| Oyster River School Board Draft Copy | August 17, 2000 |
K-12 Language Arts Committee Members
Proficiency Standards by Grade Level
Proficiency Standards by Strand
| Linda Becker | Oyster River Middle School |
| Judy George | Mast Way School |
| Dennis Harrington | Moharimet School |
| Judi Hilliker | Mast Way School |
| Susan O’Byrne | Moharimet School |
| Barbara Peterson | Oyster River High School |
| Susan Renner | Oyster River Middle School |
| Liz Schmitt | Moharimet School |
| Richard Tappan | Oyster River High School |
| Thomas Zarnowski | SAU 5 |
| Joan Zelonis | Moharimet School |
This Oyster River Cooperative School District K-12 Language Arts Curriculum has been developed with the expertise of experienced language arts teachers representing all grade levels and all schools of the Oyster River School District. The curriculum revision project grew of out a need for consistency of skill development in all areas of language arts, grades K-12.
The curriculum guide identifies achievable proficiencies and defines realistic expectations for the classroom teacher while supporting a vision of excellence and consistency. It is our hope that it will be used as a vehicle to maximize instructional time, to bring consistency and continuity across the grade levels, to utilize current research, and to strengthen the language arts education for all students.
The process of curriculum revision began with the K-12 Language Arts Curriculum Committee developing a draft revision. All teachers in the district read and provided feedback for the document. This feedback, along with continued revision by the committee, was incorporated into a new draft. Other changes based on research and collaboration included aligning the proficiencies with the New Hampshire K-12 English Language Arts Curriculum Framework, and altering the language and organization to make the document more clear, concise, consistent, and user friendly for teachers.
It is critical that while working with this curriculum, teachers provide feedback for its ongoing revision. The Oyster River Cooperative School District K-12 Language Arts Curriculum should be a living, working document.
English Language Arts 7-12 (1999)
Addendum to the New Hampshire Framework
Mast Way School Core Values
Moharimet School Philosophy
New Standards (1997)
National Center on Education and the Economy
Standards in Practice K-2, 3-5, 9-12 (1996-1998)
National Council of Teachers of English
Standards for the English Language Arts (1998)
National Council of Teachers of English & the International Reading Assoc.
K-12 English Language Arts Curriculum Framework (1995)
New Hampshire Department of Education
K-12 Language Arts Curriculum (1993)
Oyster River Cooperative School District
Oyster River Cooperative School District Philosophy and Goals
Oyster River High School Common Standards
Oyster River High School Vision Statement
Oyster Middle School Mission Statement
What Work Requires of Schools: A SCANS Report for America 2000
Secretary's Commission on Achieving Necessary Skills
Content and Performance Standards Database
United States Department of Education, Mid-Continent Regional Educational Laboratory
OYSTER RIVER LANGUAGE ARTS CURRICULUM
KINDERGARTEN PROFICIENCY STANDARDS
READING
N.H. CURRICULUM STANDARD 1:
Students will demonstrate the interest and ability to read age-appropriate materials fluently with understanding and appreciation.
Students will be able to:
name upper and lower case letters and match letters and combinations of letters with sounds
understand the concept of a word and directionality of prin
WRITING
N.H. CURRICULUM STANDARD 2:
Students will demonstrate the interest and ability to write effectively for a variety of purposes and audience.
Students will be able to:
present their writing to others and listen to the response
explore a variety of purposes for writing
use information and ideas from personal experiences as a source for writing
use drawing, pictures, and other materials and strategies as pre-writing tools
begin to print legibly so others can read their printing
use their knowledge of letter-sound relationships to spell words phonetically
SPEAKING, LISTENING, VIEWING
N.H. CURRICULUM STANDARD 3:
Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
Students will be able to:
listen to and recognize the characteristic sounds and rhythms of the English language including letter-sound relationships, rhythm, rhyme, word order, patterns, and alliteration
speak clearly
begin to recognize that non-verbal cues such as body language, tone, volume, gestures, and eye contact emphasize meaning
recognize the characteristics of effective listening which include attending to the speaker and avoiding interruptions and distractions
listen effectively to spoken and audio visual messages including stories, presentations and directions
tell their ideas and feelings in a group discussion
relate events in a sequence
LITERATURE
N.H. CURRICULUM STANDARD 4:
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
Students will be able to:
appreciate and respond to a variety of literature
listen attentively to stories
tell a personal experience related to a story read aloud
listen to a variety of genres including fiction, non-fiction, fantasy, fairy tales, poetry, plays, fables, and folk tales.
make connections between the texts they hear and view
ENGLISH LANGUAGE USES
N.H. CURRICULUM STANDARD 5:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas.
N.H. CURRICULUM STANDARD 6:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking listening, and viewing to communicate effectively.
N.H. CURRICULUM STANDARD 7:
Students will demonstrate competence in applying the interactive language processes of reading, writing, speaking, listening, and viewing to succeed in educational, occupational, civic, social, and everyday settings.
OYSTER RIVER SCHOOL DISTRICT CURRICULUM STANDARD:
Students will be able to demonstrate competence in reading, writing, speaking, listening and viewing in order to:
gather and organize information in a variety of subjects
communicate effectively
succeed in educational, occupational, civic, social and everyday settings
Students will be able to:
GATHERING INFORMATION
participate in identifying information needed and exploring ways to find it
explore ways to sort and organize information
EFFECTIVE COMMUNICATION
practice ways to present ideas in an orderly way so that others can understand them
explore a variety of organizational tools to communicate ideas and information (e.g., charts and webs)
use visual techniques to aid in the presentation and communication of ideas
use language for a variety of purposes to communicate effectively in everyday settings
GRADE ONE PROFICIENCY STANDARDS
READING
N.H. CURRICULUM STANDARD 1:
Students will demonstrate the interest and ability to read age-appropriate materials fluently with understanding and appreciation.
Students will be able to:
determine the pronunciation and meaning of words by using phonics, sight words, semantics, syntactics, graphics, pictures and context as well as the following components of structural analysis:
compound words
possessives
contractions
syllables
understand and use the format and conventions of written language to help them read texts (e.g., a sentence begins with a capital letter and ends with a period)
begin to choose books that they can read
begin to understand what they read by identifying:
main idea
sequence
characters
setting
plot
explore ways to make inferences from texts
begin to read aloud with proper phrasing
predict what will happen next in a story
participate in reflective discussions of books read in class (literature circles, trade book groups)
WRITING
N.H. CURRICULUM STANDARD 2:
Students will demonstrate the interest and ability to write effectively for a variety of purposes and audience.
Students will be able to:
recognize that they can write for different audiences such as self, classmates, family, and school and community members (e.g., research, reports, letters, poetry, journals, etc.)
begin to stay on one topic
use information and ideas from personal experiences as a source for writing
use drawing, pictures, and other materials and strategies as pre-writing tools
talk about how revising a piece of writing can improve organization, content, accuracy, and clarity
print legibly so others can read their printing
participate in writing conferences to give and get feedback
use their knowledge of letter-sound relationships to spell words phonetically, learn conventional spelling patterns (word families), and selected high frequency words
use available technology resources
SPEAKING, LISTENING, VIEWING
N.H. CURRICULUM STANDARD 3:
Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
Students will be able to:
listen to and recognize and talk about the characteristic sounds and rhythms of the English language including letter-sound relationships, rhythm, rhyme, word order, patterns, and alliteration
speak clearly and expressively
recognize that non-verbal cues such as body language, tone, volume, gestures, and eye contact emphasize meaning
listen effectively by attending to the speaker and avoiding interruptions and distractions
listen to spoken and audio-visual messages in order to: identify main ideas, recall sequence, ask appropriate questions, or follow one- and two-step directions
discuss what they experience and read
give a brief sequenced speech about one topic and know when they are done
LITERATURE
N.H. CURRICULUM STANDARD 4:
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
Students will be able to:
recognize story elements including: character, setting, and plot.
recognize that stories can be related to personal experiences.
recognize a variety of genres including: fiction, non-fiction, fantasy, fairy tales,
poetry, plays, fables, and folk tales, and distinguish between fiction and non-fiction
make connections between the texts they hear and view
ENGLISH LANGUAGE USES
N.H. CURRICULUM STANDARD 5:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas.
N.H. CURRICULUM STANDARD 6:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking listening, and viewing to communicate effectively.
N.H. CURRICULUM STANDARD 7:
Students will demonstrate competence in applying the interactive language processes of reading, writing, speaking, listening, and viewing to succeed in educational, occupational, civic, social, and everyday settings.
OYSTER RIVER SCHOOL DISTRICT CURRICULUM STANDARD:
Students will be able to demonstrate competence in reading, writing, speaking, listening and viewing in order to:
gather and organize information in a variety of subjects
communicate effectively
succeed in educational, occupational, civic, social and everyday settings
Students will be able to:
GATHERING INFORMATION
begin to identify necessary information and explore strategies to find it.
explore library resources.
explore simple organizational structures such as lists; tables and charts; problem and solution patterns; beginning, middle and end; who, what, when, where, how and why; alphabetical order
EFFECTIVE COMMUNICATION
talk about strategies to present ideas in an orderly way so that others can understand them
talk about a variety of organizational tools to communicate ideas and information (e.g., charts and webs)
use language for a variety of purposes to communicate effectively in everyday settings
GRADE TWO PROFICIENCY STANDARDS
READING
N.H. CURRICULUM STANDARD 1:
Students will demonstrate the interest and ability to read age-appropriate materials fluently with understanding and appreciation.
