OHIO ACADEMIC CONTENT STANDARDS: English Language Arts (K-12) READING (by the end of the 11-12 program) 1.Apply reading comprehension strategies to understand grade-appropriate texts. 2.Demonstrate comprehension of print and electronic text by responding to questions. 3.Critique an author's style. WRITING (by the end of the 11-12 program) 1.Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author's use of stylistic devices and effects created. 2.Use correct spelling, punctuation, capitalization and grammar conventions. 3.Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted. TECHNOLOGY (National Standards) 1.Students are proficient in the use of technology. 2.Students practice responsible use of technology systems, information, and software. 3.Students use technology to locate, evaluate, and collect information from a variety of sources. TEXAS ACADEMIC CONTENT STANDARDS Science TEKS Chapter 112. Texas Essential Knowledge and Skills for Science Subchapter B. Middle School �112.23. Science, Grade 7. (a)Introduction. (1)In Grade 7, the study of science includes conducting field and laboratory investigations using scientific methods, critical-thinking, problem-solving, and using tools such as weather instruments and calculators to collect and analyze information to explain a phenomenon. Students also use computers and information technology tools to support scientific investigations. (4)Science is a way of learning about the natural world. Students should know how science has built a vast body of changing and increasing knowledge described by physical, mathematical, and conceptual models, and also should know that science may not answer all questions. (b)Knowledge and skills. (1)Scientific processes. The student conducts field and laboratory investigations using safe, environmentally appropriate, and ethical practices. The student is expected to: (A)demonstrate safe practices during field and laboratory investigations; and (2)Scientific processes. The student uses scientific inquiry methods during field and laboratory investigations. The student is expected to: (A)plan and implement investigative procedures including asking questions, formulating testable hypotheses, and selecting and using equipment and technology; (C)organize, analyze, make inferences, and predict trends from direct and indirect evidence; (D)communicate valid conclusions; and (E)construct graphs, tables, maps, and charts using tools including computers to organize, examine, and evaluate data. (3)Scientific processes. The student uses critical thinking and scientific problem solving to make informed decisions. The student is expected to: (A)analyze, review, and critique scientific explanations, including hypotheses and theories, as to their strengths and weaknesses using scientific evidence and information; (D)evaluate the impact of research on scientific thought, society, and the environment; and (F)connect Grade 7 science concepts with the history of science and contributions of scientists. Source: The provisions of this �112.23 adopted to be effective September 1, 1998, 22 TexReg 7647. Texas ELA and Reading TEKS Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and Reading Subchapter B. Middle School �110.23. English Language Arts and Reading, Grade 7. (a)Introduction. (1)In Grade 7, students refine and master previously learned knowledge and skills in increasingly complex presentations, reading selections, and written compositions. Seventh grade students analyze a speaker's persuasive techniques and credibility. Students evaluate a spoken message in terms of its content, credibility, and delivery. Seventh grade students continue to read widely in classic and contemporary selections and informational texts. Students use knowledge of Greek and Latin roots and prefixes and suffixes in reading. Students recognize how style, tone, and mood contribute to the effect of the text. Seventh grade students are able to select and use different forms of writing for specific purposes such as to inform, persuade, or entertain. Students vary sentence structure and use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive. Seventh grade students edit their writing based on their knowledge of grammar and usage, spelling, punctuation, and other conventions of written language. Students produce final, error-free pieces of written composition on a regular basis. Seventh grade students draw data from multiple primary and secondary sources for use in research reports and projects. (2)For seventh grade students whose first language is not English, the students' native language serves as a foundation for English language acquisition. (3)The essential knowledge and skills as well as the student expectations for Grade 7 are described in subsection (b) of this section. Following each statement of a student expectation is a parenthetical notation that indicates the additional grades at which these expectations are demonstrated at increasingly sophisticated levels. (4)To meet Public Education Goal 1 of the Texas Education Code, �4.002, which states, "The students in the public education system will demonstrate exemplary performance in the reading and writing of the English language," students will accomplish the essential knowledge and skills as well as the student expectations at Grade 7 as described in subsection (b) of this section. (5)To meet Texas Education Code, �28.002(h), which states, ". . . each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. (b)Knowledge and skills. (1)Listening/speaking/purposes. The student listens actively and purposefully in a variety of settings. The student is expected to: (A)determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8); (B)eliminate barriers to effective listening (4-8); (2)Listening/speaking/critical listening. The student listens critically to analyze and evaluate a speaker's message(s). The student is expected to: (A)interpret speakers' messages (both verbal and nonverbal), purposes, and perspectives (4-8); (8)Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to: (B)select varied sources such as plays, anthologies, novels, textbooks, poetry, newspapers, manuals, and electronic texts when reading for information or pleasure (6-8); (D)read to take action such as to complete forms, make informed recommendations, and write a response (6-8). (10)Reading/comprehension. The student uses a variety of strategies to comprehend a wide range of texts of increasing levels of difficulty. The student is expected to (A)use his/her own knowledge and experience to comprehend (4-8); (B)establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8); (G)paraphrase and summarize text to recall, inform, or organize ideas 4-8); (H)draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8); (11)Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to: (A)offer observations, make connections, react, speculate, interpret, and raise questions in response to texts (4-8); (B)interpret text ideas through such varied means journal writing, discussion, enactment, and media (4-8); (12)Reading/text structures/literary concepts. The student analyzes the characteristics of various types of texts (genres). The student is expected to: (B)recognize the distinguishing features of genres, including biography, historical fiction, informational texts, and poetry (4-8); (14)Reading/culture. The student reads to increase knowledge of his/her own culture, the culture of others, and the common elements of cultures. The student is expected to: (B)determine distinctive and common characteristics of cultures through wide reading (4-8); and (C)articulate and discuss themes and connections that cross cultures (4-8). (15)Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of forms. The student is expected to: (A)write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8); (C)write