LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten

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1 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Unlocking Meaning: Decoding Skills Benchmark PK.1: The student begins to demonstrate an understanding of concepts of print. Literature/Research Base: Children benefit from multiple experiences with a variety of books in large and small group, and individual group settings. Children need to be engaged in interactive read alouds and shared book opportunities to develop early literacy skills. Indicators: PK.1-1 PK.1-2 PK.1-3 PK.1-4 PK.1-5 PK.1-6 PK.1-7 PK.1-8 PK.1-9 Turn pages one at a time from the front to the back of book Locates front and back of book Selects a book to read Explores books in a conventional manner (right side up/frontward) Begins to demonstrate print awareness (front to back/left to right) Shows an awareness of using pictures to invent stories Identifies letters of the alphabet (at least 10 letters) especially those in their name (HSO-Alphabet Knowledge) Frequently recognizes first name Identifies the letter that begins first name Page 1 of 17

2 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Understanding Conventions: Language Study Benchmark PK-2: The student begins to learn some of the conventional patterns of written language. Literature/Research Base: The process of becoming literate entails learning to differentiate and manipulate the elements of the written system (e.g., letters and words) in order to engage with and manipulate the social world (Dyson, 2000). Indicators: PK.2-1 PK.2-2 PK.2-3 PK.2-4 PK.2-5 PK.2-6 PK.2-7 Knows that letters of the alphabet are a special category of visual graphic that can be individually named (HSO-Alphabet Knowledge) Has awareness that letters of the alphabet are symbols that can be individually named Notices letters in familiar everyday life and asks how to spell words, names or titles Beginning to develop an awareness that letters are grouped to form words, and that words are separated by spaces (HSO-Print Awareness & Concepts) Begins to recognize a word as a unit of print (e.g., name) (HSO-Print Awareness & Concepts) Writes a string of letters, reads them or asks to have them read Understands that groups of letters form (meaningful) words, and asks what they mean (e.g., What does that say? ) Page 2 of 17

3 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Building Vocabulary Benchmark PK.3: The student begins to focus on word meaning to build vocabulary. Literature/Research Base: Students must develop a rich vocabulary and develop a deep understanding of many concepts if they are to be successful in reading words and in comprehending what they have read (Chall & Snow, 1988). Indicators: PK.3-1 PK.3-2 PK.3-3 PK.3-4 Expresses thoughts and feelings using new vocabulary with increasing frequency Demonstrates an understanding of an increasingly complex and varied vocabulary (HSO-Listening & Understanding) Uses an increasingly complex and varied spoken vocabulary (HSO- Speaking & Communicating) Attends to rhymes, songs, chants, poetry, and stories Page 3 of 17

4 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Comprehending Organization: Literary Elements Benchmark PK.4: The student begins to use literary elements to construct meaning through teacher directed experiences in appropriate contexts. Literature/Research Base: Understanding how text is organized helps readers construct meaning. Making students aware of literary elements (setting and characters) gives them a framework for constructing meaning. (Dickson, S.V., Simmon,,D.C., and, Kameenui, E.J., (1998). Honig, B., (2001). Indicators: PK.4-1 PK.4-2 PK.4-3 PK.4-4 PK.4-5 Begins to identify literary patterns in stories and poems (e.g., refrain, repetition, rhyme) Demonstrate progress in ability to retell stories (HSO-Book Knowledge & Appreciation) Names character(s) of story Identifies some parts of the story (beginning, middle or end) through role playing, retelling stories and reconstructing stories (e.g., using pictures, puppets, flannel boards, etc.) Begins to identify the topic of a selection (fiction and non-fiction) Page 4 of 17

5 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Appreciating Literature Benchmark PK.5: The student begins to develop an appreciation for literature through a variety of oral, reading, and writing experiences with fiction and nonfiction Literature/Research Base: Students use language to communicate effectively, and to facilitate thinking and learning. They become literate individuals who gain satisfaction as well as information from reading and writing (NAECS/SDE, 1992). Indicators: PK.5-1 PK.5-2 PK.5-3 PK.5-4 PK.5-5 PK.5-6 PK.5-7 PK.5-8 Asks to have a favorite book read Chooses to look at books Draws pictures based on stories Asks to take books home Shows enjoyment during listening activities (e.g., smiles, laughs and responds in appropriate ways) Participates in nursery rhymes, finger plays and poems Listens to a variety of genres (e.g., nursery rhymes, fiction, nonfiction, songs, chants and poems) Begins to relate events in literature to personal experiences Page 5 of 17

6 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Interpreting and Evaluating: Critical Reading Skills Benchmark PK-6: The student begins to use, think about, and respond to what is read, written and heard. Literature/Research Base: Children may talk about the pictures, retell the story, discuss their favorite actions, and request multiple rereadings. It is the talk that surrounds the storybook reading that gives it power, helping children to bridge what is in the story and their own lives (Dickinson & Smith 1994; Snow, et al, 1995). Indicators: PK.6-1 PK.6-2 PK.6-3 PK.6-4 Begins to ask and answer questions about the text Predicts story events Begins to make comparisons with other stories Begins to share ideas about story content Page 6 of 17

