Ashdown Public School District
LANGUAGE ARTS, GRADE K

Language Arts - Grade 1 - Ongoing

Language Arts

Arkansas' Learning Standards are defined in the Arkansas Curriculum Frameworks, discipline-based documents which clearly describe what students must know and be able to do in the area of Language Arts at three critical levels: grades 4, 8, and 12. The rigorous academic content standards and the student learning expectations within each document provide the focus for instruction for each local school district, without rigidly prescribing every element of the local curriculum. Student demonstration of the standards and learning expectations within the Arkansas Frameworks is the anchor for the entire education system, with instructional programs, state-level assessments, professional development, school improvement planning, teacher/administrator licensure, and accountability sharing the common goal of improved student learning and performance around these standards.

The Language Arts portion of the ACTAAP is based on standards in the Arkansas Language Arts Curriculum Framework.

The Stanford Achievement Test, Ninth Edition (SAT-9) contains six subtests for Language Arts levels Primary 1 through Primary 3. At the higher levels, there are seven subtests.


Genres
This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some example of genres are: science fiction, poetry, drama, British literature, and multicultural literature. This unit includes identifying and comparing key characteristics of literary genres, as designated by a work's subject, theme, style, and time period. Some example of genres are: science fiction, poetry, drama, British literature, and multicultural literature.

    Genre: Recreational Literature
The learner will be able to understand age-appropriate recreational reading selections.
Strand Bloom's Scope Hours Source
Genre Comprehension Master 3.0 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.26; 21-24, p.27; 27-29, p.29; 33-35 week tested: 22.
Instructional Resources
- guided reading, shared and choral reading, A.R., library use [Teaching Strategies].  
Assessment Resources
- teacher observation, guided reading, DRA, STAR test, [Teaching Strategies].  
  
    World Literature: Read/Diverse Cultures
The learner will be able to read various age appropriate literary genres from diverse cultures (POWER).
Strand Bloom's Scope Hours Source
World Literature Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.18 week tested: 22.
Instructional Resources
- Shared reading, read alouds, guided reading, library use [Teaching Strategies].  
Assessment Resources
- observation, questioning [Teaching Strategies].  
  
    World Literature: Respond/Culture
The learner will be able to listen and respond to various age appropriate literary genres from diverse cultures (POWER).
Strand Bloom's Scope Hours Source
World Literature Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.18 week tested: 22.
Instructional Resources
- read a wide range of books, ask questions, read alouds [Textbook].  
Assessment Resources
- questions, literary response page, journal writing [Teaching Strategies].  
  

Listening

    Fiction: Recreational
The learner will be able to listen to and understand age-appropriate recreational reading selections.
Strand Bloom's Scope Hours Source
Fiction Comprehension Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.115;25-30, p.155;31-33, p.111;11-13, p.112;18-19 week tested: 22.
Instructional Resources
- read and discuss, guided reading, read alouds [Teaching Strategies].  
Assessment Resources
- asking questions, observations, retellings [Teaching Strategies].  
  
    Strategies: Develop/Comprehend
The learner will be able to develop listening strategies to comprehend age appropriate auditory materials (POWER).
Strand Bloom's Scope Hours Source
Listening Strategies Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV.1.5 week tested: 22.
Instructional Resources
- model, explanation, opportunities for listening, centers [Teaching Strategies].  
Assessment Resources
- observation, questioning, writing summaries, worksheets [Teaching Strategies].  
  

Reading Operations
This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications). STRAND 2: READING

CONTENT STANDARD 1:

Students will comprehend, evaluate and respond to works of literature and other kinds of writing which reflect their own cultures and developing viewpoints as well as those of others.

GRADES K-4 (Student learning expectations:)

