South Carolina College- and Career-Ready Standards English Language Arts Kindergarten. Inquiry-Based Literacy Practices

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1 South Carolina College- and Career-Ready Standards English Language Arts Kindergarten Inquiry-Based Literacy Practices The classroom environment must be structured in a manner which captures and validates students wonderings. Inquiry should be embedded within and across content and disciplines. Each grade band explicitly identifies inquiry-based practices with indicators that are differentiated across developmental stages. Students should routinely engage in the reciprocal process of inquiry as a means of learning. These practices should not be addressed as a research paper or stand-alone unit. Inquiry should not be taught in isolation but infused within all learning. 1. Formulate relevant, self-generated questions based on interests and/or needs that can be investigated. One of the first words we teach in inquiry-based classrooms is curiosity. We model our own insatiable curiosity about life and the world. And above all, we celebrate our students curiosity. (Harvey & Daniels, 2009, p. 148) Curiosity about the physical, social, and/or emotional world in which the students function drives the formulation of relevant questions. Students may wonder and seek outside sources for observation and exploration. These questions lead to open-ended inquiry, either spontaneous or planned, which could be done in short or sustained projects. K English 1-4 Focus thinking and formulate questions to narrow and direct further inquiry. Translate wonderings into questions that lead to further conversation, exploration, and investigation with guidance and support from adults. Broaden thinking on a specific idea to develop a range of questions that frames inquiry for new learning and deeper understanding. Broaden thinking on a specific idea to develop, refine, and evaluate the feasibility of questions that directs inquiry for new learning and deeper understanding.

2 2. Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives. Every reading act is an event, a transaction involving a particular reader in a particular configuration of marks on a page, and occurring at a particular time in a particular context. (Rosenblatt, 1988, p.6) Transacting begins with students experiences shaping personal interaction with texts as a meaningmaking process. As a part of a larger learning community, students will engage in social interaction which can result in analysis of alternative views and perspectives. These interactions generate, develop, and validate critical thinking, resulting in a deeper understanding of texts. K English 1-4 Identify topics of interest Transact with text in through transaction with order to formulate text, formulate logical logical questions based questions based on on textual evidence, textual evidence, generate probable generate possible explanations, propose explanations, and and present original consider alternatives. conclusions, and consider multiple perspectives. Engage in exploration to formulate questions from text and personal experience; generate possible explanations and consider alternatives with guidance and support from adults Transact with the text in order to pose and evaluate the usefulness of questions at increasing depths of knowledge, propose and present original conclusions, and distinguish similarities and differences in order to evaluate and critique alternative views and multiple perspectives. 3. Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis. Students conduct research on issues by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. (NCTE Standard 7, 2012) Constructing knowledge is to make meaning through generating thoughts, encountering something new, augmenting knowledge, reconciling previous thinking, and discarding irrelevant information. Students are active creators of knowledge that solve problems, resolve doubt, and discover answers through reading, thinking, and talking. K English 1-4 Develop a plan of Develop a plan of action for collecting action by using relevant information appropriate from multiple first strategies. and second-hand Frame the inquiry sources including but through a wider not limited to maps, historical, social, surveys, direct cultural, or political observation, books, lens. films, people, With support and guidance from adults students will: Develop a plan of action for collecting relevant information from multiple sources including but not limited to imaginative play, sensory observation, books, Develop a plan of action by using appropriate strategies. Frame the inquiry through a wider historical, social, cultural, or political lens.

