ENGLISH LANGUAGE ARTS RESOURCES

LANGUAGE ARTS :: ELEMENTARY RESOURCES :: ENGLISH LANGUAGE ARTS OVERVIEW

ENGLISH LANGUAGE ARTS
AN OVERVIEW
GRADE 1

First grade students extend their understanding of the enabling skills of phonemic awareness and decoding and word recognition while they extend their comprehension and use of conventions for written language.They read a variety of texts, listen to literature, and respond to books, poetry, plays, age-appropriate expository texts, environmental print, and self-selected reading materials.They expand their oral language skills and their knowledge about recording oral language to express themselves clearly. As they participate in discussing texts and constructing texts, they expand their store of words.They begin to use new vocabulary and formats for their written products as a result of their examination of models of speaking and writing.

First grade students will:

  • Read a variety of texts in different settings.
  • Respond to texts in different ways.
  • Use conversational and literary language to express themselves.
  • Begin to develop effective listening and speaking skills.

Strands: Oral Language, Written Language, and Other Media/Technology

WORD RECOGNITION/VOCABULARY

COMPETENCY GOAL 1

The learner will apply enabling strategies and skills to read and write.

Objectives

1.01 Develop phonemic awareness and demonstrate knowledge of alphabetic principle:

  • count the syllables in a word.
  • blend the phonemes of one-syllable words.
  • segment the phonemes of one-syllable words.
  • change the beginning, middle, and ending sounds to produce new words.
  • create and state a series of rhyming words that may include consonant blends (e.g., flag, brag).

1.02 Demonstrate decoding and word recognition strategies and skills:

  • generate the sounds from all the letters and the appropriate letter patterns which should include consonant blends and long and short vowel patterns.
  • use phonics knowledge of sound-letter relationships to decode regular one-syllable words when reading words and text.
  • recognize many high frequency and/or common irregularly spelled words in text (e.g., have, said, where, two).
  • read compound words and contractions.
  • read inflectional forms (e.g., -s, -ed, -ing) and root words (e.g., looks, looked, looking).
  • read appropriate word families.

1.03 Use pronunciation, sentence meaning, story meaning, and syntax to confirm accurate decoding or to self-correct errors.

1.04 Self-monitor decoding by using one or two decoding strategies (e.g., beginning letters, rimes, length of word, ending letters).

1.05 Increase vocabulary, concepts, and reading stamina by reading self-selected texts independently for 15 minutes daily. Self-selected texts should be consistent with the student's independent reading level.


COMPREHENSION

COMPETENCY GOAL 2

The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.

Objectives

2.01 Read aloud independently with fluency and comprehension any text that is appropriately designed for emergent readers.

2.02 Demonstrate familiarity with a variety of texts (e.g., storybooks, short chapter books, newspapers, telephone books, and everyday print such as signs and labels, poems, word plays using alliteration and rhyme, skits and short plays).

2.03 Read and comprehend both fiction and nonfiction text appropriate for grade one using:

  • prior knowledge.
  • summary.
  • questions.
  • graphic organizers.

2.04 Use preparation strategies to anticipate vocabulary of a text and to connect prior knowledge and experiences to a new text.

2.05 Predict and explain what will happen next in stories.

2.06 Self-monitor comprehension by using one or two strategies (e.g., questioning, retelling, summarizing).

2.07 Respond and elaborate in answering what, when, where, and how questions.

2.08 Discuss and explain response to how, why, and what if questions in sharing narrative and expository texts.

2.09 Read and understand simple written instructions.


CONNECTIONS

COMPETENCY GOAL 3

The learner will make connections through the use of oral language, written language, and media and technology.

Objectives

3.01 Elaborate on how information and events connect to life experiences.

3.02 Recognize and relate similar vocabulary use and concepts across experiences with texts.

3.03 Discuss unfamiliar oral and/or written vocabulary after listening to or reading texts.

3.04 Share personal experiences and responses to experiences with text by:

  • publishing non-print texts.
  • discussing interpretations.
  • recording personal responses.

3.05 Recognize how particular authors use vocabulary and language to develop an individual, recognizable voice.

3.06 Discuss authors'/speakers' use of different kinds of sentences to interest a reader/listener and communicate a message.

3.07 Compare authors' uses of conventions of language that aid readers including:

  • kinds of sentences.
  • capitalization of first word in a sentence and proper names.
  • punctuation to end a declarative and interrogative sentence.


