K - Amerson-Taylor - Standards Paper

Standards Paper 1

Standards Paper

Ashley Amerson and Amanda Taylor

Education 410-001

Dr. Goodwin

September 19, 2007

Standards Paper 2

Table of Contents

Topic Page

Rationale

A Short Biography of William Bennett 3

History of the Virginia Standards of Learning 3

History of the North Carolina Competency Goals 4

History of the NCTE Standards 4

History of the NCTM Standards 5

History of the NCSS Standards 5

History of the NSTA Standards 6

Standards

Key 7

English Standards 8

Math Standards 18

Social Science Standards 27

Science Standards 34

Conclusion 44

References 45

Standards Paper 3

Rationale

A Short Biography of William Bennett

William J. Bennett, who served as the Secretary of Education from 1985-1988, was a

key proponent of character education in America’s schools. Before he was appointed Secretary

of Education, Bennett served as the “executive director of the National Humanities Center,

which he had co-founded with Charles Frankel” (Answers Corporation, 2007). Though his time

in office was marked by controversy, Bennett fought for moral education “based on the Judeo-

Christian ethic” in the classroom (Answers Corporation, 2007). Bennett’s educational focus was

“on the three C's: content, character, and choice” (Answers Corporation, 2007). While he

authored many books on educational reform, it was “his tireless advocacy of these [the three C’s]

that left his most lasting legacy on the education agenda of the 1980s” (Answers Corporation,

2007).

History of the Virginia Standards of Learning

Until the 1994 election of George Allen, Virginia was not focused on the implementation

of the state standards of education. Governor Allen commissioned a council called Champion

Schools Commission for the purpose of “guaranteeing that the final outcome would be rigorous,

specific and measurable standards” in the core areas of math, English, social science, and science

(Center for Educational Reform, 1997). After several months, the Commission released the

Virginia Standards of Learning - “a document that started the new wave of standards and

breathed life into other states seeking to do similar things” (Center for Educational Reform,

1997). In many ways, Virginia’s state standards set the tone that other states are now trying to

emulate.

Standards Paper 4

History of the North Carolina Competency Goals

The standards movement in North Carolina received more emphasis after the largest

grant of educational funds in the state’s history was given to North Carolina’s school fund. Key

North Carolina leaders realized the necessity to improve the “quality of instruction in North

Carolina schools” (Department of Education of North Carolina, 1997). A School Improvement

Panel was appointed in order to unify the educational system, provide the means to develop high

standards, and give the schools the abilities to meet those standards (Department of Education of

North Carolina, 1997). Their goals also included making schools more “accountable, focusing on

the basics, and returning control to local level” (Department of Education of North Carolina,

1997).

History of the NCTE Standards

In 1991, Lamar Alexander, the U.S. Secretary of Education, received a letter that would

forever alter the national English curriculum in the United States. This letter, from Judith Thelen,

the president of the International Reading Association and Shirley Haley-James, the president of

the National Council of Teachers of English, proposed “voluntary standards in English” with an

emphasis on “language learning and language arts” (National Council of Teachers of English,

2007). The standards were finally presented after a “four year project involving thousands of

educators, researchers, parents, policymakers, and others across the country” (National Council

of Teachers of English, 2007). Their goal was to ensure that students were “proficient users of

language” who would “contribute to our culture” through “challenging and rewarding work”

(National Council of Teachers of English, 2007).

Standards Paper 5

History of the NCTM Standards

Professor John Dossey was a key participant in the creation of the national mathematic

standards. The project to develop the standards was supported and funded by the National

Council of Teachers of Mathematics. “Publishers and companies who prepare standardized

achievement tests” contributed to the 1986 creation of the standards (National Council of

Teachers of Mathematics, 2007). The standards “provide a base for needed curriculum

development, creation of textbooks and tests, teacher training programs, professional

development activities, and other national efforts to bolster the mathematical competence of our

youth” (National Council of Teachers of Mathematics, 2007). The standards were first published

in 1989 and included the praised “Everybody Counts” document (National Council of Teachers

of Mathematics, 2007). Changes are still being made to the standards today.

History of the NCSS Standards

The National Council for the Social Studies, founded in 1921, is now the “largest

association in the country devoted solely to social studies education” (National Council for the

Social Studies, 2007). The Council published Expectations of Excellence: Curriculum Standards

for Social Studies “which provides an articulated K-12 social studies program that serves as a

framework for the integration of other national standards in social studies, including U.S. and

world history, civics and government, geography, global education, and economics” (National

Council for the Social Studies, 2007). The standards seek to assist students in “achieving

academic and civil competence” (National Council for the Social Studies, 2007). The framework

consists of ten fields of study which relate to individual disciplines.

Standards Paper 6

History of the NSTA Standards

In January 1996, “the National Research Council released a comprehensive vision for the

improvement of science teaching and learning” (National Science Teachers Association, 1998).

The vision was based on the works of the American Association for the Advancement of

Science. The National Science Education Standards “were developed through a cooperative

effort of teachers, school administrators, parents, curriculum developers, college faculty and

administrators, scientists, engineers, and government officials” (National Science Teachers

Association, 1998). The standards “represent a vision of science education ranging from the

specifics of classroom practice to the overall organization of the educational system” (National

Science Teachers Association, 1998). The standards are practical and their goals and values are

dynamic – they change to meet the needs of society.

