New Jersey Core Content Curriculum Standards

Language Adopted 2002

STANDARD 3.1 (READING) ALL STUDENTS WILL UNDERSTAND AND APPLY THE KNOWLEDGE OF SOUNDS, LETTERS, AND WORDS IN WRITTEN ENGLISH TO BECOME INDEPENDENT AND FLUENT READERS, AND WILL READ A VARIETY OF MATERIALS AND TEXTS WITH FLUENCY AND COMPREHENSION.

Cumulative Progress Indicators

Standard 3.1 By the end of Kindergarten, students will:

Strand A. Concepts About Print

1. Realize that speech can be recorded in words (e.g., his/her own name; words and symbols in the environment).

2. Distinguish letters from words.

3. Recognize that words are separated by spaces.

4. Follow words left to right and from top to bottom.

5. Recognize that print represents spoken language.

6. Demonstrate understanding of the function of a book and its parts, including front and back and title page.

Strand B. Phonological Awareness (includes phonemic awareness)

1. Demonstrate understanding that spoken words consist of sequences of phonemes.

2. Demonstrate phonemic awareness by rhyming, clapping syllables, and substituting sounds.

3. Understand that the sequence of letters in a written word represents the sequence of sounds (phonemes) in a spoken word (alphabetic principle).

4. Learn many, though not all, one-to-one letter-sound correspondences.

5. Given a spoken word, produce another word that rhymes with it.

Strand C. Decoding and Word Recognition

1. Recognize some words by sight.

2. Recognize and name most uppercase and lowercase letters of the alphabet.

3. Recognize and read one’s name.

Strand D. Fluency

1. Practice reading behaviors such as retelling, reenacting, or dramatizing stories.

2. Recognize when a simple text fails to make sense when listening to a story read aloud.

3. Attempt to follow along in book while listening to a story read aloud.

4. Listen and respond attentively to literary texts (e.g., nursery rhymes) and functional texts (e.g., science books).

Strand E. Reading Strategies (before, during, and after reading)

1. Begin to track or follow print when listening to a familiar text being read.

2. Think ahead and make simple predictions about text.

3. Use picture clues to aid understanding of story content.

4. Relate personal experiences to story characters’ experiences, language, customs, and cultures with assistance from teacher.

5. "Read" familiar texts from memory, not necessarily verbatim from the print alone.

Strand F. Vocabulary and Concept Development

1. Continue to develop a vocabulary through meaningful, concrete experiences.

2. Identify and sort words in basic categories.

3. Explain meanings of common signs and symbols.

4. Use new vocabulary and grammatical construction in own speech.

Strand G. Comprehension Skills and Response to Text

1. Respond to a variety of poems and stories through movement, art, music, and drama.

2. Verbally identify the main character, setting, and important events in a story read aloud.

3. Identify favorite books and stories.

4. Retell a story read aloud using main characters and events.

5. Participate in shared reading experiences.

6. Make predictions based on illustrations or portions of stories.

Strand H. Inquiry and Research

1. Locate and know the purposes for various literacy areas of the classroom and the library/media center.

2. Choose books related to topics of interest.

Standard 3.1  Building upon knowledge and skills gained in preceding grades, by the end of Grade One, students will:

Strand A. Concepts About Print

1. Match oral words to printed words (e.g., pointing to print as one reads).

2. Practice reading print in the environment at school and at home with assistance.

3. Locate and identify the title, author, and illustrator of a book or reading selection.

4. Interpret simple graphs, charts, and diagrams

Strand B. Phonological Awareness (includes phonemic awareness)

1. Demonstrate understanding of all sound- symbol relationships.

2. Blend or segment the phonemes of most one-syllable words.

3. Listen and identify the number of syllables in a word.

4. Merge spoken segments into a word.

5. Add, delete, or change sounds to change words (e.g., cow to how, cat to can).

Strand C. Decoding and Word Recognition

1. Identify all consonant sounds in spoken words (including blends such as bl, br; and digraphs such as th, wh).

2. Recognize and use rhyming words to reinforce decoding skills.

3. Decode regular one-syllable words and nonsense words (e.g., sit, zot).

4. Use sound-letter correspondence knowledge to sound out unknown words when reading text.

5. Recognize high frequency words in and out of context.

6. Decode unknown words using basic phonetic analysis.

7. Decode unknown words using context clues.

Strand D. Fluency

1. Answer questions correctly that are posed about stories read.

2. Begin to read simple text with fluency.

3. Read with fluency both fiction and nonfiction that is grade-level appropriate.

Strand E. Reading Strategies (before, during, and after reading)