7 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Collecting Information: Learning Study Skills There is no objective at this grade level for this topic. Page 7 of 17

8 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Planning For Meaning: Planning For Effective Reading and Writing Benchmark PK.8: The student begins to plan for literacy experiences. Literature/Research Base: The ability to plan develops along with the young child s growing capacity to use language and form mental pictures of actions, people, and materials that are not actually present (EYC, 2003). Indicators: PK.8-1 PK.8-2 PK.8-3 PK.8-4 Expresses emotions, experiences and ideas through actions, gestures, words and art Makes independent choices Recalls and reflects on experiences in a variety of ways Talks with others about discoveries and actions Page 8 of 17

9 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Revising For Meaning: Clarifying To Communicate There is no objective at this grade level for this topic. Page 9 of 17

10 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Making Good Choices: Student Responsibility Benchmark PK.10: The student chooses to interact with books, writing and reading related experiences. Literature/Research Base: Independent reading is integral to reading and writing. Indicators: PK.10-1 PK.10-2 PK.10-3 Represents stories and experiences through drawing/writing, dictation, and play (HSO-Early Writing) Experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers (HSO-Early Writing) Demonstrates increased interest in reading related activities Page 10 of 17

11 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Revising For Meaning: Clarifying To Communicate There is no objective at this grade level for this topic. Page 11 of 17

12 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Developing Oral Language Benchmark PK.12: The student gains confidence while beginning to use oral language for a variety of purposes in the classroom. Literature/Research Base: Through interesting conversations with teachers and peers, children learn vocabulary and language structures that will later help with reading (Starting Out Right, 2001). Indicators: PK.12-1 PK.12-2 PK.12-3 PK.12-4 PK.12-5 PK.12-6 PK.12-7 PK.12-8 PK.12-9 Develops increasing ability to understand and use language to communicate information, experiences, ideas, feelings, opinions, and needs (HSO-Speaking & Communicating) Begins to respond appropriately in conversation and discussions with peers and adults (HSO-Speaking & Communicating) (K.14) Contributes to an ongoing conversation Begins to share and listen to ideas of others Repeats part of a story Answers a question about a story Shows increasing ability to discriminate and identify sounds in spoken language (HSO-Phonological Awareness) Shows growing awareness of beginning and ending sounds of words (HSO-Phonological Awareness) Shows growing ability to hear and discriminate separate syllables in words (HSO-Phonological Awareness) Page 12 of 17

13 PK PK PK PK PK Begins to ask questions and make comments about experiences Plays with words (e.g., makes up silly words) Participates in rhymes, chants, poetry and songs Identifies environmental sounds, music and conversation English language learners progress in listening to, understanding and speaking English (HSO-Speaking & Communicating) Page 13 of 17

14 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Identifying Audience For Effective Communication There is no objective at this grade level for this topic. Page 14 of 17

15 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Collaborating: Learning To Work With Others Benchmark PK.14: The student begins to learn to work with others for the purpose of reading and writing. Literature/Research Base: The skills of being both a leader and a follower, working with others on a common goal, coping with conflict, and expressing feelings appropriately are essential to the development of the young child s communication skills. Indicators: PK.14-1 PK.14-2 PK.14-3 PK.14-4 PK.14-5 Looks at books and pictures within their environment with an adult or peer Engages in pretend-reading with peers (HSO-Book Knowledge & Appreciation) Participates in shared writing experiences with adults and peers Demonstrates progress and ability to retell and dictate stories from books and experiences; to act out stories in dramatic play and to predict what will happen next in a story (HSO- Book Knowledge & Appreciation) Chooses a book with adults and peers Page 15 of 17

16 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Developing Handwriting Benchmark PK.15: The student develops fine motor skills in order to communicate through creative representations and written symbols. Literature/Research Base: Handwriting and the writing process are separate aspects of composing: the writing process generates a need for handwriting skills. Indicators: PK.15-1 PK.15-2 PK.15-3 PK.15-4 Uses clay, dough, paper, blocks, sand, wire, pipe cleaners, or scrap materials to develop strength, dexterity and control Participates in building with blocks, puzzles, stringing beads and using scissors to develop eye-hand coordination Uses writing, drawing and art tools (e.g., pencils, markers, chalk, paint brushes) Uses various types of technology (e.g., computer, tape recorder, overhead projector, etc.) Page 16 of 17

17 LANGUAGE ARTS PROGRAM OF STUDIES Prekindergarten Using Technology Benchmark PK.16: The student begins to explore technology for different purposes in the classroom. Literature/Research Base: Technology skills develop as the learner uses them during exploration and for self-expression. Instructional technology has potential for early literacy learning due to the interactivity and motivation associated with it (Wepner, S.B. & Ray, L., 2000 and D. Strickland & L.M. Marrow (Eds), 2001). Indicators: PK.16-1 PK.16-2 PK.16-3 PK.16-4 PK.16-5 Uses basic vocabulary related to technology (e.g. monitor, keyboard and mouse) Uses simple software programs Explores using the keyboard for writing Utilizes basic drawing tools to create simple representations Begins to use listening center technology independently Page 17 of 17

