CROSS-CONTENT WORKPLACE READINESS STANDARDS AND PROGRESS INDICATORS
STANDARD 2 ALL STUDENTS WILL USE INFORMATION,
TECHNOLOGY, AND OTHER TOOLS.
Descriptive Statement: Students will be expected to develop the skills
to seek, obtain, maintain, and change jobs. These skills are critical to
each student's future ability to navigate in the complex world of work.
Prior to leaving school, each student should possess the skills needed
to sustain him/herself as an adult in the labor force.
Cumulative Progress Indicators
All students will be able to:
1. Demonstrate employability skills and work habits, such as
work ethic, dependability, promptness, and getting along with others,
needed to get and keep a job.
2. Describe the importance of personal skills and attitudes to
job success.
3. Identify career interests, abilities, and skills.
4. Develop an individual career plan.
5. Identify skills that are transferable from one occupation
to another.
6. Select a career major and appropriate accompanying courses.
7. Describe the importance of academic and occupational skills
to achievement in the work world.
8. Demonstrate occupational skills developed through structured
learning experiences, such as volunteer, community service, and
work-based experiences or part-time employment.
9. Identify job openings.
10. Prepare a resume and complete job applications.
11. Demonstrate skills and attitudes necessary for a successful job
interview.
12. Demonstrate consumer and other financial skills.
STANDARD 3 ALL STUDENTS WILL USE CRITICAL THINKING, DECISION-MAKING,
AND PROBLEM-SOLVING SKILLS.
Descriptive Statement: Students will be expected to develop original
thoughts and ideas, think creatively, develop habits of inquiry, and take
intellectual and performance risks. They will be expected to recognize
problems, devise a variety of ways to solve these problems, analyze the
potential advantages and disadvantages of each alternative, and evaluate
the effectiveness of the method ultimately selected.
Cumulative Progress Indicators
All students will be able to:
1. Recognize and define a problem, or clarify decisions to be
made.
2. Use models, relationships, and observations to clarify problems
and potential solutions.
3. Formulate questions and hypotheses.
4. Identify and access resources, sources of information, and
services in the school and the community.
5. Use the library media center as a critical resource for inquiry
and assessment of print and nonprint materials.
6. Plan experiments.
7. Conduct systematic observations.
8. Organize, synthesize, and evaluate information for appropriateness
and completeness.
9. Identify patterns and investigate relationships.
10. Monitor and validate their own thinking.
11. Identify and evaluate the validity of alternative solutions.
12. Interpret and analyze data to draw conclusions.
13. Select and apply appropriate solutions to problem-solving and decision-making
situations.
14. Evaluate the effectiveness of various solutions.
15. Apply problem-solving skills to original and creative/design projects.
STANDARD 4 ALL STUDENTS WILL DEMONSTRATE SELF-MANAGEMENT
SKILLS
Descriptive Statement: Students will be expected to address issues
related to personal development, such as accepting responsibility for their
own learning and understanding expectations for performance. They are also
expected to demonstrate positive work behaviors and ethics, the ability
to work individually and cooperatively in groups, and respect for others
of diverse cultural and social backgrounds.
Cumulative Progress Indicators
All students will be able to:
1. Set short and long term goals.
2. Work cooperatively with others to accomplish a task.
3. Evaluate their own actions and accomplishments.
4. Describe constructive responses to criticism.
5. Provide constructive criticism to others.
6. Describe actions which demonstrate respect for people of different
races, ages, religions, ethnicity and gender.
7. Describe the roles people play in groups.
8. Demonstrate refusal skills.
9. Use time efficiently and effectively.
10. Apply study skills to expand their own knowledge and skills.
11. Describe how ability, effort, and achievement are interrelated.
STANDARD 5 ALL STUDENTS WILL APPLY SAFETY PRINCIPLES
Descriptive Statement: Safety is an important component of all content
areas, especially the arts, health and physical education, science, occupational
education programs, and any content area where hands-on activities take
place. Students need to learn behaviors that will ensure their own safety
and health and that of others. They also should become familiar with the
rules and laws governing safety and health so that they can act responsibly
implement these standards.
Cumulative Progress Indicators
All students will be able to:
1. Explain how common injuries can be prevented.
2. Develop and evaluate an injury prevention program.
3. Demonstrate principles of safe physical movement.
4. Demonstrate safe use of tools and equipment.
5. Identify and demonstrate the use of recommended safety and protective
devices.
