Students in the primary grades learn to recognize and decode printed words, developing the skills that are the foundations for independent reading. They discover the alphabetic principle (sound-symbol match) and learn to use it in figuring out new words. They build a stock of sight words that helps them to read quickly and accurately with comprehension. By the end of the third grade, they demonstrate fluent oral reading, varying their intonation and timing as appropriate for the text.

Notes:

By the end of the K–3 program:

A. Use letter-sound correspondence knowledge and structural analysis to decode words.

B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.

By the end of the 4–7 program:

This standard is a K-3 standard. Therefore, there are no benchmarks beyond third grade.

By the end of the 8–10 program:

This standard is a K-3 standard. Therefore, there are no benchmarks beyond third grade.

By the end of the 11–12 program:

This standard is a K-3 standard. Therefore, there are no benchmarks beyond third grade.

Benchmarks

Acquisition of Vocabulary Standard

Students acquire vocabulary through exposure to language-rich situations, such as reading books and other texts and conversing with adults and peers. They use context clues, as well as direct explanations provided by others, to gain new words. They learn to apply word analysis skills to build and extend their own vocabulary. As students progress through the grades, they become more proficient in applying their knowledge of words (origins, parts, relationships, meanings) to acquire specialized vocabulary that aids comprehension.

Notes:

By the end of the K–3 program:

A. Use context clues to determine the meaning of new vocabulary.

B. Read accurately high- frequency sight words.

C. Apply structural analysis skills to build and extend vocabulary and to determine word meaning.

D. Know the meaning of specialized vocabulary by applying knowledge of word parts, relationships and meanings.

E. Use resources to determine the meanings and pronunciations of unknown words.

By the end of the 4–7 program:

A. Use context clues and text structures to determine the meaning of new vocabulary.

B. Infer word meaning through identification and analysis of analogies and other word relationships.

C. Apply knowledge of connotation and denotation to learn the meanings of words.

D. Use knowledge of symbols, acronyms, word origins and derivations to determine the meanings of unknown words.

E. Use knowledge of roots and affixes to determine the meanings of complex words.

F. Use multiple resources to enhance comprehension of vocabulary.

By the end of the 8–10 program:

A. Use context clues and text structures to determine the meaning of new vocabulary.

B. Examine the relationships of analogical statements to infer word meanings.

C. Recognize the importance and function of figurative language.

D. Explain how different events have influenced and changed the English language.

E. Apply knowledge of roots and affixes to determine the meanings of complex words and subject area vocabulary.

F. Use multiple resources to enhance comprehension of vocabulary.

By the end of the 11–12 program:

A. Verify meanings of words by the author’s use of definition, restatement, example, comparison, contrast and cause and effect.

B. Distinguish the relationship of word meanings between pairs of words encountered in analogical statements.

C. Explain the influence of the English language on world literature, communications and popular culture.

D. Apply knowledge of roots, affixes and phrases to aid understanding of content area vocabulary.

E. Use multiple resources to enhance comprehension of vocabulary.

Benchmarks

Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard

Students develop and learn to apply strategies that help them to comprehend and interpret informational and literary texts. Reading and learning to read are problem solving processes that require strategies for the reader to make sense of written language and remain engaged with texts. Beginners develop basic concepts about print (e.g., that print holds meaning) and how books work (e.g., text organization). As strategic readers, students learn to analyze and evaluate texts to demonstrate their understanding of text. Additionally, students learn to self-monitor their own comprehension by asking and answering questions about the text, self-correcting errors and assessing their own understanding. They apply these strategies effectively to assigned and self-selected texts read in and out of the classroom.

Notes:

By the end of the K–3 program:

A. Establish a purpose for reading and use a range of reading comprehension strategies to understand literary passages and text.

B. Make predictions from text clues and cite specific examples to support predictions.

C. Draw conclusions from information in text.

D. Apply reading skills and strategies to summarize and compare and contrast information in text, between text and across subject areas.

E. Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).

F. Apply and adjust self-monitoring strategies to assess understanding of text.

By the end of the 4–7 program:

A. Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.

B. Apply effective reading comprehension strategies, including summarizing and making predictions, and comparisons using information in text, between text and across subject areas.

C. Make meaning through asking and responding to a variety of questions related to text.

D. Apply self-monitoring strategies to clarify confusion about text and to monitor comprehension.

By the end of the 8–10 program:

A. Apply reading comprehension strategies to understand grade- appropriate text.

B. Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).

