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LANGUAGE ARTS LITERACY (Grades K-4) Core Curriculum Content Standards
New Jersey Language Arts Literacy Standards and Cumulative Progress Indicators	GALAXY Classroom Language Arts Curriculum THE HOUSE
3.1 All students will speak for a variety of real purposes and audiences. By the end of Grade 4, students:
1. Use listening, writing, reading, and viewing to assist with speaking.	Students demonstrate what they have learned and what meanings they have generated by creating plays, dramatic readings, poetry, etc., which can be shared across the country and with peers at their own school.
2. Adjust oral communications for different purposes and audiences.	Students work in cooperative and collaborative groups to delve into meanings and multiple interpretations of literary works.
3. Use oral communication to influence the behavior of others.	Students orally debate or take a stand on a particular perspective or viewpoint using evidence from the broadcasts, from books they have read on the them or from life experience.
4. Modify oral communication in response to the reactions of others.	Students respond, in a debate setting, to response of others.
5. Participate in collaborative speaking activities, such as choral reading, plays, and reciting of poems.	Students work in cooperative and collaborative groups to demonstrate what they have learned by creating plays, dramatic readings, and by creating/reciting poems.
6. Participate in discussion by alternating the roles of speaker and listener.	Stage 7 of the writing process requires students to "peer conference", alternating the roles of speaker and listener, to listen for clarity and respond to meaning.
7. Talk with others to identify, explore, and solve problems.	Students engage in two kinds of conferences: problem/solution conferences and response conferences to discuss various solutions and react to pieces of writing.
8. Speak before a group to express thoughts and ideas, convey an opinion, present information, and tell a story.	Students, using multiples of oral activities formats, reflect upon and share new knowledge. Audience extends beyond the classroom into the network of other Galaxy students Nationwide.
9. Use the conventions of spoken English, such as grammar and appropriate forms of address.	Students use the process strategies that proficient readers and writers use i.e.: linguistic cues (semantic, syntactic, graphophonetic)
10. Read aloud with meaning.	Students demonstrate meaning in oral reading
11. Give directions and/or instructions.	During activities such as "Scavenger Hunt" and during reading/writing strategy conferences, students will give instructions and feedback.
12. Tell, retell, summarize, and paraphrase ideas.	Literature activities like "hot seat" and "round table" require students to summarize and paraphrase main ideas.)
13. Use visual aids and nonverbal behaviors to support spoken messages.	Role playing and dramatic presentations require visual aids and nonverbal behaviors to express storyline and meaning.

New Jersey Language Arts Literacy Standards and Cumulative Progress Indicators	GALAXY Classroom Language Arts Curriculum THE HOUSE
3.2 All students will listen actively in a variety of situations to information from a variety of sources. By the end of Grade 4, students:
1. Use speaking, writing, reading, and viewing to assist with listening.	Students use the process strategies that proficient readers and writers use i.e.: reflecting on and responding to what is being read or written.
2. Demonstrate comprehension of a story, interview, and oral report or an event or incident.	Students understand the critical issues that underpin the themes presented in the TV shows, literature, and debatable issues.
3. Listen for a variety of purposes, such as enjoyment and obtaining information.	In both the TV show and in daily literary use, the themes and literature support multiples of purposes to encourage learners to listen for a variety of reasons.
4. Interpret meaning through sounds, such as how speaking style reveals character in an oral interpretation.	By using activities such as "hot seat", students orally take on the traits and personality of the character being discussed and questioned
5. Listen attentively and critically to a variety of speakers.	The GALAXY Classroom Network requires student to communicate with other Galaxy kids nationwide using multiple strategies for "real" communication.
6. Develop listening strategies, such as asking relevant questions, taking notes and making predictions, to understand what is heard.	Students develop process strategies for reading, writing, communicating i.e.: making meaningful predictions.
7. Follow oral directions.	Galaxy literature activities require students to listen and follow oral directions.

