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THE UNIVERSITY OF THE STATE OF NEW YORK
THE STATE EDUCATION DEPARTMENT
http://www.emsc.nysed.gov
THE UNIVERSITY OF THE
STATE OF NEW YORK
Regents of The University
| Robert M. Bennett, Chancellor, B.A., M.S. |
Tonawanda |
| Adelaide L. Sanford, Vice Chancellor, B.A., M.A., P.D. | Hollis |
| Saul B. Cohen, B.A., M.A., Ph.D. | New Rochelle |
| James C. Dawson, A.A., B.A., M.S., Ph.D. | Peru |
| Anthony S. Bottar, B.A., J.D. | North Syracuse |
| Merryl H. Tisch, B.A., M.A. | New York |
| Geraldine D. Chapey, B.A., M.A., Ed.D. | Belle Harbor |
| Arnold B. Gardner, B.A., LL.B. | Buffalo |
| Harry Phillips, 3rd, B.A., M.S.F.S. | Hartsdale |
| Joseph E. Bowman, Jr., B.A., M.L.S., M.A., M.Ed., Ed.D | Albany |
| Lorraine A. CortΙs-VΑzquez, B.A., M.P.A. | Bronx |
| James R. Tallon, Jr., B.A., M.A. | Binghamton |
| Milton L. Cofield, B.S., M.B.A., Ph.D. | Rochester |
| John Brademas, B.A., Ph.D. | New York |
| Carol Bellamy, A.B., J.D. | Brooklyn |
| Roger B. Tilles, B.A., J.D. | Great Neck |
President of The
University and Commissioner of Education
Richard P. Mills
Chief of Staff
Counsel and Deputy Commissioner for Legal Affairs
Kathy A. Ahearn
Chief Operating
Officer
Deputy Commissioner for the Office of Management Services
Theresa E. Savo
Deputy Commissioner
for Elementary, Middle, Secondary, and Continuing Education
James A. Kadamus
Assistant Commissioner for Curriculum and Instructional
Support
Jean C. Stevens
Assistant Director
for Curriculum, Instruction and Instructional Technology
Anne Schiano
The State Education Department does not discriminate on the basis of age, color, religion, creed, disability, marital status, veteran status, national origin, race, gender, genetic predisposition or carrier status, or sexual orientation in its educational programs, services and activities. Portions of this publication can be made available in a variety of formats, including braille, large print or audio tape, upon request. Inquiries concerning this policy of nondiscrimination should be directed to the Departments Office for Diversity, Ethics, and Access, Room 530, Education Building, Albany, NY 12234.
Acknowledgments
The State Education Department wishes to acknowledge those individuals who substantially contributed to the content of this publication:
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Joseph McAnanama
Alisha Bahrmann
Linda Carr
Andrew Coffey
Regina Derrico
John Harmon
Kathleen Hinchman Syracuse University
Pamela Humphrey Teacher Center / Literacy Coach New York City School District 9
Donna Smith Kemp Classroom Teacher Peru Central School District
Michelle Kolceski Reading Specialist Jamesville-DeWitt Central School District |
Louisa Kramer-Vida, Ed.D.
Karen L. Markoff
Deborah A. Moriarity
Judith K. Rothstein
Judith (Jude) Smith
Francine Stayter
Brian Stumbaugh Voorheesville Central School District
Elizabeth Carson-Tompkins Teacher of English/ELA North Salem Central School District
Trudy Walp Instructor, Reading Department University at Albany |
English Language Arts (ELA)
INTRODUCTION
This English Language Arts Core Curriculum (2005) is a standards-based document that provides an additional level of specificity to the learning standards for English language arts adopted by the New York State Board of Regents in 1996. It respects the tradition of local choice in New York State that empowers educators to select texts, identify products, and use a rich array of instructional strategies and activities to meet student learning needs. This core curriculum is designed to provide assistance, while allowing for creativity, in the development of local instructional materials. This revision of the core curriculum is in response to the federal No Child Left Behind (NCLB) mandate for specificity of performance indicators in grades 38. This created an opportunity for New York State not only to expand the level of specificity for prekindergartengrade 12 but to present together material from both the Early Literacy Guidance: PrekindergartenGrade 3 and the English Language Arts Resource Guide with Core Curriculum.
Educators are encouraged to use this core curriculum document to align local curricula to the grade-by-grade performance indicators as designated under New York States learning standards and key ideas. In addition to subject-specific knowledge and understandings, there are some crosscutting capabilities that are common to all fields and that contribute to successful participation in school, work, family, and community. Such essential skills have been articulated in the report of the U.S. Department of Labors Secretarys Commission on Achieving Necessary Skills (SCANS) and are included in the Universal Foundation Skills found in the Regents-adopted Learning Standards for Career Development and Occupational Studies.
