3 Mink Weaver Standards Paper

Jennifer Mink Sarah Weaver EDUC 410-001 Standards Paper Rationale of Bennett Standards: William J. Bennett was widely influential in the field of education. Dr. Bennett has accomplished a great deal, he earned a Ph.D. at the “University of Texas and earned a law degree from Harvard. He is the Washington Fellow of Claremont Institute, and a CNN Contributor. He is also a host of a nationally groadcast radio show.” He also was President Reagan’s chairman of National Endowment for the Humanities and Secretary of Education. Bennett has been perceived “even by his adversaries as a man of strong, reasoned convictions who spoke candidly, eloquently and honestly about some of the most important issuses of our time.” He was also part of a New York base of Education. Bennet helped to produce “Heritage’s Mandate for Leadership”. This argues that “the creation of the Department of Education had been a historic blunder, a combination of overweening federal ambition and pandering to interest groups”. President Bush appointed him as the nation’s first “drug czar”. Lastly, he has written many books and book reviews.

The Virginia SOL Rationale In 1995 the Virginia Board of Education collaborated with: thousands of Virginia's parents, teachers, principals, school board members, community leaders, and national experts, in order to adopt and publish a new set of standards across the four core

content areas. With the gathered information and suggestions the Board published the Virginia Standards of Learning. The Superintendent of Public Instruction at the time was William C. Bosher, Jr. In addition there were 9 board members “appointed by the Governor and confirmed by the General Assembly for four-year terms.” (http://dls.state.va.us/pubs/lgpe/lgpe1.pdf) James P. Jones served as President, and Lewis M. Nelson served as Vice-President. The standards extend from Kindergarten through 12th grade. The SOL’s have since then been revised to include further subjects such as Fine Arts, Foreign Language, Health, and Physical Education. (www.pen.k12.va.us/go/sols/home.shtml)

IL Learning Standards Rationale The Board of Education in Illinois sets educational guidelines and policies for both private and public schools. However, a set of standards was created to raise expectations in public schools. A committee of more than 270 Illinois educators, business people, and community members developed these standards. Seven core areas were addressed. The standards were adopted in 1997 and have not since changed. The Board and committee collected input from over 30,000 citizens to write Illinois standards. Standards and classroom assessments were field tested by 400 teachers statewide. (www.isbe.state.il.us/ils )

Rationale of National Standards: The United States decided that it was necessary to create higher standards for Education because the rank of American students in 1991 was significantly lower than other countries. The National Education Goals Panel was established as an independent federal agency in 1994. It consists of “8 Governors, 4 members of Congress, 4 Legislators, the Secretary of U.S. Department of Education, and the Assistant to the President for Domestic Policy”. This Panel creates goals that schools and standards must follow making sure that improvement is being made towards education. The funding for National Standards comes from “the U.S. Department of Education and an assortment of nongovernmental organizations”. The guidelines to National Standards of Learning come from many experienced teachers and different experts, not the Board of Education. Though there are national standards, the federal government does not conclude what students knowledge should be, they leave this up to the state and local authorities. National Standards are just a guideline for States to follow.

Standards Key

BSOL (Bennett Standards- italics) VASOL (Virginia Standards) ILSOL (Illinois Standards) NSOL (National Standards) JSSOL (Summary in bold-Jennifer & Sarah)

LANGUAGE ARTS Language Arts is an extremely important content area to cover in education. It is the foundation of communication. Proficient skills in this area are needed to properly receive and understand information as well as to express oneself. Language Arts incorporates several categories to make up this concentration area: reading, literature, writing, listening and speaking, and research. Language art skills carry over into every content area and are therefore a necessary importance. Johann Wolfgang von Goethe has said, “If any man wish to write in a clear style let him be first clear in his thoughts; and if any would write in a noble style, let him first possess a noble soul.” This quote illustrates the idea of a holistic approach in learning. Writing may be the skill, but one needs to not only think for themselves, but also know how to clearly communicate their thoughts, further developing depth and character in a person.

BSOL LA 3 Students expand vocabulary and comprehension skills while they read and discuss various literary forms… VASOL LA 3.1 The student will use effective communication skills in group activities. a) Listen attentively by making eye contact, facing the speaker, asking

questions, and summarizing what is said. b) Ask and respond to questions from teachers and other group members. c) Explain what has been learned.

ILSOL LA 4.A. 1a Listen attentively by facing the speaker, making eye contact and paraphrasing what is said. 1b Ask questions and respond to questions from the teacher and from group members to improve comprehension. NSOL LA K-12.4 COMMUNICATION SKILLS 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. JSSOL LA3.1 Students will learn to communicate through verbal, writing, and visual skills. In particular students will ask and respond to questions to develop these skills.

BSOL LA 3 Reading work includes exercise in choral speaking to allow children to refine their oral language abilities. VASOL LA 3.2 The student will present brief oral reports.

Speak clearly. Use appropriate volume and pitch. Speak at an understandable rate. Organize ideas sequentially or around major points of information. Use grammatically correct language and specific vocabulary to communicate ideas. ILSOL LA 4.B. 1a Present brief oral reports, using language and vocabulary appropriate to the message and audience (e.g., show and tell). NSOL LA K-12.12 APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). JSSOL LA3.2 Students will develop their oral skills by presenting brief oral reports and using correct grammar.

BSOL LA 3 Word selection (synonyms, antonyms, and homonyms) VASOL LA 3.3 The student will apply word-analysis skills when reading.