6. Identify common hazards and describe methods to correct them.
7. Identify and follow safety procedures for laboratory and other hands-on
experiences.
8. Discuss rules and laws designed to promote safety and health, and
their rationale.
9. Describe and demonstrate procedures for basic first aid and safety
precautions.
MATHEMATICS
STANDARDS AND PROGRESS INDICATORS
STANDARD 4.1 ALL STUDENTS WILL DEVELOP THE ABILITY TO
POSE AND SOLVE MATHEMATICAL PROBLEMS IN MATHEMATICS, OTHER DISCIPLINES,
AND EVERYDAY EXPERIENCES.
Descriptive Statement: Problem posing and problem solving involve examining
situations that arise in mathematics and other disciplines and in common
experiences, describing these situations mathematically, formulating appropriate
mathematical questions, and using a variety of strategies to find solutions.
By developing their problem-solving skills, students will come to realize
the potential usefulness of mathematics in their lives.
Cumulative Progress Indicators
By the end of Grade 8, students should be able to:
10. Use discovery-oriented, inquiry-based, and problem-centered approaches
to investigate and understand mathematical content appropriate to
the middle grades.
11. Recognize, formulate, and solve problems arising from mathematical
situations, everyday experiences, and applications to other disciplines.
12. Construct and use concrete, pictorial, symbolic, and graphical
models to represent problem situations and effectively apply processes
of mathematical modeling in mathematics and other areas.
13. Recognize that there may be multiple ways to solve a problem, weigh
their relative merits, and select and use appropriate problem-solving strategies.
14. Persevere in developing alternative problem-solving strategies
if initially selected approaches do not work.
STANDARD 4.2 ALL STUDENTS WILL COMMUNICATE MATHEMATICALLY
THROUGH WRITTEN, ORAL, SYMBOLIC, AND VISUAL FORMS OF EXPRESSION.
Descriptive Statement: Communication of mathematical ideas will help
students clarify and solidify their understanding of mathematics. By sharing
their mathematical understandings in written and oral form with their classmates,
teachers, and parents, students develop confidence in themselves as mathematics
reamers and enable teachers to better monitor their progress.
Cumulative Progress Indicators
By the end of Grade 8 students should be able to:
6. Identify and explain key mathematical concepts and model situations
using geometric and algebraic methods.
7. Use mathematical language and symbols to represent problem situations,
and recognize the economy and power of mathematical
symbolism and its role in the development of mathematics.
8. Analyze, evaluate, and explain mathematical arguments and conclusions
presented by others.
STANDARD 4.3 ALL STUDENTS WILL CONNECT MATHEMATICS TO
OTHER LEARNING BY UNDERSTANDING THE INTERRELATIONSHIPS OF MATHEMATICAL
]IDEAS AND THE ROLES THAT MATHEMATICS AND MATHEMATICAL MODELING PLAY IN
OTHER DISCIPLINE AND IN LIFE.
Descriptive Statement: Making connections enables students to see relationships
between different topics, and to draw on those relationships in future
study. This applies within mathematics, so that students can translate
readily between fractions and decimals, or between algebra and geometry;
to other content areas, so that students understand how mathematics is
used in the sciences, the social sciences, and the arts; and to the everyday
world, so that students can connect school mathematics to daily life.
Cumulative Progress Indicators
By the end of Grade 8 students should :
8. Recognize and apply unifying concepts and processes which
are woven throughout mathematics.
9. Use the process of mathematical modeling in mathematics and
other disciplines, and demonstrate understanding of its methodology,
strengths, and limitations.
10. Apply mathematics in their daily lives and in career-based contexts.
11. Recognize situations in other disciplines in which mathematical
models may be applicable, and apply appropriate models, mathematical
reasoning, and problem solving to those situations.
STANDARD 4.4 ALL STUDENTS WILL DEVELOP REASONING ABILITY AND
WILL BECOME SELF-RELIANT, INDEPENDENT MATHEMATICAL THINKERS.
Descriptive Statement: Making connections enables students to see relationships
between different topics, and to draw on those relationships in future
study. This applies within mathematics, so that students can translate
readily between fractions and decimals, or between algebra and geometry;
to other content areas, so that students understand how mathematics is
used in the sciences, the social sciences, and the arts; and to the everyday
world, so that students can connect school mathematics to daily life.
