Standard 3: Language Arts Literacy

Language Arts Literacy Cumulative Progress Indicators (CPIs) for the end of the designated grade span

Place a "+" for an expectation that represents a strength & a "-" for a weakness

+ or -

A.     Concepts About Print

 1.         Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment).

 2.         Distinguish letters from words.

 3.         Recognize that words are separated by spaces.

 4.         Follow words left to right and from top to bottom.

 5.         Recognize that print represents spoken language.

 6.         Demonstrate understanding of the function of a book and its parts, including front and back and title page.

B.     Phonological Awareness (oral language activities)

 1.         Demonstrate understanding that spoken words consist of sequences of phonemes.

 2.         Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.

 3.         Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).

 4.         Learn many, though not all, one-to-one letter-sound correspondences.

C.     Decoding and Word Recognition 

 1.         Recognize some words by sight.

 2.         Recognize and name most uppercase and lowercase letters of the alphabet.

D.    Fluency

 2.         Recognize when a simple text fails to make sense when listening to a story read aloud.

 3.         Attempt to follow along in book while listening to a story read aloud.

 4.         Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books).

E.     Reading Strategies (before, during, and after reading)

 1.         Begin to track or follow print when listening to a familiar text being read.

 2.         Think ahead and make simple predictions about text.

 3.         Use picture clues to aid understanding of story content.

 4.         Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.

 5.         "Read" familiar texts from memory, not necessarily verbatim from the print alone.

F.      Vocabulary and Concept Development

 1.         Continue to develop a vocabulary through meaningful, concrete experiences.

 2.         Identify and sort words in basic categories.

 3.         Explain meanings of common signs and symbols.

 4.         Use new vocabulary and grammatical construction in own speech.

G.    Comprehension Skills and Response to Text

 1.         Respond to a variety of poems and stories through movement, art, music, and drama.

 2.       Verbally identify the main character, setting, and important events in a story read aloud.

 3.         Identify favorite books and stories.

 4.         Retell a story read aloud using main characters and events.

 5.         Participate in shared reading experiences.

 6.         Make predictions based on illustrations or portions of stories.

H.    Inquiry and Research

By the end of Kindergarten, students will:

 1.         Locate and know the purposes for various literacy areas of the classroom and the library/media center.

 2.         Choose books related to topics of interest.

+ or -

STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

A.     Writing as a Process (prewriting, drafting, revising, editing, postwriting)

By the end of Kindergarten, students will:

1.         Recognize that thoughts and talk can be written down in words.

2.         Observe the teacher modeling writing.

3.         Generate and share ideas and experiences for a story.

4.         Attempt to put ideas into writing using pictures, developmental spelling, or conventional text.

5.         Write (print) own first and last name.

6.         Participate in group writing activities such as experience stories, interactive writing, and shared writing.

7.         Begin to sequence story events for writing using pictures, developmental spelling, or conventional text.

B.     Writing as a Product (resulting in work samples)

By the end of Kindergarten, students will:

1.         Show and talk about work samples containing pictures, developmental spelling, or conventional text.

2.         Begin to collect favorite work samples to place in personal writing folder.

C.     Mechanics, Spelling, and Handwriting

By the end of Kindergarten, students will:

1.         Use letter/sound knowledge in attempting to write (print) some words.

2.         Spell own name.

3.         Recognize and begin to use left-to-right and top-to-bottom directionality and spacing between words when writing.

4.         Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes.

5.         Write all uppercase and lowercase letters of the alphabet from teacher copy.

D.    Writing Forms, Audiences, and Purposes (exploring a variety of writing)

By the end of Kindergarten, students will:

1.         Communicate personal response to literature through drawing, telling, or writing.

2.         Show and talk about favorite work samples (drawing or writing) with teacher and family.

STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

A.     Discussion

By the end of Kindergarten, students will:

1.      Share experiences and express ideas.

2.      Participate in conversations with peers and adults.

3.      React to stories, poems, and songs.

B.  Questioning (Inquiry) and Contributing

By the end of Kindergarten, students will:

1.      Share in conversations with others.

2.      Use oral language to extend learning.

C.  Word Choice

By the end of Kindergarten, students will:

   1.  Use language to describe feelings, people, objects, and events.

2.  Suggest rhyming words during word play, songs, or read-aloud.

D.  Oral Presentation

By the end of Kindergarten, students will:

1.  Sing familiar songs and rhymes to promote oral language development.  

2.  Begin to use social conventions of language.

+ or -

STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.

A.     Active Listening

By the end of Kindergarten students will:

1.      Listen fully to understand instructions or hear daily messages.

2.      Listen to identify main characters and events in stories.

3.      Listen to rhymes and songs to begin developing an understanding of letter/sound relationships.

B.     Listening Comprehension

By the end of Kindergarten students will:

1.      Listen attentively to books teacher reads to class.

2.      Answer questions correctly about books read aloud.

+ or -

STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.

A.     Constructing Meaning

By the end of Kindergarten, students will:

 1.         Make predictions about visual information (e.g., pictures in books).

 2.         Discuss favorite characters from books, film, and television.

B.     Visual and Verbal Messages

By the end of Kindergarten, students will:

1.         Begin to sequence a series of pictures or images to tell a story.

 2.         Show understanding of purpose for pictures in books.

C.     Living with Media

Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

 1.         Express preferences for media choices.