English Success Standards

English Success Standards

Grades K - 12

English, Language Arts, and Reading

May 26, 2008

The authors of this document claim no copyright nor authorship privileges. The public is invited to utilize all or any part of this document without remuneration.

Table of Contents

Grade or Description Page

Definition of Terms 4

English, Language Arts, and Reading

Kindergarten 5

Grade 1 13

Grade 2 21

Grade 3 28

Grade 4 35

Grade 5 41

Intervention Strategies for Phonemic Awareness 46

Grade 6 49

Grade 7 55

Grade 8 60

Grade 9 -- English I 65

Grade 10 -- English II 73

Grade 11 -- English III 79

Grade 12 -- English IV 88

Bibliography -- Reference Materials 95

Contributors 97

3

DEFINITION OF TERMS

SYNTACTIC AWARENESS (GRAMMAR)

Syntactic awareness (i.e., grammar) refers to the student's ability to put phrases, clauses, and sentences together into correct and meaningful patterns. In this document, the term "syntactic awareness" as used in Pre-Kindergarten and Kindergarten indicates a listening/speaking skill--not the formal study of grammar.

PHONEMIC AWARENESS

The spoken word consists of a sequence of elementary sounds (phonemes). A phoneme is defined as the minimal change in sound that will change one word into another word: sit-> bit; top ->shop (see Figure 1, Intervention Strategies for Phonemic Awareness). Phonemic awareness is the ability to recognize and manipulate the number, type, and sequence of phonemes within the word. A syllable divides into two primary parts: onset and rime. The rime is the vowel and any consonant sounds that come after it. The onset, if it is there, consists of any consonant sounds that precede the vowel (e.g., split -- spl- is the onset and -it is the rime[see Figure 3, List of Phonemic Awareness Assessments]).

ALPHABETIC KNOWLEDGE

Alphabetic knowledge refers to the student's knowledge of symbols used to write English. Such knowledge includes letter names, alphabetic order, visual recognition of both lower and upper cases, written production of both lower and upper cases, and lower case and upper case correspondences.

PENMANSHIP

The student should be able to form legible letters--both lower and upper cases--in both manuscript style and cursive style.

PRINT CONCEPTS

Print concepts are the conventions and formats used in written English.

Directionality:

Left to right

Top to bottom

Front to back

Significance of spacing:

No space between letters of a word

A space between words

Empty line between paragraphs or indentation of paragraph

Titles and captions: as set apart from text

Punctuation and capitalization: as separating thoughts

Parts of a book (e.g., title page, table of contents, chapters, index, glossary)

Format of different genres (e.g., stanzas for poetic form)

ORTHOGRAPHIC KNOWLEDGE (SPELLING)

Orthographic knowledge refers to the knowledge of how the sounds (phonemes) of a language are mapped to the symbols (letters) of that language for use in reading and writing. Prerequisites for English orthographic knowledge are alphabetic knowledge and knowledge of the sounds (phonemes) used in English. Orthographic knowledge begins with the most basic mapping of letters to represent the 44 - 45 English phonemes. Published phonics programs typically cover 50 - 80 sound-symbol relationships or phonograms (see Figure 2, Amplified Chart of Basic Phonograms). More advanced orthographic knowledge consists of the mapping of letters to represent English syllables and morphemes. Because over the centuries English has imported vast amounts of vocabulary from other languages and generally retained the foreign spelling patterns, English orthography consists of over 2,000 sound-symbol relationships.

SYLLABLE

A syllable is a sound unit in English that contains at least a vowel and is legally pronounceable (e.g., "isp" is legal while "agf" is not).

MORPHEME

A morpheme is the minimal structure in English that conveys meaning. Morphemes range from a single letter (the "s" that makes a noun plural) to multisyllabic structures (i.e., "inter," "micro").

*e.g. -- As used in this document -- "for example" -- not requirements

i.e. -- As used in this document -- "that is to say"

English, Language Arts, and Reading -- Kindergarten.

Knowledge and Skills.

What the teacher is supposed to teach: What the students are supposed to learn:

