Topic: Summary of Reading Standards, Grades 6 - 12

Brief Review: close reading; cite specific textual evidence; central ideas or themes; summarize key supporting details and ideas; analyze where, when, why, how; interaction of characters; interpret words and phrases; technical, connotative, figurative meanings; structure of texts; point of view, purpose, content and style; synthesize and apply information; answer questions, solve problems, compare modes of presentation; reasoning and rhetoric to support text’s claims; analyze two or more texts; complex texts.

Source: : “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Topic: Overview of Standards in Language, Grades 3 through 10.

Summary.

Grade 3 through 10: Subject-verb and pronoun-antecedent agreement. Choose words for effect.

Grade 4 through 10: Use adjectives and adverbs (comparative and superlative forms). Complete sentences, avoiding run-ons and fragments. Frequently confused words like affect/effect. Punctuation for effect. Consistency in style and tone. Precise diction.

Grade 5 through 10: Shifts in verb tense. Items in series. Expand, combine and reduce sentences.

Grade 6 through 10: Shifts in pronoun number and person. Ambiguous antecedents. Commas with nonrestrictive or parenthetical elements. Vary sentence patterns.

Grade 7 through 10: Misplaced and dangling modifiers. Eliminate wordiness and redundancy.

Grade 8 through 10: Shifts in verb voice (active and passive, RayS.) and mood (indicative, imperative, subjunctive[?] RayS.)

Grades 9 and 10: Parallel structure.

Title:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Topic: Standards for Language and Vocabulary, Grade 5.

Summary

Language: Perfect tenses, had walked, etc. Inappropriate shifts in verb tense. Commas in items in series. Commas and introductory elements. Underlining, quotation marks, and italics in titles. Expand, combine and reduce sentences.

Vocabulary: Context. Root words. Figurative language. Interpret idioms, adages and proverbs. Distinguish between words, smile, smirk. Distinguish differences among synonyms. Specialized words in social studies and science.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Topic: Standards for Language and Vocabulary, Grade 4.

Summary.

Language: Progressive verbs, walking, etc. Comparatives and superlatives. Avoid run-ons and fragments. Quotation marks. Spelling, checked by references. Punctuation for effect. Consistency and style and tone. Precise words and phrases.

Vocabulary: Unknown and multiple-meaning words. Context. Root words. Similes and metaphors. Paraphrase idioms, adages and proverbs. Distinguish between words with similar meanings. Specialized vocabulary in social studies and science.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Topic: Standards for Language and Vocabulary, Grade 3.

Summary.

Language: Function of nouns, pronouns, verbs, adjectives and adverbs in sentences. Simple verb tenses. Subject-verb, pronoun-antecedent agreement. Simple, compound and complex sentences. Capitalization. Quotation marks in dialogue. Adding suffixes to base words. Use dictionary for correct spelling. Use words for effect.

Vocabulary: Unknown and multiple-meaning words. How word is used in a sentence. Root words. Affixes. Literal and non-literal meaning. Distinguish related words. Specialized words in social studies and science.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Comment: Function of nouns, pronouns, verbs, adjectives and adverbs in sentences? Simple, compound and complex sentences? That’s a bit mind-boggling. I suppose it can be done. But should it? RayS.

Topic: Standards for Language and Vocabulary, Grade 2.

Summary.

Language: Irregular plural nouns like feet, children, etc. Past tense of irregular verbs, sat, hid, told. Expand sentences to include details. Capitalize holidays, products, geographic names and titles. Commas in greetings and closing of letters. Apostrophes for contractions and possessives (nouns, not pronouns. RayS.) Spelling patterns. Consult beginning dictionaries.

Vocabulary: Unknown and multiple-meaning words. Compound words like lighthouse. Root words. Prefixes. Shades of meaning among related words. Use newly-learned words.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Topics: Standards for Language and Vocabulary, Grade 1.

Summary.

Language: Print upper and lower-case letters. Singular and plural nouns. Simple sentences. Subject, object and possessive pronouns. Verbs to convey past, present, future. Frequently occurring prepositions. Produce and expand complete declarative, interrogative, imperative and exclamatory sentences. Subject and predicate. Capitalize names, places, dates. Use end punctuation. Use commas in dates and series. Common spelling patterns. Phonetic spelling. Form new words using deletions, additions: an, man, mat, etc.

