The following  are Santa Clara Unified School District standards for Kindergarten, First Grade,
Third Grade, and Fourth Grade in which this project will touching on.





Kindergarten
Language Arts Essential Standards

Reading Standard 1: Reading Habits

Discussing (Listening and Speaking)

§         Listens to and responds to stories with backup reasoning

§         Listens carefully to each other and contributes to what others have said

§         Utilizes new vocabulary in conversation


Reading
Standard 2: Getting the Meaning

Self-Monitoring and Self Correcting Strategies

§         Monitors own reading using the strategies (i.e. Does it make sense? Does it look right?  Does it sound right?)

Comprehension

§         Uses pictures

§         Retells familiar stories

§         Connects the information and events in texts to life experiences

§         Creates art work or written response to literature




Kindergarten Writing Essential Standards

Writing Standard 1: Writing Habits and Processes

Frequency and Variety of Writing

§         Generates topics and content to write daily

§         Rereads his/her own writing and listens to that of others

Writing Standard 2: Writing Purposes and Resulting Genres

Narrative Writing

§         Tells a story that may be only a single event or several events in sequence

Informational Writing

§         Gathers, shares and collects information about a topic

Functional Writing

§         Tells someone what to do; names or labels objects and places

Producing and Responding to Literature

§         Creates own stories, poems, plays and songs using literary forms of language

Writing Standard 3: Language Use and Conventions

Style and Syntax

§         Uses the syntax of his/her own oral language which makes the piece easy to read aloud

Vocabulary

§         Produces writing that uses words from his/her speaking vocabulary, usually represented phonetically

Spelling

§         Leaves spaces between words

§         Understands directionality (i.e. left to right, top to bottom)

§         Writes words using initial, middle and final sounds

Punctuation, Capitalization

Note: At this stage, to show any regularity in or awareness of punctuation and conventions is not expected.

Penmanship

§         Writes upper and lower case letters independently, attending to form and spatial alignment





Kindergarten Social Studies Standards

Learning And Working Now And Long Ago

Students in Kindergarten ...reinforces the concept of civic behavior: how we interact respectfully with each other, following rules, and respecting the rights of others.

K.1  Students demonstrate an understanding that being a good citizen involves acting in certain ways in terms of:

Priority One:

1.      examples of rules, such as sharing and taking turns and the consequences of breaking them

Priority Two:

2.      examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history, in stories and in folklore

3.      the beliefs and related behavior of characters in stories from times past and the consequences of their actions





Kindergarten Health Standards
Relationships

            Friends

                        students will engage in activities that develop positive emotional behavior and self control

                                    • develop interpersonal relationships with classmates

                                    • learn acceptable ways to gain attention

                                    • practice sharing with others

                                    • learn how to listen, compliment and apologize

                                    • learn to accept and celebrate differences in others

 

            Problem Solving/Decision Making

                        students will develop an awareness of consequences related to their choices

                                    • learning how to observe situations

                                    • distinguish between appropriate and inappropriate behavior







First Grade Language Arts Essential Standards

Reading Standard 1: Reading Habits

Frequency and Variety of Reading

§         Reads own writing, functional messages

Discussing (Listening and Speaking)

§         Gives reactions to books with backup reasoning

§         Listens, relates contributions, asks clarifying questions and defends position when discussing text with others

§         Retells and summarizes


Reading
Standard 2: Getting the Meaning

Accuracy and Fluency

§         Uses punctuation to guide meaning and fluency

Self-Monitoring and Self Correcting Strategies

§         Monitors own reading using strategies (i.e. “Does it make sense? Does it look right? Does it sound right?”)

§         Uses a variety of strategies to solve meaning, structure and visual problems
Comprehension

§         Makes predictions, talks about motives of characters, uses prior knowledge and infers cause and effect to gather meaning

Vocabulary

§         Learns new words from conversation and books

§         Notices and shows interest in learning new words





First Grade Writing Essential Standards

Writing Standard 1: Writing Habits and Processes

Frequency and Variety of Writing

§         Writes daily

§         Uses stages of the writing process

§         Applies some commonly agreed-upon criteria to self evaluate work

§         Polishes at least 10 pieces throughout the year


Writing Standard 2: Writing Purposes and Resulting Genres

Narrative Writing

§         Describes where to begin within a sequence of events

§         Writes about two or more appropriately sequenced events

§         Uses drawings, diagrams or other suitable graphics

§         Demonstrates a growing awareness of author’s craft by using some writing strategies (i.e. beginning, word choice, detail)

