scrabble spelling with learning standards
  Ms.
 
Students who have a spelling list of 10-20 words will be given a standard set of scrabble tiles and will be asked to do one of the following: • Use as many of the letters as they can in making the spelling list. • Make as many of the words as they can using available letters. • Make the highest points value in words as they can using the letters • Use the most letters they can in the traditional manner of a scrabble board • Make as many of the words as they can in the traditional manner of scrabble • Make the highest points value in words as they can in the traditional manner of scrabble without using a board • Make the highest points value in words as they can on the board, scoring double letter points etc. Students will additionally be asked to record their findings by liting words, values and/or copying the board onto graph paper or photocopies of the gameboard. Younger students will be asked to do the simpler tasks. After successfully completing the simpler task several times they may be asked to do a more difficult one on later spelling lists. This may be assigned to be done alone or in pairs. NYS Standards - Elementary

New York State Standards

Elementary Level

Top ART #1 ART #2 ART #3 ART #4 ELA #1 ELA #2 ELA #3 ELA #4 HPEFACS#1 HPEFACS #2 HPEFACS #3 MST #1 MST #2 MST #3 MST #4 MST #5 MST #6 MST #7 SS #1 SS #2 SS #3 SS #4 SS #5

New York State ELA #1

Students will read, write, listen, and speak for information and understanding.

As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

Key Idea: Listening and Reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Performance Indicators

Students:

  1. interpret and analyze information from textbooks and nonfiction books for young adults, as well as reference materials, audio and media presentations, oral interviews, graphs, charts, diagrams, and electronic data bases intended for a general audience.
    • Students who will be using tiles to fill in a traditional scrabble board will need to refer to the game instructions.

Key Idea: Speaking & Writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one’s own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

New York State ELA #2

Students will read, write, listen, and speak for literary response and expression.

Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.

Key Idea: Listening and Reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Performance Indicators

Students:

  1. read and view texts and performances from a wide range of authors, subjects, and genres
    • Students may need to refer to the rules of scrabble.
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Key Idea: Speaking & Writing for literary response involves presenting interpretations, analysis, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

  1. use standard English effectively.
    • Students will spell their spelling words correctly.

New York State ELA #3

Students will read, write, listen, and speak for critical analysis and evaluation.

As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Key Idea: Listening and Reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

Performance Indicators

Students:

  1. analyze, interpret, and evaluate information, ideas, organization, and language from academic and nonacademic texts, such as textbooks, public documents, book and movie reviews, and editorials.
    • Students may be reading scrabble instsructions.

Key Idea: Speaking & Writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based.

Performance Indicators

Students:

  1. present (in essays, position papers, speeches, and debates) clear analysis of issues, ideas, texts, and experiences, supporting their positions with well-developed arguments.
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Top ELA #1 ELA #2 ELA #3 ELA #4

New York State ELA #4

Students will read, write, listen, and speak for social interaction.

Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Key Idea: Listening and speaking Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Performance Indicators

Students:

  1. express ideas and concerns clearly and respectfully in conversations and group discussions.
    • If working in pairs students may be having discussions on strategies.

Key Idea: Reading & Writing Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

Performance Indicators

Students:

  1. read and discuss social communications and electronic communications of other writers and use some of the techniques of those writers in their own writing.
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New York State Health, Physical Education, Family and Consumer Sciences Standards

Elementary Level

Top HPEFACS #1 HPEFACS #2 HPEFACS #3

New York State Health, Physical Education, Family and Consumer Sciences #1

Students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health.

Health Education

  1. Key Idea: Students will understand human growth and development and recognize the relationship between behaviors and healthy development. They will understand ways to promote health and prevent disease and will demonstrate and practice positive health behaviors.

Physical Education

  1. Key Idea: Students will perform basic motor and manipulative skills. They will attain competency in a variety of physical activities and proficiency in a few select complex motor and sports activities. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition.