Standards Paper 7

Key

B E: Bennett’s Goals – EnglishB M: Bennett’s Goals – Math

B SS: Bennett’s Goals – Social ScienceB S: Bennett’s Goals – Science

VA SOL E: Virginia Standards of Learning – EnglishVA SOL M: Virginia Standards of Learning – Math

VA SOL SS: Virginia Standards of Learning – Social ScienceVA SOL S: Virginia Standards of Learning – Science

NC CG E: North Carolina Competency Goals – EnglishNC CG M: North Carolina Competency Goals – Math

NC CG SS: North Carolina Competency Goals – Social ScienceNC CG S: North Carolina Competency Goals – Science

NCTE: National Standards – EnglishNCTM: National Standards – Math

NCSS: National Standards - Social ScienceNSTA: National Standards – Science

AT SOL E: Amerson-Taylor Standards of Learning – EnglishAT SOL M: Amerson-Taylor Standards of Learning – Math

AT SOL SS: Amerson Taylor Standards of Learning – Social ScienceAT SOL S: Amerson Taylor Standards of Learning – Science

Standards Paper 8

English Standards

In kindergarten, students will develop their speaking and listening skills. For example,

the students will be able to describe their surroundings, follow oral directions, and cultivate

phonemic awareness. Students will build and practice communication skills, with both peers and

adults. The students will participate in choral speaking and creative dramatics, thereby growing

in their usage of oral language. Jacqueline Kennedy asserts, “There are many little ways to

enlarge your child's world. Love of books is the best of all” (Reading Rockets, 2007). In

kindergarten, students will become familiar with printed materials including fiction and

nonfiction. Students will form an awareness that printed words make sense and begin to

comprehend various genres of literature. For example, the students will be able to identify the

beginning, middle, and end of reading selections. The students will learn to communicate their

thoughts through both writing and pictures, and will be able to write his/her first and last name.

Standards Paper 9

B E: A significant part of each day is devoted to teacher-directed storytime which stimulates students' interest in reading and gives them an opportunity to experience and discuss various forms of imaginative literature: fables, fairy tales, poems, short stories, and nursery rhymes.

VA SOL E K.1: The student will demonstrate growth in the use of oral language.a) Listen to a variety of literary forms, including stories and poems.b) Participate in choral speaking and recite short poems, rhymes, songs, and stories

with repeated patterns.c) Participate in creative dramatics.

NC CG E 2.02: Demonstrate familiarity with a variety of types of books and selections (e.g., picture books, caption books, short informational texts, nursery rhymes, word plays/finger plays, puppet plays, reenactments of familiar stories).

NCTE: NL-ENG.K-12.1 Reading for PerspectiveStudents read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.

AT SOL E K.1: The student will listen to and interact with a variety of literary forms enhancing oral language skills.

a) Participate in choral speaking and creative dramatics.b) Recite short poems, stories with repeated patterns, rhymes, and songsc) Become familiar with and discuss various types of books, including: picture

books, caption books, short informational texts, and puppet plays.

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B E: Elementary phonics is introduced and letter-sound associations are emphasized.

VA SOL E K.1: The student will demonstrate growth in the use of oral language.Begin to discriminate between spoken sentences, words, and syllables.Recognize rhyming words.Generate rhyming words in a rhyming pattern.

NC CG E 1.02: Develop phonemic awareness and knowledge of alphabetic principle:

demonstrate understanding that spoken language is a sequence of identifiable speech sounds.

demonstrate understanding that the sequence of letters in the written word represents the sequence of sounds in the spoken word.

demonstrate understanding of the sounds of letters and understanding that words begin and end alike (onsets and rimes).

NCTE: N/A

AT SOL E K.2: The student will recognize and generate rhyming words in a rhyming pattern. The student will discriminate between spoken sentences, words, and syllables and will be able to demonstrate awareness that the sequence of letters in the written word represents the sequence of sounds in the spoken word.

B E: Preparation for reading and writing.

VA SOL E K.2: The student will use listening and speaking vocabularies.a) Use number words.b) Use words to describe/name people, places, and things.c) Use words to describe location, size, color, and shape.d) Use words to describe actions.

NC CG E 4.02: Use words that name and words that tell action in a variety of simple texts (e.g., oral retelling, written stories, lists, journal entries of personal experiences).

NC CG E 4.03: Use words that describe color, size, and location in a variety of texts: e.g., oral retelling, written stories, lists, journal entries of personal experiences.

NCTE: NL- ENG.K-12.4 Communication SkillsStudents adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

AT SOL E K.3: The students will use number words, words to describe nouns, actions, and physical properties of objects (including: location, size, color, and shape) in written stories, lists, journal entries of personal experiences, and oral retellings.

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VA SOL E K.2: The student will use listening and speaking vocabularies.Ask about words not understood.Follow one-step and two-step directions.Begin to ask how and why questions.

NC CG E: N/A

NCTE: N/A

AT SOL E K.4: The student will use their listening and speaking vocabularies as they ask how and why questions, ask about words not understood, and follow one-step and two-step directions.

B E: N/A

VA SOL E K.3: The student will build oral communication skills.a) Begin to follow implicit rules for conversation, including taking turns and staying

on topic.b) Express ideas and needs in complete sentences.c) Begin to use voice level, phrasing, and intonation appropriate for language

situation.d) Listen and speak in informal conversations with peers and adults.e) Begin to initiate conversations.f) Participate in discussions about books and specific topics.

