1 Carver Reid Standard Paper

Rational of Sources Virginia Standards of Learning The Virginia Standards of Learning (SOLs) were created in order to ensure that all students will meet a set of minimum standards and that no child will be left behind. A priority of the Virginia SOLs is to identify students’ problems areas within all four core subject areas: math, science, English, and social sciences. Once these problem areas are determined they can be addressed before it becomes to late for the student to catch up academically. The Virginia SOLs also identify students’ strengths in the areas as well. The content of the Virginia SOLs describe the Virginia Commonwealth’s expectations for students’ academic achievement and learning. The Virginia SOLs represents what skills teachers and the community believe students need to learn (Christie, 1998).

Bennett William L. Bennett created standard goals for preschool to eighth-grade students because he felt it was imperative for students to have detailed guidelines demonstrating what needs to be learned within the core subject areas. Bennett’s rationale is that standard should not be mediocre, but specific. Some areas of study are essential to learn and should be placed above others. The Bennett goals point out some of the important information that should be taught thoroughly. Bennett felt students would

successfully respond to high expectations if the standards exhibited specific and exciting (Bennett, p.92).

National Standards "All states and schools will have challenging and clear standards of achievement and accountability for all children, and effective strategies for reaching those standards." -- U.S. Dept. of Education The National Standards were put in place to be a guideline for teachers to base their instruction. The National Standards contain core principles that should be taught in school. The states must also create standards for the schools in their state. The National Standards serve as a tool for the states to use to create their standards. Schools are responsible to hold to these standards and to insure that their students are being taught the necessary information based on their grade level. The National Standards were created by scholars proficient in their specific subject areas. Education World states that, “several national and education organizations have taken on the voluntary challenge of creating educational standards or guidelines to be used on a national level” .One problem that exists that makes the National Standards less useful to teachers is that they are designed without regard for specific grade levels. This makes it difficult to determine which standards should be used for what grade level. However, the National Standards serve their purpose as guidelines for the education of American students. North Carolina Standards

North Carolina first established a Standard Course of Study in 1898. The North Carolina Standard Course of Study provides every content area a set of competencies for each grade and high school course. Its intent is to ensure rigorous student academic performance standards that are uniform across the state. It is based on a philosophy of teaching and learning that is consistent with current research, exemplary practices, and national standards. “ – Public Schools of North Carolina The above statement is the mission statement of the North Carolina Standard Course of Study. Just like any state, the standards were designed to give their students the best possible education and to make sure that all students are getting the same quality education statewide. The standards are very simple and easy to understand and there are standards for each grade level.

Key

Standard

Abbreviation

Bennett’s Goals

B M 1.1

Virginia Standards of Learning

VASOL M 1.1

North Carolina Standards

NC M 1.1

National Standards

NS M 1.1

Carver and Reid Standards

AASOL M 1.1

Standards Science The first grade science standards emphasize simple science skills in order for students to better understand familiar occurrences and objects. Students are directed in performing noncomplex experiments and investigations. Students will learn about the life processes of animals, plants, and humans. Students will also be able to classify these groups according to characteristics. The relationships and reactions between various objects will be studied. Students will learn how plants and animals are affected by the changes in seasons as well as the sun and Earth relationship. Students will learn about various kinds of motions and forces of moving objects. Students will comprehend how various objects interact with water. Students will understand how natural resources are limited (Standard of Learning, Science, p. 1).

Scientific Investigation, Reasoning, and Logic VA SOL S 1.1 a) b) c) d) e) f)

The student will conduct investigations in which differences in physical properties are observed using the senses; simple tools are used to enhance observations; objects or events are classified and arranged according to attributes properties; observations and data are communicated orally and with simple graphs, pictures, written statements, and numbers; length, mass, and volume are measured using standard and nonstandard units; predictions are based on patterns of observation rather than random

g) h)

guesses; simple experiments are conducted to answer questions; and inferences are made and conclusions are drawn about

familiar objects and events. . NC S 3.02 Investigate several ways in which objects can be described, sorted, or classified. 3.01 Describe the differences in the properties of solids and liquids. NS S 1.1

As a result of activities in grades K-4, all students should develop a) Abilities necessary to do scientific inquiry b) Understanding about scientific inquiry.

B S 1.!

Monitor and record facts of their development. Predicting results and testing their hypotheses.

