| 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.
Grade 8
The Advanced 2 level of the Stanford Achievement Test, Ninth Edition (SAT-9) assesses students in either the spring of Grade 8 or the fall of Grade 9.
According the Reviewer's Edition of the assessment, there are seven subtests of Language Arts:
* Reading Vocabulary - This subtest assesses three kinds of vocabulary. "The synonyms portion of the subtest requires students to choose the word that means the same as a given stimulus word. The difficulty of the tested words is controlled to be appropriate for the grade level of the students taking a given test level. The multiple-meaning words portion of the subtest asks students to differentiate among the multiple meanings of a word. The context clues portion of the subtest uses words embedded in a stimulus sentence that is designed to clue the meaning of the word. To ensure that the use of context clues is being assessed, tested words are well above the target grade for each level."
* Reading Comprehension - There are three types of reading selections: Recreational, Textual, and Functional. "Within each type of text, test questions are constructed to measure the students' skill in four modes of comprehension: Initial Understanding - the ability to understand stated details or relationships; Interpretation - comprehension of implicit information and the ability to discern ideas that go beyond the text; Critical Analysis - the ability to analyze and evaluate information; and Reading Strategies - the ability to determine or describe strategies used by the writer or readers."
* Spelling - "The spelling words are presented in context, a format that provides students with a more realistic task than when the words are presented in isolation. Each spelling item consists of three sentences, each with an underlined tested word, and, from Primary 3 up, a 'No Mistake' option. Students must either recognize the misspelled word or recognize that all of the words are spelled correctly. Misspellings used reflect students' most common spelling errors, as identified in a major study of students' actual writing samples."
* Language Form S - This subtest has three sections. "The first section measures proficiency in mechanics - capitalization, punctuation, and usage. In this section, students must correct errors embedded in the underlined parts of sentences. Reflecting a real-life editing task, the response options for these items may included mixed errors from all categories of mechanics. The second section of the subtest assesses students' understanding of language expression, measure such objectives as run-ons, fragments, and awkward construction. In the third section, students are presented with short, grade-appropriate paragraphs that are followed by questions assessing additional language expression objectives usually measured only in the direct assessment of writing. These include the ability to recognize extraneous information, combine sentences, or use descriptive language. Different modes of writing are represented in the paragraphs, thus reinforcing the sound classroom practice of exposing students to as many different models of writing as possible."
* Study Skills - "Beginning at Intermediate 1, the Study Skills subtest measures students' ability to use various tools for learning, including resource books, the dictionary, parts of a book, library on-line systems, telephone book classified listings, and the newspaper. Knowledge of and proficiency in organizational methods, such as outlining and semantic mapping, are also measured."
* Listening - "Knowledge of word meaning is measured in the vocabulary portion of the Listening subtest. Tested vocabulary represents a carefully chosen sample of the types of words that students at each grade are likely to encounter in everyday life and in school. Comprehension is assessed with selections and questions that reflect the kinds of real-life listening material that students are confronted with, including stories, poems, instructional material, directions, advertisements, and announcements. Beginning at the Primary 3 level, students are encouraged to take notes as they listen and to refer to these notes as they answer the questions."
* Language From SA - This is an alternate language subtest. "The Language Form SA subtest takes a totally new approach to the assessment of language and writing skills by presenting students with scenarios that take language arts objectives out of isolation and put them into a real-life context that is relevant to students. This approach reflects the developmental nature of the writing process itself and evaluates linguistic achievement in a holistic fashion. Each scenario contains a specific writing task that a writer must complete for a given audience. The scenarios are divided into sections that reflect the prewriting, composing, and editing stages of writing. After each section, students answer questions that mirror these important stages of writing. Since spelling is commonly taught and used as part of the editing stage of writing, it is measured in context as part of the Language Form SA subtest."
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.
Language Expressions
This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.
This unit focuses on language conventions, structure, usage, and language study. It also addresses parts of speech, figures of speech, syntax, paragraph and sentence structure, word agreement, modifiers, and grammar.
Language Mechanics
This unit includes comprehending and applying the rules which govern punctuation and capitalization when writing and editing written works.
This unit includes comprehending and applying the rules which govern punctuation and capitalization when writing and editing written works.
Listening
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.
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 speaking, listening and viewing through a variety of informal and formal opportunities.
GRADES 5-8 (Student learning expectations:)
LSV.1.1. Respond orally to materials read, e.g., book reports, cooperative groups, literature circles.
LSV.1.2. Expand content-specific and personal vocabularies in listening and speaking.
LSV.1.3. Comprehend oral instructions.
LSV.1.4. Give and follow directions.
LSV.1.5. Listen and contribute to discussions.
LSV.1.6. Analyze and evaluate what is heard.
LSV.1.7. Summarize and paraphrase what others have said.
