1 LISTENING Standard : Students demonstrate competence in listening as a tool for learning and comprehension. Proficiency Level I: Students at this level are beginning to understand short utterances. They occasionally understand isolated words, such as cognates, borrowed words, or high frequency social conventions. I Benchmark: Students demonstrate growth in comprehension of oral language and begin to access the curriculum in core subject areas. (ELA 4) L1.1 Detect nonverbal and verbal cues. L1.2 Focus attention selectively. L1.3 Demonstrate comprehension through non-verbal responses. L1.4 Respond correctly to high frequency social conventions (e.g.: greetings, introductions, leave taking etc.). L1.5 Respond to simple directions or instructions. L1.6 Listen to and imitate others use of language. L1.7 Comprehend a few words, phrases with basic English grammatical forms. Proficiency Level II: Students at this level understand simple statements, directions, and questions. They rely on a speaker s use of repetition, gestures, and other non-verbal cues to sustain communication. II Benchmark: Students comprehend simple statements, directions, and questions and continue to access the curriculum in core subject areas. (ELA 4) L 2.1 Begin to discriminate the sounds and intonation patterns of the English language. L 2.2 Understand basic structures, expressions, and vocabulary such as school environment and basic personal information (e.g.: home address, phone number, emergency number). L 2.3 Comprehend key words, phrases and/or sentences with basic English grammatical forms. L 2.4 Follow multi-step oral directives to complete a task. L 2.5 Interpret speaker s message, purpose, and perspectives (e.g.: inflection, intonation and stress). L 2.6 Assess how language choice reflects the tone of the message.
2 LISTENING Proficiency Level III: Students at this level understand standard speech delivered in most settings with some repetition and rephrasing. They understand the main idea(s) and relevant details of extended discussions or presentations. Students draw on a wide range of language forms, vocabulary, idioms, and structures. Students at this level are beginning to detect affective undertones and they understand inferences in spoken language. III Benchmark: Students comprehend simple narratives and structures in short interactions with peers and adults and continue to access the curriculum in core subject areas. (ELA 5) L 3.1 Demonstrate proficiency of the listening process such as focusing attention, interpreting and responding to topics in everyday situations. L 3.2 Listen attentively to stories/information and identify main idea, key details and concepts using both verbal and non-verbal cues of the speaker. L 3.3 Identify a variety of media messages and give some supporting details. Proficiency Level IV: Students at this level understand most standard speech. They identify main ideas and relevant details of discussions or presentations on a wide range of topics, including unfamiliar ones. Students infer meaning from stress, intonation, pace and rhythm. IV L 4.1 L 4.2 L 4.3 Benchmark: Students understand speech in most authentic situations with some repetition and rewording in both social and core academic settings approaching grade level. (ELA 6) Listen to proficient, fluent models of oral reading, including selections from classic and contemporary works. Use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations. Demonstrate understanding of figurative language and idiomatic expressions by responding to and using such expressions appropriately.
3 Proficiency Level V: Students at this level understand and identify the main ideas and relevant details of extended discussions or presentations on a wide range of familiar and unfamiliar topics in a number of modalities. Students apply linguistic skills and knowledge, including vocabulary, idioms, and complex grammatical structures, to the learning of academic content. They comprehend subtle, nuanced details of meaning. Benchmark: Students master comprehension of standard speech at grade level in both V social and core academic settings. (ELA 7) L 5.1 Differentiate between the speaker s opinion and verifiable fact. L 5.2 Demonstrate comprehension of, and appropriate listener response to ideas in a persuasive speech, and oral interpretation of literacy sections, interviews, in a variety of real-life situations, and educational and scientific presentations. L 5.3 Identify, analyze and imitate a speaker s persuasive techniques such as selling, convincing, and using propaganda.