AA SOL S 1.1 The student will understand scientific inquiry by performing investigations: including making observations of physical properties using the senses, simple tools, and standard and nonstandard units; making hypotheses; classifying objects orally and pictorially; and making conclusions about objects and events. Force, Motion, and Energy VA SOL 1.2 The student will investigate and understand that moving objects exhibit different kinds of motion. a) objects may have straight, circular, and back-and-forth motions; b) objects may vibrate and produce sound; c) pushes or pulls can change the movement of an object; d) the motion of objects may be observed in toys and in playground activities. NC S 4.01 Describe different ways in which objects can be moved. 4.02 Observe that movement of an object can be affected by pushing or pulling. 4.03 Investigate and observe that objects can move steadily or change I n direction. NS S 1.2 develop

As a result of the activities in grades K-4, all students should an Understanding of b) Position and motion of objects

B S 1.2

Topics may include...forms and sources of energy.

AA SOL S 1.2 The student will study and understand moving objects create different types of motions such as; backwards, forwards, straight, or circular; movement changes include pushing and pulling; and objects can vibrate, move steadily, and change directions. Matter VA SOL 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. NC S 3.04 Determine properties of liquids: a) Color b) Ability to float or sink in water c) Tendency to flow 3.05 Observe mixtures including: a) Solids with solids b) Liquids with liquids c) Solids with liquids NS S 1.2 develop

As a result of the activities in grades K-4, all students should an Understanding of a) Properties of objects and materials

B S 1.2

Perform simple experiments involving variations in water. Properties of water.

AA SOL S 1.2 The student will explore and understand various materials will interact with water: particular liquids will separate, particular solids will dissolve, and water temperature may determine how substances will dissolve.

Life Processes VA SOL 1.4 The student will investigate and understand that plants have life needs and Functional parts can be classified according to certain characteristics. Key Concepts include a) needs (food, air, water, light, and a place to grow); b) parts (seeds, roots, stems, leaves, blossoms, fruits); and c) characteristics (edible/nonedible, flowering/nonflowering, evergreen/deciduous). NC S 1.01 Investigate the needs of a variety of different plants: a) Air b) Water c) Light d) Space NS S 1.3 develop

As a result of activities in grades K-4, all students should understanding of a) The characteristics of organisms b) Life cycles of organisms c) Organisms and environments

B S 1.4 and

Topics may include the characteristics and habitats of the parts growth patterns of plants. Students handle and observe growing plants.

AA SOL S 1.4 The student will explore and understand the life of plants including their needs, parts, and characteristics.

VA SOL 1.5 The student will investigate and understand that animals, including people, have life needs and specific physical characteristics and can be classified according to certain characteristics. Key concepts include a) life needs (air, food, water, and a suitable place to live); b) physical characteristics (body covering, body shape, appendages, and methods of movement); and c) other characteristics (wild/tame, water homes/land homes). NC S 1.02 Investigate the needs of a variety of different animals: a) Air b) Water

c) Food d) Shelter e) Space 1.03 Observe the ways in which humans are similar to other organisms. NS S 1.3 develop

As a result of activities in grades K-4, all students should understanding of a) The characteristics of organisms b) Life cycles of organisms c) Organisms and environments

B S 1.5

Topics may include the characteristics and habitats of animals [ and] pet care.

AA SOL S 1.5 The student will explore and understand that animals and people can be classified by particular physical characteristics and have special life needs.

Interrelationships in Earth/Space Systems VA SOL 1.6 The student will investigate and understand the basic relationships between the sun and Earth. Key concepts include a) the sun is the source of heat and light that warms the land, air, and water; and b) night and day are caused by the rotation of the Earth. NC S

N/A

NS S 1.4

As a result of their activities in grades K-4, all students should develop an understanding of a) Properties of earth materials b) Objects in the sky c) Changes in earth and sky

B S 1.6

Topics may include differences between day and night; Perform simple experiments involving sunlight.

AA SOL S 1.6 The student will explore and understand the connections between the Earth and Sun; such as, heat comes from the sun and the rotation of the Earth cause night and day.

Earth Patterns, Cycles, and Change VA SOL 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: a) plants (growth, budding, falling leaves, and wilting); b) animals (behaviors, hibernation, migration, body covering, and habitat); and c) people (dress, recreation, and work). NC S 1.05 Discuss the wide variety of living things on Earth. NS S 1.03 As develop a) b) c) B S 1.7

a result of activities in grades K-4, all students should understanding of The characteristics of organisms Life cycles of organisms Organisms and environments

Topics may include the characteristics of common weather conditions and climate,... and air.

AA SOL S 1.7 The student will explore and understand how the changes in seasons and weather affects plant and animal activities.

VA SOL 1.8 The student will investigate and understand that natural resources are limited. Key concepts include a) identification of natural resources (plants and animals, water, air, land, minerals, forests, and soil). b) factors that affect air and water quality; and c) recycling, reusing, and reducing consumption of natural resources. NC S 2.05 Explore where useful earth materials are found and how they are used.

NS S 1.6 develop B S 1.8

As a result of activities in grades K-4, all students should understanding of d) Changes in environments Perform simple experiments involving variations in...soil.