NC CG E 4.04: Maintain conversation and discussions: attending to oral presentations. taking turns expressing ideas and asking questions.

NCTE: NL-ENG.K-12.12 Applying Language Skills Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

AT SOL E K.5: The student will enhance oral communication skills as they participate in conversations and discussions with both peers and adults about specific topics. The student will follow conversation rules (such as: taking turns, staying on topic, using appropriate voice level, etc.). The students will be attentive to oral presentations making sure to express ideas and ask questions at the appropriate time.

Standards Paper 12


VA SOL E K.4: The student will hear, say, and manipulate phonemes (small units of sound) of spoken language.

a) Identify orally words that rhyme.b) Identify words orally according to shared beginning or ending sounds.c) Blend sounds orally to make words or syllables.d) Divide one-syllable words into sounds (phonemes).e) Divide words into syllables.

NC CG E 1.03: Demonstrate decoding and word recognition strategies and skills: recognize most beginning consonant letter-sound associations in one syllable

words.

NCTE: N/A

AT SOL E K.6: The student will demonstrate decoding and word recognition strategies and skills such as: oral identification of rhyming words, blending sounds to make words or syllables, and dividing words into both syllables and phonemes.

Standards Paper 13

B E: Students are introduced to the school library, where they learn its layout and rules, and the proper care of books.

VA SOL E K.5: The student will understand how print is organized and read.a) Hold print materials in the correct position.b) Identify the front cover, back cover, and title page of a book.c) Follow words from left to right and from top to bottom on a printed page.d) Match voice with print: syllables, words, and phrases.

VA SOL E K.8: The student will demonstrate comprehension of fiction and nonfiction.e) Identify what an author does and what an illustrator does

NC CG E 1.01: Develop book and print awareness: identify the parts of books and function of each part. demonstrate an understanding of directionality and voice-print match by following

print word for word when listening to familiar text read aloud. demonstrate an understanding of letters, words, sentence and story. identify the title, name of the author and the name of the illustrator.

NCTE: N/A

AT SOL E K.7: The student will develop book and print awareness by identifying the parts of the book, (including: front cover, back cover, title page, etc.) title, author, and illustrator. The student will demonstrate understanding of fiction and nonfiction, matching voice with print and following words from left to right and top to bottom.

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B E: Teachers' transcriptions of student stories provide first experiences with the process of writing.

VA SOL E K.6: The student will demonstrate an understanding that print makes sense.a) Explain that printed materials provide information.b) Identify common signs and logos.c) Read ten high-frequency words.d) Read and explain own writing and drawings.

NC CG E 1.03: Demonstrate decoding and word recognition strategies and skills: recognize and name upper and lower case letters of the alphabet. recognize some words by sight including a few common words, own name, and

environmental print such as signs, labels, and trademarks.

NCTE: N/A

AT SOL E K.8: The student will demonstrate understanding that printed material provides information and makes sense. The student will be able to recognize, name, and write the upper and lower case letters of the alphabet. In addition, the student will read ten high-frequency words and be able to explain his/her own writings and drawings.


VA SOL E K.7: The student will develop an understanding of basic phonetic principles.a) Identify and name the uppercase and lowercase letters of the alphabet.b) Match consonant and short vowel sounds to appropriate letters.c) Identify beginning consonant sounds in single-syllable words.

NC CG E 1.03: Demonstrate decoding and word recognition strategies and skills: recognize and name upper and lower case letters of the alphabet

NCTE: N/A

AT SOL E K.9: The student will develop an awareness of basic phonetic principles by matching consonant and short vowel sounds to the appropriate letters and identifying beginning consonant sounds.

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B E: N/A

VA SOL E K.8: The student will demonstrate comprehension of fiction and nonfiction.a) Use pictures to make predictions about content.b) Retell familiar stories, using beginning, middle, and end.c) Discuss characters, setting, and events.d) Use story language in discussions and retellings.f) Identify the topics of nonfiction selections.

NC CG E 2.01: Demonstrate sense of story (e.g., beginning, middle, end, characters, details and setting).

NC CG E 2.09: Identify the sequence of events in a story.

NCTE: N/A

AT SOL E K.10: The student will demonstrate understanding of fiction and nonfiction by identifying the beginning, middle, end, characters, details, setting, and sequence of events. The student will be able to retell and discuss stories using story language. The student will make predictions about content based on pictures.


VA SOL E K.9: The student will print the uppercase and lowercase letters of the alphabet independently.

NC CG E 5.01: Develop spelling strategies and skills by: representing spoken language with temporary and/or conventional spelling. writing most letters of the alphabet.

NC CG E 5.02: Use capital letters to write the word I and the first letter in own name.

NCTE: NL-ENG.K-12.5 Communication Strategies

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

AT SOL E K.11: The student will print the uppercase and lowercase letters of the alphabet independently. The student will use capital letters in writing the word I and the first letter in his/her own name.

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VA SOL E K.10: The student will print his/her first and last names.

NC CG E: N/A

NCTE: N/A

AT SOL E K.12: The student will legibly print his/her first and last name.

B E: Teachers' transcriptions of student stories provide first experiences with the process of writing.

VA SOL E K.11: The student will write to communicate ideas.a) Draw pictures and/or use letters and phonetically spelled words to write about

experiences, stories, people, objects, or events.b) Write left to right and top to bottom.

NC CG E 4.05: Use a variety of sentence patterns such as interrogative requests (Can you go with me?) and sentence fragments that convey emotion (Me, too!).

write from left to right and from top to bottom.