18 Language Arts Kindergarten Overview LANGUAGE ARTS KINDERGARTEN OVERVIEW The Elementary Language Arts Program of Studies (POS) for kindergarten contains twelve objectives. Each objective addresses aspects of each of the communication processes: reading, writing, and oral language (i.e., speaking and listening). The POS contains the content included in the Virginia English Standards of Learning (SOL) and the essential knowledge, skills, and processes included in the Virginia English Curriculum Framework. Teachers use the POS and the Language Arts Scope of Instructional Emphasis when they plan appropriate grade-level instruction. All kindergarten POS objectives are one-star objectives. This means that children are beginning to learn these literacy behaviors by building on the language abilities and knowledge that the children bring with them from their previous experiences. Teachers model the literacy behaviors and provide direct instruction, explanation, and collaborative assistance. To encourage language development, the kindergarten classroom environment offers children many opportunities for active involvement with language. Time is devoted daily to hearing an adult read good literature aloud and participating in reading and writing experiences. Children respond to the stories they hear or read with the teacher (shared reading) by writing, retelling, or discussing. Literature and dramatic play are highlights of the program and a source for exploration and enjoyment as well. K-Overview

19 Updated 1/7/05 LANGUAGE ARTS KINDERGARTEN K.1 Unlocking Meaning: Decoding Skills Expected Performance Level: * The student begins to use multiple strategies to attach meaning to print. Literature/Research Base: When the learner applies knowledge of phonics, meaning, and language structure, printed symbols have significance and the learner uses them to construct meaning. Children work with print as both readers and writers. They begin to understand that letters represent sounds. When reading and writing, the children are encouraged to use meaning, language structure, and phonics (letter-sound) information. Children are helped to draw on background experiences and picture clues, use knowledge of how language works, and apply knowledge of letter-sound relationships to unlock the meaning of words. Shared reading and shared writing occur regularly. Development of letter-sound relationships occurs within the framework of stories the children read and write. This specific instruction is always tied to meaning. Displays knowledge of awareness of print, such as front to back of book, top to bottom of a page, left to right on a line of print, and return sweep (SOL K.5a, b, c) Developing an understanding of the concepts of letter, word, and sentence (SOL K.5) Demonstrating knowledge of most letter-sound relationships (SOL K.7b, c) Developing an understanding that what is read should make sense (SOL K.6) Beginning to use pictures to make story predictions Following print by matching spoken word to printed word at times (SOL K.5d) Using known letter-sound associations when writing (SOL K.11a) Identifying some known words (SOL K.6c) Beginning to read own writing Note: Phonemic awareness is addressed in objective K.12. K-1

20 K.2 Understanding Conventions: Language Study Updated 1/7/05 Expected Performance Level: * The student begins to learn some specified speech and print conventions through guided practice in meaningful and appropriate contexts. Literature/Research Base: Knowledge of language use develops when the learner discusses and applies the conventions for print and speech. Each day children talk about many different topics to help them learn the conventions of oral language and how these conventions affect their participation in a group. Children have many experiences with print, including shared reading and writing, in order to develop an awareness of the conventions of print. Both upper and lowercase letters are introduced. Teachers also highlight rhyming words and word patterns in shared reading and writing experiences (SOL K.4a, b, c). Children have daily opportunities to write so that they can use what they are learning about print. Staying on topic in classroom discussions (SOL K.3a) Recognizing that words are made of letters (SOL K.7) Demonstrating a developing awareness of spacing between words Demonstrating a developing knowledge of letter-sound relationships (phonics) when writing (SOL K.11a) Identifying and naming most uppercase and lowercase letters of the alphabet (SOL K.7a) Writing some familiar words K-2

21 K.3 Building Vocabulary Updated 1/7/05 Expected Performance Level: * The student begins to focus on meaning as an aid to building vocabulary. Literature/Research Base: Vocabulary develops when meaning is emphasized and when the learner applies strategies to develop understanding of new concepts in relation to those already known. Children s personal language abilities are expanded by exposure to the language structure and vocabulary found in books. Children listen to the teacher read aloud a variety of literature and informational text about a variety of topics. They discuss what has been read to them with each other and the teacher. Participating in shared reading (SOL K.1a, b) Hearing and using new words and phrases (SOL K.2) Participating in oral language activities such as dramatic play, puppetry, and finger plays (SOL K.1c) Children also listen to and read rhymes, simple poetry, and songs. K-3

