literacy grade level expectations for grade kindergarten.doc

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1、Connecticut PK- 8 English Language Art Curriculum StandardsOctober 2009IntroductionThe Connecticut PreK-8 English Language Arts Curriculum Standards template is intended to be a structure by which a school district may develop its own literacy curriculum. Literacy in Connecticut addresses reading, w

2、riting, listening, speaking, viewing, and presenting. This document is not to be used as a comprehensive curriculum. It is expected a district download this document and add to it as necessary, adding columns for strategies, materials and resources, professional development, family connections, etc.

3、 It is through rich discussions between administrators, teachers, and staff that an effective, aligned PK-12 curriculum must be developed. Curriculum must be directly linked to a districts vision, mission, cascading goals, instructional practices, pacing guides, resources and materials, formative an

4、d summative assessments, embedded, ongoing professional development, and personnel evaluations. Curriculum development must be guided and supported by leadership. Time and money must be allocated for sustained, ever-evolving curriculum development. Curriculum and instructional changes must be founde

5、d on accurate data collection, disaggregation, analysis, evaluation, and presentation.Foundation The 2006 Connecticut English Language Arts Curriculum Framework is the foundation on which the 2007 Connecticut PreK-8 English Language Arts Curriculum Standards template was developed. The format, which

6、 is structured by grade levels, includes the original broad framework (first column), aligned to more specific grade-level expectations (second column), and correlated to assessment expectations (third column). Additionally, aligned lesson plans and pacing guides, for after reading comprehension for

7、mative assessments, are included as links on the CSDE website. These documents present the content, concepts, and skills that students need to be literate in the 21st century. The expectations, which are aligned with the Preschool Curriculum Framework, are clearly aligned with national standards of

8、the International Reading Association and the National Council of Teachers of English, and are similar in scope and sequence to the highly respected standards of California and Massachusetts. Educators representing districts across the state, the Regional Education Service Centers, professional orga

9、nizations, and higher education assisted in writing and reviewing the standards, which were then reviewed by the Leadership and Learning Center, Englewood, CO. StructureTo the extent possible, skills and strategies included in the Connecticut PreK-8 English Language Arts Curriculum Standards templat

10、e reflect a distinct progression from one grade level to the next. In general, however, literacy skills and strategies spiral across grade levels. Therefore, differentiation of instruction from grade to grade requires students apply a greater depth of knowledge to increasingly complex instructional

11、materials. It is imperative educators examine the grade level expectations of previous grades, their own grade taught, and succeeding grades. Grade level expectations are cumulative, and by the end of a particular grade level students should know and be able to do everything required up to and inclu

12、ding that grade level (e.g., at the end of grade four, GLE expectations include skills and strategies from pre-K through grade four). Teachers must continue to work with students who have not met prior years grade level expectations.Alignment and IntegrationThe Connecticut PreK-8 English Language Ar

13、ts Curriculum Standards template must be used, as a district develops its literacy curriculum, in conjunction with other content area frameworks and documents, such as:n Connecticut Preschool Frameworkn Connecticut Preschool Assessment Frameworkn Early Reading Success State Modulesn Reading First St

14、ate Modulesn 2006 Connecticut English Language Arts Curriculum Frameworkn English Language Learner (ELL) Frameworkn Connecticut Blueprint for Reading Achievement: The Report of the Early Reading Success Paneln Beyond the Blueprint: Literacy in Grades 4-12 and Across the Content Areasn Connecticut Ma

15、stery Test Fourth Generation Language Arts Handbookn Connecticut Academic Performance Test Reading and Writing Across the Disciplinesn Connecticuts Framework for RTI Using Scientific Research-Based Interventions-SRBI: Improving Education for All Students n Information and Technology Literacy Framewo

16、rkn Special Educationn Gifted and Talentedn Thinking About Quality Curriculum: What the Experts Teach UsTexts and MaterialsA districts literacy curriculum must allow for students to have opportunity to read and interact with texts:n offering a range of primary and secondary nonfiction texts (e.g., n

