academic_standards_for_reading_writing_speaking_and_listening_(elementary)

8/7/2019 Academic_Standards_for_Reading_Writing_Speaking_and_Listening_(Elementary)

http://slidepdf.com/reader/full/academicstandardsforreadingwritingspeakingandlisteningelementary 1/27

Academic Standards forReading, Writing, Speaking,

and Listening

June 1, 2009 FINAL Elementary Standards

Grades 3-8

Pennsylvania Department of EducationThese standards are offered as a voluntary resource for Pennsylvania’s schools and await action by the State Board of Education.



ELEMENTARY STANDARDSGRADES 3-8

Reading, Writing, Speaking, and Listening

3Draft June 1, 2009

I. TABLE OF CONTENTS

Introduction……………………………………………… II.

THE ACADEMIC STANDARDS

Reading Independently ..................................................... 1.1.Purposes for ReadingWord Recognition SkillsVocabulary Development Comprehension and InterpretationFluency

Reading Analyzing, and Interpreting Text ..................... 1.2.

Text OrganizationFact from Opinion Essential and Non-Essential Text InferencesText Analysis and Evaluation

Reading Analyzing, and Interpreting Literature-Fiction and Non-Fiction .................................................... 1.3.

Analysis and Evaluation Literary Genres Literary Elements Literary Devices

Types of Writing ............................................................... 1.4. Narrative InformationalPersuasive

Quality of Writing……………………………………..... 1.5. FocusContent OrganizationStyle

EditingConventions

Speaking and Listening .................................................... 1.6. Listening Skills / DiscussionSpeaking Skills / Presentation

Discussion

Presentation

Characteristics and Functions of the English Language 1.7.Formal and Informal Language

Research ............................................................................. 1.8. Inquiry-Based Process Location of Information and Citing Sources

Organization and Production of Final Product

Information, Communication, and Technology Literacy 1.9. Media and Technology Resources Evaluating Media Sources

Glossary…………………………………………………… III.





5Draft June 1, 2009

1.1. Reading IndependentlyStudents apply a wide range of strategies.

1.1.3. GRADE 3 1.1.4. GRADE 4 1.1.5. GRADE 5 1.1.6. GRADE 6 1.1.7. GRADE 7 1.1.8. GRADE 8 Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

P u r p o s e s f o r

R e a d i n g

1.1.3.A.Identify theauthor’s purposeand type, usinggrade level text.

1.1.4.A.Identify the author’spurpose and type,using grade level text.

1.1.5.A.Identify the author’spurpose and type, usinggrade level text.

1.1.6.A.Apply appropriatestrategies to describeauthor’s purpose, usinggrade level text.

1.1.7.A.Apply appropriatestrategies to describe andinterpret author’s purpose,using grade level text.

1.1.8.A.Apply appropriatestrategies to interpretand analyze author’spurpose, using gradelevel text.

W o r d

R e c o g n i t i o n

S k i l l s

1.1.3.B.Use knowledge of phonics, wordrecognition (e.g.,root words,prefixes, suffixes,and syllabication),and context cluesto decode andunderstand newwords duringreading.

1.1.4.B.Use knowledge of phonics (e.g.,syllabication, rootwords, compoundwords, contractions,possessives,inflectional endings,prefixes, suffixes), thedictionary, or contextclues to decode andunderstand new wordsduring reading .

1.1.5.B.Use knowledge of phonics (e.g.,syllabication, rootwords, prefixes,suffixes), and thedictionary or contextclues to decode andunderstand new wordsduring reading.

1.1.6.B.Use word analysis skills(e.g., syllabication, rootwords, affixes), theglossary/thesaurus, andcontext clues to decodeand understand new wordsin content areas duringreading.

1.1.7.B.Use word analysis skills,context clues, knowledgeof root words as well as adictionary/thesaurus orglossary to decode andunderstand specializedvocabulary in contentareas during reading.

1.1.8.B.Use context clues,knowledge of rootwords as well as aglossary/thesaurus todecode andunderstand specializedvocabulary in thecontent areas duringreading.