LSV.1.8. Read orally with meaning and expression.
LSV.1.9. Plan, develop and produce a visual presentation, using a variety of media such as videos, newspapers, magazines and computer images.
LSV.1.10. Recognize propaganda, bias and censorship.
LSV.1.11. Speak before a group to express or defend an opinion, present information, tell a story or share a visual display.
LSV.1.12. Conduct an interview.
LSV.1.13. Make and respond to introductions.
LSV.1.14. Use clear, concise language when speaking.
LSV.1.15. Exhibit effective use of body and voice.
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).
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 5-8 (Student learning expectations:)
R.1.1. Read individually and in groups.
R.1.2. Analyze related and implied main ideas and supportive details.
R.1.3. Analyze text using patterns of organization, such as story elements, cause and effect, comparison and contrast.
R.1.4. Analyze literature for purpose, ideas and style of author.
R.1.5. Read to discern validity of written material, such as propaganda and bias.
R.1.6. Read and follow directions.
R.1.7. Apply syntactic, semantic and phonetic cues to decode and construct meaning from print.
R.1.8. Employ background knowledge to aid in reading and writing, comprehension, problem-solving strategies and critical thinking.
R.1.9. Analyze features and organization of the text, e.g., bold type, glossary.
R.1.10. Compare literary elements, e.g., setting, character traits.
R.1.11. Apply literal and inferential comprehension strategies to analyze a variety of genres from diverse cultures and time periods.
R.1.12. Establish purpose for reading.
R.1.13. Demonstrate proficiency in oral reading, e.g., shared reading activities.
R.1.14. Expand content-specific and personal vocabularies in reading.
R.1.15. Employ comprehension strategies, such as prediction, skimming and sequencing.
R.1.16. Evaluate and react critically to what has been read.
CONTENT STANDARD 2:
Students will demonstrate a willingness to use reading to continue to learn, to communicate and to solve problems independently.
GRADES 5-8 (Student learning expectations:)
R.2.1. Read a variety of materials for a variety of purposes.
R.2.2. Self-select reading materials from libraries and other sources.
R.2.3. Choose reading to satisfy, extend and expand personal interests.
R.2.4. Choose reading as an information-gathering tool to develop informed opinions and make decisions.
R.2.5. Read to research an idea using various technical resources.
R.2.6. Use library and reference skills.
Spelling
This unit includes studying language and word structure knowledge to discern the correct spelling of words. It includes skills related to editing passages for correct spelling by making connections between spelling, meaning, and structure.
This unit includes studying language and word structure knowledge to discern the correct spelling of words. It includes skills related to editing passages for correct spelling by making connections between spelling, meaning, and structure.
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.
Vocabulary
This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.
This unit includes studying and applying knowledge of word structure (bases and affixes), concrete analogies, synonyms, antonyms, and syllables. It also includes applying knowledge of connotation, denotation and words with multiple levels of meaning.
Writing
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.
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 5-8 (Student learning expectations:)
W.1.1. Write in class for uninterrupted periods of time about experiences, thoughts and attitudes of self and others.
W.1.2. Write in a variety of forms, such as personal narrative, dialogue, persuasive essays, messages and letters, poetry, advertisements.
W.1.3. Write to reflect personal, multicultural and universal ideas.
W.1.4. Analyze thinking through the writing of explanations, directions, outlines and story maps.
W.1.5. Collect, organize, and present data from wide variety of informational and technological resources, e.g., CD-ROM and interviews.
W.1.6. Maintain and evaluate a collection of writing samples.
W.1.7. Apply a variety of prewriting activities including clustering, brainstorming, dialogue, drawing, role playing and learning logs.
W.1.8. Develop a first draft that focuses on a central idea.
W. 1.9. Revise writing based on student-teacher collaborative feedback in order to re-examine for purpose, audience, voice and sentence effectiveness.
W.1.10. Edit using resources to correct spelling, punctuation, grammar and usage.
W.1.11. Select a publishing form and produce a completed writing product.
CONTENT STANDARD 2:
Students will apply knowledge of language structure and language conventions (e.g., spelling and punctuation) to print and nonprint texts.
GRADES 5-8 (Student learning expectations:)
W.2.1. Use developmentally appropriate spelling, usage and mechanics in writing.
W.2.2. Use reference materials, such as thesaurus and dictionary.
W.2.3. Use computer tools, such as thesaurus, dictionary, spell check.
W.2.4. Expand content-specific and personal vocabularies in writing.
W.2.5. Evaluate style in relation to purpose and audience.
Language Arts Processes
Language Arts Processes is an integrated Language Arts unit. It addresses multiple processes: reading, writing, speaking, listening, viewing, and representing. This unit includes language processes used in real-world, career, and other settings as well as traditional school settings. Language Arts Processes also deals with multiple forms of text: written, oral, and visual.
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.
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