SD Content Standards Correlation

Students will write effectively for different audiences and specific purposes.

Indicator 1: Students will use appropriate mechanics, usage, and conventions of language.

2. use the writing process to create short stories, paragraphs, and poems.
3. begin sentences with capital letters and use ending punctuation in final copies.
4. use descriptive words when writing about people, places, things, and events.

1. distinguish between complete and incomplete sentences.
2. use correct grammar in a variety of sentence structures.
3. use appropriate vocabulary and descriptive words in written work.
4. use correct spelling of frequently used words in final copies.

Indicator 2: Students will use appropriate style, organization, and form in technical, transactional, creative, and personal writing.

3. use pictures and words to tell a story.

1. write brief narratives describing personal experience.

1. use the writing process to generate various forms of writing, e.g., notes, letters, stories.
2. use appropriate format in friendly and business letters.
3. write for various audiences, e.g., self, classmates, family, school.
4. write to accomplish different purposes, e.g., share, inform, invite.

Indicator 4: Students will write to clarify and enhance understanding of information.

Students will use critical listening and viewing skills in various situations and for a variety of purposes.

Indicator 1: Students will use various listening and viewing strategies in social, academic, and occupational situations.

1. follow various one and two step directions.
2. take turns in conversations and group situations.
3. use appropriate volume and tone of voice when responding to others.

2. recognize and demonstrate the importance of focusing on the speaker when listening.
3. use appropriate volume and tone of voice when responding to others.
4. summarize what others say with courtesy and respect.

1. follow three and four step oral directions.
2. summarize main points presented with courtesy and respect when responding to others.
4. use appropriate words and expressions when responding to the actions or statements of others.

Students will speak effectively in a variety of formal and informal situations.

Indicator 1: Students will use the appropriate structure and sequence to best express ideas and convey information.

1. retell an experience in logical sequence.
2. participate in choral speaking and recite short poems, rhymes, songs, and stories with repeated patterns.

1. tell/retell stories in a logical order or sequence.
2. participate in a variety of oral language activities, e.g., role playing, pantomime, choral speaking.

1. report on various topics using appropriate facts and details.
2. create and participate in oral dramatic activities.

Indicator 2: Students will use appropriate language and style for a variety of social, occupational, formal, and informal situations.

2. follow simple rules for conversations, e.g., taking turns.

4. follow simple rules for conversation, e.g., taking turns, staying on topic.

2. make simple introductions and greetings using appropriate language.

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Students will understand health promotion and disease prevention concepts and practices.

Indicator 3: Students will analyze how medical research, government agencies, and public health policies influence health promotion and disease prevention.

2. describe safety rules in school and the community, e.g., crossing the street, wearing a bike helmet, using seat belts.

2. describe the importance of following safety procedures in the school, home, and community.

2. describe the importance and function of safety procedures in the school, home, and community.

Students will understand the benefits of practicing health-enhancing behaviors that reduce health risks.

Indicator 1: Students will evaluate health-enhancing behaviors that promote wellness.

2. describe how one can be a friend
3. identify personal behavior that promotes health, e.g., adequate rest, bicycle safety,

2. describe qualities of a good friend
3. describe ways to stay well, e.g., good eating habits, using safety equipment.

2. examine good and bad friendships
3. determine possible solutions for overcoming harmful or risky behavior.

Students will use interpersonal communication skills to enhance personal health.

Indicator 1: Students will evaluate how communication affects relationships with family, peers, and community.

1. list ways to be caring, courteous, and respectful.
3. explore how to listen attentively.

3. identify verbal and non-verbal communication skills.

3. demonstrate attentive listening skills and clear communication skills regarding health situations.

Indicator 2: Students will evaluate and select effective communication skills, which enhance personal health.

1. explore positive ways to express needs, wants, and feelings.
2. explore ways to describe oneself, e.g., self portrait/drawings, collage.

1. Show positive ways to express needs, wants, and feelings.
2. identify personal skills and talents.

1. model positive ways to express needs, wants, and feelings.

Indicator 3: Students will analyze conflict and engage in healthy communication and resolution strategies.

1. define anger and how anger affects people.
2. explore and define cooperation.

1. demonstrate ways of handling anger.
2. describe ways to be cooperative.

1. define conflict and cite examples of solving conflict.
2. demonstrate ways to be cooperative.

Students will contribute to the health of their families, peers, schools, communities, and the environment.