8Draft June 1, 2009

1.2. Reading, Analyzing and Interpreting TextStudents read, understand, and respond to informational text.

1.2.3. GRADE 3 1.2.4. GRADE 4 1.2.5. GRADE 5 1.2.6. GRADE 6 1.2.7. GRADE 7 1.2.8. GRADE 8

Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to:

T e x t O r g a n i z a t i o n

1.2.3.A.

Analyze textorganization andcontent to derivemeaning from textusing criteria.

1.2.4.A.

Analyze textorganization andcontent to determinethe author’s purpose.

1.2.5.A.

Evaluate textorganization and contentto determine theauthor’s purpose andeffectiveness.

1.2.6.A.

Evaluate textorganization andcontent to determinethe author’s purpose,point of view , andeffectiveness.

1.2.7.A.

Evaluate textorganization andcontent to determineauthor’s purpose,point of view , andeffectivenessaccording to theauthor’s position,accuracy,thoroughness, and useof logic.

1.2.8.A.

Evaluate textorganization andcontent to determinethe author’s purpose,point of view , andeffectiveness accordingto the author’s theses ,accuracy,thoroughness, andpatterns of logic.

F a c t a n d

O p i n i o n

1.2.3.B.Differentiate factfrom opinion withina text.

1.2.4.B.Differentiate fact fromopinion across texts

1.2.5.B.Differentiate fact fromopinion across multipletexts.

1.2.6.B.Differentiate fact fromopinion utilizingresources that gobeyond traditional texts(e.g., newspapers,periodicals, and

electronic media).

1.2.7.B.Differentiate fact fromopinion utilizingresources that gobeyond traditionaltexts (e.g., newspapers,periodicals, public

documents electronicmedia).

1.2.8.B.Differentiate fact fromopinion utilizingresources that gobeyond traditional texts(e.g., newspapers,periodicals, consumer

and public documents,electronic media).





11Draft June 1, 2009

1.3. Reading, Analyzing, and Interpreting Literature - Fiction and Non-FictionStudents read and respond to works of literature.


L i t e r a r y D e v i c e s

1.3.3.D.Identify literarydevices in selectedreadings (e.g.,personification,simile, alliteration ).

1.3.4.D.Identify literarydevices in selectedreadings (e.g.,personification, simile,alliteration,

metaphor).

1.3.5.D.Describe how the authoruses literary devices toconvey meaning (e.g.,personification, simile,alliteration,symbolism, metaphor ).

1.3.6.D.Interpret the effect of various literary devices (e.g., personification,simile, alliteration,symbolism, metaphor,and imagery ).

1.3.7.D.Interpret and analyzethe effect of variousliteracy devices (e.g.,personification,simile, alliteration,symbolism, metaphor,hyperbole , imagery)

1.3.8.D.Analyze the effect of various literarydevices (e.g.,personification,simile, alliteration,symbolism,metaphor, hyperbole,imagery).






1.4. Types of WritingStudents write for different purposes and audiences.


I n f o r m a t i o n a l

1.4.3.B.Write informationalpieces usingillustrations whenrelevant (e.g.,descriptions, letters,reports, instructions).

1.4.4.B.Write multi-paragraphinformational pieces(e.g., descriptions,letters, reports,instructions)

• Use relevantgraphics (maps,charts, graphs,tables, illustrations,photographs).

1.4.5.B.Write multi-paragraphinformational pieces(e.g., essays,descriptions, letters,reports, instructions).• Use relevant

graphics (maps,charts, graphs,tables, illustrations,photographs).

1.4.6.B.Write multi-paragraphinformational pieces(e.g., letters,descriptions, reports,instructions, essays,articles, interviews).• Use relevant

graphics (e.g.,maps, charts,graphs, tables,illustrations,

photographs).• Use sources , as

appropriate, to task.

1.4.7.B.Write multi-paragraphinformational pieces(e.g., letters,descriptions, reports,instructions, essays,articles, interviews)• Use relevant

graphics (e.g.,maps, charts,graphs, tables,illustrations,

photographs).• Select and use

primary andsecondary sources ,as appropriate, totask.

