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Standard 3: Language Arts Literacy
STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.
Descriptive Statement: A primary reading goal is for students of all grades to read independently with fluency and comprehension so that they become lifelong readers and learners. In order to achieve this goal, students benefit from "daily opportunities to read books they choose for themselves, for their own purposes, and their own pleasures" (Calkins, 2001). Students should read grade-level appropriate or more challenging classic and contemporary literature and informational readings, both self-selected and assigned. In order to grow as readers and deepen their understanding of texts, students need many opportunities to think about, talk about, and write about the texts they are reading. A diversity of reading material (including fiction and nonfiction) provides students with opportunities to grow intellectually, emotionally, and socially as they consider universal themes, diverse cultures and perspectives, and the common aspects of human existence.
In early reading instruction (preK-2), children need rich experiences with oral language and learning about sounds, letters and words, and their relationships. Phonemic awareness, knowledge of the relationships between sounds and letters, and an understanding of the features of written English texts are essential to beginning reading. Direct systematic phonics instruction enables many students to develop their knowledge of phonics, and provides a bridge to apply this knowledge in becoming independent and fluent readers. Systematic phonics instruction typically involves explicitly teaching students a pre-specified set of letter-sound relations and having students read text that provides practice using these relations to decode words (National Reading Panel, 2000). Additionally, direct instruction and time to practice these skills should be provided in comprehension, strategy, reading fluency, and vocabulary development at all grade levels. It is important to help students become fluent readers in the early years, and then help them expand their literacy abilities as they progress through the middle and high school grades.
The reading process requires readers to respond to texts, both personally and critically, and relate prior knowledge and personal experiences to written texts. Students apply literal, inferential, and critical comprehension strategies before, during, and after reading to examine, construct, and extend meaning. In becoming fluent readers, students must draw on the word meaning and sentence structure of text and sound/symbol relationships, and use these cueing systems interchangeably in order to comprehend and gain meaning. Students need to recognize that what they hear, speak, write, and view contributes to the content and quality of their reading experiences.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
A. Concepts About Print/Text 1. Use titles, tables of contents, and chapter headings to locate information. 2. Recognize the purpose of a paragraph.
B. Phonological Awareness (includes phonemic awareness) 1. Add, delete, or change middle sounds to change words (e.g., pat to put). 2. Use knowledge of letter-sound correspondences to sound out unknown words.
C. Decoding and Word Recognition 1. Look for known chunks or small words to attempt to decode an unknown word. 2. Reread inserting the beginning sound of the unknown word. 3. Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo). 4. Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.
D. Fluency 1. Pause at appropriate end points (e.g., comma, period). 2. Use appropriate pace; "not choppy" or word-by-word. 3. Use appropriate inflection (e.g., dialogue, exclamations, questions). 4. Read silently without finger or lip movement. 5. Self-monitor when text does not make sense. 6. Employ learned strategies to determine if text makes sense without being prompted.
E. Reading Strategies (before, during, and after reading) 1. Skip over difficult words in an effort to read on and determine meaning. 2. Return to the beginning of a sentence and try again.
F. Vocabulary and Concept Development 1. Develop a vocabulary of 500-800 regular and irregular sight words. 2. Know and relate meanings of simple prefixes and suffixes. 3. Demonstrate evidence of expanding language repertory. 4. Understand concept of antonyms and synonyms. 5. Begin to use a grade-appropriate dictionary with assistance from teacher.
G. Comprehension Skills and Response to Text 1. Demonstrate ability to recall facts and details of text. 2. Recognize cause and effect in texts. 3. Make inferences and support them with textual information. 4. Continue to identify story elements in texts. 5. Respond to text by using how, why, and what-if questions.
H. Inquiry and Research 1. Locate information using alphabetical order. 2. Read a variety of nonfiction and fiction books and produce evidence of reading.
STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Descriptive Statement: Writing is a complex process that begins with the recording of one’s thoughts. It is used for composition, communication, expression, learning, and engaging the reader. Proficient writers use a repertoire of strategies that enables them to vary form, style, and conventions in order to write for different purposes, audiences, and contexts. Students should have multiple opportunities to craft and practice writing, to generate ideas, and to refine, evaluate, and publish their writing. In a successful writing program, students develop and demonstrate fluency in all phases of the writing process, including prewriting, drafting, revising, editing of multiple drafts, and postwriting processes that include publishing, presenting, evaluating, and/or performing.
Students should be helped to understand the recursive nature and shifting perspectives of the writing process, in moving from the role of writer to the role of reader and back again. It is important for students to understand that writers write, then plan and revise, and then write again. They will learn to appreciate writing not only as a product, but also as a process and mode of thinking and communicating. "By the mysterious alchemy of the written word, we range over time and space, expanding our experiences, enriching our souls, and ultimately becoming more fully, more consciously human" (Keene, 1999). Students should recognize that what they hear, speak, read, and view contributes to the content and quality of their writing.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing. 2. Observe the modeling of writing. 3. Begin to develop an awareness of simple story structures and author’s voice. 4. Use sentences to convey ideas in writing. 5. Maintain the use of a basic writing process to develop writing. 6. Use graphic organizers to assist with planning writing. 7. Compose readable first drafts. 8. Use everyday words in appropriate written context. 9. Reread drafts for meaning, to add details, and to improve correctness. 10. Focus on elaboration as a strategy for improving writing. 11. Participate with peers to comment on and react to each other’s writing. 12. Use a simple checklist to improve elements of own writing. 13. Use computer writing applications during some parts of the writing process.