Vocabulary: Sort words into categories. Context in sentences. Common affixes. Define words. Multiple-meaning words. Shades of meaning with verbs.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Topic: Standards for Language and Vocabulary, Kindergarten

Summary.

Language: Print upper and lower-case letters. Write a letter. Plurals. Prepositions. Expand complete sentences. Use question words: who, what, when, where, why, how. Capitalize the first word in a sentence. Periods, question marks, exclamation points. Spell words phonetically.

Vocabulary: Sort objects into categories. New meanings for familiar words. Common affixes. Shades of meaning in verbs. Common adjectives. Verbs, adjectives and their opposites. Use newly learned words.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Comment: Seems as if these standards are rushing things. But who knows until we try? RayS.

K-5 Standards for Language and Vocabulary Overview

Summary.

Language: Conventions of standard English grammar, usage, capitalization, punctuation and spelling. Choices for meaning and style. Vocabulary: Understand nuances and relationships among words. Use academic vocabulary.

Source:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Comment: In the following standards on language, I find a very thin line between memorizing labels, as in grammar, and applying the information. The distinction is there, but will people reading the standards understand the distinction and the importance of applying the information.  Will the students use the information to improve their writing? RayS.

Topic: Speaking and Listeneing Standards, Grades 3, 4, 5.

10-second review: Rules for group discussion. Main ideas and supporting details. Subject-verb agreement and pronoun-antecedent agreement. Preparation for discussion. Paraphrase key information. Differentiate between formal and informal English. Elaborate response to questions. Build on ideas of previous speakers. Summarize evidence. Organize reports. Formal English when appropriate. Use visuals.

Title:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Grade 3:

Follow rules for group discussion. Ask relevant questions. Identify main ideas and supporting details in oral presentations. Extend ideas based on discussion. Ask and answer questions about oral presentations. Report on a topic. Speak coherently. Use a variety of tenses and ensuring subject-verb agreement and pronoun-antecedent agreement.

Grade 4:

Come to discussion prepared. Build on the ideas of others speakers. Acknowledge new information. Paraphrase key information. Identify supporting evidence. Report on events, topics or texts. Use visual displays. Differentiate between formal and informal English.

Grade 5:

Come to discussion prepared. Respond to questions with elaboration. Build on the ideas of previous speakers. Ask questions to clarify. Draw conclusions. Summarize key ideas and supporting details. Summarize claims or evidence made by a speaker. Report on events, topics, texts in an organized manner. Use visual displays when appropriate. Use formal language when appropriate.

Comment: In fourth grade distinguishing between formal and informal English. That’s a “biggie.” RayS.

Topic: Standards for Listening and Speaking, K, 1, 2.

10-second review: Rules of discussion. Restate key elements. Use correct tenses. Stay on topic. Ask for clarification. Use complete sentences.

Title: “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Kindergarten:

Listen to others. Take turns speaking. Continue a conversation. Confirm understanding of oral information by asking and answering questions. Ask questions to clarify something not understood. Describe people, places, things and events.

Grade 1: Follow rules for discussion. Respond to comments of others. Ask questions to clear up confusion. Restate key elements. Get information by asking questions. Use correct tenses for present, past and future. Use complete sentences.

Grade 2:

Stay on topic. Ask for clarification. Ask and answer questions about information orally presented. Retell stories. Use complete sentences.

Comment: The standards do not take for granted some of the basics of speaking and listening. RayS.

Topic: K-5 Standards for speaking and listening

10-second review: Different types of verbal interactions. Integrate information from multiple sources. Evaluate speakers. Present information with purpose and for audience. Use digital and visual media. Command of formal English.

Title: :  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Key ideas:

. Range of interactions. Build on input of others.

. Integrate information from multiple sources to answer questions or solve problems.

. Evaluate speakers’ point of view, reasoning, use of rhetoric, evidence.

. Present information appropriate to purpose and audience.

. Use digital and visual media to enhance understanding

. Demonstrate command of formal English.

. Use complete sentences.

Comment: From the get-go, the standards make clear the need for formal, standard English. RayS.

Topic: Standards for Writing, Grade 5.

10-second review, Grades 3, 4 and 5: Opinions, informative writing and narrative writing. Introduce topic, details, provide sense of closure. Short research. From simple notes to summaries and paraphrases. Plan, revise, edit. Purpose and audience.