AA SOL S 1.8 The student will explore and understand various limited natural and how they can be reused and recycled, and various factors that affect water and air quality.

English The first grade English standards primarily emphasize reading skills. The student will continually be in contact with texts in order to develop necessary reading comprehension skills, oral language skills, phonetic skills, and vocabulary skills. The student be will involved in speaking and listening skills in the classroom among the teacher and peers. The student will learn ways to fluently read and pronounce new words with expression. The student will recognize main components of stories such as setting, characters, main idea and sequence. The student will also understand the difference between fiction and nonfiction texts. The student will read multicurriculum materials in order to further vocabulary skills. The student will progress in writing skills with an emphasis on legibility and proper communication of ideas (Standards of Learning, English p. 1). Oral Language VA SOL 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. NC E 3.04 Share personal experiences and responses to experiences with text by: a) publishing non-print texts. b) discussing interpretations. c) recording personal responses. NS E 1.4 Students adjust their use of spoken, written, and visual language (e.g.,

a B E 1.1

Conventions, style, vocabulary) to communicate effectively with variety of audiences and for different purposes. Students build vocabulary while they read... aloud.

AA SOL E 1.1 The student will progress in oral language through involvement of oral Language activities such as: telling stories, listening and responding to peers and various materials, and using complete sentences to express ideas verbally.

VA SOL 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. NC E 2.9 Read and understand simple written instructions. 3.03 Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts. NS E 1.12 Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information. B E 1.2

Students build vocabulary while they read--silently and aloud.

AA SOL E 1.2 The student will increase speaking and listening vocabulary skills by: asking questions, following and giving simple directions, and using descriptive words.

VA SOL 1.3 The situation. a) b) c) d)

student will adapt or change oral language to fit the Initiate conversation with peers and adults. Follow rules for conversation. Use appropriate voice level in small-group settings. Ask and respond to questions in small-group settings.

NC E 4.04 Extend skills in using oral and written language by: a) clarifying purposes for engaging in communication.

b) c) d) e)

using clear and precise language to paraphrase messages. engaging in more extended oral discussions. producing written products completing graphic organizers.

NS E 1.5 use

Students employ a wide range of strategies as they write and different writing processes elements appropriately to communicate with different audiences for a variety of purposes.

B E 1.3

N/A

AA SOL E 1.3 The student will use various oral languages according to the situation: Such as following rules, using appropriate voice levels, and asking/ responding to questions during conversation, and while in small group settings.

VA SOL 1.4 The student will orally identify and manipulate phonemes (small unites of sound) in syllables and multisyllabic words. a) Count phonemes (sounds) in syllables or words with a maximum of three syllables. b) Add or delete phonemes (sounds) orally to change syllables or words. c) Create rhyming words orally. d) Blend sounds to make word parts and words with one to three syllables. NC E 1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principles. a) count the syllables in a word. b) blend the phonemes of one-syllable words. c) segment the phonemes of one-syllable words. d) change the beginning, middle, and ending sounds, to produce new words. e) create and state a series of rhyming words that may include consonant blends. NS E 1.3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts,

sentence B E 1.4

their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, structure, context, graphics). Instruction in writing begins and includes attention to... syllabication.

AA SOL E 1.4 The student will find and pronounce phonemes in syllables and words: including blending sounds, creating rhyming words, changing syllables by adding and deleting sounds in words, and by counting sounds in syllables. Reading VA SOL 1.5 The student will apply knowledge of how print is organized and read. a) Read from left to right and from top to bottom. b) Match spoken words with print. c) Identify letters, words, and sentences. NC E

N/A

NS E 1.6

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. BE

1.5

N/A

AA SOL E 1.4 The student will demonstrate how print is read and organized by reading in appropriate directions, relating spoken words to written words, and finding letter, words, and sentences.

VA SOL 1.6 The student will apply phonetic principles to read and spell. a) Use beginning and ending consonants to decode and spell single-syllable words. b) Use two-letter consonant blends to decode and spell singlesyllable words. c) Use beginning consonant digraphs to decode and spell singlesyllable words. d) Use short vowel sounds to decode and spell single-syllable words.

e) and f) g) h)

Blend beginning, middle, and ending sounds to recognize read words. Use word patterns to decode unfamiliar words. Use compound words. Read and spell common, high-frequencey sight words, including the, said, and come.

NC E 1.02 Demonstrate decoding and word recognition strategies and skills: a) generate the sounds from all the letters and the appropriate letter patterns which should include consonant blends and long and short vowel patterns. b) use phonics knowledge of sound-letter relationships to decode regular one- syllable words when reading words and text. c) recognize many high frequency and/or common irregularly spelled words in text (e.g., have, said, where, and two). d) read compound words and contractions. e) read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking). f) read appropriate word families. NS E B E 1.6 designed

N/A Phonics instruction continues, integrated with a carefully program of reading and writing.