Students will be able to:
determine the pronunciation and meaning of words by using phonics, semantics, syntactics, graphics, pictures, and context as well as the following components of structural analysis:
compound words
possessives
contractions
syllables
prefixes and suffixes
root words
plurals
understand and use the format and conventions of written language to help them read texts (e.g., question marks, exclamation points and quotation marks)
understand that purposes for reading differ
set their own purposes for reading
understand what they read by identifying:
main idea
sequence
characters
setting
plot
important details
read aloud expressively with proper phrasing
begin to make connections between personal experiences and what they read
predict events in a story and modify as new information is acquired
participate in reflective discussions of books read in class (literature circles, trade book groups)
WRITING
N.H. CURRICULUM STANDARD 2:
Students will demonstrate the interest and ability to write effectively for a variety of purposes and audience.
Students will be able to:
explore writing for different audiences such as self, classmates, family, and school and community members
recognize that different purposes require different formats and styles of writing (e.g., research, reports, letters, poetry, journals, etc.)
use a variety of techniques to select topics and generate material to write about topics (both assigned and self-selected topics)
begin to explore a variety of pre-writing organizational strategies (e.g., note-taking, brainstorming, listing, webbing)
begin to recognize that a piece of writing may need to be revised for organization, content, accuracy, and clarity
use and edit for basic conventions of capitalization, punctuation, grammar, and usage, appropriate to varied writing formats
print legibly so that others can read their written work
recognize that legibility and presentation are important for effective written communication
participate in writing conferences to give and get feedback
make a steady transition from phonetic spelling to conventional spelling
use available technology to assist with writing and publication
SPEAKING, LISTENING, VIEWING
N.H. CURRICULUM STANDARD 3:
Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
Students will be able to:
demonstrate their understanding of characteristic sounds and rhythms of the English language including letter-sound relationships, rhythm, rhyme, word order, patterns, and alliteration
speak clearly and expressively, using appropriate articulation, pronunciation, volume, rate, and intonation
use non-verbal cues such as body language, tone, volume, gestures, and eye contact to emphasize meaning
listen effectively by attending to the speaker and avoiding interruptions and distractions
interpret and respond to non-verbal cues by:
participating appropriately in discussions
listening, entering in, and taking turns
listen effectively to spoken and audio-visual messages in order to identify main ideas, recall sequences, recall important details, ask appropriate questions, and follow multi-step directions
be able to discuss and give a brief speech using description and stating facts and opinions about one topic
LITERATURE
N.H. CURRICULUM STANDARD 4:
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
Students will be able to:
discuss story elements including character, setting, plot, and theme
talk about how stories relate to personal experiences
recognize that authors have a purpose or intent
talk about the characteristics of a variety of genres including fiction, non-fiction, fantasy, fairy tales, poetry, plays, fables, and folk tales, and distinguish between fiction and non- fiction
make connections between the texts they hear and view
ENGLISH LANGUAGE USES
N.H. CURRICULUM STANDARD 5:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas.
N.H. CURRICULUM STANDARD 6:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking listening, and viewing to communicate effectively.
N.H. CURRICULUM STANDARD 7:
Students will demonstrate competence in applying the interactive language processes of reading, writing, speaking, listening, and viewing to succeed in educational, occupational, civic, social, and everyday settings.
OYSTER RIVER SCHOOL DISTRICT CURRICULUM STANDARD:
Students will be able to demonstrate competence in reading, writing, speaking, listening and viewing in order to:
gather and organize information in a variety of subjects
communicate effectively
succeed in educational, occupational, civic, social and everyday settings
Students will be able to:
GATHERING INFORMATION
begin to identify necessary information and explore strategies to find it
begin to use simple organizational structures such as lists; tables and charts; problem and solution patterns; beginning, middle and end; who, what, when, where, how and why; alphabetical order
begin to use simple reference tools such as dictionaries, maps and globes, magazines, library catalogues, and computer resources
begin to ask appropriate questions to obtain information
begin to use organizational features such as table of contents, index, and glossary
EFFECTIVE COMMUNICATION
begin to present ideas in an orderly way so that others can understand them
begin to use a variety of organizational tools to communicate ideas and information (e.g., charts and webs)
use visual techniques to aid in the presentation and communication of ideas
introduce the tools of technology available to enhance communication
begin to understand the importance of giving clear and accurate directions
begin to understand the importance of using a variety of communication styles and formats in order to express their knowledge, ideas and requests clearly (e.g., conversations, small group discussions, letters, dramatizations, show & tell and speeches)
use language for a variety or purposes to communicate effectively in everyday settings
GRADE THREE PROFICIENCY STANDARDS
READING
N.H. CURRICULUM STANDARD 1:
Students will demonstrate the interest and ability to read age-appropriate materials fluently with understanding and appreciation.
Students will be able to:
apply a variety of semantic, structural and phonic principles to identify words
recognize that individual words and phrases may have multiple meanings
begin to choose materials that are appropriate to their reading level and for the task at hand (e.g., carrying out an assignment, locating information, or reading for enjoyment)
understand what they read by identifying:
main idea
sequence
characters
setting
plot
important details
theme
conflict/resolution
read aloud fluently and expressively with proper phrasing
understand the need to reread in order to confirm and extend their understanding of the text
begin to identify and understand the use of simple figurative language including similes, metaphors, and idioms
begin to recognize that their knowledge and experiences affect their understanding of materials they read
begin to predict next step and outcome, and draw conclusions
identify the need for assistance/additional resources when reading in order to clarify comprehension
begin to develop skimming techniques to aid in the selection of books or to find information
participate in reflective discussions of books read in class (literature circles, trade book groups)
WRITING
N.H. CURRICULUM STANDARD 2:
Students will demonstrate the interest and ability to write effectively for a variety of purposes and audience.
Students will be able to:
begin to demonstrate that they can write for different audiences such as self, classmates, family, and school and community members
understand and begin to demonstrate that different purposes require different formats and styles of writing (e.g., research, reports, letters, poetry, journals, etc.)
use a variety of techniques to select topics and generate ideas to write about topics (both assigned and self-selected topics)
explore a variety of pre-writing organizational strategies (e.g., note-taking, brainstorming, listing, webbing)
recognize that a piece of writing may need to be revised for organization, content, accuracy, and clarity
use and edit for basic conventions of capitalization, punctuation, grammar, and usage, appropriate to varied writing formats
print legibly and develop cursive writing skills so that others can read their written work
recognize that legibility and presentation are important for effective written communication
use techniques for feedback and reflection to assist with revision and editing
spell most high frequency words and begin to understand conventional spelling rules (prefixes, suffixes, plurals)
edit for spelling and develop strategies for correction
use available technology to assist with writing and publication
begin to write using paragraphs with a main idea and supporting details
SPEAKING, LISTENING, VIEWING
N.H. CURRICULUM STANDARD 3:
Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
Students will be able to:
speak clearly and expressively, using appropriate articulation, pronunciation, volume, rate, and intonation
use non-verbal cues such as body language, tone, volume, gestures, and eye contact appropriate to the topic, purpose and/or audience
listen effectively to spoken and audio-visual messages in order to restate, answer questions, summarize, and follow multi-step directions
participate appropriately in discussions by listening, entering in, taking turns, and responding to others’ remarks
be able to organize thoughts before speaking or discussing, use visual supports, and speak in complete sentences
LITERATURE
N.H. CURRICULUM STANDARD 4:
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
Students will be able to:
understand story elements including character, setting, conflict/resolution, plot, and theme
relate stories to prior knowledge or personal experiences
talk about authors’ purpose or intent
understand the characteristics of a variety of genres including fiction, non-fiction, fantasy, fairy tales, poetry, plays, fables, and folk tales, bi- ographies, adventures, mysteries, historical fiction, and distinguish between fiction and non- fiction
make connections between the texts they read, hear, and view
ENGLISH LANGUAGE USES
N.H. CURRICULUM STANDARD 5:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas.
N.H. CURRICULUM STANDARD 6:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking listening, and viewing to communicate effectively.
N.H. CURRICULUM STANDARD 7:
Students will demonstrate competence in applying the interactive language processes of reading, writing, speaking, listening, and viewing to succeed in educational, occupational, civic, social, and everyday settings.
OYSTER RIVER SCHOOL DISTRICT CURRICULUM STANDARD:
Students will be able to demonstrate competence in reading, writing, speaking, listening and viewing in order to:
gather and organize information in a variety of subjects
communicate effectively
succeed in educational, occupational, civic, social and everyday settings
Students will be able to:
GATHERING INFORMATION
begin to identify necessary information and develop strategies to find it
demonstrate the ability to use organizational structures such as lists; tables and charts; problem and solution patterns; beginning, middle and end; who, what, when, where, how and why; alphabetical order
use simple reference tools such as dictionaries, maps and globes, magazines, library catalogues, and computer resources
ask appropriate questions to obtain information
use organizational features such as table of contents, index, and glossary
begin to distinguish between fact and opinion
EFFECTIVE COMMUNICATION
begin to present ideas in an orderly way so that others can understand them
begin to use a variety or organizational tools to communicate ideas and information (e.g., charts and webs)
use visual techniques to aid in the presentation and communication of ideas
begin to use the tools of information technology to enhance communication
give clear and accurate directions
begin to use a variety of communication styles and formats in order to express their knowledge, ideas and requests clearly (e.g., conversations, small group discussions, letters, dramatizations, show & tell and speeches)
begin to understand and employ the conventions of English grammar including subject/verb agreement, pronoun usage, modifiers, sentence structure and tense
use language for a variety of purposes to communicate effectively in everyday settings
GRADE FOUR PROFICIENCY STANDARDS
READING
N.H. CURRICULUM STANDARD 1:
Students will demonstrate the interest and ability to read age-appropriate materials fluently with understanding and appreciation.