1.4.8.B.Write multi-paragraphinformational pieces(e.g., letters,descriptions, reports,instructions, essays,articles, interviews).

• Use relevantgraphics (e.g. maps,charts, graphs,tables, illustrations,photographs).

• Use primary andsecondary sources ,as appropriate, totask.






1.4. Types of WritingStudents write for different purposes and audiences.


P e r s u a s i v e

1.4.5.C.Write persuasive pieces.• Include a clearly

stated position oropinion.

• Include supportingdetails, citingsources whenneeded.



• Include anddevelop supportingpoints usingmeaningful,convincingevidence, properlycited.

1.4.7.C.Write persuasive

pieces.• Include a clearly


• Include convincing,elaborated, andproperly citedevidence.

• Identify appropriatepersuasivetechniques toanticipate readerconcerns andarguments



• Include convincing,elaborated, andproperly citedevidence.

• Anticipate andcounter readerconcerns andarguments.






1.5. Quality of WritingStudents write clear and focused text to convey a well-defined perspective and appropriate content.


F o c u s

1.5.3.A.Write with a focus ,with an understandingof topic, task, andaudience.

1.5.4.A.Write with a clearfocus , identifyingtopic, task, andaudience.

1.5.5.A.Write with a clear focus ,identifying topic, task,and audience.

1.5.6.A.Write with a clearfocus , identifyingtopic, task, andaudience andestablishing a singlepoint of view.

1.5.7.A.Write with a clearfocus , identifyingtopic, task, andaudience andestablishing a singlepoint of view.

1.5.8.A.Write with a clear focus ,identifying topic, task,and audience andestablishing a singlepoint of view .








C o n t e n t

1.5.3.B.Develop contentappropriate for thetopic.• Gather and

organizeinformation,incorporatingdetails relevant tothe topic.

• Write a series of related sentences

or paragraphswith one centralidea.

1.5.4.B.Develop contentappropriate for thetopic• Gather, organize,

and select the mosteffectiveinformationappropriate for thetopic, task, andaudience.

• Write one or more

paragraphs thatconnect to onecentral idea.

1.5.5.B.Develop contentappropriate for thetopic.• Gather, organize,

and select the mosteffectiveinformationappropriate for thetopic, task, andaudience.

• Write paragraphs

that have a topicsentence andsupporting details.


and determinevalidity andreliability of information.

• Write paragraphsthat have detailsand information

specific to the topicand relevant to thefocus.


and determinevalidity andreliability of information usingappropriateevaluationstrategies.

• Select and employthe most effectiveformat for purposeand audience.

• Write paragraphsthat have detailsand informationspecific to the topicand relevant to the

focus .

1.5.8.B.Develop contentappropriate for the topic.• Gather, organize,

and determinevalidity andreliability of information.

• Employ the mosteffective format forpurpose andaudience.

• Write paragraphsthat have detailsand informationspecific to the topicand relevant to thefocus .








O r g a n i z a t i o n

1.5.3.C.Organize writing in alogical order.• Include a

recognizablebeginning,middle, and end.

1.5.4.C.Organize writing in alogical order.

• Include arecognizablebeginning, middle,and end.

• Use appropriatetransitions withinsentences andbetweenparagraphs.

1.5.5.C.Organize writing in alogical order.• Use appropriate

transitions withinsentences andbetweenparagraphs.

• Include anidentifiableintroduction, body,and conclusion.

1.5.6.C.Write with controlledorganization.• Use appropriate


• Establish purposein the introduction.

• Include anintroduction, body,

and conclusion.

1.5.7.C.Write with controlledand/or subtleorganization.

• Use appropriatetransitions withinsentences andbetween paragraphsthat reflect thewriter’s purpose.

• Establish topic andpurpose in the

introduction.• Reiterate the topic

and purpose in theconclusion.

1.5.8.C.Write with controlledand/or subtleorganization.• Use appropriate


• Establish topic andpurpose in theintroduction.

