Educational Psychology

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American Indian Content Standards Center for Educational Technology in Indian

America

Ethical Standards for School Counselors American School Counselors Association

Information Literacy Standards American Association of School Librarians

Business Education National Business Education Association

Parent Education and Involvement Parent-Teacher Association (PTA)

Source: < http://www.education-world.com/standards>, accessed December 5, 2006. Summaries of all of

these standards, as well as access to the relevant web pages of the corresponding organizations, can be found at

this website. Because standards are revised continually, and because of the dynamic nature of websites, the

information may differ slightly from the above when you actually access it.

Table 28: Examples of state curriculum standards about language arts

Grade-level: Classroom example:

Kindergarten-Grade 3: Read accurately high-

frequency sight words.

Play a game: “How many words can you see around

the classroom that you can read already?”

Grade 4-7: Infer word meaning through

identification and analysis of analogies and other word

relationships.

Have students keep a journal of unfamiliar words

which they encounter and of what they think the words

mean.

Grade 8-10: Recognize the importance and function

of figurative language.

Have students write a brief essay explaining the

meaning of a common figure of speech, and speculating

on why it became common usage.

Grade 11-12: Verify meanings of words by the

author’s use of definition, restatement, example,

comparison, contrast and cause and effect.

Have students analyze an essay that includes

unfamiliar terms using clues in the essay to determine

their meaning.

Source for standards: Ohio Department of Education, 2003, p. 30-31

Because they focus on grade levels and subject areas, general statements of educational standards tend to be a
bit more specific than the broader philosophical goals we discussed above. As a rule of thumb, too, state standards
tend to be more comprehensive than national standards, both in coverage of grade levels and of subjects. The
difference reflects the broad responsibility of states in the United States for all aspects of public education; national
organizations, in contrast, usually assume responsibility only for a particular subject area or particular group of
students. Either type of standards provides a first step, however, toward transforming the grandest purposes of
schooling (like developing the individual or preparing for society) into practical classroom activities. But they
provide a first step only. Most statements of standards do not make numerous or detailed suggestions of actual

Educational Psychology 212 A Global Text