1. Use prior knowledge to make sense of text.

2. Establish a purpose for reading and adjust reading rate.

3. Use pictures as cues to check for meaning.

4. Check to see if what is being read makes sense.

5. Monitor their reading by using fix-up strategies (e.g., searching for clues).

6. Use graphic organizers to build on experiences and extend learning.

7. Begin to apply study skills strategies (e.g., survey, question, read) to assist with retention and new learning.

Strand F. Vocabulary and Concept Development

1. Develop a vocabulary of 300-500 high-frequency sight words and phonetically regular words.

2. Use and explain common antonyms and synonyms.

3. Comprehend common and/or specific vocabulary in informational texts and literature.

Strand G. Comprehension Skills and Response to Text

1. Draw simple conclusions from information gathered from pictures, print, and people.

2. Demonstrate familiarity with genres of text, including storybooks, expository texts, poetry, and newspapers.

3. Sequence information learned from text into a logical order to retell facts.

4. Identify, describe, compare, and contrast the elements of plot, setting, and characters.

5. Make simple inferences.

6. Read regularly in independent-level materials

7. Engage in silent independent reading for specific purposes.

Strand H. Inquiry and Research

1. Ask and explore questions related to a topic of interest.

2. Draw conclusions from information and data gathered.

3. Be exposed to and read a variety of fiction and nonfiction, and produce evidence of reading.

Standard 3.1  Building upon knowledge and skills gained in preceding grades, by the end of Grade Two, students will:

Strand A. Concepts About Print/Text

1. Use titles, tables of contents, and chapter headings to locate information.

2. Recognize the purpose of a paragraph.

Strand B. Phonological Awareness (includes phonemic awareness)

1. Add, delete, or change middle sounds to change words (e.g., pat to put).

2. Use knowledge of letter-sound correspondences to sound out unknown words.

Strand C. Decoding and Word Recognition

1. Look for known chunks or small words to attempt to decode an unknown word.

2. Reread inserting the beginning sound of the unknown word.

3. Decode regular multisyllable words and parts of words (e.g., capital, Kalamazoo).

4. Read many irregularly spelled words and such spelling patterns as diphthongs, special vowel spellings, and common endings.

Strand D. Fluency

1. Pause at appropriate end points (e.g., comma, period).

2. Use appropriate pace; "not choppy" or word-by-word.

3. Use appropriate inflection for dialogue, exclamations, etc.

4. Read silently without finger or lip movement.

5. Self-monitor when text does not make sense.

6. Employ learned strategies to determine if text makes sense without being prompted.

Strand E. Reading Strategies (before, during, and after reading)

1. Skip over difficult words in an effort to read on and determine meaning.

2. Return to the beginning of a sentence and try again.

Strand F. Vocabulary and Concept Development

1. Develop a vocabulary of 500-800 regular and irregular sight words.

2. Know and relate meanings of simple prefixes and suffixes.

3. Demonstrate evidence of expanding language repertory.

4. Understand concept of antonyms and synonyms.

5. Begin to use a grade-appropriate dictionary with assistance from teacher.

Strand G. Comprehension Skills and Response to Text

1. Demonstrate ability to recall facts and details of text.

2. Recognize cause and effect in text.

3. Make inferences and support them with textual information.

4. Continue to identify story elements in text.

5. Respond to text by using how, why, and what-if questions.

Strand H. Inquiry and Research

1. Locate information using alphabetical order.

2. Read a variety of nonfiction and fiction books and produce evidence of reading.

Standard 3.1  Building upon knowledge and skills gained in preceding grades, by the end of Grade 3, students will:

Strand A. Concepts About Print/Text

1. Recognize that printed materials provide specific information.

2. Recognize purposes for print conventions such as end-sentence punctuation, paragraphing, and bold print.

3. Use a glossary or index to locate information in a text.

Strand B. Phonological Awareness (includes phonemic awareness)

1. Demonstrate a sophisticated sense of sound-symbol relationships, including all phonemes (e.g., blends, digraphs, dipthongs)

Strand C. Decoding and Word Recognition

1. Know sounds for a range of prefixes and suffixes (e.g., re-, ex-, -ment, -tion).

2. Use letter-sound knowledge and structural analysis to decode words.

3. Use context to accurately read words with more than one pronunciation.

Strand D. Fluency

1. Recognize grade-level words accurately and with ease so that a text sounds like spoken language when read aloud.

2. Read longer text and chapter books independently and silently.

3. Read aloud with proper phrasing, inflection, and intonation.

Strand E. Reading Strategies (before, during, after reading)