PHILOSOPHY
State Education Department staff and educators from across the State who collaborated in the development, review, and subsequent revision of this core curriculum did so on the basis of shared beliefs. These beliefs are reflected in the English Language Arts Core Curriculum, which
Integrates with other State Education Department curriculum guidance materials, such as Preliminary Draft Framework for English Language Arts, Learning Standards for English Language Arts, English Language Arts Resource Guide with Core Curriculum, Early Literacy Guidance, Closing the GapTeacher to Teacher, Essential Elements of Learning, and the New York State Testing Program Grades 38
Recognizes that English language arts learners must be exposed to regular and varied opportunities to read
Guides students to read a minimum of 25 books or the equivalent, per year, across all content areas and all standards
Guides students to write at least 1,000 words, per month, across all content areas and all standards
Guides students to listen and to speak on a daily basis
Recognizes that teachers in all content areas share responsibility for the development of reading, writing, listening, and speaking competencies
Supports the recursive nature of language arts development across the continuum, from prekindergarten through grade 12
Affirms that all students are able to achieve competency in the presence of skilled instruction, adequate time for learning, varied and/or specialized resources, and additional support as needed
Recognizes that equity in and access to technology and other resources must be ensured at State, regional, and local levels and enhances the development of critical literacy competencies
Reflects an understanding of the developmental needs of students as they work to achieve competency in language arts
Focuses on students as active learners, responsible for and knowledgeable about their own learning
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he State Education Department is proud of its tradition of involving New York State teachers in a variety of curriculum guidance initiatives related to each of the seven learning standard areas and State assessments. Over the years, thousands of New Yorks teachers have worked with the Education Department to develop New Yorks learning standards, resource guides with core curriculum, statewide professional development modules, test items, and scoring procedures for State assessments. More recently, teachers have played an important role in reviewing curriculum guidance materials and Regents examinations prior to statewide use.
The Education Department values teachers expert opinions in guiding this important work, encourages increased involvement, and has issued a Call for Expertise to solicit teacher/educator interest in state-level work. See http://www.emsc.nysed.gov/ciai/callforexpertise.htm
DEFINITIONS
Learning Standard
A learning standard is an established level or degree of quantity, value, or quality. New York State learning standards are defined as the knowledge, skills, and understandings that individuals can, and do, habitually demonstrate over timeas a consequence of instruction and experience.
New York State English Language Arts Learning Standards
Standard 1: Students will read, write, listen, and speak for information and understanding
As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.
Standard 2: Students will read, write, listen, and speak for literary response and expression
Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.
Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation
As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.
Standard 4: Students will read, write, listen, and speak for social interaction
Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.
Key Ideas
Key ideas are listed as the receptive language skills of listening and reading and as the expressive language skills of writing and speaking.
Core Performance Indicators
Core performance indicators are descriptions of student achievement: what students should know and be able to do in prekindergartengrade 12 as a result of skilled instruction. Core performance indicators are those performance indicators that are common to all four English language arts standards.
Literacy Competencies
The prekindergartengrade 3 literacy competencies have been incorporated into this core curriculum without modification from the Early Literacy Guidance document. In 2002, through the federal Reading First grant, the New York State Education Department is addressing the goal that all children will be able to read by the end of third grade. The Early Literacy Guidance document played a significant role in the successful awarding of this grant to New York State.
Grade-Specific Performance Indicators
Grade-specific performance indicators are descriptions of student achievement: what students should know and be able to do in prekindergartengrade 12 as a result of skilled instruction. Grade-specific performance indicators are specific competencies for each key idea within each learning standard.
HOW TO USE THIS GUIDE
This revised edition (2005) of the English Language Arts Core Curriculum provides an increased level of specificity for each of the four English language arts learning standards. This level of specificity is delineated for each grade, prekindergartengrade 12. This guide is organized into three grade configurations. Each grade configuration includes core performance indicators, literacy competencies, and grade-specific performance indicators.
Core Performance Indicators: Core performance indicators are common to all four English language arts standards, according to the following grade configurations:
Literacy Competencies: Each grade describes the literacy competencies that are organized by the four key ideas of language and literacy: reading, writing, listening, and speaking.
Grade-Specific Performance Indicators: These performance indicators are organized under each key idea within each learning standard. Each key idea is defined through the presentation of grade-specific performance indicators: what students need to know and be able to do as a result of skilled instruction. When performance indicators are reinforced across multiple grades, they represent the ongoing development of skills and are repeated with the understanding that this competency will increase in complexity in accordance with grade-level expectations. Students are expected to reach proficiency at the grade level in which a performance indicator is first listed.
As educators develop and align their English language arts curricula for each grade, core performance indicators, literacy competencies, and grade-specific performance indicators must be addressed holistically.
