|Kindergarten | 1st Grade | 2nd Grade | 3rd Grade | 4th Grade | 5th Grade | 6th Grade | 7th Grade | 8th Grade | English I | English II | English III | English IV|
|K-2 Literacy Benchmark Assessment Record||3-5 Literacy Benchmark Assessment Record|
|Ice Breakers & Strategies||Print Resources|
|Integrated Middle School Language Arts and Social Studies Lessons|
|Grade 6-8 Language Arts RollOut|
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About the Language Arts Standards
The new state standards are written to a much higher level of Bloomís Taxonomy.
There are 8 strands within the new Language Arts standards; they are aligned with the national standards.
Standard 1 - Language
This strand covers grammar, mechanics, vocabulary, and sentence structure. In the primary grades the Language Arts emphasis is on reading including employing a variety of strategies to decode words and expand vocabulary. The emphasis is one expanding language through vocabulary growth.
Standard 2- Communication
This strand builds speaking and listening skills in both formal and informal situations. Beginning at middle grades, skills of group and team participation are included. It is important that students are more active learners with all of the noise and movement of talking and collaborating. There should be cooperative, collaborate activities developing the classroom as an interdependent community. All students should communicate and problem solve on a daily basis.
Standard 3- Writing
This strand includes instruction in generating, drafting, organizing, and proofreading writing in a variety of modes and for a variety of audiences. Students should have more responsibility for their work: goal setting, record keeping, monitoring, sharing, exhibiting, and evaluating. They also need more choices of writing topics. The rigor in this strand will require the students to have legible handwriting with correct letter formation.
Standard 4- Research
This strand instructs in conducting research, attributing sources appropriately, and evaluating the reliability of resources. Students must have more inductive hands-on learning experiences and more in-depth studies of a smaller number of topics to provide them internalization of the inquiry method. Students should be provided opportunities to pick partners and research projects and have a variety of places to gain knowledge using community resources as well as the library.
Standard 5- Logic
This strand trains students to think reasonably, follow logical trains of thoughts, avoid faulty reasoning, and weigh evidence. Students need to spend less time in rote memorization of facts and details, and more time using higher-order thinking skills. The goal is to develop their ability to think logically and to use those skills daily. They must apply comprehension using strategies that activate prior knowledge and provide after-reading applications.
Standard 6- Informational Text
One of the GLEs for this standard in primary grades is that students will recognize that a variety of graphics support informational texts. Kindergartenís GLE just states that they should recognize that illustrations support informational texts. This strand emphasizes the methods necessary to comprehend the organizational structures and graphics employed in informational text. Students should be engaged in reading real text: whole books, primary sources, and nonfiction materials.
Standard 7- Media
One of the GLEs for the primary grades is that the students will recognize the ability of media to inform, persuade, and entertain. They should experience and respond to a variety of media focusing on the ways in which the functions and techniques of a variety of media contribute to the message they attempt to convey. Teachers will experience more diverse roles such as coaching, demonstrating, and modeling.
Standard 8- Literature
acquaints students with a wide range of literary types and diverse
content, including both the conventions of the literary genres and the
themes / concepts reflecting the human condition. Teacher should be read
good literature to students and give them more
choice in their own reading materials. Leveled texts are also critically important. We should measure success of reading by
the studentís reading habits, attitudes and comprehension.