STANDARD 3: Language Arts Literacy

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.

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

A. Concepts About Print/Text

1. Identify differences of various print formats, including newspapers, magazines, books, and reference resources.

2. Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print.

3. Identify and locate features that support text meaning (e.g., maps, charts, illustrations).

B. Phonological Awareness (includes phonemic awareness)

No additional indicators at this grade level

C. Decoding and Word Recognition

1. Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

2. Know and use common word families to decode unfamiliar words.

3. Recognize compound words, contractions, and common abbreviations.

D. Fluency

1. Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks.

2. Read at different speeds using scanning, skimming, or careful reading as appropriate.

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

1. Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.

2. Identify specific words or passages causing comprehension difficulties and seek clarification.

3. Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).

F. Vocabulary and Concept Development

1. Infer word meanings from learned roots, prefixes, and suffixes.

2. Infer specific word meanings in the context of reading passages.

3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

4. Use a grade-appropriate dictionary (independently) to define unknown words.

G. Comprehension Skills and Response to Text

1. Discuss underlying themes across cultures in various texts.

2. Distinguish cause and effect, fact and opinion, main idea and supporting details in nonfiction texts (e.g., science, social studies).

3. Cite evidence from text to support conclusions.

4. Understand author’s opinions and how they address culture, ethnicity, gender, and historical periods.

5. Follow simple multiple-steps in written instructions

6. Recognize an author’s point of view.

7. Identify and summarize central ideas in informational texts.

8. Recognize differences among forms of literature, including poetry, drama, fiction, and nonfiction.

9. Recognize literary elements in stories, including setting, characters, plot, and mood.

10. Identify some literary devices in stories.

11. Identify the structures in poetry.

12. Identify the structures in drama

13. Read regularly in materials appropriate for their independent reading level.

H. Inquiry and Research

1. Use library classification systems, print or electronic, to locate information.

2. Investigate a favorite author and produce evidence of research.

3. Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, 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 4, students will:

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

1. Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.

2. Develop an awareness of form, structure, and author’s voice in various genres.

3. Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

4. Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

5. Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.

6. Review own writing with others to understand the reader’s perspective and to consider ideas for revision.

7. Review and edit work for spelling, mechanics, clarity, and fluency.

8. Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.

9. Use computer writing applications during most of the writing process.

10. Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.

11. Reflect on one’s writing, noting strengths and areas needing improvement.

B. Writing as a Product (resulting in a formal product or publication)

1. Create narrative pieces, such as memoir or personal narrative, which contain description and relate ideas, observations, or recollections of an event or experience.

2. Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.

3. Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.

4. Build knowledge of the characteristics and structures of a variety of genres.

5. Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.

6. Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.

7. Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.

8. Improve the clarity of writing by rearranging words, sentences, and paragraphs.

9. Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors’ writing styles.

10. Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.

11. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.

2. Use increasingly complex sentence structure and syntax to express ideas.

3. Use grade appropriate knowledge of English grammar and usage to craft writing, such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses.

4. Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.

5. Use capital letters correctly in sentences, for proper nouns, and in titles.

6. Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.

7. Indent in own writing to show the beginning of a paragraph.

8. Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.

9. Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.

10. Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.

11. Write legibly in manuscript or cursive to meet district standards.

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

1. Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community).

2. Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.

3. Develop independence by setting self-selected purposes and generating topics for writing.

4. Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, poetry).

5. Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.

6. Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the

text.

7. Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.

8. Write informational reports that frame a topic, include facts and details, and draw information from several sources.

9. Write formal and informal letters for a variety of audiences and purposes.

10. Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.

11. Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.

12. Use relevant graphics in writing (e.g., maps, charts, illustrations).

13. Demonstrate the development of a personal style and voice in writing.

14. Review scoring criteria of a writing rubric.

15. Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).

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 4, students will:

A. Discussion (small group and whole class)

1. Use details, examples and reasons to support central ideas or clarify a point of view.

2. Stay focused on a topic and ask relevant questions.

3. Take turns without dominating.

B. Questioning (Inquiry) and Contributing

1. Develop questioning techniques (e.g., who, what, when, where, why, and how).

2. Use interview techniques to develop inquiry skills.

3. Explore concepts by describing, narrating, or explaining how and why things happen.

4. Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.

5. Reflect and evaluate information learned as a result of the inquiry.

6. Solve a problem or understand a task through group cooperation.

C. Word Choice

1. Use convincing dialogue to role-play short scenes involving familiar situations or emotions.

2. Use figurative language purposefully in speaking situations.

3. Use appropriate vocabulary to support or clarify a message.

4. Adapt language to persuade, explain, or seek information.

D. Oral Presentation

1. Speak for a variety of audiences and purposes.

2. Prepare, rehearse, and deliver a formal presentation in logical or sequential order, including an opening, supportive details, and a closing statement.

3. Use notes or other memory aids to structure a presentation.

4. Maintain audience interest during formal presentations, incorporating adequate volume, proper pacing, and clear enunciation.

5. Participate in a dramatization or role-play across the curriculum.

6. Read aloud with fluency.

7. Understand and use criteria for a rubric to improve an oral presentation.

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 4, students will:

A. Active Listening

B. Listening Comprehension

1. Demonstrate competence in active listening through comprehension of a story, interview, and oral report of an event or incident

2. Develop listening strategies (e.g., asking questions and taking notes) to understand what is heard.

3. Demonstrate competence in active listening by interpreting and applying received information to new situations and solving problems.

4. Make inferences based on an oral report or presentation.

5. Describe how language reflects specific regions and/or cultures.

6. Follow three-and four-step oral directions.

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 4, students will:

A. Constructing Meaning

1. Interpret information found in pictorial graphs, map keys, and icons on a computer screen.

2. Respond to and evaluate the use of illustrations to support text.

3. Use graphs, charts, and diagrams to report data.

4. Distinguish between factual and fictional visual representations.

5. Identify the central theme in a movie, film, or illustration.

6. Identify the target audience for a particular program, story, or advertisement.

7. Demonstrate an awareness of different media forms and how they contribute to communication.

B. Visual and Verbal Messages

1. Understand that creators of both print media and electronic media have a purpose and target audience for their work.