STANDARD 3: Language Arts Literacy

Language Arts Literacy

Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their lives.

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.

Big Idea: The ability to read a variety of texts requires independence, comprehension, and fluency.
3.1 A. Concepts About Print
Essential Questions	Enduring Understandings
- How does understanding a text’s structure help me better understand its meaning?	- Understanding of a text’s features, structures, and characteristics facilitate the reader’s ability to make meaning of the text.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten
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.
3.1 B. Phonological Awareness
By the end of Kindergarten:
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.
3.1 C. Decoding and Word Recognition
Essential Questions	Enduring Understandings
- How do I figure out a word I do not know?	- Readers use language structure and context clues to identify the intended meaning of words and phrases as they are used in text.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
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.
3.1 D. Fluency
Essential Questions	Enduring Understandings
- How does fluency affect comprehension?	- Fluent readers group words quickly to help them gain meaning from what they read
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
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)
3.1 E. Reading Strategies (before, during, and after reading)
Essential Questions	Enduring Understandings
-What do readers do when they do not understand everything in a text?	- Good readers employ strategies to help them understand text. Strategic readers can develop, select, and apply strategies to enhance their comprehension.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
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.
4. Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher
5. "Read" familiar texts from memory, not necessarily verbatim from the print alone.
3.1 F. Vocabulary and Concept Development
Essential Questions	Enduring Understandings
-What do readers do when they do not understand everything in a text?	- Words powerfully affect meaning
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
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.
3.1 G. Comprehension Skills and Response to Text
Essential Questions	Enduring Understandings
- How do readers construct meaning from text?	- Good readers compare, infer, synthesize, and make connections (text to text, text to world, text to self) to make text personally relevant and useful.
Cumulative Progress Indicators	Comments and Examples
By the end of Grade Kindergarten:
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
Essential Questions	Enduring Understandings
- Why conduct research?	- Researchers gather and critique information from different sources for specific purposes.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
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.

Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.
3.2 A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Essential Questions	Enduring Understandings
- How do good writers express themselves? How does process shape the writer’s product?	- Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
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.
7. Begin to sequence story events for writing using pictures, developmental spelling, or conventional text.
3.2 B. Writing as a Product (resulting in a formal product or publication)
Essential Questions	Enduring Understandings
- How do writers develop a well written product?	- Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
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.
3.2 C. Mechanics, Spelling, and Handwriting
Essential Questions	Enduring Understandings
- How do rules of language affect communication?	- Rules, conventions of language, help readers understand what is being communicated.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
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.
3.2 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Essential Questions	Enduring Understandings
- Why does a writer choose a particular form of writing?	- A writer selects a form based on audience and purpose.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
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.

Big Idea: Oral language is a tool for communicating, thinking, and learning.
3.3 A. Discussion
Essential Questions	Enduring Understandings
- How can discussion increase our knowledge and understanding of an idea(s)?	- Oral discussion helps to build connections to others and create opportunities for learning.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten
1. Share experiences and express ideas.
2. Participate in conversations with peers and adults.
3. React to stories, poems, and songs.
3.3 B. Questioning (Inquiry) and Contributing
Essential Questions	Enduring Understandings
- When is it appropriate to ask questions? - How do speakers express their thoughts and feelings?	- Questioning and contributing help speakers convey their message, explore issues and clarify their thinking.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten
1. Share in conversations with others.
2. Use oral language to extend learning.
3.3 C. Word Choice
Essential Questions	Enduring Understandings
- How does the choice of words affect the message?	- A speaker’s choice of words and style set a tone and define the message.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten
1. Use language to describe feelings, people, objects, and events.
2. Suggest rhyming words during word play, songs, or read-aloud.
3.3 D. Oral Presentation
Essential Questions	Enduring Understandings
- How does a speake