Cumulative Progress Indicators
By the end of Grade 8 students should:
8. Recognize and apply unifying concepts and processes which
are woven throughout mathematics.
9. Use the process of mathematical modeling in mathematics and
other disciplines, and demonstrate understanding of its
methodology, strengths, and limitations.
10. Apply mathematics in their daily lives and in career-based contexts.
11. Recognize situations in other disciplines in which mathematical
models may be applicable, and apply appropriate models,
mathematical reasoning, and problem solving to those situations.
STANDARD 4.6 ALL STUDENTS WILL DEVELOP NUMBER SENSE AND
AN ABILITY TO REPRESENT NUMBERS IN A VARIETY OF FORMS AND USE NUMBERS IN
DIVERSE SITUATIONS
Descriptive Statement: Number sense is defined as an intuitive feel
for numbers and a common sense approach to using them. It is a comfort
with what numbers represent, coming from investigating their characteristics
and using them in diverse situations. It involves an
understanding of how different types of numbers, such as fractions
and decimals, are related to each other, and how they can best be used
to describe a particular situation. Number sense is an attribute of all
successful users of mathematics.
Cumulative Progress Indicators
By the end of Grade 8 students should:
10. Understand money notations, count and compute money, and recognize
the decimal nature of United States currency.
11. Extend their understanding of the number system by constructing
meanings for integers, rational numbers, percents, exponents, roots,
absolute values, and numbers represented in scientific notation.
12. Develop number sense necessary for estimation.
13. Expand the sense of magnitudes of different number types to include
integers, rational numbers, and roots.
14. Understand and apply ratios, proportions, and percents in a variety
of situations.
15. Develop and use order relations for integers and rational numbers.
16. Recognize and describe patterns in both finite and infinite number
sequences involving whole numbers, rational numbers, and integers.
17. Develop and apply number theory concepts, such as primes, factors,
and multiples, in real-world and mathematical problem situations.
18. Investigate the relationships among fractions, decimals, and percents,
and use all of them appropriately.
19. Identify, derive, and compare properties of numbers.
STANDARD 4.9 ALL STUDENTS WILL DEVELOP AN UNDERSTANDING
OF AND WILL USE MEASUREMENT TO DESCRIBE AND ANALYZE PHENOMENA.
By the end of Grade 8 students should:
7. Use estimated and actual measurements to describe and compare
phenomena.
8. Read and interpret various scales, including those based on
number lines and maps.
9. Determine the degree of accuracy needed in a given situation
and choose units accordingly.
10. Understand that all measurements of continuous quantities are approximate.
11. Develop formulas and procedures for solving problems related to
measurement.
12. Explore situations involving quantities which cannot be measured
directly or conveniently.
13. Convert measurement units from one form to another, and carry out
calculations that involve various units of measurement.
14. Understand and apply measurement in their own lives and in other
subject areas.
15. Understand and explain the impact of the change of an object's
linear dimensions on its perimeter, area, or volume.
16. Apply their knowledge of measurement to the construction of a variety
of two- and three-dimensional figures.
STANDARD 4.10 ALL STUDENTS WILL USE A VARIETY OF ESTIMATION
STRATEGIES AND RECOGNIZE SITUATIONS IN WHICH ESTIMATION IS APPROPRIATE.
Descriptive Statement: Estimation is a process that is used constantly
by mathematically capable adults, and that can be mastered easily by children.
It involves an educated guess about a quantity or a measure, or an intelligent
prediction of the outcome of a computation. The growing use of calculators
makes it more important than ever that students know when a computed answer
is reasonable; the best way to make that decision is through estimation.
Equally important is an awareness of the many situations in which an approximate
answer is as good as, or even preferable to, an exact answer.
Cumulative Progress Indicators
By the end of Grade 8 students should:
8. Develop, apply, and explain a variety of different estimation
strategies in problem situations involving quantities and measurement.
9. Use equivalent representations of numbers such as fractions,
decimals, and percents to facilitate estimation.
10. Determine whether a given estimate is an overestimate or
an underestimate.
STANDARD 4.11 ALL STUDENTS WILL DEVELOP AN UNDERSTANDING
OF PATTERNS, RELATIONSHIPS, AND FUNCTIONS AND WILL USE THEM TO REPRESENT
AND EXPLAIN REAL-WORLD PHENOMENA.