R.1.1. Demonstrate understanding of the relationship between written and oral language.
R.1.2. Demonstrate and use concepts of print such as directionality, spacing, punctuation and configuration in developmentally appropriate ways.
R.1.3. Recognize and associate letters and sounds.
R.1.4. Use phonetic skills to decode words.
R.1.5. Use major cueing systems such as phonetic, syntactic and semantic to decode and construct meaning.
R.1.6. Expand vocabulary through reading.
R.1.7. Understand the goal of reading is to construct meaning.
R.1.8. Understand that reading is communication between the author and the reader.
R.1.9. Establish purposes for reading, such as enjoying, learning, modeling, sharing, performing, investigating and solving problems.
R.1.10. Use relationships between words and sentences, sentences and paragraphs, and paragraphs and whole pieces to understand text.
R.1.11. Use prior knowledge to extend reading ability and comprehension.
R.1.12. Use specific strategies such as making comparisons, predicting outcomes, drawing conclusions, identifying the main ideas and understanding cause and effect to comprehend a variety of literary genres from diverse cultures and time periods.
R.1.13. Understand that texts have different purposes (e.g. persuading, informing, entertaining and instructing).
R.1.14. Use print for daily activities (e.g. following directions, using references).
R.1.15. Demonstrate knowledge of expository and narrative texts.
R.1.16. Use strategies for visual organization of information, such as story maps, semantic mapping, charts, etc.
R.1.17. Read independently and with others daily (e.g. sustained silent reading, shared reading, partner reading).
R.1.18. Read, listen and respond to a variety of literary genres from diverse cultures.
R.1.19. Read more than one work by a single author.
R.1.20. Use strategies such as keeping reading logs, conferences with teacher, and discussions with other readers for
monitoring progress in reading.
R.1.21. Experiment with creative and playful language, such as text innovations, choral reading, etc.
R.1.22. Use technological aids (e.g. data base, spreadsheet, desktop publishing) to support growth in reading.

CONTENT STANDARD 2:

Students will demonstrate a willingness to use reading to continue to learn, to communicate and to solve problems independently.

GRADES K-4 (Student learning expectations:)

R.2.1. Use critical thinking and problem solving strategies to integrate content from all subject matter areas.
R.2.2. Read for personal reasons, such as for enjoyment, for information and for inquiry.
R.2.3. Demonstrate fluency and comprehension in both silent and oral reading.
R.2.4. Select appropriate reading material from library media centers and other sources.
R.2.5 Respond to reading in a variety of ways (e.g. writing, re-telling, art, drama).
R.2.6. Use reading to enhance writing.
R.2.7. Select appropriate resource material from a variety of sources (e.g. library media centers, community and home).
R.2.8. Initiate and participate in conversations about reading.

This unit includes constructing meaning from fiction and non-fiction selections at comprehension, application, analysis, synthesis, and judgment levels of understanding. It includes skills which address identifying, discussing, and comparing both concrete and abstract elements of selections (setting, plot, characterization, genre, historical period, theme, tone, moral message, and psychological and political implications).

    Purpose: Read/Build Vocabulary
The learner will be able to read to build vocabulary (POWER).
Strand Bloom's Scope Hours Source
Reading Purposes Application Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.6 week tested: 22.
Instructional Resources
- read a wide range of books, ELLA, Word Wall, personal word dictionary, [Textbook].  
Assessment Resources
- Observation Survey, running records, journal writing [Tests].  
  
    Purposes: Construct Meaning
The learner will be able to demonstrate knowledge about reading by understanding that the purpose of reading is to construct meaning (POWER).
Strand Bloom's Scope Hours Source
Reading Purposes Knowledge Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.7 week tested: 22.
Instructional Resources
- model, application through guided reading, discussion [Teaching Strategies].  
Assessment Resources
- Observation Survey, DRA, A.R. tests, running records [Tests].  
  
    Prior Knowledge: Comprehension/Expand
The learner will be able to use prior knowledge to expand reading comprehension and reading ability (POWER).
Strand Bloom's Scope Hours Source
Prior Knowledge Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.11 week tested: 22.
Instructional Resources
- teacher interview, picture walk, work/subject web, recall [Teaching Strategies].  
Assessment Resources
- observation, written expression [Teaching Strategies].  
  
    Purposes: Learn
The learner will be able to read to engage in the learning process (POWER).
Strand Bloom's Scope Hours Source
Reading Purposes Master AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R Standard 2 week tested: 22.
Instructional Resources
- Shared reading, ""think aloud" to model thinking process [Teaching Strategies].  
Assessment Resources
- observation, oral discussion [Teaching Strategies].  
  
    Construct Meaning: Knowledge/Apply
The learner will be able to apply knowledge of the major cueing systems to construct meaning in developmentally appropriate ways (POWER).
Strand Bloom's Scope Hours Source
Constructing Meaning Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.5 week tested: 22.
Instructional Resources
- guided reading, shared reading, writing [Teaching Strategies].  
Assessment Resources
- Observation Survey, DRA, running records, writing [Tests].  
  