1. Set purpose for reading and check to verify or change predictions during/after reading.

2. Monitor comprehension and accuracy while reading in context and self-correct errors.

3. Use pictures and context clues to assist with decoding of new words.

4. Develop and use graphic organizers to build on experiences and extend learning.

Strand F. Vocabulary and Concept Development

1. Spell previously studied words and spelling patterns accurately.

2. Point to or clearly identify specific words or wording that are causing comprehension difficulties.

3. Infer word meanings from taught roots, prefixes, and suffixes.

4. Use a grade-appropriate dictionary with assistance from teacher.

5. Use pictures and context clues to assist with meaning of new words.

Strand G. Comprehension Skills and Response to Text

1. Recognize purpose of the text.

2. Distinguish cause/effect, fact/opinion, main idea/supporting details in interpreting texts.

3. Interpret information in graphs, charts, and diagrams.

4. Ask how, why, and what-if questions in interpreting nonfiction texts.

5. Recognize how authors use humor, sarcasm, and imagery to extend meaning.

6. Discuss underlying theme or message in interpreting fiction.

7. Summarize major points from fiction and nonfiction texts.

8. Draw conclusions and inferences from texts.

9. Recognize first-person "I" point of view.

10. Compare and contrast story plots, characters, settings, and themes.

11. Participate in creative responses to texts (e.g., dramatizations, oral presentations).

12. Read regularly in materials appropriate for their independent reading level.

13. Read and comprehend both fiction and nonfiction that is appropriately designed for grade level.

14. Use information and reasoning to examine bases of hypotheses and opinions.

Strand H. Inquiry and Research

1. Use library classification systems, print or electronic, to locate information.

2. Draw conclusions from information and data gathered.

3. Read a variety of nonfiction and fiction books and produce evidence of understanding.

Standard 3.1   Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

Strand A. Concepts About Print/Text

1. Develop knowledge about various print formats, including newspapers, magazines, books, and reference resources.

2. Recognize purposes and uses for print conventions such as paragraphs, end-sentence punctuation, and bold print.

3. Identify and locate features that support text meaning (e.g., maps, charts, illustrations).

Strand B. Phonological Awareness

No additional indicators at this grade level

Strand C. Decoding and Word Recognition

1. Use letter-sound correspondence and structural analysis (e.g., roots, affixes) to decode words.

2. Know and use common word families to decode unfamiliar words.

3. Recognize compound words, contractions, and common abbreviations.

Strand D. Fluency

1. Use appropriate rhythm, flow, meter, and pronunciation in demonstrating understanding of punctuation marks.

2. Read at different speeds using scanning, skimming, or careful reading as appropriate.

Strand E. Reading Strategies (before, during, and after reading)

1. Use knowledge of word meaning, language structure, and sound-symbol relationships to check understanding when reading.

2. Identify specific words or passages causing comprehension difficulties and seek clarification.

3. Select useful visual organizers before, during, and after reading to organize information (e.g., Venn diagrams).

Strand F. Vocabulary and Concept Development

1. Infer word meanings from learned roots, prefixes, and suffixes.

2. Infer specific word meanings in the context of reading passages.

3. Identify and correctly use antonyms, synonyms, homophones, and homographs.

4. Use a grade-appropriate dictionary (independently) to define unknown words.

Strand G. Comprehension Skills and Response to Text

1. Discuss underlying themes across cultures in various texts.

2. Distinguish cause and effect, fact and opinion, main idea and supporting details in nonfiction texts (e.g., science, social studies).

3. Cite evidence from text to support conclusions.

4. Understand author’s opinions and how they address culture, ethnicity, gender, and historical periods (cf. social studies standards).

5. Follow simple multiple-steps in written instructions (cf. mathematics standard 4.4).

6. Recognize an author’s point of view.

7. Identify and summarize central ideas in informational texts.

8. Recognize differences among forms of literature (poetry, drama, fiction, nonfiction).

9. Recognize literary elements in stories, including setting, characters, plot, and mood.

10. Identify some literary devices in stories.

11. Identify the structures in poetry.

12. Identify the structures in drama (cf. visual and performing arts standards).

13. Read regularly in materials appropriate for their independent reading level.

Strand H. Inquiry and Research

1. Use library classification systems, print or electronic, to locate information.

2. Investigate a favorite author and produce evidence of research.

3. Read independently and research topics using a variety of materials to satisfy personal, academic, and social needs, and produce evidence of reading.

Standard 3.1  Building upon knowledge and skills gained in preceding grades, by the end of Grades 5-6, students will:

Strand A. Concepts About Print/Text

1. Use a text index and glossary appropriately.

2. Survey and explain text features that contribute to comprehension (e.g., headings, introductory and concluding paragraphs).

Strand B. Phonological Awareness

No additional indicators at this grade level

Strand C. Decoding and Word Recognition

1. Use a dictionary, context clues, or knowledge of phonics, syllabication, prefixes, and suffixes to decode new words.

2. Interpret and use new words correctly (refer to word parts and word origin).

Strand D. Fluency

1. Adjust reading speed appropriately for different purposes and audiences.

2. Apply knowledge of letter-sound associations, language structures, and context to recognize words.

3. Read aloud in ways that reflect understanding of proper phrasing and intonation.

4. Read silently for the purpose of increasing speed, accuracy, and reading fluency.

Strand E. Reading Strategies (before, during, and after reading)

1. Activate prior knowledge and anticipate what will be read or heard.

2. Vary reading strategies according to their purpose for reading and the nature of the text.

3. Reread to make sense of difficult paragraphs or sections of text.

4. Make revisions to text predictions during and after reading.

5. Use reference aids for word meanings when reading.

6. Apply graphic organizers to illustrate key concepts and relationships in a text (cf. mathematics standard 4.4-A).

Strand F. Vocabulary and Concept Development

1. Use the dictionary for a variety of purposes (e.g., definition word origins, parts of speech).

2. Use a thesaurus to identify alternative word choices and meanings.

Strand G. Comprehension Skills and Response to Text

1. Respond critically to an author’s ideas, views, and beliefs.

2. Select texts for a particular purpose using the genre format of the text as a guide.

3. Distinguish between cause effect and persuasion across texts.

4. Anticipate and construct meaning from text by making conscious connections to self, an author, and others.

5. Recognize propaganda techniques used to influence readers.

6. Recognize historical and cultural biases and different points of view.

7. Distinguish between major and minor details.

8. Make inferences using textual information and provide supporting evidence.

9. Recognize common organizational patterns in text that support comprehension.

10. Identify and analyze text type, literary forms, elements, and devices in nonfiction.

11. Recognize characterization, setting, plot, theme, and point of view in fiction.

12. Identify and respond to the elements of sound and structure in poetry.

13. Analyze drama as a source of information, entertainment, persuasion, or transmitter of culture.

14. Identify and analyze elements of setting, plot, and characterization in plays that are read, written, or performed.

15. Explain ways that the setting contributes to the mood of a novel, play, poem, etc.

Strand H. Inquiry and Research

1. Develop and revise questions for investigations prior to, during, and after reading.

2. Use multiple sources to locate information relevant to research questions.

3. Draw conclusions from information gathered from multiple sources.

4. Interpret and use graphic sources of information such as maps, graphs, timelines, or tables to address research questions.