NEXT STEPS
This document is the first step in a full revision of the English Language Arts Resource Guide with Core Curriculum. Over time, additional curriculum guidance materials will become available as part of the current initiative to update the English Language Arts Resource Guide with Core Curriculum.
Literacy competencies for prekindergartengrade 8 are presented in this document. Literacy competencies for grades 912 are under development and will be posted online when available.
RELATED WEBSITES
For information regarding updated guidance materials, resources, and policies, please visit the following websites periodically:
The Latest News on Grades 38 Testing in English Language Arts website provides current information on the ELA grade-by-grade performance indicators and the New York State Testing Program.
The Curriculum, Instruction and Instructional Technology (CIIT) website provides quick access to each of New York States seven learning standards areas. This site includes general descriptions of the learning standards, the English Language Arts Resource Guide with Core Curriculum, news items, and links to related resources. Information specific to English language arts (ELA) is available by clicking on the Shakespeare logo. See www.emsc.nysed.gov/ciai/ela.html
http://vls.nysed.gov/vlsThe New York State Education Departments Virtual Learning System (VLS) presents the definitive set of New York States learning standards and their respective key ideas and performance indicators, as well as the alternate performance indicators for students with severe disabilities. VLS offers resources to classroom teachers to support prekindergartengrade 12 standards-based instruction. Other teaching resources, including those from the New York State Library and Archives and Public Broadcasting Services, are available as well.
The Office of Elementary, Middle, Secondary and Continuing Education (EMSC) website offers direct links to its offices, the Board of Regents, and the school report card sites. The EMSC site provides recent and archived communications to the field regarding SED policy, speeches and presentations by the Deputy Commissioner, directories, newsletters, and monthly Regents materials. Links to curriculum and general education resources, including VESID and the ESL Network, the No Child Left Behind Act (NCLB), funding opportunities, and other related items are included. See http://www.emsc.nysed.gov/deputy/nclb/nclbhome.htm
Core Performance Indicators:
common to all four ELA standardsThroughout prekindergarten, kindergarten, and grade 1, students are developing the following core performance indicators in the key ideas of reading, writing, listening, and speaking.
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Reading Distinguish between print and pictures Recognize the difference between letters and words Follow left-to-right and top to bottom direction when reading Locate parts of a book Recognize and identify letters of the alphabet Alphabetize high-frequency words according to the first letter Distinguish the difference between vowels and consonants Use beginning and ending consonants, as well as vowel sounds, to identify words Recognize the different sounds that make up a word Point to words in a text or on a chart when read aloud, matching spoken word to print Recognize the singular and plural of frequently used words Recognize own name and the names of friends and family in print Recognize letter-sound correspondence Recognize that words consist of a combination of sounds Identify rhyming words Monitor own reading by applying strategies (e.g., sounding out letters; using context, grammar, and picture clues; and rereading) to determine meaning Read aloud with expression and fluency Use computer software to support early reading development Listening
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Writing Create a drawing, picture, sign, or other graphic to represent a word or concept Follow left-to-right and top-to-bottom direction when writing Use spacing between letters and words when writing on a line Write recognizable upper- and lowercase letters in manuscript Capitalize the first words of sentences, the letter "I," and proper nouns, such as names, days of the week, and months Write the letters of own first and last names Spell high-frequency words correctly Use the singular and plural of high-frequency words Put words together in sentence format by using - end punctuation, such as periods - various parts of speech, such as nouns and adjectives, and verbs Begin to edit your writings, with assistance Use beginning-of-sentence capitalization and end punctuation Use classroom resources, such as word walls, picture dictionaries, teachers, and peers, to support the writing process Give and seek constructive feedback in order to improve writing Use computer software to support development of early writing skills Speaking
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Prekindergarten Reading
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Literacy Competencies The reading competencies common to all four ELA standards that students are developing during prekindergarten are |
Grade-Specific performance indicators The grade-specific performance indicators that prekindergarten students are developing as they learn to read include |
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Phonological and Phonemic Awareness Listen to and identify spoken language sounds in the environment Identify and produce spoken words that rhyme (e.g., rhymes, poems, songs, word games) including word families (e.g., c-at, b-at, s-at) Count or tap the number of syllables in multisyllabic words to show awareness of the syllable as a discrete unit Count or tap the number of words in a spoken sentence to show awareness of the word as a discrete unit Print Awareness Understand that the purpose of print is to communicate Follow left-to-right and top-to-bottom direction when reading English Distinguish between letters and words to show awareness of printed letters Distinguish between print and pictures to show awareness of printed words Point to print as individual words are spoken to show awareness of printed words Alphabet Recognition and Phonics Recognize and identify letters of the alphabet, especially those in own name Fluency Read own name Recognize and identify environmental print including signs and labels Background Knowledge and Vocabulary Development Learn and use new words in spoken communication Learn new words from books Use new vocabulary words to talk about life experiences Connect vocabulary and life experiences to ideas in books Comprehension Strategies Show interest in reading for different purposes (e.g., gaining information about the world and others) Make predictions about story events Retell stories with attentiveness to the sequence of events and main ideas Ask and answer questions about the content of books Motivation to Read Show interest in a range of preschool-level texts, such as alphabet books, stories, poems, and informational texts |