Students will be able to:
apply a variety of semantic, structural, and phonic principles to identify words
recognize that individual words and phrases may have multiple meanings
choose materials that are appropriate to their reading level and for the task at hand
understand what they read by identifying:
main idea
sequence
characters
setting
plot
important details
theme
conflict/resolution
cause and effect
fact and opinion
read aloud fluently and expressively with proper phrasing
reread to confirm and extend their initial understanding of the text
identify and understand the use of simple figurative language including similes, metaphors and idioms
recognize that their knowledge and experiences affect their understanding of the materials they read
predict next step and outcome, and draw conclusions
identify the need for assistance/additional resources when reading in order to clarify comprehension
skim texts to aid in the selection of books or to find information
begin to recognize and use direct meaning, implied meaning, and inferential meaning when reading
participate in reflective discussions of books read in class (literature circles, trade book groups, etc.)
WRITING
N.H. CURRICULUM STANDARD 2:
Students will demonstrate the interest and ability to write effectively for a variety of purposes and audience.
Students will be able to:
demonstrate that they can write for different purposes and audiences
demonstrate that different purposes require different formats and styles of writing (e.g., research, reports, letters, journals, news articles, interviews, poetry, etc)
demonstrate fluency as a writer on both assigned and self-selected topics
demonstrate the ability to use a variety of pre-writing organizational strategies (e.g., note taking, brainstorming, listing, webbing)
demonstrate an ability to revise a piece of writing for organization, content, accuracy and clarity
use and edit for basic conventions of capitalization, punctuation, grammar, and usage, appropriate to varied writing formats
demonstrate their ability to write legibly (print and cursive) and use properly formatted text for effective written communication
demonstrate techniques such as reflecting, conferring, and giving feedback to assist with revision and editing
spell high frequency words and demonstrate an understanding of conventional spelling rules
edit for spelling and develop strategies for correction
use available technology to assist with writing
SPEAKING, LISTENING, VIEWING
N.H. CURRICULUM STANDARD 3:
Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
Students will be able to:
speak clearly and expressively, using appropriate articulation, pronunciation, volume, rate, and intonation
use non-verbal cues such as body language, tone, volume, gestures, and eye contact appropriate to the topic, purpose and/or audience
listen effectively to spoken and audio-visual messages in order to use listening as a basis of writing and speaking including forming and supporting their own opinions
participate appropriately in discussions by listening, entering in, taking turns, and responding to others’ remarks, and using evidence to support their ideas
be able to orally ask and answer questions, and present organized reports using note cards
LITERATURE
N.H. CURRICULUM STANDARD 4:
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
Students will be able to:
demonstrate their understanding of story elements including: character, setting, conflict/resolution, plot, and theme
demonstrate their understanding of how stories relate to prior knowledge or personal experiences
demonstrate their understanding of an author’s purpose or intent
demonstrate their understanding of the characteristics of a variety of genres including fiction, non-fiction, fantasy, fairy tales, poetry, plays, fables, folk tales, biographies, adventures, mysteries, historical fiction, informational articles and factual presentations
make connections among the texts they read, hear, and view
ENGLISH LANGUAGE USES
N.H. CURRICULUM STANDARD 5:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas.
N.H. CURRICULUM STANDARD 6:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking listening, and viewing to communicate effectively.
N.H. CURRICULUM STANDARD 7:
Students will demonstrate competence in applying the interactive language processes of reading, writing, speaking, listening, and viewing to succeed in educational, occupational, civic, social, and everyday settings.
OYSTER RIVER SCHOOL DISTRICT CURRICULUM STANDARD:
Students will be able to demonstrate competence in reading, writing, speaking, listening and viewing in order to:
gather and organize information in a variety of subjects
communicate effectively
succeed in educational, occupational, civic, social and everyday settings
Students will be able to:
GATHERING INFORMATION
identify necessary information and develop strategies to find it
demonstrate the ability to use organizational structures such as lists; tables and charts; problem and solution patterns; beginning, middle and end; who, what, when, where, how and why; alphabetical order; cause and effect; paraphrasing; note taking; and highlighting
use simple reference tools such as dictionaries, maps and globes, magazines, library catalogues, and computer resources
ask appropriate questions to obtain information and clarify meaning
demonstrate the ability to use organizational features such as table of contents, index, and glossary
distinguish between fact and opinion
EFFECTIVE COMMUNICATION
begin to present ideas in an orderly way so that others can understand them
use a variety of organizational tools to communicate ideas and information (e.g., charts and webs)
use visual techniques to aid in the presentation and communication of ideas
use the tools of information technology to enhance communication
give clear and accurate directions
use a variety of communication styles and formats in order to express their knowledge, ideas and requests clearly (e.g., conversations, small group discussions, letters, dramatizations, show & tell and speeches)
understand and employ the conventions of English grammar including subject/verb agreement, pronoun usage, modifiers, sentence structure, and tense
use language for a variety of purposes to communicate effectively in everyday settings
GRADE FIVE PROFICIENCY STANDARDS
READING
N.H. CURRICULUM STANDARD 1:
Students will demonstrate the interest and ability to read age-appropriate materials fluently, with understanding and appreciation.
In addition to the above, students will be able to:
understand and use decoding skills such as phonics (matching letters and combinations of letters with sounds), semantics (language sense and meaning), syntactics (sentence structure), graphics, pictures, and context as well as knowledge of roots, prefixes and suffixes
understand the different purposes for reading (learning, locating information, pleasure)
understand what they read by identifying major elements presented in the text including characters, setting, conflict and resolution, plot, theme, main ideas and supporting details, analogies, personification, hyperbole, and alliteration
choose materials appropriate to their reading level and the task at hand
use a variety of strategies to extract meaning from a text (rereading, contextual clues, discussion with peers)
identify and understand the use of simple figurative language (similes, metaphors, and idioms)
relate an author’s message to prior experience
understand their own instructional needs (when to seek assistance, resources)
skim a text for critical information
use and recognize different levels of meaning (literal, inferential, and implied)
participate in reflective discussions of books read in class (literature circles, trade book groups)
distinguish fact from opinion
begin to develop an enriched vocabulary by use of etymologies (word origins and histories), contextual clues, and structural analysis (e.g., prefixes, roots, and suffixes)
WRITING
N.H. CURRICULUM STANDARD 2.
Students will demonstrate the interest and ability to write effectively for a variety of purposes and audiences.
In addition to the above, students will be able to:
write for an audience (e.g., self, classmates, family, and public)
use different formats and styles of writing for different purposes (e.g., essays, reports, narratives, journals, etc.)
use their own knowledge and experience to generate ideas for writing assignments
use a variety of strategies and pre-writing techniques to organize their thoughts
engage in the writing process by practicing creation of drafts, revising, peer and self-editing, and teacher conferencing
write with clarity, good organization, focus, accuracy, and appropriate content
edit for spelling, punctuation, grammar, usage, and capitalization
organize their writing by using paragraphs
write an introduction and a conclusion which summarizes
develop a main idea
use commonly misspelled words correctly (i.e., it's and its), and employ conventional spelling rules
use available technology to assist and improve writing assignments
learn and use note-taking skills
write concise summaries
produce finished pieces of writing in a variety of genres (e.g, poems, biographies, anthologies, expository writing, etc.)
create a correctly formatted bibliography
SPEAKING, LISTENING, AND VIEWING
N.H. CURRICULUM STANDARD 3.
Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
In addition to the above, students will be able to:
speak clearly and expressively, using appropriate articulation, pronunciation, volume, rate, and intonation
use non-verbal cues for emphasis (body language, facial expression, etc.) when appropriate
use effective listening skills (for both spoken and and audio-visual messages) for gathering information, following directions, and forming a personal perspective
participate in discussions actively by turn-taking, responding politely, asking clarifying questions, and using evidence to support their ideas
offer constructive, sensitive feedback to peer presenters
present an oral report before classmates incorporating effective speech and body language (including areas mentioned above as well as cadence and posture)
LITERATURE
N.H. CURRICULUM STANDARD 4.
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
In addition to the above, students will be able to:
understand the elements of story writing including character, setting, conflict/resolution, plot and theme
use prior knowledge and experience to construct meaning from their literature selections
demonstrate their understanding of an author’s purpose or intent in class discussions, literature circles, and/or in studying different genres
use their understanding of the characteristics of a variety of genres to explore and extend their literary choices
develop an ability to make connections in the texts they read, hear and view by a variety of reflective activities (i.e., literature circles, journals, etc.)
ENGLISH LANGUAGE USES
N.H. CURRICULUM STANDARD 5.
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening and viewing to gather and organize information in a variety of subject areas.
N.H. CURRICULUM STANDARD 6.
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing to communicate effectively.
N.H. CURRICULUM STANDARD 7.
Students will demonstrate competence in applying the interactive language processes of reading, writing, speaking listening, and viewing to succeed in education, occupational, civic, social and every day settings.
OYSTER RIVER SCHOOL DISTRICT CURRICULUM STANDARD.
Students will be able to demonstrate competence in reading, writing, speaking, listening and viewing in order to:
gather and organize information in a variety of subjects.
communicate effectively.
succeed in educational, occupational, civic, social, and everyday settings.