Use knowledge of all vowel patterns. Use knowledge of homophones. Decode regular multisyllabic words. ILSOL LA 1.A. 1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new words. NSOL LA K-12.3 EVALUATION STRATEGIES 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).

JSSOL LA3.3 While reading, students will employ various reading strategies including identifying letter and word patterns.

BSOL LA 3 NA VASOL LA 3.4 The student will use strategies to read a variety of fiction and nonfiction materials. a) Preview and use text formats. b) Set a purpose for reading. c) Apply meaning clues, language structure, and phonetic strategies. d) Use context to clarify meaning of unfamiliar words. e) Read fiction and nonfiction fluently and accurately. f) Reread and self-correct when necessary.

ILSOL LA 1.A. 1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials. 1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions). 1.B.1d Read age-appropriate material aloud with fluency and accuracy. NSOL LA K-12.3 EVALUATION STRATEGIES 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). JSSOL LA3.4 Students will use word and context meaning to comprehend text. Students will also self-correct their reading and improve fluency.

BSOL LA 3 Students expand vocabulary and comprehension skills while they read and discuss various literary forms: fables, legends, poems, plays, and nonfiction articles. VASOL LA 3.5 The student will read and demonstrate comprehension of fiction.

Set a purpose for reading. Make connections between previous experiences and reading selections. Make, confirm, or revise predictions. Compare and contrast settings, characters, and events. Identify the author’s purpose. Ask and answer questions. Draw conclusions about character and plot. Organize information and events logically. Summarize major points found in fiction materials. Understand basic plots of fairy tales, myths, folktales, legends, and fables. ILSOL LA 1.B. 1a Establish purposes for reading, make predictions, connect important ideas, and link text to previous experiences and knowledge. 1.C.1a Use information to form questions and verify predictions. 1.C.1d Summarize content of reading material using text organization (e.g., story, sequence). 2.A.2c Identify definitive features of literary forms (e.g., realistic fiction, historical fiction, fantasy, narrative, nonfiction, biography, plays, electronic literary forms). NSOL LA K-12.3 EVALUATION STRATEGIES 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). JSSOL LA3.5 Students will further draw on literary skills to interpret and analyze various kinds of literature including; fables, plays, folktales, poems, and nonfiction.

BSOL LA 3 NA VASOL LA 3.6 The student will continue to read and demonstrate comprehension of nonfiction.

Identify the author’s purpose. Make connections between previous experiences and reading selections. Ask and answer questions about what is read. Draw conclusions. Organize information and events logically. Summarize major points found in nonfiction materials. Identify the characteristics of biographies and autobiographies. Compare and contrast the lives of two persons as described in biographies and/or autobiographies. ILSOL LA 2.B. 1c Relate character, setting and plot to real-life situations. ( little available) NSOL LA NA JSSOL LA3.6 Students will draw on prior knowledge to aid in comprehension of nonfiction, incorporating organizational skills.

BSOL LA 3 At the library, students learn basic reference skills with tables of contents, indexes, atlases, dictionaries, encyclopedias, and the card catalog. VASOL LA 3.7 The student will demonstrate comprehension of information from a variety of print resources. Use dictionary, glossary, thesaurus, encyclopedia, and other reference books, including online reference materials. Use available technology. ILSOL LA 1.A. 2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. 5.C.1b Use print, nonprint, human and technological resources to acquire and use information. NSOL LA K-12.8 DEVELOPING RESEARCH SKILLS Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. JSSOL LA3.7 Students will learn and utilize resources and technology to gain information.

BSOL LA 3 Attention to spelling and penmanship continues. VASOL LA 3.8 The student will write legibly in cursive. ILSOL LA NA NSOL LA K-12.12 APPLYING LANGUAGE SKILLS Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). JSSOL LA3.8 The student will continue to develop legible handwriting, including cursive writing.

BSOL LA 3 Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) and more advanced compositional skills: word selection, detailing and paragraphing. VASOL LA 3.9 The student will write descriptive paragraphs.

Develop a plan for writing. Focus on a central idea. Group related ideas. Include descriptive details that elaborate the central idea. Revise writing for clarity. ILSOL LA 3.B. 1b Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short stories, letters, essays, reports). NSOL LA K-12.5 COMMUNICATION STRATEGIES Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. JSSOL LA3.9 Students will write for a variety of purposes by demonstrating focus, organization, and attention to detail.

BSOL LA 3 NA VASOL LA 3.10 The student will write stories, letters, simple explanations, and short reports across all content areas.

Use a variety of planning strategies. Organize information according to the type of writing. Identify the intended audience. Revise writing for specific vocabulary and information. Use available technology. ILSOL LA 3.B. 1b Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short stories, letters, essays, reports). 3.C.2b Produce and format compositions for specified audiences using available technology. NSOL LA K-12.4 COMMUNICATION SKILLS 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. JSSOL LA3.10 Students will refine their writing with revisions and use various writing outlets: stories, letters, essays, and reports.

BSOL LA 3 Lessons in writing emphasize formal process (outlining, drafting, revising, and editing) VASOL LA 3.11 The student will edit writing for correct grammar, capitalization, punctuation, and spelling.

Use complete and varied sentences. Use the word I in compound subjects. Use past and present verb tense. Use singular possessives. Use commas in a simple series. Use simple abbreviations. Use apostrophes in contractions with pronouns. Use correct spelling for high-frequency sight words, including irregular plurals. ILSOL LA 3.B. 2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. NSOL LA K-12.6 APPLYING KNOWLEDGE 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 nonprint texts.