  1. understand the relationship between physical activity and individual well being.
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Family and Consumer Sciences

  1. Key Idea: Students will use an understanding of the elements of good nutrition to plan appropriate diets for themselves and others. They will know and use the appropriate tools and technologies for safe and healthy food preparation.

  1. use simple household tools safely to perform a variety of everyday tasks.
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  1. recognize how a family contributes to personal health.
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Top HPEFACS #1 HPEFACS #2 HPEFACS #3

New York State Health, Physical Education, Family and Consumer Sciences #2

Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment.


Health Education

  1. Key Idea: Students will demonstrate personally and socially responsible behaviors. They will care for and respect themselves and others. They will recognize threats to the environment and offer appropriate strategies to minimize them.

Performance Indicators

Students

  1. understand basic safety rules.
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  1. recognize potentially dangerous situations and know how to avoid or reduce their risk.
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  1. know some personal and social skills which contribute to individual safety.
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  1. recognize characteristics of the environment that contribute to health.
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Physical Education

  1. Key Idea: Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the opportunity for enjoyment, challenge, self- expression, and communication. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants.

Performance Indicators

Students

  1. contribute to a safe and healthy environment by observing safe conditions for games, recreation, and outdoor activities.
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  1. come to know and practice appropriate participant and spectator behaviors to produce a safe and positive environment.
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  1. work constructively with others to accomplish a variety of goals and tasks.
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  1. know how injuries from physical activity can be prevented or treated.
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  1. demonstrate care, consideration, and respect of self and others during physical activity.
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Family and Consumer Sciences

  1. Key Idea: Students will know the basic principles of home and community safety. They can demonstrate the skills necessary to maintain their homes and workplaces in a safe and comfortable condition. They can provide a safe and nurturing environment for themselves and others.

Performance Indicators

Students

  1. understand some basic requirements of nurturing people of various ages, and demonstrate appropriate ways to interact with them.
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  1. know some conditions necessary for a safe and healthy home and school environment and recognize the various ways individuals contribute to that environment.
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Top HPEFACS #1 HPEFACS #2 HPEFACS #3

New York State Health, Physical Education, Family and Consumer Sciences #3

Students will understand and be able to manage their personal and community resources.

Health Education

  1. Key Idea: Students will understand the influence of culture, media, and technology in making decisions about personal and community health issues. They will know about and use valid health information, products, and services. Students will advocate for healthy families and communities.

Performance Indicators

Students

  1. understand basic safety rules.
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  1. understand how culture contributes to individual family and community beliefs and practices affecting health.
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  1. know how to access help when illness, injury, or emergency situations occur.
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  1. recognize how the media influences health choices.
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Physical Education

  1. Key Idea: Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. They will be informed consumers and be able to evaluate facilities and programs. Students will also be aware of some career options in the field of physical fitness and sports.

Performance Indicators

Students

  1. know that resources available at home and in the community offer opportunities to participate in and enjoy a variety of physical activities in their leisure time.
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  1. become discriminating consumers of fitness information, health-related fitness activities in their communities, and fitness and sports equipment.
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  1. demonstrate the ability to apply the decision making process to physical activity.
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Family and Consumer Sciences

  1. Key Idea: Students will understand and be able to manage personal resources of talent, time, energy, and money and make effective decisions in order to balance their obligations to work, family, and self. They will nurture and support positive relationships in their homes, workplaces, and communities. They will develop and use their abilities to contribute to society through pursuit of a career and commitment to long-range planning for their personal, professional, and academic futures. They will know and access community resources.

Performance Indicators

Students

  1. understand the kinds of resources available in their community and make informed decisions related to their own use.
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  1. understand how people acquire, use, and protect money and recognize some factors that influence spending.
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  1. know the different jobs in their communities and the contributions made by individuals performing those jobs.
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Top HPEFACS #1 HPEFACS #2 HPEFACS #3

New York State MST #1 - Mathematics

Students will: use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.

