Alignment

NCDPI Standards for Elementary Teachers

Standard 16, Indicator 7 – Teachers encourage participation in civic and volunteer activities.

I met this standard because this service learning project was discussed among me and the students.  The students wanted to help the elderly in their community.  They decided they wanted to read to and play games with the elderly.  The students realized how important it was to stay involved with the elderly in order to make a difference in their lives.

Standard 16, Indicator 1 – When developing as leaders in their schools and communities, elementary teachers involve students in activities outside the classroom.

            I met this standard by involving students outside the classroom.  To complete this project, the students were taken to meet elderly in the community who needed a little extra attention.  The students took books, cards, and board games with them and read to and played with the people they were visiting.  The students were able to bring a little joy into the lives of the elderly that they visited. 

Standard 11, Indicator 1 – Teachers incorporate communication in their lessons.

            I met this standard by incorporating communication into the lesson.  Both before and after the students visited with the elderly in the community, they wrote in their journals.  Before the project, the students wrote about what they thought would happen and how they thought they would feel.  After the project, the students wrote about what they did, who their favorite person was that they visited, and how they thought they would feel.  Then they wrote a letter to their favorite person and mailed it to them. 

Standard 4, Indicator 11 – Teachers promote the basic principles of being a citizen as vital to the development of responsible members of society by promoting an understanding of character development, including:  Responsibility, Integrity, Self-discipline, Caring, Respect, Perseverance, Courage, and Citizenship.

            I met this standard by letting the students decide what they wanted to do.  Once they decided that they wanted to do something with the elderly, they decided that they could pick books and games that they could take to play with the elderly.  Next, they helped decide where to go to visit the elderly. 

Standard 7, Indicator 7 – Teachers develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.

            I met this standard by having several different ways to assess the students.  They were to journal both before and after the service learning project.  I assessed both the content of their journals, as well as their spelling and punctuation.  They picked their favorite person that they visited with and then wrote a letter and mailed it to that person. The letter was also used as an assessment.