AA SOL E 1.6 The student will use phonetic principles while reading and spelling, Including: beginning and ending consonants, twoletter consonant blends, short vowel sounds, compound words, and high-frequency sight words.

VA SOL 1.7 The student will use meaning clues and language structure to expand vocabulary when reading. a) Use titles and pictures. b) Use knowledge of the story and topic to read words. c) Use knowledge of sentence structure. d) Reread and self-correct. NC E 1.05 Increase vocabulary, concepts, and reading stamina by reading self-selected text for 15 minutes daily. Self-directed texts

should be level. to

consistent with the student’s independent reading

2.04 Use preparation strategies to anticipate vocabulary of a text and connect prior knowledge and experiences to new text.

NS E 1.3 Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). B E 1.7

N/A

AA SOL E 1.7 The student will gain vocabulary when reading through clues such as sentence structure, titles, picture, rereading, and previous knowledge.

VA SOL 1.8 The student will read familiar stories, poems, and passages with fluency and expression. NC E 2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using: a) prior knowledge b) summary c) questions d) graphic organizers. NS E 1.1 Students read a wide range of print and non-print texts to build an understanding, of texts, of themselves, and of cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction, nonfiction, classic and contemporary works. B E 1.8

Students build vocabulary while they read--silently and aloud--a variety of stories, poetry, fairy tales, folktales, and

legends. AA SOL E 1.8 The students will read common selections of stories and poems with appropriate expression and fluency.

VA SOL 1.9 The student will read and demonstrate comprehension of a variety of fiction and Nonfiction. a) Preview the selection. b) Set a purpose for reading. c) Relate previous experiences to what is read. d) Make predictions about content. e) Ask and answer who, what, when, where, why, and how questions about what is read. f) Identify characters, setting, and important events. g) Retell stories and event, using beginning, middle, and end. h) Identify the topic or main idea. NC E 2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using: a) prior knowledge b) summary c) questions d) graphic organizers NC E 2.05 Predict and explain what will happen next in stories. NC E 2.07 Respond and elaborate in answering what, when, where, and how questions. NC E 2.08 Discuss and explain response to how, why, and what if questions in sharing narrative and expository text. NS SOL 1.1Students read a wide range of print and non-print texts to build an understanding, of texts, of themselves, and of cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction, nonfiction, classic and contemporary works. B SOL 1.9 independent AA SOL E 1.9 fiction and

VA SOL 1.10 a)

Students visit the library regularly and borrow books for reading. The student will read and understand various nonfiction selections.

The student will use simple reference materials. Use knowledge of alphabetical order by first letter.

b)

Use a picture dictionary to find meanings of unfamiliar

words. NC E

N/A

NS E 1.8 Students will use a variety of technological and information sources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. B E 1.10

N/A

AA SOL E 1.10 alphabetical various words.

The student will use a picture dictionary and order to find the definitions of

Writing VA SOL 1.11 a) b)

The student will print legibly. Form letters. Space words and sentences.

NC E 5.07 Use legible manuscript handwriting. NS E 1.4 Students adjust their use of spoken, written, and visual language (e.g.,conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. B E 1.11 Instruction in writing begins and includes attention to the alphabet, handwriting, spelling, syllabication, and the reinforcement of gram matical lessons through short writing assignments (sentences, story summaries, and creative and descriptive exercises). AA SOL E 1.11 The student will use legible manuscript handwriting by correctly forming letters, and spacing words and sentences. VA SOL 1.12 a) b) c)

The student will write to communicate ideas. Generate ideas. Focus on one topic. 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. NC E 4.02 Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did____ do) in simple texts. NC E 5.01 Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctlythree-and-four letter words. NC E 5.02 Apply phonics to write independently, using temporary and/or conventional spelling. NC E 5.04 Use complete sentences to write simple texts. NC E 5.05 Use basic capitalization and punctuation: a) first word in a sentence. b) proper names. c) period to end declarative sentence. d) question mark to end interrogative sentence. B E 1.12

Grammar is introduced; nouns, verbs and their agreement; elementary rules of punctuation and capitalization; and simple sentence structure. AA SOL E 1.12 The student will write their ideas using: descriptive words; complete sentences; correct capitalization, punctuation, and spelling; and technology.

Social Science The first grade Standards of Learning for Social Science includes four subject areas: History, Geography, Economics, and Civics. These four subject areas all emphasize the importance of citizenship in the community, the state, and the nation. Students will learn about some important leaders in the nation’s history. They will also study about important national holidays and symbols. There is also an emphasis placed on diversity and ethnic origins found in communities in the United States. Students will also learn basic map skills, which include how to use an map and how to create a map. Students in fist grade will also study economics and the purpose of goods, services, buyers, and sellers with an emphasis placed on making good economic choices.

