English language arts standards

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English language arts standards

  1. 1. Reading Foundational Skills for Grade 3 English Language Arts Standards
  2. 2. The Eight Intelligences <ul><li>Verbal, Linguistic and Intelligence </li></ul><ul><li>Logical and Mathematical Intelligence </li></ul><ul><li>Bodily- kinesthetic Intelligence </li></ul><ul><li>Visual-Spatial Intelligence </li></ul><ul><li>Interpersonal Intelligence </li></ul><ul><li>Interpersonal Intelligence </li></ul><ul><li>Intrapersonal Intelligence </li></ul><ul><li>Naturalist Intelligence </li></ul>
  3. 3. Multiple Intelligence <ul><li>Lesson Plan </li></ul><ul><li>Stage 1- Awaken- trigger the intelligence </li></ul><ul><li>Stage 2- Amplify- strengthen by practice </li></ul><ul><li>Stage 3- Teach- learn content, acquire specific knowledge, achieve the object of the lessen </li></ul><ul><li>Stage 4- Transfer the intelligence to life, integrate into the task of living in the world outside of the class room </li></ul>
  4. 4. State Standards to Assure College and Carreer Readiness in a 21 st Century, Competitive Society. <ul><li>CCSSO, the Council of Chief Sate School Officers </li></ul><ul><li>NGA, The National Governors Association </li></ul><ul><li>Along with the Technical Subjects (the Standards), the culmination of an extended, broad-based effort to fulfill the charge issued by the states to create the next generation of K-12 standards in order to help ensure that all students are college and career ready in literacy no later than the end of high school </li></ul><ul><li>All of the 4 above are only introduced when they believe the best available evidence in dictated that its mastery was essential for college and career readiness in a 21 st Century Globally Competitive Society </li></ul>
  5. 5. CCSSO and NGA’s Standards CCSSO – The Council of Chief State School Officers NGA- The National Governors Association <ul><li>1. Research and evidence based </li></ul><ul><li>2. Aligned with college and work expectations </li></ul><ul><li>3. Rigorous </li></ul><ul><li>4. Internationally Benchmark Standards </li></ul><ul><li>All of the 4 above are only introduced when they believe the best available evidence in dictated that its mastery was essential for college and career readiness in a 21 st Century Globally Competitive Society These standards are reading, writing, speaking, listening and language as well as the sciences and mathematics. </li></ul>
  6. 6. Verbal- Linguistics <ul><li>Ability to think in words </li></ul><ul><li>Use language to express complex meaning </li></ul><ul><li>Authors, poets, journalists, speakers, newscasters, exhibit a high degree of linguistic intelligence </li></ul><ul><li>T.S. Eliot </li></ul>
  7. 7. Purpose of Verbal –Linguistics <ul><li>Ability to think in words </li></ul><ul><li>To use Language to express complex meaning </li></ul><ul><li>Listens to and responds to the sound, rhtthm, color, texture, and a variety of the spoken word. </li></ul><ul><li>Imitates sounds, language, reading and writing of others. </li></ul><ul><li>Learning through listening, reading, wriing and discussion </li></ul>
  8. 8. More Purposes for Verbal Linguistics <ul><li>Listens effectively, comprehends, paraphrases, interprets and remembers what has been said. </li></ul><ul><li>Reads effectively, comprehends, summarizes, interprets, explains and remembers what has been said </li></ul><ul><li>Speaks effectively, simply, eloquently, persuasively, or passionately to a variety of audiences for a variety of purposes. </li></ul><ul><li>Writes effectively, understands and applies rules of grammar, spelling, punctuation, vocabulary </li></ul><ul><li>Exhibits ability to learn other languages </li></ul><ul><li>Use listening, speaking, writing and reading to remember, communicate, discuss, explain, persuade, construct meaning, create knowledge, and reflect upon language, itself. </li></ul><ul><li>Demonstrates interest in journalism, poetry, storey telling, debate, speaking, writing, editing </li></ul><ul><li>Creates new linguistic forms or original works of writing or oral communication. </li></ul>
  9. 9. Phonetics Word Recognition <ul><li>RF .3.3; RF .3.4 </li></ul><ul><li>RF.3.3 </li></ul><ul><li>Know and apply grade – level phonics and words to identify and know the meaning of the most common prefixes and derivational suffixes </li></ul><ul><li>Decode words with common Latin suffixes </li></ul><ul><li>Decode multi-syllable words </li></ul><ul><li>Read grade – appropriate irregularly spelled words </li></ul>
  10. 10. Fluency <ul><li>R.F. 3.4 </li></ul><ul><li>Read with sufficient accuracy and fluency to support comprehension </li></ul><ul><li>Read grade level text with purposes and understanding </li></ul><ul><li>Read grade level text with purposes and understanding </li></ul><ul><li>Read grade level prose ad poetry orally with accuracy, appropriate rate and expression </li></ul><ul><li>Use context to confirm or self- correct word recognition and understanding , rereading as necessary </li></ul>
  11. 11. C u r r i c u l u m P l a n n i n g <ul><li>Looks to the students’ language as the starting point of instruction </li></ul><ul><li>Allows for natural progression of language skills development instead of prescribed sequences </li></ul><ul><li>Builds skills developmentally integrating instruction with students’ cognitive linguistic growth. </li></ul><ul><li>Integrates reading, writing, listening, and speaking </li></ul><ul><li>Use students’ own experience with life as the entry point for reading and writing </li></ul><ul><li>Treats language as a whole, rather than dividing it in structured sections </li></ul>

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