In addition to the above, students will be able to:
identify, locate and organize information
view, listen, and read a variety of print and audio-visual resources
use the organizational features of texts (table of contents, index, and glossary) to locate information
extract meaning (identify main ideas and supporting details) from spoken, graphic, and technological materials
ask appropriate questions to obtain information and clarify meaning
employ simple organizational structures such as sequence patterns, alphabetical order, guide words, lists, tables, charts, problem and solution patterns, beginning, middle, and endings, the 5 W’s (who, what, when, where, and why) and webbing
identify a variety of organizational structures (e.g., cause and effect, patterns, summaries, time lines, note-taking, outlines, highlighting, paraphrasing, flow charts, and Venn diagrams)
present ideas and directions in a clear, orderly, and logical manner
use visual aids effectively to present ideas
recognize how language usage varies, depending upon the circumstances
use figurative language effectively
continue to use technology to enhance written and spoken messages
GRADE SIX PROFICIENCY STANDARDS
READING
N.H. CURRICULUM STANDARD 1:
Students will demonstrate the interest and ability to read age-appropriate materials fluently, with understanding and appreciation.
In addition to the above, students will be able to:
generate questions before, during, and after reading to enhance understanding and recall
read fluently materials presented in a variety of print (manuscript, cursive, and different fonts)
summarize what they read
understand the correct usage of dialect, idioms, specialized vocabulary, homophones, (pronounced the same, but different meaning and sometimes spelling - knight and night or red and read) and homographs (same spelling but differ in meaning - grizzly bear, bear arms)
apply an organized approach in reading text material to extract meaning (i.e., text structure)
use illustrations, maps, footnotes, diagrams, subheadings and tables to better understand the materials they read
extend their understanding and use of a variety of forms of figurative language such as analogies, personification, hyperbole, and alliteration
extend their ability to extract meaning by considering mood, tone, internal and external conflicts, foreshadowing, subplots, and climax
recognize and use direct meaning (denotation), implied meaning (connotation), and inferential meaning (reasoning from facts presented)
make and support complex predictions in their reading
demonstrate ability and interest in reading a variety of materials during free time
contribute personal perspective, supported by text, in written or oral book discussions (literature circles, trade book groups, oral book shares, etc.)
WRITING
N.H. CURRICULUM STANDARD 2.
Students will demonstrate the interest and ability to write effectively for a variety of purposes and audiences.
In addition to the above, students will be able to:
use paragraphs to indicate changes in the central idea, setting, time, character, or speaker
use multiple drafts to continually improve the quality of the piece being written
identify the topic to be addressed in a written work and determine its organization and development
use style and expression appropriate to purpose and audience
analyze the purpose of writing independently and in collaboration with others
write using different models of writing such as: friendly or business letters, news articles, letters to the editor, scripts, captions, interviews, fiction, autobiographies, invitations, songs, etc.
use evidence to present, support, and defend their ideas and points of view
construct, evaluate, and revise written, reference-based reports
create a correctly-formatted bibliography
produce finished pieces of writing in a variety of genres, including technical writing
SPEAKING, LISTENING, AND VIEWING
N.H. CURRICULUM STANDARD 3.
Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
In addition to the above, students will be able to:
connect ideas from discussions, viewing and listening, to themselves and/or the world
use effective listening skills for pleasure (peer writing, literature, rhyme, rhythm, etc.) and for discussion (conversations, recognition of emotional appeal, devices of persuasion, etc.)
participate in a variety of public speaking presentations including recitations, mock trials, storytelling, and drama
understand and evaluate spoken and audio-visual messages by listening to sequence of ideas and making informed, reasoned inferences, judgments, and interpretations
LITERATURE
N.H. CURRICULUM STANDARD 4.
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
In addition to the above, students will be able to:
recognize diverse literary traditions by reading a range of writing by men and women representing a cross-section of racial, cultural and ethnic groups
contrast and compare literature selections
understand that a single text (poetry, novels, essays, spoken and audio-visual representations, real life accounts) may elicit a variety of responses and informed and reasoned interpretations
use literature to better understand themselves and the world around them
demonstrate knowledge, understanding and appreciation of a wide variety of literary works (Newberry books, classics, etc.)
understand the characteristics of a wide variety of genres including mysteries, poetry, drama, legends, biographies, autobiographies, historical fiction, science fiction, adventure, informational articles, and factual representations
ENGLISH LANGUAGE USES
N.H. CURRICULUM STANDARD 5.
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening and viewing to gather and organize information in a variety of subject areas.
N.H. CURRICULUM STANDARD 6.
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing to communicate effectively.
N.H. CURRICULUM STANDARD 7.
Students will demonstrate competence in applying the interactive language processes of reading, writing, speaking listening, and viewing to succeed in education, occupational, civic, social and every day settings.
OYSTER RIVER SCHOOL DISTRICT CURRICULUM STANDARD.
Students will be able to demonstrate competence in reading, writing, speaking, listening and viewing in order to:
gather and organize information in a variety of subjects.
communicate effectively.
succeed in educational, occupational, civic, social, and everyday settings.
In addition to the above, students will be able to:
compare and use information presented in written, spoken, audio-visual, and graphic form
distinguish between fact and opinion in materials presented in various forms
distinguish between informative and persuasive messages
extract information from various reference sources and encode in student language (notes, outlines, videos, and webs)
select and organize tasks and projects by understanding directions, deadlines, and appropriate source materials
use graphic features (captions, graphs, headings, drawings)
effectively use organizational structure (cause and effect, summarizing, etc.)
use mass media (newspapers, magazines, radio, television, movies, Internet, CD-Rom)
expand technical skills (desktop publishing, AV production, etc.)
experiment with a variety of styles in their written and oral expression
recognize, evaluate, and respond to others’ attempts at persuasion
use expanded vocabulary acquired through their reading and listening
distinguish between formal and informal English
know when they are not being understood by others (read cues, both individual and group)
use figurative language such as alliteration, analogies, personification, and hyperbole
understand and correctly use conventions of English grammar (subject and verb agreement, pronoun usage, etc.)
recognize a point of view in both spoken and written language
GRADE SEVEN & EIGHT PROFICIENCIES
READING
N.H. CURRICULUM STANDARD 1:
Students will demonstrate the interest and ability to read age-appropriate materials fluently, with understanding and appreciation.
In addition to the above, students will be able to:
identify and explain a variety of literary terms such as figures or speech (e.g., understatement, antithesis, metonomy, irony, imagery, flashbacks)
demonstrate the interest and ability to read age appropriate materials fluently (e.g., fiction and nonfiction) with understanding and appreciation
effectively use questioning, reviewing, and contextual clues to strengthen comprehension and understanding
develop an enriched vocabulary by use of etymologies (word origins and histories), contextual clues, analogies, and structural analysis (e.g., prefixes, roots, and suffixes)
understand elements of a short story
develop responsibility for discriminating among a variety of reading materials for a variety of purposes
recognize different levels of meaning (e.g., by analyzing and synthesizing)
develop an awareness of fiction and nonfiction writing and the characteristics inherent in each by:
reading novels, short stories, plays, poems, picture books, newspapers, periodicals, journals, essays, and informational books
reading and studying different genres which use exposition, narration, persuasion and description (e.g., personal narratives, memoirs, research, letters, reviews, etc.)
WRITING
N.H. CURRICULUM STANDARD 2.
Students will demonstrate the interest and ability to write effectively for a variety of purposes and audiences.
In addition to the above, students will be able to:
employ the elements of effective writing including purpose, topic development, organization, details, sentence structure, paragraphing, vocabulary and word choice, and tone and style
continue to identify and evaluate strengths and weaknesses in their writing through a variety of means (e.g., written and oral feedback from self, peers and adults)
employ a variety of resources for editing for their own writing (thesauri, dictionaries, writing manuals, computer, self, peers, and teacher)
employ writers’ craft skills such as using effective leads, dialogue, middles, endings, details, pacing, point of view, voice, sentence variation, etc.
produce finished pieces of writing in a variety of genres in response to self-selected and assigned topics with both long and short term deadlines (e.g., essay, journalism, parts of short stories, reviews and poetry)
acquire proficiency in note-taking skills
SPEAKING, LISTENING, AND VIEWING
N.H. CURRICULUM STANDARD 3.
Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
In addition to the above, students will be able to:
use oral language skills to clarify ideas, solve problems, make decisions, and debate issues for the purpose of extending their understanding
use varied vocabulary to enhance clarity and effectiveness
use sequence and details to support and defend ideas in a public forum
recognize the components of a complex spoken and audio-visual message
prepare and present effective oral presentations (informative speeches, readers’ theater, etc.)
LITERATURE
N.H. CURRICULUM STANDARD 4.
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
In addition to the above, students will be able to:
interpret the author’s point of view, draw conclusions, and support the main idea with details
compare and contrast literature selections in terms of genre, theme, author, structure, style, etc.
gain familiarity with a variety of classics and contemporary literature
recognize that literature reflects the range of human experience
ENGLISH LANGUAGE USES
N.H. CURRICULUM STANDARD 5.
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening and viewing to gather and organize information in a variety of subject areas.
N.H. CURRICULUM STANDARD 6.
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing to communicate effectively.
N.H. CURRICULUM STANDARD 7.
Students will demonstrate competence in applying the interactive language processes of reading, writing, speaking listening, and viewing to succeed in education, occupational, civic, social and every day settings.
OYSTER RIVER SCHOOL DISTRICT CURRICULUM STANDARD.
Students will be able to demonstrate competence in reading, writing, speaking, listening and viewing in order to:
gather and organize information in a variety of subjects.
communicate effectively.
succeed in educational, occupational, civic, social, and everyday settings.