Indicator 2: Students will evaluate the impact of strategies used to address community and environmental health issues.

3. name classroom rules/strategies which promote health, e.g., fire and tornado drills.

1. identify a specific classroom health issue and explore solutions, e.g., sharing water bottles, trash.

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Indicator 3: Students will use various strategies and techniques to improve writing quality.

7. maintain a personal writing journal or folder.

7. maintain a personal writing journal or folder.

7. maintain a personal writing journal or folder.

Students will use critical listening and viewing skills in various situations and for a variety of purposes.

Indicator 1: Students will use various listening and viewing strategies in social, academic, and occupational situations.

1. listen and respond thoughtfully and respectfully to others.
2. listen attentively by making eye contact and facing the speaker.
5. use descriptive words when responding to the actions of others in problem-solving/

conflict resolution situations.

1. respond courteously and respectfully to the ideas and thoughts of others.
2. listen and share responses in group learning activities.
5. listen in group settings to aid in specifying goals, devising solutions, and choosing

the best course of action.

1. understand the appropriateness of various listening behaviors in different social situations, e.g., plays, concerts, lectures, talking with friends.
5. use active listening skills when determining goals, responsibilities, and progress in various group settings.

Students will speak effectively in a variety of formal and informal situations.

Indicator 1: Students will use appropriate structure and sequence to best express ideas and convey information.

1. make brief descriptive presentations that use concrete details to describe people, places, things, or experiences.
4. organize and present ideas so that others can understand the message.

1. make narrative and informative presentations that provide facts, details, examples, and descriptions.
2. present effective introductions and conclusions that guide and inform the listener.

2. deliver presentations that describe a situation and establish connections between cause and effect.
4. use listener response to determine clarity of message.

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Students will understand health promotion and disease prevention concepts and practices.

Indicator 2: Students will evaluate the impact of mental, emotional, social and physical health on various interrelated body systems.

4. examine safety and health regulations that affect self and family.

4. practice safety procedures and health regulations that affect self, family, and community.

4. develop a plan that addresses health risks and safety procedures.

Indicator 3: Students will analyze how medical research, government regulations, and public health policies influence health promotion and disease prevention.

3. examine safety and health regulations that affect self and family.

3. practice safety procedures and health regulations that affect self, family, and community.

3. develop a plan that addresses health risks and safety procedures.

Students will understand the benefits of practicing health-enhancing behaviors which reduce health risks.

Indicator 1: Students will evaluate health-enhancing behaviors which promote wellness.

2. examine the positive or negative influence of friends.

2. describe how friends can positively or negatively influence one’s behavior.
3. list appropriate methods to deal with everyday problems, e.g., talk to a teacher/adult.

3. determine how peers can influence individual and/or group behavior.
4. select and use appropriate strategies to deal with everyday problems, e.g., coping skills.

Students will use interpersonal communication skills to enhance personal health.

Indicator 1: Students will evaluate how communication affects relationships with family, peers, and community.

1. identify the characteristics of a responsible friend or family member.
3. recognize appropriate verbal and nonverbal communication, e.g., facial expressions, gestures.
4. explore ways to communicate with peers.

1. recognize differences in how family and friends communicate.
3. explore the use of appropriate verbal and nonverbal communication.

3. model effective verbal and nonverbal communication.

Students will contribute to the health of their families, peers, schools, communities, and the environment.

Indicator 3: Students will advocate and support practices which promote a healthy community and environment.

1. identify characteristics of a positive role model.

1. explain how being a positive role model helps others make healthy choices.
2. describe why communication is necessary between home and school, e.g., facts about nutrition, rest, and school performance.

Students will write effectively for different audiences and specific purposes.

Indicator 3: Students will use various strategies and techniques to improve writing quality.

4. use feedback to improve word choice and organization and consistency in paragraphs
5. implement various stages of the writing process, e.g., brainstorming, outlining, clustering, drafting, revising, editing, publishing.
6. maintain a personal writing journal or portfolio to record personal ideas, observations, and experiences.

Seventh Grade

4. use feedback from others to revise for clarity, logic, organization, and word choice.
5. use an established process in preparing written text, e.g., prewriting, drafting, revising, editing, and publishing.
6. maintain a personal writing journal or portfolio to demonstrate writing improvement.

5. use feedback from peers/others to revise for content, word choice, organization, and transitions among paragraphs.
6. use a variety of techniques to generate, draft, revise, edit, and publish texts.
7. use personal experience to define and add meaning to written work.
8. maintain a personal writing journal or portfolio to monitor writing progress.