5. Summarize and organize information by taking notes, outlining ideas, and/or making charts.

6. Produce projects and reports, using visuals, media, and/or technology to show learning and support the learning of an audience.

7. Select books to fulfill one’s purposes.

8. Compare themes, characters, settings and ideas across texts or works, and produce evidence of understanding.

Standard 3.1  Building upon knowledge and skills gained in preceding grades, by the end of Grades 7-8, students will:

Strand A. Concepts About Print/Text

1. Identify and use common textual and graphic features and organizational structures to comprehend information. These include: textual features (e.g., paragraphs, topic sentence, index, table of contents); graphic features (e.g., charts, maps, diagrams) and organizational structure (e.g., logical order, comparison/contrast, cause/effect).

Strand B. Phonological Awareness

No additional indicators at this grade le vel

Strand C. Decoding and Word Recognition

1. Distinguish among the spellings of homophones (e.g. cite, site, and sight).

2. Apply spelling rules that aid in correct spelling.

3. Continue to use structural analysis and context analysis to decode new words.

Strand D. Fluency

1. Read aloud in selected texts reflecting understanding of the text and engaging the listener.

2. Read increasingly difficult texts silently with comprehension and fluency.

3. Apply self-correcting strategies automatically to decode and gain meaning from print both orally and silently.

4. Reread informational text for clarity.

Strand E. Reading Strategies (before, during, and after reading)

1. Monitor reading for understanding by automatically setting a purpose for reading, asking essential questions, and relating new learning to background experiences.

2. Use increasingly complex text guides, maps, charts, and graphs to assist with reading comprehension.

Strand F. Vocabulary and Concept Development

1. Develop an extended vocabulary through both listening and reading independently.

2. Clarify word meanings through the use of a word’s definition, example, restatement, or contrast.

3. Clarify pronunciations, meanings, alternate word choice, parts of speech, and etymology of words using the dictionary, thesaurus, glossary, and technology resources.

4. Expand reading vocabulary by identifying and correctly using idioms and words with literal and figurative meanings in their speaking and writing experiences.

Strand G. Comprehension Skills and Response to Text

1. Speculate about text by generating literal and inferential questions.

2. Distinguish between essential and nonessential information.

3. Differentiate between fact/opinion and bias and propaganda in newspapers, periodicals, and electronic texts.

4. Articulate the purposes and characteristics of different genres.

5. Analyze ideas and themes found in texts.

6. Compare several authors’ perspectives of a historical character, setting, or event.

7. Locate and analyze the elements of setting, characterization, and plot to construct understanding of how characters influence the progression and resolution of the plot.

8. Read critically by identifying, analyzing, and applying knowledge of the purpose, structure, and elements of nonfiction and provide textual evidence of understanding.

9. Read critically by identifying, analyzing, and applying knowledge of the theme, structure, style, and literary elements of fiction and provide textual evidence of understanding.

10. Respond critically to text ideas and craft by using textual evidence to support interpretations.

11. Locate and analyze literary techniques and elements (such as figurative language, meter, rhetorical and stylistic features, etc.) of text.

12. Identify and analyze recurring themes across literary works.

13. Read critically and analyze poetic forms (e.g., ballad, sonnet, couplet).

14. Identify and understand the author’s use of idioms, analogies, metaphors, and similes in prose and poetry.

15. Understand perspectives of authors in a variety of interdisciplinary works.

16. Interpret text ideas through journal writing, discussion, and enactment.

17. Demonstrate familiarity with everyday texts (e.g., train schedules, directions, brochures) and make judgments about the importance of such documents.

Strand H. Inquiry and Research

1. Produce written and oral work that demonstrates comprehension of informational materials.

2. Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its authors.

3. Begin to develop and collect materials for a portfolio that reflect possible career choices.

4. Self-select materials appropriately related to a research project.

5. Read and compare at least two works, including books, related to the same genre, topic, or subject and produce evidence of reading (e.g., compare central ideas, characters, themes, plots, settings).

Standard 3.1   Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

Strand A. Concepts About Print/Text

No additional indicators at this grade level

Strand B. Phonological Awareness

No additional indicators at this grade level

Strand C. Decoding and Word Recognition

No additional indicators at this grade level

Strand D. Fluency

1. Read developmentally appropriate materials (at an independent level) with accuracy and speed.

2. Use appropriate rhythm, flow, meter, and pronunciation when reading.

3. Read a variety of genres and types of text with fluency and comprehension.

Strand E. Reading Strategies (before, during, and after reading)

1. Identify, assess, and apply personal reading strategies that were most effective in previous learning from a variety of texts.