3 websites, and adults/peers. Select the most important information, revise ideas, and record as well as communicate findings. museums, live interviews, artifacts, as well as information communications technology. Organize and categorize important information, revise ideas, report relevant findings, and indicate sources. Gather information from a variety of first and secondhand sources and evaluate sources for perspective, validity, and bias. Organize and categorize important information, revise ideas, and report relevant findings. Cite sources according to guidelines in a style manual to avoid plagiarism. Gather information from a variety of first and secondhand sources and evaluate sources for perspective, validity, and bias. Organize and categorize important information, synthesize relevant ideas to build a deeper understanding, communicate new learning, and identify implications for future inquiry. Cite a variety of sources according to guidelines in a style manual in to avoid plagiarism. 4. Synthesize integrated information to share learning and/or take action. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge. (NCTE Standard 8, 2012) Synthesizing is combining pertinent information from varied sources in an original and innovative way to solve problems, produce a product, or take action. K English 1-4 Draw logical Employ a critical conclusions from stance to demonstrate relationships and that relationships and patterns discovered patterns of evidence during the inquiry lead to logical process. conclusions, while Determine acknowledging appropriate tools and alternative views. develop plan to Determine communicate appropriate findings and/or take disciplinary tools and informed action. develop plan to Reflect on findings communicate findings Interpret relationships and patterns discovered during the inquiry process. Use appropriate tools to communicate findings and/or take informed action. Reflect on findings and pose new questions for further inquiry. Employ a critical stance to analyze relationships and patterns of evidence to confirm conclusions, while addressing alternative views. Determine appropriate disciplinary tools and develop plan to communicate findings and/or take informed action.

4 and pose new questions for further inquiry. and/or take informed action. Reflect on findings and pose appropriate questions for further inquiry. Reflect on findings, address conflicting information, identify misconceptions, and pose appropriate questions for further inquiry. 5. Reflect throughout the inquiry process to assess metacognition, broaden understanding, and guide actions, both individually and collaboratively. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. (NCTE Standard 11, 2012) Reflecting is applying deliberate consideration to evaluate and direct learning and inquiry experiences. The process of metacognition includes assessing thoughts to plan, monitor, and influence understanding. K English 1-4 Acknowledge and value individual and collective thinking. Employ past learning in order to monitor and assess current learning to guide inquiry. Assess the processes by which the learning was achieved in order to revise strategies, address misconceptions, and overcome obstacles in the inquiry process. Acknowledge and value individual and collective thinking. Monitor and assess learning to guide inquiry. Articulate the process of learning and seek appropriate help when it is needed. Acknowledge and value individual and collective thinking and using feedback from peers and adults to guide the inquiry process. Employ past and present learning in order to monitor and guide inquiry. Assess the processes by which the learning was achieved in order to revise strategies, address misconceptions, anticipate and overcome obstacles in the inquiry process, and reflect on completeness of inquiry. Acknowledge and value individual and collective thinking and using feedback from all constituents to guide the inquiry process. Analyze and evaluate previous assumptions, test claims, predict outcomes, justify results in order to shape a more complex and interrelated understanding to guide future action. Assess the processes by which the learning was achieved in order to revise strategies, address misconceptions, anticipate and overcome obstacles in the inquiry process, and reflect on relevance and value of inquiry.

5 Reading Fundamentals of Reading Fundamental 1: Integrate an information system that includes meaning (semantics), structure (syntax), visual (graphophonic), and pragmatics (schematic) to make meaning from text. Fundamental 2: Gain understanding by applying reading strategies of monitoring, searching, confirming, cross-checking, rereading and self-correcting. Fundamental 3: Employ comprehension strategies before, during, and after reading text using schema, annotating, questioning, visualizing, drawing inferences, determining importance, summarizing, and synthesizing. Fundamental 4: Use metacognition to monitor meaning and adjust strategies while reading. Fundamental 5: Notice and analyze an author s style and techniques to construct meaning. Foundations of Reading Standard 1: Demonstrate understanding of the organization and basic features of print. K-FOR-1.1 K-FOR-1.2 K-FOR-1.3 K-FOR-1.4 Follow words from left to right, top to bottom, and page by page. Recognize that spoken words are represented in written language by specific sequences of letters. Understand that words are separated by spaces in print. Recognize and name all upper- and lowercase letters of the alphabet. Standard 2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). K-FOR-2.1 K-FOR-2.2 K-FOR-2.3 K-FOR-2.4 K-FOR-2.5 Recognize and produce rhyming words. Count, pronounce, blend, and segment syllables in spoken words. Blend and segment onsets and rimes of single-syllable spoken words. Isolate and pronounce the initial, medial vowel, and final sounds in three-phoneme words. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words. Standard 3: Know and apply grade-level phonics and word analysis skills in decoding words. K-FOR-3.1 K-FOR-3.2 Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant. Associate the long and short sounds with the common spellings for the five major vowels.