Mathematical Analysis

  1. Key Idea: Abstraction and symbolic representation are used to communicate mathematically.

Performance Indicators

Students will

  1. Use special mathematical notation and symbolism to communicate in mathematics and to compare and describe quantities, express relationships, and relate mathematics to their immediate environments.
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  1. Key Idea: Deductive and inductive reasoning are used to reach mathematical conclusions.

Performance Indicators

Students will

  1. use simple logical reasoning to develop conclusions, recognizing that patterns and relationships present in the environment assist them in reaching these conclusions.
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  1. Key Idea: Critical thinking skills are used in the solution of mathematical problems.

Performance Indicators

Students will

  1. explore and solve problems generated from school, home, and community situations, using concrete objects or manipulative materials when possible.
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Scientific Inquiry

  1. Key Idea: The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing, creative process.

Performance Indicators

Students will

  1. ask "why" questions in attempts to seek greater understanding concerning objects and events they have observed and heard about.
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  1. question the explanations they hear from others and read about, seeking clarification and comparing them with their own observations and understandings.
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  1. develop relationships among observations to construct descriptions of objects and events and to form their own tentative explanations of what they have observed.
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  1. Key Idea: Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.

Performance Indicators

Students will

  1. develop written plans for exploring phenomena or for evaluating explanations guided by questions or proposed explanations they have helped formulate.
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  1. share their research plans with others and revise them based on their suggestions.
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  1. carry out their plans for exploring phenomena through direct observation and through the use of simple instruments that permit measurements of quantities (e.g., length, mass, volume, temperature, and time).
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  1. Key Idea: The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into phenomena.

Performance Indicators

Students will

  1. organize observations and measurements of objects and events through classification and the preparation of simple charts and tables.
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  1. interpret organized observations and measurements, recognizing simple patterns, sequences, and relationships.
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  1. share their findings with others and actively seek their interpretations and ideas.
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  1. adjust their explanations and understandings of objects and events based on their findings and new ideas.
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Engineering Design

  1. describe objects, imaginary or real, that might be modeled or made differently and suggest ways in which the objects can be changed, fixed, or improved.
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  1. investigate prior solutions and ideas from books, magazines, family, friends, neighbors, and community members.
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  1. generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.
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  1. plan and build, under supervision, a model of the solution using familiar materials, processes, and hand tools.
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  1. discuss how best to test the solution; perform the test under teacher supervision; record and portray results through numerical and graphic means; discuss orally why things worked or didn't work; and summarize results in writing, suggesting ways to make the solution better.
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New York State MST #2 - Information Systems

Students will access, generate, process, and transfer information using appropriate technologies.

  1. Key Idea: Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.

Performance Indicators

Students will

  1. Key Idea: Knowledge of the impacts and limitations of information systems is essential to its effective and ethical use.

Performance Indicators

Students will

  1. describe the uses of information systems in homes, schools, and businesses.
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  1. demonstrate ability to evaluate information.
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  1. Key Idea: Information technology can have positive and negative impacts on society, depending upon how it is used.

Performance Indicators

Students will

New York State MST #3 - Mathematics

Students will: understand mathematics and become mathematically confident by communicating and reasoning mathematically, by applying mathematics in real-world settings, and by solving problems through the integrated study of number systems, geometry, algebra, data analysis, probability, and trigonometry.

  1. Mathematical Reasoning

Key Idea: Students use MATHEMATICAL REASONING to analyze mathematical situations, make conjectures, gather evidence, and construct an argument.

Performance Indicators

Students will

  1. use models, facts, and relationships to draw conclusions about mathematics and explain their thinking.
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  1. use patterns and relationships to analyze mathematical situations.
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  1. justify their answers and solution processes.
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  1. use logical reasoning to reach simple conclusions.
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  1. Number Sense & Numeration

Key Idea: Students use number sense and numeration to develop an understanding of multiple uses of numbers in the real world, use of numbers to communicate mathematically, and use of numbers in the development of mathematical ideas.