4 SPEAKING Standard: Students demonstrate competence in speaking for effective communication in social and academic contexts. Proficiency Level I: Students at this level use gestures, simple words or phrases when given sufficient context or visual cues to respond to or request information. I Benchmark: Students will show growth in oral communication using high frequency learned words and phrases to begin to access the curriculum in core subject areas. (ELA 4) S 1.1 Communicate with gestures and non-verbal modalities. S 1.2 Communicate using common social greetings and simple repetitive phrases. S 1.3 Answer simple questions with one and two-word responses. S 1.4 Communicate basic needs, wants and feelings. S 1.5 Generate a few words, phrases with basic English grammatical form and phonemic accuracy. Proficiency Level II: Students at this level use appropriate strategies to initiate and respond to simple conversation with hesitation, relying on known vocabulary, familiar structures and utterances and may have to repeat themselves to be understood. Benchmark: Students use appropriate strategies to initiate and respond to simple II statements and questions to continue to access the curriculum in core subject areas. (ELA 4) S 2.1 Name people, places, objects, events and basic concepts such as days of the week, food, occupations and time. S 2.2 Restate oral directions or instructions. S 2.3 Ask and give information such as directions, address, name, age and nationality. S 2.4 Ask and answer questions using simple phrases or sentences. S 2.5 Respond to factual questions about texts read aloud. S 2.6 Narrate basic sequence of events.
5 SPEAKING Proficiency Level III: Students at this level communicate orally, often with hesitation, when using low- frequency vocabulary. They begin to produce complex sentence structures, use verb tenses correctly, and discuss academic topics. III Benchmark: Students initiate and sustain a simple conversation in social and core academic settings. (ELA 4, 7) S 3.1 Ask and answer questions to gather and provide information in English. S 3.2 Converse on simple topics beginning to use most conventions of oral language including intonation, syntax and grammar (subject-verb agreement, complete sentences and correct tense). S 3.3 Narrate simple sequence of events. S 3.4 Retell and paraphrases familiar stories with simple sentences. S 3.5 Ask and answer instructional questions about simple written texts with simple words and phrases. S 3.6 Give directions/procedures. S 3.7 Prepares and delivers short oral presentations (e.g.: tells a story using pictures, academic topic). Proficiency Level IV: Students at this level engage in most communicative situations with some errors, demonstrating competence in oral language. They have a high degree of fluency and accuracy when speaking in social settings, although they may encounter difficulty in academic language production. IV Benchmark: Students approaching grade level communicate with confidence in most situations with support in academic areas. (ELA 4,7) S 4.1 Recognize appropriate ways of speaking that vary based on purpose, audience, and subject matter. S 4.2 Respond to factual questions about texts read aloud S 4.3 Communicate effectively in conversations and group discussions while problem solving and planning. S 4.4 Use the conventions of oral language effectively including intonation, syntax and grammar (e.g.: subject-verb agreement, complete sentences and correct tense). S 4.5 Narrate complex sequence of events. S 4.6 Use a variety of idiomatic expressions and figurative language appropriately. S 4.7 Persuade, argue or reason to support spoken ideas with evidence, elaborations and examples.
6 SPEAKING Proficiency Level V: Students at this level are fluent and accurate in language production with some hesitation regarding technical content area vocabulary. V Benchmark: Students on grade level engage in social and academic communication with mastery of complex language structures in varied situations. (ELA 4,7) S 5.1 Adapt spoken language such as word choice, diction, and usage to the audience, purpose and occasion. S 5.2 Use effective, rate, volume, pitch and tone for the audience setting. S 5.3 Actively participate and initiate more extended social conversations or discussions with peers and adults on familiar or unfamiliar topics by making relevant contributions, asking and answering questions, restating and soliciting information. S 5.4 Demonstrate effective communication skills that reflect such demands as interviewing, reporting, requesting, and providing information. S 5.5 Prepare and deliver extended oral presentations that follow a process of organization using a variety of sources for a research project. S 5.6 Explain abstract tasks and/or concepts with appropriate sequencing taking into account the listener s perspective. S 5.7 Negotiate with confidence using complex language structures for expression of personal view of abstract ideas.
