| A. Reading |
| Benchmark |
Service Learning Performance Task |
Standard 1: The student uses the reading process effectively. (LA.A.1.4)
1. selects and uses pre-reading strategies that are appropriate to the text, such as discussion, making predictions, brainstorming, generating questions, and previewing, to anticipate content, purpose, and organization of a reading selection.
2. selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.
3. refines vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical meanings.
4. applies a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings.
Standard 2: The student constructs meaning from a wide range of texts. (LA.A.2.4)
1. determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of types of written material.
2. determines the author’s purpose and point of view
3. describes and evaluates personal preferences regarding fiction and nonfiction.
4. locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.
5. identifies devices of persuasion and methods of appeal and their effectiveness.
6. selects and uses appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.
7. analyzes the validity and reliability of primary source information and uses the information appropriately.
8. synthesizes information from multiple sources to draw conclusions.
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- Tutor young students who need to improve reading skills.
- Use a variety of graphic organizers to plan a service-learning project.
- Learn and use technical vocabulary when conducting a service-learning project.
- Create a high school reading and writing resource center to assist students in language arts assignments.
- Create a variety of vocabulary games for younger students.
- Open a trading library stocked with used paperbacks where students can bring a paperback they finished to trade for one they haven’t read.
- Create a children’s reading corner in a homeless shelter.
- Start an after school reading program where advanced students help lower achieving students with basic reading skills.
- Implement a Reading Buddies program where lower achieving students from middle or high schools come to tutor lower achieving elementary students once a week.
- Make an adult literacy center where parents who are second language English speakers can take English lessons and work with their children on English skills.
- Schedule regular times when students can read to elementary or preschool children. Follow this with a discussion of the story read.
- Collect books and donate them to needy children with information on the importance of reading.
- Organize a library in a low-income neighborhood, at a migrant farm.
- Read children’s books on tape for visually impaired children in your school/district.
- Make children’s books for new mothers. Send them with information on the importance of reading to children along with a list of suggested titles/authors.
- Make bookmarks with positive messages about reading and distribute them to elementary schools.
- Record favorite children’s books and donate tapes to day-care centers
- Check out books from members of the community who are not mobile enough to go themselves.
- Develop a story hour at the local library and read stories to children.
- Read to the blind or to seniors.
- Read magazines, newsletters, or other information about environmental issues facing your community. Organize a project based on the current needs of problems.
- Read newspaper articles about current events in your hometown. Plan projects based on needs of community agencies that you read about, or to help an agency or family who is in need of services (i.e., victims of fire, racially motivated crimes, etc.).
- Read articles about youth doing service. Organize and conduct a project based on what you have read.
- Read about local heroes in your community. Develop a book about them and distribute to the Chamber of Commerce or Welcome Wagon.
- Read newspapers or magazines for senior citizens with vision problems.
- Read information about your community. Write a brief history from a teen’s point of view. Share with the Chamber of Commerce.
- Teach younger students how to distinguish between fact and opinion, particularly in advertisements aimed at children and then write a student’s guide to advertising.
- Make a collage of propaganda techniques from printed ads found in newspapers, magazines, etc.
- Create a word bank of terms and concepts relevant to service learning and the specific service project.
- Gather facts and opinions from various sources to determine which community issues can best be addressed through a service-learning project.
- Using the techniques from the attached codes, develop a persuasive reading advocating for the solution to an identified community need. What code?
- Use information systems such as graphs, almanacs, government publications, microfiche, new sources, videotapes, artifacts, and public telephone information services to gather information for a project.
- Keep a log of an annotated bibliography of articles to validate information on a community issue or need.
- Examine technical reports on the same topic, identifies methods used in these reports to explain and clarify main idea, and discuss which report is most effective and why.
- Present an analysis of stereotyping, bias, propaganda, and contrasting points of view in material read on service learning topic.
- Maintain a portfolio to assess individual growth during a service project.
- Select articles written with various points of view on a topic and describe the details used to persuade reader.
- Use information systems such as graphs, almanacs, governmental publications, videotapes, artifacts, public documents and telephone interviews to gather information about a project.
- Select historical documents, and gather information from a variety of other sources that validate or reject the statements made in the document for use in a project.
- Gather, interpret, and evaluate information from reading, electronic sources, observations, surveys, and interviews and prepares a multimedia presentation on a community or environmental issue.
- Help senior citizens understand manuals for household items.
- Use recipes to make nutritious snacks for reading buddies.
- Evaluate clarity of commonly used forms and instructions used by community service agencies. Results can be used to develop a “Writing for the Community” service-learning project.
- Learn how to select and evaluate children’s books and apply this knowledge to reading to children and writing children’s books.
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| B. Writing |
| Benchmark |
Service Learning Performance Task |
Standard 1: The student uses writing processes effectively. (LA.B.1.4)
1. selects and uses appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines.
2. drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and spelling.
3. produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.
Standard 2: The student writes to communicate ideas and information effectively. (LA.B.2.4)
1. writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media.
2. organizes information using appropriate systems.
3. writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
4. selects and uses a variety of electronic media, such as the Internet, information services, and desktop publishing software programs, to create, revise, retrieve, and verify information.