(1) Listening and Speaking Skills. The student listens to various types of children’s literature. / The student is expected to:
(A) Listen to notable literary selections which are rich in vocabulary (e.g., Mother Goose rhymes, "Mary Had a Little Lamb," "Rain," "Twinkle, Twinkle, Little Star," "Cinderella," "The Little Red Hen," "A Tug of War," "The Ugly Duckling," The Velveteen Rabbit, Winnie-the-Pooh, One Morning in Maine).
(B) Discuss meaning of words and concepts from selections and discussions.
(C) Describe mental pictures of settings and characters.
(D) Retell selections; summarize selections.
(E) Answer orally in his/her own words direct questions dealing with the elements of the selections.
(F) Sing/recite rhymes and songs.
(G) Retell selections.
(H) Discuss the main idea or theme.
(I) Discuss sequence of events in selections.
(J) Summarize selections.
(K) Listen to develop an answer to a question which has been asked by the teacher before the selections are read.
(M) Predict what happens next.
(N) Make up a new ending.
(2) Grammar/Usage. The student discusses and demonstrates various sentence patterns. / The student is expected to (with adult assistance as needed):
(A) Orally use complete sentences; correct incomplete sentences when prompted.
(B) Change statement to question and vice versa.
(C) Demonstrate ability to state questions and statements in positive and negative forms.
(D) Change a statement from present, to past, and to future tenses.
(E) Change a statement from a singular to a plural subject and vice versa.
(F) Change a statement from first person to second person to third person -- singular and plural.
(G) Begin using the correct forms (person, number, tense) for the verbs "come," "see," "go," "do," "bring," and "be" in discussions, correcting self when prompted.
(H) Recognize as humorous, silly, or peculiar any statements that are produced by the incorrect order of words.
(I) Correct silly or peculiar statements by correcting errors in syntax.
(J) Identify capital letters and locate periods.
(K) Recognize that first letters in sentences should be capitalized.
(L) Recognize punctuation at the end of declarative sentences.
(M) Employ descriptive words to modify subjects and verbs
(3) Phonemic Awareness. The student orally demonstrates phonemic awareness (the understanding that the spoken word consists of a sequence of elementary sounds.) / The student is expected to:
(A)   Words
(i) Change the meaning of a sentence by changing a word.
(ii) Distinguish between long and short words and long and short objects (e.g., train, mosquito).
(iii) Segment orally a spoken phrase or sentence into words.
(iv) “Count” the number of words in an oral sentence by moving a manipulative for each word.
(B)   Syllables
(i) Segment orally a compound word into component words; blend the words back into compound words.
(ii) Segment/blend orally words into syllables.
(iii) Move manipulatives to represent syllables in a word.
(iv) Give what is left after deleting a syllable of a multisyllabic word.
(C)   Rhymes
(i) Sing or recite rhyming songs or stories.
(ii) Determine whether words rhyme or not.
(iii)Generate rhyming words.
(iv) Identify the non-rhyming word from
rhyming words in a group of three words.
(D)   Beginning sound
(i) Identify from a list of three words, those words that begin with the same sound.
(ii) Generate a word that has same beginning sound as a given word.
(iii) Identify, from a group of three words, the one that does NOT begin with the same sound.
(E) Ending sound
(i) Identify words that end with the same sound from a group of three words.
(ii)   Select the odd word from a group of three
words, two of which end with the same sound.
(F) Middle sound
(i) Identify words that have the same medial sound from a group of three words.
(ii) Select the odd word from a group of three words, two of which have the same medial sound.
(G) Onset-rime
(i) Blend onset and rime into a word (e.g., b - ag -> bag).
(ii) Segment word into onset and rime (e.g., bag - > b - ag).
(iii) Generate rhyming words by blending various onsets with a given rime.
(H) Phoneme
(i) Pronounce the sounds of a word to accentuate the individual phonemes.
(ii) Elongate individual sounds and move a manipulative to identify each sound in the spoken word.
(iii) Blend segmented phonemes of a word (e.g., b-a-g->bag) into the word.
(iv) Prolong pronunciation of the individual sounds of a word by moving a manipulative to "count" each phoneme of the word.
(v) Segment words into phonemes, clearly producing each individual sound.
(vi) Copy the teacher in making the 44 - 45 sounds (phonemes) of American English. (A chart describing how the sounds are made is found in Figure 1. An amplified chart showing the basic phonograms is found in Figure2.)
(vii) Determine whether the sounds are in his/her own name.
(viii) Count the sounds in her/his own name.
(4) Students who do not perform proficiently on informal phonemic awareness assessments by the end of kindergarten need to participate in intervention strategies (see Figures 1 and 3).
(5) Alphabetic Knowledge. The student demonstrates knowledge of the names of the letters and the order of the alphabet. / The student is expected to:
(A) Sing/recite the alphabet song.
(B) Recite alphabet in order, a to z.
(C) When given a letter name, choose the correct letter, upper and lower case; when given a letter, upper or lower case, indicate the correct name for the letter.
(D) Arrange given letters in alphabetical order.
(6) Penmanship. The student can discuss and demonstrate the basic principles of manuscript writing. / The student is expected to:
(A) Practice good posture when seated at a table/desk for writing purposes.
(B) Practice proper pencil gripping (using correct fingers to form vise to hold writing tool) while correctly positioning hand and arm in relationship to paper and desk.