History VA SOL SS 1.1

The student will interpret information presented in picture time lines to show sequence of events and will distinguish between past and present.

NC SS 3.03 the world.

Compare and contrast past and present changes within local community and communities around the

NS SS USH.1 life in

Understands family life now and in the past, and family various places long ago.

B SS 1.1

NA

AA SOL SS 1.1 The student will distinguish between past and present using picture times lines that show sequence of events and how things change over time.

VA SOL SS 1.2 The student will describe the stories of American leaders and their contributions to our country, with emphasis on George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver. NC SS

NA

NS SS USH.3 Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols. B SS 1.2 Historical instruction includes attention to American customs through study of lessons about daily life in the American past. AA SOL SS 1.2 Students will understand and describe the lives of people from the American past with attention placed on the contributions of American leaders such as George Washington, Benjamin Franklin, Abraham Lincoln, and George Washington Carver.

VA SOL SS 1.3 with

The student will discuss the lives of people associated Presidents’ Day, Columbus Day, and the events of Independence Day (Fourth of July).

NC SS 4.02

Explore and cite reasons for observing special days that recognize celebrated individuals of diverse

cultures. 4.03 with NS SS USH.2 that state. B SS 1.3

Recognize and describe the historical events associated national holidays. Understands the people, events, problems, and ideas were significant in creating the history of their NA

AA SOL SS 1.3 The students will discuss and describe the historical events associated with national holidays and the lives of people associated with Presidents’ Day, Columbus Day, and the events of Independence Day (Fourth of July).

Geography

VA SOL SS 1.4

The student will develop map skills by a) recognizing basic map symbols, including references to land, water, cities, and roads; b) using cardinal directions on maps; c) identifying the physical shape of the United States and Virginia on maps and globes; d) locating Washington, D.C., the capital of the United States, and Richmond, the capital of Virginia, on a United States map.

NC SS 5.02

Use geographic terminology and tools to create representations of the earth's physical and human features through simple maps, models, and pictures.

NS SS G.1

Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

B SS 1.4 identify

Other lessons in geography teach students to… common landforms

AA SOL SS 1.4 The students will develop map skills by understanding basic map symbols, using cardinal directions, and identifying important landmarks on maps such as cities, roads, and water.

VA SOL SS 1.5 area,

The student will construct a simple map of a familiar using basic map symbols in the map legend.

NC SS 5.02

Investigate key features of maps.

NS SS G.1

Understand how to use maps and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

B SS 1.5 identify

Other lessons in geography teach students to… common landforms

AA SOL 1.5 The student will investigate key features of maps (symbols and legends) and accurately construct a simple map of a familiar area.

VA SOL SS 1.6 The student will describe how location, climate, and physical surroundings affect the way people live, including their food, clothing, shelter, transportation, and recreation. NC SS 5.06 within

Compare and contrast geographic features of places various communities.

NS SS G.5 systems.

Understand how physical systems affect human

B SS 1.6 Other lessons in geography teach students to… trace initial connections among landscape, climate, land use, transportation, and commerce. AA SOL 1.6 The student will investigate and describe how physical surrounding effects the way people live.

Economics VA SOL SS 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. NC SS 6.07 and

Recognize that all families produce and consume goods services.

NS SS EC.1 services

Goods are objects that can satisfy people's wants; are actions that can satisfy people's wants.

People who make goods and provide services are called producers. People whose wants are satisfied by using goods and services are called consumers. B SS 1.7

NA

AA SOL 1.7 The student will understand and explain that goods are objects that can satisfy people's wants and services are actions that can satisfy people's wants; the student will also explain how people are both buyers and sellers of goods and services.

VA SOL SS 1.8 because

The student will explain that people make choices they cannot have everything they want.

NC SS 6.01 make

Examine wants and needs and identify choices people to satisfy wants and needs with limited resources

NS SS EC.1

People make choices because they can't have everything they want. Whenever a choice is made, something up.

is given B SS 1.8

NA

AA SOL SS 1.8 The student will understand the difference between wants and needs and will identify choices that are made to satisfy wants and needs with limited resources.

VA SOL SS 1.9 the

The student will recognize that people save money for future to purchase goods and services.

NC SS 6.06 saving

Identify the uses of money by individuals which include and spending.

NS SS EC.10

Saving is the part of income not spent on taxes or consumption.

B SS 1.9

NA

AA SOL SS 1.9 The student will understand the uses of money and recognize that people spend money to purchase goods and services and save money for the future.

Civics

VA SOL SS 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.