C. Use appropriate self-monitoring strategies for comprehension.

By the end of the 11–12 program:

A. Apply reading comprehension strategies to understand grade- appropriate texts.

B. Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative and synthesizing).

C. Use appropriate self-monitoring strategies for comprehension.

Benchmarks

Informational, Technical and Persuasive Text Standard

Students gain information from reading for purposes of learning about a subject, doing a job, making decisions and accomplishing a task. Students need to apply the reading process to various types of informational texts, including essays, magazines, newspapers, textbooks, instruction manuals, consumer and workplace documents, reference materials, multimedia and electronic resources. They learn to attend to text features, such as titles, subtitles and visual aids, to make predictions and build text knowledge. They learn to read diagrams, charts, graphs, maps and displays in text as sources of additional information. Students use their knowledge of text structure to organize content information, analyze it and draw inferences from it. Strategic readers learn to recognize arguments, bias, stereotyping and propaganda in informational text sources.

Notes:

By the end of the K–3 program:

A. Use text features and structures to organize content, draw conclusions and build text knowledge.

B. Ask clarifying questions concerning essential elements of informational text.

C. Identify the central ideas and supporting details of informational text.

D. Use visual aids as sources to gain additional information from text.

E. Evaluate two- and three- step directions for proper sequencing and completeness.

By the end of the 4–7 program:

A. Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information.

B. Recognize the difference between cause and effect and fact and opinion to analyze text.

C. Explain how main ideas connect to each other in a variety of sources.

D. Identify arguments and persuasive techniques used in informational text.

E. Explain the treatment, scope and organization of ideas from different texts to draw conclusions about a topic.

F. Determine the extent to which a summary accurately reflects the main idea, critical details and underlying meaning of original text.

By the end of the 8–10 program:

A. Evaluate how features and characteristics make information accessible and usable and how structures help authors achieve their purposes.

B. Identify examples of rhetorical devices and valid and invalid inferences, and explain how authors use these devices to achieve their purposes and reach their intended audiences.

C. Analyze whether graphics supplement textual information and promote the author’s purpose.

D. Explain and analyze how an author appeals to an audience and develops an argument or viewpoint in text.

E. Utilize multiple sources pertaining to a singular topic to critique the various ways authors develop their ideas (e.g., treatment, scope and organization).

By the end of the 11–12 program:

A. Analyze the features and structures of documents and critique them for their effectiveness.

B. Identify and analyze examples of rhetorical devices and valid and invalid inferences.

C. Critique the effectiveness and validity of arguments in text and whether they achieve the author’s purpose.

D. Synthesize the content from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics.

E. Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject.

Benchmarks

Literary Text Standard

Students enhance their understanding of the human story by reading literary texts that represent a variety of authors, cultures and eras. They learn to apply the reading process to the various genres of literature, including fables, folk tales, short stories, novels, poetry and drama. They demonstrate their comprehension by describing and discussing the elements of literature (e.g., setting, character and plot), analyzing the author’s use of language (e.g., word choice and figurative language), comparing and contrasting texts, inferring theme and meaning and responding to text in critical and creative ways. Strategic readers learn to explain, analyze and critique literary text to achieve deep understanding.

Notes:

By the end of the K–3 program:

A. Compare and contrast plot across literary works.

B. Use supporting details to identify and describe main ideas, characters and setting.

C. Recognize the defining characteristics and features of different types of literary forms and genres.

D. Explain how an author’s word choice and use of methods influences the reader.

E. Identify the theme of a literary text.

By the end of the 4–7 program:

A. Describe and analyze the elements of character development.

B. Analyze the importance of setting.

C. Identify the elements of plot and establish a connection between an element and a future event.

D. Differentiate between the points of view in narrative text.

E. Demonstrate comprehension by inferring themes patterns and symbols.

F. Identify similarities and differences of various literary forms and genres.

G. Explain how figurative language expresses ideas and conveys mood.

By the end of the 8–10 program:

A. Analyze interactions between characters in literary text and how the interactions affect the plot.

B. Explain and analyze how the context of setting and the author’s choice of point of view impact a literary text.

C. Identify the structural elements of the plot and explain how an author develops conflicts and plot to pace the events in literary text.

D. Identify similar recurring themes across different works.

E. Analyze the use of a genre to express a theme or topic.

F. Identify and analyze how an author uses figurative language, sound devices and literary techniques to shape plot, set meaning and develop tone.

