Standards
Massachusetts
Curriculum Frameworks to be assessed:
Declarative
- content understanding
| Framework:
Comprehensive Health |
Identity
5.3 Define character traits such as honesty, trustworthiness,
self-discipline, respectfulness, and kindness and describe their
contribution to identity, self-concept, decision-making, and
interpersonal relationships. |
| Strand:
Social and Emotional Health |
| Grade Span:
PK-5 |
| Standard:
Mental Health |
| Framework:
English Language Arts |
8.22
Identify and analyze main ideas, supporting ideas, and supporting
details. |
| Strand:
Reading and Literature |
| Grade Span:
5-6 |
Standard:
Understanding a Text
Students will identify the basic facts and main ideas in a text
and use them as the basis for interpretation. |
Procedural
- process skills
| Framework:
Comprehensive Health |
Communication
7.5 Apply attentive listening, feedback, and assertiveness skills
to enhance positive interpersonal communication. |
| Strand:
Social and Emotional Health |
| Grade Span:
6-8 |
| Standard:
Interpersonal Relationships |
| Framework:
Comprehensive Health |
Decision
Making
5.5 Explain and practice a model for decision-making that includes
gathering information, predicting outcomes, listing advantages
and disadvantages, identifying moral implications, and evaluating
decisions. |
| Strand:
Social and Emotional Health |
| Grade Span:
PK-5 |
| Standard:
Mental Health |
| Framework:
Comprehensive Health |
Awareness
11.1 Describe some of the ways that young children can be intentionally
helpful and intentionally hurtful to one another. |
| Strand:
Social and Emotional Health |
| Grade Span:
PK-5 |
| Standard:
Violence Prevention |
| Framework:
Comprehensive Health |
7.7
Recognize the positive contribution of character traits (such
as tolerance, honesty, self-discipline, respectfulness, and
kindness) to relationships, the benefit to relationships which
include understanding and respecting individual differences,
and the detrimental effect of prejudice (such as prejudice on
the basis of race, gender, sexual orientation, class, or religion)
on individual relationships and society as a whole. |
| Strand:
Social and Emotional Health |
| Grade Span:
6-8 |
| Standard:
Interpersonal Relationships |
| Framework:
English Language Arts |
23.8
Organize information about a topic into a coherent paragraph
with a topic sentence, sufficient supporting detail, and a concluding
sentence. |
| Strand:
Composition |
| Grade Span:
5-6 |
| Standard:
Organizing Ideas in Writing Students will organize ideas in
writing in a way that makes sense for their purpose. |
Contextual
- the application of content understanding and process skills
| Framework:
English Language Arts |
12.3
Identify and analyze the elements of setting, characterization,
and plot (including conflict). |
| Strand:
Reading and Literature |
| Grade Span:
5-6 |
Standard:
Fiction
Students will identify, analyze, and apply knowledge of the
structure and elements of fiction and provide evidence from
the text to support their understanding. |
| Framework:
English Language Arts |
3.8
Give oral presentations for various purposes, showing appropriate
changes in delivery (gestures, vocabulary, pace, visuals) and
using language for dramatic effect. |
| Strand:
Language |
| Grade Span:
5-6 |
Standard:
Oral Presentation
Students will make oral presentations that demonstrate appropriate
consideration of audience, purpose, and the information to be
conveyed. |
Reference: SmartEDU,
Inc.
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