Old Orchard Beach Learning Results/K-5
Reading/Language Arts
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K-5 READING/LANGUAGE ARTS |
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CONTENT STANDARD |
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Students will communicate effectively for a variety of purposes. |
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Performance Indicators |
Assessment Strategies |
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K-2 speak in an organized manner using age appropriate vocabulary |
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• (K) share personal needs daily at circle time |
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• (1) speak in complete sentences using correct grammar |
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• (2) speak in complete sentences using correct grammar |
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K-2 understand rules of social communication |
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• (K) practice total body listening, taking turns, greeting |
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• (1) show respect for other speakers |
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• (2) practice conversational etiquette (make eye contact, take turns, use appropriate body language and facial expressions, respond |
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with appropriate words and voice) |
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K-2 follow through with two step directions |
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• (K) follow two step directions given orally |
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• (1) follow two-three step directions given orally |
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• (2) read and follow a simple two step direction |
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• (2) follow three step written directions |
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K-2 present point of view and listens to another's point of view |
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• (K) participate orally in group discussions |
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• (1) do a simple oral presentation (show and tell/author circle reading project presentation) |
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• (2) do a simple oral presentation (show and tell/author circle reading project presentation) |
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K-2 respond to and ask questions |
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• (K) differentiate between questions and comments |
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• (1) demonstrate the difference between a question and a comment |
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• (2) make relevant comments & ask questions for information |
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K-2 restate information to identify the intended message |
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• (K) repeat directions for activity |
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• (K) clarify order of directions |
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• (1) restate directions to a peer |
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• (2) restate directions to a peer |
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K-2 use voice and language for a variety of purposes |
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• (K) understand difference between an indoor and outdoor voice |
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• (K) imitate character voices for telling a story |
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• (K) practice different voices for a variety of purposes (performances, sharing, reading, conversation) |
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• (1) demonstrate appropriate intonation for punctuation |
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• (1) participate in choral reading, singing and chanting using charts, big books or memorization |
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• (2) begin to demonstrate appropriate intonation for punctuation |
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K-2 express emotions in an appropriate manner |
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• (K) practice self-control of voice and actions |
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• (1) communicate needs and wants to others (I want, I don't like it because…, I would like) |
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• (2) continue to communicate needs and wants to others |
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K-2 make informed judgments and explain reasons for judgments |
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• see Career Prep/Social Curriculum |
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K-2 deliver an age appropriate oral presentation |
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• (K) retell stories, share during circle time, read own writing |
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• (1) participate in whole and small group sharing |
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• (2) deliver an oral presentation using eye contact, appropriate posture and voice |
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• (2) deliver a book talk on a book they've read |
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K-2 practice presenting thoughts and information through student -produced media |
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• (2) present information through student-produced products (drawings, songs, poems) |
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3-5 speak in an organized manner using age appropriate vocabulary |
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• (3) speak in complete sentences using correct grammar |
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• (3) relate events in sequential order |
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• (4) choose meaningful vocabulary when speaking |
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• (5) utilize appropriate and varied vocabulary when speaking |
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3-5 understand rules of social communication, for ex.: turn taking (speaking/listening), eye contact, |
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body language |
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• (3) wait to be recognized before speaking |
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• (3) maintain physical respect with regards to body language/eye contact when listening and speaking |
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• (4) demonstrate knowledge of physical gestures and eye contact in their own presentations |
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• (5) demonstrate and practice appropriate social communication skills |
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3-5 follow through with multiple step directions |
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• (3/4) follow 3-4 step oral and written directions |
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• (5) follow multiple step oral and written directions |
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3-5 present point of view and listens to another's point of view |
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• (3-5) express and accept personal opinions, both written and orally |
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3-5 respond to and ask questions |
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• (3-5) make relevant and appropriate responses and comments |
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• (3-5) ask pertinent questions |
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• (4/5) apply responses to questions |
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3-5 restate information to identify the intended message |
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• (3) restate and clarify directions to a peer |
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• (4) rephrase information in an oral or written manner |
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• (5) revise information in an oral or written manner |