Informational Writing

§         Gathers and sorts information into major categories

§         Recognizes and excludes extraneous information when prompted

§         Uses details, pictures, diagrams, maps and other graphics

Functional Writing

§         Gives step-by-step instructions in appropriate sequence

§         Incorporates drawings, diagrams or other suitable graphics

Producing and Responding to Literature

§         Uses text to help write in a specific genre
§         Expresses an opinion in response to literature

Writing Standard 3: Language Use and Conventions

Style and Syntax

§         Uses a variety of sentences typical of spoken language

§         Embeds literary language and mimics sentences from various genres

Vocabulary

§         Uses a full range of words from speaking vocabulary

§         Uses newly learned words

Spelling

§         Writes text (including phonetic spelling) that can be read by self and others

§         Uses strategies for spelling unfamiliar words

Punctuation, Capitalization

§         Shows an awareness of the use of punctuation in writing

Penmanship

§         Prints legibly and spaces letters, words and sentences appropriately







Grade 1 Social Studies Standards
A Child’s Place In Time And Space

Students in grade one continue a more detailed treatment of the broad concepts of rights and responsibilities in the contemporary world.  The classroom serves as a microcosm of society in which decisions are made with respect for individual responsibility, for other people and for the rules by which we all must live; fair play, good sportsmanship, respect for the rights and opinions of others.

1.1  Students describe the rights and individual responsibilities of citizenship, in terms of:


Priority One:

 2.  the elements of fair play and good sportsmanship,  respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the “Golden Rule”


Relationships With Friends

students will play a positive role in promoting health of family and others


    • understand the value of friendship

    • continue to learn how to make and maintain friendships


Problem Solving/Decision Making


students will recognize total well being entails a combination of physical, mental, emotional and social balance


    •  conflict resoltion activities

    • class meetings for discussion







Third Grade Language Arts Essential Standards

Reading Standard 1: Reading Habits

Discussing Books (Listening and Speaking)

·        Demonstrates skill in utilizing comprehension strategies
·        Notes and talks about author's craft
·        Explains ideas using comparisons, analogies and knowledge built during discussions
·        Restates ideas with greater clarity
·        Participates as an integral part of a discussion group by asking questions and requesting further explanation


Writing Standard 1: Writing Habits and Processes

Frequency and Variety of Writing

§         Writes daily
§         Uses the stages of the writing process
§         Polishes 10-12 pieces throughout the year
§         Writes for specific purposes
§         Assesses writing using rubrics


Writing Standard 2: Writing Purposes and Resulting Genres

Narrative Writing
§         Engages the reader
§         Creates a sequence of events
§         Develops character and plot
§         Provides a resolution

Informational Writing
§         Introduces the topic and communicates the ideas in an organized manner
§         Uses diagrams, charts, or illustrations
§         Uses a wide variety of research materials

Functional Writing
§         Identifies the topic using relevant information that is straightforward and clear
§         Uses illustrations detailing steps in the procedure
§         Writes personal and formal letters, thank you notes and invitations

Producing and Responding to Literature

§         Writes stories, memoirs, songs, poems and plays incorporating the elements of each genre
§         Supports a judgment with evidence from the text
§         Summarizes and interprets details from the text beyond retelling
§         Compares two works by the same author or theme
§         Makes connections between the text and his/her own ideas

Writing Standard 3: Language Use and Conventions


Style and Syntax
§         Varies sentence structure and length, using transitional words and phrases to make writing lively
§         Uses author’s writing as a model

Vocabulary
§         Makes precise, vivid and topic-specific word choices
§         Uses  subject/verb agreement and verb tenses correctly
§         Identifies and uses pronouns, adjectives, compound words and articles

Spelling
§         Spells grade level appropriate words correctly and follows conventional spelling patterns

Punctuation, Capitalization

§         Uses appropriate capitalization and punctuation

Penmanship
§         Writes neatly in cursive with correct margins and spacing







Grade 3 Social Studies Standards

3.4  Students understand the role of rules and laws in our dialy lives, and the basic structure of the United States government, in terms of:

Priority One:
 the importance of public virtue and the role of citizens, including how to participate in a classroom, community and in civic life

2.5  Students demonstrate basic economic reasoning skills and an understanding of the economy of the local region, in terms of:

Priority One:
how pupils “work” in school develops their personal value in the workplace







Third Grade Health Standards

 Problem Solving/Decision Making

                         students will develop and use coping strategies
                                    • critical thinking
                                    • decision making process
                                    • goal setting
                                    • assertiveness vs. aggressiveness
                                    • refusal skills
                                    • exercise and relaxation benefits