7 READING English Language Learners (ELL) enter school with a wide range of literacy skills and abilities in their native language. During the education process, students progress in their reading development from emerging literacy to fluency. Students develop reading strategies and skills at their own pace depending in part on their level of education and native language proficiency, the age at which they enter school in the U.S., and their ability to learn another language. English Language Learners acquire reading fluency by drawing upon life experiences, their knowledge of word meanings and sentence structure (syntax), and exposure to a variety of text genres. They accomplish this by reading for a variety of purposes in order to become proficient and knowledgeable readers. The goal is to become lifelong readers and productive members of society and the workplace. Standard: Students read, comprehend, analyze and respond to a range of materials using various strategies for different purposes. Proficiency Level I: Students at this level understand simple print material. Students identify high-frequency words and symbols when strongly supported by context. I Benchmark: Students develop initial print awareness and begin to access the curriculum in core subject areas. (ELA 1, 5,6,7) R 1.1 Hold print material in the correct position. R 1.2 Recognize common signs and logos. R 1.3 Distinguish individual printed letters from words and sentences. R 1.4 Identify words from left to right and top to bottom on the printed page. R 1.5 Recognize the order of the alphabet and form of letters, and Arabic numbers. R 1.6 Know the difference between capital and lowercase letters. R 1.7 Recognize phonetic pronunciation of the letters of the alphabet. R 1.8 Match oral words to printed words or graphics. R 1.9 Read simple one syllable and high frequency words when strongly supported by context (e.g.: basic sight words). R 1.10 Use emerging reading skills to make meaning from print.
8 READING Proficiency Level II: Stude nts at this level understand the general message of basic reading passages that contain simple language structures and syntax. Students begin to use reading strategies to guess the meaning of unfamiliar words through the use of pictures, diagrams, cognates, and context. II Benchmark: Students understand simple material for academic or social purposes to continue to access the curriculum in core subject areas. (ELA 1,5,6,7) R 2.1 Use prior knowledge to interpret pictures. R 2.2 Use pictures to make predictions about the text. R 2.3 Recognize sound/symbol relationships. R 2.4 Read common word families and simple sentences. R 2.5 Read compound words and contractions. R 2.6 Use cognates for academic or social comprehension. R 2.7 Recognize basic word order rules in phrases, simple sentences, or simple text. Proficiency Level III: Students at this level understand descriptive materials within familiar contexts and some complex narratives. The students use visual and contextual cues to derive meaning from text that contains unfamiliar words and expressions. A disparity may exist between reading fluency and comprehension. III Benchmark: Students understand a more complex narrative and descriptive materials within a familiar context to continue to access the curriculum in core subject areas. (ELA 1, 5,6,7) R 3.1 Demonstrate knowledge of taught contractions. R 3.2 Recognize common abbreviations. R 3.3 Use capitalization and punctuation to comprehend. R 3.4 Locate the meanings, pronunciations and derivations of unfamiliar words using dictionaries, glossaries, and other sources. R 3.5 Recognize and use knowledge of spelling patterns when reading. R 3.6 Recognize the format of poetry versus prose. R 3.7 Identify the main idea. X Identify multi-syllabic words by using common syllable patterns.
9 READING Proficiency Level IV: Students at this level comprehend the context of most text in the academic areas with some degree of support. They read many literary genres for pleasure and have a high degree of success reading factual but non-technical prose. IV Benchmark: Students, approaching grade level, understand the content of most text with support in academic content areas. (ELA 1, 5,6,7) R 4.1 Interact independently with a variety of texts. R 4.2 Recognize most common English morphemes in phrases and sentences. R 4.3 Apply knowledge of word relationships, such as root and affixes to derive meaning from literature and texts in content area. R 4.4 Rely on context clues to determine meaning. R 4.5 Use reference materials including the glossary, dictionary, index thesaurus, almanac, atlas, and multi-media resources. R 4.6 Distinguish between main idea and supporting details. Proficiency Level V: Students at this level use the same reading strategies as their native English-speaking peers to derive meaning from a wide range of both social and academic texts. V Benchmark : Students understand a wide range of both social and academic texts available to native English speakers at grade level. (ELA 1, 5,6,7) R 5.1 Create artwork or a written response that shows comprehension of a selection. R 5.2 Comprehend material from a variety of genres. R 5.3 Draw correlation from literature and links to real life situations. R 5.4 Name and analyze story plot, setting and conflict. R 5.5 Analyze, evaluate, and draw conclusion by providing evidence presented in the text. R 5.6 Organize, evaluate, and condense information for use in a presentation or writing.