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3-5 use voice and language for a variety of purposes |
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• (3) express intent in a clear manner for a variety of purposes |
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• (4) choose appropriate voice and language in a given situation |
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• (5) choose and apply appropriate voice and language in a given situation |
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3-5 express emotions in an appropriate manner |
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•(3) communicate in an effective and appropriate manner |
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• (4) express emotions orally or in writing |
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• (5) describe emotions orally or in writing |
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3-5 make informed judgments and explain reasons for judgments |
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• see Career Prep/Social Curriculum |
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• (4) state and substantiate opinion |
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• (5) support judgments with evidence |
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3-5 deliver an age and/or grade appropriate oral presentation |
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• (3/4) deliver an oral and/or written presentation using proper eye contact, appropriate posture and voice |
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• (5) deliver a more extensive presentation, using skills (i.e., eye contact, voice, use of notes, preparation) |
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3-5 interpret and evaluate information |
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• (3) demonstrate an understanding of presented information by a variety of means such as retellings or responding to specific and |
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inferred questions |
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• (4) comprehend and make judgments about given information |
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• (5) apply information to a new situation |
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K-5 READING/LANGUAGE ARTS |
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CONTENT STANDARD |
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Students will use standard rules and conventions of written and spoken language. |
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Performance Indicators |
Assessment Strategies |
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K-2 regularly use appropriate conventions of the English language |
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• (K) print upper and lower case letters in D'nealian manuscript |
• Students in K-2 will complete |
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• (K) use temporary spelling during writing time |
writing samples in the fall and |
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• (K) use environmental print |
spring for comparison with a grade |
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• (K) print first name with correct capitals (first letter capitalized, rest small letters) |
level checklist. |
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• (K) differentiate among period, question mark, and exclamation point |
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• (1) apply their knowledge of print concepts to daily/weekly writing |
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• (1) begin to use some basic mechanics (i.e., punctuation, capitals/lower case, spacing) in their writing |
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• (1) write first and last name with capitals and lower case letters |
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• (1) apply a combination of temporary/phonetic and conventional spelling to their writing |
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• (2) spell unknown words phonetically so they are "readable" |
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• (2) use capital letters on names, the word "I", on titles of books and on the first word of a sentence; and recognize that other words begin |
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with capitals because they are proper nouns |
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• (2) spell 75-100 sight words correctly (Fry's First 100 Words) |
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K-2 edit written work for punctuation, capitalization, spelling |
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• (1) check for capitalization, punctuation, spacing (repair) |
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• (2) recognize several punctuation marks (period, question mark, exclamation mark, quotation marks (talking marks) and comma) |
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and use or edit for correct ending marks on sentences |
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3-5 regularly use appropriate conventions of the English language: (spelling, word usage, sentence construction, punctuation, |
• Students in grades 3, 7, 9, and 10 |
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capitalization, grammar, handwriting, complete sentences, paragraphing) |
will complete writing samples in |
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• (3) write all letters and numbers of the alphabet in both print and cursive neatly |
the fall and spring for scoring. |
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• (3) write complete sentences with capital letters and ending marks |
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• (3) spell anywhere from 300-1000 words accurately using the most commonly used word lists |
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• (3) sustain writing for 30 minutes |
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• (4) write complete sentences using proper mechanics and grammar |
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• (4) apply spelling skills and knowledge to daily written work |
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• (4) know and use basic parts of speech (noun, verb, adjective) |
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• (4) write in paragraph format |
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• (5) explain parts of speech (noun, verb, adjective, adverb, pronoun, preposition) |
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• (5) demonstrate sentence structure (complete and correct, varied in structure and length) |
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• (5) demonstrate mechanics (correct spelling, capitalization, punctuation) of writing |
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3-5 revise and edit written work relative to audiences and purposes: ( topic development, organization, details, sentences, |
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wording mechanics) |
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• (3) write a paragraph that pertains to a selected topic, is sequential, has a beginning, middle, end and make sense |
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• (3) respond to a writing prompt using legible handwriting, complete sentences, thoughtful spelling and proper punctuation |
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• (4/5) recognize and correct written work as needed |
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• (5) select appropriate words, use descriptive language and effective verbs when writing |
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• (5) use interesting and relevant details that support the focus |
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• (5) develop a topic (i.e., topic sentence, stays on topic, own ideas, creative) |
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3-5 present information for a defined purpose |
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• (3) present factual information |
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• (4) present information for a defined purpose: descriptive, narrative writing |
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• (5) present information for a defined purpose in all subject areas |