JSSOL LA3.11 Students will edit writing using correct grammar and mechanics.

Unaddressed Bennett Standard BSOL LA 3 Grammatical instruction covers subject and predicate rules and the function of adverbs… VASOL LA NA ILSOL LA 3.A

1. Construct complete sentences which demonstrate subject/verb agreement; 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense NSOL LA K-12.6 APPLYING KNOWLEDGE 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 nonprint texts. JSSOL LA3.12 The student will study and understand subject and predicate rules as well as the use of adverbs.

SCIENCE

“The unexamined life is not worth living,” Socrates has said. More than just a philosophical statement it can apply to the world around people. Experiences and the world around mankind collectively influence people’s lives. The human mind seeks to know how things work and the answers can be found by investigation and observation of the natural world. Science education is so important in building logic and reasoning skills in children. It encourages students to think critically. “Test all things; hold fast what is good.” (1 Thess 5:21 NKJV) Science is not against the Bible, rather Scripture exhorts us to examine all things and hold what proves true from it. Albert Einstein himself has said, “Science without religion is lame, religion without science is blind.” He makes an interesting point that the study of the sciences validates faith.

BSOL S 3 Students collect, compare, classify, and record the shape, size, weight, and texture of different rock and mineral samples. VASOL S 3.1 The student will plan and conduct investigations in which predictions and observations are made; objects with similar characteristics are classified into at least two sets and two subsets; questions are developed to formulate hypotheses; volume is measured to the nearest milliliter and liter; length is measured to the nearest centimeter; mass is measured to the nearest gram; data are gathered, charted, and graphed (line plot, picture graph, and bar graph); temperature is measured to the nearest degree Celsius; time is measured to the nearest minute; inferences are made and conclusions are drawn; and natural events are sequenced chronologically. ILSOL S 11.A .2b Collect data for investigations using scientific process skills including observing, estimating and measuring. 11.B.2b Develop a plan, design and procedure to address the problem identifying constraints (e.g., time, materials, technology). NSOL S K-4.1 SCIENCE AS AN INQUIRY As a result of activities in grades K-4, all students should develop

Abilities necessary to do scientific inquiry Understanding about scientific inquiry JSSOL S3.1 Students will plan and conduct scientific inquiries by collecting data and using scientific process skills.

BSOL S 3 NA VASOL S 3.2 The student will investigate and understand simple machines and their uses. Key concepts include types of simple machines (lever, screw, pulley, wheel and axle, inclined plane, and wedge); how simple machines function; compound machines (scissors, wheelbarrow, and bicycle); and examples of simple and compound machines found in the school, home, and work environment. ILSOL S NA NSOL S K-4.5 SCIENCE AND TECHNOLOGY

As a result of activities in grades K-4, all students should develop *Abilities of technological design *Understanding about science and technology *Abilities to distinguish between natural objects and objects made by humans JSSOL S3.2 Students will investigate simple and compound machines and their various functions.

BSOL S 3 Topics may include… basic physical and chemical properties of matter… and electricity and electric charges. VASOL S 3.3 The student will investigate and understand that objects are made of materials that can be described by their physical properties. Key concepts include objects are made of one or more materials; materials are composed of parts that are too small to be seen without magnification; and physical properties remain the same as the material is reduced in size. ILSOL S 12.C. 1b Compare large-scale physical properties of matter (e.g., size, shape, color, texture, odor). 12.C.2b Describe and explain the properties of solids, liquids and gases.

NSOL S K-4.2 PHYSICAL SCIENCE As a result of the activities in grades K-4, all students should develop an understanding of: Properties of objects and materials Position and motion of objects Light, heat, electricity, and magnetism JSSOL S3.3 Students will study physical properties of matter.

BSOL S 3

Topics may include the growth stages of animals… VASOL S 3.4 The student will investigate and understand that behavioral and physical adaptations allow animals to respond to life needs. Key concepts include methods of gathering and storing food, finding shelter, defending themselves, and rearing young; and hibernation, migration, camouflage, mimicry, instinct, and learned behavior. ILSOL S 12.A .2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring. 12.B.2b Identify physical features of plants and animals that help them live in

different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature). NSOL S K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of The characteristics of organisms Life cycles of organisms Organisms and environments JSSOL S3.4 Students will investigate physical and behavioral aspects of living organisms.

BSOL S 3 Topics may include…the food chain… VASOL S 3.5 The student will investigate and understand relationships among organisms in aquatic and terrestrial food chains. Key concepts include producer, consumer, decomposer; herbivore, carnivore, omnivore; and predator and prey. ILSOL S 12.B. 2a Describe relationships among various organisms in their environments (e.g., predator/prey, parasite/host, food chains and food webs). NSOL S K-4.3 LIFE SCIENCE As a result of activities in grades K-4, all students should develop understanding of The characteristics of organisms Life cycles of organisms Organisms and environments JSSOL S3.5 Students will study the various food chain relationships and organisms roles within their environments.

BSOL S 3 NA VASOL S 3.6

The student will investigate and understand that environments support a diversity of plants and animals that share limited resources. Key concepts include water-related environments (pond, marshland, swamp, stream, river, and ocean environments); dry-land environments (desert, grassland, rain forest, and forest environments); and population and community. ILSOL S 12.E. 1a Identify components and describe diverse features of the Earth’s land, water and atmospheric systems. NSOL S K-4.3 LIFE SCIENCE As a result of activities in grades K-4 all students should develop understanding of The characteristics of organisms Life cycles of organisms Organisms and environments JSSOL S3.6 Students will examine various types of environments and their features.