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- Maintain a portfolio as an assessment and reflection tool that shows progress in the various drafts of specific pieces of writing.
- Develop a class instructional portfolio handbook made up of Letters to the Reviewer, to showcase student’s growth as writers and to illustrate examples of reflective writing to new students.
- Present a writing workshop to young children.
- Keep a reflection log of own experiences during service project.
- Use personal observations to write questions about cultural differences and perceptions.
- Use appropriate and effective writing and applies word-processing capabilities in drafting a technical report on an environmental issue.
- Use prewriting, first draft, self and peer editing, second draft, teacher edit and final draft to prepare report to present to the community on a community issue.
- Write and illustrate books for homeless children or read finished product with nursing home resident.
- Write the script for a play or puppet show to deliver a health, safety, or personal actions message to peers or younger children.
- Use forms of literary writing (essays, poems, stories, news stories) to reflect on a complete service-learning project.
- Practice penmanship, writing, and drawing skills by preparing cards with messages of love and encouragement for hospital patients.
Use KWL strategies to organize information students know and information needing further investigation.
- Create a matrix to record and sort facts before writing a report on the marine life in a Florida bay.
- Write a reflection paper on their role during an environmental service-learning project, address all of the sensory details.
- Produce children’s books to give to younger children.
- Publish a local heroes book on people who have past and present, made a positive difference in your community.
- Make and illustrate a how-to-book on a successfully completed service-learning project.
- Document the stages of a service learning project, compile them into a book, and donate the book to the public library, organizations involved and others planning similar projects
- Develop a memoir relating to a person met during an intergenerational project.
- Establish a pen pal relationship with someone from a different culture or country to promote understanding.
- Write a personal narrative on pre-thoughts and feelings concerning an upcoming service-learning project followed by a first person point of view based on personal experience as a result of the project.
- Summarize project information in the form of outlines, written summaries, graphs, charts, and tables, using systems such as indexing, filing and databases.
- With other students in a small group, collect information from the Internet, interpret quantitative data correctly, and constructs graphs comparing national data to local findings.
- Write essays or letters to government officials, editors, businesses, etc., describing a need in their community and steps or suggestions for solutions.
- Produce written products that demonstrate knowledge of the different presentation formats for print, quantitative, and graphic information that are visually appealing and that are appropriate for the intended audience.
- Integrate research notes into an electronic database, arrays data on an electronic spreadsheet, and uses graphs to enhance a persuasive writing
- Write a regular service-learning column for the town or local paper.
- Provide local paper, brochures, and announcements for a local food bank.
- Write letters to legislators about issues that students are interested in.
- Produce a newspaper/newsletter to distribute to the local community.
- Publish a local history pamphlet based on oral history interviews.
- Produce press/media releases to recognize students’ work on service-learning projects.
- Rewrite instructions and forms used by the agencies in the community to make them more user-friendly.
- Write and publish a welcome packet for new students.
- Write a letter to a policy maker or to the editor concerning an issue related to your service project.
- Create a website about your service-learning project/s.
- Publish a guide for a nature trail.
- Create a coloring book to teach younger children about an environmental issue.
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| C. Listening, Viewing, and Speaking |
| Benchmark |
Service Learning Performance Task |
Standard 1: The student uses listening strategies effectively. (LA.C.1.4)
1. selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.
2. describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.
3. uses effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others.
4. identifies bias, prejudice, or propaganda in oral messages.
Standard 2: The student uses viewing strategies effectively. (LA.C.2.4)
1. determines main concept and supporting details in order to analyze and evaluate non-print media messages.
2. understands factors that influence the effectiveness of nonverbal cues used in non-print media, such as the viewer’s past experiences and preferences, and the context in which the cues are presented.
Standard 3: The student uses speaking strategies effectively. (LA.C.3.4)
1. uses volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
2. selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of con-tent, processes, or experiences, including asking relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations.
3. uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.
4. applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations.
5. develops and sustains a line of argument and provides appropriate support. |
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Use listening strategies when interviewing a primary source and participates in a class discussion summarizing the presentation the effectiveness of the presenter to persuade.
- Demonstrate an awareness of sensitivity to the various dialects, accents, and speech patterns in a multicultural community within small groups.
- Listen to advertisements on an issue and discuss the biases.
- Speak at a town meeting a need in your community and what should be done about it.
- Take speaker notes when a guest speaker comes to class or school and tell others about what was learned.
- Take notes when watching videos related to service projects for later discussion and reflection.
- Conduct oral histories and writes an accurate report based on the interview.
- Read opposing viewpoints on current social issues and conduct debates.
- Learn and use Roberts Rules of Order for conducting formal service learning council meetings.
Compare and contrast various versions of various groups to the same information in terms of main focus, supporting details, stereotypes, biases and persuasion techniques
- Use these viewing strategies effectively during an oral presentation.
- Analyze advertisements to identify clues to who is the target audience.
Practice for an oral presentation and focus on the use of volume, stress, pacing, enunciation, eye contact and gestures add to or take from the presentation effectiveness.
- Present a demonstration to the class with effective use of visual aids to clarify a difficult idea.