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K-5 READING/LANGUAGE ARTS |
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CONTENT STANDARD |
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Students will access and use information for a variety of purposes. |
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Performance Indicators |
Assessment Strategies |
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K-2 formulate questions to ask when gathering information |
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• (1) exhibit knowledge of a proper question |
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• (2) ask clear questions for the purpose of gaining information |
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K-2 access a bookmarked site on a computer (move to computer?) |
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• (2) open a bookmarked site |
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K-2 sort and classify data |
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• (K) classify and sort objects into categories (letters, toys, clothing) |
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• (1) search for books by author and subject |
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• (2) search for books by author and subject |
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K-2 distinguish fact and opinion and relevant/not relevant |
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• (1) articulate between real and not real |
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• (2) search for information relevant to a particular question or interest |
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K-2 apply appropriate pre-search strategies |
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• (1) retrieve and use information needed for writing stories |
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• (2) locate a book and one other source for information |
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• (2) identify one other source for information |
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K-2 locate library resources |
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• (K) visit library weekly |
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• (1) identify areas of library for information books |
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• (2) locate library reference sections, fiction and non-fiction shelves |
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K-2 address the central question |
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• (K) sustain a 30 minute instructional period (instructions, doing the activity, sharing with teacher) |
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• (1) investigate a topic for sustained period of time |
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• (2) develop a question to research |
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K-2 interpret information |
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• (1) express verbally information learned through a library search |
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3-5 apply appropriate pre-search strategies |
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• (3) discuss ahead of time where to go to find needed information |
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• (3) utilize the library and other pertinent sources to acquire needed materials |
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• (4) choose appropriate materials to gather information |
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• (4) skim and scan to locate information |
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• (5) locate several sources for information |
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3-5 interpret information |
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• (3) gather necessary information from teacher selected materials |
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• (4) extract pertinent information from selected materials |
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• (5) extract and apply pertinent information from selected materials |
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• (5) practice research skills (note taking, organization of information) |
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3-5 present information obtained from research in a variety of ways and for a defined purpose |
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• (3) express results of research through oral presentations, written report, or physical examples |
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• (4) use multiple forms to demonstrate understanding of research materials |
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• (5) demonstrate research related writing through hands on projects, written report and oral presentations |
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K-5 READING/LANGUAGE ARTS |
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CONTENT STANDARD |
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Students will read effectively for a variety of purposes. |
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Performance Indicators |
Assessment Strategies |
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K-2 appreciate and read literature for enjoyment |
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• (K) explore wide variety of literature |
• During 1999-2000 students in |
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• (K) participate in a 15 minute sustained silent reading period |
grade K-3 will be assessed by the |
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• (1) demonstrate a love for children's literature |
Developmental Reading Assessment |
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• (1) sustain silent reading for 15 minutes |
administered in the fall and spring. |
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• (1) apply their knowledge of print concepts to read predictable books (left to right, book handling, know front and back, identify |
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between letter and a word, matches spoken word to printed word) |
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• (2) engage in a variety of reading activities |
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• (2) sustain silent reading for 20 minutes |
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K-2 determine the meaning of unknown words using a dictionary or other resource material |
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• (2) use a table of contents to locate pages or chapters |
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• (2) alphabetize words to the second letter |
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• (2) locate the title page of a book and find the author's name and copyright date |
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• (2) find a word in a simple dictionary or glossary |
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K-2 select and use materials appropriate for age and ability |
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• (K) use appropriate book handling skills (i.e. front - back, top - bottom, left - right) |
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• (1) use an appropriate strategy for selecting a book (5-finger test; 3 bears) |
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• (2) use an appropriate strategy for selecting a book |
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K-2 use a variety of strategies to decode unknown words such as: |
• K-1 students will be assessed with |
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- picture clues, re-reading, phonetic analysis and structural analysis and context clues |
the 100 word list. |
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• (K) identify and names upper and lower case letters out of sequence |
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• (K) correctly verbalizes all of the initial consonant sounds |
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• (K) differentiate between a letter and a word |
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• (K) use initial consonants to decode |
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• (K) use predictable text |