NCTE: NL-ENG.K-12.5 Communication Strategies

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

AT SOL E K.13: The student will write and draw pictures about experiences, stories, people, objects, or events to communicate ideas. The student will write from left to right and top to bottom.

Standards Paper 17

B E: Students are introduced to the school library, where they learn its layout and rules, and the proper care of books.

VA SOL E K.12: The student will explore the uses of available technology for reading and writing.

NC CG E 3.04: Use speaking and listening skills and media to connect experiences and text.

NCTE: NL-ENG.K-12.8 Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

AT SOL E K.14: The student will use available technology and resources (libraries, databases, computer networks, videos) for reading and writing to connect experiences and text.

Standards Paper 18

Math Standards

S. Gudder states, “The essence of mathematics is not to make simple things complicated,

but to make complicated things simple” (Quote Garden, 2006). In kindergarten, the student will

develop number and number sense by working with sets and concrete items. The student will

investigate ordinal numbers and recognize patterns. The student will practice counting by ones,

fives and tens. Using concrete items, the students will add and subtract whole numbers. The

student will work with money and measuring devices, tell time, and make comparisons. The

student will work with geometric shapes, display data using graphs, and investigate probability.

The student will sort objects by similar attributes and observe patterns.

B M: Students use woodblocks and other manipulatives to develop number sense and to count and compare the sizes of sets.

VA SOL M K.1: The student, given two sets containing 10 or fewer concrete items, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence.

NC CG M 1.01: Develop number sense for whole numbers through 30. a. Connect model, number word (orally), and number, using a variety of representations. b. Count objects in a set.

d. Compare and order sets and numbers.

f. Estimate quantities fewer than or equal to 10. g. Recognize equivalence in sets and numbers 1-10.

NCTM: NM-NUM.PK-2.1 Understand numbers, ways of representing numbers, relationships among numbers, and number systems

count with understanding and recognize "how many" in sets of objects; connect number words and numerals to the quantities they represent, using

various physical models and representations;

AT SOL M K.1: The student will work with and compare sets of 10 or fewer concrete items, identifying one-to-one correspondence. The student will estimate quantities of sets and recognize equivalent sets.

Standards Paper 19


VA SOL M K.2: The student, given a set containing 10 or fewer concrete items, willa) tell how many are in the set by counting the number of items orally;b) select the corresponding numeral from a given set; andc) write the numeral to tell how many are in the set.

NC CG M 1.01: Develop number sense for whole numbers through 30.

Read and write numerals.


connect number words and numerals to the quantities they represent, using various physical models and representations;

AT SOL M K.2: The student will orally count the objects in a set, select the corresponding numeral from a given set, and write the numeral to tell how many are in the set. The student will connect numerals and number words to the quantities they represent, using various physical representations.

B M: N/A

VA SOL M K.3: The student, given an ordered set of three objects and/or pictures, will indicate the ordinal position of each item, first through third, and the ordered position of each item from left-to-right, right-to-left, top-to-bottom, and/or bottom-to-top.

NC CG M 1.01: Develop number sense for whole numbers through 30. c. Use ordinals (1st-10th).


develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections;

AT SOL M K.3: The student, when given three objects and/or pictures, will identify the ordinal position and ordered position of each item (e.g., first through third, left-to-right, right-to-left, top-to-bottom, and/or bottom-to-top).

Standards Paper 20


VA SOL M K.4: The student will investigate and recognize patterns from counting by fives and tens to 30, using concrete objects and a calculator.

NC CG M 1.01: Develop number sense for whole numbers through 30.

Connect model, number word (orally), and number, using a variety of representations.

NC CG M 5.02: Create and extend patterns with actions, words, and objects.

NCTM: NM-ALG.PK-2.1 Understand patterns, relations, and functions recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another

AT SOL M K.4: The student will use both concrete items and a calculator to count by fives and tens to 30, being careful to recognize patterns. The student will create and extend patterns with actions, words, and objects.


VA SOL M K.5: The student will count forward to 30 and backward from 10.

NC CG M: N/A

NCTM: N/A

AT SOL M K.5: The student will orally count forward to 30 and backward from 10.

Standards Paper 21

B M: They solve story problems that introduce simple addition and subtraction, classify objects, identify simple geometric shapes and learn how to tell time.

VA SOL M K.6: The student will add and subtract whole numbers, using up to 10 concrete items.

NC CG M: N/A

NCTM: NM-NUM.PK-2.2 Understand meanings of operations and how they relate to one another

understand various meanings of addition and subtraction of whole numbers and the relationship between the two operations;

understand the effects of adding and subtracting whole numbers;

AT SOL M K.6: The student will use up to 10 concrete items to add and subtract whole numbers. The student will understand the relationship between addition and subtraction.


VA SOL M K.7: The student will recognize a penny, nickel, dime, and quarter and will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.

NC CG M: N/A

NCTM: N/A

AT SOL M K.7: The student will recognize the appearance and value of a penny, nickel, dime, and quarter. The student will determine the value of a collection of pennies and/or nickels whose total value is 10 cents or less.

Standards Paper 22


VA SOL M K.8: The student will identify the instruments used to measure length (ruler), weight (scale), time (clock: digital and analog; calendar: day, month, and season), and temperature (thermometer).

VA SOL M K.9: The student will tell time to the hour, using an analog or digital clock.