• Reiterate the topicand purpose in theconclusion.








C o n v e n t i o n

1.5.3.F.Use grade appropriateconventions of language whenwriting and editing.• Spell common,

frequently usedwords correctly.

• Use capital letterscorrectly.

• Punctuatecorrectly.

• Use correctgrammar andsentenceformation.

1.5.4.F.Use grade appropriateconventions of language when writingand editing.• Spell common,



• Punctuate correctly.• Use correct

grammar andsentence formation.





• Use correctgrammar andsentence formation.



• Use capital letterscorrectly

• Punctuate correctly.• Use correct

grammar andsentence formation.
















1.7. Characteristics and Functions of the English LanguageStudents recognize formal and informal language and its use in speech, writing, and literature.



F o r m a l a n d

I n f o r m a l L a n g u a g e 1.7.3.A.

Recognize formal andinformal languageused in speech,writing, and literature.

1.7.4.A.Identify differences informal and informallanguage used inspeech, writing, andliterature.

1.7.5.A.Identify differences informal and informallanguage used inspeech, writing, andliterature.

1.7.6.A.Identify and interpretdifferences in formaland informal languageused in speech, writing,and literature.

1.7.7.A.Identify and interpretdifferences in formaland informal languageused inspeech, writing, andliterature.

1.7.8.A.Analyze differences informal and informallanguage used inspeech, writing, andliterature.






1.8. ResearchStudents gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answerresearch questions.



I n q u i r y B a s e d

P r o c e s s

1.8.3.A.Follow an inquiry-based process inseeking knowledge.

1.8.4.A.Explain an inquiry-basedprocess in seekingknowledge.

1.8.5.A.Explain an inquiry-based process in seekingknowledge.

1.8.6.A.Develop, with teacherguidance, an inquiry-based process in seekingknowledge.

1.8.7.A.Develop, with teacherguidance, an inquiry-based process in seekingknowledge.

1.8.8.A.Develop an inquiry-based process in seekingknowledge.

L o c a t i o n o f I n f o r m a t i o n

a n d C i t i n g S o u r c e s

1.8.3.B.Conduct inquiry andresearch on self-selected or assignedtopics using specifiedsources andstrategies.

1.8.4.B.Conduct inquiry andresearch on self-selectedor assigned topicsusing a variety of teacher guidedmedia sources andstrategies.

1.8.5.B.Conduct inquiry andresearch on self-selected or assignedtopics using a variety of teacher-guided mediasources and strategies.

1.8.6.B.Conduct inquiry andresearch on self-selected or assignedtopics using a variety of appropriate mediasources and strategieswith teacher support.

1.8.7.B.Conduct inquiry andresearch on self-selected or assignedtopics, issues, orproblems using a varietyof appropriate mediasources and strategieswith teacher support.

1.8.8.B.Conduct inquiry andresearch on self-selected or assignedtopics, issues, orproblems using a varietyof appropriate mediasources and strategies.






1.8. ResearchStudents gather information from a variety of sources, analyzing and evaluating the quality of information they obtain to answerresearch questions.



O r g a n

i z a t i o n a n d

P r o d u c t i o n

o f F i n a l P r o d u c t

1.8.3.C.Present the results of research, usingappropriate visualaids and citingsources .

1.8.4.C.Produce an organizedproduct that presents theresults of researchfindings, usingappropriatevisual aids and citingsources.

1.8.5.C.Produce an organizedproduct that presentsfindings, drawsreasonable conclusions,and gives proper creditto sources .

1.8.6.C.Produce an organizedproduct that presentsand connects findings tosupport purpose, drawsreasonable conclusions,and gives proper creditto sources .

1.8.7.C.Produce an organizedproduct that presentsand connects findings tosupport purpose, drawsreasonable conclusions,and gives proper creditto sources .

1.8.8.C.Produce an organizedproduct that presentsand reflects on findings,draws soundconclusions, and givesproper credit to sources .