Standard 1: Students will read, write, listen, and speak for information and understanding. Locate and use classroom and library media center resources to acquire information, with assistance Read familiar informational texts with repetitive language and simple illustrations to begin to collect data, facts, and ideas, with assistance Interpret information represented in pictures and illustrations Recognize and interpret familiar signs and symbols from the environment, such as labels on classroom furniture, equipment, and STOP signs Draw on prior experience to understand new data, facts, and ideas Standard 2: Students will read, write, listen, and speak for literary response and expression. Comprehend and respond to literary texts and performances, with assistance Engage in pre-reading and reading activities to select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic - connect a picture or illustration to a story Dramatize or retell stories or parts of stories, using puppets, toys, and other props Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Identify ideas and experiences from texts and performances Engage in pre-reading and reading activities to - identify what they know about a specific story or topic - use illustrations to assist in understanding the content of a text - predict what could happen next or the outcome of a story or article, when read aloud, with assistance - evaluate and select books, poems, or tapes on the basis of personal choice - distinguish between real and imaginary stories, with assistance Standard 4: Students will read, write, listen, and speak for social interaction. Share reading experiences to establish, maintain, and enhance personal relationships Respect age and gender of writer Recognize the vocabulary and writing conventions (e.g., greetings and closings) of social communication, with assistance |
Prekindergarten Writing
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Literacy Competencies The writing competencies common to all four ELA standards that students are developing during prekindergarten are |
Grade-Specific performance indicators The performance indicators that prekindergarten students are developing as they learn to write include |
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Print Awareness Use left-to-right and top-to-bottom direction when writing English Use spacing between letters and words Spelling Use sound or invented spelling to spell independently Write correctly own first name Handwriting Write some uppercase and lowercase manuscript letters, especially those in own name Composition Label drawings with letters or words "Write" messages as part of play "Write" by using painting, drawing, letters, and some words Motivation to Write "Write" and draw spontaneously to communicate meaning Show interest in sharing writing and drawing with others |
Standard 1: Students will read, write, listen, and speak for information and understanding. Copy letters from books, magazines, signs, charts, and own dictation Write some or all of the letters of own name on pictures, drawings, paintings, and written products Draw ideas gathered from personal experiences Use graphics, such as posters, to communicate information from personal experiences Maintain a portfolio of informational writings and drawings, with assistance Standard 2: Students will read, write, listen, and speak for literary response and expression. Draw or write original literary texts to - create a story using pictures and/or drawings - create poems or jingles to go with pictures and/or drawings Draw or write to respond to text to - express feelings about characters or events in a story, with assistance - describe characters or events, with assistance - dictate a sequence of events from a story - retell a story, with assistance Maintain a portfolio of writings and drawings in response to literature, with assistance Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Draw and/or write to express opinions and judgments to - share what they have learned about a topic - respond in pictures or words to an experience or event shared by a classmate - compare characters within and between stories Maintain a portfolio of writings and drawings that express opinions and judgments, with assistance Standard 4: Students will read, write, listen, and speak for social interaction. Share writing and drawing with peers or adults; for example, write and/or draw with a partner or in a cooperative group Respect the age and gender of the recipient Maintain a portfolio of writings and drawings for social interaction, with assistance |
Prekindergarten Listening
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Literacy Competencies The listening competencies common to all four ELA standards that students are developing during prekindergarten are |
Grade-Specific performance indicators The performance indicators that prekindergarten students are developing as they learn to listen include |
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Listening Listen attentively to spoken language (e.g., books read aloud, rhyming words, songs) Listen attentively for different purposes (e.g., to track individual words as they are spoken, to gain information) Understand and follow oral directions Listen respectfully without interrupting others |
Standard 1: Students will read, write, listen, and speak for information and understanding. Acquire information from nonfiction text Identify words on a chart, with assistance Follow a one-step direction Identify and respond to environmental sounds that provide information (e.g., school bell and fire alarm) Identify similarities in information about people and places Standard 2: Students will read, write, listen, and speak for literary response and expression. Listen to literary texts and performances to - appreciate and enjoy literary works - recall a sequence of events from a personal experience - identify a character - respond to vivid language - identify specific people and places Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Form an opinion on the basis of information in the world Form an opinion about a book or play read aloud by using established criteria, such as title and vocabulary, to judge books, with assistance Recognize differences in two versions of a familiar story, song, or finger play Standard 4: Students will read, write, listen, and speak for social interaction. Respect the age and gender of the speaker Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates Listen for the tone of voice and content that signal friendly communication |