6 K-FOR-3.3 K-FOR-3.4 Read common high-frequency words by sight. Distinguish between similarly spelled words by identifying the sounds of the letters that differ. Standard 4: Read with sufficient accuracy and fluency to support comprehension. K-FOR-4 Read emergent-reader texts with purpose and understanding.

7 Reading Literary Text Students in kindergarten will begin to read four major types of literary texts: fiction, literary nonfiction, poetry, and drama. In the category of fiction, they read the following specific types of texts: picture books ad fantasy. In the category of literary nonfiction, autobiographical and biographical sketches are read aloud to students. In the category of poetry, they read nursery and counting rhymes, songs, narrative poems, lyrical poems, humorous poems and free verse. Meaning and Context Standard 1: Determine meaning and develop logical interpretations drawn from text, including where the text leaves things indeterminate, by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence, and exploring multiple interpretations. K-RL-MC-1.1 K-RL-MC-1.2 K-RL-MC-1.3 Make predictions using prior knowledge, pictures, illustrations, author/illustrator and title. Ask and answer questions to determine who, what, when, where, why, and how to identify key details, infer and draw conclusions. Cite evidence from a text heard or read to support responses. Standard 2: Determine and analyze the development of themes of texts; summarize key details and ideas to support analysis. K-RL-MC-2.1 K-RL-MC-2.2 K-RL-MC-2.3 Identify a text s beginning, middle and end. Determine the theme in a text heard or read and provide evidence. Retell familiar text. Standard 3: Analyze the development of and interactions among characters, events, and ideas that situate a text within a particular context. K-RL-MC-3.1 K-RL-MC-3.2 K-RL-MC-3.3 K-RL-MC-3.4 K-RL-MC-3.5 Read or listen closely to describe characters and their actions. Read or listen to describe setting. Read or listen closely to identify the problem and solution. Read or listen closely to explain the cause of an event. Read or listen closely to compare characters personalities, experiences, and connections to the reader. Standard 4: Analyze the relationship among similar ideas, themes, or topics through multiple and diverse media, modalities, and formats. K-RL-MC-4.1 Read or listen closely to compare familiar text.

8 Language, Craft, and Structure Standard 1: Interpret the author s use of words, phrases, conventions, features, and their relationships to analyze how the author s choices shape meaning and tone. K-RL-LCS-1.1 K-RL-LCS-1.2 K-RL-LCS-1.3 K-RL-LCS-1.4 Identify words and phrases that suggest feelings and appeal to the senses. Identify the elements of texts and how the author uses the literary device of repetitive language and sound devices of onomatopoeia and alliteration. Discuss how author s choice of words and conventions affects meaning. Discuss how illustrations contribute to meaning. Standard 2: Analyze the author s choice of structure within text and the relationship of the parts to each other and the whole to shape meaning. K-RL-LCS-2.1 K-RL-LCS-2.2 Recognize and sort types of literary texts. Recognize dialogue and recurring phrases in text. Standard 3: Analyze and provide evidence of how the author s choice of point of view, perspective or purpose shapes content, meaning, and style of text. K-RL-LCS-3.1 K-RL-LCS-3.2 Identify the author and illustrator and define the role of each. Identify who is telling the story, the narrator or characters. Standard 4: Apply a range of strategies to determine the meaning of unknown and multiple-meaning words, phrases and jargon; acquire and use general academic and domain-specific vocabulary. K-RL-LCS-4.1 K-RL-LCS-4.2 K-RL-LCS-4.3 K-RL-LCS-4.4 K-RL-LCS-4.5 Ask and answer questions about unknown words. Identify new meanings for familiar words and apply them accurately. Use inflections and affixes to determine the meaning of unknown words. Explore word relationships and nuances in word meanings. Use words and phrases acquired through talk and text. Range and Complexity Standard 1: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect on and respond to increasingly complex text over time. K-RL-RC-1.1 K-RL-RC-1.2 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility. Engage in grade level independent reading and confer with adults and peers to become self-directed, critical readers and thinkers.