New Jersey Language Arts Literacy Standards and Cumulative Progress Indicators	GALAXY Classroom Language Arts Curriculum THE HOUSE
3.3 All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes. By the end of Grade 4, students:
1. Use speaking, listening, reading, and viewing to assist with writing.	Students use the process strategies that proficient readers and writers use i.e.: brainstorming, rereading, peer conferencing, read other texts to get new ideas.
2. Write from experiences, thoughts, and feelings.	The themes chosen offer socially oriented, literature-rich appeal. Students' interest and motivation to share their experiences is required for fax invitations, faxing to partners nationwide, and in using the literacy activities.
3. Use writing to extend experience.	Each theme explores critical issues, looks at alternate points of views, and asks students to confront situations.
4. Write for a variety of purposes, such as to persuade, enjoy, entertain, learn, inform, record, respond to reading, and solve problems.	Activities and strategies that ask students write for a variety of purposes: Logs and Journals, News Reports, Partner revising and Editing Conferences, Sketch to Stretch, Visualization.
5. Write on self-selected topics in a variety of literary forms.	Themes are a starting-point form which students can pose their own questions and explore related topics of their own choosing. Literary forms include story telling, script writing, news articles, letters, book reports, poetry, etc.
6. Write collaboratively and independently.	Students use collaborative/cooperative groups and work independently during each theme.
7. Use a variety of strategies and activities, such as brainstorming, listing, discussion, drawing, role playing, note-taking, and journal writing, for finding and developing ideas about which to write.	Process writing, reading process strategies, interactive comprehension strategies, writing strategies, spelling strategies, and problem/solution conferences.
8. Write to synthesize information from multiple sources.	Literature connections, e-mail/web, student generated news and magazines, fax responses.
9. Use figurative language, such as simile, metaphor, and analogies to expand meaning.	News reports, Creating New Titles, and Grand Conversation are Galaxy activities that require figurative language.
10. Revise content, organization and other aspects of writing, using self, peer, and teacher collaborative feedback (the shared responses of others).	Using the writing process requires revision and peer conferencing.
11. Edit writing for developmentally appropriate syntax, spelling, grammar, usage, and punctuation.	Editing involves the final refinement of the piece of writing for surface correctness, including, proofreading for grammar, usage, spelling, punctuation, capitalization, and manuscript form.
12. Publish writing in a variety of formats.	Galaxy formats: Faxing in response to the show or to other Galaxy classrooms, annotated displays, student-authored books, articles for the school newspaper, speeches, and debates.
13. Establish and use criteria for self and group evaluation of written products.	Students are encouraged to set goals for themselves as writers and are evaluated in terms of their own growth as writers over time.
14. Develop a portfolio or collection of writings.	Portfolio collections are encouraged and an important part of GALAXY Classroom.

New Jersey Language Arts Literacy Standards and Cumulative Progress Indicators	GALAXY Classroom Language Arts Curriculum THE HOUSE
3.4 All students will read a variety of materials and texts with comprehension and critical analysis. By the end of Grade 4:
1. Use listening, speaking, writing, and viewing to assist with reading.	Students understand the critical issues and opposing viewpoints that underpin the themes presented in the Language Arts TV shows. Either orally or in written form, they will be able to debate or take a stand on a particular perspective or viewpoint using evidence from books they have read on the theme.
2. Listen and respond to whole texts.	Students will reflect on and respond to what is being read or written.
3. Understand that authors write for different purposes, such as persuading, informing, entertaining, and instructing.	Books for the Galaxy Bibliography were chosen that clearly addressed the themes, that represent a wide range of styles, characters, settings, and levels of sophistication.
4. Use reading for different purposes, such as enjoyment, learning, and problem-solving.	Books selected have compelling content that commands and holds the interest of readers, challenges and stimulates the reader to respond, and compels the reader to think about some aspect of life in a new way.
5. Read independently a variety of literature written by authors of different cultures, ethnicity's, genders, and ages.	Books selected reflect the lives and experiences of people from a variety of ethnic, linguistic, socioeconomic, gender and age groups.
6. Read literally, inferentially, and critically.	Literature coupled with the TV show and e-mail/faxing requires students to share real experiences, learn about the experiences of others, and make critical predictions to questions posed in the show.
7. Use print concepts in developmentally appropriate ways.	The themes chosen are developmentally appropriate and the literature ranges in reading levels to include very easy picture books through challenging novels.
8. Read with comprehension.	Students will make meaningful predictions, review for meaning while reading and writing, reflect on and respond to what is being read.
9. Use prior knowledge to extend reading ability and comprehension and to link aspects of the text with experiences and people in their own lives.	Text chosen provides insights about human experiences and thoughts applicable beyond the specific content of the work.
10. Identify passages in the text that support their point of view.	Students will be able to debate or take a stand on a particular perspective or viewpoint using evidence from books they have read.
11. Distinguish personal opinions and points of view from those of the author, and distinguish fact from opinion.	In theme 1: People are more than they appear to be, students are given literature connections requiring fact/opinion discussions and multiple points of view. i.e.: Activities like "Alternate Voice"
12. Demonstrate comprehension through retelling or summarizing ideas and following written directions.	Students will reflect on and respond to what is being read or written.
13. Identify elements of a story, such as characters, setting, and sequence of events.	Activities like "Story Pyramids" ask students to record main character, setting, problems, events, and solutions.
14. Identify literary forms, such as fiction, poetry, drama, and nonfiction.	Through all varieties of literary formats (fiction, nonfiction, poetry, etc.), students are exposed to multiples of writing styles, pleasing language patterns, structures, and rhythms that encourage language-building and lead readers to new insights.
15. Expand vocabulary using appropriate strategies and techniques, such as word analysis and context clues.	By revising and editing in context, and utilizing the writing process, students develop relevant vocabulary growth.
16. Read and use printed materials and technical manuals from other disciplines, such as science, social studies, mathematics, and applied technology.	Themes provide contexts for "real-life" reading and writing activities, scientific investigations, and inquiries in a variety of subject areas.

