Skills learned in Kindergarten, First, Second
and Third Grades as well as the following:
Previews text by using learned strategies
Skims for meaning
Adjusts rate of reading, i.e., skims,
reads in depth
Uses reference material independently
Extracts information from various sources
to write a report
Makes inferences
Reads and takes notes
Distinguishes fact from opinion
Supports opinion with information from
text
Reads and understands written directions
independently
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Skills learned in Kindergarten, First, Second
and Third Grades as well as the following:
Takes notes when listening
Uses story planning strategies independently
Develops characters successfully
Uses effective opening and closing sentences
Expands vocabulary, e.g., homonyms and
antonyms
Expands colorful language, e.g. onomatopoeai
(word that sounds like what it means - e.g., buzz, hiss),
alliteration (repetition of beginning sounds from word to
word), personification, slang
Creates moods using suspense, humor, setting,
dialogue
Independently writes persuasively
Uses dictionary and thesaurus independently
Uses correct punctuation, e.g., apostrophe
for possessive
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Identifies rhythm, mood, and tone
Places self in optimal listening situation
Visualizes what is heard
Remembers sequence of events
Exhibits appropriate physical response,
e.g., laughing, crying, nodding, clapping, etc.
Interprets information and acts upon it
Analyzes intent of speaker and/or speaker's
message
Listens to retell a story and follow directions
Listens respectfully and responsively
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Gives oral reports
Evaluates other students' oral work appropriately
Summarizes and retells a story
Identifies a problem and its resolution
Presents points in logical order
Uses notes effectively
Uses descriptive language
Describes important details concisely
Makes inferences
Makes hypotheses independently
Identifies and speaks to an audience
Uses appropriate body language
Uses public speaking skills to present
current events
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The Language Arts continuum sets
high standards which students are expected to reach over time.
Teachers assess student's progress within the continuum, both
formally and informally, in order to document individual student
progress. Assessment data is gathered from students' daily
work, reading and writing samples, student participation, teacher
observation, individual, small group, and whole group performance,
and individual reading inventories. Standardized
testing results at grades two and four provide additional information.
The formal assessments listed below are given at specified
times throughout the year. Your child's teacher will
be happy to discuss the meaning of these assessment tools, and
provide you with additional information at any time. During
the December and March conferences, you will have an opportunity
to review your child's individual results and progress along
the continuum.
Two/three individual reading inventories
One developmental spelling test
Two writing dictations
One writing sample
One written retelling of literature
One written response to literature
Educational Records Bureau (ERB) - national
standardized test
New York State English Language Arts Assessment
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Fourth Grade