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• (1) apply picture clues; reread, phonetic rules/to unknown words, patterns, skips and goes on |
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• (1) differentiate between word and a sentence |
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• (1) recognize and read patterns in predictable text |
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• (2) differentiate between a line and a sentence |
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• (2) apply context clues, phonetic rules, visual clues and structural clues to decode unknown words |
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• (2) apply decoding strategies independently |
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• (2) self-correct for meaning |
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K-2 restate or summarize information |
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• (K) retell a story by identifying beginning, middle and end |
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• (1) retell a story using story elements such as: characters and plot in a sequential order |
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• (2) retell a picture book story naming the main character, setting, problem, ending and main events in sequence |
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• (2) summarize information from reading |
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K-2 read and identify a variety of genres such as; drama, poetry, fairy tales, folk tales, biographies |
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• (K) identify difference between a poem and a story |
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• (K) explore other genres |
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• (1) differentiate among informational books, fairy tales, poems, plays |
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• (2) explore different genres (newspaper, biographies, informational books, fairy tales, poems, plays) |
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K-2 read for knowledge |
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• (K) interpret picture books for information |
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• (1) demonstrate that reading is a way to gain information about the world |
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• (1) describe purposes for reading such as for pleasure, information |
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• (2) read simple informational texts |
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K-2 read with comprehension |
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• (1) respond to questions and discuss stories they have read |
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• (2) read for understanding |
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• (2) explain relationship between cause and effect |
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K-2 make and confirm prediction about what will be found in the text |
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• (K) make story predictions |
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• (1) use picture clues and prior knowledge to make predictions |
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• (2) use context clues and prior knowledge to make predictions |
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K-2 distinguish between fiction/non-fiction |
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• (K) distinguish between real and make believe |
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• (1) distinguish between stories and true facts |
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• (2) use correct terminology to distinguish between fiction/non-fiction |
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K-2 demonstrate a basic sight word vocabulary (150-200 words) |
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• (K) identify 10 sight words |
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• (1) instantly recognize the 100 word list |
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• (2) demonstrate a basic sight vocabulary of at least 150 words |
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3-5 appreciate and enjoy literature |
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• (3) read independently for enjoyment and information using appropriate materials |
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• (3/4) sustain silent reading for 30 minutes |
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• (4/5) self select literature for enjoyment |
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3-5 select material appropriate for age and ability |
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• (3) choose material appropriate for ability and of interest to themselves |
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• (4) use appropriate strategies to self select material (ex: 5 finger test) |
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• (5) select material appropriate to age and ability |
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3-5 use a variety of strategies to decode unknown words such as: picture clues, re-reading, phonetic analysis |
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and structural analysis and context clues |
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• (3) use phonemic awareness |
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• (3) apply context clues, phonetic rules (to known words) |
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• (3) apply decoding strategies independently |
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• (3) self correct for meaning |
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• (4) apply a variety of strategies to decode unknown words and bring sense to their reading |
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• (5) apply reading strategies (decoding, vocabulary and comprehension skills) |
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3-5 restate or summarize information |
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• (3) retell with understanding written material |
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• (4) identify main ideas |
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• (5) read for knowledge and/or restate and/or summarize information (book report, journal), role plays or produce projects |
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3-5 read and identify a variety of genres such as; drama, poetry, historical fiction, realistic fiction, biography, mystery, |
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animal stories, adventure, folk tales and tall tales |
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• (3) enjoy reading a variety of genres |
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• (4) recognize and identify a variety of genres |
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• (4) understand and identify important elements in a variety of genres |
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• (5) identify and read different types of genres: science fiction, mystery, fiction, fables, myths |
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• (5) create a class book (authors/genres) library project |
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3-5 read for knowledge |
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• (3-5) read fluently for a specific purpose (both orally or silently) |
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3-5 read with comprehension |
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• (3) read for understanding and respond appropriately to a variety of different questioning techniques |
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• (4) reflect with understanding on what has been read |
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• (5) compare/contrast situations or events or people or characters |
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• (5) predict outcomes |
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• (5) analyze characters |
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• (5) sequence events/happenings |
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• (5) demonstrate knowledge of what is read |