10 WRITING Students who are Limited English Proficient (LEP) are expected to perform on an academic level commensurate with their English-speaking peers. The skills inherent to developing their English writing fluency are virtually the same at every grade level. Skills considered characteristic of a specific grade level for native English speaking students might or might not have been part of the students educational experience in their culture of origin. Students awareness of essential information relative to developing written fluency is crucial to their overall academic success. Instruction is designed to address their level of written English proficiency. Standard : Students write proficiently in English for various purposes and audiences. Proficiency Level I: Students at this level are beginning to develop communicative writing skills including the formation of individual letters and transcription of familiar words or phrases. Instruction for these students will target alphabetic awareness and basic writing techniques relative to phonological, graphological, and morphological concerns. I Benchmark: Students demonstrate growth in communicative writing skills to begin to access the curriculum in core subject areas. (ELA 2, ELA 3 ) W 1.1 Draw or copy from a model. W 1.2 Print upper and lowercase letters of the alphabet. W 1.3 Print legibly using left to right, top to bottom directionality. W 1.4 Write his/her own name and other important words. W 1.5 Print legibly using correct spacing between letters and words and sentences. W 1.6 Copy words posted and commonly used in the classroom. W 1.7 Label key parts of common objects. W 1.8 Capitalize first words of a sentence, proper nouns, and initials (e.g.: names, months, days of the week).
11 WRITING Proficiency Level II: Students at this level describe basic personal needs and compose short informative passages on very familiar topics. Students use prior knowledge to build understanding of essential grammatical concepts and constructs such as syntax and semantics. II Benchmark: Students compose short informative passages on familiar topics and continue to access the curriculum in core subject areas. (ELA 2, ELA 3) W 2.1 Arrange words in alphabetical order. W 2.2 Use phonetic spelling. W 2.3 Produce several simple sentences on a topic. W 2.4 Use correct punctuation at end of sentence. W 2.5 Write labels, notes, captions for illustrations, possessions, charts and centers. W 2.6 Fill out simple forms with personal information with support. W 2.7 Begin to demonstrate knowledge of paragraph structure. Proficiency Level III: Students at this level write simple texts, personal/business letters, and short reports using high frequency language. Students recognize and correct obvious grammatical and syntactical errors. Students write various sentence patterns/structures. III Benchmark: Students write simple texts, correspondence and short reports using high frequency language and continue to access the curriculum in core subject areas. (ELA 2, ELA 3) W 3.1 Begin to demonstrate conventional spelling. W 3.2 Identify complete and incomplete sentences in writing in English. W 3.3 Use basic grammatical constructions in simple sentences. W 3.4 Write multiple sentences around a topic. W 3.5 Write with more proficient spelling of inflectional endings, including plurals and past tense and words that drop the final e when such endings as ing, ed, or able are added, correctly use apostrophes in contractions and possessives. W 3.6 Write friendly notes and letters (e.g.: thank you notes). W 3.7 Edit writing for punctuation, capitalization and spelling.
