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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
By the end of Kindergarten, students will:
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 (includes phonemic awareness) 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. 5. Given a spoken word, produce another word that rhymes with it.
C. Decoding and Word Recognition 1. Recognize some words by sight. 2. Recognize and name most uppercase and lowercase letters of the alphabet. 3. Recognize and read one’s name.
D. Fluency 1. Practice reading behaviors such as retelling, reenacting, or dramatizing stories. 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. 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 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.
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
By the end of Kindergarten, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 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.
B. Writing as a Product (resulting in work samples) 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 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) 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.
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
By the end of Kindergarten, students will:
A. Discussion 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 1. Share in conversations with others. 2. Use oral language to extend learning.
C. Word Choice 1. Use language to describe feelings, people, objects, and events. 2. Suggest rhyming words during word play, songs, or read-aloud.
D. Oral Presentation 1. Sing familiar songs and rhymes to promote oral language development. 2. Begin to use social conventions of language.
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
By the end of Kindergarten students will:
A. Active Listening 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 1. Listen attentively to books teacher reads to class. 2. Answer questions correctly about books read aloud.
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
By the end of Kindergarten, students will: A. Constructing Meaning 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 1. Begin to sequence a series of pictures or images to tell a story. 2. Show understanding of purpose for pictures in books.
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