Ashdown Public School District
LANGUAGE ARTS, GRADE K

Language Arts - Grade 1 - 3rd 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.


Listening

    Nonfiction: Functional Text
The learner will be able to listen to and understand age-appropriate functional text.
Strand Bloom's Scope Hours Source
Nonfiction Comprehension Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.111; 14-15, p.112; 20-21, p.116; 34-37 week tested: 22.
Instructional Resources
- Shared reading, guided reading [Teaching Strategies].  
Assessment Resources
- questions, oral retelling [Teaching Strategies].  
  
    Purposes: Variety
The learner will be able to listen for a variety of purposes (POWER).
Strand Bloom's Scope Hours Source
Listening Purposes Master 0.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, LSV.1.1 week tested: 22.
Instructional Resources
- read a wide range of books, provide opportunities for students to listen [Textbook].  
Assessment Resources
- teacher/student interview, questioning [Teaching Strategies].  
  
    Draw Conclusion: Stated Information
The learner will be able to draw conclusions from information stated in an orally read passage.
Strand Bloom's Scope Hours Source
Draw Conclusion Comprehension Master 3.0 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.115; 31, p.116; 34, p.116; 38, p.116; 39 week tested: 22.
Instructional Resources
- Shared reading, teacher models thinking through the problem [Teaching Strategies].  
Assessment Resources
- questions, provide opportunities to state conclusions [Teaching Strategies].  
  
    Detail: Recall
The learner will be able to recall details from a sequence of information.
Strand Bloom's Scope Hours Source
Detail Comprehension Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.116; 36 week tested: 22.
Instructional Resources
- graphic organizer, story maps [Teaching Strategies].  
Assessment Resources
- asking questions, use picture cards to sequence stories [Teaching Strategies].  
  

Writing

    Purposes: Identify
The learner will be able to identify purpose(s) for writing.
Strand Bloom's Scope Hours Source
Writing Purposes Knowledge Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.126; 9 week tested: 22.
Instructional Resources
- model writing, teacher will "think aloud" [Teaching Strategies].  
Assessment Resources
- journal writing, questioning [Teaching Strategies].  
  
    Writing as a Process: Edit
The learner will be able to recognize the terms edit and revise as used in the writing process (POWER).
Strand Bloom's Scope Hours Source
Writing as a Process Knowledge Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, W Standard 1 week tested: 22.
Instructional Resources
- model writing, introduce editing charts, assisted writing [Teaching Strategies].  
Assessment Resources
- journal writing, writing samples [Teaching Strategies].  
  

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.

    Informational
The learner will be able to understand informational, nonfiction stories read orally.
Strand Bloom's Scope Hours Source
Informational Text Application Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.27; 25, p.27; 26, p.31; 38, p.31; 39, p.31; 40 week tested: 22.
Instructional Resources
- read a wide range of books, read informational text [Textbook].  
Assessment Resources
- questions, teacher-made tests, oral retellings [Teaching Strategies].  
  

Language Mechanics

    Endmark: Exclamation Point/Identify/Use
The learner will be able to correctly identify an exclamation point at the end of a sentence.
Strand Bloom's Scope Hours Source
Endmark Application Master Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.75; 12, p.76; 14 week tested: 22.
Unit Instructional Resources
- model writing, conduct mini-lessons on capitalization [Teaching Strategies].  
Unit Assessment Resources
- journal writing, observations in writing [Teaching Strategies].  
  
    Capitalization: Days/Recognize
The learner will be able to recognize the correct capitalization for days of the week.
Strand Bloom's Scope Hours Source
Capitalization: Proper Nouns Knowledge Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.75; 5, p.130; 19, p.142; 37 week tested: 22.
Unit Instructional Resources
- model writing, conduct mini-lessons on capitalization [Teaching Strategies].  
Unit Assessment Resources
- journal writing, observations in writing [Teaching Strategies].  
  
    Capitalization: Names of People
The learner will be able to capitalize the names of people.
Strand Bloom's Scope Hours Source
Capitalization: Proper Nouns Application Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.75; 9 week tested: 22.
Unit Instructional Resources
- model writing, conduct mini-lessons on capitalization [Teaching Strategies].  
Unit Assessment Resources
- journal writing, observations in writing [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).

