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Ashdown Public School District 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. |
| Reading Operations |
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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). |
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Purposes: Establishing
The learner will be able to establish a purpose for reading (POWER).
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Matching: Riddle/Read/Select
The learner will be able to read a two-sentence riddle and select a picture answering the riddle.
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Detail: Identify
The learner will be able to identify details from fiction and nonfiction reading passages.
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Nonfiction: Details/Identify
The learner will be able to identify details from a nonfiction passage.
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Decode: Cueing Systems/Apply
The learner will be able to apply knowledge of the major cueing systems to decode text (POWER).
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| Writing |
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This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama.
STRAND 1: WRITING CONTENT STANDARD 1: Students will employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. GRADES K-4 (Student learning expectations:) W.1.1. Move from visual and spoken experiences to written language through positive modeling. W.1.2 Understand the relationship between letters and words, words and sentences, sentences and paragraphs, and paragraphs and whole pieces. W.1.3. Follow patterns from predictable books, poems and stories. W.1.4. Use individual and collective strategies for finding and developing ideas about which to write. W.1.5. Write from experiences and thoughts. W.1.6. Write in one or more subject areas daily. W.1.7. Recognize and express cultural diversity in writing. W.1.8. Respond appropriately to the writing of others. W.1.9. Use the responses of others to review writing for clarity, style and content. W.1.10. Acquire information with the use of computers and other available technology to gather, write and revise texts. W.1.11. Write in a variety of modes, such as journals, stories, poems, letters, interviews and notes. W.1.12. Write for a variety of audiences, such as peers, parents, teachers and community. W.1.13. Write for a variety of purposes, such as to persuade, to enjoy, to entertain, to inform, to record, to respond to reading and to solve problems. W.1.14. Develop a collection of writings. CONTENT STANDARD: Students will apply knowledge of language structure and language conventions (e.g., spelling and punctuation) to print and nonprint texts. GRADES K-4 (Student learning expectations:) W.2.1. Write independently on self-selected topics. W.2.2. Organize information according to criteria for importance and impact rather than according to availability. W.2.3. Work in cooperative groups to produce a written product. W.2.4. Monitor progress of self and others. W.2.5. Accept responsibility for completing writing tasks. W.2.6. Edit writing for developmentally appropriate spelling, usage, mechanics, grammar, vocabulary, handwriting and content accuracy. W.2.7. Publish writing in a variety of ways, such as class anthologies, public readings, newsletters, newspapers, bulletin boards, sharing with others and books. This unit focuses on each stage of the writing process: prewriting, writing, revising, and publishing. It includes skills covering a variety of organizational formats and purposes for writing (communicating ideas, opinions, and feelings, clarifying thoughts, and solving problems). Some example writing formats are: expository, narrative, poetry, and drama. |
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Edit: Spelling
The learner will be able to edit for correct spelling (POWER).
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Writing as a Process: Publish
The learner will be able to recognize the term publishing as used in the writing process (POWER).
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Main Idea: Determine
The learner will be able to determine the main idea in his/her own writing.
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| Language Mechanics |
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Capitalization: Months/Recognize
The learner will be able to recognize the correct capitalization for the months of the year.
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Apostrophe: Contractions
The learner will be able to identify apostrophes with contractions.
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| Listening |
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This unit includes identifying and distinguishing between sounds and patterns in sounds, constructing meaning from information delivered verbally, and understanding and responding to verbal information.
STRAND 3: LISTENING, SPEAKING, AND VIEWING Content standard: Students will develop and apply the communication skills of listening, speaking and viewing through a variety of informal and formal opportunities. GRADES K-4 (Student learning expectations:) LSV.1.1. Listen for a variety of purposes such as enjoyment, information and details. LSV.1.2. Listen selectively and attentively to a variety of speakers. LSV.1.3. Listen to reinforce and extend learning through the use of technology. LSV.1.4. Listen to improve reading, oral and written performance. LSV.1.5. Develop strategies such as asking relevant questions, taking notes and making predictions for understanding what is heard. LSV.1.6. Listen to follow directions sequentially. LSV.1.7. Respond to artistic performances both verbal and musical. LSV.1.8. Share ideas in discussion, conversation and presentation. LSV.1.9. Respond appropriately to the thoughts and ideas of others. LSV.1.10. Contribute to class and small group discussions. LSV.1.11. Speak in complete sentences. LSV.1.12. Give reasons in support of opinions expressed. LSV.1.13. Tell and retell stories from writing, reading and pictures. LSV.1.14. Participate in collaborative speaking activities, such as choral reading, plays and reciting poems. LSV.1.15. Initiate and participate in conversations about reading. LSV.1.16. Read orally with meaning and expression. LSV.1.17. Explain directions for a particular purpose. LSV.1.18. Make and respond to introductions. LSV.1.19. Confirm understanding by paraphrasing ideas. LSV.1.20. Collaborate with others to solve and resolve problems. LSV.1.21. Use technology to enhance and evaluate oral performances and presentations. LSV.1.22. Check information for accuracy. LSV.1.23. Participate in discussion by alternating the roles of speaker and listener. LSV.1.24. Present work completed in subject areas to large and small groups in and out of the classroom for discussion. LSV.1.25. Discuss current events. LSV.1.26. Speak to a variety of audiences in a variety of places for a variety of reasons. LSV.1.27. Engage the audience with eye contact and appropriate verbal cues. LSV.1.28. Recognize when audiences do not understand the message and adapt speaking to clarify. LSV.1.29. Use clear, concise, organized language when speaking. LSV.1.30. Respond to questions from the audience. LSV.1.31. Give immediate, respectful, detailed feedback to a variety of speakers. LSV.1.32. Receive and use constructive feedback to improve speaking abilities. LSV.1.33. Make informed judgments about television, radio and film productions. LSV.1.34. Demonstrate an awareness of the presence of media in daily life. LSV.1.35. Evaluate the role media plays in focusing attention and forming opinions. LSV.1.36. Judge the extent to which media provide a source of entertainment as well as a source of information. LSV.1.37. Interpret the role of advertising as a part of media. This unit includes identifying and distinguishing between sounds and patterns in sounds, constructing meaning from information delivered verbally, and understanding and responding to verbal information. |
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Title: Select Appropriate
The learner will be able to select the appropriate title for an orally read passage.
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| 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. |
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Compound Word: Identify
The learner will be able to identify compound words in written form.
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| 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. |
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Narrative: Demonstrate Knowledge
The learner will be able to listen to and read narrative texts (POWER).
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| Spelling |
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Sight Words
The learner will be able to analyze a series of words and identify which word is spelled incorrectly.
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