BSOL S 3 Topics may include… simple rocks and minerals. VASOL S 3.7 The student will investigate and understand the major components of soil, its origin, and importance to plants and animals including humans. Key concepts include soil provides the support and nutrients necessary for plant growth; topsoil is a natural product of subsoil and bedrock; rock, clay, silt, sand, and humus are components of soils; and soil is a natural resource and should be conserved. ILSOL S 12.E. 2b Describe and explain short-term and long-term interactions of the Earth’s components (e.g., earthquakes, types of erosion). NSOL S K-4.4 EARTH AND SPACE SCIENCE As a result of their activities in grades K-4, all students should develop an understanding of Properties of earth materials Objects in the sky Changes in earth and sky JSSOL S3.7 Students will learn the major components of soil and various components of the earth.

BSOL S 3 Topics may include the solar system, planets, moons, stars . (Not all-inclusive of VA SOL) VASOL S 3.8 The student will investigate and understand basic patterns and cycles occurring in nature. Key concepts include patterns of natural events (day and night, seasonal changes, phases of the moon, and tides); and animal and plant life cycles. ILSOL S 12.A.2 a Describe simple life cycles of plants and animals and the similarities and differences in their offspring. 12.F.2a Identify and explain natural cycles and patterns in the solar system (e.g., order of the planets; moon phases; seasons as related to Earth’s tilt, one’s latitude, and where Earth is in its yearly orbit around the sun). NSOL S K-4.3 LIFE SCIENCE As a result of activities in grades K-4 all students should develop understanding of The characteristics of organisms Life cycles of organisms Organisms and environments NSOL S K-4.4 EARTH AND SPACE SCIENCE As a result of activities in grades K-4 all students should develop understanding of Properties of earth materials Objects in the sky Changes in earth and sky JSSOL S3.8 Students will identify and understand the life cycles of organisms as well as the natural cycles and patterns that occur on earth and in our solar system.

BSOL S 3 NA VASOL S 3.9 The student will investigate and understand the water cycle and its relationship to life on Earth. Key concepts include the energy from the sun drives the water cycle; processes involved in the water cycle (evaporation, condensation, precipitation); water is essential for living things; and water supply and water conservation. ILSOL S 12.E. 2a Identify and explain natural cycles of the Earth’s land, water and atmospheric systems (e.g., rock cycle, water cycle, weather patterns). NSOL S K-4.4 EARTH AND SPACE SCIENCE As a result of their activities in grades K-4 all students should develop understanding of Properties of earth materials Objects in the sky Changes in earth and sky JSSOL S3.9 The student will explain the water cycle and its effect and importance to all living things.

BSOL S 3 NA VASOL S 3.10 The student will investigate and understand that natural events and human influences can affect the survival of species. Key concepts include the interdependency of plants and animals; the effects of human activity on the quality of air, water, and habitat; the effects of fire, flood, disease, and erosion on organisms; and conservation and resource renewal. ILSOL S 12.B. 1b Describe how living things depend on one another for survival. 13.B.1e Demonstrate ways to reduce, reuse and recycle materials. NSOL S K-4.6 PERSONAL AND SOCIAL PERSPECTIVES As a result of activities in grades K-4, all students should develop understanding of Personal health Characteristics and changes in populations Types of resources Changes in environments Science and technology in local challenges JSSOL S3.10 The student will investigate the effects of natural occurrences and human influence on different species and environments. Resource renewal and conservation will be included.

BSOL S 3 NA VASOL S 3.11 The student will investigate and understand different sources of energy. Key concepts include: the sun’s ability to produce light and heat energy; sources of energy (sunlight, water, wind); fossil fuels (coal, oil, natural gas) and wood; and renewable and nonrenewable energy resources. ILSOL S 12.C .2a Describe and compare types of energy including light, heat, sound, electrical and mechanical. 12.E.1c Identify renewable and nonrenewable natural resources. NSOL S K-4.4 EARTH AND SPACE SCIENCE As a result of their activities in grades K-4 all students should develop understanding of Properties of earth materials Objects in the sky Changes in earth and sky NSOL S K-4.6 PERSONAL AND SOCIAL PERSPECTIVES As a result of activities in grades K-4, all students should develop understanding of Personal health Characteristics and changes in populations Types of resources Changes in environments Science and technology in local challenges JSSOL S3.11 The student will identify and compare the various sources of energy.

Unaddressed Bennett Standards BSOL S 3 Topics may include… important events and achievements in the history of space exploration VASOL S 3 NA ILSOL S 3 13.B. 1c Describe contributions men and women have made to science and technology. NSOL S K-4.7 As a result of activities in grades K-4, all students should develop understanding of Science as a human endeavor JSSOL S3.12 The student will investigate historical events and contributions made to the world of science.

MATHEMATICS

I Corinthians14:33 states, “For God is not the author of confusion but of peace, as in all the churches of the saints”. Through the study of mathematics students will understand that every problem has a solution as long one understands the procedure used to get to this answer. Since mathematics has increased from being only arithmatic based, students will be provided with several fields of mathematic instruction. This will be provided in order to enable students to better themselves, their communities and nation.

BSOL M 3.2a Manipulatives are used throughout to extend concepts of place value to other bases VASOL M 3.1 The student will read and write six-digit numerals and identify the place value for each digit. ILSOL M 3.6a Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions.Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings NSSOL M 3.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems JSSOL M 3.1 The student will understand place value of six digit numerals.