9 Reading Informational Text Kindergarten students read informational (expository/persuasive/argumentative) texts of the following types: informational trade books and magazine articles. They also read directions, graphs, and recipes embedded in informational texts. Meaning and Context Standard 1: Determine meaning and develop logical interpretations drawn from text, including where the text leaves things indeterminate, by making predictions, inferring, drawing conclusions, analyzing, synthesizing, providing evidence and exploring multiple interpretations. K-RI-MC-1.1 K-RI-MC-1.2 K-RI-MC-1.3 Ask and answer questions to make predictions using prior knowledge, text features, author, and title. Ask and answer questions to determine who, what, when, where, why, and how to identify key details, infer and draw conclusions. Cite evidence from a text heard or read to support responses. Standard 2: Determine and analyze the development of central ideas of texts; summarize key details and ideas to support analysis. K-RI-MC-2.1 Retell the central idea and key details from a text heard, read, or viewed. Standard 3: Build knowledge of a topic, idea, or concept through researching in multiple media, modalities, and formats. K-RI-MC-3.1 Read or listen closely to compare texts in a thematic or author study. Language, Craft, and Structure Standard 1: Interpret the use of words, phrases, text features, structures, and their relationships to analyze how the author s choices shape meaning. K-RI-LCS-1.1 K-RI-LCS-1.2 K-RI-LCS-1.3 Recognize and classify informational texts. Recognize and classify the text features. Discuss how author s choice of words and text features contribute to meaning. Standard 2: Analyze and provide evidence of how the author s purpose or perspective shapes the structure and style of the text. K-RI-LCS-2.1 K-RI-LCS-2.2 Identify the author and illustrator/photographer/graphic designer and define the role of each. Determine the purpose of the informational text.

10 Standard 3: Apply a range of strategies to determine the meaning of unknown and multiple-meaning words, phrases, and jargon; acquire and use general academic and domain-specific vocabulary. K-RI-LCS-3.1 K-RI-LCS-3.2 K-RI-LCS-3.3 K-RI-LCS-3.4 K-RI-LCS-3.5 Ask and answer questions about unknown words in a text. Identify new meanings for familiar words and apply them accurately. Use inflections and affixes to determine the meaning of unknown words. Explore word relationships and nuances in word meanings. Use words and phrases acquired through talk and text. Range and Complexity Standard 1: Read independently and comprehend a variety of texts for the purposes of reading for enjoyment, acquiring new learning, and building stamina; reflect and respond to increasingly complex text over time. K-RI-RC-1.1 K-RI-RC-1.2 Engage in whole and small group reading with purpose and understanding through teacher modeling and gradual release of responsibility. Engage in grade level independent reading and confer with adults and peers to become self-directed, critical readers and thinkers.

11 Writing Fundamentals of Writing Fundamental 1: Employ a recursive writing process that includes planning, drafting, revising, editing, rewriting, publishing, and reflecting. Fundamental 2: Produce writing in which the development, organization, and style are appropriate to task, purpose, discipline, and audience. Fundamental 3: Use clear and coherent written language to accomplish a purpose such as learning, enjoyment, argument, and the exchange of information. Fundamental 4: Monitor progress throughout the writing process and adjust strategies as needed from independence to collaboration with a writing community. Fundamental 5: Incorporate authors craft techniques observed from wide reading of anchor and mentor texts across disciplines to inform, explain, convince/argue, and entertain. Meaning, Context, and Craft Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. K-W-MCC-1.1 Use a combination of drawing, dictating, and writing to state the topic and communicate an opinion about it. Standard 2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. K-W-MCC-2.1 Use a combination of drawing, dictating, and writing to compose informative/explanatory pieces that name the topic and supplies information about the topic. Standard 3: Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences. K-W-MCC-3.1 Use a combination of drawing, dictating, and writing to narrate events in order and react to the events that happened. Language Standard 1: Demonstrate command of the conventions of Standard American English grammar and usage when writing and speaking. K-W-L-1.1 Produce and expand complete sentences and questions in shared and independent writing activities.