22 K.4 Comprehending Organization: Literary Elements Updated 1/7/05 Expected Performance Level: * The student begins to use text organization to construct meaning through guided practice in appropriate contexts. Literature/Research Base: The learner utilizes knowledge of text organization to construct meaning. Stories and poems with rhyme, rhythm, or repetitive patterns are appealing to kindergarten children. These materials are used for reading aloud, for shared reading, or as the basis for shared writing. With frequent exposure to stories, children develop a sense of literary patterns and story structure (beginning, middle, and end). They use this growing knowledge to help them understand stories. Children have daily opportunities to listen to stories. They retell stories and talk about stories. With the teacher s help, they create story innovations. Children listen to the teacher read aloud informational material on topics they are studying. They also talk about what they have heard. The teacher and the children write information. Noticing literary patterns such as refrain, repetition and rhyme in stories and poems (SOL K.71b, e) For a narrative text: Discussing characters (SOL K.8c) Discussing setting (SOL K.8c) Discussing the problem in a story Discussing the steps taken to solve the problem (SOL K.8) Retelling a few story events from familiar stories with teacher prompting or questioning (SOL K.8b) Inventing stories for pictures in books For informational text: Identifying the topic of a selection (SOL K.8f) K-4

23 K.5 Appreciating Literature Updated 1/7/05 Expected Performance Level: * The student begins to develop an appreciation for literature through a variety of oral, reading, and writing experiences with fiction and nonfiction. Literature/Research Base: To develop an appreciation of many types of literature, the learner needs opportunities to listen to, read, and interact with a variety of texts. Each day the children hear an experienced reader read aloud. The teacher, an instructional assistant, a parent, or an older child provides a good reading model. Discussion before the oral reading prepares the children for what they will hear. Discussion during the reading permits reader and listeners to discuss predictions and what happens in the story. This allows meaning to be constructed. Listening to a variety of literature, such as fiction, information, poetry, and nursery rhymes (SOL K.1a) Discussing how events in a specific piece of literature relate to personal experiences Retelling a favorite story or favorite part of a story (SOL K.8b) Participating in role-playing or dramatic play based on literature (SOL K.1c) Identifying what authors and illustrators do (SOL K.8c) Discussion that follows the listening session helps the children understand the story, distinguish between real and make-believe, and expand their vocabulary. Current award-winning books as well as traditional age-appropriate classics are selected to be read aloud. Some books are reread because of their appeal to children. K-5

24 K.6 Interpreting And Evaluating: Critical-Reading Skills Updated 1/7/05 Expected Performance Level: * The student begins to use critical-reading skills to think about and respond to the ideas in what is read, written, or heard. Literature/Research Base: To achieve understanding, the learner becomes actively involved with the message, considers the language used, and makes comparisons among texts. Children talk about what they hear the teacher or another adult read aloud. At times, children s own work is the focus of discussion. The purpose of the discussion is to understand the message of the author. Why, what if, and how questions help the children look critically at the author s message. They use their knowledge and experiences as a basis for understanding what they have heard or read. Discussing stories (SOL K.8c) Discussing the topic of informational text (SOL K.8f) Asking questions to clarify understanding (SOL K.2e, g) Making comparisons with other stories or information Forming opinions about content Children observe experienced readers model the types of questions that can be asked about their reading. Eventually the children begin to ask the questions on their own. K-6

25 K.7 Collecting Information: Learning Study Skills Updated 1/7/05 Expected Performance Level: * The student becomes aware of and begins to use informational sources in the classroom, library, and community. Literature/Research Base: Listening, speaking, writing, and reading are used to acquire, organize, and communicate knowledge. Children begin to learn about the resources that are available in the classroom and the library. They are helped to use these resources to obtain information. Listening to an experienced reader read aloud from an informational book (SOL K.1a) Becoming aware of printed informational sources such as trade books, picture dictionaries, and electronic media (SOL K.6) Recognizing that information can be obtained from non-print media, such as a video or instructional technology (SOL K.12) Sharing information from any source about a specific topic with classmates (SOL K.3) Participating in class projects K-7

26 Updated 1/7/05 K.8 Planning For Meaning: Planning For Effective Reading and Writing Expected Performance Level: * The student begins to participate in planning before reading and writing. Literature/Research Base: When planning for reading or writing, the learner builds upon background knowledge and uses multiple strategies to work with language. When beginning the study of a topic, children first talk about the subject to explore what they know or what they have experienced related to that subject. Learning occurs when children connect what is already known with newly acquired knowledge. Children are assisted to relate new information to their own experiences and to predict the action, outcomes, or information to come. Selecting a book for reading Selecting a topic for writing Sharing ideas for writing Recalling related experiences Recalling related knowledge Predicting action of a story (SOL K.8a) Predicting information an author will give (SOL K.8a) K-8

27 K.9 Monitoring Learning: Strategic Reading and Writing Updated 1/7/05 There is no objective at this grade level for this topic. K-9

28 K.10 Making Good Choices: Student Responsibility Updated 1/7/05 Expected Performance Level: * The student begins to initiate reading and writing as independent experiences. Literature/Research Base: Facility with language develops when the learner reads and writes regularly, focusing especially on materials that the learner perceives as important and interesting. Children have daily opportunities to choose reading and writing as independent experience. Books about a wide range of topics and at many levels of difficulty are readily available in the reading center or library. Children are encouraged to read or look at the books for their own enjoyment. Varied writing materials such as different types of paper and a wide assortment of writing instruments are available, and the children are encouraged to compose messages to others in the class. Using a variety of reading and writing materials Selecting and sharing books Writing about topics of personal interest ((SOL K.11a) Posting messages on a message board Selecting writing as an independent experience K-10

