Language arts skills allow one to fully participate in society. Although formally introduced in school, these skills are needed in all situations requiring interchange with others. Using English effectively empowers the individual to interpret his/her environment and to navigate the complex decision making process needed to manage the present and to anticipate the future.
It is important for students to understand that language arts skills are connected to all other learning situations. Even mathematical problem solving depends on the ability to use diverse reading strategies such as context clues and the identification of key words. To extend this concept further, reading strategies are essential for all from the gardener who is trying to follow printed instructions accompanying his/her new spraying device to the senior citizen who needs to understand the complex information on his/her health insurance policy.
Again, to exert influence on one's environment, one needs the tools to think critically and to communicate effectively. Today, largely because of electronic word processing, effective communication skill has become an essential criterion for procuring employment in most occupations including entry level positions.
Grades K - 4
Students will:
| use preparation and planning strategies prior to reading, listening and viewing |
| use appropriate strategies to monitor comprehension effectively |
| use acquired strategies to decode, define and use new words |
| use appropriate study skills to gain information and to organize effectively |
| revise oral, written and visual text to improve details |
| reflect on original text and choose work for publication or portfolio |
| consider audience and purpose prior to writing, speaking or presenting and edit text appropriately |
| deliver oral presentations appropriately |
| publish, display and share text with peers and parents |
| recognize differences among genres and apply the appropriate genre conventions to discuss text |
| use informational and practical text effectively |
| identify various literary devices in text |
| connect literature to personal experiences |
| recognize story similarities across cultures |
| carry out assigned roles in cooperative learning situations |
| reason and reach agreement by listening to others' ideals within specified discussion format |
| recognize words derived from other languages |
| recognize dialects within a language |
| understand how similar ideas are expressed in different languages |
| access information from print and electronic media |
| recognize various techniques used to produce media messages and the purposes of those techniques |
| create age-appropriate media products |
Grades 5 - 8
Students will:
| use understanding of textual genre to establish purpose, make predictions and generate questions |
| select and use effective planning strategies |
| monitor comprehension to confirm and revise predictions |
| invite critical response from peers |
| evaluate own oral, written and visual work |
| make choices regarding most appropriate genre for purpose and audience |
| edit text for written, oral and visual presentations |
| understand simple genres and create narrative text |
| comprehend and use conventions of common informational text |
| connect characters in literature to personal experiences |
| understand and monitor roles in cooperative discussion groups |
| listen and gather information through discussion and interviewing techniques |
| understand and respect diversity of dialects in languages |
| use understanding of diversity of language to appreciate differences in cultures |
| understand and use a variety of print and electronic media for research |
| understand the potential for bias in all forms of media |
Grades 9 - 12
Students will:
| access and apply prior knowledge from multiple sources to construct meaning |
| independently apply a variety of effective planning strategies to construct or to convey meaning |
| effectively monitor comprehension of information |
| use contextual understanding to build and communicate meaning |
| use writing as a learning tool |
| apply personal standards and prescribed criteria to evaluate own oral, written or visual text |
| consider audience and purpose in constructing informational text |
| edit writing for all standard conventions |
| recognize how conventions of informational and practical text are purposefully manipulated and be able to respond appropriately to that manipulation |
| construct and deepen understanding through productive interchange with others |
| use understanding of the interactions among languages and cultures |
| select appropriate technology to expand meaning |