G. Explain techniques used by authors to develop style.

By the end of the 11–12 program:

A. Analyze and evaluate the five elements (e.g., plot, character, setting, point of view and theme) in literary text.

B. Explain ways characters confront similar situations and conflict.

C. Recognize and analyze characteristics of subgenres and literary periods.

D. Analyze how an author uses figurative language and literary techniques to shape plot and set meaning.

E. Critique an author’s style.

Benchmarks

Writing Process Standard

Students’ writing develops when they regularly engage in the major phases of the writing process. The writing process includes the phases of prewriting, drafting, revising and editing and publishing. They learn to plan their writing for different purposes and audiences. They learn to apply their writing skills in increasingly sophisticated ways to create and produce compositions that reflect effective word and grammatical choices. Students develop revision strategies to improve the content, organization and language of their writing. Students also develop editing skills to improve writing conventions.

Notes:

By the end of the K–2 program:

A. Generate ideas for written compositions.

B. Develop audience and purpose for self-selected and assigned writing tasks.

C. Use organizers to clarify ideas for writing assignments.

D. Use revision strategies and resources to improve ideas and content, organization, word choice and detail.

E. Edit to improve sentence fluency, grammar and usage.

F. Apply tools to judge the quality of writing.

G. Publish writing samples for display or sharing with others, using techniques such as electronic resources and graphics.

By the end of the 3–4 program:

A. Generate ideas and determine a topic suitable for writing.

B. Determine audience and purpose for self-selected and assigned writing tasks.

C. Apply knowledge of graphics or other organizers to clarify ideas of writing assessments.

D. Spend the necessary amount of time to revisit, rework and refine pieces of writing.

E. Use revision strategies to improve the coherence of ideas, clarity of sentence structure and effectiveness of word choices.

F. Use a variety of resources and reference materials to select more effective vocabulary when editing.

G. Edit to improve sentence fluency, grammar and usage.

H. Apply tools to judge the quality of writing.

I. Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics.

By the end of the 5–7 program:

A. Generate writing topics and establish a purpose appropriate for the audience.

B. Determine audience and purpose for self-selected and assigned writing tasks.

C. Clarify ideas for writing assignments by using graphics or other organizers.

D. Use revision strategies to improve the overall organization, the clarity and consistency of ideas within and among paragraphs and the logic and effectiveness of word choices.

E. Select more effective vocabulary when editing by using a variety of resources and reference materials.

F. Edit to improve fluency, grammar and usage.

G. Apply tools to judge the quality of writing.

H. Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics.

By the end of the 8–10 program:

A. Formulate writing ideas and identify a topic appropriate to the purpose and audience.

B. Determine the usefulness of organizers and apply appropriate pre-writing tasks.

C. Use revision strategies to improve the style, variety of sentence structure, clarity of the controlling idea, logic, effectiveness of word choice and transitions between paragraphs, passages or ideas.

D. Edit to improve sentence fluency, grammar and usage.

E. Apply tools to judge the quality of writing.

F. Prepare writing for publication that is legible, follows an appropriate format and uses techniques such as electronic resources and graphics

By the end of the 11–12 program:

A. Formulate writing ideas, and identify a topic appropriate to the purpose and audience.

B. Select and use an appropriate organizational structure to refine and develop ideas for writing.

C. Use a variety of strategies to revise content, organization and style, and to improve word choice, sentence variety, clarity and consistency of writing.

D. Apply editing strategies to eliminate slang and improve conventions.

E. Apply tools to judge the quality of writing.

F. Prepare writing for publication that follows an appropriate format and uses a variety of techniques to enhance the final product.

Benchmarks

Writing Applications Standard

Students need to understand that various types of writing require different language, formatting and special vocabulary. Writing serves many purposes across the curriculum and takes various forms. Beginning writers learn about the various purposes of writing; they attempt and use a small range of familiar forms (e.g., letters). Developing writers are able to select text forms to suit purpose and audience. They can explain why some text forms are more suited to a purpose than others and begin to use content-specific vocabulary to achieve their communication goals. Proficient writers control effectively the language and structural features of a large repertoire of text forms. They deliberately choose vocabulary to enhance text and structure their writing according to audience and purpose.

