Academic standards list

English/Language Arts - Kindergarten — English Language Arts

Introduction

Academic standards define the expectations for knowledge and skills that students are to learn in a subject by a certain age or at the end of a school grade level. This page contains a list of standards for a specific content area, grade level, and/or course. The list of standards may be structured using categories and sub-categories.

Language

 
Standard 1 — Language
 
Language is the systematic means of communicating ideas and feelings through the use of signs, gestures, words, and/or auditory symbols. Language Arts is the name given to the curriculum area that includes four types of language: listening, speaking, reading, and writing. Language Arts teaching constitutes a significant area in education, since listening, speaking, reading, and writing pervade the curriculum. They are vital to learning and the display of learning in all areas- math, science, and social studies. Teachers must teach students to be proficient in all four areas of language to be successful in their learning across the curriculum.Conceptual StrandStandard American English conventions and vocabulary are essential to ensure effective use of language and promote success in college as well as all types of career opportunities.Guiding QuestionIn what ways do Standard American English conventions and vocabulary promote success in education and in careers?
 
Grade Level Expectation
Demonstrate an emerging understanding of basic English usage, mechanics, spelling, and sentence structure.
Employ a variety of strategies to decode words and expand vocabulary.
Develop and maintain phonological awareness.
Begin to explore the alphabetic principle.

Communication

 
Standard 2 — Communication
 
Communication is the practice of conveying information from one person to another. The language arts are all essential to the communication process. Listening and speaking are fundamental to oral communication. Reading and writing are vital to written communication; viewing and visually representing are critical to visual communication. Listening, reading, and viewing are ways to receive information. Speaking, writing, and visually representing are ways of sharing information.Conceptual StrandEffective communication through clear and persuasive expression and attentive listening is necessary for success in school, the workplace, and the larger community. Guiding QuestionHow do good listening and speaking skills help to communicate clearly and persuasively in all interactive settings?
 
Grade Level Expectation
Develop critical listening skills essential for comprehension, problem solving, and task completion.
Develop critical speaking skills essential for effective communication.

Writing

 
Standard 3 — Writing
 
Writing is a way of sharing language in a visual or tactile form. Throughout the world writing systems have been developed independently using a variety of symbols to represent speech, punctuation, and numbers. All of the writing systems utilize visible representations except the Braille system used for the visually impaired. Writing is one of the most commanding communication tools.Conceptual StrandThe ability to write clearly and coherently to a specific topic is vital to effective communication. Authors write for a variety of purposes and to a variety of audiences.Guiding QuestionIn what ways does good writing contribute to effective communication in a variety of purposes and to a variety of audiences?
 
Grade Level Expectation
Use basic knowledge of simple capitalization and punctuation rules.
Employ a variety of strategies to generate story ideas.
Compose simple stories with teacher assistance.
 
Evaluate own and group writing using a simple classroom rubric.

Research

 
Standard 4 — Research
 
Research is the dynamic, attentive, and systematic process of inquiry to discover, interpret, or rework facts, events, behaviors, or theories. Additionally, it makes practical applications with the help of facts, laws, or theories. The term research is also used to describe the collection of information about a particular subject.Conceptual StrandEffective research is the ability to frame, to analyze, and to investigate solutions to problems, while building on and evaluating the credibility of existing research. Effective research leads to the formulation of questions and ultimately to the exploration of new ideas.Guiding QuestionHow does effective research enhance inquiry about any aspect of life?
 
Grade Level Expectation
Define and narrow a research question appropriate to grade level and ability.
Select a source necessary to answer a research question.
Deliver an oral report on a research question.

Logic

 
Standard 5 — Logic
 
From Guide To Inductive & Deductive Reasoning Induction vs. Deduction October, 2008, by The Critical Thinking Co.™ Staff Logic refers to the systematic study and application of the principles of valid inference and correct reasoning. Logic is the skill of correct thinking and conceptual development. It is the thinking through of similarities, comparisons, and differences in order to induce the correct general conclusions. Studying logic and practicing logical thinking prepares students for the development of reasoning. Logic is often divided into two parts: inductive reasoning and deductive reasoning. The first is associated with drawing general conclusions from specific examples; the second involves drawing logical conclusions from definitions and axioms.Conceptual StrandLogic is the ability to reason soundly, to think critically, to argue persuasively, and to infer appropriately in order to function successfully in society. Guiding QuestionHow is the ability to reason soundly, to think critically, to argue persuasively, and to infer appropriately necessary to function successfully in school and the workplace?
 
Grade Level Expectation
Develop an understanding of sequential events.
Recognize the relationship of actions and consequences.
 

Informational Text

 
Standard 6 — Informational Text
 
In the Information Age the importance of being able to read and write informational texts critically and well cannot be overstated. Informational literacy is central to success, and even survival, in schooling, the workplace, and the community. - Nell Duke, Michigan State University Informational text is designed to convey factual information rather than tell or advance a narrative. Informational texts contain ideas, facts, and principles related to the physical, biological, or social world. They may take many different forms: picture books, photo essays, chapter books, articles and essays, letters, diaries and journals, observational notes, factual references (almanacs, books of statistics, books of world records), brochures, manuals, and text books. Informational text may employ techniques such as lists, comparing/contrasting, or demonstrating cause/effect, and may be accompanied by graphs or charts.Conceptual StrandThe world is filled with a variety of informational texts; learners must have a comprehensive set of skills for effective interpretation of this type of text.Guiding QuestionWhy is it important for learners to have a comprehensive set of skills for interpreting a variety of texts?
 
Grade Level Expectation
Comprehend the main idea of informational texts.
Recognize that illustrations support information in the texts.

Media

 
Standard 7 — Media
 
According the National Association for Media Literacy Education: The purpose of media literacy education is to help individuals of all ages develop the habits of inquiry and skills of expression that they need to be critical thinkers, effective communicators and active citizens in todays world. Media (or Cine) literacy is a repertoire of competences that enable people to analyze, evaluate, and create messages in a wide variety of media modes, genres, and forms. Education for media literacy often uses an inquiry-based pedagogic model that encourages people to ask questions about what they watch, hear, and read. Media literacy education provides tools to help people critically analyze messages, offers opportunities for learners to broaden their experience of media, and helps them develop creative skills in making their own media messages.Conceptual StrandAll students must understand, analyze and use multi-media technology in all facets of life to keep pace with society and ensure lifelong learning. Guiding QuestionHow can students understand, analyze and use multi-media technology to keep pace with society and ensure lifelong learning?
 
Grade Level Expectation
Explore a variety of media.
Recognize the ability of media to inform and entertain.

Literature

 
Standard 8 — Literature
 
Literature is a term used to describe written or spoken material. Broadly speaking, "literature" is used to describe anything from creative writing to more technical or scientific works, but the term is most commonly used to refer to works of the creative imagination, including works of poetry, drama, fiction, and nonfiction.Conceptual StrandStudents will become educated members of society by gaining knowledge of themselves and others through the study of literature, thus becoming critical readers and lifelong learners. Guiding QuestionHow does the knowledge gained through the study of literature enable students to become critical readers and lifelong learners?
 
Grade Level Expectation
Explore and experience various literary genres.
Employ a variety of basic reading comprehension strategies.
Develop reading fluency and accuracy.
Identify basic literary elements.
 
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