29 K.11 Revising For Meaning: Clarifying To Communicate Updated 1/7/05 There is no objective at this grade level for this topic. K-11

30 K.12 Developing Oral Language Updated 1/7/05 Expected Performance Level: * The student gains confidence while beginning to use oral language for a variety of purposes in the classroom. Literature/Research Base: The learner uses language to build understanding, describe the world, communicate with others, and work on meaningful tasks. Children have daily opportunities to talk not just listen in a variety of situations, both formal and informal. They talk with others and discuss what they are learning in school. They learn to stay on topic during class discussion. As the children practice verbalizing what they already know and clarifying what they do not know, they are preparing themselves to learn new ideas and concepts across the curriculum. Children develop phonemic awareness by manipulating sounds in words and through participating in shared reading of poems, rhymes, and alliterative text. Children often participate in storytelling, creative dramatics, and shared reading of poetry that require creative use of language. Sharing information (SOL K.2, K.3) Following simple oral directions (SOL K.2f) Sharing topic-related experiences (SOL K.3f) Recognizing rhyming words (SOL K.1e, K.4a) Beginning to create rhyming words (SOL K.1f) Hearing and identifying sounds in words (SOL K.4c, d, e) Identifying words that begin with the same sound (SOL K.4b) Identifying words that begin with different sounds Participating in shared reading of poetry (SOL K. 1b, K.5c, d) Retelling stories incorporating vocabulary and language from the story (SOL K.8b, d) Participating in choral speaking of poetry and rhymes (SOL K.1b) Participating in creative dramatics (SOL K.1c) Using detailed sentences that include describing words (SOL K.2c, d) Beginning to ask how and why questions (SOL K.2g) Reporting results of a group activity (SOL K.3) Sharing personal stories with some details (SOL K.2) Responding to how, why, and when questions (SOL K.3d) K-12

31 K.13 Identifying Audience For Effective Communication Updated 1/7/05 There is no objective at this grade level for this topic. K-13

32 K.14 Collaborating: Learning To Work With Others Updated 1/7/05 Expected Performance Level: * The student begins to collaborate with others for the purpose of writing or reading. Literature/Research Base: Language develops when the learner interacts with others to accomplish specific tasks. Children have daily opportunities to interact productively with other students in pairs or small groups. They discuss with the teacher ideas for reading or writing. Children participate in shared writing with a larger group (perhaps the whole class) to create a chart or story that will be published and read by the class. Children read a book with a partner and talk about that book with others. Children write stories or narratives with others about a classroom experience. They confer with each other and with the teacher about their individual writing. Working in small groups with classmates to accomplish a meaningful task Choosing books with others Reading with others Retelling a story with others (SOL K.8b) Drafting a group story with the teacher Sharing a reading or writing experience (SOL K.3f) K-14

33 K.15 Developing Handwriting Updated 1/7/05 Expected Performance Level: * The student uses pictorial representations and written symbols to share ideas with others. Literature/Research Base: Handwriting and the writing process are separate aspects of composing; the writing process generates a need for handwriting skills. Children have daily opportunities to Drawing pictures to communicate a communicate through writing. Teachers message (SOL K.11a) model correct manuscript form. Children Writing strings of letters or words begin to use manuscript writing to to communicate a message communicate ideas in daily writing rather (SOL K.11a) than in isolated practice. Unlined paper is Attempting manuscript writing used as in My First Picture Journal and My (SOL K.9) Story Journal, published by Fairfax County Writing own name (SOL K.10) Public Schools. Developing knowledge of manuscript letters (SOL K.9) K-15

34 Language Arts Grade One Overview LANGUAGE ARTS GRADE ONE OVERVIEW The Elementary Language Arts Program of Studies (POS) for first grade contains fourteen objectives. Each objective addresses aspects of each of the communication processes: reading, writing, and oral language (i.e., speaking and listening). The POS contains the content included in the Virginia English Standards of Learning (SOL) and the essential knowledge, skills, and processes included in the Virginia English Curriculum Framework. Teachers use the POS and the Language Arts Scope of Instructional Emphasis when they plan appropriate grade-level instruction. Twelve of the first grade POS objectives (1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 1.8, 1.9, 1.10, 1.11, 1.14, and 1.15) are one-star objectives. Objective 1.9, Monitoring Learning, and Objective 1.11, Revising for Meaning, are introduced in the first grade. Children are beginning to learn these literacy behaviors. Teachers model and provide direct instruction, explanation, and collaborative assistance. Two of the objectives (1.1 and 1.12) are two-star objectives. This means that while the children continue to need direct instruction, explanation, support, and collaborative assistance from the teacher, they are moving toward achievement of the behaviors identified in these objectives. To encourage language development, first grade teachers provide students many opportunities for active involvement with language. Time is devoted daily to reading, writing, and discussing students reading and writing. Children listen to good literature read aloud. Children respond to the stories or information they hear or read by discussing or writing. 1-Overview