BSOL M 3.1c solve story problems that involve whole-number operations, fractions, mixed numbers, and decimals VASOL M 3.2 The student will round a whole number, 9,999 or less, to the nearest ten, hundred, and thousand. ILSOL M 3.6 Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. NSSOL M 3.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems JSSOL M 3.2 The student will be able to round a whole numbers to the nearst ten, hundred, and thousand.

BSOL M 3 N/A VASOL M 3.3 The student will compare two whole numbers between 0 and 9,999, using symbols (>, <, or = ) and words (greater than, less than, or equal to). ILSOL M 3.6a Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. Demonstrate knowledge and use of numbers and their representations in a broad range of theoretical and practical settings. NSSOL M 3.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems JSSOL M 3.3 The student will be able to compare whole numbers as greater less than or equal to; also using the symbols.

BSOL M 3.1b The student will develop computational proficiency with two- and three-digit addition and subtraction. VASOL M 3.4 The student will recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. Students will use these relationships to solve problems such as 5 + 3 = 8 and 8 – 3 = ____. M 3.8 The student will solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation. ILSOL M 3.6b Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. NSSOL M 3.2 Understand meanings of operations and how they relate to one another. JSSOL M 3.4 The student will understand inverse relationships between addition/ subtraction and multiplication and division, also computing two and three digit adition and subtraction, with or without regrouping, using various methods.

BSOL M 3.2b Manipulatives are used throughout to extend concepts of place value to other bases; to add and subtract decimals; and to find equivalent fractions. VASOL M 3.5 The student willdivide regions and sets to represent a fraction; and name and write the fractions represented by a given model (area/region, length/measurement, and set). Fractions (including mixed numbers) will include halves, thirds, fourths, eighths, and tenths. M3.7b The student will read and write decimals expressed as tenths and hundredths, using concrete materials and models ILSOL M 3.6b Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions NSSOL M 3.3 Compute fluently and make reasonable estimates JSSOL M 3.5 The student will use place value to find equivalent fractions, be able to use divided regions and sets to represent fractions, and read/write decimals expressed in tenths and hundredths.

BSOL M 3.2b Manipulatives are used throughout to extend concepts of place value to other bases; to add and subtract decimals; and to find equivalent fractions. VASOL M 3.6 The student will compare the numerical value of two fractions having like and unlike denominators, using concrete or pictorial models involving areas/regions, lengths/measurements, and sets. M 3.11 The student will add and subtract with proper fractions having like denominators of 10 or less, using concrete materials and pictorial models representing areas/regions, lengths/measurements, and sets. ILSOL M 3.6d Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. Solve problems using comparison of quantities, ratios, proportions and percents. NSSOL M 3.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems JSSOL M 3.6 The student will be able to compare two fractions having like and unlike denominators, also be able to add and subtract fractions with concrete materials and pictorial models. (areas/regions, lengths/ measurements, and sets)>

BSOL M 3.1a Students master the multiplication table M 3.1c The studten will master two- and three-digit multiplication, and division with single-digit divisors VASOL M 3.9 The student will recall the multiplication and division facts through the nines table. M 3.10 The student will represent multiplication and division, using area and set models, and create and solve problems that involve multiplication of two whole numbers, one factor 99 or less and the second factor 5 or less. ILSOL M 3.6b Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. Investigate, represent and solve problems using number facts, operations (addition, subtraction, multiplication, division) and their properties, algorithms and relationships. NSSOL M 3.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems. JSSOL M 3.7 The student will be able to master the multiplication and division table. The student will also be able to multiply two whole numbers with one factor being 99 or less and the second factor being 5 or less.

BSOL M 3.1c The student will solve story problems that involve whole-number operations, fractions, mixed numbers, and decimals VASOL M 3.12 The student will add and subtract with decimals expressed as tenths, using concrete materials, pictorial representations, and paper and pencil. ILSOL M 3.6 Demonstrate and apply a knowledge and sense of numbers, including numeration and operations (addition, subtraction, multiplication, division), patterns, ratios and proportions. NSSOL M 3.3 Compute fluently and make reasonable estimates JSSOL M 3.8 The student will solve story problems that include whole-numbers, fractions, mixed numbers and decimals expressed as tenths; using concrete materials, pictorial representations, and paper/pencil.

BSOL M 3 N/A VASOL M 3.13 The student will determine by counting the value of a collection of bills and coins whose total value is $5.00 or less, compare the value of the coins or bills, and make change. ILSOL M 3.7a Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. easure and compare quantities using appropriate units, instruments and methods. NSSOL M 3.1 Understand measurable attributes of objects and the units, systems, and processes of measurement JSSOL M 3.9 Given $5.00 or less, the student will be able to count, compare and make change of bills and coins.

BSOL M 3.3a In geometry and measurement, students learn units of length, area, volume, weight, and time VASOL M 3.14 The student will estimate and then use actual measuring devices with metric and U.S. Customary units to measure length — inches, feet, yards, centimeters, and meters; liquid volume — cups, pints, quarts, gallons, and liters; and weight/mass — ounces, pounds, grams, and kilograms. M 3.15 The student will tell time to the nearest five-minute interval and to the nearest minute, using analog and digital clocks. M 3.16 The student will identify equivalent periods of time, including relationships among days, months, and years, as well as minutes and hours. M 3.7a Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy.Measure and compare quantities using appropriate units, instruments and methods. ILSOL M 3.7 Estimate, make and use measurements of objects, quantities and relationships and determine acceptable levels of accuracy. NSSOL M 3.1 Understand measurable attributes of objects and the units, systems, and processes of measurement JSSOL M 3.10 The student will learn measurement and estimation of length area volume and time, temperature, and (to nearest degree of Celcius and Farenheit) equivalent relationships of time (to the nearest five interval and minute) by using metric and U.S Customary units.