to inform such as to explain, describe, report, and narrate (4-8); (E)select and use voice and style appropriate to audience and purpose 6-8); (F)choose the appropriate form for his/her own purpose for writing such as journals, letters, editorials, reviews, poems, memoirs, narratives, and instructions (7-8); (H)produce cohesive and coherent written texts by organizing ideas, using effective transitions, and choosing precise wording (6-8). (16)Writing/penmanship/capitalization/punctuation/spelling. The student composes original texts, applying the conventions of written language such as capitalization, punctuation, handwriting, penmanship and spelling to communicate clearly. The student is expected to: (A)write legibly by selecting cursive or manuscript as appropriate (4-8); (B)capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing titles, using hyphens, semicolons, colons, possessives, and sentence punctuation (6-8); (C)spell derivatives correctly by applying the spellings of bases and affixes (7-8); (D)spell frequently misspelled words correctly such as their, they're, and there (7-8); (E)use resources to find correct spellings (4-8); (F)spell accurately in final drafts (4-8); and (G)understand the influence of other languages and cultures on the spelling of English words (6-8). (17)Writing/grammar/usage. The student applies standard grammar and usage to communicate clearly and effectively in writing. The student is expected to: (A)write in complete sentences, varying the types such as compound and complex sentences, and use appropriately punctuated independent and dependent clauses (7-8); (B)use conjunctions to connect ideas meaningfully (4-8); (C)employ standard English usage in writing for audiences, including subject- verb agreement, pronoun referents, and parts of speech (4-8); (D)use adjectives (comparatives and superlatives forms) and adverbs appropriately to make writing vivid or precise (4-8); (E)use prepositional phrases to elaborate written ideas (4-8); (F)use verb tenses appropriately and consistently such as present, past, future, perfect, and progressive (6-8); (G)write with increasing accuracy when using apostrophes in contractions such as won't and possessives such as Smith's (4-8); and (H)write with increasing accuracy when using pronoun case such as "She had the party." (6-8). (18)Writing/writing processes. The student selects and uses writing processes for self-initiated and assigned writing. The student is expected to: (A)generate ideas and plans for writing by using prewriting strategies such as brainstorming, graphic organizers, notes, and logs (4-8); (B)develop drafts by categorizing ideas, organizing them into paragraphs, and blending paragraphs within larger units of text (4-8); (C)revise selected drafts by adding, elaborating, deleting, combining, and rearranging text (4-8); (D)revise drafts for coherence, progression,and logical support of ideas(4- 8); (E)edit drafts for specific purposes such as to ensure standard usage, varied sentence structure, and appropriate word choice (4-8); (F)use available technology to support aspects of creating, revising, editing, and publishing texts (4-8); (G)refine selected pieces frequently to "publish" for general and specific audiences (4-8); (H)proofread his/her own writing and that of others (4-8); and (I)select and use reference materials and resources as needed for writing, revising, and editing final drafts (4-8). Source: The provisions of this �110.23 adopted to be effective September 1, 1998, 22 TexReg 7549. Texas Technology TEKS Subchapter B. Middle School Statutory Authority: The provisions of this Subchapter B issued under the Texas Education Code, �28.002, unless otherwise noted. �126.11. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Middle School. The provisions of this subchapter shall supersede �75.51 of this title (relating to Computer Literacy) beginning September 1, 1998. Source: The provisions of this �126.11 adopted to be effective September 1, 1998, 22 TexReg 5203. �126.12. Technology Applications (Computer Literacy), Grades 6-8. (a) General requirements. Districts have the flexibility of offering technology applications (computer literacy) in a variety of settings, including a specific class or integrated into other subject areas. (b) Introduction. (1) The technology applications curriculum has four strands: foundations, information acquisition, work in solving problems, and communication. (2) Through the study of technology applications foundations, including technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results. (c) Knowledge and skills. (1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components; (B) compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices; (C) demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency; (F) perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents; (H) use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML); and (2) Foundations. The student uses data input skills appropriate to the task. The student is expected to: (A) demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick; (B) demonstrate keyboarding proficiency in technique and posture while building speed; (D) develop strategies for capturing digital files while conserving memory and retaining image quality. (3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to: (A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods; (B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet; (D) identify the impact of technology applications on society through research, interviews, and personal observation; and (4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to: (B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. (5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files; (C) use on-line help and other documentation. (6) Information acquisition. The student evaluates the acquired electronic information. The student is expected to: (B) resolve information conflicts and validate information through accessing, researching, and comparing data; and (7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to: (A) plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings; (D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics; (G) integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge; (J) use foundation and enrichment curricula in the creation of products. (8) Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to: (A) participate with electronic communities as a learner, initiator, contributor, and teacher/mentor; (C) use groupware, collaborative software, and productivity tools to create products; (D) use technology in self-directed activities by sharing products for defined audiences; and (E) integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula. (9) Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to: (B) resolve information conflicts and validate information through research and comparison of data. (10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to: (A) use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports; (D) demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate; and (11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to: (A) publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video; (12) Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to: (B) determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics; (C) select representative products to be collected and stored in an electronic evaluation tool; and (D) evaluate the product for relevance to the assignment or task. Source: The provisions of this �126.12 adopted to be effective September 1, 1998, 22 TexReg 5203. OREGON ACADEMIC STANDARDS Meet the competency standards for integrating Math and technology via the use of MS Excel � Certificate of Mastery, Oregon.