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1、Connecticut PK- 8 English Language Art Curriculum Standards October 2009 Connecticut State Department of Education1September 2009 Introduction The Connecticut PreK-8 English Language Arts Curriculum Standards template is intended to be a structure by which a school district may develop its own liter
2、acy curriculum. Literacy in Connecticut addresses reading, writing, listening, speaking, viewing, and presenting. This document is not to be used as a comprehensive curriculum. It is expected a district download this document and add to it as necessary, adding columns for strategies, materials and r
3、esources, professional development, family connections, etc. It is through rich discussions between administrators, teachers, and staff that an effective, aligned PK-12 curriculum must be developed. Curriculum must be directly linked to a districts vision, mission, cascading goals, instructional pra
4、ctices, pacing guides, resources and materials, formative and summative assessments, embedded, ongoing professional development, and personnel evaluations. Curriculum development must be guided and supported by leadership. Time and money must be allocated for sustained, ever-evolving curriculum deve
5、lopment. Curriculum and instructional changes must be founded on accurate data collection, disaggregation, analysis, evaluation, and presentation. Foundation The 2006 Connecticut English Language Arts Curriculum Framework is the foundation on which the 2007 Connecticut PreK-8 English Language Arts C
6、urriculum Standards template was developed. The format, which is structured by grade levels, includes the original broad framework (first column), aligned to more specific grade-level expectations (second column), and correlated to assessment expectations (third column). Additionally, aligned lesson
7、 plans and pacing guides, for after reading comprehension formative assessments, are included as links on the CSDE website. These documents present the content, concepts, and skills that students need to be literate in the 21st century. The expectations, which are aligned with the Preschool Curricul
8、um Framework, are clearly aligned with national standards of the International Reading Association and the National Council of Teachers of English, and are similar in scope and sequence to the highly respected standards of California and Massachusetts. Educators representing districts across the sta
9、te, the Regional Education Service Centers, professional organizations, and higher education assisted in writing and reviewing the standards, which were then reviewed by the Leadership and Learning Center, Englewood, CO. Structure To the extent possible, skills and strategies included in the Connect
10、icut PreK-8 English Language Arts Curriculum Standards template reflect a distinct progression from one grade level to the next. In general, however, literacy skills and strategies spiral across grade levels. Therefore, differentiation of instruction from grade to grade requires students apply a gre
11、ater depth of knowledge to increasingly complex instructional materials. It is imperative educators examine the grade level expectations of previous grades, their own grade taught, and succeeding grades. Grade level expectations are cumulative, and by the end of a particular grade level students sho
12、uld know and be able to do everything required up to and including that grade level (e.g., at the end of grade four, GLE expectations include skills and strategies from pre-K through grade four). Teachers must continue to work with students who have not met prior years grade level expectations. Alig
13、nment and Integration The Connecticut PreK-8 English Language Arts Curriculum Standards template must be used, as a district develops its literacy curriculum, in conjunction with other content area frameworks and documents, such as: Connecticut Preschool Framework Connecticut Preschool Assessment Fr
14、amework Early Reading Success State Modules Reading First State Modules 2006 Connecticut English Language Arts Curriculum Framework English Language Learner (ELL) Framework Connecticut State Department of Education2September 2009 Connecticut Blueprint for Reading Achievement: The Report of the Early
15、 Reading Success Panel Beyond the Blueprint: Literacy in Grades 4-12 and Across the Content Areas Connecticut Mastery Test Fourth Generation Language Arts Handbook Connecticut Academic Performance Test Reading and Writing Across the Disciplines Connecticuts Framework for RTI Using Scientific Researc
16、h-Based Interventions-SRBI: Improving Education for All Students Information and Technology Literacy Framework Special Education Gifted and Talented Thinking About Quality Curriculum: What the Experts Teach Us Texts and Materials A districts literacy curriculum must allow for students to have opport