2. Practice visualizing techniques before, during, and after reading to aid in comprehension.

3. Judge the most effective graphic organizers to use with various text types for memory retention and monitoring comprehension.

Strand F. Vocabulary and Concept Development

1. Use knowledge of word origins and word relationships, as well as historical and literary context clues, to determine the meanings of specialized vocabulary.

2. Use knowledge of root words to understand new words.

3. Apply reading vocabulary in different content areas.

G. Comprehension Skills and Response to Text

1. Identify, describe, evaluate, and synthesize the central ideas in informational texts.

2. Understand the study of literature and theories of literary criticism.

3. Understand that our literary heritage is marked by distinct literary movements and is part of a global literary tradition.

4. Compare and evaluate the relationship between past literary traditions and contemporary writing.

5. Analyze how works of a given period reflect historical and social events and conditions.

6. Recognize literary concepts, such as rhetorical device, logical fallacy, and jargon, and their effect on meaning.

7. Interpret how literary devices affect reading emotions and understanding.

8. Analyze and evaluate the appropriateness of diction and figurative language (e.g., irony, paradox).

9. Distinguish between essential and nonessential information, identifying the use of proper references and propaganda techniques where present.

10. Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.

11. Analyze how an author’s use of words creates tone and mood, and how choice of words advances the theme or purpose of the work.

12. Demonstrate familiarity with everyday texts such as job and college applications, W-2 forms, contracts, etc.

13. Read, comprehend, and be able to follow information gained from technical and instructional manuals (e.g., how-to books, computer manuals, instructional manuals).

Strand H. Inquiry and Research

1. Select appropriate electronic media for research and evaluate the quality of the information received.

2. Develop materials for a portfolio that reflect a specific career choice.

3. Develop increased ability to critically select works to support a research topic.

4. Read and critically analyze a variety of works, including books and other print materials (e.g., periodicals, journals, manuals), about one issue or topic, or books by a single author or in one genre, and produce evidence of reading.

5. Apply information gained from several sources or books on a single topic or by a single author to foster an argument, draw conclusions, or advance a position.

6. Critique the validity and logic of arguments advanced in public documents, their appeal to various audiences, and the extent to which they anticipate and address reader concerns.

STANDARD 3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Cumulative Progress Indicators

Standard 3.2 -By the end of Kindergarten, students will:

Strand A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Recognize that thoughts and talk can be written down in words.

2. Observe the teacher modeling writing.

3. Generate and share ideas and experiences for a story.

4. Attempt to put ideas into writing using pictures, developmental spelling, or conventional text.

5. Write (print) own first and last name.

6. Participate in group writing activities such as experience stories, interactive writing, and shared writing.

7. Begin to sequence story events for writing using pictures, developmental spelling, or conventional text.

Strand B. Writing as a Product (resulting in work samples)

1. Show and talk about work samples containing pictures, developmental spelling, or conventional text.

2. Begin to collect favorite work samples to place in personal writing folder.

Strand C. Mechanics, Spelling, and Handwriting

1. Use letter/sound knowledge in attempting to write (print) some words.

2. Spell own name.

3. Recognize and begin to use left-to-right and top-to-bottom directionality and spacing between words when writing.

4. Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes.

5. Write all letters of the alphabet (uppercase and lowercase) from teacher copy.

Strand D. Writing Forms, Audiences, and Purposes (exploring a variety of writing)

1. Communicate personal response to literature through drawing, telling, or writing.

2. Show and talk about favorite work samples (drawing or writing) with teacher and family.

Standard 3.2 -By the end of Grade One, building upon knowledge and skills gained in preceding grades, students will:

Strand A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Begin to generate ideas for writing through talking, sharing, and drawing.

2. Observe the modeling of writing.

3. Begin to use a basic writing process to develop writing.

4. Use simple sentences to convey ideas.

5. Increase fluency (ability to write ideas easily) to improve writing.

6. Continue to use pictures, developmental spelling or conventional text to create writing drafts.

7. Revisit pictures and writings to add detail.

8. Begin to mimic an author’s voice and patterns.

9. Begin to use a simple checklist to improve writing with teacher support.

10. Begin to use simple computer writing applications during some parts of the writing process.

Strand B. Writing as a Product (resulting in a product or publication)

1. Produce finished writings to share with class and/or for publication.

2. Produce stories from personal experiences.

3. Show and talk about own writing for classroom audience.

4. Collect favorite works to place in personal writing folder.

Strand C. Mechanics, Spelling, and Handwriting

1. Write all letters (upper and lowercase) of the alphabet from memory.

2. Begin to use basic punctuation and capitalization.

3. Apply sound/symbol relationships to writing words.

4. Use developmental spelling or phonics-based knowledge to spell independently, when necessary.

5. Develop awareness of conventional spelling.

6. Use left-to-right and top-to-bottom directionality and use appropriate spacing between words.

Strand D. Writing Forms, Audiences, and Purposes (exploring a variety of writing)

1. Create written texts for others to read.

2. Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.

Standard 3.2 -By the end of Grade Two, building upon knowledge and skills gained in preceding grades, students will:

Strand A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing.