12 WRITING Proficiency Level IV: Students at this level write multi-paragraph essays, journal entries, personal/business letters, and creative texts in an organized fashion with some errors. Students refine English writing skills leading into more mature stylistic and expressive formats. IV Benchmark: Students, approaching grade level, write multi-paragraph essays, journal entries, personal and business letters, and creative texts in an organized fashion in both social and academic core subject areas. (ELA 2, ELA 3) W 4.1 Use planning strategies before writing (e.g.: process writing, graphic organizers) Converse on simple topics beginning to use most conventions of oral language including intonation, syntax and grammar (subject-verb agreement, complete sentences and correct tense). W 4.2 Use resources to find correct spellings, synonyms, and replacement words. W 4.3 Use correct spelling of frequently used words in writing and containing affixes, contractions, compounds and common homophones, and words necessary to topic in English. W 4.4 Write the accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such able or less, and prefixes such as re- or un-. W 4.5 Spell derivatives correctly by applying the spelling of bases and affixes. W 4.6 Write a three-paragraph essay about a topic. W 4.7 Edit and revise writing for grammar and content. W 4.8 Begin writing in a variety of genres. Proficiency Level V: Students at this level write fluently using language structures, technical vocabulary, and appropriate writing conventions with some circumlocutions. Students continue to expand written vocabulary to express themselves in various genres. V W 5.1 Benchmark: Students, at grade level, produce fluent academic writing using language structures, technical vocabulary, and appropriate writing conventions to access the curriculum in core subject areas. (ELA 2, ELA 3, ELA 7) Organize and record expository information on pictures, lists, charts, and tables for literature and content area. W 5.2 Write to inform such as to explain, describe, report, and narrate. W 5.3 Use figurative language correctly. W 5.4 Use analogies, quotations and facts to support a thesis. W 5.5 Proofread writing for appropriateness of organization, content, style, and conventions. W 5.6 Apply rubric criteria to evaluate writing.
Advanced CB 21 A One level Assess descriptions and narrations of factual and technical materials. Discriminate for accurate information while taking notes of a complex discourse. Assess the essential message
Guide to Understanding Scores on the English Language Development Assessment (ELDA) In the spring of 2007, your students took the English Language Development Assessment (ELDA). The enclosed score reports
Minnesota K-12 Academic Standards in Language Arts Curriculum and Assessment Alignment Form Rewards Intermediate Grades 4-6 4 I. READING AND LITERATURE A. Word Recognition, Analysis, and Fluency The student
Grade 3 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
Overall Secondary Philosophy for English Language Learners Many students who enroll in the Dublin City Schools arrive with diverse levels of English Proficiency. Our English Language Learning program exists
Grade 2 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills
Grade 5 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
Grade 1 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.1a Apply word analysis skills
Grade 4 Reading and Literature Objectives STATE GOAL 1: Reading with understanding and fluency. 1A. Apply word analysis and vocabulary skills to comprehend selections. 1.A.2a Read and comprehend unfamiliar
VA English Standards of Learning Related to Spelling Kindergarten K.4 The student will identify, say, segment, and blend various units of speech sounds. a) Begin to discriminate between spoken sentences,
Ohio K-12 Academic Content Standards Alignment English/Language Arts OAC 3301-24-03 (C) Colleges and institutions are to align their teacher preparation programs with the K-12 Ohio Academic Content Standards
South Carolina ESOL Standards Issued by the South Carolina Department of Education Inez Moore Tenenbaum State Superintendent of Education August 2006 CONTENTS Introduction...1 Listening (L)...2 Speaking
Roanoke County Public Schools Grade 4 English Pacing Guide 2012 Standards 2010 English Standards of Learning Grammar Skills Progression by Grade Capitalize all proper nouns and the word 1. Use singular
English Language Arts and Reading Generalist EC 6 Standards Final Texas State Board for Educator Certification Page i ENGLISH LANGUAGE ARTS AND READING GENERALIST EC 6 STANDARDS Standard I. Standard II.
Elementary Language Arts The Language Arts program challenges students to read, write, listen, and speak effectively in order to communicate with others. There is a strong literacy connection that is embedded
Standard: Phonemic Awareness, Word Recognition and Fluency Phonemic Awareness, Phonics, Word Recognition, and Fluency A. Use letter-sound correspondence knowledge and structural analysis to decode words.