Performance Indicators

Students will

  1. use whole numbers and fractions to identify locations, quantify groups of objects, and measure distances.
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  1. Mathematical Operations & Relationships

Key Idea: Students use MATHEMATICAL OPERATIONS and RELATIONSHIPS among them to understand mathematics.

Performance Indicators

Students will

  1. add, subtract, multiply, and divide whole numbers.
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    • Students will be adding.
  1. develop strategies for selecting the appropriate computational and operational method in problem- solving situations.
    • Students will be determing the best scores.
  1. know single digit addition, subtraction, multiplication, and division facts.
    • Students will be using addition to determin the best solutioin.

  1. Mathematical Modeling/ Multiple Representation

Key Idea: Students use mathemataical modeling/multiple representation to provide a means of presenting, interpreting, communicating, and connecting mathematical information and relationships.

Performance Indicators

Students will

  1. construct tables, charts, and graphs to display and analyze real-world data.
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  1. Measurement

  1. collect and display data.
  1. use statistical methods such as graphs, tables, and charts to interpret data.
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  1. Patterns and Functions

Key Idea: Students use patterns and functions to develop mathematical power, appreciate the true beauty of mathematics, and construct generalizations that describe patterns simply and efficiently.

Performance Indicators

Students will

  1. represent and describe mathematical relationships.
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Performance Indicators

Students will

Top MST #1 MST #2 MST #3 MST #4 MST #5 MST #6 MST #7


New York State MST #5

Students will: understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

  1. Engineering Design

Key Idea: Engineering design is an iterative process involving modeling and optimization used to develop technological solutions to problems within given constraints.

Performance Indicators

Students will

  1. generate ideas for possible solutions, individually and through group activity; apply age-appropriate mathematics and science skills; evaluate the ideas and determine the best solution; and explain reasons for the choices.
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  1. Impacts of Technology

Performance Indicators

Students will

  1. Management of Technology

Performance Indicators

Students will

New York State MST #6

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.

  1. Systems Thinking

Key Idea: Through systems thinking, people can recognize the commonalities that exist among all systems and how parts of a system interrelate and combine to perform specific functions.

  1. Models

Performance Indicators

Students will

  1. Magnitude and Scale

Key Idea: The grouping of magnitudes of size, time, frequency, and pressures or other units of measurement into a series of relative order provides a useful way to deal with the immense range and the changes in scale that affect the behavior and design of systems.

Performance Indicators

Students will

  1. Patterns of Change

Key Idea: Identifying patterns of change is necessary for making predictions about future behavior and conditions.

Performance Indicators

Students will

  1. use simple instruments to measure such quantities as distance, size, and weight and look for patterns in the data.
    • Students may be counting tiles or points values.

  1. Optimization

Key Idea: In order to arrive at the best solution that meets criteria within constraints, it is often necessary to make trade-offs.

Performance Indicators

Students will

  1. determine the criteria and constraints of a simple decision making problem.
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  1. use simple quantitative methods, such as ratios, to compare costs to benefits of a decision problem.
    • Students will make choices concerning letter and word choices. For example: one word may be shorter or use enough letters so that an additional word cannot be made, but because it uses a very high value letter it may be the best choice if counting points.

New York State MST #7

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.

  1. Connections

Key Idea: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.

Performance Indicators

Students

  1. analyze science/technology/society problems and issues that affect their home, school, or community, and carry out a remedial course of action.
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  1. make informed consumer decisions by applying knowledge about the attributes of particular products and making cost/benefit tradeoffs to arrive at an optimal choice.
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  1. design solutions to problems involving a familiar and real context, investigate related science concepts to inform the solution, and use mathematics to model, quantify, measure, and compute.
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  1. Elementary Skills and Strategies for Interdisciplinary Problem Solving

  1. Generating and Analyzing Ideas: Developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
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  1. Realizing Ideas: Constructing components or models, arriving at a solution, and evaluating the result.
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Last updated  2011/09/19 18:43:54 EDTHits  710