Academic standards list

 

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 knowledge of Standard English usage, mechanics, and spelling.

Demonstrate knowledge of strategies and resources to determine the definition, pronunciation, and usage of words and phrases.

Demonstrate knowledge of Standard English sentence structure.

State Performance Indicator

Identify the correct use of nouns (i.e., as subjects, singular and plural) within context.

 

Identify the correct use of verbs (i.e. present, past, and future tense) within context.

 

Identify the correct use of adjectives (i.e., comparative and superlative) within context.

 

Identify correctly used capital letters in names, dates, and addresses.

 

Select the simple subject and predicate of a sentence.

 

Select the compound sentence that correctly combines two simple sentences.

 

Recognize correct capitalization and end punctuation within context.

 

Choose the correct formation of contractions and plurals within context.

 

Identify the correct use of commas with dates, addresses, items in a series, and the greeting and closing of a friendly letter.

Identify declarative, interrogative, and exclamatory sentences by recognizing appropriate end marks.

 

Rearrange and identify words in alphabetical order (e.g., lists, phone directory)

 

Choose correctly (or incorrectly) spelled words in context.

Recognize grade level compound words, contractions, and common abbreviations within context.

 

Recognize usage errors occurring within context (i.e., double negatives, troublesome words: to/too/two; their/there/theyre).

 

Recognize usage errors occurring within context (i.e., double negatives, troublesome words: to/too/two; their/there/theyre).

 

Recognize root words and their various inflections (e.g., walks, walking, walked).

Determine word meanings using prefixes, suffixes and/or context clues.

Select appropriate synonyms and antonyms within context.

 

Distinguish individual sounds, including consonant blends, within words.

 

Recognize grade appropriate vocabulary, including multiple-meaning words, within context.

Determine word meaning through context clues.

 

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

Continue to develop basic listening skills necessary for communication.

Continue to develop basic speaking skills necessary for communication.

State Performance Indicator

Identify the main idea of a speech.

 

Given a list of interactive behaviors (i.e., taking turns, behaving courteously, not interrupting, listening, remaining on task), identify those that are…

 

Given a written summary of a speech, choose from a list of ideas the one not mentioned in the speech.

 

 

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

Write for a variety of purposes to different audiences.

Write in various modes and genres, including narration, literary response, personal experience, and subject matter content.

Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.

State Performance Indicator

Identify the purpose for writing (i.e., to entertain, to inform, to respond to a picture, story, or art).

 

Identify the audience for which a text is written.

 

Choose a topic sentence for a paragraph.

 

Choose a supporting sentence that best fits the context and flow of ideas in a paragraph.

 

Identify unnecessary information in a paragraph.

 

Rearrange sentences to form a sequential, coherent paragraph.

 

Choose the most specific word to complete a simple sentence.

 

Select an appropriate title that reflects the topic of a written selection.

 

Complete a simple graphic organizer to group ideas for writing.

 

 

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

Identify and narrow a grade-appropriate research topic.

Gather information from a variety of sources to support a research topic.

Present research results in a written report.

State Performance Indicator

Identify the most reliable sources of information to support a research topic.

 

Complete a simple graphic (e.g., chart, web) organizing information from text or technological sources.

 

Select appropriate sources from which to gather information on a given topic.

 

From a given list, identify information that is (or is not) available in a certain reference source (e.g., what information does one find in a thesaurus).

 

 

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 logic skills to enhance thoughtful reasoning and to facilitate learning.

Use learned logic skills to make inferences and draw conclusions in a variety of oral and written contexts.

Apply learned logic skills to selections read, as well as to classroom situations.

State Performance Indicator

Draw appropriate inferences and conclusions from text.

 

Distinguish between fact and opinion within text.

 

Identify stated cause/effect relationships in text.

Determine sequence of events in 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

Apply appropriate reading strategies to comprehend informational texts.

Recognize the different features of informational texts (e.g., separate text boxes, diagrams, captions, charts, graphs).

State Performance Indicator

Select questions used to focus and clarify thinking before, during, and after reading text.

 

Identify the stated main idea in a reading selection.

 

Indicate which illustration or graphic best supports a particular text.

 

Locate information using available text features (e.g., charts, maps, graphics).

Recognize the parts of a book (e.g., glossary, table of contents).

 

From a list of statements, locate the factual statements from the fictional ones.

 

Arrange a set of instructions in a sequential, step-by-step order.

 

 

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

Recognize that media can be a source of information and/or entertainment.

Use media to publish and present information.

State Performance Indicator

Determine the main idea in a visual image.

 

Select the most appropriate medium or media for accessing information, writing a report, or making a presentation.

 

Recognize the sort of information available through a specific medium (e.g., the accent and emotion through audio; visual images through videos).

 

Choose the most effective medium to enhance a short oral presentation (e.g., still pictures, a model, short video clip, recording).

 

 

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

Use active comprehension strategies before, during, and after reading.

Experience various literary genres.

Learn basic characteristics of literary genres.

Explore basic literary terms (e.g., setting, point of view, simile, metaphor, rhythm).

State Performance Indicator

Identify and/or select rhyming words.

 

Identify setting, characters, and plot in a reading selection.

 

Identify forms of text as poems, plays, or stories.

 

Recognize basic plot features of fairy tales, folk tales, fables, and myths.

Identify the authors purpose (e.g., to entertain, to inform, to describe, to share feelings).

Determine the problem in a story and recognize its solution.