35 Updated 1/7/05 LANGUAGE ARTS GRADE ONE 1.1 Unlocking Meaning: Decoding Skills Expected Performance Level: ** The student develops the use of multiple strategies to attach meaning to print through guided practice. Literature/Research Base: When the learner applies knowledge of phonics, meaning, and language structure, printed symbols have significance and the learner uses them to construct meaning. Children work with print as both readers and writers. When reading and writing, children use phonics-visual (letter-sound), meaning, and language structure information. Children are encouraged to draw on background experience, use pictures, apply knowledge of how language works, and apply understanding of letter-sound relationships to unlock the meaning of words. Children use beginning, middle, and ending sounds while reading and writing. Development of letter-sound relationships occurs within the framework of stories the children read and write. This specific instruction is always tied to meaning. Writing as a means of applying and extending knowledge of letter-sound relationships through attempted spelling is part of the daily routine. Children read familiar books in order to develop reading fluency and apply reading strategies. They begin to self-monitor their reading and apply knowledge of structural analysis when reading. This includes inflections, contractions, compound words, and affixes, such as un-, -ment, and -ing. Relating pictures to print (SOL 1.7) Using concepts of print while reading such as front-to-back, left-to-right, topto-bottom, return sweep, word-by-word matching, letter, and word (SOL 1.5a, b) Using meaning, language structure, and phonics-visual (letter-sound) information to read (SOL 1.6, 1.7) Using a balance of information (phonics, meaning, and language structure) when reading (SOL 1.7, 1.8, 1.9) Cross-checking one source of information against another and selfcorrecting (SOL 1.8, 19) Rereading for meaning (SOL 1.7) Using letter-sound associations when reading and writing (SOL 1.12) Using knowledge of dependable rimes and word patterns when reading and writing (SOL 1.6) 1-1

36 Updated 1/7/ Understanding Conventions: Language Study Expected Performance Level: * The student begins to learn some specified speech and print conventions through guided practice in meaningful and appropriate contexts. Literature/Research Base: Knowledge of language use develops when the learner discusses and applies the conventions for print and speech. Children talk each day about many different topics to help them refine their knowledge about how the conventions of oral language affect their participation in a group. They are guided to develop proper word usage in their speech. Children work with books daily in order to develop an understanding about the conventions of print. Children are prompted to observe how an author has used some of the conventions of print, such as capitalization and punctuation. They begin to capitalize the pronoun I and use capital letters to begin proper names. They learn to edit for capitals and end punctuation on final drafts. Children have daily opportunities to write so they can use what they are learning about print. They begin to learn about complete sentences. Staying on topic in classroom discussion and taking turns during discussion (SOL 1.3b) Developing knowledge of correct language usage in discussion Recognizing upper and lowercase letters (SOL 1.5c) Observing punctuation when reading aloud Using knowledge of dependable rimes, word patterns, and rhyming words when reading and writing (SOL 1.6) Leaving white space between words (SOL 1.11b) Recognizing that sentences are made of words (SOL 1.5c) Beginning to write complete sentences (SOL 1.12d) Beginning sentences with capital letters and using end punctuation on final drafts (SOL 1.12e) Applying knowledge of letter-sound relationships (phonics) to spelling on drafts (SOL 1.6) Using known spelling when writing including correct spelling of common words (SOL 1.12f) Using available resources for spelling (SOL 1.10) 1-2

37 Updated 1/7/ Building Vocabulary Expected Performance Level: * The student begins to focus on meaning as an aid to building vocabulary. Literature/Research Base: Vocabulary develops when meaning is emphasized and when the learner applies strategies to develop understanding of new concepts in relation to those already known. Children s personal language abilities are expanded by exposure to the language found in books. Children listen to the teacher read aloud a variety of literature and informational text about a variety of topics. Children discuss the material that has been read to them. They use new vocabulary to express their ideas when speaking or writing. Children listen to and read rhymes, poetry, and songs that stimulate their imagination to produce similar works. Children learn vocabulary related to content area study. They are helped to use context to determine word meaning when reading. Children are shown how to use word structure of contractions and compound words as an aid to understanding the meaning of words. Participating in shared reading Hearing and practicing new words and phrases (SOL 1.2a, b, e) Participating in dramatic play, puppetry, and finger plays (SOL 1.1c) Recognizing the rhythms and patterns of language Noticing and discussing interesting words (SOL 1.2a, b) Verbalizing own ideas (SOL 1.1d) Beginning to read and spell compound words (SOL 1.6g) Including descriptive words in writing (SOL 1.12c) 1-3