Descriptive Statement: Patterns, relationships, and functions constitute
a unifying theme of mathematics. From the earliest age, students should
be encouraged to investigate the patterns that they find in numbers, shapes,
and expressions, and, by doing so, to make mathematical discoveries. They
should have opportunities to analyze, extend, and create a variety of patterns
and to use pattern-based thinking to understand and represent mathematical
and other real-world phenomena. These explorations present unlimited opportunities
for problem-solving, making and verifying generalizations, and building
mathematical understanding and confidence.
Cumulative Progress Indicators
By the end of Grade 8 students should:
7. Represent and describe mathematical relationships with tables,
rules, simple equations, and graphs.
8. Understand and describe the relationships among various representations
of patterns
and functions.
9. Use patterns, relationships, and functions to model situations
and to solve problems in mathematics and in other subject areas.
10. Analyze functional relationships to explain how a change in one
quantity results in a change in another.
11. Understand and describe the general behavior of functions.
12. Use patterns, relationships, and linear functions to model situations
in mathematics and in other areas.
13. Develop, analyze, and explain arithmetic sequences.
STANDARD 4.12 ALL STUDENTS WILL DEVELOP AN UNDERSTANDING
OF STATISTICS AND PROBABILITY AND WILL USE THEM TO DESCRIBE SETS OF DATA,
MODEL SITUATIONS, AND SUPPORT APPROPRIATE INFERENCES AND ARGUMENTS.
Descriptive Statement: Probability and statistics are the mathematics
used to understand chance and to collect, organize, describe, and analyze
numerical data. From weather reports to sophisticated studies of genetics,
from election results to product preference surveys, probability and statistical
language and concepts are increasingly present in the media and in everyday
conversations. Students need this mathematics to help them judge the correctness
of an argument supported by seemingly persuasive data.
Cumulative Progress Indicators
By the end of Grade 8 students should:
9. Generate, collect, organize, and analyze data and represent
this data in tables, charts, and graphs.
10. Select and use appropriate graphical representations and measures
of central tendency (mean, mode and median) for sets of data.
11. Make inferences and formulate and evaluate arguments based on data
analysis and data displays.
12. Use lines of best fit to interpolate and predict from data.
13. Determine the probability of a compound event.
14. Model situations involving probability, such as genetics, using
both simulations and theoretical models.
15. Use models of probability to predict events based on actual data.
16. Interpret probabilities as ratios and percents.
STANDARD 4.14 ALL STUDENTS WILL APPLY THE CONCEPTS AND
METHODS OF DISCRETE MATHEMATICS TO MODEL AND EXPLORE A VARIETY OF PRACTICAL
SITUATIONS.
Descriptive Statement: Discrete mathematics is the branch of mathematics
that deals with arrangements of distinct objects. It includes a wide variety
of topics and techniques that arise in everyday life, such as how to find
the best route from one city to another, where the objects are cities arranged
on a map. It also includes how to count the number of different combinations
of toppings for pizzas, how best to schedule a list of tasks to be done,
and how computers store and retrieve arrangements of information on a screen.
Discrete mathematics is the mathematics used by decision-makers in our
society, from workers in government to those in health care, transportation,
and telecommunications. Its various applications help students see the
relevance of mathematics in the real world.
Cumulative Progress Indicators
By the end of Grade 8 students should:
6. Use systematic listing, counting, and reasoning in a variety of
different contexts.
7. Recognize common discrete mathematical models, explore their properties,
and design them for specific situations.
8. Experiment with iterative and recursive processes, with the aid
of calculators and computers.
9. Explore methods for storing, processing, and communicating information.
Devise, describe, and test algorithms for solving optimization
and search problems
SCIENCE
STANDARDS AND PROGRESS INDICATORS
STANDARD 5.1 ALL STUDENTS WILL LEARN TO IDENTIFY SYSTEMS
OF INTERACTING COMPONENTS AND UNDERSTAND HOW THEIR INTERACTIONS COMBINE
TO PRODUCE THE OVERALL BEHAVIOR OF THE SYSTEM.
Descriptive Statement: The natural world and the world built by humans
both provide examples of systems where interacting parts work together
as
a whole. This standard asks students to analyze, understand, and design
systems of integrating parts.
Cumulative Progress Indicators
By the end of Grade 8 students should:
4. Describe components of a system and how they influence one another.
5. Recognize that most systems are components of larger systems and
that the output of one component can become the input to other
components.
6. Disassemble and reassemble the components of a system, analyzing
how they interact with each other.