BSOL M 3.3b In geometry and measurement, students learn units of length, area, volume, weight, and time; measure area and volume using squares and cubes. VASOL M 3.18 The student will analyze two-dimensional (plane) and three-dimensional (solid) geometric figures (circle, square, rectangle, triangle, cube, rectangular solid [prism], square pyramid, sphere, cone, and cylinder) and identify relevant properties, including the number of corners, square corners, edges, and the number and shape of faces, using concrete models. ILSOL M 3.9a Demonstrate and apply geometric concepts involving points, lines, planes and space. Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. NSSOL M 3.1 Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships JSSOL M 3.11 The student will analyze area and volume (using circles, squares, cubes, rectangles, prisms, square pyramid, sphere, cones, and cylinders) and identify properties.

BSOL M 3 N/A VASOL M 3.19 The student will identify and draw representations of line segments and angles, using a ruler or straightedge. M 3.20 The student, given appropriate drawings or models, will identify and describe congruent and symmetrical, two-dimensional (plane) figures, using tracing procedures. ILSOL M 3.9b Use geometric methods to analyze, categorize and draw conclusions about points, lines, planes and space. Identify, describe, classify and compare relationships using points, lines, planes and solids. NSSOL M 3.3 Apply transformations and use symmetry to analyze mathematical situations JSSOL M 3.12 The student will be given appropriate drawing materials in order to draw line segments and identify congruent/symmetrical and planes.

BSOL M 3.3c In geometry and measurement, students learn units of length, area, volume, weight, and time; measure area and volume using squares and cubes; and interpret bar and picture graphs with units greater than one VASOL M 3.21 The student, given grid paper, will collect and organize data on a given topic of his/her choice, using observations, measurements, surveys, or experiments; and construct a line plot, a picture graph, or a bar graph to represent the results. Each graph will include an appropriate title and key. M 3.22 The student will read and interpret data represented in line plots, bar graphs, and picture graphs and write a sentence analyzing the data. ILSOL M 3.10a Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability. Organize, describe and make predictions from existing data. NSSOL M 3.1 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer JSSOL M 3.13 The student will be able to construct and interpret data from line plots, picture graphs and bar graphs after colleting and organzing data through the use of observation, measurements, surveys and experiments.

BSOL M 3.4 Class projects involve the collection, display and analysis of data, and include simple experiments in probability. VASOL M 3.23 The student will investigate and describe the concept of probability as chance and list possible results of a given situation. ILSOL M 3.10c Determine, describe and apply the probabilities of events. Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability. NSSOL M 3.4 Understand and apply basic concepts of probability. JSSOL M 3.14 The student will understand and experiment with probablity and give possible results through class projects that invole collection, display and analysis of data.

BSOL M 3 N/A VASOL M 3.24 The student will recognize and describe a variety of patterns formed using concrete objects, numbers, tables, and pictures, and extend the pattern, using the same or different forms (concrete objects, numbers, tables, and pictures). ILSOL M 3.8ab Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. Describe numerical relationships using variables and patterns. Interpret and describe numerical relationships using tables, graphs and symbols. NSSOL M 3.1 Understand patterns, relations, and functions JSSOL M 3.15 The student will understand patterns, relations and functions using concrete objects, numbers, tables and pitctures using same or different forms.

BSOL M 3 N/A VASOL M 3.25 The student will investigate and create patterns involving numbers, operations (addition and multiplication), and relations that model the identity and commutative properties for addition and multiplication; and demonstrate an understanding of equality by recognizing that the equal sign (=) links equivalent quantities, such as 4 • 3 = 2 • 6. ILSOL M 3.8 Use algebraic and analytical methods to identify and describe patterns and relationships in data, solve problems and predict results. NSSOL M 3.1 Understand patterns, relations, and functions M 3.2 Represent and analyze mathematical situations and structures using algebraic symbols JSSOL M 3.16 The student will recognize patterns in numbers, operations and relations using identity and communitive properties for addition and multiplication; understanding the sign of equivalence.

SOCIAL STUDIES Social Studies is important for students to study because as George Santayana “Those who cannot remember the past are condemned to repeat it.” In order to grow as a person and a citizen one must learn from histories pros and cons through an unbiased instruction of Social Studies. Students will grasp world connections through geography and Map skills. Also, to acquire a fuller appreciate for government, economics and citizenship the student will be provided with lessons on social studies, character and life skills.

BSOL SS N/A VASOL SS 3.1 The student will explain how the contributions of ancient Greece and Rome have influenced the present world in terms of architecture, government (direct and representative democracy), and sports. ILSOL SS 3.14f Understand the development of United States political ideas and traditions. SS 3.18a Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. SS 3.18c Understand how social systems form and develop over time. NSSOL SS 3.4 Other nations and world affairs, how do nations interact with each other. JSSOL SS 3.1 The student will understand the contributions of other cultures (ex. Greece and Rome) and traditions and how they have influenced the present world in terms of architecture, government, and sports.