In addition to the above, students will be able to:
begin to cross-reference when gathering information
employ questioning and paraphrasing as aids in comprehending written texts, oral language, and audio-visual and graphic presentations
apply a variety of organizational structures (flow charts, high-lighting, etc.)
continue using organizational skills for tasks and projects (clarify directions , timelines, etc.)
locate and begin to compare and synthesize information from a variety of sources and information retrieval systems
conduct oral interviews using a variety of techniques (audiotapes, videos, written notes, etc.)
expand technical skills (spreadsheets, data bases, etc.)
begin to use detail and logic to support an argument with clarity
cite references using correct form when crediting a source
recognize the need to adjust language to the setting, audience, and purpose in an appropriate manner (humor, informational tone, lecture, story, etc.)
use graphic presentations to enhance communication
GRADE NINE THROUGH TWELVE PROFICIENCIES
READING
N.H. CURRICULUM STANDARD 1:
Students will demonstrate the interest and ability to read age-appropriate materials fluently with understanding and appreciation.
In addition to the above, students will be able to:
pay close attention to detail
find patterns
make inferences
extend vocabulary
use context clues
comprehend reading on a literal and metaphorical level
integrate personal, experiential, and analytical responses to literature
find and use data from texts to support interpretations
unfold layers of meaning through extensive dialogue and discussion
value reading as an important part of life-long learning of a well-informed citizen
employ reading comprehension skills including inference, analysis, and synthesis
increase confidence in reading longer, more challenging works
change the reading patterns and speed to fit the purpose
employ appropriate technology to support reading efficiency
WRITING
N.H. CURRICULUM STANDARD 2:
Students will demonstrate the interest and ability to write effectively for a variety of purposes and audiences.
In addition to the above, students will be able to:
value writing, not merely as an academic skill, but as a way of giving meaning and expression to their lives and the world around them
value their own voices and thoughts
engage in the writing process which includes: drafting, conferring, rewriting, editing, and polishing pieces
engage in effective independent writing processes
employ basic skills in spelling, grammar, punctuation and usage
write with clarity, organization, focus detail, and voice
write for a variety of purposes, audiences, and in a variety of genres
write with increased fluidity and flexibility in using words
respect, encourage, and assist the needs of others as writers and thinkers
use word processor and other appropriate technology to produce a polished piece of writing
Poetry
recognize and apply basic poetic techniques such as: sound devices, structure, and literary devices
write clear, insightful analyses of poetic works
evaluate self, peer and professional poetic works
write in a variety of poetic styles and forms
recognize and use detailed description and imagery
Essay
interpret the wording of questions and respond appropriately to written or verbal directions for a writing task
employ research techniques and library resources in gathering information for a writing task
explain and support interpretations of a published work
effectively organize and shape large bodies of information
understand and adhere to policies against plagiarism
recognize and use well developed leads, transitions and conclusions
Fiction
develop a coherent story line with well-connected paragraphs and consistent characterization (frameworks)
create stories connected to human experience and context of intended audience (vraisemblance)
recognize and use such concepts as: character, conflict, plot, climax, foreshadowing
recognize and apply literary devices
write clear, insightful analyses of works of fiction
evaluate self, peer and professional works of fiction
write lively and believable dialogue in various voices
recognize and use dialect appropriate to story context
recognize and use detailed description and imagery
Media and Journalism
use the inverted pyramid form according to the standards of objective, balanced, fair and properly attributed hard news format
recognize and create a feature article
apply standards of newsworthiness
apply journalistic ethics
apply the forms and standards of various journalistic writings such as editorial, commentary, sports, advice, and entertainment
compare and contrast written and visual forms of media
critically respond to and reflect on visual media
critically assess and evaluate media
SPEAKING LISTENING AND VIEWING
N.H. CURRICULUM STANDARD 3.
Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
In addition to the above, students will be able to:
Speaking and Listening
critically view and evaluate non-written forms of expression as independent methods of communicating information and as support for written text
identify the varying effects of media on different groups of people
demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media
identify factors the influence media production, distribution, and advertising
develop confidence and skills in listening and speaking through discussion, small group work, and presentations both formal and informal
work collaboratively
understand, respect, and agree or appropriately disagree with divergent opinions
share information
recognize the importance of precision and accuracy
identify and learn appropriate use of body language as a means of communication
develop audience awareness
display respectful, attentive attitude toward spe\0x00\0x00\0x00\0x01s
understand and employ the key concepts, techniques, and mechanics of formal debate
demonstrate the analytical skills necessary to respond to arguments in an organized and effective manner
demonstrate ability to formulate effective arguments
prepare for an interview or press conference with appropriate background information and open-ended questions
share general and specific responses to others’ work in constructive ways within a group
prepare and deliver oral reports to the class with effective oral deli\0x00\0x00\0x00\0x01 techniques and supporting visual and multi-media materials
employ appropriate technology as tools for the enhancement of speaking listening skills
respond appropriately to a variety of visual and audio media materials
Viewing
recognize and appreciate the pervasiveness and power of visual and electronic media
receive, reflect upon, and respond to visual media
compare and contrast visual and written versions of literary works
recognize bias in visual presentations
identify ways visual constructions both limit and expand our knowledge of their subjects
identify photos which support the information in the written text
decode mass media in order to explore intellectual, moral and social values
recognize motivations, controls, and constraints which influence the producers of media products
identify, interpret, and experience a variety of techniques used to create media
demonstrate critical thinking skills including how to identify bias in communication
identify relevant and irrelevant information conveyed through various media
develop conceptual models and terms used to describe media and their effects
employ appropriate technology and tools for the enhancement of viewing skills
LITERATURE
N.H. CURRICULUM STANDARD 4.
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
In addition to the above, students will be able to:
work independently to analyze and respond to literature
discover themes in fine and performing arts which parallel themes in literature
identify use of poetic and literary devices and recognize their changes in form and structure over time including allusion, irony, paradox, satire, dialect, and symbolism
identify racial, ethnic, class, gender, and sexual bias in literature
identify several authors and find relevance to their own lives
develop an understanding and appreciation of literary genres including: short story, novel, poetry, drama, biography, diaries, journals and essays
understand and appreciate literary techniques specific to the various genres of literature
engage in insightful discussion of themes, elements, techniques and relevance of literature
understand the intended purpose of and audience for a variety of forms of writing
recognize and critically evaluate values implied in literature
identify related and contrasting themes in multi-cultural literature
compare and contrast styles, themes, and messages of the written versus the visual and audio materials
ENGLISH LANGUAGE USES
N.H. CURRICULUM STANDARD 5.
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening and viewing to gather and organized information in a variety of subject areas.
N.H. CURRICULUM STANDARD 6.
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing to communicate effectively.
N.H. CURRICULUM STANDARD 7.
Students will demonstrate competence in applying the interactive language processes of reading, writing, speaking, listening, and viewing to succeed in educational, occupational, civic, social, and everyday settings.
OYSTER RIVER SCHOOL DISTRICT CURRICULUM STANDARD.
Students will be able to demonstrate competence in reading, writing, speaking, listening and viewing in order to:
gather and organize information in a variety of subjects.
communicate effectively.
succeed in educational, occupational, civic, social and everyday settings.
In addition to the above, students will be able to:
properly use punctuation, sentence structure, paragraphing, capitalization, and italics
employ correct usage of verb forms, tenses, pronouns, phrases, clauses, agreement
identify and use parallel structure
appropriately use passive and active voice
make appropriate word choices for audience, purpose, and voice
spell correctly
use proper forms for bibliography, references, footnotes, and citations
employ the principles of non-sexist language
engage in the proper use of homonyms and contractions
engage in self and peer editing skills
employ appropriate technology to support proper language usage
OYSTER RIVER LANGUAGE ARTS CURRICULUM
N.H. CURRICULUM STANDARD 1:
Students will demonstrate the interest and ability to read age-appropriate materials fluently with understanding and appreciation.