STANDARD 5.2 ALL STUDENTS WILL DEVELOP PROBLEM-SOLVING,
DECISION-MAKING, AND INQUIRY SKILLS REFLECTED BY FORMULATING USABLE QUESTIONS
AND HYPOTHESES, PLANNING EXPERIMENTS, CONDUCTING SYSTEMATIC OBSERVATIONS,
INTERPRETING AND ANALYZING DATA, DRAWING CONCLUSIONS, AND COMMUNICATING
RESULTS.
Descriptive Statement: Students best learn science by doing science.
Science is not merely a collection of facts and theories but a process,
a way of thinking about and investigating the world in which we live. This
standard addresses those skills that are used by scientists as they discover
and explain the physical universe - skills that are an essential and ongoing
part of learning science.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8 students should:
6. Identify problems that can be solved by conducting experiments.
7. Design and conduct experiments incorporating the use of a
control.
8. Collect and organize data to support the results of an experiment.
9. Communicate experimental findings using words, charts, graphs,
pictures, and diagrams.
10. Evaluate the strengths and weaknesses of claims, arguments, and
data.
11. Assess the risks and benefits associated with alternative actions.
STANDARD 5.3 ALL STUDENTS WILL DEVELOP AN UNDERSTANDING
OF HOW PEOPLE OF VARIOUS CULTURES HAVE CONTRIBUTED TO THE ADVANCEMENT OF
SCIENCE AND TECHNOLOGY, AND HOW MAJOR DISCOVERIES AND EVENTS HAVE ADVANCED
SCIENCE AND TECHNOLOGY.
Descriptive Statement: Science is a human endeavor involving successes
and failures, trials and tribulations. Students should know that many people
of all cultures have contributed to our understanding of science and that
science has a rich and fascinating history. This standard encourages students
to learn about the people and events that have shaped or revolutionized
important scientific theories and concepts.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8,
students:
3. Recognize that scientific theories emerge over time, depend on the
contributions of many people, and reflect the social and political
climate of their time.
4. Develop a time line of major events and people in the history of
science, in conjunction with other world events.
5. Trace the historical origin of important scientific developments
such as atomic theory, genetics, plate tectonics, etc., showing how
scientific theories emerge, are tested, and can be replaced or modified
in light of new information and improved investigative techniques.
STANDARD 5.4 ALL STUDENTS WILL DEVELOP AN UNDERSTANDING
OF TECHNOLOGY AS AN APPLICATION OF SCIENTIFIC PRINCIPLES.
Descriptive Statement: Understanding the unique interdependence of
science and technology is an important goal of science education. This
standard is an attempt to show students how the application of scientific
knowledge can be used to improve the human condition and how technological
development affects the quality of life.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8 students should:
5. Describe how tools of today are different from those of the past
but may be modifications of ancient tools.
6. Describe how technology expands the ability of scientists and others
to make measurements and observations.
7. Design and build simple mechanical devices to demonstrate scientific
principles.
8. Explain how engineers and others apply scientific knowledge to solve
practical problems.
9. Compare the advantages and disadvantages of alternative solutions
to practical problems.
STANDARD 5.5 ALL STUDENTS WILL INTEGRATE MATHEMATICS
AS A TOOL FOR PROBLEM-SOLVING IN SCIENCE, AND AS A MEANS OF EXPRESSING
AND/OR MODELING SCIENTIFIC THEORIES.
Descriptive Statement: Galileo is credited with asserting that "Mathematics
is the language with which God wrote the Universe." Science cannot be practiced
or learned without appreciation of the role of mathematics in discovering
and expressing natural laws. This standard recognizes the need for students
to fully integrate mathematics skills with their learning of science.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8 students should:
5. Recognize and comprehend the orders of magnitude associated
with large and small physical quantities.
6. Express experimental data in several equivalent forms such
as integers, fractions, decimals, and percents.
7. Infer mathematical relationships among variables using graphs,
tables, and charts.
8. Express the output units of the calculation in terms of the
input units.
9. Select appropriate measuring instruments based on the degree
of precision needed.
10. Find the mean and median of a set of experimental data.
STANDARD 5.8 ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE
STRUCTURE AND BEHAVIOR OF MATTER.
Descriptive Statement: Exploring the nature of matter and energy is
essential to an understanding of the physical universe. This standard leads
students from their experiences with the states and properties of matter,
to the development of models of the atom and the underlying principles
of chemistry.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8 students should:
4. Identify characteristic properties of matter, and use one or more
of those properties to separate a mixture of substances.