PRODUCTS

COMPETENCY GOAL 4

The learner will apply strategies and skills to create oral, written, and visual texts.

Objectives

4.01 Select and use new vocabulary and language structures in both speech and writing contexts (e.g., oral retelling, using exclamatory phrases to accent an idea or event).

4.02 Use words that describe, name characters and settings (who, where), and tell action and events (what happened, what did _____ do) in simple texts.

4.03 Use specific words to name and tell action in oral and written language (e.g., using words such as frog and toad when discussing a nonfiction text).

4.04 Extend skills in using oral and written language by:

  • clarifying purposes for engaging in communication.
  • using clear and precise language to paraphrase messages.
  • engaging in more extended oral discussions.
  • producing written products.
  • completing graphic organizers.

4.05 Write and/or participate in writing by using an author's model of language and extending the model (e.g., writing a different ending for a story, composing an innovation of a poem).

4.06 Compose a variety of products (e.g., stories, journal entries, letters, response logs, simple poems, oral retellings) using a writing process.


GRAMMAR & LANGUAGE CONVENTIONS

COMPETENCY GOAL 5

The learner will apply grammar and language conventions to communicate effectively.

Objectives

5.01 Use phonic knowledge and basic patterns (e.g., an, ee, ake) to spell correctly three-and four-letter words.

5.02 Apply phonics to write independently, using temporary and/or conventional spelling.

5.03 Write all upper and lower case letters of the alphabet, using correct letter formation.

5.04 Use complete sentences to write simple texts.

5.05 Use basic capitalization and punctuation:

  • first word in a sentence.
  • proper names.
  • period to end declarative sentence.
  • question mark to end interrogative sentence.

5.06 Self-monitor composition by using one or two strategies (e.g., rereading, peer conferences).

5.07 Use legible manuscript handwriting.

Composition Products

These composition products represent a basic list of text types. Teachers may want to focus instruction on these text types, but are encouraged to expose students to additional types of writing.

GRADE K
Participate in writing behaviors by using authors' models of language. Write by using models.

FIRST GRADE
Stories, journal entries, letters, response logs, simple poems, oral retellings

SECOND GRADE
Personal narratives, creative stories, skits (familiar stories/experiences), structured, informative presentations and narratives

THIRD GRADE
Simple narratives, short reports, friendly letters, directions, instructions, poems, learning logs, notes

FOURTH GRADE
Personal narratives, imaginative narratives, research reports, logs, diaries, journals, rules, instructions, letters-of-request, letters-of-complaint

FIFTH GRADE
Research reports, news articles, business letters, letters-to-the-editor, poetry, essays, feature stories

 

TEXTS IN GENRE

Grade Levels

Fiction

Nonfiction

Poetry

Drama

Grade K

Picture books
Caption books

Short inofrmational
texts

Nursery rhymes
Word plays & Finger plays

Puppet plays
Reenactments of
familiar stories

Grades 1-2

Storybooks
Short chapter
books

Newspapers
Telephone books
Signs/labels

Short poems
Word plays
(alliteration/rhyme)

Skits
Short plays

Grade 3

Short stories
Novels
Fantasies
Fairy tales & Fables

Biographies
Letters & Articles
Procedures/instructions
Charts

Proverbs
Riddles
Limericks
Simple poems

Skits
Plays

Grade 4

Legends
Novels
Folklore & Science fiction

Autobiographies
Informational books
Diaries & Journals

Concrete poems
Haiku

Skits
Plays

Grade 5

Tall tales
Myths

True experiences
Newspapers & Magazines
Schedules

Narrative
Lyric
Cinquain

Skits
Plays

PROFESSIONAL ORGANIZATIONS

International Reading Association (IRA)
800.336.READ; www.reading.org

North Carolina Reading Association (NCRA)
www.ncreading.org

National Council of the Teachers of English (NCTE) (Elementary Section)
800.369.6283; www.ncte.org

North Carolina Association for the Education of Young Children (NCAEYC)
800.982.4406; www.ncaeyc.org

National Association for the Education of Young Children (NAEYC)
800.424.2460; www.naeyc.org

North Carolina Association of Elementary Educators (NCAEE)
Under Construction

SERVE
800.755.3277; www.serve.org

English Language Arts/Social Studies/Student Services Section
PreK-Elementary Division :: NC Department of Public Instruction :: 919.807.3931

 

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