Language Arts Curriculum South Atlantic District Wisconsin Evangelical Lutheran Synod Language is a gift of God. Through the written and spoken word our gracious Lord imparts to us the saving message of
Grade 1 LA. 1. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 27 Grade 1: Reading Process Concepts of Print Standard: The student demonstrates knowledge
For WASHINGTON STATE Adult LEARNING STANDARDS Level 1-Beginning ESL Literacy Program (CASAS 180 AND below) STANDARD I: Read With Understanding To read with understanding, Washington ESL students should:
A Correlation of Prentice Hall Writing Coach 2012 To the Virginia English Standards of Learning A Correlation of, 2012, Introduction This document demonstrates how, 2012, meets the objectives of the. Correlation
English as a Second Language Student Learning Outcomes by Course ESL 2A Conversation and Grammar Level I 1. Demonstrate through face-to-face conversations comprehension of simple words and phrases used
AP French Language and Culture Curriculum Framework 2011 2012 Contents (click on a topic to jump to that page) Introduction... 3 Structure of the Curriculum Framework...4 Learning Objectives and Achievement
Spanish Language Development Standards Primary Standard 1 Spanish Language Learners listen for information and understanding, using a variety of sources, for academic and social purposes. Primary Beginner
Page 1 of 57 Grade 3 Reading Literary Text Principles of Reading (P) Standard 1: Demonstrate understanding of the organization and basic features of print. Standard 2: Demonstrate understanding of spoken
Essentials of Human Anatomy and Physiology Marieb 10 th Edition, 2012 To the Texas Science English Language Proficiency Standards Physiology 10e (Marieb) 2012 INTRODUCTION This document demonstrates how
Language Arts Through ESOL SUNSHINE STATE STANDARDS--FLORIDA for DynEd s LET S GO (Pre-K-3) General Description: Winner of 13 awards for educational excellence, Let s Go is a multimedia program designed
Inspiration Standards Match: Virginia Standards of Learning: English Language Arts Middle School Meeting curriculum standards is a major focus in education today. This document highlights the correlation
Academic Standards for Reading, Writing, Speaking, and Listening June 1, 2009 FINAL Elementary Standards Grades 3-8 Pennsylvania Department of Education These standards are offered as a voluntary resource
4 th Grade ELA Vocabulary Terms A adage - a statement that contains some kind of truth about human nature adjective - a word that describes a person, place, or thing adverb - a word that describes a verb,
Louisiana English Language Arts Content Standards BENCHMARKS FOR 5 8 BOOK TITLE: Houghton Mifflin Reading 2001, Level 5 Teacher s Books Grade 5 PUBLISHER: Houghton Mifflin Company STANDARD 1 ELA-1-M1 ELA-1-M2
Speech and Language Development during Elementary School By the end of kindergarten your child should be able to do the following: Follow 1-2 simple directions in a sequence Listen to and understand age-appropriate
TExES English Language Arts and Reading 4 8 (117) Test at a Glance See the test preparation manual for complete information about the test along with sample questions, study tips and preparation resources.
Language and Literacy In the sections below is a summary of the alignment of the preschool learning foundations with (a) the infant/toddler learning and development foundations, (b) the common core state
Reading for Virginia Educators: Reading Specialist (5304) Test at a Glance Test Name Reading for Virginia Educators: Reading Specialist Test Code 5304 Time 3.5 hours Number of Questions 100 multiple-choice
English for academic year Class 1 Years R and 1 Reading Word Reading Reception Children (Foundation Stage) read and understand simple sentences use phonic knowledge to decode regular words and read them
Listening & Speaking Speaking and Listening Standards 1.0 Language Use and Conventions Comprehension and Collaboration T1 Participate in collaborative conversations K1 1.1 Use language to communicate with
Modern foreign languages Programme of study for key stage 3 and attainment targets (This is an extract from The National Curriculum 2007) Crown copyright 2007 Qualifications and Curriculum Authority 2007
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The first grade student: Reading uses prior knowledge, illustrations, and text to make predictions. uses basic
Language Arts Literacy : Grade 6 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Foundational Skills 1. Not applicable to 4 th grade 2. Not applicable to 4 th grade 3. Know and apply grade level phonics and word analysis skills in decoding words. a. Use combined knowledge of all letter