KINDERGARTEN PROFICIENCY STANDARDS
Students will be able to:
name upper and lower case letters and match letters and combinations of letters with sounds
understand the concept of a word and directionality of print
GRADE ONE PROFICIENCY STANDARDS
Students will be able to:
determine the pronunciation and meaning of words by using phonics, sight words, semantics, syntactics, graphics, pictures and context as well as the following components of structural analysis:
compound words
possessives
contractions
syllables
understand and use the format and conventions of written language to help them read texts (e.g., a sentence begins with a capital letter and ends with a period)
begin to choose books that they can read
begin to understand what they read by identifying:
main idea
sequence
characters
setting
plot
explore ways to make inferences from texts
begin to read aloud with proper phrasing
predict what will happen next in a story
participate in reflective discussions of books read in class (literature circles, trade book groups)
GRADE TWO PROFICIENCY STANDARDS
Students will be able to:
determine the pronunciation and meaning of words by using phonics, semantics, syntactics, graphics, pictures, and context as well as the following components of structural analysis:
compound words
possessives
contractions
syllables
prefixes and suffixes
root words
plurals
understand and use the format and conventions of written language to help them read texts (e.g., question marks, exclamation points and quotation marks)
understand that purposes for reading differ
set their own purposes for reading
understand what they read by identifying:
main idea
sequence
characters
setting
plot
important details
read aloud expressively with proper phrasing
begin to make connections between personal experiences and what they read
predict events in a story and modify as new information is acquired
participate in reflective discussions of books read in class (literature circles, trade book groups)
GRADE THREE PROFICIENCY STANDARDS
Students will be able to:
apply a variety of semantic, structural and phonic principles to identify words
recognize that individual words and phrases may have multiple meanings
begin to choose materials that are appropriate to their reading level and for the task at hand (e.g., carrying out an assignment, locating information, or reading for enjoyment)
understand what they read by identifying:
main idea
sequence
characters
setting
plot
important details
theme
conflict/resolution
read aloud fluently and expressively with proper phrasing
understand the need to reread in order to confirm and extend their understanding of the text
begin to identify and understand the use of simple figurative language including similes, metaphors, and idioms
begin to recognize that their knowledge and experiences affect their understanding of materials they read
begin to predict next step and outcome, and draw conclusions
identify the need for assistance/additional resources when reading in order to clarify comprehension
begin to develop skimming techniques to aid in the selection of books or to find information
participate in reflective discussions of books read in class (literature circles, trade book groups)
GRADE FOUR PROFICIENCY STANDARDS
Students will be able to:
apply a variety of semantic, structural, and phonic principles to identify words
recognize that individual words and phrases may have multiple meanings
choose materials that are appropriate to their reading level and for the task at hand
understand what they read by identifying:
main idea
sequence
characters
setting
plot
important details
theme
conflict/resolution
cause and effect
fact and opinion
read aloud fluently and expressively with proper phrasing
reread to confirm and extend their initial understanding of the text
identify and understand the use of simple figurative language including similes, metaphors and idioms
recognize that their knowledge and experiences affect their understanding of the materials they read
predict next step and outcome, and draw conclusions
identify the need for assistance/additional resources when reading in order to clarify comprehension
skim texts to aid in the selection of books or to find information
begin to recognize and use direct meaning, implied meaning, and inferential meaning when reading
participate in reflective discussions of books read in class (literature circles, trade book groups, etc.)
GRADE FIVE PROFICIENCY STANDARDS
In addition to the above, students will be able to:
understand and use decoding skills such as phonics (matching letters and combinations of letters with sounds), semantics (language sense and meaning), syntactics (sentence structure), graphics, pictures, and context as well as knowledge of roots, prefixes and suffixes
understand the different purposes for reading (learning, locating information, pleasure)
understand what they read by identifying major elements presented in the text including characters, setting, conflict and resolution, plot, theme, main ideas and supporting details, analogies, personification, hyperbole, and alliteration
choose materials appropriate to their reading level and the task at hand
use a variety of strategies to extract meaning from a text (rereading, contextual clues, discussion with peers)
identify and understand the use of simple figurative language (similes, metaphors, and idioms)
relate an author’s message to prior experience
understand their own instructional needs (when to seek assistance, resources)
skim a text for critical information
use and recognize different levels of meaning (literal, inferential, and implied)
participate in reflective discussions of books read in class (literature circles, trade book groups)
distinguish fact from opinion
begin to develop an enriched vocabulary by use of etymologies (word origins and histories), contextual clues, and structural analysis (e.g., prefixes, roots, and suffixes)
GRADE SIX PROFICIENCY STANDARDS
In addition to the above, students will be able to:
generate questions before, during, and after reading to enhance understanding and recall
read fluently materials presented in a variety of print (manuscript, cursive, and different fonts)
summarize what they read
understand the correct usage of dialect, idioms, specialized vocabulary, homophones, (pronounced the same, but different meaning and sometimes spelling - knight and night or red and read) and homographs (same spelling but differ in meaning - grizzly bear, bear arms)
apply an organized approach in reading text material to extract meaning (i.e., text structure)
use illustrations, maps, footnotes, diagrams, subheadings and tables to better understand the materials they read
extend their understanding and use of a variety of forms of figurative language such as analogies, personification, hyperbole, and alliteration
extend their ability to extract meaning by considering mood, tone, internal and external conflicts, foreshadowing, subplots, and climax
recognize and use direct meaning (denotation), implied meaning (connotation), and inferential meaning (reasoning from facts presented)
make and support complex predictions in their reading
demonstrate ability and interest in reading a variety of materials during free time
contribute personal perspective, supported by text, in written or oral book discussions (literature circles, trade book groups, oral book shares, etc.)
GRADE SEVEN & EIGHT PROFICIENCY STANDARDS
In addition to the above, students will be able to:
identify and explain a variety of literary terms such as figures or speech (e.g., understatement, antithesis, metonomy, irony, imagery, flashbacks)
demonstrate the interest and ability to read age appropriate materials fluently (e.g., fiction and nonfiction) with understanding and appreciation
effectively use questioning, reviewing, and contextual clues to strengthen comprehension and understanding
develop an enriched vocabulary by use of etymologies (word origins and histories), contextual clues, analogies, and structural analysis (e.g., prefixes, roots, and suffixes)
understand elements of a short story
develop responsibility for discriminating among a variety of reading materials for a variety of purposes
recognize different levels of meaning (e.g., by analyzing and synthesizing)
develop an awareness of fiction and nonfiction writing and the characteristics inherent in each by:
reading novels, short stories, plays, poems, picture books, newspapers, periodicals, journals, essays, and informational books
reading and studying different genres which use exposition, narration, persuasion and description (e.g., personal narratives, memoirs, research, letters, reviews, etc.)
GRADE NINE THROUGH TWELVE PROFICIENCY STANDARDS
In addition to the above, students will be able to:
pay close attention to detail
find patterns
make inferences
extend vocabulary
use context clues
comprehend reading on a literal and metaphorical level
integrate personal, experiential, and analytical responses to literature
find and use data from texts to support interpretations
unfold layers of meaning through extensive dialogue and discussion
value reading as an important part of life-long learning of a well-informed citizen
employ reading comprehension skills including inference, analysis, and synthesis
increase confidence in reading longer, more challenging works
change the reading patterns and speed to fit the purpose
employ appropriate technology to support reading efficiency
N.H. CURRICULUM STANDARD 2:
Students will demonstrate the interest and ability to write effectively for a variety of purposes and audience.
KINDERGARTEN PROFICIENCY STANDARDS
Students will be able to:
present their writing to others and listen to the response
explore a variety of purposes for writing
use information and ideas from personal experiences as a source for writing
use drawing, pictures, and other materials and strategies as pre-writing tools
begin to print legibly so others can read their printing
use their knowledge of letter-sound relationships to spell words phonetically
GRADE ONE PROFICIENCY STANDARDS
Students will be able to:
recognize that they can write for different audiences such as self, classmates, family, and school and community members (e.g., research, reports, letters, poetry, journals, etc.)
begin to stay on one topic
use information and ideas from personal experiences as a source for writing
use drawing, pictures, and other materials and strategies as pre-writing tools
talk about how revising a piece of writing can improve organization, content, accuracy, and clarity
print legibly so others can read their printing
participate in writing conferences to give and get feedback
use their knowledge of letter-sound relationships to spell words phonetically, learn conventional spelling patterns (word families), and selected high frequency words
use available technology resources
GRADE TWO PROFICIENCY STANDARDS
Students will be able to:
explore writing for different audiences such as self, classmates, family, and school and community members
recognize that different purposes require different formats and styles of writing (e.g., research, reports, letters, poetry, journals, etc.)
use a variety of techniques to select topics and generate material to write about topics (both assigned and self-selected topics)
begin to explore a variety of pre-writing organizational strategies (e.g., note-taking, brainstorming, listing, webbing)
begin to recognize that a piece of writing may need to be revised for organization, content, accuracy, and clarity
use and edit for basic conventions of capitalization, punctuation, grammar, and usage, appropriate to varied writing formats
print legibly so that others can read their written work
recognize that legibility and presentation are important for effective written communication
participate in writing conferences to give and get feedback
make a steady transition from phonetic spelling to conventional spelling
use available technology to assist with writing and publication
GRADE THREE PROFICIENCY STANDARDS
Students will be able to:
begin to demonstrate that they can write for different audiences such as self, classmates, family, and school and community members
understand and begin to demonstrate that different purposes require different formats and styles of writing (e.g., research, reports, letters, poetry, journals, etc.)
use a variety of techniques to select topics and generate ideas to write about topics (both assigned and self-selected topics)
explore a variety of pre-writing organizational strategies (e.g., note-taking, brainstorming, listing, webbing)
recognize that a piece of writing may need to be revised for organization, content, accuracy, and clarity
use and edit for basic conventions of capitalization, punctuation, grammar, and usage, appropriate to varied writing formats
print legibly and develop cursive writing skills so that others can read their written work
recognize that legibility and presentation are important for effective written communication
use techniques for feedback and reflection to assist with revision and editing
spell most high frequency words and begin to understand conventional spelling rules (prefixes, suffixes, plurals)
edit for spelling and develop strategies for correction
use available technology to assist with writing and publication
begin to write using paragraphs with a main idea and supporting details
GRADE FOUR PROFICIENCY STANDARDS
Students will be able to:
demonstrate that they can write for different purposes and audiences
demonstrate that different purposes require different formats and styles of writing (e.g., research, reports, letters, journals, news articles, interviews, poetry, etc)
demonstrate fluency as a writer on both assigned and self-selected topics
demonstrate the ability to use a variety of pre-writing organizational strategies (e.g., note taking, brainstorming, listing, webbing)
demonstrate an ability to revise a piece of writing for organization, content, accuracy and clarity
use and edit for basic conventions of capitalization, punctuation, grammar, and usage, appropriate to varied writing formats
demonstrate their ability to write legibly (print and cursive) and use properly formatted text for effective written communication
demonstrate techniques such as reflecting, conferring, and giving feedback to assist with revision and editing
spell high frequency words and demonstrate an understanding of conventional spelling rules
edit for spelling and develop strategies for correction
use available technology to assist with writing
GRADE FIVE PROFICIENCY STANDARDS
In addition to the above, students will be able to:
write for an audience (e.g., self, classmates, family, and public)
use different formats and styles of writing for different purposes (e.g., essays, reports, narratives, journals, etc.)