5. Show how substances can react with each other to form new substances
having characteristic properties different from those of the
original substances.
6. Know that all matter is made up of atoms that may join together
to form molecules, and that the state of matter is determined by the arrangement
and motion of the atoms or molecules.
7. Explain how atoms are rearranged when substances react, but that
the total number of atoms and the total mass of the newly formed
substances remains the same as that of the original substances.
8. Explain that over 100 different atoms, corresponding to over 100
different elements, have been identified and can be grouped according to
their similar properties.
STANDARD 5.10 ALL STUDENTS WILL GAIN AN UNDERSTANDING OF THE
STRUCTURE, DYNAMICS, AND GEOPHYSICAL SYSTEMS OF THE EARTH.
Descriptive Statement: The study of science should include a study
of the planet Earth and its relationship to the rest of the universe. This
standard describes what students should know about the composition of the
earth and the forces that shape it, while Standard
5.11 describes what students should know about astronomy and space
science.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8 students should:
5. Compare different map projections, and explain how physical
features are represented on each.
6. Identify the major features of the earth's crust, the processes
and events that change them, and the impact of those changes on
people.
7. Identify the age of fossils, and explain how they provide
evidence that life has changed through time.
8. Describe and explain the causes of the natural processes and
events that shaped the earth's surface and interior.
9. Monitor local weather conditions and changes in the atmosphere
that lead to weather systems.
10. Investigate the composition, cycling, and distribution of the world's
oceans and other naturally occurring sources of water.
LANGUAGE AND ARTS LITERACY
STANDARD 3.3: All Students Will Write In Clear, Concise,
Organized Language That Varies In Content And Form For Different Audiences
And Purposes.
Descriptive Statement: Writing is a complex process that may be used
for self or others in communication, expression, and learning. Proficient
writers have a repertoire of strategies that enables them to vary forms,
style, and conventions in order to write for different audiences, contexts,
and purposes. Writing activities should include opportunities for
students to think about their ideas and feelings and the events and people
in their lives. Through writing, students are able to describe experiences,
examine and organize their perceptions of them, and link them to events
and experiences in the lives of others.
Students should be helped to understand the recursive nature and shifting
perspectives of the writing process, and should be encouraged to take risks,
collaborate, and reflect as they compose increasingly complex texts. Students
should be taught strategies that will assist them in writing clearly and
in crafting their texts with appropriate conventions of spelling, grammar,
and punctuation as they revise, edit, and publish. They should learn to
examine their writing not only as a product but also as a mode of thinking.
They should recognize that what they hear, speak, read, and view contributes
to the content and quality of their writing. Writers need to be able to
complete projects for a variety of purposes.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8, students:
8. Understand that written communication can affect the behavior
Of others.
9. Write technical materials, such as instructions for playing
a game, that include specific details.
10. Cite sources of information.
STANDARD 3.4: All Students Will Read Various Materials And Texts
With Comprehension And Critical Analysis
Descriptive Statement: Reading is a complex process through which readers
actively construct meaning and connect with others' ideas. The reading
process requires readers to relate prior knowledge and personal experiences
to written texts; respond to texts in aesthetic and critical ways; recognize
and appreciate print as a cuing system for meaning; and understand
words, their variations, and their contexts. Students should recognize
that what they hear, speak, write, and view contributes to the content
and quality of their reading experiences. Proficient readers use a repertoire
of strategies (including phonics, context clues, and foreshadowing) that
enables them to adapt to increasing levels of complexity, and they develop
lifelong habits of reading and thinking. A diversity of materials provides
students with opportunities to grow intellectually, socially, and emotionally
as they consider universal themes, diverse cultures and perspectives, and
the common aspects of human existence. The study of literature allows students
to return to the materials and reconstruct meaning as they examine their
own reading along with the writer's shaping of text and the cultural, historical,
and psychological contexts for composing.
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8, students should:
17. Read more than one work by a single author.
18. Begin to identify common aspects of human xistence.
19. Recognize propaganda and bias in written texts.
20. Analyze main ideas and supportive details.
21. Analyze text using patterns of organization, such as cause and
effect, comparison and contrast.
22. Analyze text for the purpose, ideas, and style of the author.
23. Understand the role of characters, setting, and events in a given
literary work.
