Sunshine State Standards PreK-2 - paec.org

1 Florida s Sunshine State StandardsThe Sunshine State Standards are the centerpiece of a reform effort in Florida to aligncurriculum, instruction and assessment. The Standards are benchmarked at the developmentallevels of PreK-2 , 3-5, 6-8, 9-12 for the subjects of language arts, mathematics, science, socialstudies, the arts, health and physical education and foreign languages. They identify whatstudents should know and be able to do to for 21st century and are thus both content standardsand performance Standards . The Standards delineate the academic achievement for which thestate will hold schools accountable. School districts are required to provide instruction in thestandards and to incorporate them into their Pupil Progression Plans.

2 In early 1999 the DOEproduced recommended student achievement expectations for each grade K-8. These gradelevel expectations will form the basis of an expanded State assessment program testing eachgrade 3-10 in reading and is both State and locally guided. Districts and schools have the responsibilityof designing instruction to teach the State Standards . To assist them, the Department ofEducation has developed a number of implementation tools. Florida Curriculum Frameworkspresent the content Standards with sample performance descriptions and correlation s toEducation Goal 3 s SCANS-like process Standards as well as overviews of best practices ininstruction, curriculum development, interdisciplinary instruction, classroom assessment andprogram improvement.

3 The frameworks have been distributed to every district, school, collegeof education, universities, teacher-preparation institutions, community colleges and others inprint and on CD-ROM. An elementary version addressing all subjects became available earlyin 1999. Selected State course descriptions for grades 6-12 incorporate the Standards and areavailable on CD and on the Internet. The Curriculum Planning Tool, software to write learningactivities correlated to the Standards is available on the Internet, as is a new data base of samplelearning activities. Training on using the CPT is available from the Area Centers forEducational Enhancement. A multimedia best practice series on CD-ROM is underdevelopment, and products in math and social studies are completed.

4 An online FCAT practiceand instruction program is under development. Most of these products are accessible on theInternet at the DOE home page: number of DOE-developed training programs are available which address awareness of thestandards initiative; local curriculum development; improving instruction; connections betweencurriculum, instruction and assessment; authentic assessment tools; assessing students withdisabilities. Public engagement strategies have been implemented to inform educators,students, parents, business persons and citizens of the Sunshine State Standards . Publishers arenow required to correlate instructional materials submitted for State adoption to the school districts have developed curriculum guides and learning activities for thestandards.

5 Technical assistance is provided by DOE, district, school and university staff. AreaCenters for Educational Enhancement have been established in 6 regions to focus oncollaboration between universities, districts and consortia in providing technical assistance andtraining for implementing the State Standards and to assist critically low achieving ArtsReadingStandard 1: The student uses the reading process what a passage is about based on its title and words and constructs meaning from text, illustrations, graphics, andcharts using the strategies of phonics, word structure, and context knowledge of appropriate grade-, age-, and developmental-level vocabulary comprehension by rereading, retelling, and 2:The student constructs meaning from a wide range of the main idea or essential message from text and identifies material to read for for information to use in performing a task and learning a new strategies to use to discover whether information presented in a text is true,including asking others and checking another simple materials of the reference system to obtain information.

6 WritingStandard 1:The student uses writing processes a plan for writing that includes a central idea and related and revises simple sentences and passages, stories, letters, and simple expla-nations that:*express ideas clearly;*show an awareness of topic and audience;*have a beginning, middle, and ending;*effectively use common words;*have supporting detail; andGrades PreK-21*are in legible final simple documents that have been edited for:*correct spelling;*appropriate end punctuation;*correct capitalization of initial words, I, and names of people;*correct sentence structure; and*correct usage of age-appropriate verb/subject and noun/pronoun 2:The student writes to communicate ideas and information questions and observations about familiar topics, stories, or new knowledge and experience to tell about experiences or to write for familiaroccasions, audiences, and basic computer skills for writing, such as basic word-processing techniquessuch as keying words, copying, cutting, and pasting; using e-mail.

7 Accessing andusing basic educational software for simple sets of instructions for simple tasks using logical sequencing , Viewing, and SpeakingStandard 1:The student uses listening strategies for a variety of informational purposes, including curiosity, pleasure, gettingdirections, performing tasks, solving problems, and following personal preferences in listening to literature and other on a conversation with another person, seeking answers and further explana-tions of the other s ideas through questioning and specific details of information heard, including sequence of 2:The student uses viewing strategies the main idea in a nonprint simple nonverbal cues, such as use of eye contact, smiles, simple 3:The student uses speaking strategies clearly and at a volume audible in large- or small-group questions to seek answers and further explanation of other people s effectively in conversations with eye contact and simple gestures to enhance 1:The student understands the nature of basic patterns in and functions of language (patterns such as characteris-tic sounds and rhythms and those found in written forms; functions such as askingquestions, expressing oneself, describing objects or experience, and explaining).

8 The differences between language that is used at home and languagethat is used at 2:The student understands the power of that word choice can shape ideas, feelings, and actions. and uses repetition, rhyme, and rhythm in oral and written that use of more than one medium increases the power to influence howone thinks and the various types of mass media (including billboards, newspapers, radio,and television).LiteratureStandard 1:The student understands the common features of a variety of literary the basic characteristics of fables, stories, and the story elements of setting, plot, character, problem, and 2:The student responds critically to fiction, nonfiction, poetry, and personal perspective in responding to a work of literature, such as relatingcharacters and simple events in a story or biography to people or events in his orher own rhymes, rhythm, and patterned structures in children s Sense, Concepts, and OperationsStandard 1.

9 The student understands the different ways numbers are represented and used in the verbal names, written word names, and standard numerals with thewhole numbers less than the relative size of whole numbers between 0 and objects to represent whole numbers or commonly used fractions and relatesthese numbers to real-world that whole numbers can be represented in a variety of 2:The student understands number and applies the concepts of counting (by 2s, 3s, 5s, 10s, 25s, 50s), group-ing, and place value with whole numbers between 0 and number patterns and the relationships among counting, grouping, and placevalue strategies to demonstrate an understanding of the whole number 3:The student understands the effects of operations on numbers and the relationships amongthese operations, selects appropriate operations, and computes for problem and explains the effects of addition and subtraction on whole numbers,including the inverse (opposite) relationship of the two the appropriate operation to solve specific problems involving addition andsubtraction of whole and subtracts whole numbers to solve real-world problems using appropriatemethods of computing, such as objects, mental mathematics, paper and pencil, 4:The student uses estimation in problem solving and and justifies estimates for real-world 5:The student understands and applies theories related to numbers.

10 And models numbers as even or 1:The student measures quantities in the real world and uses the measures to solve and describes basic measurement concepts including length, weight, digitaland analog time, temperature, and standard customary and metric (centimeter, inch) and nonstandard units, suchas links or blocks, in measuring real 2:The student compares, contrasts, and converts within systems of measurement (both stan-dard/nonstandard and metric/customary). direct (measured) and indirect (not measured) comparisons to order objectsaccording to some measurable characteristics (length, weight). the need for a uniform unit of measure to communicate in 3:The student estimates measurements in real-world problem a variety of strategies, estimates lengths, widths, time intervals, and moneyand compares them to actual measurements.