A Correlation of to the Common Core State Standards for English Language Arts & Literacy Kindergarten Introduction This document demonstrates how (OWL) meets the Common Core State Standards for English
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COMPANION TO AusVELS For implementation in 2013 Contents English as an Additional Language... 3 Introduction... 3 Structure of the EAL Companion... 4 A Stages Lower
PART IV: TOPICS IN ADULT ESL EDUCATION & FAMILY LITERACY Student Performance (SPL) descriptors for listening and oral communication 0 No ability whatsoever No ability whatsoever No ability whatsoever 1
Spelling Workout Level B Correlated to Reading/Language Arts Framework for California Public Schools READING 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development Students understand the basic
Irvine Unified School District LANGUAGE ARTS CONTENT STANDARDS GRADE 1 READING Students understand the basic features of a reading. They select and know how to translate letter patterns into spoken language
Language Arts Literacy : Grade 5 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Language Arts Literacy : Grade 8 Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their
Pedagogy Overview: Phonological Awareness What is Phonological Awareness? Phonological awareness is the ability to analyze and manipulate the sound structure of language. In Lexia Reading Core5, phonological
Spoken language -structured descriptions, explanations and narratives for different purposes, including for expressing feelings ng, hypothesising, imagining and exploring ideas to comments the interest
Year 1 reading expectations Year 1 writing expectations Responds speedily with the correct sound to graphemes (letters or groups of letters) for all 40+ phonemes, including, where applicable, alternative
Strand 1: Writing Process Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives.
CRCT Content Descriptions based on the Georgia Performance Standards Reading Grades 1-8 Kathy Cox State Superintendent of Schools June 2007 Criterion-Referenced Competency Tests (CRCT) Content Descriptions
GRADE 1 READING Guiding Principle: Students read a wide range of fiction, nonfiction, classic, and contemporary works, to build an understanding of texts, of themselves, and of the cultures of the United
Mercer County Schools PRIORITIZED CURRICULUM Reading/English Language Arts Content Maps Third Grade Mercer County Schools PRIORITIZED CURRICULUM The Mercer County Schools Prioritized Curriculum is composed
Benchmarks Literacy and English Draft, August 2016 Education Scotland Guidance on using the Benchmarks for Assessment August 2016 The two key resources which support teachers to plan learning, teaching
TM Word Study in Action Correlated to: North Carolina STANDARD COURSE OF STUDY Language Arts for Third Grade For More Information Contact Debbie Owens, Sales Representative 1-800-435-3499 Ext. 8092 www.pearsonlearning.com
READING STANDARDS FOR FOUNDATIONAL SKILLS Print Concepts RF.K.1 1. Demonstrate understanding of the organization and basic features of print. a. Follow words from left to right, top to bottom, and page
Communication Arts: Grade Level: 9 Content Standards Communication Arts Content Standard 1 Speaking and Listening Students know and understand the role of the communication process and demonstrate effective
Kindergarten LA. K. 1. 1. 1 Subject Grade Strand Standard Benchmark Florida K-12 Reading and Language Arts Standards 14 Kindergarten: Reading Process Concepts of Print Standard: The student demonstrates
A Correlation of Grade 4, To the Introduction This document demonstrates how, meets the College and Career Ready. Correlation page references are to the Unit Module Teacher s Guides and are cited by grade,
KINDGERGARTEN READING FOUNDATIONAL SKILLS Print Concepts Follow words from left to right in a text Follow words from top to bottom in a text Know when to turn the page in a book Show spaces between words
Elementary School IEP s Aligned with the Illinois State Learning Standards 2004-2005 Reading Decoding Domain: Reading Decoding State : 1.A. Will utilize phonetic rules to decode unfamiliar words with %
McDougal Littell Bridges to Literature Level III correlated to the Alaska Reading and Writing Performance Standards Grade 8 Reading Performance Standards (Grade Level Expectations) Grade 8 R3.1 Apply knowledge
for the Sunshine State Standards FLORIDA DEPARTMENT OF EDUCATION www.myfloridaeducation.com The fourth grade student: Reading uses text features to predict content and monitor comprehension (for example,