Prekindergarten Speaking
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Literacy Competencies The speaking competencies common to all four ELA standards that students are developing during prekindergarten are |
Grade-Specific performance indicators The performance indicators that prekindergarten students are developing as they learn to speak include |
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Speaking Use prekindergarten-level vocabulary and grammar in own speech Speak for different purposes (e.g., share ideas about personal experiences, books, or writings; retell a story; dramatize an experience or event) Speak audibly Speak with speed and expression appropriate for the purpose Take turns when speaking in a group |
Standard 1: Students will read, write, listen, and speak for information and understanding. Dictate information from personal experience Report information briefly to peers and familiar adults, with assistance Connect information from personal experiences to information from nonfiction texts, with assistance Relate more than one piece of information in sequence in retelling a story Share observations from classroom and home Ask questions to clarify directions and/or classroom routines Respond orally to simple questions and/or directions Share information, using appropriate visual aids (e.g., puppets, toys, and pictures) to illustrate a word or concept, with assistance Dramatize an experience or event Standard 2: Students will read, write, listen, and speak for literary response and expression. Interpret words of characters in stories, with assistance Engage in conversations with adults and peers regarding pictures, books, and experiences Role-play characters or events from stories Express feelings about a work of fiction Compare stories from personal experience with stories heard Dictate stories with a beginning, middle, and end, with assistance Describe the actions of characters in a story, with assistance Tell real or imaginative stories on the basis of their response to illustrations Describe familiar persons, places, or objects Recite short poems, nursery rhymes, and finger plays Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Share what they know about a topic Express an opinion about a story, poem, finger play, or poster Compare characters or events in two stories, with assistance Express an opinion about the color and form of illustrations Brainstorm to create an experience chart, with assistance Discuss different versions of the same story Relate events or characters in a story to their lives Standard 4: Students will read, write, listen, and speak for social interaction. Participate in small or large group storytelling, singing, and finger play, in order to interact with classmates and adults in the classroom and school environment Share rhymes with peers and familiar adults Respect the age and gender of the listener Discuss the content of friendly notes, cards, and personal narratives, in a group, to get to know the writer and each other |
Kindergarten Reading
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Literacy Competencies The reading competencies common to all four ELA standards in which students are making adequate progress during kindergarten are |
Grade-Specific performance indicators Specific performance indicators that kindergarten students are developing as they learn to read include |
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Phonological and Phonemic Awareness Identify and produce spoken words that rhyme Blend beginning sound (onset) with ending sound (rime) to form known words in rhyming word families (k-it, s-it, b-it) Count or tap the number of syllables in spoken words Isolate individual sounds within spoken words ("What is the first sound in can?")Phoneme Isolation Identify the same sounds in different spoken words ("What sound is the same in sit, sip, and sun?")Phoneme Identity Categorize the word in a set of three or four words that has a different sound ("Which word doesnt belong: doll, dish, pill?")Phoneme Categorization Blend spoken phonemes to form words using manipulatives (e.g., counters) to represent each sound: /b/ /i/ /g/Phoneme Blending Segment spoken words into component sounds using manipulatives (e.g., counters) to represent each sound ("How many sounds are there in big? Move three counters.")Phoneme Segmentation Recognize the remaining word when a phoneme is removed ("What is cat without the /k/?")Phoneme Deletion Make a new word by adding a phoneme to an existing word ("What word do you have if you add /s/ to mile?"Phoneme Addition Substitute one phoneme for another to make a new word ("The word is rug. Change /g/ to /n/. What is the new word?")Phoneme Substitution Print Awareness Understand the purpose of print is to communicate Follow left-to-right and top-to-bottom direction when reading English Distinguish between letters and words Distinguish between print and pictures Track print by pointing to written words when texts are read aloud by self or others Identify the parts of a book and their functions (e.g., front cover, back cover, and title page) Alphabet Recognition and Phonics Recognize and name automatically all uppercase and lowercase manuscript letters Recognize that individual letters have associated sounds Recognize that the sequence of letters in written words represents the sequence of sounds in spoken words Identify some consonant letter-sound correspondences Fluency Read own name and names of family or friends Recognize and identify some sight words Read automatically a small set of high-frequency sight words (e.g., a, the, I, my, use, is, are) Read familiar kindergarten-level texts at the emergent level Background Knowledge and Vocabulary Development Learn the meaning of new words and use them in own speech Learn new words from books Use new vocabulary words to talk about life experiences Connect vocabulary and life experiences to ideas in books Use a picture dictionary to learn the meanings of words in books Comprehension Strategies Notice when sentences do not make sense Make predictions about story events Answer questions about text read aloud Retell or dramatize stories or parts of stories Motivation to Read Show interest in reading a range of kindergarten-level texts from a variety of genres, such as alphabet books, stories, poems, and informational texts Read voluntarily familiar kindergarten-level texts Show familiarity with some book titles and authors |