use their own knowledge and experience to generate ideas for writing assignments
use a variety of strategies and pre-writing techniques to organize their thoughts
engage in the writing process by practicing creation of drafts, revising, peer and self-editing, and teacher conferencing
write with clarity, good organization, focus, accuracy, and appropriate content
edit for spelling, punctuation, grammar, usage, and capitalization
organize their writing by using paragraphs
write an introduction and a conclusion which summarizes
develop a main idea
use commonly misspelled words correctly (i.e., it’s and its), and employ conventional spelling rules
use available technology to assist and improve writing assignments
learn and use note-taking skills
write concise summaries
produce finished pieces of writing in a variety of genres (e.g. poems, biographies, anthologies, expository writing, etc.)
create a correctly formatted bibliography
GRADE SIX PROFICIENCY STANDARDS
In addition to the above, students will be able to:
use paragraphs to indicate changes in the central idea, setting, time, character, or speaker
use multiple drafts to continually improve the quality of the piece being written
identify the topic to be addressed in a written work and determine its organization and development
use style and expression appropriate to purpose and audience
analyze the purpose of writing independently and in collaboration with others
write using different models of writing such as: friendly or business letters, news articles, letters to the editor, scripts, captions, interviews, fiction, autobiographies, invitations, songs, etc.
use evidence to present, support, and defend their ideas and points of view
construct, evaluate, and revise written, reference-based reports
create a correctly-formatted bibliography
produce finished pieces of writing in a variety of genres, including technical writing
GRADE SEVEN & EIGHT PROFICIENCY STANDARDS
In addition to the above, students will be able to:
employ the elements of effective writing including purpose, topic development, organization, details, sentence structure, paragraphing, vocabulary and word choice, and tone and style
continue to identify and evaluate strengths and weaknesses in their writing through a variety of means (e.g., written and oral feedback from self, peers and adults)
employ a variety of resources for editing for their own writing (thesauri, dictionaries, writing manuals, computer, self, peers, and teacher)
employ writers’ craft skills such as using effective leads, dialogue, middles, endings, details, pacing, point of view, voice, sentence variation, etc.
produce finished pieces of writing in a variety of genres in response to self-selected and assigned topics with both long and short term deadlines (e.g., essay, journalism, parts of short stories, reviews and poetry)
acquire proficiency in note-taking skills
GRADE NINE TO TWELVE PROFICIENCY STANDARDS
In addition to the above, students will be able to:
value writing, not merely as an academic skill, but as a way of giving meaning and expression to their lives and the world around them
value their own voices and thoughts
engage in the writing process which includes: drafting, conferring, rewriting, editing, and polishing pieces
engage in effective independent writing processes
employ basic skills in spelling, grammar, punctuation and usage
write with clarity, organization, focus detail, and voice
write for a variety of purposes, audiences, and in a variety of genres
write with increased fluidity and flexibility in using words
respect, encourage, and assist the needs of others as writers and thinkers
use word processor and other appropriate technology to produce a polished piece of writing
Poetry
recognize and apply basic poetic techniques such as: sound devices, structure, and literary devices
write clear, insightful analyses of poetic works
evaluate self, peer and professional poetic works
write in a variety of poetic styles and forms
recognize and use detailed description and imagery
Essay
interpret the wording of questions and respond appropriately to written or verbal directions for a writing task
employ research techniques and library resources in gathering information for a writing task
explain and support interpretations of a published work
effectively organize and shape large bodies of information
understand and adhere to policies against plagiarism
recognize and use well developed leads, transitions and conclusions
Fiction
develop a coherent story line with well-connected paragraphs and consistent characterization (frameworks)
create stories connected to human experience and context of intended audience (vraisemblance)
recognize and use such concepts as : character, conflict, plot, climax, foreshadowing
recognize and apply literary devices
write clear, insightful analyses of works of fiction
evaluate self, peer and professional works of fiction
write lively and believable dialogue in various voices
recognize and use dialect appropriate to story context
recognize and use detailed description and imagery
Media and Journalism
use the inverted pyramid form according to the standards of objective, balanced, fair and properly attributed hard news format
recognize and create a feature article
apply standards of newsworthiness
apply journalistic ethics
apply the forms and standards of various journalistic writings such as editorial, commentary, sports, advice, and entertainment
compare and contrast written and visual forms of media
critically respond to and reflect on visual media
critically assess and evaluate media
SPEAKING, LISTENING, AND VIEWING
N.H. CURRICULUM STANDARD 3:
Students will demonstrate the interest and ability to speak purposefully and articulately, as well as listen and view attentively and critically.
KINDERGARTEN PROFICIENCY STANDARDS
Students will be able to:
listen to and recognize the characteristic sounds and rhythms of the English language including letter-sound relationships, rhythm, rhyme, word order, patterns, and alliteration
speak clearly
begin to recognize that non-verbal cues such as body language, tone, volume, gestures, and eye contact emphasize meaning
recognize the characteristics of effective listening which include attending to the speaker and avoiding interruptions and distractions
listen effectively to spoken and audio-visual messages including stories, presentations and directions
tell their ideas and feelings in a group discussion
relate events in a sequence
GRADE ONE PROFICIENCY STANDARDS
Students will be able to:
listen to and recognize and talk about the characteristic sounds and rhythms of the English language including letter-sound relationships, rhythm, rhyme, word order, patterns, and alliteration
speak clearly and expressively
recognize that non-verbal cues such as body language, tone, volume, gestures, and eye contact emphasize meaning
listen effectively by attending to the speaker and avoiding interruptions and distractions
listen to spoken and audio-visual messages in order to identify main ideas, recall sequence, ask appropriate questions, or follow one- and two-step directions
discuss what they experience and read
give a brief sequenced speech about one topic and know when they are done
GRADE TWO PROFICIENCY STANDARDS
Students will be able to:
demonstrate their understanding of characteristic sounds and rhythms of the English language including letter-sound relationships, rhythm, rhyme, word order, patterns, and alliteration
speak clearly and expressively, using appropriate articulation, pronunciation, volume, rate, and intonation
use non-verbal cues such as body language, tone, volume, gestures, and eye contact to emphasize meaning
listen effectively by attending to the speaker and avoiding interruptions and distractions
interpret and respond to non-verbal cues by:
participating appropriately in discussions
listening, entering in, and taking turns
listen effectively to spoken and audio-visual messages in order to identify main ideas, recall sequences, recall important details, ask appropriate questions, and follow multi-step directions
be able to discuss and give a brief speech using description and stating facts and opinions about one topic
GRADE THREE PROFICIENCY STANDARDS
Students will be able to:
speak clearly and expressively, using appropriate articulation, pronunciation, volume, rate, and intonation
use non-verbal cues such as body language, tone, volume, gestures, and eye contact appropriate to the topic, purpose and/or audience
listen effectively to spoken and audio-visual messages in order to restate, answer questions, summarize, and follow multi-step directions
participate appropriately in discussions by listening, entering in, taking turns, and responding to others’ remarks
be able to organize thoughts before speaking or discussing, use visual supports, and speak in complete sentences
GRADE FOUR PROFICIENCY STANDARDS
Students will be able to:
speak clearly and expressively, using appropriate articulation, pronunciation, volume, rate, and intonation
use non-verbal cues such as body language, tone, volume, gestures, and eye contact appropriate to the topic, purpose and/or audience
listen effectively to spoken and audio-visual messages in order to use listening as a basis of writing and speaking including forming and supporting their own opinions
participate appropriately in discussions by listening, entering in, taking turns, and responding to others’ remarks, and using evidence to support their ideas
be able to orally ask and answer questions, and present organized reports using note cards
GRADE FIVE PROFICIENCY STANDARDS
In addition to the above, students will be able to:
speak clearly and expressively, using appropriate articulation, pronunciation, volume, rate, and intonation
use non-verbal cues for emphasis (body language, facial expression, etc.) when appropriate
use effective listening skills (for both spoken and audio-visual messages) for gathering information, following directions, and forming a personal perspective
participate in discussions actively by turn-taking, responding politely, asking clarifying questions, and using evidence to support their ideas
offer constructive, sensitive feedback to peer presenters
present an oral report before classmates incorporating effective speech and body language (including areas mentioned above as well as cadence and posture)
GRADE SIX PROFICIENCY STANDARDS
In addition to the above, students will be able to:
connect ideas from discussions, viewing, and listening to themselves and/or the world
use effective listening skills for pleasure (peer writing, literature, rhyme, rhythm, etc.) and for discussion (conversations, recognition of emotional appeal, devices of persuasion, etc.)
participate in a variety of public speaking presentations including recitations, mock trials, storytelling, and drama
understand and evaluate spoken and audio-visual messages by listening to sequence of ideas and making informed, reasoned inferences, judgments, and interpretations
GRADE SEVEN & EIGHT PROFICIENCY STANDARDS
In addition to the above, students will be able to:
use oral language skills to clarify ideas, solve problems, make decisions, and debate issues for the purpose of extending their understanding
use varied vocabulary to enhance clarity and effectiveness
use sequence and details to support and defend ideas in a public forum
recognize the components of a complex spoken and audio-visual message
prepare and present effective oral presentations (informative speeches, readers’ theater, etc.)