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3-5 make and confirm prediction about what will be found in the text |
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• (3) predict outcome, then read to verify if prediction was accurate |
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• (4/5) develop proficiency in predicting and verifying outcomes |
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3-5 determine the meaning of unknown words using a dictionary or other reference sources |
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• (3) use a dictionary or other reference source when coming in contact with unknown words |
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• (4/5) apply knowledge of guide words to locate words in a dictionary |
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• (4/5) select appropriate meaning of an unknown word in a given context |
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3-5 identify story elements and the author's purpose |
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• (3) state characters, setting, problem, solution, climax, author's purpose, etc. in an effective, orderly, grade appropriate manner |
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• (4/5) recognize and describe story elements and author's purpose |
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• (5) identify story elements (setting, character, plot) and author's purpose |
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• (5) recognize theme and conflict in novel studies |
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K-5 READING/LANGUAGE ARTS |
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CONTENT STANDARD |
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Students will write effectively for a variety of purposes. |
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Performance Indicators |
Assessment Strategies |
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K-2 write letters, words and sentences legibly (manuscript) |
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• (K) print first name correctly |
• Students in K-2 will complete |
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• (K) print upper case letters correctly |
writing samples in the fall and |
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• (K) use environmental print |
spring for comparison with a grade |
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• (1) write first and last name correctly |
level checklist. |
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• (1) distinguish when capitals are used |
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• (2) use capital and lower case appropriately |
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K-2 sequence stories into beginning/middle/end |
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• (K) dictate a story with beginning/middle/end |
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• (1) write a three-five sentence story with beginning/middle/end |
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• (2) write a ten sentence story with beginning/middle/end |
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K-2 recognize the stages of the writing process: prepare, dare, repair, share |
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• (K) prepare and share their stories |
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• (1) prepare, dare, repair (capitals, spacing, punctuation) and share their stories |
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• (2) understand that writing is a non-linear process (that includes prepare, dare, repair and share) |
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K-2 write with a purpose and awareness of audience |
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• (K) participate in author's circle and writing workshop |
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• (1) maintain a focus on the assigned topic |
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• (1) participate in author's circle and writing workshop |
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• (2) develop topic with details |
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• (2) produce a written story in response to a prompt |
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K-2 write for twenty minutes |
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• (K) sustain a 20 minute writing period (includes writing name, date, picture and story) |
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• (1) sustain writing for 15 minutes (actual writing) |
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• (2) sustain writing for 15 - 20 minutes (actual writing) |
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K-2 can use a variety of writing forms: poems, letter (personal), report, short stories, journals, visual display, |
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research projects |
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• (K) write (individually) in their journals, page of a class book, cards |
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• (K) write as a group thank you notes, daily news |
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• (1) write in their journals, stories, letters and individually |
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• (2) write in a variety of forms: formula poems, story, personal journal, report, personal letter |
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3-5 write letters, words and sentences legibly (cursive) |
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• (3) write all letters of the alphabet using cursive writing |
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• (4/5) write legibly in both manuscript and cursive |
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3-5 use a logical sequence |
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• (3-5) write in sequential order when responding to all types of written assignments |
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3-5 apply stages of writing process: brainstorming (organizing, webs, charts and lists), prewriting (rough draft), |
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editing/revising (conferencing), final draft |
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• (3) follow all stages of the writing process in an effective manner |
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• (4) apply stages of the writing process to produce, on demand, a well-developed piece of writing |
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• (5) understand and apply the writing process: brainstorm, rough draft, revision, edit, final draft |
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3-5 write with a purpose, voice and awareness of audience |
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• (3) produce a one to two page written response to a prompt |
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• (4) develop a relevant, on topic piece of writing with detail |
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• (5) show an awareness of audience and purpose while developing voice |
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3-5 sustain writing process for forty-five minutes |
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• (3) sustain writing for approximately 30-35 minutes |
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• (4) sustain writing for approximately 35-40 minutes |
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• (5) sustain writing for approximately 45-50 minutes |
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3-5 can use a variety of writing forms: poems, letter (personal), report, short stories, journals, visual display, |
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research reports, essays, research paper (at least 1-2 pp), research projects |
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• (3) write reports, short stories, journals, prompts, book reports, retellings |
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• (4) develop proficiency with a variety of writing forms |
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• (4) choose and utilize an appropriate writing form for a given situation |
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• (5) develop and show a variety of writing forms |
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