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 Indicator

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:

 

A.     Concepts About Print/Text

1.         Use a text index and glossary independently and appropriately.

2.         Survey and explain text features that contribute to comprehension (e.g., headings, introductory, concluding paragraphs).

3.         Recognize and use common print formats to obtain information (e.g., newspapers, magazines, electronic sources).

 

B.     Phonological Awareness (includes phonemic awareness)

No additional indicators at this grade level.

 

C.     Decoding and Word Recognition

1.         Use a dictionary to decode new words independently.

2.         Use context clues or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.

3.         Apply knowledge of new words correctly (refer to word parts and word origin).

4.         Apply spelling and syllabication rules that aid in decoding and word recognition.

 

D.    Fluency

1.         Adjust reading speed appropriately for different purposes and audiences.

2.         Read aloud in ways that reflect understanding of proper phrasing and intonation.

3.         Read silently for the purpose of increasing speed, accuracy, and reading fluency.

4.         Apply self-correcting strategies to decode and gain meaning from print, both orally and silently.

 

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

1.         Activate prior knowledge and anticipate what will be read or heard.

2.         Vary reading strategies according to their purpose for reading and the nature of the text.

3.         Reread to make sense of difficult paragraphs or sections of text.

4.         Make revisions to text predictions during and after reading.

5.         Use reference aids for word meanings when reading.

6.         Apply graphic organizers to illustrate key concepts and relationships in a text.

 

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 the dictionary for a variety of purposes (e.g., definitions, word origins, parts of speech).

5.         Use a thesaurus to identify alternative word choices and meanings.

 

G.    Comprehension Skills and Response to Text

1.         Respond critically to an author’s purpose, ideas, views, and beliefs.

2.         Identify genre by their distinctive elements (e.g. tall tale-exaggeration).

3.         Use cause and effect and sequence of events to gain meaning.

4.         Construct meaning from text by making conscious connections to self, an author, and others.

5.         Recognize persuasive and propaganda techniques used to influence readers.

6.         Recognize and understand historical and cultural biases and different points of view.

7.         Identify and analyze features of themes conveyed through characters, actions, and images.

8.         Distinguish between major and minor details.

9.         Make inferences using textual information and provide supporting evidence.

10.     Recognize common organizational patterns in text that support comprehension (e.g., headings captions).

11.     Identify and analyze text types, formats, and elements in nonfiction.

12.     Recognize characterization, setting, plot, theme, and point of view in fiction.

13.     Recognize sensory details, figurative language, and other literary devices in text.

14.     Identify and respond to the elements of sound and structure in poetry.

15.     Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.

16.     Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed.

17.     Explain ways that the setting contributes to the mood of a novel, play, or poem.

18.     Interpret idiomatic expressions.

 

H.    Inquiry and Research

1.         Develop and revise questions for investigations prior to, during, and after reading.

2.         Select and use multiple sources to locate information relevant to research questions.

3.         Draw conclusions from information gathered from multiple sources.

4.         Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.

5.         Summarize and organize information by taking notes, outlining ideas, and/or making charts.

6.         Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.

7.         Compare themes, characters, settings, and ideas across texts or works and produce evidence of understanding.

 

 

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 6, students will:

 

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

1.         Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary.

2.         Generate ideas for writing through reading and making connections across the curriculum and with current events.

3.         Expand knowledge about form, structure, and voice in a variety of genres.

4.         Use strategies such as using graphic organizers and outlines to elaborate and organize ideas for writing.

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

6.         Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.

7.        Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.

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

9.         Review and edit work for spelling, usage, clarity, organization, and fluency.

10.     Use a variety of reference materials to revise work.

11.     Use computer writing applications during the writing process.

12.     Understand and apply the elements of a scoring rubric to improve and evaluate writing.

13.     Reflect on own writing, noting strengths and setting goals for improvement.

 

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

1.          Expand knowledge of characteristics, structures, and tone of selected genres.

2.         Write a range of grade appropriate essays  across curricula (e.g., persuasive, personal, descriptive, issue- based)

3.       Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).

4.         Write various types of prose, such as short stories, biography, autobiography, or memoir that contain narrative elements.