38 Updated 1/7/ Comprehending Organization: Literary Elements Expected Performance Level: * The student begins to use text organization to construct meaning through guided practice in appropriate contexts. Literature/Research Base: The learner utilizes knowledge of text organization to construct meaning. Stories or poems with rhyme, rhythm, or repetitive patterns are appealing to first grade children. These materials are used for reading aloud or shared reading, or as the basis for story innovations. As children listen to and read stories, they refine their sense of story structure and develop their ability to predict what might happen next. Listening to, reading, and talking about stories help children construct meaning. Children are encouraged to retell stories following the author s pattern and use words found in the story. Children listen to and read informational text and then talk about what they have heard or read. With assistance from the teacher, they identify the main ideas and the sequence of events or ideas. Children write narrative and informational pieces and organize their writing to include a beginning, middle, and end. Noticing literary patterns such as repetition and rhyme in stories and poems Reading and recognizing a variety of literature such as fairy tales, fiction, poetry, and information Reading and writing in different forms, such as letters, stories, and information For narrative text: Identifying and discussing characters, setting, and important events (SOL 1.9f) Identifying the problem in a story (SOL 2.8g) Identifying the steps taken to solve the problem (SOL 2.8g) Retelling stories including the beginning, middle, and end (SOL 1.1b, 1.9g) For informational text: Identifying the topic or main ideas (SOL 1.9h) Identifying the sequence of ideas or events (SOL 1.9g) 1-4

39 Updated 1/7/ Appreciating Literature Expected Performance Level: * The student begins to develop an appreciation for literature through a variety of oral, reading, and writing experiences with fiction and nonfiction. Literature/Research Base: To develop an appreciation of many types of literature, the learner needs opportunities to listen to, read, and interact with a variety of texts. Each day the children hear an experienced Listening and responding to a variety of reader read aloud. The teacher, an literature, such as fairy tales, stories, instructional assistant, a parent, or an older information, and poetry (SOL 1.1a) child provides a good reading model. Discussing how events in a specific piece of literature relate to personal Discussion before reading activates prior experiences (SOL 1.9c) knowledge and prepares the children for Telling about a favorite part of a story what they will hear. (SOL 1.1b) Participating in role-playing or dramatic Discussion during reading permits play based on literature (SOL 1.1a, c) children to discuss their perceptions and Reading self-selected literature each day allows meaning to be constructed. Reading for enjoyment Discussion after reading helps the children distinguish between real and make-believe; become aware of the ideas, reactions, and opinions of other people; and expand their vocabulary. Current award-winning books as well as traditional age-appropriate classics are selected to be read aloud. Some books are reread because of their appeal to children. Children begin to write about what they have read or heard. 1-5

40 Updated 1/7/ Interpreting And Evaluating: Critical-Reading Skills Expected Performance Level: * The student begins to use critical-reading skills to think about and respond to the ideas in what is read, written, or heard. Literature/Research Base: To achieve understanding, the learner becomes actively involved with the message, considers the language used, and makes comparisons among texts. Children talk about what they read. Discussion focuses on a basal reader selection, a library or classroom book, children s writing, or something the teacher has read aloud. The purpose of the discussion is to interpret and evaluate the message of the author. Why, what if, and how questions all help children look critically at the author s message. They use their knowledge and experiences as a basis for understanding what they have read or heard. Children observe experienced readers model the types of questions that can be asked about their reading. Eventually the children begin to ask the questions on their own. Discussing what has been read with others (SOL 1.9f, 2.8g) Asking questions to clarify understanding (SOL 1.2b, 1.9e) Making comparisons with other stories or articles heard or read Forming opinions about content Discussing the topic of informational text (SOL 1.9h) Responding to story elements such as setting, characters, and character traits Making connections between previous experiences and what was read (SOL 1.9c) 1-6

41 Updated 1/7/ Collecting Information: Learning Study Skills Expected Performance Level: * The student becomes aware of and begins to use informational sources in the classroom, library, and community. Literature/Research Base: Listening, speaking, writing, and reading are used to acquire, organize, and communicate knowledge. Children begin to learn about the resources that are available in the library and in the classroom. With the assistance of the teacher, they develop questions that will help them obtain useful information from an informational source. They are given time to explore the resources related to curriculum topics and then are helped to use those resources to find answers to questions. As they work to find the information to answer questions, children are shown ways to organize by drawing or webbing. Listening to an experienced reader read aloud from an informational book (SOL 1.1a) Becoming familiar with a variety of informational sources such as trade books, audio tapes, electronic books, and videos (SOL 1.1a) Using picture dictionaries and alphabetical order by first letter (SOL 1.10a) Using questions to gather information (SOL 1.3d, 1.9e) Classifying and categorizing information with the teacher Organizing information learned by drawing or webbing Sharing information, from any source, about a specific topic with classmates Observing and participating in class projects 1-7

42 Updated 1/7/ Planning For Meaning: Planning Skills for Effective Reading and Writing Expected Performance Level: * The student begins to participate in planning before reading and writing. Literature/Research Base: When planning for reading or writing, the learner builds upon background knowledge and uses multiple strategies to work with language. When beginning the study of a topic, children first talk about the subject to determine what they know or what they have experienced related to that subject. Learning occurs when the children connect what is already known with newly acquired knowledge. Children learn to organize information by drawing or webbing. They are guided to relate new information to their own experiences and predict the action or the information to come. Children learn to plan before drafting. In first grade, planning often involves drawing and talking. Teachers help students preview a selection before reading and set a purpose for reading. Selecting a topic for writing (SOL 1.12b) Generating ideas before drafting by drawing, discussing, or webbing (SOL 1.12a) Setting a purpose for reading (SOL 1.9b) Previewing a selection before reading by using the pictures and title (SOL 1.9a) Recalling related experiences (SOL 1.9c) Recalling related knowledge by brainstorming Predicting action or outcome of a story (SOL 1.9d) Predicting information an author will give (SOL 1.9d) Relating new information to personal experiences (SOL 1.9c) 1-8