GRADE NINE THROUGH TWELVE PROFICIENCY STANDARDS
In addition to the above, students will be able to:
Speaking and Listening
critically view and evaluate non-written forms of expression as independent methods of communicating information and as support for written text
identify the varying effects of media on different groups of people
demonstrate critical thinking skills by identifying the differences between explicit and implicit messages in media
identify factors the influence media production, distribution, and advertising
develop confidence and skills in listening and speaking through discussion, small group work, and presentations both formal and informal
work collaboratively
understand, respect, and agree or appropriately disagree with divergent opinions
share information
recognize the importance of precision and accuracy
identify and learn appropriate use of body language as a means of communication
develop audience awareness
display respectful, attentive attitude toward speakers
understand and employ the key concepts, techniques, and mechanics of formal debate
demonstrate the analytical skills necessary to respond to arguments in an organized and effective manner
demonstrate ability to formulate effective arguments
prepare for an interview or press conference with appropriate background information and open-ended questions
share general and specific responses to others’ work in constructive ways within a group
prepare and deliver oral reports to the class with effective oral delivery techniques and supporting visual and multi-media materials
employ appropriate technology as tools for the enhancement of speaking listening skills
respond appropriately to a variety of visual and audio media materials
Viewing
recognize and appreciate the pervasiveness and power of visual and electronic media
receive, reflect upon, and respond to visual media
compare and contrast visual and written versions of literary works
recognize bias in visual presentations
identify ways visual constructions both limit and expand our knowledge of their subjects
identify photos which support the information in the written text
decode mass media in order to explore intellectual, moral and social values
recognize motivations, controls, and constraints which influence the producers of media products
identify, interpret, and experience a variety of techniques used to create media
demonstrate critical thinking skills including how to identify bias in communication
identify relevant and irrelevant information conveyed through various media
develop conceptual models and terms used to describe media and their effects
employ appropriate technology and tools for the enhancement of viewing skills
N.H. CURRICULUM STANDARD 4:
Students will demonstrate competence in understanding, appreciating, interpreting, and critically analyzing classical and contemporary American and British literature as well as literary works translated into English.
KINDERGARTEN PROFICIENCY STANDARDS
Students will be able to:
appreciate and respond to a variety of literature
listen attentively to stories
tell a personal experience related to a story read aloud
listen to a variety of genres including: fiction, non-fiction, fantasy, fairy tales, poetry, plays, fables, and folk tales.
make connections between the texts they hear and view
GRADE ONE PROFICIENCY STANDARDS
Students will be able to:
recognize story elements including: character, setting, and plot.
recognize that stories can be related to personal experiences.
recognize a variety of genres including fiction, non-fiction, fantasy, fairy tales,
poetry, plays, fables, and folk tales, and distinguish between fiction and non-fiction
make connections between the texts they hear and view
GRADE TWO PROFICIENCY STANDARDS
Students will be able to:
discuss story elements including character, setting, plot, and theme
talk about how stories relate to personal experiences
recognize that authors have a purpose or intent
talk about the characteristics of a variety of genres including fiction, non-fiction, fantasy, fairy tales, poetry, plays, fables, and folk tales, and distinguish between fiction and non- fiction
make connections between the texts they hear and view
GRADE THREE PROFICIENCY STANDARDS
Students will be able to:
understand story elements including: character, setting, conflict/resolution, plot, and theme
relate stories to prior knowledge or personal experiences
talk about authors’ purpose or intent
understand the characteristics of a variety of genres including: fiction, non-fiction, fantasy, fairy tales, poetry, plays, fables, and folk tales, biographies, adventures, mysteries, historical fiction, and distinguish between fiction and non-fiction
make connections between the texts they read, hear, and view
GRADE FOUR PROFICIENCY STANDARDS
Students will be able to:
demonstrate their understanding of story elements including: character, setting, conflict/resolution, plot, and theme
demonstrate their understanding of how stories relate to prior knowledge or personal experiences
demonstrate their understanding of an author’s purpose or intent
demonstrate their understanding of the characteristics of a variety of genres including fiction, non-fiction, fantasy, fairy tales, poetry, plays, fables, and folk tales, biographies, adventures, mysteries, historical fiction, informational articles and factual presentations
make connections among the texts they read, hear, and view
GRADE FIVE PROFICIENCY STANDARDS
In addition to the above, students will be able to:
understand the elements of story writing including character, setting, conflict/resolution, plot and theme
use prior knowledge and experience to construct meaning from their literature selections
demonstrate their understanding of an author’s purpose or intent in class discussions, literature circles, and/or in studying different genres
use their understanding of the characteristics of a variety of genres to explore and extend their literary choices
develop an ability to make connections in the texts they read, hear and view by a variety of reflective activities (i.e., literature circles, journals, etc.)
GRADE SIX PROFICIENCY STANDARDS
In addition to the above, students will be able to:
recognize diverse literary traditions by reading a range of writing by men and women representing a cross-section of racial, cultural and ethnic groups
contrast and compare literature selections
understand that a single text (poetry, novels, essays, spoken and audio-visual representations, real life accounts) may elicit a variety of responses and informed and reasoned interpretations
use literature to better understand themselves and the world around them
demonstrate knowledge, understanding and appreciation of a wide variety of literary works (Newberry books, classics, etc.)
understand the characteristics of a wide variety of genres including mysteries, poetry, drama, legends, biographies, autobiographies, historical fiction, science fiction, adventure, informational articles, and factual representations
GRADE SEVEN & EIGHT PROFICIENCY STANDARDS
In addition to the above, students will be able to:
interpret the author’s point of view, draw conclusions, and support the main idea with details
compare and contrast literature selections in terms of genre, theme, author, structure, style, etc.
gain familiarity with a variety of classics and contemporary literature
recognize that literature reflects the range of human experience
GRADE NINE THROUGH TWELVE PROFICIENCY STANDARDS
In addition to the above, students will be able to:
work independently to analyze and respond to literature
discover themes in fine and performing arts which parallel themes in literature
identify use of poetic and literary devices and recognize their changes in form and structure over time including allusion, irony, paradox, satire, dialect, and symbolism
identify racial, ethnic, class, gender, and sexual bias in literature
identify several authors and find relevance to their own lives
develop an understanding and appreciation of literary genres including: short story, novel, poetry, drama, biography, diaries, journals and essays
understand and appreciate literary techniques specific to the various genres of literature
engage in insightful discussion of themes, elements, techniques and relevance of literature
understand the intended purpose of and audience for a variety of forms of writing
recognize and critically evaluate values implied in literature
identify related and contrasting themes in multi-cultural literature
compare and contrast styles, themes, and messages of the written versus the visual and audio materials
N.H. CURRICULUM STANDARD 5:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking, listening, and viewing, to gather and organize information in a variety of subject areas.
N.H. CURRICULUM STANDARD 6:
Students will demonstrate competence in using the interactive language processes of reading, writing, speaking listening, and viewing to communicate effectively.
N.H. CURRICULUM STANDARD 7:
Students will demonstrate competence in applying the interactive language processes of reading, writing, speaking, listening, and viewing to succeed in educational, occupational, civic, social, and everyday settings.
OYSTER RIVER SCHOOL DISTRICT CURRICULUM STANDARD:
Students will be able to demonstrate competence in reading, writing, speaking, listening and viewing in order to:
gather and organize information in a variety of subjects
communicate effectively
succeed in educational, occupational, civic, social and everyday settings
KINDERGARTEN PROFICIENCY STANDARDS
Students will be able to:
GATHERING INFORMATION
participate in identifying information needed and exploring ways to find it
explore ways to sort and organize information
EFFECTIVE COMMUNICATION
practice ways to present ideas in an orderly way so that others can understand them
explore a variety of organizational tools to communicate ideas and information (e.g., charts and webs)
use visual techniques to aid in the presentation and communication of ideas
use language for a variety of purposes to communicate effectively in everyday settings
GRADE ONE PROFICIENCY STANDARDS
Students will be able to:
GATHERING INFORMATION
begin to identify necessary information and explore strategies to find it.
explore library resources.
explore simple organizational structures such as lists; tables and charts; problem and solution patterns; beginning, middle and end; who, what, when, where, how and why; alphabetical order
EFFECTIVE COMMUNICATION
talk about strategies to present ideas in an orderly way so that others can understand them
talk about a variety of organizational tools to communicate ideas and information (e.g., charts and webs)
use language for a variety of purposes to communicate effectively in everyday settings
GRADE TWO PROFICIENCY STANDARDS
Students will be able to:
GATHERING INFORMATION
begin to identify necessary information and explore strategies to find it
begin to use simple organizational structures such as lists; tables and charts; problem and solution patterns; beginning, middle and end; who, what, when, where, how and why; alphabetical order
begin to use simple reference tools such as dictionaries, maps and globes, magazines, library catalogues, and computer resources
begin to ask appropriate questions to obtain information
begin to use organizational features such as table of contents, index, and
glossary
EFFECTIVE COMMUNICATION
begin to present ideas in an orderly way so that others can understand them
begin to use a variety of organizational tools to communicate ideas and information (e.g., charts and webs)
use visual techniques to aid in the presentation and communication of ideas
introduce the tools of technology available to enhance communication
begin to understand the importance of giving clear and accurate directions
begin to understand the importance of using a variety of communication styles and formats in order to express their knowledge, ideas and requests clearly (e.g., conversations, small group discussions, letters, dramatizations, show & tell and speeches)
use language for a variety or purposes to communicate effectively in everyday settings
GRADE THREE PROFICIENCY STANDARDS
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