Standard 1: Students will read, write, listen, and speak for information and understanding. Locate and use classroom and library media center resources to acquire information, with assistance Read familiar informational texts to begin to collect data, facts, and ideas, with assistance Interpret information represented in simple charts and webs Draw on a prior experience to understand new data, facts, and ideas Standard 2: Students will read, write, listen, and speak for literary response and expression. Comprehend and respond to literary texts and performances Engage in pre-reading and reading activities to - select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic - make connections between personal experiences and stories read - predict what might happen next in a story read aloud - retell a story, with assistance Dramatize or retell stories, using puppets, toys, and other props Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Identify and explain ideas and experiences from texts and performances Engage in pre-reading and reading activities to - identify what they know and have learned about a specific story or topic- use illustrations to assist in understanding the content of a text and to anticipate what will happen next - predict what could happen next or the outcome of a story or article read aloud - change the sequence of events in a story to create a different ending, with assistance - form an opinion about the differences between events in a story and events in own life - evaluate and select books, poems, or tapes on the basis of personal choice or teacher-selected criteria, such as topic, author, and illustrations - distinguish between real and imaginary storiesStandard 4: Students will read, write, listen, and speak for social interaction. Share reading experience to establish, maintain, and enhance personal relationships Respect the age, gender, and cultural traditions of the writer, with assistance Recognize the vocabulary and writing conventions (e.g., greetings and closings) of social communication, with assistance |
Kindergarten Writing
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Literacy Competencies The writing competencies common to all four ELA standards in which students are making adequate progress during kindergarten are |
Grade-Specific performance indicators Specific performance indicators that kindergarten students are developing as they learn to write include |
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Print Awareness Use left-to-right and top-to-bottom direction when writing English Use spacing between letters and words when writing on a line Spelling Use developing knowledge of letter-sound correspondences to spell independently (e.g., sound or invented spelling) Use conventional spelling to spell some common or familiar words Write correctly own first and last names and the names of some friends or family Handwriting Write legibly some uppercase and lowercase letters Composition Label drawings with letters or words Write as part of play (e.g., playing school, store, restaurant) Write compositions that include letters or words and drawings to communicate for different purposes (e.g., tell stories, communicate feelings, provide information) Motivation to Write Write voluntarily to communicate for different purposes Share writing with others |
Standard 1: Students will read, write, listen, and speak for information and understanding. Copy letters and words from books, magazines, signs, charts, and own dictation Write own name on pictures, drawings, paintings, and written products Draw or write facts and ideas gathered from personal experiences Use graphics such as posters to communicate information from personal experiences Maintain a portfolio of informational writings and drawings, with assistance Draw pictures to record facts from a lesson, with assistance Use resources such as a picture dictionary or word wall to find and write words, with assistance Standard 2: Students will read, write, listen, and speak for literary response and expression. Draw or write original literary texts to - create a story with a beginning, middle, and end, using pictures/drawings and some words, with assistance - create poems or jingles, using pictures/drawings and some words, with assistance Draw or write to respond to text to - express feelings about characters or events in a story - describe characters or events - list a sequence of events in a story, with assistance - retell a story Maintain a portfolio of writings and drawings in response to literature, with assistance Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Draw and/or write to express opinions and judgments to - share what they know and have learned about a theme or topic - respond in pictures or words to an experience or event shared by a classmate - depict an opinion about statements, illustrations, characters, and events in written and visual texts - compare characters and settings within and between stories - describe the differences between real and imaginary experiences, with assistance Maintain a portfolio of writings and drawings that express opinions and judgments, with assistance Standard 4: Students will read, write, listen, and speak for social interaction. Share writings and drawings with peers or adults; for example, write/draw with a partner or in a cooperative group Respect the age, gender, and culture of the recipient, with assistance Write friendly letters to others Maintain a portfolio of writings and drawings for social interaction, with assistance |
Kindergarten Listening
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Literacy Competencies The listening competencies common to all four ELA standards in which students are making adequate progress during kindergarten are |
Grade-Specific performance indicators Specific performance indicators that kindergarten students are developing as they learn to listen include |