NC SS 2.01 school, 2.04 2.06 and

Develop and exhibit citizenship traits in the classroom, and other social environments. Recognize the need for rules in different settings. Predict consequences that may result from responsible irresponsible actions

NS SS C.1 C.5

What are the purposes of rules and laws? What are important responsibilities of Americans? What dispositions or traits of character are important to the preservation and improvement of American democracy?

B SS 1.10 Civics instruction encourages good character through stories about moral problems and their solutions; develops individual responsibility through assignment of classroom chores. AA SOL SS1.10 The student will develop the traits of a good citizen by recognizing the importance and need for rules, predicting consequences of actions, working hard in school, and practicing responsibility, honesty, and self-control at school and at home.

VA SOL SS 1.11

The student will recognize the symbols and traditional practices that honor and foster patriotism in the United States by a) Identifying the American flag, bald eagle, Washington Monument, and Statue of Liberty

learning

b) Demonstrating respect for the American flag by the Pledge of Allegiance

NC SS

NA

NS SS

NA

B SS 1.11 … identifies familiar American symbols (the bald eagle, the Liberty Bell, the Statue of Liberty, the Capitol, and Uncle Sam AA SOL SS 1.11 The student will recognize the meaning and importance of American patriotic symbols and monuments such as the American flag, the bald eagle, the pledge of Allegiance, the Capitol, and the Statue of Liberty.

VA SOL SS 1.12 The student will recognize that communities in Virginia include people who have diverse ethnic origins, customs, and traditions, who make contributions to their communities, and who are united as Americans by common principles. NC SS 1.04

Explore the benefits of diversity in the United States.

NS SS C.2 values,

Why is it important for Americans to share certain principles, and beliefs? What are the benefits of diversity in the United States?

B SS

NA

AA SOL SS 1.12 The student will recognize and investigate the importance of diversity in communities, how diversity contributes to communities, and how people are united as Americans by common principles.

Mathematics First grade mathematics covers a wide range of subject areas including number sense, computation and estimation, measurement, geometry, probability and statistics, patterns, functions, and algebra. In the fist grade standards of learning students are encouraged to use concrete materials to solve problems. Students are also taught to use correct mathematical vocabulary and to communicate mathematical ideas through proper use of numerals and mathematical symbols and the use of simple charts and graphs. Basic addition and subtraction facts are emphasized in the standards for first grade as well as basic problem solving skills. Fractions are also introduced in the first grade standards of learning.

Number and Number Sense VA SOL M 1.1 corresponding NC M 1.01

The student will count objects in a given set containing between 1 and 100 objects and write the numeral. Develop number sense for whole numbers through 99. a. Connect the model, number word, and number using a variety of representations.

NS M NUM.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems count with understanding and recognize "how many" in sets of objects B M 1.1

…count, count back, and skip count…

AA SOL M 1.1 the student will develop number sense by counting objects in a given set, they will understand

numbers and how to using the number symbol and number

represent numbers word.

VA SOL M 1.2 into to

The student will group a collection of up to 100 objects tens and ones and write the corresponding numeral develop an understanding of place value.

NC M 1.01

e. Build understanding of place value (ones, tens).

NS M NUM.1 use multiple models to develop initial understandings of place value and the base ten number system B M 1.2

NA

AA SOL M 1.2 by writing the

the student will build understanding of place value grouping objects into tens and ones and corresponding numeral

VA SOL M 1.3 100,

The student will count forward by ones, fives, and tens to by twos to 20, and backward by ones from 20.

NC M

NA

NS M NUM.1 numbers, number systems B M 1.3

Understand numbers, ways of representing relationships among numbers, and

…count, count back, and skip count…

AA SOL M 1.3 the student will understand numbers by counting forward by ones, fives, and tens to 100, by twos to 20, and backward by ones from 20. VA SOL M 1.4 100.

The student will recognize and write numerals 0 through

NC M 1.10

c. Read and write numbers.

NS M NUM.1 numbers, number systems B M 1.4

Understand numbers, ways of representing relationships among numbers, and NA

AA SOL M 1.4

the students will understand numbers and ways of representing numbers by reading and writing numerals 0 through 100.

VA SOL M 1.5 tenth,

The student will identify the ordinal positions first through using an ordered set of objects.

NC M 1.01

d. Compare and order sets and numbers.

NS M NUM.1

develop understanding of the relative position and magnitude of whole numbers and of ordinal numbers and their connections

and cardinal B M 1.5

,,,estimate and compare the sizes of sets…

AA SOL M 1.5 the student will develop an understanding of the position and magnitude of whole numbers by identifying the ordinal positions first through tenth, using an ordered set of objects.

VA SOL M 1.6

The student will identify and represent the concepts of.