Notes:

By the end of the K–2 program:

A. Compose writings that convey a clear message and include well-chosen details.

B. Write responses to literature that demonstrate an understanding of a literary work.

C. Write friendly letters and invitations complete with date, salutation, body, closing and signature.

By the end of the 3–4 program:

A. Write narrative accounts that develop character, setting and plot.

B. Write responses to literature that summarizes main ideas and significant details and support interpretations with references to the text.

C. Write formal and informal letters that include important details and follow correct letter format.

D. Write informational reports that include facts, details and examples that illustrate an important idea.

By the end of the 5–7 program:

A. Use narrative strategies (e.g., dialogue and action) to develop characters, plot and setting and to maintain a consistent point of view.

B. Write responses to literature that extend beyond the summary and support judgments through references to the text.

C. Produce letters (e.g., business, letters to the editor, job applications) that address audience needs, stated purpose and context in a clear and efficient manner.

D. Produce informational essays or reports that convey a clear and accurate perspective and support the main ideas with facts, details, examples and explanations.

E. Use persuasive strategies, including establishing a clear position in support of a proposition or a proposal with organized and relevant evidence.

By the end of the 8–10 program:

A. Compose narratives that establish a specific setting, plot and a consistent point of view, and develop characters by using sensory details and concrete language.

B. Write responses to literature that extend beyond the summary and support references to the text, other works, other authors or to personal knowledge.

C. Produce letters (e.g., business, letters to the editor, job applications) that follow the conventional style appropriate to the text, include appropriate details and exclude extraneous details and inconsistencies.

D. Use documented textual evidence to justify interpretations of literature or to support a research topic.

E. Write a persuasive piece that states a clear position, includes relevant information and offers compelling evidence in the form of facts and details.

By the end of the 11–12 program:

A. Compose reflective writings that balance reflections by using specific personal experiences to draw conclusions about life.

B. Write responses to literature that provide an interpretation, recognize ambiguities, nuances and complexities and that understand the author’s use of stylistic devices and effects created.

C. Produce functional documents that report, organize and convey information and ideas accurately foresee readers’ problems or misunderstandings and that include formatting techniques that are user friendly.

D. Produce informational essays or reports that establish a clear and distinctive perspective on the subject, include relevant perspectives, take into account the validity and reliability of sources and provide a clear sense of closure.

E. Use a range of strategies to elaborate and persuade when appropriate, including appeal to logic, use of personal anecdotes, examples, beliefs, expert opinions or cause-effect reasoning.

Benchmarks

Writing Conventions Standard

Students learn to master writing conventions through exposure to good models and opportunities for practice. Writing conventions include spelling, punctuation, grammar and other conventions associated with forms of written text. They learn the purpose of punctuation: to clarify sentence meaning and help readers know how writing might sound aloud. They develop and extend their understanding of the spelling system, using a range of strategies for spelling words correctly and using newly learned vocabulary in their writing. They grow more skillful at using the grammatical structures of English to effectively communicate ideas in writing and to express themselves.

Notes:

By the end of the K–2 program:

A. Print legibly using appropriate spacing.

B. Spell grade-appropriate words correctly.

C. Use conventions of punctuation and capitalization in written work.

D. Use grammatical structures in written work.

By the end of the 3–4 program:

A. Write legibly in finished drafts.

B. Spell grade-appropriate words correctly.

C. Use conventions of punctuation and capitalization in written work.

D. Use grammatical structures to effectively communicate ideas in writing.

By the end of the 5–7 program:

A. Use correct spelling conventions.

B. Use conventions of punctuation and capitalization in written work.

C. Use grammatical structures to effectively communicate ideas in writing.

By the end of the 8–10 program:

A. Use correct spelling conventions.

B. Use correct punctuation and capitalization.

C. Demonstrate understanding of the grammatical conventions of the English language.

By the end of the 11–12 program:

A. Use correct spelling conventions.

B. Use correct punctuation and capitalization.

C. Demonstrate understanding of the grammatical conventions of the English language.

Benchmarks

Research Standard

Students define and investigate self-selected or assigned issues, topics and problems. They locate, select and make use of relevant information from a variety of media, reference and technological sources. Students use an appropriate form to communicate their findings.

