FACS: Correlation of FACS Academic Standards to High School ISTEP+ Standards

Family and Consumer Sciences
Correlation of FACS Academic Standards
to High School ISTEP+ Standards
Go to http://doe.state.in.us/octe/facs/integrated-standards.html for correlation of middle school
FACS Academic Standards to standards for science, social studies, language arts, and math.

Student achievement of FACS Academic Standards is the primary goal of Indiana's Family and Consumer Sciences program. By its very nature, the subject matter standards and competencies also provide students the opportunity to build skills in subject areas reflected in ISTEP+ testing. Students will experience gains in higher level thinking, reading, writing, listening, speaking, computation, measurement, prediction, and other mathematics processes in project-based learning activities that are highly motivational and geared to real world applications. The English/Language Arts Standards that follow are those that correlate most directly to FACS content and processes and to typical teaching/learning strategies utilized in FACS courses. Grade 10 E/LA standards are the target for ISTEP+ testing so Grade 10 standards were used for this document.

Grade 10 English/Language Arts
In Family and Consumer Sciences, reading, writing, and speaking overlap with FACS content as students deepen their study of language and literature and gain skills by application in other real world settings. Students intensify their study of vocabulary by interpreting what words imply and applying their knowledge to draw inferences about meaning. Students analyze and evaluate nonﬁction and technical texts and draw meaning from children's stories and other fiction genres. High school students become good researchers and write or deliver increasingly sophisticated research reports and multimedia presentations. The ability to develop an idea and express it persuasively helps students create strong oral and written skills that they can use in their high school FACS classes and in college and the workplace.

Standard 1
READING: Word Recognition, Fluency, and Vocabulary Development
Students apply their knowledge of word origins (words from other languages or from history or literature) to determine the meaning of new words encountered in reading and use those words accurately.

Vocabulary and Concept Development
10.1.1    Understand technical vocabulary in subject area reading.
10.1.2    Distinguish between what words mean literally and what they imply, and interpret what words imply.
10.1.4    Identify and use the literal and ﬁgurative meanings of words and understand origins of words.

Standard 2
READING: Comprehension and Analysis of Nonﬁction and Informational Text
Students read and understand gradelevelappropriate material of increasing quality and complexity. In addition to regular classroom reading, students read a wide variety of nonﬁction, such as biographies, autobiographies, books in many different subject areas, essays, speeches, magazines, newspapers, reference materials, technical documents, and online information.

Structural Features of Informational and Technical Materials
10.2.1    Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.

Analysis of Grade Level Appropriate Nonﬁction and Informational Text
10.2.2    Extend — through original analysis, evaluation, and elaboration — ideas presented in primary or secondary sources.
10.2.3    Demonstrate use of sophisticated technology by following technical directions.
10.2.5    Make reasonable statements and draw conclusions about a text, supporting them with accurate examples.

Expository (Informational) Critique
10.2.4    Evaluate an author’s argument or defense of a claim by examining the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text.

Standard 4
WRITING: Processes and Features
Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well deﬁned point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising).

Organization and Focus
10.4.1Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.
10.4.2Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
10.4.3Use precise language, action verbs, sensory details, appropriate modiﬁers, and the active (I will always remember my ﬁrst trip to the city) rather than the passive voice (My ﬁrst trip to the city will always be remembered).
10.4.13Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

Research Process and Technology
10.4.4Use clear research questions and suitable research methods, including texts, electronic resources, and personal interviews, to compile and present evidence from primary and secondary print or Internet sources.
10.4.5Develop main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and deﬁnitions.
10.4.6Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microﬁche, news sources, indepth ﬁeld studies, speeches, journals, technical documents, and Internet sources.
10.4.7Integrate quotations and citations into a written text while maintaining the ﬂow of ideas.
10.4.8Use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different style manuals.
10.4.9Use a computer to design and publish documents by using advanced publishing software and graphic programs.
Evaluation and Revision
10.4.10Review, evaluate, revise, edit, and proofread writing using an editing checklist.
10.4.11Apply criteria developed by self and others to evaluate the mechanics and content of writing.
10.4.12Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and revise in response to peer reviews of own work.