B. Writing as a Product (resulting in a formal product or publication) 1. Produce finished writings to share with classmates and/or for publication. 2. Produce stories from personal experiences. 3. Produce a narrative with a beginning, middle, and end. 4. Write nonfiction pieces, such as letters, procedures, biographies, or simple reports. 5. Organize favorite work samples in a writing folder or portfolio.
C. Mechanics, Spelling, and Handwriting 1. Use correct end point punctuation. 2. Apply basic rules of capitalization. 3. Use correct spelling of some high frequency words. 4. Apply sound/symbol relationships to writing words. 5. Recognize and apply basic spelling patterns. 6. Write legibly to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 1. Create written texts for others to read. 2. Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas. 3. Use writing as a tool for learning self-discovery and reflection. 4. Use reading and technology to support writing.
STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Descriptive Statement: Oral language is a powerful tool for communicating, thinking, and learning. Through speaking and listening, students acquire the building blocks necessary to connect with others, develop vocabulary, and perceive the structure of the English language. An important goal in the language arts classroom is for students to speak confidently and fluently in a variety of situations. Speaking is the process of expressing, transmitting, and exchanging information, ideas, and emotions. When students listen and talk to others about their ideas, they are able to clarify their thinking. Whether in informal interactions with others or in more formal settings, communicators are required to organize and deliver information clearly and adapt to their listeners. Students should have multiple opportunities to use speaking for a variety of purposes, including questioning, sharing information, telling a humorous story, or helping others to achieve goals. Students should recognize that what they hear, write, read, and view contributes to the content and quality of their oral language. Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
A. Discussion (small group and whole class) 1. Elaborate on experiences and ideas. 2. Begin to stay focused on a topic of discussion. 3. Offer personal opinion related to topics of discussion. 4. Wait their turn to speak.
B. Questioning (Inquiry) and Contributing 1. Ask for explanation to clarify meaning. 2. Respond to ideas posed by others. 3. Restate to demonstrate understanding. 4. Identify a problem and simple steps for solving the problem.
C. Word Choice 1. Use new vocabulary learned from literature and classroom experiences. 2. Recognize and discuss how authors use words to create vivid images.
D. Oral Presentation 1. Participate in a dramatization or role play. 2. Begin to understand the importance of looking at a speaker. 3. Talk about an experience or work sample in front of a small group.
STANDARD 3.4 (LISTENING) ALL STUDENTS WILL LISTEN ACTIVELY TO INFORMATION FROM A VARIETY OF SOURCES IN A VARIETY OF SITUATIONS.
Descriptive Statement: Listening is the process of hearing, receiving, constructing meaning from, and responding to spoken and/or nonverbal messages. Through active listening, students gain understanding and appreciation of language and communication. Students call on different listening skills depending on their purpose for listening (e.g., listening to letter sounds to gain phonemic awareness, comprehending information, evaluating a message, appreciating a performance). Effective listeners are able to listen actively, restate, interpret, respond to, and evaluate increasingly complex messages. Students need to recognize that what they say, read, write, and view contributes to the content and quality of their listening experiences.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
A. Active Listening 1. Listen critically to identify main ideas and supporting details. 2. Begin to distinguish between types of speech (e.g., a joke, a chat, a warning). 3. Listen and contribute to class discussions.
B. Listening Comprehension
STANDARD 3.5 (VIEWING AND MEDIA LITERACY) ALL STUDENTS WILL ACCESS, VIEW, EVALUATE, AND RESPOND TO PRINT, NONPRINT, AND ELECTRONIC TEXTS AND RESOURCES.
Descriptive Statement: Students learn how to view critically and thoughtfully in order to respond to visual messages and images in print, nonverbal interactions, the arts, and electronic media. Effective viewing is essential to comprehend and respond to personal interactions, live performances, visual arts that involve oral and/or written language, and both print media (graphs, charts, diagrams, illustrations, photographs, and graphic design in books, magazines, and newspapers) and electronic media (television, computers, and film). A media-literate person is able to evaluate media for credibility and understands how words, images, and sounds influence the way meanings are conveyed and understood in contemporary society. Students need to recognize that what they speak, hear, write, and read contributes to the content and quality of their viewing. Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
A. Constructing Meaning 1. Speculate about characters, events, and settings in books, film, and television. 2. Recognize that media messages are created for a specific purpose (e.g., to inform, entertain, persuade). 3. Use graphs and charts to report data. 4. Recognize the work of a favorite illustrator. 5. Compare and contrast media characters.
B. Visual and Verbal Messages 1. Interpret messages in simple advertisements. 2. Use a simple rating scale to judge media products. 3. Begin to look at the effects of visual arts on one’s mood and emotions.
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