NC CG M 2.02: Recognize concepts of calendar time using appropriate vocabulary (days of the week, months of the year, seasons).

NCTM: NM-MEA.PK-2.1 Understand measurable attributes of objects and the units, systems, and processes of measurement

recognize the attributes of length, volume, weight, area, and time;

select an appropriate unit and tool for the attribute being measured.

AT SOL M K.8: The student will identify the devices used to measure length, weight, time, and temperature. The student will become proficient in using a ruler, scale, clock (digital and analog), calendar (day, month, year, season, etc.), and thermometer.


VA SOL M K.10: The student will compare two objects or events, using direct comparisons or nonstandard units of measure, according to one or more of the following attributes: length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder). Examples of nonstandard units include foot length, hand span, new pencil, paper clip, block.

NC CG M 2.01: Compare attributes of two objects using appropriate vocabulary (color, weight, height, width, length, texture).

NCTM: NM-MEA.PK-2.1 Understand measurable attributes of objects and the units, systems, and processes of measurement

recognize the attributes of length, volume, weight, area, and time;

compare and order objects according to these attributes;

understand how to measure using nonstandard and standard units;

AT SOL M K.9: The student will compare two objects or events using both standard and nonstandard units of measure. The student will compare length (shorter, longer), height (taller, shorter), weight (heavier, lighter), temperature (hotter, colder), color, and texture.

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VA SOL M K.11: The student will identify, describe, and draw two-dimensional (plane) geometric figures (circle, triangle, square, and rectangle).

NC CG M 3.01: Identify, build, draw, and name triangles, rectangles, and circles; identify, build, and name spheres and cubes.

NCTM: NM-GEO.PK-2.1 Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships

recognize, name, build, draw, compare, and sort two- and three-dimensional shapes;

describe attributes and parts of two- and three-dimensional shapes;

investigate and predict the results of putting together and taking apart two- and three-dimensional shapes.

AT SOL M K.10: The student will build, describe, identify, and draw two dimensional geometric figures (triangles, rectangles, squares, and circles).

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VA SOL M K.12: The student will describe the location of one object relative to another (above, below, next to) and identify representations of plane geometric figures (circle, triangle, square, and rectangle) regardless of their position and orientation in space.

VA SOL M K.13: The student will compare the size (larger, smaller) and shape of plane geometric figures (circle, triangle, square, and rectangle).

NC CG M 3.02: Compare geometric shapes (identify likenesses and differences).

NC CG M 3.03: Model and use directional and positional vocabulary.

NC CG M 3.04: Complete simple spatial visualization tasks and puzzles.

NCTM: NM-GEO.PK-2.2 Specify locations and describe spatial relationships using coordinate geometry and other representational systems

describe, name, and interpret relative positions in space and apply ideas about relative position;

AT SOL M K.11: The student will describe the location of objects relative to one another (above, below, next to). The student will compare the size and shape of geometric figures and identify their likenesses and differences.

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B M: N/A

VA SOL M K.14: The student will gather data relating to familiar experiences by counting and tallying.

VA SOL M K.15: The student will display objects and information, using objects graphs, pictorial graphs, and tables.

NC CG M 4.01: Collect and organize data as a group activity.

NC CG M 4.02: Display and describe data with concrete and pictorial graphs as a group activity.

NCTM: NM-DATA.PK-2.1 Formulate questions that can be addressed with data and collect, organize, and display relevant data to answer

pose questions and gather data about themselves and their surroundings;

sort and classify objects according to their attributes and organize data about the objects;

represent data using concrete objects, pictures, and graphs.

AT SOL M K.12: The student will gather and display data about themselves, their surroundings, and their experiences using counting, tallying, object graphs, pictorial graphs, and tables.

B M: N/A

VA SOL M K.16: The student will investigate and describe the results of dropping a two-colored counter or using a multicolored spinner.

NC CG M: N/A

NCTM: N/A

AT SOL M K.13: The student will examine and explain the results of dropping a two-colored counter, dice, or using a multicolored spinner.

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VA SOL M K.17: The student will sort and classify objects according to similar attributes (size, shape, and color).

VA SOL M K.18: The student will identify, describe, and extend a repeating relationship (pattern) found in common objects, sounds, and movements.

NC CG M 5.01: Sort and classify objects by one attribute.

NC CG M 5.02: Create and extend patterns with actions, words, and objects.

NCTM: NM-ALG.PK-2.1 Understand patterns, relations, and functions

sort, classify, and order objects by size, number, and other properties;

recognize, describe, and extend patterns such as sequences of sounds and shapes or simple numeric patterns and translate from one representation to another;

AT SOL M K.14: The student will sort and classify objects according to related attributes (size, shape, and color). The student will identify, describe, and extend a pattern found in common objects, sounds, and movements.

Standards Paper 27

Social Science Standards

Doug Hall asserts, “Don’t make excuses. Make things happen. Make changes. Then make

history” (ThinkExist, 2006). In kindergarten, the student will recognize and describe people and

events that have shaped our existence. The student will work with maps and relative position.

The student will recognize the difference between wants and needs and will be introduced to

basic economic principles. The students will recognize and demonstrate the qualities of a good

citizen be familiar with national symbols. With the skills and concepts learned in kindergarten,

students will be enabled to make things happen, thereby making history.

B SS: Historical understanding is encouraged by a focus on important holidays and the individuals or groups they celebrate.

