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.