BSOL SS N/A VASOL SS 3.2 The student will study the early West African empire of Mali by describing its oral tradition (storytelling), government (kings), and economic development (trade). ILSOL SS 3.18a Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. SS 3.18c Understand how social systems form and develop over time. NSSOL SS 3.4 What is the Relationship of the United States to Other Nations and to World Affairs? JSSOL SS 3.2 The student will understand the West African empire of Mali by describing the different characteristics of literature, traditions, institutions and economic development.

BSOL SS 3.2 Students learn about Columbus and the impact of European settlers' arrival. VASOL SS 3.3a The student will study the exploration of the Americas by describing the accomplishments of Christopher Columbus, Juan Ponce de Léon, Jacques Cartier, and Christopher Newport; ILSOL SS 3.16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. NSSOL SS N/A JSSOL SS 3.3 The student will understand the impact of European explorers such as Christopher Columbus, Juan Ponce de Leon, Jacques Cartier and Christopher Newport.

BSOL SS 3.4 Additional instruction in geography focuses on the travels and adventures of such significant explorers. VASOL SS 3.3 The student will study the exploration of the Americas by identifying reasons for exploring, the information gained, and the results from the travels. ILSOL SS 3.16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. NSSOL SS 3 N/A JSSOL SS 3.4 The student well undrstand the reasons for the exploration of America by focusing onf the information gained and the results of travel.

BSOL SS 3.6a As they trace the explorers' paths, students refine their map- and globe-reading skills. SS 3.3b Additional instruction in geography focuses on the travels and adventures of such significant explorers as Marco Polo, the Vikings, Sir Francis Drake, Balboa, Daniel Boone, Henry Hudson, Lewis and Clark, and Admiral Peary. VASOL SS 3.4a The student will develop map skills by locating Greece, Rome, and West Africa. SS 3.5c The student will locate the countries of Spain, England, and France SS 3.5 d The student will locate the regions in the Americas explored by Christopher Columbus (San Salvador in the Bahamas), Juan Ponce de Léon (near St. Augustine, Florida), Jacques Cartier (near Quebec, Canada), and Christopher Newport (Jamestown, Virginia); SS 3.6 The student will interpret geographic information from maps, tables, graphs, and charts ILSOL SS 3.17a Understand world geography and the effects of geography on society, with an emphasis on the United States. Locate, describe and explain places, regions and features on the Earth. NSSOL SS 3.4 What is the Relationship of the United States to Other Nations and to World Affairs? How is the world divided into nations? JSSOL SS 3.5 The student will be able to interpret maps, tables, graphs and charts in order to locate countries (Greece, Rome, West Africa, Spain, England, and France) and regions of America (explored by Colomubus, Ponce de Leon, Cartier, and Newport, Marco Polo, the Vikings, Sir Fancis Drade, Balboa, Daniel Boone, Henry Hudson, Lewis and Clark, and Admiral Peary)

BSOL SS 3.1a History lessons explore the culture, beliefs, and daily life. VASOL SS 3.4b The student will develop map skills by describing the physical and human characteristics of Greece, Rome, and West Africa. ILSOL SS 3.17b Understand world geography and the effects of geography on society, with an emphasis on the United States. Analyze and explain characteristics and interactions of the Earth’s physical systems. NSSOL SS 3.4 What is the Relationship of the United States to Other Nations and to World Affairs? How is the world divided into nations? JSSOL SS 3.6 The student will understand how geography effects culture beliefs and daily life. Also, analyzing the Earth’s physical systems.

BSOL SS 3 N/A VASOL SS 3.4c The student will develop map skills by explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs. ILSOL SS 3.17c Understand world geography and the effects of geography on society, with an emphasis on the United States. Understand relationships between geographic factors and society. NSSOL SS 3.4 What is the Relationship of the United States to Other Nations and to World Affairs? How is the world divided into nations? JSSOL SS 3.7 The student will develop map skills and understand how people use their different environments to meet their daily needs (such as Greece, Rome, and West Africa).

BSOL SS 3.6b The student will identify latitude, longitude, the equator, the continents, the oceans, the hemispheres, and the poles. VASOL SS 3.5a,b The student will develop map skills by positioning and labeling the seven continents and four oceans to create a world map; using the equator and prime meridian to identify the four hemispheres; SS 3.5e The student will locate specific places on a simple letter-number grid system. ILSOL SS 3.17a Understand world geography and the effects of geography on society, with an emphasis on the United States. Locate, describe and explain places, regions and features on the Earth. NSSOL SS 3.4 What is the Relationship of the United States to Other Nations and to World Affairs? How is the world divided into nations? JSSOL SS 3.8 The student will develop map skills by identifying latitude, longitue, the equator, prime meridian, seven continents, four oceans, and four hemispheres.

BSOL SS 3 N/A VASOL SS 3.7 The student will explain how producers use natural resources (water, soil, wood, and coal), human resources (people at work), and capital resources (machines, tools, and buildings) to produce goods and services for consumers. ILSOL SS 3.15b,c Understand economic systems, with an emphasis on the United States. Understand that scarcity necessitates choices by consumers.Understand that scarcity necessitates choices by producers. NSSOL SS 3.5 What are the Roles of the Citizen in American Democracy? JSSOL SS 3.9 The student will understand what producers use to produce goods and services for consumers (such as natural resources, human resources, and capitol resources).