17、unity to read and interact with texts: offering a range of primary and secondary nonfiction texts (e.g., newspaper, magazine and internet articles; reference books; journals; speeches; lectures; reports; summaries; interviews; editorials; essays; memos; letters; biographies; autobiographies; memoirs
18、; quotes; reviews; contracts and legal documents; trade; workplace and consumer documents; narrated nonfiction; travelogues; maps; charts; graphs; photographs; drawings; graphics; images; documentaries); offering a range of fictional texts (e.g., anthologies, artwork, movies, novels, novellas, pictu
19、re books, plays, poems, short stories, song lyrics, vignettes) in varied genres (e.g., mysteries, suspense, thrillers, historical fiction, horror, humor, romance, science fiction, fantasy, myths, legends, westerns); considering diversity (e.g., age, disabilities, ethnicity, family background, gender
20、, health, interest, lifestyle, nationality, native language, parental status, physical appearance, sexual orientation, socio-economic status, race, talents); considering reading abilities (e.g., talented and gifted, English language learners, special education, struggling readers), and providing a b
21、alance (e.g., assigned v choice, classics v contemporary, difficult v easy, long v short, single source v multiple documents). Additionally, it is expected curriculum challenge and engages all students, offering relevance to each students life in the 21st century. A curriculum must reflect enduring
22、understandings, what is important for students to know and do, and with what is worth a student being familiar. Suggested Resources Association for Supervision and Curriculum Development www.ascd.org Connecticut State Department of Education3September 2009 PREKINDERGARTEN READING Students comprehend
23、 and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard. State ELA FrameworksState Preschool FrameworkGrade-Level ExpectationsAssessments 1. Reading and Responding Students read, comprehend and respond in individual, literal, critical and evaluative way
24、s to literary, informational and persuasive texts in multimedia formats. 1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text. Educational experiences will assure that preschool children: show independent interest in reading-relat
25、ed activities attend to a story demonstrate book awareness recognize matching sounds and some printed letters recognize several printed words Concepts About Print 1.Demonstrate book awareness, e.g., hold book upright, turn pages from front of book to the back, and scan pages from top to bottom and l
26、eft to right. 2.Recognize printed letters, e.g., letters in childs name. 3.Recognize familiar printed words. 4.Recognize print conveys meaning, e.g., environmental print. 5.Demonstrate independent interest in reading-related activities, e.g., independently chooses a book and tells a story to peers.
27、Preschool Assessment Framework COG 10 Shows understanding of stories COG 11 Displays book knowledge COG 13 Identifies printed words P Hickory, dickory, dock nursery rhymes. COG 10 Connecticut State Department of Education7September 2009 PREKINDERGARTEN READING Students comprehend and respond in lite
28、ral, critical and evaluative ways to various texts that are read, viewed and heard. State ELA FrameworksState Preschool FrameworkGrade-Level ExpectationsAssessments 1. Reading and Responding 1.2 Educational experiences will assure that preschool children: show independent interest in reading-related
29、 activities Reading Reflection/Behaviors 31. Choose a book to “read” and share it with teacher/classmates. 32. Independently “read” books. P represent sounds, especially beginning and ending phonemes; use spaces to represent words; use left-to-right progression. 3.Write first and last name with corr
30、ect capitalization. 4.Use directionality of print in writingleft to right, top to bottom. 5.Use capital letters to begin sentences, names and the word “I.” 6.Leave space between words. 7.Recognize names of letters and are able to write uppercase and lowercase letters when the letter name or sound is
31、 dictated. 8.Spell high-frequency words, e.g., I, a, it, go, the, and. 3. Communicating with Others 3.1 3.2 4. Applying English Language Conventions 4.1 4.2 4.3 Writing Process 9.Look at pictures and listen to discussions to generate ideas for writing. 10.“Write” for several minutes. 11.Write name o
32、n paper. 12.Revise by adding details to pictures or letters to words. 13.Talk about writing with the teacher. 14.Publish and present final products in a variety of ways, e.g., readers theater, word processing. Connecticut State Department of Education19September 2009 KINDERGARTEN WRITING Students ex
33、press, develop and substantiate ideas and experiences through their own writing and artistic and technical presentations. State FrameworkGrade-Level ExpectationsAssessments 3. Communicating with Others 3.1 3.2 4. Applying English Language Conventions 4.1 4.2 4.3 Writing Genres, Traits and Crafts Des