NC M 1.04

Create, model, and solve problems that use addition, subtraction, and fair shares (between two or three).

NS M NUM.1 fractions, such as B M 1.6

understand and represent commonly used 1/4, 1/3, and 1/2.

…are introduced to concepts of simple multiplication and division.

AA SOL M 1.6 the student will identify and represent the concept of fair shares and the concepts of one-half and one-fourth, using appropriate materials or a drawing

Computation and Estimation VA SOL M 1.7

The student, given a familiar problem situation involving magnitude, will a) select a reasonable magnitude from three given quantities: a one-digit numeral, a two-digit numeral, and a three-digit numeral (e.g., 5, 50, and 500); and b)explain the reasonableness of his/her choice. NC M

NA

NS M NUM.1

Understand numbers, ways of representing numbers, relationships among numbers, and number

systems B M 1.7

NA

AA SOL M 1.7 The student will develop an understanding of numbers by selecting a reasonable magnitude from three given quantities.

VA SOL 1.8 sums to 10 or facts.

The student will recall basic addition facts - i.e., less - and the corresponding subtraction

NC M 1.03 Develop fluency with single-digit addition and corresponding differences using strategies such as modeling, composing and decomposing quantities, using doubles, and making tens. NS M NUM.2 relate to

Understand meanings of operations and how they one another.

of two

Understand various meanings of addition and subtraction whole numbers and the relationship between the operations

B M 1.8

NA

AA SOL M 1.8 The student will develop fluency with single digit addition facts and the corresponding subtraction facts and develop an understanding of the relationship between the two operations.

VA SOL M 1.9 problems addition and

The student will create and solve story and picture involving one-step solutions, using basic subtraction facts.

NC M 1.04

Create, model, and solve problems that use addition, subtraction, and fair shares (between two or three).

NS M

NUM.3 Compute fluently and make reasonable estimates develop and use strategies for whole-number computations, with a focus on addition and subtraction ALG..3 Use mathematical models to represent and understand quantitative relationships model situations that involve the addition and subtraction of whole numbers, using objects, pictures, and symbols. B M 1.9 subtraction

…solve story problems that involve addition and of one- and two-digit numbers…

AA SOL M 1.9 problems

The student will create and solve story and picture that involve addition and subtraction

Measurement VA SOL 1.10

The student will a) identify the number of pennies equivalent to a nickel, a dime, and a quarter; and b) determine the value of a collection of pennies, nickels, and dimes whose total value is 100 cents or less.

NC M

NA

NS M B M 1.10

NA NA

AA SOL M 1.10 The student will determine how many pennies are equal to a nickel, a dime, and a quarter. The student will also determine the value of a given set of coins whose total value is 100 cents or less.

VA SOL M 1.11 or

The student will tell time to the half-hour, using an analog digital clock.

NC M 2,02

Develop an understanding of the concept of time. a. Tell time at the hour and half-hour.

NS M

NA

B M 1.11 AA SOL M 1.11 The student will develop a concept of time and will tell time to the half-hour, using both an analog and digital clock.

VA SOL 1.12 and

The student will use nonstandard units to measure length weight.

NC M 2.01

For given objects: a. select an attribute (length, capacity, mass) (use non-standard units)

to measure NS M MEA.1 area, and standard

recognize the attributes of length, volume, weight, time; understand how to measure using nonstandard and units;

B M 1.12

… measure and compare lengths…

AA SOL 1.12 length and weight

The student will recognize the attributes of and will be able to make

accurate measurements using of measurement.

nonstandard units

VA SOL M 1.13 containers water,

The student will compare the volumes of two given by using concrete materials (e.g., jelly beans, sand, rice).

NC M

NA

NS M MEA and

recognize the attributes of length, volume, weight, area, time; select an appropriate unit and tool for the attribute being measured.

B M 1.13

… measure and compare…

AA SOL 1.13 The student will recognize the attributes of volume and will select concrete materials to measure and compare the volumes of two given containers.

VA SOL 1.14 objects, using a

The student will compare the weights of two balance scale.

NC M

NA

NS M MEA.2

use tools to measure

B M 1.14

… measure and compare…

AA SOL M 1.14 The students will use a balance scale to measure and compare the weights of two objects.

Geometry VA SOL M 1.15 and

The student will describe the proximity of objects in space (near, far, close by, below, above, up, down, beside, next to).

NC M 3.04

Solve problems involving spatial visualization.

NS M GEO.1 such as maps. B M 1.15

find and name locations with simple relationships "near to" and in coordinate systems such as NA

AA SOL M 1.15 The student will solve problems involving spatial visualization and will be able to describe the proximity of objects in space (near, far, up, and down).

VA SOL M 1.16 according to corners.