Bedford Public Schools Grade 3 English Language Arts The third grade program is an integrated study of communication skills that includes reading, writing, speaking, and listening. Building on grade two
COURSE: English Language Arts GRADE LEVEL: Kindergarten MAIN/GENERA L TOPIC: SUB-TOPIC: ESSENTIAL QUESTIONS: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: SKILLS: WHEN STUDENT DOES IT: ASSESSMENTS: READING
CUSD 303 Grade K Literacy Curriculum 1 of 8 D303 Core Literacy Grade K - Yearlong Curriculum CUSD 303 Year: 2011-2012 Reading - Literature Key Ideas and Details RL1 Read closely to determine what the text
Curriculum 2014 Writing Programme of Study by Strand Ros Wilson Tel: 01924 229380 @RosBigWriting = statutory = non-statutory Spelling Learn words containing each of the 40 + phonemes already taught / common
Grade 4 Language Standards : Conventions of Standard English Essential Questions: 1. Why is it important to have command of Standard English conventions? 2. How do I determine the meaning of an unfamiliar
Indiana s English Language Proficiency Standards Prepared by the Indiana Department of Education and the Indiana ESL Task Force Adopted by the Indiana State Board of Education November 2003 Table of Contents
5 CANADIAN LANGUAGE BENCHMARKS Level 5 Speaking 5 Reading 5 I can join in conversations on familiar topics. I am beginning to use longer sentences, but sometimes I hesitate or pause. I know a lot of common,
READING 1.) Reads at grade level. 1 st Student has achieved reading success at Level 14-H or above. Student has achieved reading success at Level 10-F or 12-G. Student has achieved reading success at Level
Grades K-6 Aligned with Common Core State Standards For English Language Arts and Literacy in History/Social Studies, Science & Technical Subjects McGraw-Hill School Education Group and Common Core State
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.5.1 Quote accurately from a text when explaining what the text says explicitly and when
Strand: Reading Literature Topics Standard I can statements Vocabulary Key Ideas and Details Craft and Structure RL.4.1 Refer to details and examples in a text when explaining what the text says explicitly
Fourth Grade ELA Standards and I Can Statements Standard - CC.4.L.1 Demonstrate command of the conventions of standard English grammar and usage when speaking or writing. a. Use relative pronouns (who,
About the ELPS This document is a slightly reformatted version of the glish Language Proficiency Standards (ELPS) rule text, which is available on the Texas Education Agency Web site, http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4.
BURSTED WOOD PRIMARY SCHOOL Year 6 English Medium Term Plans Reading Word Objectives apply their growing knowledge of root words prefixes and suffixes (morphology and etymology), as listed under the spelling
Niles North and Niles West Skokie, Illinois CURRICULUM GUIDE Introduction to ELL READING RDYX00 Intro to ELL is a beginning course for English learners with little or no English proficiency. Emphasis is
Adoption Date: July 22, 2013 Grade 2 Language Standards : Conventions of Standard English Essential Questions: 1. Why is it important to have command of Standard English conventions? 2. How do I determine
Third Grade Common Core Standards & Learning Targets CCS Standards: Reading - Literature RL.3.1. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the
Standard: Acquisition of Vocabulary Contextual Understanding Conceptual Understanding Conceptual Understanding Structural Understanding Tools and Resources A. Verify meanings of words by the author s use
Transcription spell: words containing each of the 40+ phonemes already taught common exception words the days of the week name the letters of the alphabet: naming the letters of the alphabet in order using
The mission of the IELP is to offer innovative programs to international students. These programs are designed to increase English proficiency, to assist with acculturation of life in the United States,
1 Common Core State Standards for English Language Arts Correlations for Levels K-3 SECOND EDITION Wilson Language Training Corporation www.wilsonlanguage.com www.fundations.com WILSON Fundations Correlated
READING KINDERGARTEN Concepts about print Identify the front cover, back cover, and title page of a book. Follow words from left to right and from top to bottom on the printed page. Understand that printed
ENGLISH LANGUAGE ARTS INTRODUCTION Clear student learning outcomes and high learning standards in the program of studies are designed to prepare students for present and future language requirements. Changes
Your consent to our cookies if you continue to use this website.