Standard 5
WRITING: Applications
(Different Types of Writing and Their Characteristics)
At Grade 10, students combine the rhetorical strategies of narration, exposition, persuasion, and description in texts (research reports of 1,000 to 1,500 words or more). Students compose business letters. Student writing demonstrates a command of Standard English and the research, organizational, and drafting strategies outlined in Standard 4 — Writing Processes and Features. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing.
In addition to producing the different writing forms introduced in earlier grades, Grade 10 students use the writing strategies outlined in Standard 4 — Writing Processes and Features to:

10.5.1 Write biographical or autobiographical narratives or short stories that:
            • describe a sequence of events and communicate the signiﬁcance of the events to the audience.
.                      • locate scenes and incidents in speciﬁc places.
.                      • describe with speciﬁc details the sights, sounds, and smells of a scene and the speciﬁc actions, movements, gestures, and feelings of the characters; in the case of short stories or autobiographical narratives, use interior monologue (what the character says silently to self) to show the character’s feelings.
.                      • pace the presentation of actions to accommodate changes in time and mood.
10.5.3Write expository compositions, including analytical essays, summaries, descriptive pieces, or literary analyses that:
.                      • gather evidence in support of a thesis (position on the topic), including information on all relevant perspectives.
.                      • communicate information and ideas from primary and secondary sources accurately and coherently.
.                      • make distinctions between the relative value and signiﬁcance of speciﬁc data, facts, and ideas.
.                      • use a variety of reference sources, including word, pictorial, audio, and Internet sources to locate information in support of a topic.
.                      • include visual aids by using technology to organize and record information on charts, maps, and graphs.
.                      • anticipate and address readers’ potential misunderstandings, biases, and expectations.
.                      • use technical terms and notations correctly.
10.5.4 Write persuasive compositions that:
            • organize ideas and appeals in a sustained and effective fashion with the strongest emotional appeal ﬁrst and the least powerful one last.
.                      • use speciﬁc rhetorical (communication) devices to support assertions, such as appealing to logic through reasoning; appealing to emotion or ethical belief; or relating a personal anecdote, case study, or analogy.
.                      • clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
.                      • address readers’ concerns, counterclaims, biases, and expectations.
10.5.5    Write business letters that:
.                      • provide clear and purposeful information and address the intended audience appropriately.
.                      • show appropriate use of vocabulary, tone, and style that takes into account the intended audience’s knowledge about and interest in the topic and the nature of the audience’s relationship to the writer.
.                      • emphasize main ideas or images.
.                      • follow a conventional style with page formats, fonts (typeface), and spacing that contribute to the documents’ readability and impact.
10.5.6Write technical documents, such as a manual on rules of behavior for conﬂict resolution, procedures for conducting a meeting, or minutes of a meeting that:
.                      • report information and express ideas logically and correctly.
            • offer detailed and accurate speciﬁcations.
.                      • include scenarios, deﬁnitions, and examples to aid comprehension.
.                      • anticipate readers’ problems, mistakes, and misunderstandings.
10.5.7 Use varied and expanded vocabulary, appropriate for speciﬁc forms and topics.
10.5.8Write for different purposes and audiences, adjusting tone, style, and voice as appropriate.

Research Application
10.5.9 Write or deliver a research report that has been developed using a systematic research process (deﬁnes the topic, gathers information, determines credibility, reports ﬁndings) and that:
            • uses information from a variety of sources (books, technology, multimedia), distinguishes between primary and secondary documents, and documents sources independently by using a consistent format for citations.
            • synthesizes information gathered from a variety of sources, including technology and one’s own research, and evaluates information for its relevance to the research questions.
            • demonstrates that information that has been gathered has been summarized, that the topic has been reﬁned through this process, and that conclusions have been drawn from synthesizing information.
            • demonstrates that sources have been evaluated for accuracy, bias, and credibility. • organizes information by classifying, categorizing, and sequencing, and demonstrates the distinction between one’s own ideas from the ideas of others, and includes a bibliography (Works Cited).

Standard 6
WRITING: English Language Conventions
Students write using Standard English conventions.