VA SOL SS K.1: The student will recognize that history describes events and people of other times and places byidentifying examples of past events in legends, stories, and historical accounts of Pocahontas,

George Washington, Betsy Ross, and Abraham Lincoln;identifying the people and events honored by the holidays of Thanksgiving Day, Martin

Luther King, Jr. Day, Presidents’ Day, and Independence Day (Fourth of July).

NC CG SS 4.02: Identify religious and secular symbols associated with famous people, holidays, and specials days of diverse cultures.

NC CG SS 4.03: State reasons for observing special, religious, and secular holidays of diverse cultures.

NCSS: N/A

AT SOL SS K.1: The student will identify examples of past events (in legends, stories, and historical accounts) in the lives of Pocahontas, George Washington, Betsy Ross, and Abraham Lincoln. The student will learn the meaning behind various holidays and celebrations including Thanksgiving, Martin Luther King Jr. Day, Presidents’ Day, and Independence Day.

Standards Paper 28

B SS: N/A

VA SOL K.2: The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

NC CG 3.01: Observe and describe how individuals and families grow and change.

NC CG 3.02: Evaluate how the lives of individuals and families of the past are different from what they are today.

NC CG 3.03: Observe and summarize changes within communities.

NC CG SS 3.04: Recognize changes in the classroom and school environments.

NCSS: N/A

AT SOL SS K.2: The student will compare the lives of individuals, families, communities, and classroom and school environments in the present to the past and recognize changes over time.

B SS: Students are taught elementary concepts of distance and direction, the globe as a model of the Earth, and simple map-making exercises.

VA SOL K.3: The student will describe the relative location of people, places, and things by using positional words, with emphasis on near/far, above/below, left/right, and behind/in front.

NC CG SS: N/A

NCSS: N/A

AT SOL SS K.3: The student will use positional words (near/far, above/below, left/right, and behind/in front) to describe relative location of people, places, and things.

Standards Paper 29

B SS: Geography lessons begin with identification of home and school address and routes between the two, and include the names of community, state, and nation. Students are taught elementary concepts of distance and direction, the globe as a model of the Earth, and simple map-making exercises.

VA SOL SS K.4: The student will use simple maps and globes toa) develop an awareness that a map is a drawing of a place to show where things

are located and that a globe is a round model of the Earth;b) describe places referenced in stories and real-life situations;c) locate land and water features.

VA SOL SS K.5: The student will develop an awareness that maps and globesa) show a view from above;b) show things in smaller size;c) show the position of objects.

NC CG SS 5.01: Locate and describe familiar places in the home, school, and other environments.

NC CG SS 5.02: Create and interpret simple maps, models, and drawings of the home, school, and other environments.

NCSS: NSS-G.K-12.1 As a result of activities in grades K-12, all students should Understand how to use maps and other geographic representations, tools, and

technologies to acquire, process, and report information from a spatial perspective. Understand how to use mental maps to organize information about people, places,

and environments in a spatial context. Understand how to analyze the spatial organization of people, places, and

environments on Earth's surface.

AT SOL SS K.4: The student will create and interpret simple maps, globes, and drawings of their environment. The student will demonstrate awareness that a globe is a round model of the Earth and that a map is a drawing of a place to show where things are located. The student will describe both real and imaginary places referred to in stories and will locate land and water features. The student will understand that maps and globes show a view from above, show things in smaller size, and show the position of objects.

Standards Paper 30

B SS: N/A

VA SOL K.6: The student will match simple descriptions of work that people do with the names of those jobs.

NC CG SS 1.01: Describe how individuals are unique and valued.

NCSS: N/A

AT SOL SS K.5: The student will demonstrate awareness that certain individuals in the community fulfill certain jobs. The student will be able to name those jobs and describe their duties.

Standards Paper 31

B SS: Preparation for history, geography, and civics.

VA SOL SS K.7: The student willa) identify the difference between basic needs (food, clothing, and shelter) and wants

(things people would like to have);b) recognize that people use money to purchase goods.

NC CG SS 6.01: Distinguish between wants and needs.

NC CG SS 6.02: Examine the concept of scarcity and how it influences the economy.

NC CG SS 6.03: Identify examples of how families and communities work together to meet their basic needs and wants.

NC CG SS 6.04: Give examples of how money is used within the communities, such as spending and savings.

NC CG SS 6.05: Explore goods and services provided in communities.

NCSS: NSS-EC.K-4.1 Productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others.

People make choices because they can't have everything they want. Whenever a choice is made, something is given up.

Economic wants are desires that can be satisfied by consuming a good, service, or leisure activity.

Goods are objects that can satisfy people's wants; services are actions that can satisfy people's wants.

People's choices about what goods and services to buy and consume determine how resources will be used.

AT SOL SS K.6: The student will distinguish between basic needs (food, clothing, shelter, etc.) and wants and will recognize that money is needed to purchase goods. The student will identify examples of how families and communities work together to meet their basic needs and wants.

Standards Paper 32

B SS: Initial citizenship education concerns the importance of school rules, the value of honesty, fair play, hard work, and the Golden Rule; the meaning and importance of the American flag; memorization and understanding of the Pledge of allegiance; and identification of the President, the White House and the nation's capital in Washington.

VA SOL SS K.8: The student will demonstrate that being a good citizen involvestaking turns and sharing;taking responsibility for certain classroom chores;taking care of personal belongings and respecting what belongs to others;following rules and understanding the consequence of breaking rules;practicing honesty, self-control, and kindness to others.