2. Observe the modeling of writing.

3. Begin to develop an awareness of simple story structures and author’s voice.

4. Use sentences to convey ideas in writing.

5. Maintain the use of a basic writing process to develop writing.

6. Use graphic organizers to assist with planning writing.

7. Compose readable first drafts.

8. Use everyday words in appropriate written context.

9. Reread drafts for meaning, to add details, and to improve correctness.

10. Focus on elaboration as a strategy for improving writing.

11. Participate with peers to comment on and react to each other’s writing.

12. Use a simple checklist to improve elements of own writing.

13. Use computer writing applications during some parts of the writing process.

Strand B. Writing as a Product (resulting in a formal product or publication)

1. Produce finished writings to share with classmates and/or for publication.

2. Produce stories from personal experiences.

3. Produce a narrative with a beginning, middle, and end.

4. Write nonfiction pieces, such as letters, procedures, biographies, or simple reports.

5. Organize favorite work samples in a writing folder or portfolio.

Strand C. Mechanics, Spelling, and Handwriting

1. Use correct end point punctuation.

2. Apply basic rules of capitalization.

3. Use correct spelling of some high frequency words.

4. Apply sound/symbol relationships to writing words.

5. Recognize and apply basic spelling patterns.

6. Write legibly to meet district standards.

Strand D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Create written texts for others to read.

2. Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas.

3. Use writing as a tool for learning (self-discovery, reflection).

4. Use reading and technology to support writing.

5. Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports.

Standard 3.2 -By the end of Grade Three, building upon knowledge and skills gained in preceding grades, students will:

Strand A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion.

2. Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas through form, structure, and author’s voice.

3. Use graphic organizers to assist with planning writing.

4. Compose first drafts from prewriting work.

5. Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice.

6. Participate with peers to comment on and react to each other’s writing.

7. Build awareness of ways authors use paragraphs to support meaning.

8. Begin to develop author’s voice in own writing.

9. Use reference materials to revise work, such as a dictionary or internet/software resource.

10. Edit work for basic spelling and mechanics.

11. Use computer word-processing applications during parts of the writing process.

12. Understand and use a checklist and/or rubric to improve writing.

13. Reflect on own writing, noting strengths and areas needing improvement.

Strand B. Writing as a Product (resulting in a formal product or publication)

1. Write a descriptive piece, such as a description of a person, place, or object.

2. Write a narrative piece based on personal experiences.

3. Write a nonfiction piece and/or simple informational report across the curriculum.

4. Present and discuss writing with other students.

5. Apply elements of grade-appropriate rubrics to improve writing.

6. Develop a collection of writings (e.g., a literacy folder or portfolio).

Strand C. Mechanics, Spelling, Handwriting

1. Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.

2. Use grade-appropriate knowledge of English grammar and usage to craft writing: singular and plural nouns, subject/verb agreement, appropriate parts of speech.

3. Study examples of narrative and expository writing to develop understanding of paragraphs and indentation.

4. Develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words.

5. Write legibly in manuscript or cursive to meet district standards.

Strand D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community).

2. Develop fluency by writing daily and for sustained amounts of time.

3. Generate ideas for writing in a variety of situations and across the curriculum.

4. Write to express thoughts and ideas, to share experiences, and to communicate socially.

5. Write the events of a story sequentially.

6. Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative.

7. Respond to literature through writing to demonstrate an understanding of a text.

8. Write narrative text (e.g., realistic, humorous, etc.).

9. Write non-fiction text (e.g., reports, procedures, and letters).

Standard 3.2 -By the end of Grade Four, building upon knowledge and skills gained in preceding grades, students will:

Strand A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.

2. Develop an awareness of form, structure, and author’s voice in various genres.

3. Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.

4. Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing.

5. Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.

6. Review own writing with others to understand the reader’s perspective and to consider ideas for revision.

7. Review and edit work for spelling, mechanics, clarity, and fluency.

8. Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.

9. Use computer writing applications during most of the writing process.

10. Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.

11. Reflect on one’s writing, noting strengths and areas needing improvement.

Strand B. Writing as a Product (resulting in a formal product or publication)

1. Create narrative pieces, such as memoir or personal narrative, that contain description and relate ideas, observations, or recollections of an event or experience.

2. Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.

3. Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.

4. Build knowledge of the characteristics and structures of a variety of genres.

5. Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.

6. Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.

7. Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.

8. Improve the clarity of writing by rearranging words, sentences, and paragraphs.

9. Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors’ writing styles.

10. Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.

11. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.

Strand C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions that are appropriate to the grade level (sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting).

2. Use increasingly complex sentence structure and syntax to express ideas.

3. Use grade appropriate knowledge of English grammar and usage to craft writing: subject/verb agreement, pronoun usage and agreement, appropriate verb tenses.

4. Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.

5. Use capital letters correctly in sentences, for proper nouns, and in titles.

6. Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.

7. Indent in own writing to show the beginning of a paragraph.

8. Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.

9. Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.

10. Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.

11. Write legibly in manuscript or cursive to meet district standards.

Strand D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share, etc.) and a variety of audiences (e.g., self, peers, community).

2. Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.

3. Develop independence by setting self-selected purposes and generating topics for writing.

4. Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, poetry).

5. Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.

6. Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text.

7. Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.

8. Write informational reports that frame a topic, include facts and details, and draw information from several sources.

9. Write letters for a variety of audiences and purposes, formal and informal.

10. Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.

11. Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.

12. Use relevant graphics in writing (e.g., maps, charts, illustrations).

13. Demonstrate the development of a personal style and voice in writing.

14. Review scoring criteria of a writing rubric.

15. Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).

 Standard 3.2 -Building upon knowledge and skills gained in preceding grades, by the end of Grades 5-6, students will:

Strand A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Generate ideas for writing through reading and making connections across the curriculum and with current events.

2. Expand knowledge about form, structure, and voice in a variety of genres.

3. Use strategies such as using graphic organizers and outlines to elaborate and organize ideas for writing.

4. Draft writing in a selected genre with supporting structure and appropriate voice according to the intended message, audience, and purpose for writing.

5. Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.

6. Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.

7. Review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision.

8. Review and edit work for spelling, usage, clarity, organization, and fluency.

9. Use a variety of reference materials to revise work.

10. Use computer writing applications during the writing process.

11. Understand and apply the elements of a scoring rubric to improve and evaluate writing.

12. Reflect on own writing, noting strengths and setting goals for improvement.

Strand B. Writing as a Product (resulting in a formal product or publication)

1. Expand knowledge of characteristics, structures, and tone of selected genres.

2. Write a range of grade-appropriate essays across curricula (e.g., persuasive, personal, descriptive, or issue-based).

3. Write grade-appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critiques, or research reports).

4. Write pieces that contain narrative elements, such as memoir, biography, or autobiography.

5. Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple authoritative sources.

6. Prepare a works-cited page for reports or research papers.

7. Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.

Strand C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting).

2. Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.

3. Use knowledge of English grammar and usage to express ideas effectively.

4. Use correct capitalization and punctuation, including commas and colons, throughout writing.

5. Use quotation marks and related punctuation correctly in passages of dialogue.

6. Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.

7. Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.

8. Spell frequently misspelled words correctly in writing.

9. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

10. Write legibly in manuscript or cursive to meet district standards.

Strand D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share, etc.) and a variety of audiences (e.g., self, peers, community).

2. Gather, select, and organize information appropriate to a topic, task, and audience.

3. Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.

4. Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experience, and referring to the text through sustained use of examples.

5. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.

6. Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).

7. Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations from authoritative sources, and including a works-cited page.

8. Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.

9. Demonstrate the ability to write business letters in correct format and coherent style.

10. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.

11. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.

12. Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, and photographs).

13. Demonstrate the development of a personal style and voice in writing.

14. Review scoring criteria of relevant rubrics.

15. Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).

Standard 3.2 -Building upon knowledge and skills gained in preceding grades, by the end of Grades 7-8, students will:

Strand A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Engage in the full writing process (from prewriting through post-writing) by writing daily and for sustained amounts of time.

2. Revise drafts by rereading for meaning, narrowing focus, elaborating, deleting, reorganizing, creating sentence variety as needed, maintaining consistency of voice, and reworking introductions, transitions, conclusions, and awkward passages.

3. Review and edit work for spelling, usage, clarity, organization, and fluency.

4. Demonstrate understanding of a scoring rubric to improve and evaluate writing.

5. Compose, revise, edit, and publish writing using appropriate word processing software.

Strand B. Writing as a Product (resulting in a formal product or publication)

1. Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.

2. Write pieces that contain narrative elements, such as short stories, biography, autobiography, or memoir.

3. Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a bibliography or works cited page.

4. Write a range of essays, including persuasive, descriptive, personal, or issue-based.

Strand C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling).

2. Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.

3. Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.

4. Experiment in using subordination, coordination, apposition, and other devices to indicate relationships between ideas.

5. Use transition words to reinforce a logical progression of ideas.

6. Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.

7. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

8. Write legibly in manuscript or cursive to meet district standards.

Strand D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Gather, select, and organize the most effective information appropriate to a topic, task, and audience.

2. Apply knowledge and strategies for composing pieces in a variety of genres (narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing, etc.).

3. Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.

4. Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events or situations through the use of specific details.

5. Use narrative and descriptive writing techniques (e.g., dialogue, sensory words and phrases, background information, thoughts and feelings of characters, and comparison and contrast of characters.)

6. Use a variety of primary and secondary sources to understand the value of each when writing a research report.

7. Write reports based on research and include citations, quotations, and a works cited page.

8. Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.

9. Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.

10. State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.

11. When writing persuasive essays, present evidence, examples, and justification to support arguments.

12. Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, etc. to effectively present a topic, point of view, or argument.

13. Use personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

14. Develop a collection of writing (e.g., a literacy folder, a literacy portfolio).

Standard 3.2 -Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:

Strand A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

1. Engage in the full writing process by writing daily and for sustained amounts of time.

2. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.

3. Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.

4. Review and edit work for spelling, usage, clarity, and fluency.

5. Use the computer and word-processing software to compose, revise, edit, and publish a piece.

6. Use a scoring rubric to evaluate and improve own writing and the writing of others.

7. Reflect on own writing and establish goals for growth and improvement.

Strand B. Writing as a Product (resulting in a formal product or publication)

1. Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.

2. Critique published works for authenticity and credibility.

3. Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.

4. Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).

5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper, etc.

6. Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.

7. Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources from books, periodicals, interviews, discourse, electronic sources, etc.