Title:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/

Grade 5:

Plan, revise, edit and rewrite.

Use technology to produce and publish.

Short research. Different aspects of a topic. Use several sources.

Summarize or paraphrase information in notes. Basic bibliographic information.

Write in response to literature and informational text. Describe what they have learned.

Frequent writing.

Comment: Again, I suggest that teachers will, first, have to explain clearly  for themselves the meaning and implications for each standard. Next they will have to identify methods and materials to achieve the standards. Finally, they must determine how to continue work on the standard throughout the year. One and done will not do it. RayS.

Topic: Standards for Writing, Grade 4.

10-second review, Grades 3, 4, 5: Opinions, informative writing and narrative writing. Introduce topic, details, provide sense of closure. Short research. From simple notes to summaries and paraphrases. Plan, revise, edit. Purpose and audience.

Title:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/

Grade 4:

Opinions about a topic  Facts and details that support reasons.

Informative writing. State topic clearly. Group related information in paragraphs. Provide conclusion.

Narratives: Establish a situation. Introduce narrator and characters. Use dialogue and description. External behavior and internal responses to event.

Use concrete and sensory words and phrases.

Satisfying conclusion.

Appropriate purpose and audience.

Plan, revise, edit.

Short, focused research. Different aspects of a single topic.

Take notes. Categorize evidence. Basic bibliographic information.

Write responses to literary or informational sources.

Write for a range of purposes and audiences.

Topic: Standards for Writing, Grade 3

10-second review, Grades 3, 4 and 5: Opinions, informative writing and narrative writing. Introduce topic, details, provide sense of closure. Short research. From simple notes to summaries and paraphrases. Plan, revise, edit. Purpose and audience.

Title:  “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Grade 3:

Opinions. Introduce the topic. State an opinion. Give reasons. Provide a sense of closure.

Informative writing. Introduce the topic. Put similar information together. Use linking words. Include a concluding sentence.

Narrative writing. Situation. Narrator. Organize event sequence. Employ dialogue. Provide sense of closure.

With adult help, revise and edit. Use technology to produce and publish.

Short, focused research.

Gather information in simple notes. Sort into categories.

Topic: Standards for Writing, K-2.

10-second review: Opinions, informative writing and narrative writing. Draw, dictate and write.

Title: “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Kindergarten:

Draw, dictate and write opinions about a book or topic.

Draw, dictate and write explanatory texts in which they name a topic and share information about it.

Draw, dictate and write to narrate an event.

With adult help, add details.

Gather information to answer a specific question.

Grade 1:

Write opinions. Introduce the topic. State an opinion. Give reason for the opinion.

Write explanatory text. Name a topic. Supply facts related to the topic. Provide closure.

Write narratives about two or more sequenced events.

With adult help, revise.

Participate in shared research, exploring a number of books on a given topic.

Grade 2:

Write opinions. Introduce the topic. State an opinion. Provide reasons. Provide a sense of closure.

Write explanatory text. Introduce the topic. Use facts and definitions. Group information. Provide a concluding sentence.

Write narratives. Recount a well-elaborated event or series of events. Provide closure.

Use technology to produce writing.

Gather information to answer a specific question.

Topic: Standards for Writing, K-5.

10-second review: Ten college and career standards in writing, K-5: Arguments with evidence. Informative writing. Narratives. Organization and development. Writing process. Research. Multiple sources. Respond using evidence from the text. Practice writing.

Title: : “CCSSI (Common Core State Standards Initiative) for English Language Arts and Literacy in History/Social Studies and Science.” March 10, 2010, p. 12, 13. You will find the standards at http://www.corestandards.org/.

Key-Word Summary:

. Write arguments with relevant and sufficient evidence.

. Write informative texts to convey complex information.

. Write narratives to convey real or imagined experience.

. Organization and development.

. Planning, revising, editing, rewriting.

. Publish.

. Short, focused research projects.

. Relevant information from multiple sources.

. Respond to informational and literary sources, drawing evidence from the text.

. Consistent practice in writing.

NOTE: In my blog, English Updates, I will be completing an in-depth study of the new federal guidelines for English language arts. For other up-to-date reviews of professional articles in English education journals, please see my blog, English Education Archives at http://engedarc-rays.blogspot.com/