12 Standard 2: Demonstrate command of the conventions of Standard American English capitalization, punctuation, and spelling when writing. K-W-L-2.1 Capitalize familiar names, first word in a sentence, and the pronoun I. K-W-L-2.2 Use periods, exclamation points, and question marks. K-W-L-2.3 Write familiar words. K-W-L-2.4 Spell simple words phonetically, drawing on knowledge of sound-letter relationships. K-W-L-2.5 Consult a word wall, anchor chart, and/or picture dictionary as needed and appropriate. Range and Complexity Standard 1: Write independently, legibly and routinely for a variety of tasks, purposes, and audiences over short and extended time frames. K-W-RC-1.1 With guidance and support, write routinely and persevere in writing tasks for a variety of purposes and audiences.

13 Communication Fundamentals of Communication Fundamental 1: Employ a reciprocal communication process that includes planning, drafting, revising, editing, reviewing, presenting, and reflecting. Fundamental 2: Communicate using style, language, and nonverbal cues appropriate to task, purpose, and audience. Fundamental 3: Use active and attentive communication skills, building on other s ideas to explore, learn, enjoy, argue, and exchange information. Fundamental 4: Monitor delivery and reception throughout the communication process and adjust approach and strategies as needed. Fundamental 5: Adjust speech, using formal English when indicated or appropriate, in a variety of contexts and tasks for presenting or participating in the social exchange of ideas. Fundamental 6: Acquire vocabulary from multiple forms of communication; use newly acquired vocabulary to appropriately communicate in a variety of situations and contexts. Meaning and Context Standard 1: Interact with others to explore ideas and concepts, communicate meaning, and develop logical interpretations through collaborative conversations; build upon the ideas of others to clearly express one s own views while respecting diverse populations. K-C-MC-1.1 K-C-MC-1.2 K-C-MC-1.3 K-C-MC-1.4 K-C-MC-1.5 K-C-MC-1.6 Explore and create meaning through play, conversation, and drama. Practice the skills of taking turns, listening to others, and speaking clearly. Apply techniques of adequate volume, appropriate eye contact, facial expressions and posture. Participate in conversations with varied partners about focused topics in small and large groups. Develop, apply, and adjust reciprocal communication skills with other students and adults. Explain personal ideas and build on the ideas of others by responding and relating to comments made. Standard 2: Articulate ideas, claims, and perspectives in a logical sequence using information, findings, and credible evidence from sources. K-C-MC-2.1 Express ideas to others during daily classroom activities and routines.

14 Standard 3: Communicate information through strategic use of multiple modalities, visual displays, and digital media to enrich understanding when presenting ideas and information. K-C-MC-3.1 K-C-MC-3.2 Use appropriate props, images, or illustrations to support verbal communication. Explore how ideas and topics are depicted in a variety of media and formats. Language, Craft and Structure Standard 1: Critique how a speaker addresses content and uses craft techniques that stylistically and structurally inform, engage, and impact audiences to convey messages. K-C-LCS-1.1 K-C-LCS-1.2 K-C-LCS-1.3 Listen closely to a speaker. Recall the message conveyed by the speaker. Reflect on a presentation by stating an opinion, making a comment, or asking a question. Standard 2: Incorporate craft techniques to stylistically and structurally engage and impact audience and convey messages. K-C-LCS-2.1 K-C-LCS-2.2 K-C-LCS-2.3 Use voice inflection, expression, rhythm, and rhyme, through poems, short stories, roleplay, or songs. Use repetitive language, onomatopoeia, and/or alliteration to impact the audience. Use sequential order to convey a message.