ELEMENTARY STANDARDS






1.9. Information, Communication, and Technology LiteracyStudents use technology to locate, evaluate, and collect information from a variety of sources for a variety of purposes.1.9.3. GRADE 3 1.9.4. GRADE 4 1.9.5. GRADE 5 1.9.6. GRADE 6 1.9.7. GRADE 7 1.9.8. GRADE 8


M e d i a a n d

T e c h n o l o g y

R e s o u r c e s

1.9.3.A.Use media andtechnology resources

for directed andindependent learningactivities.

1.9.4.A.Use media andtechnology resources

for directed andindependent learningactivities and problemsolving.

1.9.5.A.Use media andtechnology resources for

problem solving, self-directed learning, andextended learningactivities.


self-directed learning,group collaboration, andlearning throughout thecurriculum.


self-directed learning,support personalproductivity, groupcollaboration, andlearning throughout thecurriculum.

1.9.8.A.Use media andtechnology resources to

support personalproductivity, groupcollaboration, andlearning throughout thecurriculum.

E v a l u a t i n g

M e d i a

S o u r c e s

1.9.3.B.Understand media asa source of information andentertainment.

1.9.4.B.Understand andinvestigate media as asource of informationand entertainment.

1.9.5.B.Understand and evaluatemedia as a source of information andentertainment.

1.9.6.B.Identify techniques usedin particular mediamessages.

1.9.7.B.Interpret and analyzetechniques of particularmedia messages.

1.9.8.B.Analyze the techniquesof particular mediamessages.







III. GLOSSARYAlliteration: The repetition of initial consonant sounds in neighboring words.

Analysis: The process or result of identifying the parts of a whole and their relationships to one another.

Antonym: A word that is the opposite of another word.

Characterization: The method an author uses to reveal characters and their various personalities.

Compare: Place together characters, situations or ideas to show common or differing features in literary selections.

Context clues: Information from the reading that identifies a word or group of words.

Conventions of language: Mechanics, usage and sentence completeness.

Evaluate: Examine and judge carefully.

Fluency: The clear, easy, written or spoken expression of ideas. Freedom from word-identification problems which mighthinder comprehension in silent reading or the expression of ideas in oral reading.

Focus : The center of interest or attention.

Genre:A category used to classify literary works, usually by form, technique or content (e.g., prose, poetry

).

Homophone: One of two or more words pronounced alike, but different in spelling or meaning (e.g., hair/hare, scale(fish)/scale (musical)).

Hyperbole: An exaggeration or overstatement (e.g., I was so embarrassed I could have died .)

Irony: The use of a word or phrase to mean the exact opposite of its literal or usual meaning; incongruity between the

actual result of a sequence of events and the expected result.







Literary elements: The essential techniques used in literature (e.g., characterization , setting, plot, theme).Literary devices : Tools used by the author to enliven and provide voice to the writing (e.g., dialogue, alliteration).

Metaphor: The comparison of two unlike things in which no words of comparison ( like or as ) are used (e.g., That new kid in class is really a squirrel.).

Narrative: A story, actual or fictional, expressed orally or in writing.

Personification: An object or abstract idea given human qualities or human form (e.g., Flowers danced about the lawn. ).

Phonics: The relationship between letters and sounds fundamental in beginning reading.

Point of view: The way in which an author reveals characters, events and ideas in telling a story; the vantage point from whichthe story is told.

Public document: A document that focuses on civic issues or matters of public policy at the community level and beyond.

Reading critically: Reading in which a questioning attitude, logical analysis and inference are used to judge the worth of text;evaluating relevancy and adequacy of what is read; the judgment of validity or worth of what is read, based onsound criteria.

Research: A systematic inquiry into a subject or problem in order to discover, verify or revise relevant facts or principleshaving to do with that subject or problem.

Satire: A literary tone used to ridicule or make fun of human vice or weakness.

Simile: A comparison of two unlike things in which a word of comparison ( like or as) is used (e.g., She eats like abird.).

academic_standards_for_reading_writing_speaking_and_listening_(elementary)

Documents