|
Nevada Standards
|
|
The Disneyland Project covers many standards, including Reading Informational Text, Speaking & Listening, Writing, Social Studies, Technology, and Computer Science. The lists of standards below are for 3rd, 4th, and 5th grade students. All of them are Nevada Academic Content Standards (NvACS).
- The ELA standards (Reading Informational Text, Speaking & Listening, and Writing) are almost identical to Common Core State Standards.
- The Social Studies standards focus more on disciplinary skill standards and less on content skills since this project is an open-ended research project that is not specific to one grade level's theme.
- Nevada's Technology standards are written for all three grade levels, 3rd - 5th. The Computer Science standards that go with this project are the same for the three grade levels.
Reading Information Text
|
RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic. |
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. |
RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. |
Speaking and Listening
|
SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. SL.3.4 Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. SL.3.6 Speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification. |
SL.4.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly.
SL.4.4 Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.4.5 Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes. SL.4.6 Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. |
SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others' ideas and expressing their own clearly.
SL.5.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace. SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. SL.5.6 Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation. |
Writing
|
W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. W.3.7 Conduct short research projects that build knowledge about a topic. W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. |
W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. |
W.5.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
W.5.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. |
Social Studies
|
SS.3.2 Generate and answer supporting questions that help address compelling questions.
SS.3.3 Determine the credibility of one source by comparing it to another source about the same topic (corroboration). SS.3.4 Identify the differences between primary and secondary sources and explain why both are important to constructing a narrative of the past. SS.3.5 Cite evidence that supports a response to supporting and compelling questions. SS.3.6 Construct responses to compelling questions using reasoning, examples, and relevant details. SS.3.7 Construct organized explanations for various audiences and purposes using evidence and reasoning. SS.3.8 Participate in a structured academic discussion using evidence and reasoning to share and critique ideas. SS.3.17 Analyze the contributions and positive impacts of culturally, racially, and ethnically diverse people throughout the world. SS.3.22 Explain how human settlements and movements relate to a location's physical geography and natural resources. SS.3.26 Distinguish between needs and wants. SS.3.27 Describe the difference between saving and spending. SS.3.28 Define personal information and what is appropriate to share or keep private. |
SS.4.2 Generate and answer supporting questions that help address compelling questions.
SS.4.3 Analyze primary and secondary sources and use them to construct arguments about the past. SS.4.4 Analyze the sourcing and context of sources through corroboration and close reading. SS.4.5 Cite evidence that supports a response to supporting and compelling questions. SS.4.6 Construct responses to compelling questions using reasoning, examples, and relevant details. SS.4.7 Construct organized explanations for various audiences and purposes using evidence and reasoning. SS.4.8 Participate in a structured academic discussion using evidence and reasoning to share and critique ideas. SS.4.30 Explain the benefits of saving and methods of saving, including but not limited to: financial institutions and saving at home. SS.4.31 Identify methods of payment for goods and services. SS.4.32 Determine the consequences of sharing personal information with others. SS.4.33 Examine jobs related to a career of interest. |
SS.5.2 Generate and answer supporting questions that help address compelling questions.
SS.5.3 Determine the credibility of multiple sources by using corroboration and close reading. SS.5.4 Gather primary and secondary sources and use them to construct responses to support compelling questions. SS.5.5 Cite evidence from multiple sources in response to supporting and compelling questions. SS.5.6 Construct an argument to answer a compelling question, using evidence and reasoning skills. SS.5.7 Construct organized explanations for various audiences and purposes using evidence and reasoning. SS.5.8 Participate in a structured academic discussion using evidence and reasoning to share and critique ideas. SS.5.36 Describe the importance of setting financial goals. SS.5.38 Identify methods of how to protect one's identity from common threats. SS.5.39 Explain the standard of living in relationship to quality of life. |
Technology
For Grades 3-5
2.C.5.1 Use digital resources to research about places, people, and world cultures.
3.B.5.2 Explain the importance of using more than one source and recognize possible bias in digital resources.
3.C.5.1 Discern between facts and opinions in digital content.
3.C.5.2 Select and use a digital tool appropriate to a task.
4.A.5.1 Create essential questions to guide investigation of an authentic problem using digital resources.
5.A.5.1 Describe codes of conduct for using technology at school and the consequences for breaking those rules.
5.A.5.2 Describe unacceptable and unsafe behaviors in digital environments such as cyber-bullying, divulging personal information, and plagiarism.
5.B.5.1 Use technology resources for problem solving, self-directed learning, collaboration, and extended learning activities.
6.A.5.2 Demonstrate appropriate keyboarding skills.
6.B.5.1 Select appropriate digital tools for learning activities.
2.C.5.1 Use digital resources to research about places, people, and world cultures.
3.B.5.2 Explain the importance of using more than one source and recognize possible bias in digital resources.
3.C.5.1 Discern between facts and opinions in digital content.
3.C.5.2 Select and use a digital tool appropriate to a task.
4.A.5.1 Create essential questions to guide investigation of an authentic problem using digital resources.
5.A.5.1 Describe codes of conduct for using technology at school and the consequences for breaking those rules.
5.A.5.2 Describe unacceptable and unsafe behaviors in digital environments such as cyber-bullying, divulging personal information, and plagiarism.
5.B.5.1 Use technology resources for problem solving, self-directed learning, collaboration, and extended learning activities.
6.A.5.2 Demonstrate appropriate keyboarding skills.
6.B.5.1 Select appropriate digital tools for learning activities.
Computer Science
For Grades 3 - 5
P2.1 Cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities.
P2.2 Create team norms, expectations, and equitable workloads to increase efficiency and effectiveness.
P2.3 Solicit and incorporate feedback from, and provide constructive feedback to, team members and other stakeholders.
P2.4 Evaluate and select technological tools that can be used to collaborate on a project.
P2.1 Cultivate working relationships with individuals possessing diverse perspectives, skills, and personalities.
P2.2 Create team norms, expectations, and equitable workloads to increase efficiency and effectiveness.
P2.3 Solicit and incorporate feedback from, and provide constructive feedback to, team members and other stakeholders.
P2.4 Evaluate and select technological tools that can be used to collaborate on a project.