NC CG SS 2.01: Exhibit citizenship traits such as integrity, responsibility, and trustworthiness in the classroom, school, and other social environments.

NC CG SS 2.02: Participate in democratic decision making.

NC CG SS 2.03: Describe the importance of rules and laws.

NC CG SS 2.04: Analyze classroom problems and suggest fair solutions.

NCSS: N/A

AT SOL SS K.7: The student will recognize and demonstrate the qualities of citizenship. The student will take turns, share, take responsibility for classroom chores, take care of personal belongings and respect others’ property, follow rules, understand consequences for breaking rules, and be honest, self-controlled, and kind.

Standards Paper 33

B SS: Initial citizenship education concerns the importance of school rules, the value of honesty, fair play, hard work, and the Golden Rule; the meaning and importance of the American flag; memorization and understanding of the Pledge of allegiance; and identification of the President, the White House and the nation's capital in Washington.

VA SOL SS K.9: The student will recognize the American flag, the Pledge of Allegiance, and that the President is the leader of the United States.

NC CG SS: N/A

NCSS: N/A

AT SOL K.8: The student will recognize national symbols and positions, including the American Flag, the Pledge of Allegiance, and the President of the United States.

Standards Paper 34

Science Standards

In The Nature of Science, Edwin Powell Hubble states, “Equipped with his five senses,

man explores the universe around him and calls the adventures Science” (Quote Garden, 2007).

In kindergarten, the student will conduct investigations and make observations of the physical

properties of the environment. The student will use their five human senses to discover the

properties of objects. The student will begin to experiment with the concepts of magnetism,

discover the properties of water, and describe the physical aspects of objects. The student will

learn about the life processes of plants, animals, and humans and will explore the solar system.

The student will recognize that resources exist and can be conserved and recycled.

Standards Paper 35

B S: An introduction to science, with an emphasis on the observation of familiar, everyday things.

VA SOL S K.1: The student will conduct investigations in whichbasic properties of objects are identified by direct observation;observations are made from multiple positions to achieve different perspectives;objects are described both pictorially and verbally;a set of objects is sequenced according to size;a set of objects is separated into two groups based on a single physical attribute;nonstandard units are used to measure common objects;a question is developed from one or more observations;picture graphs are constructed using 10 or fewer units;an unseen member in a sequence of objects is predicted; andunusual or unexpected results in an activity are recognized.

NC CG S 3.02: Develop and use a vocabulary associated with the properties of materials:

Color.

Size.

Shape.

Texture.

NC CG S 3.03: Describe how objects look, feel, smell, taste, and sound using their own senses.

NC CG S 3.04: Observe that objects can be described and sorted by their properties.

NC CG S 3.05: Identify some common objects and organisms that are considered to be natural resources in our world.

NSTA: NS.K-41

Abilities necessary to do scientific inquiry

AT SOL S K.1: The student will investigate and observe the basic properties (color, shape, size, and texture) of objects. The students’ observations will include both verbal and pictorial representations. The student will understand that observations are made from different perspectives. The student will separate and sequence objects in a set into two groups based on a single physical attribute. The student will measure common objects with nonstandard units and construct picture graphs of data. The student will develop questions based on his/her observations, predict an unknown member in a sequence of objects, and will recognize that unusual events can occur in an activity.

Standards Paper 36

B S: Students identify common plants and animals, sense organs and their functions; simple topographical features (e.g., mountains, valleys, oceans, and rivers); the sun, Earth, and moon; heat and cold; light and shadow; common colors; and groupings of like objects.

VA SOL S K.2: Students will investigate and understand that humans have senses that allow one to seek, find, take in, and react or respond to information in order to learn about one’s surroundings. Key concepts include

five senses and corresponding sensing organs (taste – tongue, touch – skin, smell – nose, hearing – ears, and sight – eyes); andsensory descriptors (sweet, sour, bitter, salty, rough/smooth, hard/soft, cold, warm, hot, loud/soft, high/low, bright/dull).


Color.

Size.

Shape.

Texture.

NC CG S 3.03: Describe how objects look, feel, smell, taste, and sound using their own senses.

NSTA: NS.K-4.2

Properties of objects and materials

AT SOL S K.2: The student will investigate his/her surroundings using the five human sentences. The student will use sensory descriptors (sweet, sour, bitter, salty, rough/smooth, hard/soft, cold, warm, hot, loud/soft, high/low, bright/dull) in reacting to his/her environment.

Standards Paper 37

B S: An introduction to science, with an emphasis on the observation of familiar, everyday things. Instruction should encourage hands-on discovery and exploration of objects and phenomena.

VA SOL S K.3: The student will investigate and understand that magnets have an effect on some materials, make some things move without touching them, and have useful applications. Key concepts include

attraction/nonattraction, push/pull, attract/repel, and metal/nonmetal; anduseful applications (refrigerator magnet, can opener, magnetized screwdriver, and magnetic games).

NC CG S: N/A

NSTA: NS.K-4.2


Position and motion of objects

Light, heat, electricity, and magnetism

AT SOL S K.3: The student will explore and test the concept of magnetism (push/pull, attraction/repulsion, metal/nonmetal) on common items.