5.         Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.

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

7.         Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.

8.         Prepare a works consulted page for reports or research papers.

9.         Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.

10.     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 in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting.

2.        Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.

3.         Use knowledge of English grammar and usage to express ideas effectively.

4.         Use correct capitalization and punctuation, including commas and colons, throughout writing.

5.         Use quotation marks and related punctuation correctly in passages of dialogue.

6.         Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

7.         Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.

8.         Edit writing for correct grammar usage, capitalization, punctuation, and spelling.

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

10.     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, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).

2.        Gather, select, and organize information appropriate to a topic, task, and audience.

3.         Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.

4.        Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.

5.       Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.  

6.       Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).

7.        Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations from authoritative sources, and including a works consulted page.

8.         Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.

9.         Demonstrate the ability to write business letters in correct format and coherent style.

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

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

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

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

14.     Review scoring criteria of relevant rubrics.

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 6, students will:

 

A.     Discussion (small group and whole class)

 1.         Support a position with organized, appropriate details.

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

 3.         Acknowledge others’ opinions and respond appropriately.

 4.         Respond orally to literature.

 5.         Participate in class discussion appropriately.

 

B.    Questioning (Inquiry) and Contributing

 1.         Respond orally by adding questions and comments while integrating knowledge.

 2.         Demonstrate effective use of a variety of questions, including literal, inferential, and evaluative questions.

 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 varied word choice to clarify, illustrate, and elaborate.

 2.         Use figurative language purposefully in speaking situations.

 3.         Select and use suitable vocabulary to fit a range of audiences.

 

 

D.   Oral Presentation

 1.        Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents.

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

 3.         Use clear, precise, organized language that reflects the conventions of spoken English.

 4.         Use visuals such as charts or graphs when presenting for clarification.

 5.         Use props effectively while speaking.

 6.         Use verbal and non verbal elements of delivery (e.g., eye contact, stance) to maintain audience focus.

 7.         Read aloud with fluency.

 8.         Understand and use criteria from a rubric to improve an oral presentation.

 9.         Incorporate peer feedback and teacher suggestions for revisions in content, organization, and delivery.

 

 

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 6, students will:

 

A.    Active Listening

 1.         Listen actively for a variety of purposes such as enjoyment and obtaining information.

 2.         Listen attentively and critically to a variety of speakers.

 3.         Acknowledge the speaker through eye contact and use appropriate feedback and questions to clarify the speaker’s message.

 4.         Recognize and analyze persuasive techniques while listening.

 5.         Recognize the rich and varied language of literature (e.g., listen to a recording of poetry or classic literature).

 6.         Listen to determine a speaker’s purpose, attitude, and perspective.

 7.         Use, when appropriate, criteria/rubric to evaluate oral presentations, such as purpose, delivery techniques, content, visual aids, body language, and facial expressions.

 

B.     Listening Comprehension

 1.         Demonstrate competence in active listening through responding to a story, interview, or oral report (e.g. summarizing, reacting, retelling).

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

 3.         Ask pertinent questions, take notes, and draw conclusions based on information presented.

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

 5.         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 6, students will:

 

A.     Constructing Meaning

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

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

 3.         Distinguish between factual and fictional visual representations (e.g. political cartoons).

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

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

 6.         Demonstrate an awareness of different media forms (e.g. newspapers, internet, magazines) and how they contribute to communication.

 7.         Understand uses of persuasive text related to advertising in society.

 8.         Distinguish different points of view in media texts.

 

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.

 2.         Evaluate media messages for credibility.

 3.         Explore and interpret various messages found in advertisements and other texts.

 4.         Interpret verbal and nonverbal messages reflected in personal interactions with others.

 5.         Discuss the emotional impact of a still image (e.g., photo, poster, painting) and how it aids understanding.

 6.         Compare and contrast media sources, such as film and book versions of a story.

 7.         Understand the uses of technology (e.g., the Internet for research).

 

C.     Living with Media

 1.         Express and justify preferences for media choices.

 2.         Choose the most appropriate media for a presentation.

 3.         Use a rubric to evaluate the content of media presentations.

 4.         Examine and evaluate effects of media on the family, home, and school.