    Critical Thinking: Strategies/Integrate
The learner will be able to observe that reading takes place across the curriculum (POWER).
Strand Bloom's Scope Hours Source
Critical Thinking Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.1 week tested: 22.
Instructional Resources
- read a wide range of books, use big books, literacy corners [Textbook].  
Assessment Resources
- observation, student chooses books across the curriculum [Teaching Strategies].  
  
    Fluency: Show
The learner will be able to show fluency when reading aloud on developmentally appropriate text (POWER).
Strand Bloom's Scope Hours Source
Reading Aloud: Fluency Application Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.3 week tested: 22.
Instructional Resources
- guided reading, read alouds [Teaching Strategies].  
Assessment Resources
- Observation Survey, running records, DRA, analyzing miscues [Tests].  
  

Writing

    Purposes: Variety
The learner will be able to write for a variety of purposes (POWER).
Strand Bloom's Scope Hours Source
Writing Purposes Master AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.13 week tested: 22.
Instructional Resources
- model, many opportunities to write [Teaching Strategies].  
Assessment Resources
- journal writing, performance assessments [Teaching Strategies].  
  
    Purposes: Read/Improve Writing
The learner will be able to read to improve writing (POWER).
Strand Bloom's Scope Hours Source
Reading Purposes Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.6 week tested: 22.
Instructional Resources
- model writing, interactive writing, group research [Teaching Strategies].  
Assessment Resources
- journal writing, writing reports, writing samples [Teaching Strategies].  
  
    Prewriting: Write/Thoughts
The learner will be able to write using one's own thoughts (POWER).
Strand Bloom's Scope Hours Source
Prewriting Application Master 1.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.5 week tested: 22.
Instructional Resources
- model, use "write aloud" [Teaching Strategies].  
Assessment Resources
- journal writing, writing samples [Teaching Strategies].  
  
    Strategies: Variety
The learner will be able to utilize a variety of writing strategies (POWER).
Strand Bloom's Scope Hours Source
Writing Strategies Application Master 3.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W Standard 1 week tested: 22.
Instructional Resources
- model, examine different types of texts and discuss, ELLA [Teaching Strategies].  
Assessment Resources
- journal writing, performance assessment, individual conference [Teaching Strategies].  
  
    Writing Behaviors: Responsibility
The learner will be able to take responsibility for completing writing assignments (POWER).
Strand Bloom's Scope Hours Source
Writing Behaviors Application Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.2.5 week tested: 22.
Instructional Resources
- Practice, conference with students to determine progress [Teaching Strategies].  
Assessment Resources
- journal writing, student writing conferences [Teaching Strategies].  
  
    Personal: Write/Response
The learner will be able to write in response to his/her personal experiences (POWER).
Strand Bloom's Scope Hours Source
Writing Responses: Personal Comprehension Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W.1.5 week tested: 22.
Instructional Resources
- model writing, keep journals, record events, and personal ideas [Teaching Strategies].  
Assessment Resources
- journal writing, analysis of journal entries [Teaching Strategies].  
  

Speaking
This unit focuses on techniques and strategies (voice modulation, body language, ordering of ideas, visual aids, etc.) to convey meaning and to present information and opinions to groups. This unit includes: formal and informal communication, debate skills, and verbal/nonverbal communication.

    Practices: Develop/Use/Skills
The learner will be able to develop and use listening, speaking and viewing skills through a variety of formal and informal opportunities (POWER).
Strand Bloom's Scope Hours Source
Communication Practices Master AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV Standard 1 week tested: 22.
Instructional Resources
- model, encourage active listening skills [Teaching Strategies].  
Assessment Resources
- observation, share writing using Author's Chair [Teaching Strategies].  
  

Word Analysis
The Word Analysis Unit focuses on examining word structure and sound. It includes topics such as: consonants, vowels, rhyming, and word building. The Word Analysis Unit focuses on examining word structure and sound. It includes topics such as: consonants, vowels, rhyming, and word building.

    Decoding: New Word
The learner will be able to use phonetic principles to decode new words (POWER).
Strand Bloom's Scope Hours Source
Phonetic Clues: Decoding Application Master 2.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.4 week tested: 22.
Instructional Resources
- guided reading, reading/writing alouds, guided phonics study [Teaching Strategies].  
Assessment Resources
- journal writing, observation [Teaching Strategies].  
  

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