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Listening Listen attentively to spoken language (e.g., books read aloud, rhyming words, songs, video- and audio cassettes) Listen attentively for different purposes (e.g., to track individual words as they are spoken, to gain information) Understand and follow oral directions Listen respectfully without interrupting others |
Standard 1: Students will read, write, listen, and speak for information and understanding. Acquire information from nonfiction text Identify words and sentences on a chart, with assistance Follow a two step direction Identify and respond to environmental sounds, such as a school bell or a fire alarm, that provide information Identify similarities in information about people, places, and events Standard 2: Students will read, write, listen, and speak for literary response and expression. Listen to literary texts and performances to - appreciate and enjoy literary works - match spoken words with pictures, with assistance - recall a sequence of events from a personal experience or story - identify character and setting - respond to vivid language (e.g., nonsense words and rhymes) - identify specific people and places - distinguish between a story and a poem, with assistance Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Form an opinion or evaluate information on the basis of information in the world Form an opinion about a book or play read aloud by using established criteria, such as title and vocabulary, to judge books Recognize differences in two or more versions of a familiar story, song, or finger play Identify messages in advertisements by listening to the words Standard 4: Students will read, write, listen, and speak for social interaction. Respect the age, gender, and culture of the speaker Listen to friendly notes, cards, letters, and personal narratives read aloud to get to know the writer and/or classmates Listen for the tone of voice and content that signal friendly communication |
Kindergarten Speaking
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Literacy Competencies The speaking competencies common to all four ELA standards in which students are making adequate progress during kindergarten are |
Grade-Specific performance indicators Specific performance indicators that kindergarten students are developing as they learn to speak include |
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Speaking Use kindergarten-level vocabulary and grammar in own speech Speak for different purposes (e.g., share ideas or information, retell a story, dramatize an experience or event) Speak audibly Speak with speed and expression appropriate for the purpose Take turns speaking in a group |
Standard 1: Students will read, write, listen, and speak for information and understanding. Dictate information from personal experience Report information briefly to peers and familiar adults, with assistance Connect information from personal experiences to information from nonfiction texts, with assistance Retell more than one piece of information in sequence Share observations from classroom and home Ask questions to clarify directions and/or classroom routines Respond orally to simple questions and/or directions Share information, using appropriate visual aids, such as, puppets, toys, and pictures, to illustrate a word or concept, with assistance Dramatize an experience or event Standard 2: Students will read, write, listen, and speak for literary response and expression. Interpret words of characters in stories Engage in conversations with adults and peers regarding pictures, books, and experiences Role-play characters or events from stories Express feelings about a work of fiction or poetry Respond to stories, legends, and songs from different cultural and ethnic groups, with assistance Compare stories from personal experience with stories heard Dictate stories with a beginning, middle, and end Express the mood of a story by using a variety of words, with assistance Describe the actions of characters in a story Tell real or imaginative stories on the basis of response to illustrations Retell familiar stories Describe familiar persons, places, or objects Recite short poems, nursery rhymes, and finger plays Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Share what they know and have learned about a topic Express an opinion or judgment about a story, poem, finger play, or poster Compare characters or events in two or more stories Express an opinion about the color, form, and style of illustrations Explain personal criteria (e.g., color and pictures) for choosing a book, poem, or story Dramatize differences and similarities in characters Brainstorm to create an experience chart Compare different versions of the same story Explain why two different characters view an event differently Compare events or characters in a story with their lives, with assistance Standard 4: Students will read, write, listen, and speak for social interaction. Participate in small or large group storytelling, singing, and finger play, in order to interact with classmates and adults in the classroom and school environment Share favorite anecdotes, riddles, and rhymes with peers and familiar adults Respect the age, gender, and interests of the listener Discuss the content of friendly notes, cards, letters, and personal narratives, with a partner or in a small group, to get to know the writer and each other |
Grade 1 Reading
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Literacy Competencies The reading competencies common to all four ELA standards in which students are making adequate progress during grade 1 are |
Grade-Specific performance indicators The grade-specific performance indicators that grade 1 students are developing as they learn to read include |
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Phonemic Awareness Count the number of syllables in a word Blend spoken sounds to form words, manipulating letters to represent each sound of most one-syllable words Segment spoken words into component sounds, manipulating letters to represent each sound of most one-syllable words Decoding Including Phonics and Structural Analysis Identify and produce letter-sound correspondences, including consonants and short and long vowels Blend sounds using knowledge of letter-sound correspondences in order to decode unfamiliar, but decodable, one-syllable grade-level words Read common word families by