Indicator 1: Students will utilize various listening and viewing strategies in social, academic, and occupational situations.

1. describe appropriate listening behaviors in various social situations, e.g., concerts, plays, classrooms.
3. summarize, respond to, and evaluate group activities.

1. demonstrate appropriate listening behaviors in various social situations, e.g., school events, assemblies, classrooms.
3. use appropriate listening and interpersonal skills in various group situations, e.g., goal setting, assigning responsibilities.
4. understand the use of non-verbal skills when communicating with others, e.g., eye contact, posture, gestures.

1. use appropriate listening skills in various large and small group settings, e.g., school sponsored concerts, plays, team projects.
3. use listening skills in group settings to share responsibility for a team project, set goals, choose solutions, monitor progress, and meet goals.

Students will speak effectively in a variety of formal and informal situations.

Indicator 1: Students will use the appropriate structure and sequence to best express ideas and convey information.

1. emphasize important points to assist the listener in following main ideas and concepts.
5. use feedback from listeners to improve speaking delivery.

1. communicate ideas and information in an organized manner to support a specific purpose.
5. use audience feedback to reconsider and modify the organizational structure/plan of of an oral presentation.

2. 2. shape information to achieve a particular purpose, matching message to audience and purpose.
5. use audience feedback to reconsider and modify the organizational structure/plan of an oral presentation.

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Students will understand the benefits of practicing health-enhancing behaviors which reduce health risks.

Indicator 1: Students will evaluate health-enhancing behaviors which promote wellness.

3. utilize various techniques to promote life-long wellness, e.g., stress management, wearing seatbelts/helmets.

Students will use interpersonal communication skills to enhance personal health.

Indicator 1: Students will evaluate how communication affects relationships with family, peers, and community.

1. identify communication skills necessary for meaningful interpersonal relationships, e.g., being honest and respectful.
2. recognize that communication is different within the family, with peers, and/or in public.
3. examine communication skills which lead to empowerment in various situations, e.g., e.g., persuading others to handle conflict nonviolently.

1. investigate communication skills necessary for positive, worthwhile interpersonal relationships, e.g., building and maintaining open lines of communication.
2. describe various ways communication is different within the family, with peers, and/or in public.

1. use communication skills necessary for positive, meaningful interpersonal relationships.
2. analyze why communication is different or varies within the family, with peers, and/or in public.
3. demonstrate techniques which improve clarity and effectiveness of interpersonal communication in various situations, e.g., eye contact, reflective listening.

Students will contribute to the health of their families, peers, schools, communities, and the environment.

Indicator 3: Students will advocate and support practices which promote a healthy community and environment.

1. explore health messages to be presented to a particular audience, e.g., seat belts, bicycle helmets.

1. adapt health messages and communication to meet the characteristics of a particular audience, e.g., harassment, protective gear.

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Students will write effectively for different audiences and specific purposes.

Indicator 2: Students will use appropriate style, organization, and form in technical, transactional, creative, and personal writing.

2. develop literary, personal, and technical writings to inform, explain, analyze, and entertain

Students will use critical listening and viewing skills in various situations and for a variety of purposes.

Indicator 1: Students will use various listening and viewing strategies in social, academic, and occupational situations.

2. use interpersonal etiquette and maintain an open mind when listening and viewing.
5. interpret instructions and directions presented in a variety of forms and situations.
8. analyze the use and effect of eye contact, facial expression, gestures, and posture.

Students will speak effectively in a variety of formal and informal situations.

Indicator 2: Students will use appropriate language and style for a variety of social, occupational, formal, and informal situations.

3. use vocabulary and terminology appropriate for the audience
5. determine the relationships among purpose, audience, and content of presentation.
7. work effectively in group settings to solve specific problems.

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Students will understand the benefits of practicing health-enhancing behaviors which reduce health risks.

Indicator 1: Students will evaluate health-enhancing behaviors which promote wellness.

1. evaluate examples of social pressure which result in risky behaviors, e.g., drinking and driving, fad diets.
2. analyze various techniques which promote life-long wellness, e.g., time management, fitness.

Students will use interpersonal communication skills to enhance personal health.

Indicator 1: Students will evaluate how communication affects relationships with family, peers, and community.

1. determine techniques to check for listener understanding.
2. determine causes of misinterpretation in interpersonal communication.

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