17、ewspaper, magazine and internet articles; reference books; journals; speeches; lectures; reports; summaries; interviews; editorials; essays; memos; letters; biographies; autobiographies; memoirs; quotes; reviews; contracts and legal documents; trade; workplace and consumer documents; narrated nonfic

18、tion; travelogues; maps; charts; graphs; photographs; drawings; graphics; images; documentaries); n offering a range of fictional texts (e.g., anthologies, artwork, movies, novels, novellas, picture books, plays, poems, short stories, song lyrics, vignettes) in varied genres (e.g., mysteries, suspen

19、se, thrillers, historical fiction, horror, humor, romance, science fiction, fantasy, myths, legends, westerns); n considering diversity (e.g., age, disabilities, ethnicity, family background, gender, health, interest, lifestyle, nationality, native language, parental status, physical appearance, sex

20、ual orientation, socio-economic status, race, talents);n considering reading abilities (e.g., talented and gifted, English language learners, special education, struggling readers), and n providing a balance (e.g., assigned v choice, classics v contemporary, difficult v easy, long v short, single so

21、urce v multiple documents).Additionally, it is expected curriculum challenge and engages all students, offering relevance to each students life in the 21st century. A curriculum must reflect enduring understandings, what is important for students to know and do, and with what is worth a student bein

22、g familiar.Suggested ResourcesAssociation for Supervision and Curriculum Development www.ascd.orgPREKINDERGARTENREADINGStudents comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard.State ELA FrameworksState Preschool FrameworkGrade-Level Ex

23、pectationsAssessments1. Reading and Responding Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.1.3 Students select and apply strategies to facilitate word recognition and develop vocabula

24、ry in order to comprehend text.Educational experiences will assure that preschool children: show independent interest in reading-related activities attend to a story demonstrate book awareness recognize matching sounds and some printed letters recognize several printed wordsConcepts About Print1. De

25、monstrate book awareness, e.g., hold book upright, turn pages from front of book to the back, and scan pages from top to bottom and left to right.2. Recognize printed letters, e.g., letters in childs name.3. Recognize familiar printed words.4. Recognize print conveys meaning, e.g., environmental pri

26、nt.5. Demonstrate independent interest in reading-related activities, e.g., independently chooses a book and tells a story to peers.Preschool Assessment FrameworkCOG 10 Shows understanding of storiesCOG 11 Displays book knowledgeCOG 13 Identifies printed wordsP&S 1 Shows self-direction with a range

27、of materialsP&S 3 Participates in teacher-led group activities1. Reading and Responding 1.3 Educational experiences will assure that preschool children: recognize matching sounds and some printed letters recognize several printed wordsPhonological Awareness6. Identify spoken words that rhyme.7. Oral

28、ly produce rhyming words.8. Segment and blend initial sounds.9. Identify spoken words with similar initial sounds.10. Identify the number of syllables in two-syllable words.11. Imitate initial sounds.COG 12 Recognizes similar sounds in speechCOG 13 1. Reading and Responding 1.3 Educational experienc

29、es will assure that preschool children: recognize matching sounds and some printed letters recognize several printed wordsPhonics12. Identify both upper and lower case letters of the alphabet.13. Recognize familiar letter-sound correspondences.COG 12COG 131. Reading and Responding 1.3 Educational ex

30、periences will assure that preschool children: recognize matching sounds and some printed letters recognize several printed wordsHigh-Frequency Words14. Recognize high-frequency words in isolation.COG 12COG 131. Reading and Responding 1.3Educational experiences will assure that preschool children: r

31、ecognize several printed words participate in group musical experiences, which may include listening to music, singing songs, doing finger plays and using musical instruments recognize simple patterns an duplicate or extend themFluency15. Articulate patterns in books, rhymes and songs.16. Read or si