BSOL SS 3 N/A VASOL SS 3.8 The student will recognize the concepts of specialization (being an expert in one job, product, or service) and interdependence (depending on others) in the production of goods and services (in ancient Greece, Rome, the West African empire of Mali, and in the present). ILSOL SS 3.15abc Understand economic systems, with an emphasis on the United States. Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. Understand that scarcity necessitates choices by consumers.Understand that scarcity necessitates choices by producers. NSSOL SS 3.5 What are the Roles of the Citizen in American Democracy? What are important responsibilities of Americans? JSSOL SS 3.10 The sutent will understand exonomic system and production of goods and services through the use of specialization and interdependence.

BSOL SS 3 N/A VASOL SS 3.9 The student will identify examples of making an economic choice and will explain the idea of opportunity cost (what is given up when making a choice). ILSOL SS 3.15a Understand economic systems, with an emphasis on the United States. Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services. NSSOL SS 3.5 What are the Roles of the Citizen in American Democracy? What are important responsibilities of Americans? JSSOL SS 3.11 The student will understand different examples of making economic choices and what has to be given up in order to make those choices.

BSOL SS 3.7 Civics instruction examines the Massachusetts and Virginia settlements, and their ideas about religious tolerances and local government VASOL SS 3.10abc The student will recognize why government is necessary in the classroom, school, and community by explaining the purpose of rules and laws; that the basic purposes of government are to make laws, carry out laws, and decide if laws have been broken; that government protects the rights and property of individuals ILSOL SS 3.14a Understand political systems, with an emphasis on the United States. Understand and explain basic principles of the United States government. NSSOL SS 3.1 What is Government and What Should It Do? What are the purposes of rules and laws? JSSOL SS 3.12 The student will understand Massachusetts and Virginias ideas on government and religious tolerances. Ultimately understanding the significance of government. (understanding the purpose of rules and laws and understanding what government protects)

BSOL SS 3.7 Civics instruction examines the Massachusetts and Virginia settlements, and their ideas about religious tolerances and local government VASOL SS 3.11abc The student will explain the importance of the basic principles that form the foundation of a republican form of government by describing the individual rights to life, liberty, and the pursuit of happiness; and equality under the law; and identifying the contributions of George Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King, Jr.. ILSOL SS 3.14a Understand political systems, with an emphasis on the United States. Understand and explain basic principles of the United States government. NSSOL SS 3.2 What are the Basic Values and Principles of American Democracy? Why is it important for Americans to share certain values, principles, and beliefs? JSSOL SS 3.13 The student will understand the importance of the foundation of a republican government by understanding individual rights and the people who contributed to the United States government (Gearge Washington, Thomas Jefferson, Abraham Lincoln, Rosa Parks, Thurgood Marshall, and Martin Luther King Jr.).

BSOL SS 3 N/A VASOL SS 3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms. ILSOL SS 3.14d Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations. Understand political systems, with an emphasis on the United States. NSSOL SS 3.5 What are the Roles of the Citizen in American Democracy? JSSOL SS 3.14 The student will understand that Americans are diverse and have been united through republican government and individual rights and freedoms.

BSOL SS 3.1b History lessons explore the culture, beliefs, and daily life of selected Native American peoples. VASOL SS 3 N/A ILSOL SS 3.16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. NSSOL SS 3 N/A JSSOL SS 3.15 The Student will understand different Native Americans and their culture, belief and daily life.

BSOL SS 3.2b Students learn about Columbus, the impact of European settlers' arrival, the influence of Native American traditions on contemporary society, and the location of major Indian tribes and settlements on maps. VASOL SS 3.12 The student will recognize that Americans are a people of diverse ethnic origins, customs, and traditions, who are united by the basic principles of a republican form of government and respect for individual rights and freedoms. ILSOL SS 3.16 Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations. NSSOL SS 3.2 What are the Basic Values and Principles of American Democracy? What are the benefits of diversity in the United States? JSSOL SS 3.16 The student will be able to locate major Indian tribe settlements on a map.

CONCLUSION While the best teachers know how to reach directly into the hearts and minds of students, having standards helps an educator operate within reasonable boundaries while striving for maximum effectiveness. A teacher is responsible for content taught, and because of this a high level of organization needs to occur. Standards will allow you to plan ahead and be able to keep track of what has been taught. In addition to this, being aware of other standards outside of your field can help you bridge the gap and integrate learning across the content areas. Knowing the standards one will adhere to equip the educator to pace themselves and tailor the lessons to their individual classes.

Resources Bennett, William J. Bennett’s Educational Goals. “Education Week” Sept. 7, 1988; pp 39-40 The Holy Bible. NKJV. 1982. Thomas Nelson Inc. Bennet, William J. (2002-2007) Bill Bennett’s Morning in America. Retrieved September 17, 2007, from http://www.bennettmornings.com Administration of Public Education in Virginia. Retrieved September 17, 2007, from http://dls.state.va.us/pubs/lgpe/lgpe1.pdf The Educational System in the United States (March 1999) The Development and Implementation of Education Standards in the United States Retrieved September 17, 2007 from http://www.ed.gov/pubs/USCaseStudy/chapter2.html Education World (1996) National Standards Retrieved September 15, 2007 from www.educationworld.com/standards/national Illinois State Board of Education. Illinois learning standards. Retrieved September 15, 2007 from www.isbe.state.il.us/ils Virginia Dept. of Education. Standards of Learning. Retrieved September 15, 2007 from http://www.pen.k12.va.us/go/sols/home/shtml Quotationspage.com and Michael Moncur. The Quotations Page. Retrieved September 17, 2007 from www.quotationspage.com International Relations Center. (2007) William J. Bennett. Retrieved September 17, 2007 from http://rightweb.irc-online.org