8. Foresee readers’ needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.

9. Provide compelling openings and strong closure to written pieces.

10. Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).

11. Use the responses of others to review content, organization, and usage for publication.

12. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.

Strand C. Mechanics, Spelling, and Handwriting

1. Use Standard English conventions in all writing (sentence structure, grammar and usage, punctuation, capitalization, spelling).

2. Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.

3. Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.

4. Use transition words to reinforce a logical progression of ideas.

5. Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.

6. Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.

7. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.

8. Write legibly in manuscript or cursive to meet district standards.

Strand D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)

1. Employ the most effective writing formats and strategies for the purpose and audience.

2. Demonstrate command of a variety of writing genres, such as:

§ Persuasive essay

§ Personal narrative

§ Research report

§ Literary research paper

§ Descriptive essay

§ Critique

§ Response to literature

§ Parody of a particular narrative style (fable, myth, short story, etc.)

§ Poetry

3. Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.

4. Apply all copyright laws to information used in written work.

5. When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles.

6. Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters and college applications.

7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.

8. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.

STANDARD 3.3 (SPEAKING) ALL STUDENTS WILL SPEAK IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Cumulative Progress Indicators

Standard 3.3 'By the end of Kindergarten, students will:

Strand A. Discussion

1. Share experiences and express ideas.

2. Participate in conversations with peers and adults.

3. React to stories, poems, and songs.

Strand B. Questioning (Inquiry) and Contributing

1. Share in conversations with others.

2. Use oral language to extend learning.

Strand C. Word Choice

1. Use language to describe feelings, people, objects, and events.

2. Suggest rhyming words during word play, songs, or read-aloud.

Strand D. Oral Presentation

1. Sing familiar songs and rhymes to promote oral language development.

2. Begin to use social conventions of language.

Standard 3.3  'Building on the knowledge and skills gained in preceding grades, by the end of Grade One, students will:

Strand A. Discussion

1. Speak in complete sentences.

2. Offer personal opinions in discussion and retell personal experiences.

3. Role-play situations and dramatize story events.

Strand B. Questioning (Inquiry) and Contributing

1. Respond to ideas and questions posed by others.

2. Ask and answer various types of questions.

Strand C. Word Choice

1. Attempt to use new vocabulary learned from shared literature and classroom experiences.

2. Use descriptive words to clarify and extend ideas.

Strand D. Oral Presentation

1. Recite poems, stories, or rhymes orally (e.g., favorite nursery rhymes).

2. Participate in choral reading to develop phonemic awareness, oral language, and fluency.

3. Retell a story to check for understanding.

4. Read aloud from developmentally appropriate texts with attention to expression.

Standard 3.3  'Building on the knowledge and skills gained in preceding grades, by the end of Grade Two, students will:

Strand A. Discussion (small group and whole class)

1. Elaborate on experiences and ideas.

2. Begin to stay focused on a topic of discussion.

3. Offer personal opinion related to topics of discussion.

4. Wait their turn to speak.

Strand B. Questioning (Inquiry) and Contributing

1. Ask for explanation to clarify meaning.

2. Respond to ideas posed by others.

3. Restate to demonstrate understanding.

4. Identify a problem and simple steps for solving the problem.

Strand C. Word Choice

1. Use new vocabulary learned from literature and classroom experiences.

2. Recognize and discuss how authors use words to create vivid images.

Strand D. Oral Presentation

1. Participate in a dramatization or role play.

2. Begin to understand the importance of looking at a speaker.

3. Talk about an experience or work sample in front of a small group.

Standard 3.3  'Building on the knowledge and skills gained in preceding grades, by the end of Grade Three, students will:

Strand A. Discussion (small group and whole class)

1. Listen and follow a discussion in order to contribute appropriately.

2. Stay focused on topic.

3. Take turns.

4. Support an opinion with details.

Strand B. Questioning (Inquiry) and Contributing

1. Develop appropriate questions to explore a topic.

2. Contribute information, ideas, and experiences to classroom inquiry.

Strand C. Word Choice

1. Use vocabulary related to a particular topic.

2. Adapt language to persuade, explain, or seek information.

3. Use new vocabulary and figurative language learned from literature and classroom experiences.

Strand D. Oral Presentation

1. Use pictures to support an oral presentation.

2. Attempt to revise future presentations based on feedback from peers and teacher.

3. Use appropriate strategies to prepare, rehearse and deliver an oral presentation: word choice, expression, eye contact and volume.

Standard 3.3  'Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:

Strand A. Discussion (small group and whole class)

1. Use details, examples and reasons to support central ideas or clarify a point of view.

2. Stay focused on a topic and ask relevant questions.

3. Take turns without dominating.

Strand B. Questioning (Inquiry) and Contributing

1. Develop questioning techniques (e.g., " who, what, when, where, why, and how" questions).

2. Use interview techniques to develop inquiry skills.

3. Explore concepts by describing, narrating, or explaining how and why things happen.

4. Discuss information heard, offer personal opinions, and ask for restatement or general explanation to clarify meaning.

5. Reflect and evaluate information learned as a result of the inquiry.

6. Solve a problem or understand a task through group cooperation.

Strand C. Word Choice

1. Use convincing dialogue to role-play short scenes involving familiar situations or emotions.

2. Use figurative language pu