The student will draw, describe, and sort plane geometric figures (triangle, square, rectangle, and circle) number of sides, corners, and square

NC M 3.01

Identify, build, draw and name parallelograms, squares, trapezoids, and hexagons.

NS M MEA.1 two- and dimensional

recognize, name, build, draw, compare, and sort three-dimensional shapes; describe attributes and parts of two- and threeshapes;

B M 1.16

… recognize geometric shapes in a variety of positions…

AA SOL M 1.16 The students will recognize, draw, name, sort, and describe two-dimensional shapes (triangle, square, rectangle, and circle, parallelograms, trapezoids, and hexagons.)

VA SOL M 1.17

The student will identify and describe objects in his/her environment that depict plane geometric figures (triangle, rectangle, square, and circle). NC M 3.03

Compare and contrast geometric figures

NS M GEO.4 B M 1.17

recognize geometric shapes and structures in the environment and specify their location. …recognize geometric shapes…

AA SOL M 1.17 The student will recognize and describe plane geometric figures found in the environment.

Probability and Statistics VA SOL 1.18 various recording daily and favorite ice and object graphs.

The student will investigate, identify, and describe forms of data collection in his/her world (e.g., temperature, lunch count, attendance, cream), using tables, picture graphs,

NC M 4.01 plots

Collect, organize, describe and display data using line and tallies.

NS M DATA.1 graphs.

represent data using concrete objects, pictures, and

REP.1 and B M 1.18

create and use representations to organize, record, communicate mathematical ideas …estimate and compare the sizes of sets…

AA SOL 1.18 The student will investigate, collect, and record data found in his/her world and use table graphs, picture graphs, and object graphs to communicate mathematical ideas.

VA SOL 1.19 picture or less, fewer, greater

The student will interpret information displayed in a object graph, using the vocabulary more, than, less than, and equal to.

NC M 4.02

NA

NS M DATA.1 answer the

Formulate questions that can be addressed with data and collect, organize, and display relevant data to questions

B M 1.19

…read simple bar graphs…

AA SOL M 1.19 The student will read simple graphs and interpret the information using the vocabulary more, less, fewer, greater than, less than, and equal to.

Patterns, Functions, and Algebra VA SOL M 1.20 The student will sort and classify concrete objects according to one or more attributes, including color, size, shape, and thickness. NC M 5.01

Sort and classify objects by two attributes.

NS M ALG.1 and other B M 1.20

sort, classify, and order objects by size, number, properties NA

AA SOL 1.20 The student will sort, classify, and order concrete objects according to size, number, shape, and thickness.

VA SOL M 1.21

The student will recognize, describe, extend, and create a wide variety of patterns, including rhythmic, color, shape, and numerical. Patterns will include both growing and repeating patterns. Concrete materials and calculators will be used by students. NC M 5.03

Create and extend patterns, identify the pattern unit, and translate into other forms.

NS M ALG.1

Understand patterns, relations, and functions recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another; analyze how both repeating and growing patterns are generated. B M 1.21

NA

AA SOL M 1.21 The student will understand patterns and will recognize, describe, extend, and create rhythmic, color, shape, and numerical patterns using concrete materials and calculators.

Conclusion In order for students to achieve academic success goals and guidelines must be set forth in all of the core subjects that are explored. When specific goals are not created, students are more readily able to fall behind than if expectations are set before hand. Not only do standards help students, but they also help teachers obtain steady expectations for their students. The U.S. Department of Education appropriately sums up exactly why standards are vital to the education system with the following statement: "All states and schools will have challenging and clear standards of achievement and accountability for all children, and effective strategies for reaching those standards” ( National Standards).

References Bennett, W. (1999). The Educated Child: A Parent’s Guide from Preschool Through Eighth Grade. The Free Press. Retrieved September 18, 2007, from http://books.google.com/books?id=HJVAcIjPDjUC&printsec=frontcover&dq=William+ Bennett%27s+education+goals+for+first+8+grades Christie, M. (1998, May 3). Why Virginia Needs School Standards. Washington Post. Retrieved September 18, 2007, from http://www.doe.virginia.gov/VDOE/VA_Board/chris1.html North Carolina Standard Course of Study. Public Schools of North Carolina. State Board of Education. Retrieved Sept. 18 2007, from http://www.ncpublicschools.org/curriculum/ Standards of Learning. Grade One, English. Retrieved September 15, 2007, from http://www.pen.k12.va.us/VDOE/Superintendent/Sols/2002/English1.pdf Standards of Learning. Grade One, Science. Retrieved September 15, 2007, from http://www.pen.k12.va.us/VDOE/Superintendent/Sols/science1.pdf U.S. Department of Education. Education World. National Standards. Retrieved September 15, 2007, from http://www.educationworld.com/standards/.