| 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 3: Students
will read, write, listen, and speak for critical analysis and evaluation.
As listeners and readers, students
will analyze experiences, ideas, information, and issues presented
by others using a variety of established criteria. As speakers and
writers, they will present, in oral and written language and from
a variety of perspectives, their opinions and judgments on experiences,
ideas, information and issues.
| Listening and
Reading |
Speaking and
Writing |
| 1. Listening and
reading to analyze and evaluate experiences, ideas, information,
and issues requires using evaluative criteria from a variety
of perspectives and recognizing the difference in evaluations
based on different sets of criteria.
Students:
- read and form opinions about a variety
of literary and Informational texts and presentations, as
well as persuasive texts such as advertisements, commercials,
and letters to the editor
- make decision. about the quality and
dependability of texts and experiences based on some criteria,
such as the attractiveness of the illustrations and appeal
of the characters In a picture book, or the logic and believability
of the claims made In an advertisement
- recognize that the criteria that one
uses to analyze and evaluate anything depend on one's point
of view and purpose for the analysis
- evaluate their own strategies for
reading and listening critically (such as recognizing bias
or false claims, and understanding the difference between
fact and opinion) and adjust those strategies to understand
the experience more fully.
This is evident, for example when students:
- of the to a book talk in class and
express an opinion of the book with specific reference to
the text and to some criteria for a good book
- read several versions of a familiar
fairy tale and recognize the differences in the versions
- point out examples of false advertising
in television ads for toys
- identify the facts and opinions in
a feature article in a children's magazine.
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2. Speaking and
writing for critical analysis and evaluation requires presenting
opinions and judgments on experiences, ideas, information, and
issues clearly, logically, and persuasively with reference to
specific criteria on which the opinion or judgment is based.
Students:
- express opinions (in such forms as
oral and written reviews, letters to the editor, essays,
or persuasive speeches) about events, books, Issues, and
experiences, supporting their opinions with some evidence
- present arguments for certain views
or actions with reference to specific criteria that support
the argument (E.g., an argument to purchase a particular
piece of playground equipment might be based on the criteria
of safety, appeal to children, durability, and low cost.)
- monitor and adjust their own oral
and written presentations to meet criteria for competent
performance (E.g., in writing. the criteria might include
development of position, organization, appropriate vocabulary
mechanics, and neatness. In speaking. the criteria might
include good content, effective delivery diction, posture,
poise, and eye contact.)
- use effective vocabulary and follow
the rules of grammar, usage, spelling, and punctuation in
persuasive writing.
This is evident, for example when students:
- write a letter to the principal recommending
that the school cafeteria serve pizza for lunch based on
the criteria that it is nutritious and appealing to students
- give an oral report comparing several
versions of the Cinderella story pointing out similarities
and differences in the versions
- in group discussion, select the most
important word of a poem or story and explain its significance
- write an analysis of the effect of
a major snow storm from the perspectives of a school student,
a working parent, and a mail carrier
- in writing group, critique each other's
writing with reference to specific criteria and revise their
writing based on the group's suggestions
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