43 Updated 1/7/ Monitoring Learning: Strategic Reading And Writing Expected Performance Level: * The student begins to use self-monitoring strategies to solve comprehension problems while listening, speaking, reading, and writing. Literature/Research Base: The learner constantly monitors understanding by recognizing and solving problems when listening, speaking, writing, and reading. As children learn to read, they learn to be aware of their own thinking processes as they construct meaning from what an author has written. Children listen to accomplished readers or writers "think aloud" about how they use strategies when they read and write. This assists children to learn the thought process involved. Children hear the teacher read aloud daily and listen in as the teacher models how a reader constructs meaning from what an author has written. They begin to describe how they solve reading or writing problems. Children develop the understanding that a reader reads to get meaning. Children also begin to develop the understanding that what they write should make sense. Understanding that what one reads or writes should make sense (SOL 1.9) Recognizing when and if an error has been made while reading (SOL 1.7d) Using reading strategies to self-correct when an error has been detected (SOL 1.6, 1.7) Making connections between what is already known and what is heard, read, or viewed (SOL 1.9c) Reading familiar stories and poems to develop fluency and expression (SOL 1.8) With teacher support and assistance, children begin to develop reading or writing goals. 1-9

44 Updated 1/7/ Making Good Choices: Student Responsibility Expected Performance Level: * The student begins to initiate reading and writing as independent experiences. Literature/Research Base: Facility with language develops when the learner reads and writes regularly, focusing especially on materials that the learner perceives as important and interesting. Children have daily opportunities to choose reading and writing as independent experiences. This might include using a center board or selecting activities from a designated list. A classroom library composed of books about a wide range of topics and with appropriate levels of difficulty is available, and the children are encouraged to read the books for their own enjoyment. Children are encouraged to read the work of classmates, as well as that of professional authors. Selecting, reading, and sharing literature Selecting and writing about topics of personal interest (SOL 1.12a, b) Using available time to read and write beyond what is assigned Children reread books frequently. This is encouraged because this experience helps children develop reading fluency. A variety of writing materials such as different types of paper, assorted writing instruments, and word processing software are available, and the children are encouraged to compose messages to others in the class. 1-10

45 Updated 1/7/ Revising For Meaning: Clarifying To Communicate Expected Performance Level: * The student begins to use revision strategies to clarify meaning in reading and writing. Literature/Research Base: The learner revises to clarify meaning during listening, speaking, writing, and reading. Children write daily, and they choose the written pieces they will revise from their draft folders. Children establish purposes for writing as they plan. During writing conferences they see if their purposes are being met. By talking with their audience about how to change their writing, they get ideas to accomplish their purposes. Children become aware of the possibilities for revision when they have opportunities to observe more experienced authors--the teacher or older children--revise their writing to clarify the message. Much of the revision at this level is oral, but some children begin to make written revisions as well. These children usually add information to their drafts. Revising predictions while listening Revising predictions while reading Participating in reading conferences Participating in writing conferences Recognizing that something in a piece of writing is not clear to the reader Including descriptive words in writing (SOL 1.12c) Children begin to understand that as they read and find additional information in the story, they can change their original predictions. 1-11

46 1.12 Developing Oral Language Updated 1/7/05 Expected Performance Level: ** The student builds confidence and experience while learning to use oral language for different purposes in the classroom. Literature/Research Base: The learner uses language to build understanding, describe the world, communicate with others, and work on meaningful tasks. Children have daily opportunities to talk- not just listen--in a variety of situations, both formal and informal. They frequently converse with others and discuss topics of study. Children learn the conventions of discussion, such as turn-taking, listening, and responding to each other. As the children practice verbalizing what they already know and clarifying what they do not know, they are preparing themselves to learn new ideas and concepts across the curriculum. Children develop phonemic awareness by manipulating sounds in words and through participating in shared reading of poems, rhymes, and alliterative text. Children often participate in storytelling, creative dramatics, and shared reading or recitation of poetry that require creative use of language. Sharing information and initiating conversations (SOL 1.3a, b, c, d) Following oral directions (SOL 1.2c, d) Staying on topic in class discussion Asking and responding to questions for clarification, justification, or information (SOL 1.2b, 1.3d) Discussing own experiences as they relate to the topic of study (SOL 1.9c) Recognizing and creating rhyming words orally (SOL 1.4c) Hearing, saying, and understanding sounds in words and syllables (SOL 1.4a, b, c, d) Participating in shared reading of poetry and creative dramatics (SOL 1.1a, c) Retelling stories (SOL 1.1b) Asking questions to explore a topic of study (SOL 1.3d) Reporting results of a group activity (SOL 1.1b) Persuading others Using detailed sentences that include descriptive words (SOL 1.2a) 1-12

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