24. Understand the concepts of figurative language, symbolism, allusion,
and denotation.
25. Gather and synthesize data for research from a variety of sources,
including print materials, technological resources, observation,
interviews, and audiovisual media.
STANDARD 3.5: All Students Will View, Understand, And Use Nontextual
Visual Information
Descriptive Statement: In the language arts literacy classroom, students
learn how to view in order to be able to respond thoughtfully and critically
to the visual messages of both print and nonprint. Effective viewing is
essential to comprehend and respond to personal interactions, live performances,
visual arts that involve oral and/or written language, and both print media
(graphs, charts, diagrams, illustrations, photographs, and graphic design
in books, magazines, and newspapers) and electronic media (television,
computers, film). Students should recognize that what they speak, hear,
write, and read contributes to the content and quality of their viewing.
Building upon knowledge and skills gained in the preceding grades, by
the end of Grade 8, students should:
11. Recognize and respond to visual messages of humor, irony, metaphor.
12. Articulate the connection between visual and verbal message.
13. Choose and use multiple forms of media to convey what has been
learned.
14. Integrate multiple forms of media into a finished product.
15. Evaluate media for credibility.
16. Compare and contrast media sources, such as book and film versions
of a story.
COMPREHENSIVE HEALTH AND PHYSICAL EDUCATION
Standards And Progress Indicators
STANDARD 2.1: All Students Will Learn Health Promotion and Disease
Prevention Concepts And Health-Enhancing Behaviors.
Descriptive Statement: Health-literate and physically educated students
seek to improve personal, family, and public health. Using health promotion
and disease prevention principles, nutritional concepts, and injury prevention
strategies, students modify personal behaviors based on risk factors and
adopt health practices to reduce or eliminate preventable health problems.
Health-literate and physically educated students recognize the importance
of prevention, early detection, and treatment in enhancing personal wellness.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8, students should:
7. Describe a healthy adolescent, discuss injuries and illnesses
common to this age group, and identify ways to prevent, reduce, or
eliminate these health problems.
8. Explain how health is influenced by the interaction of body
systems and nutritional intake.
9. Analyze how family, peers, culture, media, technology, and
the environment affect wellness.
10. Identify and demonstrate health practices that support and enhance
personal and family physical and mental health.
11. Analyze a health profile to determine strengths and potential health
risks resulting from risk factors and health-enhancing behaviors.
12. Describe situations requiring health services and locate community
health care providers, comparing their services, benefits, and costs.
13. Examine health product and food labels and advertisements, comparing
accuracy, content, directions, and value.
14. Analyze the influence of peers and the media on risk behaviors,
injuries, and violent behavior.
STANDARD 2.2: All Students Will Learn Health-Enhancing Personal,
Interpersonal, And Life Skills.
Descriptive Statement: Health-literate and physically educated students
communicate effectively. These students set health goals, solve health-related
problems, and resolve conflicts. They use health-enhancing personal, interpersonal,
and life skills to initiate and maintain healthy relationships that contribute
to wellness.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8, students should:
6. Describe and demonstrate ways to access and present health
information and ideas, and analyze the information for accuracy and
reliability.
7. Describe and demonstrate effective communication skills, decision-making
skills, refusal skills, negotiation skills, and assertiveness in
situations that influence adolescent health and safety.
8. Analyze how health decisions and behaviors are influenced
by family, peers, culture, and the media, and develop strategies that support
effective decision-making and safe behavior.
9. Describe how health goals are influenced by changes that occur
throughout the life cycle.
10.Analyze the causes of conflict and violent behavior in youth and
adults, and describe nonviolent strategies for individuals and groups to
prevent and resolve conflict.
11.Describe the impact of crisis, stress, rejection, separation, and
loss, and develop coping strategies for each.
SOCIAL STUDIES STANDARDS AND PROGRESS INDICATORS
STANDARD 6.9: All Students Will Acquire Geographical Understanding
By Studying The Environment And Society
Descriptive Statement: Students should learn how people are able to
live in various kinds of physical environments by developing patterns of
spatial organization that take advantage of opportunities and avoid or
minimize limitations.
Cumulative Progress Indicators
Building upon knowledge and skills gained in the preceding grades,
by the end of Grade 8, students should:
4. Describe world patterns of resource distribution and utilization,
and discuss the management and use of renewable and nonrenewable resources.
5. Explain and predict how the physical environment can accommodate,
and be affected by human activity.
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