Project_Standards

ALIGNMENT TO ILLINOIS LEARNING STANDARDS

5. A. For the students providing the service, list the Illinois Learning Standards (by number) or list the elements in individual educational plans, individual optional educational plans, and/or state or national vocational skill standards to be addressed by this project.

STANDARD	DESCRIPTION
English/Language Arts
1.B.3a	Preview reading materials, make predictions and relate reading to information from other sources.
1.B.3c	Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings).
1.C.3d	Summarize and make generalizations from content and relate them to the purpose of the material.
1.C.3f	Interpret tables that display textual information and data in visual formats.
3.B.3a	Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence.
3.C.3a	Compose narrative, informative, and persuasive writings (e.g., in addition to previous writings, literature reviews, instructions, news articles, and correspondence) for a specified audience.
3.C.3b	Using available technology, produce compositions and multimedia works for specified audiences.
4.A.3a	Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.
4.A.3c	Restate and carry out multistep oral instructions.
4.A.3d	Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).
4.B.3a	Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.
4.B.3b	Design and produce reports and multi-media compositions that represent group projects.
4.B.3d	Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict.
5.A.3a	Identify appropriate resources to solve problems or answer questions through research.
5.A.3b	Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources.
5.B.3a	Choose and analyze information sources for individual, academic and functional purposes.
5.B.3b	Identify, evaluate and cite primary sources.
5.C.3c	Take notes, conduct interviews, organize and report information in oral, visual and electronic formats.
Mathematics
6.B.3a	Solve one-and two-step problems involving whole numbers, fractions and decimals using addition, subtraction, multiplication and division.
6.C.3b	Show evidence that computational results using whole numbers, fractions, decimals percents and proportions are correct and/or that estimates are reasonable.
8.D.3a	Solve problems using numeric, graphic or symbolic representations of variables, expressions, equations and inequalities.
10.A.3a	Construct, read and interpret tables, graphs (including circle graphs) and charts to organize and represent data.
10.A.3c	Test the reasonableness of an argument based on data and communicate their findings.
Science
11.B.3a	Identify an actual design problem and establish criteria for determining the success of a solution.
13.B.3c	Describe how occupations use scientific and technological knowledge and skills.
Social Science
15.D.3c	Explain how workers can affect their productivity through training and by using tools, machinery and technology.
17.A.3b	Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.
18.B.3a	Analyze how individuals and groups interact with and within institutions (e.g. educational, military).
Fine Arts
26.A.3e	Describe how the choices of tools/technologies and processes are used to create specific effects in the arts.

5 B. Discuss briefly the three most important of the standards/goals listed for Question 5A. How will these be furthered or met specifically via this service-learning project?

The three most important standards from the list are 3.B.3a, 4.B.3a, and 4.B.3d explained below:

3.B.3a - Produce documents that convey a clear understanding and interpretation of ideas and information and display focus, organization, elaboration and coherence

Students will be acting as trainers for these workshops and will be involved in the planning, design, and implementation of the course. They will be designing handouts, determining what information to include and emphasize and how to present it in a manner that will be easily understood by the participants. In short, they will be functioning as teachers.

4.B.3a - Deliver planned oral presentations, using language and vocabulary appropriate to the purpose, message and audience; provide details and supporting information that clarify main ideas; and use visual aids and contemporary technology as support.

Students will need to prepare presentations for the participants. They will need to use and define vocabulary that may be new to the senior citizens. They will need to prepare step-by-step instructions with graphics and explanations for each class to facilitate understanding for the class members.

4B3d - Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict.

Training any group of people to use technology requires patience and ingenuity. Students will need to be creative, patient and resourceful when assisting the senior citizens. They will need to demonstrate, listen, and inevitably calm some frustrated people.