Fourth Grade Language Arts Essential Standards

Reading Standard 1: Reading Habits

Discussing (Speaking and Listening)
 
§         Demonstrates skill in utilizing comprehension strategies
§         Makes and supports opinions with elaborate convincing evidence
§         Draws the texts together to compare and contrast themes, characters and ideas
§         Makes well developed connections
§         Evaluates writing strategies and elements of author's craft
§         Summarizes and extends information
§         Relates new information to prior knowledge and experience
§         Makes connections to related topics or information









Fourth Grade Writing Essential Standards

Writing Standard 1: Writing Habits and Processes

Frequency and Variety of Writing

§         Writes daily
§         Generates own topics
§         Revises, edits and proofreads work using the writing process
§         Writes for specific purposes
§         Polishes 10 to 12 pieces throughout the year
§         Assesses writing using rubrics
§         Demonstrates basic keyboarding skills


Writing Standard 2: Writing Purposes and Resulting Genres

Narrative Writing
§         Establishes a context, situation, plot, point of view, setting, conflict and closure
§         Includes sensory details and vivid language
§         Develops complex characters
§         Provides insights into significance of events in an autobiographical piece

Informational Writing
§         Engages reader by establishing context
§         Develops a perspective and purpose
§         Includes appropriate details, quotes and paraphrasing
§         Uses a wide variety of research material

Functional Writing
§         Engages reader by establishing context
§         Creates predictable structures (i.e. headings, paragraphs, transitions)
§         Uses language that is straightforward and clear
§         Uses appropriate visual devices (i.e. diagrams)

Producing and Responding to Literature
§         Demonstrates an understanding of literary work
§         Communicates a judgment that is interpretive or reflective and supports this judgment through references to text, other work, authors,                     non-print media and personal knowledge

Writing Standard 3: Language Use and Conventions

Style and Syntax
§         Selects structure and features of language appropriate to the purpose
§         Combines related sentences and uses transitions
§         Embeds literary language where appropriate

Vocabulary

§         Uses words that reveal an understanding of regular and irregular verbs, adverbs, prepositional phrases and coordinating conjunctions
§         Incorporates specialized vocabulary

Spelling

§         Spells grade level appropriate words correctly and follows conventional spelling patterns

Punctuation, Capitalization

§         Uses appropriate capitalization and punctuation

Penmanship

§         Writes legibly in cursive with correct margins and spacing







Fourth Grade Health Standards

Relationships

 students will understand the characteristics of healthy relationships

conflict resolution
communication


The following are National Educational
Technology Standards



Prior to completion Grade 2, Students will:

1. Use input devices (e.g., mouse and keyboard) and output devices (e.g., monitor, printer) to successfully operate computers and other technologies. (1)

2. Use a variety of media and technology resources for directed and independent learning activities. (1, 3)
 
3. Communicate about technology using developmentally appropriate and accurate terminology. (1)
 
4. Use developmentally appropriate multimedia resources (e.g., interactive books and educational software) to support learning. (1)
 
5. Work cooperatively and collaboratively with peers, family members, and others when using technology in the classroom. (2)
 
6. Demonstrate positive social and ethical behaviors when using technology. (2)
 
7. Practice responsible use of technology systems and software. (2)
 
8. Create developmentally appropriate multimedia products with support from teachers, family members, or student partners. (3)
 
9. Use technology resources (e.g., puzzles, logical thinking programs, writing tools, digital cameras, drawing tools) for problem solving, communication, and illustration of thoughts, ideas, and stories. (3, 4, 5, 6)
 
10. Gather information and communicate with others using telecommunications, with support from teachers, family members, or student partners. (4)


Prior to completion of Grade 5, students will:

1. Use keyboards and other common input and output devices (including adaptive devices when necessary) efficiently and effectively. (1)
 
2. Discuss common uses of technology in daily life and the advantages and disadvantages those uses provide. (1, 2)

3. Discuss basic issues related to responsible use of technology and information and describe personal consequences of inappropriate use. (2)
 
4. Use general purpose productivity tools and peripherals to support personal productivity, remediate skill deficits, and facilitate learning throughout the curriculum. (3)
 
5. Use technology tools (e.g., multimedia authoring, presentation, Web tools, digital cameras, scanners) for individual and collaborative writing, communication, and publishing activities to create knowledge products for audiences inside and outside the classroom. (3, 4)
 
6. Use telecommunications and online resources (e.g., e-mail, online discussions, Web environments) to participate in collaborative problem-solving activities for the purpose of developing solutions or products for audiences inside and outside the classroom. (4, 5)
 
7. Determine which technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems. (5, 6)


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