Notes:

By the end of the K–2 program:

A. Generate questions for investigation and gather information from a variety of sources.

B. Retell important details and findings.

By the end of the 3–4 program:

A. Identify a topic of study, construct questions and determine appropriate sources for gathering information.

B. Select and summarize important information and sort key findings into categories about a topic.

C. Create a list of sources used for oral, visual, written or multimedia reports.

D. Communicate findings orally, visually and in writing or through multimedia.

By the end of the 5–7 program:

A. Formulate open-ended research questions suitable for inquiry and investigation and develop a plan for gathering information.

B. Locate and summarize important information from multiple sources.

C. Organize information in a systematic way.

D. Acknowledge quoted and paraphrased information and document sources used.

E. Communicate findings orally, visually and in writing or through multimedia.

By the end of the 8–10 program:

A. Formulate open-ended research questions suitable for investigation and adjust questions as necessary while research is conducted.

B. Evaluate the usefulness and credibility of data and sources.

C. Organize information from various resources and select appropriate sources to support central ideas, concepts and themes.

D. Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.

E. Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.

By the end of the 11–12 program:

A. Formulate open-ended research questions suitable for inquiry and investigation and adjust questions as necessary while research is conducted.

B. Compile, organize and evaluate information, take notes and summarize findings.

C. Evaluate the usefulness and credibility of data and sources and synthesize information from multiple sources.

D. Use style guides to produce oral and written reports that give proper credit for sources (e.g., words, ideas, images and information) and include an acceptable format for source acknowledgement.

E. Communicate findings, reporting on the substance and processes orally, visually and in writing or through multimedia.

Benchmarks

Communications: Oral and Visual Standard

Students learn to communicate effectively through exposure to good models and opportunities for practice. By speaking, listening and providing and interpreting visual images, they learn to apply their communication skills in increasingly sophisticated ways. Students learn to deliver presentations that effectively convey information and persuade or entertain audiences. Proficient speakers control language and deliberately choose vocabulary to clarify points and adjust presentations according to audience and purpose.

Notes:

By the end of the K–2 program:

A. Use active listening strategies to identify the main idea and to gain information from oral presentations.

B. Connect prior experiences, insights and ideas to those of a speaker.

C. Follow multi-step directions.

D. Speak clearly and at an appropriate pace and volume.

E. Deliver a variety of presentations that include relevant information and a clear sense of purpose.

By the end of the 3–4 program:

A. Demonstrate active listening strategies by asking clarifying questions and responding to questions with appropriate elaboration.

B. Respond to presentations and media messages by stating the purpose and summarizing main ideas.

C. Use clear and specific vocabulary to communicate ideas and to establish tone appropriate to the topic, audience and purpose.

D. Identify examples of facts and opinions and explain their differences.

E. Organize presentations to provide a beginning, middle and ending and include concrete details.

F. Clarify information in presentations through the use of important details from a variety of sources, effective organization and a clear focus.

G. Deliver a variety of presentations, using visual materials as appropriate.

By the end of the 5–7 program:

A. Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media.

B. Explain a speaker’s point of view and use of persuasive techniques in presentations and visual media.

C. Vary language choice and use effective presentation techniques, including voice modulation and enunciation.

D. Select an organizational structure appropriate to the topic, audience, setting and purpose.

E. Present ideas in a logical sequence and use effective introductions and conclusions that guide and inform a listener’s understanding of key ideas.

F. Give presentations using a variety of delivery methods, visual materials and technology.

By the end of the 8–10 program:

A. Use a variety of strategies to enhance listening comprehension.

B. Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.

C. Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

D. Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques.

E. Give informational presentations that present ideas in a logical sequence, include relevant facts and details from multiple sources and use a consistent organizational structure.

F. Provide persuasive presentations that use varied speaking techniques and strategies and include a clear controlling idea or thesis.

G. Give presentations using a variety of delivery methods, visual displays and technology.

By the end of the 11–12 program:

A. Use a variety of strategies to enhance listening comprehension.

B. Evaluate the clarity, quality, effectiveness and overall coherence of a speaker’s key points, arguments, evidence, organization of ideas, delivery, diction and syntax.

C. Select and use effective speaking strategies for a variety of audiences, situations and purposes.

D. Give persuasive presentations that structure ideas and arguments in a logical fashion, clarify and defend positions with relevant evidence and anticipate and address the audience’s concerns.

E. Give informational presentations that contain a clear perspective, present ideas from multiple sources in logical sequence and include a consistent organizational structure.

F. Give presentations using a variety of delivery methods, visual displays and technology.

K-12 English Language Arts

Grade-Level Indicators