15 Disciplinary Literacy College and Career Ready students must be able to comprehend and produce the kinds of complex texts found in all disciplines. To help students meet the literacy challenges within each discipline, a national movement toward disciplinary literacy has emerged that begins in early childhood and develops across all disciplines. Disciplinary Literacy is more than a name change (Shanahan, 2012). 1. Integrate the Reading, Writing, and Communication Standards and the Inquiry-Based Literacy Practices to communicate and create understanding within content areas. Disciplinary literacy is based on the premise that students can develop deep conceptual knowledge in a discipline only by using the habits of reading, writing, talking, and thinking which that discipline values and uses (McConachie, S., Hall, M., Resnick, L., Raci, A., Bill, V., Bintz, J., Taylor, J., 2006). To communicate and understand within a discipline, students need to develop discipline-specific reading strategies which include: building prior knowledge, building specialized vocabulary, learning to interpret text for meaning, mapping graphic and mathematical representations against explanations in the text, posing discipline-relevant questions, comparing claims and propositions across texts, and using norms for reasoning within the discipline to evaluate texts. K High School Use strategies to build knowledge by engaging in real-world experiences which include: Use strategies to build knowledge by engaging in real-world experiences which include: Use strategies to build knowledge and apply learning in real-world experiences which include: Use strategies to build knowledge and synthesize learning in real-world experiences which include: developing investigating investigating and utilizing disciplinespecific discipline-specific discipline-specific incorporating vocabulary; vocabulary; vocabulary; discipline-specific exploring various exploring various exploring various vocabulary; types of disciplinespecific types of disciplinespecific types of discipline- exploring various texts and texts and specific texts and types of discipline- multimedia; multimedia; multimedia; specific texts and collaborating when collaborating when collaborating when multimedia; appropriate; appropriate; appropriate; collaborating when examining points of examining points examining points appropriate; views and of views and of views and examining points of perspectives of perspectives of experts in the field; perspectives of experts in the field; views and perspectives of experts in the field; and and and experts in the field; creating disciplinespecific creating disciplinespecific creating discipline- and writing. writing. specific writing. creating discipline- specific writing.

16 2. Extend and deepen understanding of content through purposeful, authentic, real-world tasks to show understanding and integration of content within and across disciplines. We should teach students the way reading [and writing] in each field differs rather than only expecting students to apply the same general lens across everything they read [and write] (Shanahan, Tim. (2014) Does Disciplinary Literacy Have a Place in Elementary School? Research Into Practice, 2). Extending and deepening understanding develops with the confluence of content knowledge, experiences, and skills. Students engage in rigorous, real world reading, writing, speaking, and listening through purposeful, authentic real-world tasks. K High School Expand content Extend and deepen knowledge through content knowledge purposeful, authentic realworld through purposeful real- tasks by: world tasks by: developing developing discipline-related discipline-related questions and questions and exploring ideas; exploring ideas; researching and researching and investigating; investigating; designing, crafting, designing, crafting, inventing and/or inventing and/or constructing; constructing; reflecting and reflecting and revising; revising; presenting quality presenting quality work; and work; and studying and/or studying and/or critiquing the work of critiquing the work of others. others. Explore and build content knowledge through purposeful, authentic real-world tasks by: developing discipline-related questions and exploring ideas; researching and investigating; designing, crafting, inventing and/or constructing; reflecting and revising; presenting quality work; and examining and/or critiquing the work of others. Extend and deepen content knowledge through purposeful realworld tasks by: developing discipline-related questions and exploring ideas; researching and investigating; designing, crafting, inventing and/or constructing; reflecting and revising; presenting quality work; and studying and/or critiquing the work of others.