purpose.
Has a form or structure where the parts add up to a coherent whole.
Uses language that is clear, colorful, and natural.
Reveals the writer's developing voice and style.
Attitudes and Engagement: Demonstrate confidence as writers, and find value and satisfaction in writing and sharing writing with others.
Writes readily for a variety of purposes on a range of topics.
Basic Operations and Concepts: Students demonstrate a sound understanding of the nature and operation of technology systems. Students are proficient in the use of technology.
Use keyboard commands, menu commands, toolbars, and other navigational tools in the operation of software that extends beyond minimal functions (e.g., advanced word processing skills, more complex graphics manipulation, automated macro functions, etc.)
Technology as a Tool for Productivity: Students use technology tools to enhance learning, increase productivity, and promote creativity. Students use productivity tools to collaborate in constructing technology-enhanced models, preparing publications, and producing other creative works.
Use general purpose productivity tools (word processor, spreadsheet, and database) and peripherals to support personal productivity, and to facilitate learning throughout the curriculum and to remediate skill deficits.
Use technology tools (e.g., multimedia authoring, presentation, web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audience inside and outside the classroom.
Technology as a Tool for Communication: Students use technology to communicate, to collaborate, publish, and interact with peers, experts, and other audiences. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Use telecommunications efficiently and effectively to access remote information and communicate with others in support of directed and independent learning and for pursuit of personal interests.
Using Unifying Concepts and Themes: Students use concepts and themes such as system, changes, scale, and model to help them understand and explain the natural world.
Model. Use geometric figures, number sequences, graphs, diagrams, sketches, number lines, maps, or stories to represent corresponding features of objects, events, and processes in the real world. Identify ways in which the representations do not match their original counterparts.
GEOGRAPHY- World in Spatial Terms: Students use geographic representations to organize, analyze, and present information on people places, and environments.
Collect, organize, and analyze data to interpret and construct geographic representations.
VISUAL ARTS: Students understand and apply art materials, techniques, and processes in creating original artworks based on ideas, experiences, stories, and opinions.
Select and apply materials, techniques, and processes to communicate ideas about self and the environment, and reflect upon effectiveness of choices.
Career and Life Skills
Skills for Life and Work: Students develop skills and attributes that are critical to a person's ability to successfully navigate the world in and out of work, and at home: thinking and reasoning skills, personal qualities, skills for managing resources, interpersonal skills, skills for managing information, and skills and knowledge related to systems.
Manage Resources: Select goal-relevant activities, ranks them, allocates time, and prepares and follows schedules.
Managing Information: Use on-line and other sources to acquire information, assess the value of information.