New Jersey Language Arts Literacy Standards and Cumulative Progress Indicators	GALAXY Classroom Language Arts Curriculum THE HOUSE
3.5 All students will view, understand, and use contextual visual information. By the end of Grade 4, students:
1. Use speaking, listening, writing, and reading to assist with viewing.	All Galaxy shows incorporate previewing and post-viewing questions to enhance the viewing experience and dig deeper into the critical issues.
2. Demonstrate the ability to gain information from a variety of media.	In addition to viewing the show, students are encouraged to e-mail/fax from school to school, create videos of themselves, share graphic designs, writings, and newspapers, etc.
3. Articulate awareness of different media forms and how these contribute to communication.	By e-mailing/faxing to Galaxy schools across the country, students are communicating by using multiples of media in both print and electronics.
4. Articulate information conveyed by symbols such as those found in pictorial graphs, map keys, and icons on a computer screen.	The Second Story student magazine employs the use of icons, tally results of each debatable issue comprise data to be organized into pictorial graphs.
5. Respond to and evaluate the use of illustrations to support text.	Literature selections for all themes and their illustrations are chosen for their ability to engage readers and enable them to visualize beyond the text.
6. Recognize and use pictorial information that supplements text.	Activities include: "Sketch to Stretch" and "Story Boards"
7. Use symbols, drawings, and illustrations to represent information that supports and/or enhances their writing.	Fax response opportunities encourage students to write and/or draw to communicate.
8. Use simple charts, graphs, and diagrams to report data.	Fax responses require students to survey others and collect data.
9. Distinguish between factual and fictional visual representation.	Each episode of the show hosts a fictional animation segment and factual "real-life" situations in contrast.)
10. Take notes on visual information from films, presentations, observations, and other visual media, and report that information through speaking, writing, or their own visual representations.	All fax responses require students to observe the show and respond to the question or issue being posed. This is the true meaning of "real life" communication.

New Jersey Cross-Content Workplace Readiness Standards and Progress Indicators

GALAXY Classroom Language Arts Curriculum THE HOUSE

Standard 1: All students will develop career planning and workplace readiness skills.

Students will be expected to develop the skills to seek, obtain, maintain, and change jobs. These skills are critical to each student's future ability to navigate in the complex world of work. Prior to leaving school, each student should possess the skill needed to sustain him/herself as an adult in the labor force.

GALAXY Classroom students, through social oriented thematic programming with a multicultural focus, students view problems, concerns, and society from multiple perspectives. Our goal is to enhance self-esteem and develop literacy by helping kids understand and debate opposing viewpoints, become more articulate in expressing their ideas and personal strengths, and collaborate with others to delve into the meanings of literacy works and how those works affect their lives.

Standard 2: All students will use information, technology, and other tools.

Students will be expected to develop skills in the use of information, up-to-date educational technology, and other tools to improve learning, achieve goals, and produce products and presentations. They will learn to develop, locate, summarize, organize, synthesize, and evaluate information. Students will be expected to use technological tools, such as telecommunications networking, for problem-solving, writing, and research.

By becoming part of a network of schools nationwide, students are breaking down the four walls of their classroom and communication in the "real world". Using technologies like e-mail, faxing, and satellite video distribution, Galaxy students are already a part of the next century.

Standard 3: All students will use critical thinking, decision making, and problem-solving skills.

Students will be expected to develop original thoughts and ideas, think creatively, develop habits of inquiry, and take intellectual and performance risks. They will be expected to recognize problems, devise a variety of ways to solve these problems, analyze the potential advantages and disadvantages of each alternative, and evaluate the effectiveness of the method ultimately selected.

Students identify their academic and interpersonal strengths and take risks without the fear of making a mistake or giving the "wrong" answer. Each developmentally appropriate, socially oriented theme poses the dilemma or problem to be solved. After viewing the show it is the responsibility of the student to assess the problem, reflect on personal experiences, and provide a solution or alternative to the problem via fax, e-mail, or through class discussion and literature connections.

Standard 4: All students will demonstrate self-management skills.

Students will be expected to address issues related to personal development, such as accepting responsibility for their own learning and understanding expectations for performance. They are also expected to demonstrate positive work behaviors and ethics, the ability to work individually and cooperatively in groups, and respect for others of diverse cultural and social backgrounds.

Because we believe that each child comes to the classroom with something of value to contribute, we have designed the curriculum to elicit these assets and use them to create authentic situations that motivate students to read and write on their own. Students come from varied cultural, linguistic, experiential backgrounds. GALAXY Classroom's television programs, interactive components, suggested classroom activities, student magazines, literature books, and at-home projects all reflect the diversity of our students.

Standard 5: All students will apply safety principles.

Safety is an important component of all content areas, especially the arts, health and physical education, science, occupational education programs, and any content area where hands-on activities take place. Students need to learn behaviors that will ensure their own safety and health so that they can act responsibly implement these standards.

Characters from the show model responsible behaviors such as:

When faced with the dangerous dilemma of asbestos based-paint throughout their after-school facility, responsibly they take action and develop a letter writing campaign to inform the community and seek assistance.
Joey has lost his dog and seeks the help of his entire Reservation, even the local radio station.
Trespassing is another safety issue where students are asked to respond to the question: Should Mary Alice go to her favorite place, even though the signs say Private Property?


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