PA Standards

D. Identify the basic ideas and facts in text using strategies (e.g. prior knowledge, illustrations and headings) and information from other sources to make predictions about text.

G. Demonstrate after reading understanding and interpretation of both fiction and nonfiction text.

· Summarize the major ideas, themes or procedures of the text.

· Clarify ideas and understandings through rereading and discussion.

1.1.8. Grade 8

D. Identify basic facts and ideas in text using specific strategies (e.g. recall genre characteristics, set a purpose for reading, generate essential questions as aids to comprehension and clarify understanding through rereading and discussion.)

1.2 Reading Critically in All Content Areas

1.2.3. Grade 3

A. Read and understand essential content of informational texts and documents in all academic areas.

· Differentiate fact from opinion across texts.

1.2.5. Grade 5

A. Read and understand essential content of informational texts and documents in all academic areas.

· Differentiate fact from opinion across texts.

1.2.8. Grade 8

A. Read and understand essential content of informational texts and documents in all academic areas.

· Differentiate fact from opinion utilizing resources that go beyond traditional text (e.g. newspapers, magazines and periodicals) to electronic media.

1.2.11. Grade 11

A. Read and understand essential content of informational texts and documents in all academic areas.

· Differentiate fact from opinion across a variety of texts by using complete and accurate information, coherent arguments and points of view.

1.3 Types of Writing

1.4.3 Grade 3

B. Write an opinion and support it with facts.

1.6 Speaking and Listening

1.6.5. Grade 5

A. Listen to others.

· Ask pertinent questions.

· Distinguish relevant information, ideas and opinions from those that are irrelevant.

C. Contribute to discussions.

· Ask relevant questions.

· Respond with relevant information or opinions to questions asked.

· Listen to and acknowledge the contribution of others.

· Adjust involvement to encourage equitable participation.

· Give reasons for opinions.

· Summarize, when prompted.

D. Participate in small and large group discussions and presentations.

· Participate in everyday conversation.

· Present an oral reading.

· Deliver research reports.

· Conduct interviews.

· Plan and participate in group presentations.

· Contribute to informal debates.

E. Use media for learning purposes.

· Compare information received on television with that received on radio or in newspapers.

1.6.8. Grade 8

A. Listen to others.

· Ask probing questions.

· Analyze information, ideas and opinions to determine relevancy.

D. Contribute to discussions.

· Ask relevant, probing questions.

· Respond with relevant information, ideas or reasons in support of opinions expressed.

· Listen to and acknowledge the contribution of others.

· Adjust tone and involvement to encourage equitable participation.

· Clarify, illustrate or expand on a response when asked.

· Present support for opinions.

· Paraphrase and summarize, when prompted.

E. Participate in small and large group discussions and presentations.

· Initiate everyday conversation.

· Select a topic and present an oral reading.

· Conduct interviews as part of the research process.

· Organize and participate in informal debates.

F. Use Media for learning purposes.

· Describe how the media provides information that is sometimes accurate, sometimes biased based on a point of view or by the opinion or beliefs of the presenter.

PENNSYLVANIA DEPARTMENT

OF EDUCATION

PROPOSED ACADEMIC STANDARDS FOR HEALTH, SAFETY, AND PHYSICAL EDUCATION

ADDRESSED BY:

THE RELATIONSHIP IMPROVEMENT SKILLS PROGRAM

10.1 Concepts of Health

10.1.6. Grade 6

D. Explain factors that influence childhood and adolescent drug use:

· Peer influence.

· Body image (e.g. steroids, enhancers)

· Social acceptance

· Stress

· Media influence

· Decision-making/refusal skills

10.1.9. Grade 9

A. Analyze factors that impact growth and development between adolescence and adulthood.

· Relationships (e.g., dating, friendships, peer pressure)

· Interpersonal communication

· Risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)

· Abstinence, STD and HIV prevention

B. Analyze factors that impact nutritional choices of adolescents.

· Decision-making/refusal skills

· Professional assistance (e.g., medical, counseling, support groups)

E. Analyze how personal choice, disease and genetics can impact health maintenance and disease prevention.

10.1.12.1 Grade 12

C. Evaluate issues relating to the use/nonuse of drugs.

· Psychology of addiction

· Social impact (e.g., cost, relationships)

· Laws relating to alcohol, tobacco and chemical substances

· Impact on the individual

· Impact on the community

10.2. Healthful Living

10.2.9 Grade 9

B. Analyze the relationship between health-related information and adolescent consumer choices.

· Tobacco products

10.3. Physical Activity

10.3.6 Grade 6

D. Identify and describe positive and negative interactions of group members in physical activities.

· Leading

· Following

· Teamwork

· Etiquette

· Adherence to rules

10.3.9 Grade 9

C. Analyze the effects of regular participation in moderate to vigorous physical activities in relation to adolescent health improvement.

· Stress reduction

D. Analyze the effects of positive and negative interactions of adolescent group members in physical activities.

· Group dynamics

10.5. Safety and Injury Prevention

10.5.9. Grade 9

A. Analyze the role of individual responsibility for safe practices and injury prevention in the home, school and community.

· Violence prevention in school

B. Analyze and apply strategies to avoid or manage conflict and violence during adolescence.

· Effective negotiation

PENNSYLVANIA DEPARTMENT OF EDUCATION

PROPOSED ACADEMIC STANDARDS FOR FAMILY AND CONSUMER SCIENCE

ADDRESSED BY:

THE RELATIONSHIP IMPROVEMENT SKILLS PROGRAM

11.2. Balancing Family, Work and Community Responsibility

11.2.3. Grade 3

G. Identify how to resolve conflict using interpersonal communications skills.

· Speaking and listening

· I messages

· Active listening

· Checking for understanding

· Following directions

· Empathy

· Feedback

11.2.6. Grade 6

A. Contrast the solutions reached through the use of a simple decision making process that includes analyzing consequences of alternative solutions against snap decision making methods.

B. Classify the components of effective teamwork and leadership.

11.2.9. Grade 9

A. Solve dilemmas using a practical reasoning approach

· Identify situation

· Identify reliable information

· List choices and examine the consequences of each

· Develop a plan of action

· Draw conclusions

· Reflect on decisions

B. Assess the effectiveness of the use of teamwork and leadership skills in accomplishing the work of the family.

H. Justify the significance of interpersonal communication skills in the practical reasoning method of decision making.

11.2.12. Grade 12

A. Justify solutions developed by using practical reasoning skills.

B. Analyze teamwork and leadership skills and their application in various family and work situations.

C. Evaluate the effectiveness of using interpersonal communication skills to resolve conflict.

It's wake up Time!!!

Time To

stop sign

violence

}at school

}on the job

}at home

}in our society!

TIME TO

R.I.Sk-IT!

Activities

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