- Practice responding to differing responses in preparation for a meeting with the county commission concerning a local issue.
- Use appropriate quantitative data to persuade the audience to take action on an environmental or health issue.
- Create a Power Point presentation to teach an important social or environmental issue.
- Create trifolds and displays to highlight service-learning projects.
- Start a public speaking club at your school.
- Teach younger students public speaking and create a guide.
- Hold public debates on important community issues.
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| D. Language |
| Benchmark |
Service Learning Performance Task |
Standard 1: The student understands the nature of language. (LA.D.1.4)
1. applies an understanding that language and literature are primary means by which culture is transmitted.
2. makes appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias.
3. understands that there are differences among various dialects of English.
Standard 2: The student understands the power of language. (LA.D.2.4)
1. understands specific ways in which language has shaped the reactions, perceptions, and beliefs of the local, national, and global communities.
2. understands the subtleties of literary devices and techniques in the comprehension and creation of communication.
3. recognizes production elements that contribute to the effectiveness of a specific medium.
4. effectively integrates multimedia and technology into presentations.
5. critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.
6. understands that laws control the delivery and use of media to protect the rights of authors and the rights of media owners.
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Role-play first meetings and introductions and distinguish between the acceptable conduct for informal and formal social interactions.
- Request information from a local civic group, using appropriate level of formality.
- Translate Canterbury Tales to modern English and share with other classes.
- Modernize a scene from one of Shakespeare’s plays to perform for others.
- Take poems from previous centuries and transform them into raps.
- Analyze the issues of various community and environmental issues and then observe and report these effects on different audiences, such as senior citizens, youth, neighborhood associations or different cultural groups.
- Produce a skit, rap song, or video that promotes your support of a community, environmental or health issue within small groups.
- Survey and analyze public opinion trends of an issue and the perception of media coverage to the issue.
- Describe copyright policies, the laws that govern and protect ideas, and the methods to seek permission for use of copyrighted material.
- Use personal voice and reflection to connect oral presentation or essay with the known audience (peers, community, the elderly, different cultural groups)
- Study advertisement in the media and create a guide to truthful advertising.
- Create a video documentary on an important social issue such as homelessness and poverty in your community.
- Make a Power Point presentation to teach an important issue related to your service-learning project.
- Create a service-learning Website.
- Analyze a documentary or newspaper articles that relate to your service-learning project to detect biases.
- Conduct a service-learning project that compares and contrasts various radio stations and programs such as PBS and Sean Hannity to detect biases and propaganda. Present your findings in a report.
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| E. Literature |
| Benchmark |
Service Learning Performance Task |
Standard 1: The student understands the common features of a varietyof literary forms. (LA.E.1.4)
1. identifies the characteristics that distinguish literary forms.
2. understands why certain literary works are considered classics.
3. identifies universal themes prevalent in the literature of all cultures.
4. understands the characteristics of major types of drama.
5. understands the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods.
Standard 2: The student responds critically to fiction, nonfiction, poetry, and drama. (LA.E.2.4)
1. analyzes the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions.
2. understands the relationships between and among elements of literature, including characters, plot, setting, tone, point of view, and theme.
3. analyzes poetry for the ways in which poets inspire the reader to share emotions, such as the use of imagery, personification, and figures of speech, including simile and metaphor; and the use of sound, such as rhyme, rhythm, repetition, and alliteration.
4. understands the use of images and sounds to elicit the reader’s emotions in both fiction and nonfiction.
5. analyzes the relationships among author’s style, literary form, and intended impact on the reader.
6. recognizes and explains those elements in texts that prompt a personal response, such as connections between one’s own life and the characters, events, motives, and causes of conflict in texts.
7. examines a literary selection from several critical perspectives.
8. knows that people respond differently to texts based on their background knowledge, purpose, and point of view. |
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Read magazines, newsletters, or other informational sources about environmental issues facing your community. Organize a project based on the current needs or problems.
- Read newspaper articles about current events in your hometown. Plan projects based on needs of community agencies that you read about, or to help an agency or family who is in need of services (i.e. victims of fire, racially motivated crime, etc.)
- Read about role models or heroes and work with reading buddies to identify positive character traits. Compare those traits to your own.
- Read and discuss opposing viewpoints when studying issues related to your service-learning project.
- Read literature from different countries to learn about customs and cultures for Cultural Day presentation or displays.
- Write book, movie or play reviews for a school or local newspaper.
- Write book reviews and present on your school TV station to promote new books in the media center.
- Read articles about youth doing service. Organize and conduct a project based on what you have read.
- Read about local heroes in your community. Develop a book about them and distribute to the Chamber of Commerce or Welcome Wagon.
- Teach younger students how to distinguish between fact and opinion, particularly in advertisements aimed at children.
- Make a collage of propaganda techniques from printed ads found in newspapers, magazines, etc.
- Gather facts and opinions from various sources to determine which community issues can best be addressed through a service-learning project.
- Allow students to have input in the selection of the purchase of class novels and non-fiction books related to service learning projects.
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| Source: taken from California Service Learning Standards |
Copyright © 2007 The ServiceLearning Group. All rights reserved. |
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