34、criptive: 15.Use pictures and letters to describe a topic, idea or event. Narrative: 16.Draw and write in journals about the days events. 17.Draw and write a story with a character and a problem. Expository: 18.Dictate and write simple lists, labels, captions and informational sentences. Persuasive:
35、 19.Dictate and write one idea for liking something. Poetic: 20.Write an ABC poem. 21.Write a name or acrostic poem. 22.Demonstrate voice through the use of different colors, facial features and actions of “characters.” Connecticut State Department of Education20September 2009 GRADE 1 READING Studen
36、ts comprehend and respond in literal, critical and evaluative ways to various texts that are read, viewed and heard. State FrameworkGrade-Level ExpectationsAssessments 1. Reading and Responding Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, in
37、formational and persuasive texts in multimedia formats. 1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text. Concepts About Print 1.Identify title page, table of contents, author and illustrator of books. 2.Distinguish words from
38、 sentences. 3.Match oral word to printed word, e.g., pointing to a word as one. 4.Read simple graphs, charts and diagrams. 1. Reading and Responding 1.3 Phonological Awareness 5.Identify initial, medial and final sounds in words. 6.Distinguish long and short vowel sounds in spoken one syllable words
39、, e.g., bit/bite. 7.Delete, add and substitute letter sounds in initial position to make different words. 8.Identify the number of syllables in a spoken word. 9.Blend up to four orally presented phonemes into a correct word. 10. Segment one-syllable spoken words into phonemes. 1. Reading and Respond
40、ing 1.3 Phonics 11. Identify uppercase and lowercase letters when shown out of order. 12. Match sounds to letters to read words. 13. Know sounds for common letter patterns, e.g., sh, th, ch, oo, ee, igh, ing, ed. 14. Decode words with common letter patterns, e.g. -ake, -ick. 15. Decode orthographica
41、lly regular one-syllable words, e.g., sit, take, need and nonsense words, e.g., vit, dake, jeed. 16. Decode compound words, contractions and words with common inflectional endings, e.g., -s, -es, -ed, -ing. 17. Use context clues and pictures to aid in the decoding of new words when letters are not s
42、ufficient. 1. Reading and Responding 1.3 High-Frequency Words 18. Read at least 110 high-frequency words, e.g., Dolch or Fry. Connecticut State Department of Education21September 2009 GRADE 1 READING Students comprehend and respond in literal, critical and evaluative ways to various texts that are r
43、ead, viewed and heard. State FrameworkGrade-Level ExpectationsAssessments 1. Reading and Responding 1.3 Fluency 19. Read aloud, attending to punctuation, e.g., pause at commas and periods, use inflection with question marks, use excitement with exclamation marks. 20. Read aloud familiar informationa
44、l/expository text and literary/narrative text in a manner that sounds like natural speech. 21. Read aloud, while comprehending, unpracticed text with fluency at 40-90+ words correct per minute. 1. Reading and Responding 1.3 Vocabulary 22. Recognize words have more than one meaning. 23. Classify cate
45、gories of words, e.g., can tell which of the following are fruits and which are vegetables: oranges, carrots, bananas, peas. 24. Explain content-specific vocabulary. 25. Identify common antonyms and synonyms. 1. Reading and Responding 1.1 Students use appropriate strategies before, during and after
46、reading in order to construct meaning. 1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation. 2. Exploring and Responding to Literature Students read and respond to classical and contemporary texts from many cultures and literary periods. 2.1 Students re
47、cognize how literary devices and conventions engage the reader. Reading Comprehension Students will independently accomplish all before, during and after comprehension grade-level expectations. Teachers will continue to spiral all previous grade-level expectations. Students will read, view, listen t
48、o and write about a variety of fiction and nonfiction contemporary, classical, multicultural and culturally relevant texts in all content areas. Teachers will be culturally responsive to students. Students will provide evidence from text to support all oral, written and presented responses about tex
49、t. Before Reading 26. Identify the elements of a genre to help understand the characteristics of different text, e.g., fairy tales, problem and solution in fictional stories, repetitive phrases of nursery rhymes. 27. Make predictions about text by looking at the title, cover and author. 28. Tell the purpose for reading a text when the objective is stated. 29. Make connections to texts based on prior knowledge of the topics. Connecticut State Department of Education22September 2009 GRADE 1 READING Students comprehend and respond in