Standards Paper 38

B S: Students identify common plants and animals, sense organs and their functions; simple topographical features (e.g., mountains, valleys, oceans, and rivers); the sun, Earth, and moon; heat and cold; light and shadow; common colors; and groupings of like objects

VA SOL S K.4: The student will investigate and understand that the position, motion, and physical properties of an object can be described. Key concepts include

colors (red, orange, yellow, green, blue, purple), white, and black;shapes (circle, triangle, square, and rectangle) and forms (flexible/stiff, straight/curved);textures (rough/smooth) and feel (hard/soft);relative size and weight (big/little, large/small, heavy/light, wide/thin, long/short); andposition (over/under, in/out, above/below, left/right) and speed (fast/slow).


Color.

Size.

Shape.

Texture.

NSTA: NS.K-4.2



AT SOL S K.4: The student will demonstrate awareness that position, motion, and physical properties (color, shape, textures, size, weight, position, and speed) of an object can be described.

Standards Paper 39


VA SOL S K.5: The student will investigate and understand that water flows and has properties that can be observed and tested. Key concepts include

water occurs in different states (solid, liquid, gas);the natural flow of water is downhill; andsome materials float in water, while others sink.

NC CG S: N/A

NSTA: NS.K-4.2


AT SOL S K.5: The student will investigate the properties of water. The student will recognize the different states of water, its natural flow, and that some materials float, while others sink.

Standards Paper 40


VA SOL S K.6: The student will investigate and understand basic needs and life processes of plants and animals. Key concepts include

living things change as they grow, and they need food, water, and air to survive;plants and animals live and die (go through a life cycle); andoffspring of plants and animals are similar but not identical to their parents and to one another.

NC CG S 1.01: Observe and describe the similarities and differences among animals including:

Structure.

Growth.

Changes.

Movement.

NC CG S 1.02: Observe how animals interact with their surroundings.

NC CG S 1.03: Observe the behaviors of several common animals.

NC CG S 1.04: Demonstrate how to care for a variety of animals.

NSTA: NS.K-4.3

The characteristics of organisms

Life cycles of organisms

Organisms and environments

AT SOL S K.6: The student will demonstrate comprehension of the basic needs and life processes of plants and animals. The student will recognize that living things change, that food, water, and air are necessary for survival, that plants and animals live and die, that the offspring of plants and animals are similar, yet not identical, to their parents.

Standards Paper 41


VA SOL S K.7: The student will investigate and understand that shadows occur when light is blocked by an object. Key concepts include

shadows occur in nature when sunlight is blocked by an object; andshadows can be produced by blocking artificial light sources.

NC CG S: N/A

NSTA: NS.K-4.2



Light, heat, electricity, and magnetism

AT SOL S K.7: The student will explore and demonstrate understanding that shadows occur when light is blocked by an object.

Standards Paper 42

B S: An introduction to science, with an emphasis on the observation of familiar, everyday things

VA SOL S K.8: The student will investigate and understand simple patterns in his/her daily life. Key concepts include

a) weather observations;b) the shapes and forms of many common natural objects including seeds, cones, and

leaves;c) animal and plant growth; andd) home and school routines.

NC CG S 2.01: Observe and report daily weather changes throughout the year.

NC CG S 2.02: Identify different weather features including:

Precipitation. Wind. Temperature. Cloud cover.

NC CG S 2.03: Identify types of precipitation, changes in wind, force, direction and sky conditions.

NC CG S 1.01: Observe and describe the similarities and differences among animals including:

Growth

NSTA: NS.K-4.3

The characteristics of organisms Life cycles of organisms

AT SOL S K.8: The student will demonstrate awareness that patterns exist in his/her daily life, including weather observations, shapes and forms of common objects (seeds, cones, leaves, etc.), animal and plant growth, and home/school routines.

Standards Paper 43

B S: N/A

VA SOL S K.9: The student will investigate and understand that change occurs over time and rates may be fast or slow. Key concepts include

natural and human-made things may change over time; andchanges can be noted and measured.

NC CG S: N/A

NSTA: NS.K-4.6

Characteristics and changes in populations

Changes in environments

AT SOL S K.9: The student will investigate change and its results. The student will understand that natural and manmade things change over time and that changes can be noted and measured.

B S: An introduction to science, with an emphasis on the observation of familiar, everyday things

VA SOL S K.10: The student will investigate and understand that materials can be reused, recycled, and conserved. Key concepts include

a) materials and objects can be used over and over again;b) everyday materials can be recycled; andc) water and energy conservation at home and in school helps preserve resources for

future use.

NC CG S: N/A

NSTA: N/A

AT SOL S K.10: The student will discover that materials and resources can be reused, recycled, and conserved. The student will recognize that water and energy conservation both at home and in school helps preserve resources for future use.

Standards Paper 44

Conclusion

The concepts learned in kindergarten will aid students as they continue in their

educational experiences. While facts are necessary, the goal of education should be to develop

imaginative, responsible students who will positively impact their society. It is important to

follow the standards, yet it is more important to incorporate creativity and imagination in the

curriculum. Teachers are expected to meet the standards, but this should not hinder their vision

for their classroom and their students. Teachers should use the standards as a guide for

curriculum planning, but the standards are not the code of law. Standards provide a picture of

where we have been, where we are, and where we are going.

Standards Paper 45

References

Allen, Jeanne. (1997). Creating Accountability in Our Schools: Shaping Standards of Learning.

Center for Education Reform. Retrieved Sept. 14, 2007 from

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Answers Corporation. (2007). William J. Bennett. Retrieved Sept. 14, 2007 from

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Bennett, W. (1988). “A Model Curriculum for the First Eight Grades: Guidelines from James

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Standards Paper 46

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