Ashdown Public School District
LANGUAGE ARTS, GRADE K

Language Arts - Grade 1 - 1st nine weeks

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.


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).

    Emergent Reading: Print Concepts
The learner will be able to use concepts of print in developmentally appropriate ways(POWER).
Strand Bloom's Scope Hours Source
Emergent Reading: Conceptualizing Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.2 week tested: 22.
Instructional Resources
- guided reading, shared reading [Teaching Strategies].  
Assessment Resources
- Observation Survey, Concepts about Print [Tests].  
  

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.

    Story: Understand
The learner will be able to understand a developmentally appropriate story.
Strand Bloom's Scope Hours Source
Story/Short Story Comprehension Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.26-9; 21-35, p.30; 31, 36-40 week tested: 22.
Instructional Resources
- guided reading, shared reading [Teaching Strategies].  
Assessment Resources
- observation, DRA [Teaching Strategies].  
  

Language Mechanics
This unit includes comprehending and applying the rules which govern punctuation and capitalization when writing and editing written works.

    Endmark: Sentence/Period/Identify
The learner will be able to correctly identify the use of a period at the end of a sentence.
Strand Bloom's Scope Hours Source
Endmark Knowledge Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.72; 2, p.76; 13, p.76; 18 week tested: 22.
Instructional Resources
- model writing, Guided Writing [Teaching Strategies].  
Assessment Resources
- journal writing, published writing [Teaching Strategies].  
  
    Capitalization: Beginning of Sentence
The learner will be able to capitalize the beginning of a sentence.
Strand Bloom's Scope Hours Source
Capitalization: Conventions Application Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.76; 16, p.134; 26 week tested: 22.
Instructional Resources
- model writing, Guided Writing [Teaching Strategies].  
Assessment Resources
- journal writing, published writing [Teaching Strategies].  
  
    Capitalization: Pronoun "I"
The learner will be able to capitalize the pronoun "I".
Strand Bloom's Scope Hours Source
Capitalization: Conventions Application Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.76; 20 week tested: 22.
Instructional Resources
- model writing, Guided Writing [Teaching Strategies].  
Assessment Resources
- journal writing, published writing [Teaching Strategies].  
  

Listening

    Predicting: Outcome/Orally Read
The learner will be able to make predictions about the outcome of an orally read passage.
Strand Bloom's Scope Hours Source
Predicting Application Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.155; 28, p.115; 30 week tested: 22.
Instructional Resources
- model, read aloud and discuss [Teaching Strategies].  
Assessment Resources
- observation, student explanation [Teaching Strategies].  
  
    Predicting: Outcome/Picture
The learner will be able to select a picture predicting a story outcome from orally read passage.
Strand Bloom's Scope Hours Source
Predicting Analysis Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.111;13 week tested: 22.
Instructional Resources
- model, read and discuss [Teaching Strategies].  
Assessment Resources
- observation, oral student explanation [Teaching Strategies].  
  
    Rhyme: Picture/Select
The learner will be able to select a picture completing a rhyming poem that is read aloud.
Strand Bloom's Scope Hours Source
Literary Device: Rhyme Knowledge Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.122; 7 week tested: 22.
Instructional Resources
- model, read tradebooks [Teaching Strategies].  
Assessment Resources
- teacher observation, questioning [Teaching Strategies].  
  
    Poem: Listen/Understand
The learner will be able to listen to and understand a poem.
Strand Bloom's Scope Hours Source
Poetry Application Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.115; 32, p.115; 33 week tested: 22.
Instructional Resources
- read a wide range of books, read poetry, discuss [Textbook].  
Assessment Resources
- asking questions, journal writing, retelling [Teaching Strategies].  
  
    Detail: Picture
The learner will be able to identify picture showing details from orally read passage.
Strand Bloom's Scope Hours Source
Detail Application Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.111; 11, p.111; 14, p.111; 17, p.112; 19, p.122; week tested: 22.
Instructional Resources
- Practice, Peabody Language Kit [Teaching Strategies].  
Assessment Resources
- asking questions, observation [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.

    Orally Read: Identify/Written Word
The learner will be able to identify the final sound of a word, which is both written and orally read.
Strand Bloom's Scope Hours Source
Final Sound: Orally Read Comprehension Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.12; 5, p.12; 6, p.12; 7, p.12; 8 week tested: 22.
Instructional Resources
- model writing, journal writing [Teaching Strategies].  
Assessment Resources
- journal writing, listen and observe [Teaching Strategies].  
  

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