(C) Produce correct formation of letters using starting point, directionality, and ending point for each letter.
(D) Identify the top/bottom, front/back, margins, lines on a sheet of paper.
(7) Print Concepts. The student demonstrates knowledge of concepts of print. / The student is expected to:
(A) Explain the purpose of reading.
(B) Track print left to right, top to bottom.
(C) Identify letters of the alphabet in a variety of type styles.
(D) Demonstrate that letters represent sounds.
(E) Demonstrate that groups of letters, read from left to right, can make a word.
(F) Demonstrate that a space separates words.
(G) Demonstrate that punctuation marks are separate and distinct from words.
(H) Demonstrate that end of sentence punctuation separates thoughts.
(I) Demonstrate that thoughts (sentences) begin with a capital letter.
(J) Demonstrate that names of people and specific places are capitalized.
(K) Identify cover, title page, and story text of kindergarten-level story book.
(L) Identify simple story structure--title, introduction of theme, supporting development, summary.
(8) Orthographic Knowledge (Spelling). The student demonstrates knowledge of the 44 - 45 phonemes of English. / The student is expected to:
(A) Alphabetic knowledge
(i) Sing/recite the alphabet (e.g., alphabet song).
(ii) Recite alphabet in order, a to z.
(iii) Choose, when given a letter name, the correct letter (upper and lower case). Indicate, when given a letter (upper or lower case), the correct name for the letter.
(B) Letter-sound (phonics) knowledge
(i) Write correct basic phonogram when each of the 44 - 45 English phonemes is dictated. The following list is a general delineation of written representations of these 44 - 45 phonemes and should be learned by the student as early as the student is able to assimilate them:
Kindergarten Basic Phonogram Chart
single letters a through z, including qu (/kw/)
er ay ou
ir ai ow
ur oy th
or oi wh
ar aw ee
sh au ng
ch oo
(ii) Write correct basic phonogram when each English phoneme is dictated.
(iii) Say correct basic phoneme when each English phonogram is dictated.
(iv) Identify which letters are consonants and which are vowels.
(v) Understand that more than one letter is needed to write some sounds in the English language (e.g., sh, ch, th, zh, ee, oi/oy, au/aw, ou/ow).
(vi) Correctly read and spell any cvc (consonant sound-vowel sound-consonant sound) word that uses the basic phonograms of English.
(C) Word attack (advanced letter-sound)
(i) Use morpheme -s/es to form plurals of nouns that do not require a change in base word (adding s or es to form plurals of nouns that do not require change in base word [e.g., dog-> dogs, fish->fishes] ).
(D) Word identification
(i) Read her/his own name.
(ii) Correctly read very high-frequency regular words (e.g., “and,” “that,” “not,” “for,” “with”) and irregular words (e.g., “the,” “of,” “you”).
(9) Composition. The student demonstrates beginning ability to compose and edit writing. / The student is expected to (with adult assistance as needed):
(A) Compose (orally) short sentences, changing first person pronouns to second person to third person, singular and plural.
(B) Write a declarative sentence and use a period at the end.
(C) Write an interrogative sentence and use a question mark at the end.
(D) Work with a group to compose brief accounts of experiences, letters, invitations, thank-you notes, story ideas (e.g., as teacher writes these which are then used for group reading, for individual reading, and later for individual copying).
(E) Develop a story independently and collaboratively and respond to questions of others about the story.
(F) Discuss group and individual writing for complete ideas and correct syntax.
(G) Know to capitalize the first word of sentence, the pronoun "I," names of persons and specific places.
(10) Reading Comprehension and Fluency. The student demonstrates sequential order. / The student is expected to:
(A) Tell a story in sequential order.
(B) Retell a story in sequential order.
(11) Independent Reading / Assigned Reading/ Guided Reading. The student listens to progressively more complicated reading selections. / The student is expected to:
(A) The student listens independently to stories and nursery rhymes which are rich in vocabulary.
(B) Answer orally in her/his own words direct questions dealing with elements of the selections (e.g., fables, fairy tales, poems, classical literature, factual stories about notable people, science, and history).
(C) Identify the story line and main idea(s) of the selections.
(D) Retell orally what has been read to him/her.
(E) Read materials daily at a comfortable, independent level (e.g., texts in which no more than 1 in 20 words is difficult for the reader).
(F) Read aloud (e.g., to teacher, mentor, tutor, aide) daily in materials that are challenging but manageable (e.g., texts in which no more than 1 in 10 words is difficult for the reader).
(12) Literary Emphasis. The student listens to traditional and current children's literature which is rich in vocabulary / The student is expected to:
(A) Listen to stories being read aloud (e.g., "Mother Goose" poems, "Dr.Seuss" books, Aesop's fables, James Thurber's Fables, Oscar Wilde's Fairy Tales, "Casey Jones," "Johnny Appleseed," American and folk legends).
(B) Follow in book when appropriate.
(C) Identify the main literary elements in fables, tall tales, and nursery rhymes.
(13) Literary Terms. The student defines and identifies examples of various literary terms. / The student is expected to:
(A) Identify the following terms: author, illustrator.
(B) Identify examples of literary terms (mentioned above) in literary selections.

English, Language Arts, and Reading -- Grade 1.