32、ng along with books, rhymes and songs.COG 13COG 4 Recognizes and makes patternsCRE 4 Sings and responds to music1. Reading and Responding 1.3Educational experiences will assure that preschool children: demonstrate understanding of basic conversational vocabulary demonstrate understanding of messages

33、 in conversation speak for a variety of other purposesVocabulary17. Predict meanings of unknown words, using prior knowledge, context, photos, illustrations and diagrams.18. Use newly learned vocabulary during class discussions.COG 8 Uses complex sentences and vocabularyCOG 9 Understands and partici

34、pates in conversations1. Reading and Responding 1.1 Students use appropriate strategies before, during and after reading in order to construct meaning.1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation.2. Exploring and Responding to Literature Student

35、s read and respond to classical and contemporary texts from many cultures and literary periods.2.1 Students recognize how literary devices and conventions engage the reader.Educational experiences will assure that preschool children: make and verify predications about what will occur use multiple-wo

36、rd sentences or phrases to describe ideas, feelings, and actions. speak for a variety of other purposes.Reading ComprehensionStudents will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectati

37、ons. Students will read, view, listen to and write about a variety of fiction and nonfiction contemporary, classical, multicultural and culturally relevant texts in all content areas. Teachers will be culturally responsive to students. Students will provide evidence from text to support all oral, wr

38、itten and presented responses about text.Before Reading19. Set a context, using pre-reading strategies, such as predicting, picture walks, activating prior knowledge/connections and questioning.20. Activate prior knowledge to aid comprehension of fiction and nonfiction texts.21. Predict outcomes bas

39、ed on clues in a text by answering teacher-led questions, e.g., What do you think will happen next?1. Reading and Responding 1.1 1.2 2. Exploring and Responding to Literature2.1 2.2 Students explore multiple responses to literature.2.3 Students recognize and appreciate that contemporary and classica

40、l literature has shaped human thought. 2.4 Students recognize that reads and authors are influences by individual, social, cultural and historical contexts.Educational experiences will assure that preschool children: demonstrate understanding of basic conversational vocabulary demonstrate understand

41、ing of messages in conversation make and verify predications about what will occur use symbols or drawings to express thoughts, feelings, and ideasDuring Reading22. Ask questions when things do not make sense.23. Create pictures that represent thoughts from read-aloud or shared readings.24. Make con

42、nections between text and self.25. Make predictions.COG 1 Engages in scientific inquiryCOG 9 COG 14 Uses writing to convey meaningCRE 2 Draws and paints to represent own ideas1. Reading and Responding 1.1 1.2 1.4 Students communicate with others to create interpretations of written, oral and visual

43、texts.2. Exploring and Responding to Literature2.1 2.2 2.3 2.4 Educational experiences will assure that preschool children: retell information from a storyAfter Reading26. Answer “who,” “what,” “when,” “where,” “why” and “how” questions about the characters, setting, plot, theme, conflict, and point

44、 of view in a story.27. Retell information from a story.28. Identify the characters in a story.29. Draw conclusions after listening to a story.30. Recognize there are different text structures, e.g., Once upon a time beginnings fairytales; Hickory, dickory, dock nursery rhymes.COG 101. Reading and R

45、esponding 1.2Educational experiences will assure that preschool children: show independent interest in reading-related activitiesReading Reflection/Behaviors31. Choose a book to “read” and share it with teacher/classmates.32. Independently “read” books.P&S 1COG 10PREKINDERGARTENORAL LANGUAGEStudents

46、 will listen and speak to communicate ideas clearly.State ELA FrameworksState Preschool FrameworkGrade-Level ExpectationsAssessments1. Reading and Responding 1.4 3. Communicating with Others Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.3.

47、1 Students use descriptive, narrative, expository, persuasive and poetic modes.4. Applying English LanguageConventions Students apply the conventions of standard English in oral, written and visual communication.4.1 Students use knowledge of their language and culture to improve competency in English.Educational experiences will assure that preschool children: demonstrate understanding of