cover the following
Content Standards and Objectives Policies {CSOs}
[excerpts from Franklin Elementary* Presentation
at the West Virginia Library Conference March 2007;
reprinted with permission]
In doing this project, we have learned to have an answer to the usual question of:
“What are the CSO’s you are covering with this project”
Through research, we were able to demonstrate that we are using the following CSO’s and the county pacing guide (somewhat). We are taking longer than it allows on some areas. But we are making progress.
Library CSO’s
Standard 2: Independent Learning (LM.S.2)
Students will become independent learners by:
Being information literate and pursuing information related to personal interest; appreciating literature and other creative expressions of information; striving for excellence in information seeking and knowledge generation.
LM.2.2.2: Find appropriate friction and nonfiction materials.
LM.2.2.4: Demonstrate good library citizenship including rules of behavior.
LM.2.25: Apply story elements (e.g. setting, plot, characters and theme), make simple predictions and interpret meaning from literature and how it relates to his/her experience.
LM.2.2.8: Recognize author’s purpose for writing stories (e.g. entertainment, information).
We can always dream, can’t we?
Standard 3: Social Responsibility (LM.S.3)
Students will develop social responsibility and contribute positively to the leaning community and society by:
Being information literate and recognizing the importance of information to a democratic society; practicing ethical behavior in regard to information and information technology; participation effectively in groups to pursue and generate information.
Students will:
LM.2.3.1: Discus situation or conditions where information is controlled or limited.
LM.2.32: Recognize ethical polices in the use of information(e.g Internet use and copyright issues).
LM.2.3.3: Develop positive attitudes toward the social and ethical responsibilities (e.g., differentiating between copying and retelling in their own words).
LM.2.3.4: Share information and ideas with others through individual responsibilities and work groups.
L.M.4.3.1: Recognize the role of intellectual freedom.
L.M.4.3.2: Discuss legal principles and ethical conduct to use of information (e.g. copyright, plagiarism, acceptable use policy).
LM.4.4.3: Explain the need for privacy of personal information.
LM.4.3.4: Develop of workgroup roles and responsibilities.
Lm.4.4.5: Review work group projects and suggest improvements.
And suggest, and suggest, and suggest….
Standard 2 Writing- Students will employ a wide range of writing strategies to communicate effectively for different purposes by: developing the writing process; applying grammatical and mechanical properties in writing; and gathering and using information for research purposes.
RLA.2.2.3: Begin to use the five step writing process (e.g., graphic organizers for prewriting; descriptive words and details for drafting and revising; use of age appropriate dictionaries for editing and publishing; conferencing to edit; punctuation; capitalizations; spelling at developmentally appropriate level)
.RLA.2.2.10: Write correctly formed and punctuated simple sentences (e.g., declarative; interrogative; exclamation).
RLA.4.2.2: Use the five step writing process (e.g. focused composition; coherent and logical progression of ideas; correct page format, title, paragraphs. margins indentations)
RLA.4.23: Use proper paragraph form in written composition (e.g. indent the first word of a paragraph; use topic sentences about one main idea; use an introductory and concluding paragraph; write at least two related paragraphs).
RLA.4.4.10: Use a variety of sentence structure correctly in writing (e.g. simple, compound, complex sentences; avoid sentence run-ons and fragments).
Standard 1: Reading- Students will use skills to read for literacy experiences, read to inform and read to perform a task by;
Identifying and using the dimensions of reading (phonemic awareness, phonics, background knowledge/vocabulary, high frequency words/fluency, comprehension, writing and motivation to read); and employing a wide variety of literature in developing independent readers.
Standard 3: Listening, Speaking and Viewing- Students will apply their use of spoken, written and/or visual language to communicate with a variety of audiences and for different purposes.
And if these don’t work for you, we will gladly pick out some others to meet your taste.
Kindergarten General Art
Kindergarten children explore art. Students learn to use tools properly for drawing, painting, printing and sculpture. Children explore colors and the use of lines and shapes and textures in artworks. The subject matter of art will center around the children’s own environment, allowing expression of feelings and discussion about their own creations. Teachers’ encouragement of creative work is preferred over prepared or prefabricated materials.
To assure a quality arts education, general classroom teachers who are charged with the delivery of the K-4 Visual Art Content Standards and Objectives in their school curriculum are strongly encouraged to participate in high quality content-specific professional development.
Standard 1: Media, Techniques and Processes (VA.S.1)
Students will:
Media, Techniques and Processes Objectives
Students will:
VA.K.1.1 identify differences between tools, techniques, and processes in two-dimensional media, such as drawing, painting, or printmaking, e.g., crayons, paints and prints.
VA.K.1.2 identify and use a variety of tools, techniques, and processes in three-dimensional media and discuss the appearances and responses.
VA.K.1.3 make artworks using at least three different two-dimensional media including collage techniques, to communicate ideas, experiences, and stories.
VA.K.1.4 model objects using three-dimensional materials to communicate ideas, e.g., paper-folding, clay use, or assemblage.
VA.K.1.5 use two-dimensional and three-dimensional media safely and responsibly.
Standard 2: Elements of Art and Principles of Design (VA.S.2)
Students will:
Elements of Art and Principles of Design Objectives
Students will:
VA.K.2.1 use the primary, secondary, and neutral colors, e.g., red, yellow, blue, green, orange, violet, black, white, and brown; color wheel; common line types, e.g., straight, diagonal, curved, zigzag, and broken.
VA.K.2.2 identify at least five geometric shapes, e.g., circle, square, oval, rectangle, triangle, as distinguished from three-dimensional forms, e.g., sphere, cube, cylinder, pyramid.
VA.K.2.3 investigate a variety of man-made and natural textures, e.g., tree bark vs. shoe tread.
VA.K.2.4 identify and use colors in communicating emotions, e.g., warm/cool, calm/excitement.
VA.K.2.5 investigate line types, textures, and shapes in artworks.
VA.K.2.6 discover different shapes (two-dimensional) and forms (three-dimensional) in art.
VA.K.2.7 discover and use a variety of sizes of objects in artwork.
VA.K.2.8 use a variety of line types, geometric shapes, and textures in artwork.
Standard 3: Subject Matter, Symbols and Ideas (VA.S.3)
Students will:
Subject Matter, Symbols and Ideas Objectives
Students will:
VA.K.3.1 identify personal experiences as a theme for art; and
VA.K.3.2 elect, discuss and use symbols found in their environment.
Standard 6: Multi-disciplinary Connections (VA.S.6)
Students will:
Multi-disciplinary Connections Objectives
Students will:
VA.K.6.1 explore how ideas and emotions are expressed through dance, music, theatre, or visual art.
VA.K.6.2 discuss relationships between art and other disciplines (e.g., stories and pictures).
*Franklin Elementary students have written and illustrated a book with
Martin & Delia Wach. It will be released Fall 2007.
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