blending the onset (/s/) and the rime Decode grade-level words using knowledge of root words, prefixes, suffixes, verb endings, plurals, contractions, and compounds Check accuracy of decoding using context to monitor and self-correct Print Awareness Identify parts of a book and their purposes including identification of author, illustrator, title page, table of contents, and chapter headings Fluency Sight-read automatically grade-level common, high-frequency words Sight-read automatically grade-level irregularly spelled words Sight-read automatically 300500 words including sight and decodable words (Snow, C. E., Burns, M. S., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press, p. 81.) Use punctuation clues to read connected text with expression, accuracy and fluency Read grade-level texts with decodable and irregularly spelled words at appropriate speed, accuracy and expression (target benchmark at grade 1: 71 WPM) (Davidson, M., & Towner, J. (2000). Reading Screening Test. Bellingham, WA: Applied Research and Development Center.) Background Knowledge and Vocabulary Development Study antonyms, synonyms, and homonyms to learn new grade-level vocabulary Study categories of words (e.g., animals, place names) to learn new grade-level vocabulary Study root words, prefixes, suffixes, verb endings, and plural nouns to learn new grade-level vocabulary Connect words and ideas in books to prior knowledge Learn new words indirectly from reading books and other print sources Increase background knowledge by elaborating and integrating new vocabulary and ideas from texts Use a dictionary to learn the meanings of words Comprehension Strategies Read grade-level texts for different purposes Use comprehension strategies (predict/confirm, reread, self-correct) to clarify meaning of text Work cooperatively with peers (e.g., peer pairs or small groups) to comprehend text Use graphic or semantic organizers to organize and categorize information Ask questions in response to texts Answer simple questions (such as how? why? what if?) in response to texts Sequence events in retelling stories Summarize main ideas from informational texts Follow simple written instructions Use own perspectives and opinions to comprehend text Motivation to Read Show interest in reading a range of grade-level childrens texts from a variety of genres, such as stories, folktales, fairy tales, poems, and informational texts Read voluntarily familiar grade-level texts Show familiarity with title and author of grade-level books |
Standard 1: Students will read, write, listen, and speak for information and understanding. Locate and use classroom and library media center resources to acquire information, with assistance Read grade-level informational texts to begin to collect data, facts, and ideas, with assistance Distinguish between texts with stories and texts with information Use a picture dictionary as a resource for vocabulary development Select books to meet informational needs, with assistance Standard 2: Students will read, write, listen, and speak for literary response and expression. Comprehend and respond to imaginative texts and performances; interpret, with assistance Engage in pre-reading and reading activities to - select books, tapes, and poems on the basis of personal choice/interest or teacher-selected criteria, such as a theme/topic - predict what might happen next in a story read aloud or independently - draw conclusions from a story - identify characters, settings, and events in a story - retell a story - distinguish between what is real and what is imaginary Dramatize or retell stories, using puppets, toys, and other props Standard 3: Students will read, write, listen, and speak for critical analysis and evaluation. Identify, explain, and evaluate ideas, themes, and experiences from texts and performances Engage in pre-reading and reading activities to - identify what they know, want to know, and have learned about a specific story, theme, or topic - predict what could happen next or the outcome of a story or article - change the sequence of events in a story to create a different ending - compare a character in a story or article to a person with the same career or experience - evaluate and select books, poems, or tapes on the basis of personal choice or teacher-selected criteria, such as theme, topic, author, and illustrations - identify the characters in a story and explain what each contributes to the events of the story - recognize different plots in books by the same author Standard 4: Students will read, write, listen, and speak for social interaction. Share reading experiences (e.g., reading together silently or aloud) to establish, maintain, and enhance personal relationships with peers or adults Respect the age, gender, and cultural traditions of the writer Recognize the vocabulary of social communication (e.g., the language of salutations and closings) |
Grade 1 Writing
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Literacy Competencies The writing competencies common to all four ELA standards in which students are making adequate progress during grade 1 are |
Grade-Specific performance indicators Specific performance indicators that grade 1 students are developing as they learn to write include |
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Spelling Use developing knowledge of letter-sound correspondence (e.g., sound spelling or invented spelling) to spell independently grade-level decodable words, including words in word families Represent most phonemes in invented spelling, although not necessarily with conventional spellings (e.g., /k/ /a/ /t/ for cat) Use conventional spelling to spell common grade-level irregularly spelled content and high-frequency words Spell correctly three- and four-letter short vowel words Understand the difference between conventional spelling, and sound or invented spelling Handwriting Write legibly most uppercase and lowercase manuscript letters Write letters legibly when dictated Composition Write stories and informational text that establish a topic and use words that can be understood by others Write compositions, beginning to use the writing process (e.g., prewriting, drafting, revising, proofreading, editing) Use conventional capitalization and punctuation to begin and end sentences Write compositions for different purposes and include text, illustrations, and other graphics
Motivation to Write Write voluntarily to communicate to others Write voluntarily for different purposes (e.g., tell stories, share information, give directions, write to a friend) Share writing with others (e.g., participate in authors circle) |
Standard 1: Students will read, write, listen, and speak for information and understanding. Copy words, phrases, and sentences from books, magazines |