    Sequence: Identify Order
The learner will be able to identify the order of events which occur within a reading selection.
Strand Bloom's Scope Hours Source
Sequence Comprehension Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.31; 38 week tested: 22.
Instructional Resources
- graphic organizer, story map [Teaching Strategies].  
Assessment Resources
- games, worksheets, picture cards [Teaching Strategies].  
  
    Reading Aloud: Comprehension/Show
The learner will be able to demonstrate comprehension when reading aloud on appropriately leveled text (POWER).
Strand Bloom's Scope Hours Source
Reading Aloud Application Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.2.3 week tested: 22.
Instructional Resources
- guided reading, brainstorm as a pre-reading activity, modeling, [Teaching Strategies].  discussion
Assessment Resources
- questions, project, performance assessment, DRA [Teaching Strategies].  
  
    Construct Meaning: Words/Sentences
The learner will be able to construct meaning by using the relationship between words and sentences (POWER).
Strand Bloom's Scope Hours Source
Constructing Meaning: Strategies Application Master 1.0 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.10 week tested: 22.
Instructional Resources
- model writing, interactive writing, guided reading, [Teaching Strategies].  
Assessment Resources
- journal writing, student writing samples, observations, questioning [Teaching Strategies].  
  
    Organization: Strategies/Apply
The learner will be able to use pictures/simple sentences to visually organize information (POWER).
Strand Bloom's Scope Hours Source
Organization Application Master 1.5 AR: ACTAAP - Benchmark and EOC Exams, 1998, Grade 4, R.1.16 week tested: 22.
Instructional Resources
- graphic organizer, model use of story maps, step-up-to-writing, [Teaching Strategies].  
Assessment Resources
- teacher observation, projects, performance assessment, writing samples [Teaching Strategies].  
  

Study and Research Skills
This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams. This unit includes developing organization and research skills needed to find appropriate resources, to judge resources as relevant or not relevant to a given topic, to categorize and synthesize information, to take notes in class, and to study for exams.

    Alphabetizing: One-step
The learner will be able to alphabetize to the first letter of a word.
Strand Bloom's Scope Hours Source
Alphabetizing Comprehension Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.88; 42, p.88; 44, p.126; 10 week tested: 22.
Instructional Resources
- model, cooperative learning, practice [Teaching Strategies].  
Assessment Resources
- games, worksheets, observations [Teaching Strategies].  
  
    Table of Contents: Use
The learner will be able to recognize a table of contents.
Strand Bloom's Scope Hours Source
Table of Contents Comprehension Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.129; 15, p.129; 16 week tested: 22.
Instructional Resources
- model, read books, practice [Teaching Strategies].  
Assessment Resources
- questions, observe individually [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.

    Word: Match Picture
The learner will be able to select the word that identifies a given illustration.
Strand Bloom's Scope Hours Source
Word Application Master 1.0 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.8; 1-30, p.9; 1-30 week tested: 22.
Instructional Resources
- read and discuss, model [Teaching Strategies].  
Assessment Resources
- games, teacher observation, worksheets [Teaching Strategies].  
  
    Consonant: Match Blend
The learner will be able to identify words with the same consonant blend as the given underlined section of a word.
Strand Bloom's Scope Hours Source
Consonant Knowledge Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.15; 15, p.16; 19, p.16; 21, p.19; 26 week tested: 22.
Instructional Resources
- model, practice [Teaching Strategies].  
Assessment Resources
- games, worksheets [Teaching Strategies].  
  
    Digraph: Match
The learner will be able to identify words with the same consonant digraph as the given underlined section of a word.
Strand Bloom's Scope Hours Source
Consonant: Digraph Knowledge Master 0.5 Stanford Achievement Test (SAT-9), Version 9, Primary 1, p.16; 16, p.16; 20, p.19; 31 week tested: 22.
Instructional Resources
- model, practice [Teaching Strategies].  
Assessment Resources
- games, worksheets [Teaching Strategies].  
  

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