| This
information has been taken directly from the Accelerate
U - Standards and Resource Guides (with approval) from the K-12
Education, NEW YORK STATE EDUCATION DEPARTMENT site. No information
in this document has been changed.
Learning Standards for:
English Language Arts at Three
Levels -Elementary
Standard 2: Students
will read, write, listen, and speak for literary response and expression.
Students will read and listen to oral,
written, and electronically produced texts and performances, relate
texts and performances to their own lives, and develop an understanding
of the diverse social, historical, and cultural dimensions the texts
and performances represent. As speakers and writers, students will
use oral and written language for self-expression and artistic creation.
| Listening and
Reading |
Speaking and
Writing |
| 1. Listening and
reading for literary response involves comprehending, interpreting,
and critiquing imaginative texts in every medium, drawing on
personal experiences and knowledge to understand the text, and
recognizing the social, historical and cultural features of
the text.
Students:
- read a variety of literature of different
genres: picture books; poems; articles and stories from
children's magazines; fables, myths and legends; song.,
plays and media productions; and works of fiction and nonfiction
intended for young readers
- recognize some features that distinguish
the genres and use those features to aid comprehension
- understand the literary elements of
setting, character, plot, theme, and point of view and compare
those features to other works and to their own lives
- use Inference and deduction to understand
the text
- read aloud accurately and fluently,
using phonics and context cues to determine pronunciation
and meaning
- evaluate literary merit.
This is evident, for example, when students:
- read a picture book to the class and
point out how the pictures add meaning to the story
- recite a favorite poem from a class
anthology and tell why they chose that poem
- keep a reading inventory to show all
the types of literature they are reading
- retell a familiar fairy tale or fable
to the class A choose books to read individually or with
others.
|
2. Speaking and
writing for literary response involves presenting interpretations,
analyses, and reactions to the content and language of a text.
Speaking and writing for literary expression involves producing
imaginative texts that use language and text structures that
are inventive and often mullet layered.
Students:
- present personal responses to literature
that make reference to the plot, characters, ideas, vocabulary
and text structure
- explain the meaning of literary works
with some attention to meanings beyond the literal level
- create their own stories, poems, and
song. using the elements of the literature they have read
and appropriate vocabulary
- observe the conventions of grammar
and usage, spelling, and punctuation.
This is evident, for example, when students:
- perform dramatic readings or recitations
of stories, poems, or play.
- write a review of a book to recommend
it to their classmates
- create their own picture books or
fables to keep in the classroom library
- write new endings or sequels to familiar
stories
- pretend to be a character in a historical
story and write letters to their classmates about the character's
life.
|
|