Grammar and Mechanics of Writing
10.6.1Identify and correctly use clauses, both main and subordinate; phrases, including gerund, inﬁnitive, and participial; and the mechanics of punctuation, such as semicolons, colons, ellipses, and hyphens.
10.6.2Demonstrate an understanding of sentence construction, including parallel structure, subordination, and the proper placement of modiﬁers, and proper English usage, including the use of consistent verb tenses.

Manuscript Form
10.6.3Produce legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization.
10.6.4Apply appropriate manuscript conventions — including title page presentation, pagination, spacing, and margins — and integration of source and support material by citing sources within the text, using direct quotations, and paraphrasing.

Standard 7
LISTENING AND SPEAKING:
Skills, Strategies, and Applications
Students formulate thoughtful judgments about oral communication. They deliver focused and coherent presentations of their own that convey clear and distinct perspectives and solid reasoning. Students deliver polished formal and extemporaneous presentations that combine the traditional speech strategies of narration, exposition, persuasion, and description. They use gestures, tone, and vocabulary appropriate to the audience and purpose. Students use the same Standard English conventions for oral speech that they use in their writing.

Comprehension
10.7.1Summarize a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject.

Organization and Delivery of Oral Communication
10.7.2 Choose appropriate techniques for developing the introduction and conclusion in a speech, including the use of literary quotations, anecdotes (stories about a speciﬁc event), or references to authoritative sources.
10.7.3 Recognize and use elements of classical speech forms (including the introduction, ﬁrst and second transitions, body, and conclusion) in formulating rational arguments and applyingthe art of persuasion and debate.
10.7.4 Use props, visual aids, graphs, and electronic media to enhance the appeal and accuracy of presentations.
10.7.5 Produce concise notes for extemporaneous speeches (speeches delivered without a planned script).
10.7.6 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques (including voice, gestures, and eye contact) for presentations.

Analysis and Evaluation of Oral and Media Communications
10.7.7Make judgments about the ideas under discussion and support those judgments with convincing evidence.
10.7.8Compare and contrast the ways in which media genres (including televised news, news magazines, documentaries, and online information) cover the same event.
10.7.10Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.
10.7.11Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

Speaking Applications
10.7.14 Deliver narrative presentations that:
.                      • narrate a sequence of events and communicate their signiﬁcance to the audience.
.                      • locate scenes and incidents in speciﬁc places.
.                      • describe with speciﬁc details the sights, sounds, and smells of a scene and the speciﬁc actions, movements, gestures, and feelings of characters.
.                      • time the presentation of actions to accommodate time or mood changes.
10.7.15Deliver expository (informational) presentations that:
.                      • provide evidence in support of a thesis and related claims, including information on all relevant perspectives.
.                      • convey information and ideas from primary and secondary sources accurately and coherently.
.                      • make distinctions between the relative value and signiﬁcance of speciﬁc data, facts, and ideas.
.                      • include visual aids by employing appropriate technology to organize and display information on charts, maps, and graphs.
.                      • anticipate and address the listeners’ potential misunderstandings, biases, and expectations.
.                      • use technical terms and notations correctly.
10.7.16 Apply appropriate interviewing techniques:
.                      • prepare and ask relevant questions.
.                      • make notes of responses.
.                      • use language that conveys maturity, sensitivity, and respect.
.                      • respond correctly and effectively to questions.
.                      • demonstrate knowledge of the subject or organization.
.                      • compile and report responses.
.                      • evaluate the effectiveness of the interview.
10.7.18Deliver persuasive arguments (including evaluation and analysis of problems and solutions and causes and effects) that:
.                      • structure ideas and arguments in a coherent, logical fashion using inductive or deductive arguments.
.                      • contain speech devices that support assertions (such as by appeal to logic through reasoning; by appeal to emotion or ethical belief; or by use of personal anecdote, case study, or analogy).
.                      • clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, expressions of commonly accepted beliefs, and logical reasoning.
.                      • anticipate and address the listeners’ concerns and counterarguments.
10.7.19 Deliver descriptive presentations that:
.                      • establish a clear point of view on the subject of the presentation.
.                      • establish the relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved).
.                • contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details.

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