2006 Connecticut English Language Arts Curriculum Framework
A Guide for the Development of Prekindergarten – Grade 12 Literacy
Approved February 2006
CSDE 2006 English Language Arts Curriculum Framework 1
INTRODUCTION
A Vision for Connecticut English Language Arts Education
The 2006 Connecticut English Language Arts Framework reflects Connecticut’s vision that every student will be highly skilled in reading, writing, listening, speaking, viewing and
presenting across all content areas. The Connecticut State Department of Education enlisted experts in the field of English language arts education, school administrators, university
professors and classroom teachers as contributors to the Framework’s development. The Framework is sequenced prekindergarten-12, and is based on the goals and standards of the
International Reading Association and National Council of Teachers of English. The Framework identifies six program goals and four content standards and is delineated in overarching
ideas, guiding questions, component statements and performance expectations. Performance expectations may be repeated over grade levels; however, the level of materials used with
students and the level of teacher support will vary. Performance expectations build on each other with the goal that all students will demonstrate mastery of each of the content standards
by the end of Grade 12. In addition to the Framework, district educators should consult Connecticut’s Preschool Curriculum Framework (2004), Connecticut’s Blueprint for Reading
Achievement, K-3 (2000), and Connecticut’s Beyond the Blueprint: Literacy Instruction and Literacy Across the Content Areas, 4-12 (to be released in 2006).
Framework Goals
The six Framework goals are as follows:
1. develop the skills to read, write, listen, speak, view and present texts to construct meaning;
2. read with understanding and respond thoughtfully to a variety of texts;
3. write and speak English proficiently to communicate ideas clearly;
4. choose and apply strategies that enhance the fluent and proficient use of language arts;
5. understand and appreciate texts from many literary periods and cultures; and
6. employ the language arts for lifelong learning, work and enjoyment.
CSDE 2006 English Language Arts Curriculum Framework 2
Context for Connecticut English Language Arts Framework
CSDE CSDE
FRAMEWORK CMT/CAPT
Guide for English Assessment of selected
language arts content concepts and skills in
and instruction Grades 3-8 and 10
in Grades
prekindergarten-12
STUDENT
LEARNING
DISTRICT
Curriculum, instruction
and assessment guidelines
The diagram illustrates the interrelationship of the Framework
and the Connecticut Mastery Test and Connecticut Academic Performance Test
to district curriculum, instruction and assessment.
CSDE 2006 English Language Arts Curriculum Framework 3
Framework Glossary
The definitions for words used in the Framework are as follows:
audience the target group for a message
author’s craft the decisions an author makes about elements and devices, and their effect on the written piece
conventions the accepted practices of written and spoken language
diction the words that a writer or speaker chooses
critical stance the process of arriving at a judgment about the quality or value of a text
elaboration details and examples that clarify writing or speech
fluency reading or writing clearly and easily, without hesitation and with comprehension; using language smoothly and effortlessly
genre a class or category of literary work having a particular form, techniques, conventions and content
grammar descriptions that govern the standard structure and features of a language
inference a conclusion drawn or prediction made, by combining what one knows with information in a text
interpretation a possible explanation of a text’s meaning
phonemic awareness the understanding that spoken words are made up of separate units of sound that are blended together when words are pronounced
point of view the position of the narrator in relation to the story in a literary work
prereading activities activities used to develop reading strategies that help students activate prior knowledge and set the purpose for reading
retell the process in which a reader accounts for what happened in a story
revise to change a piece of writing in order to improve the clarity of ideas, organization, tone, etc.
standard English the most widely accepted variety of American English adhering to accepted conventions in which most educational texts, government and media publications are written
style a writer’s characteristic use of language or elements in printed and non-printed media
syntax the patterns or rules of word order in grammatical sentences, clauses and phrases
summary a brief statement that contains the essential ideas of a longer passage or selection
synthesize to form by combining parts or elements
technology the full range of hardware and software used to support teaching and learning across the curriculum; technology includes desktop, laptop and handheld computers and
applications; local networks and the Internet; and peripherals such as cameras, scanners, projectors, telephones and adaptive devices
text all author-created materials in both print and non-print media
text structure the organization patterns embedded in a text; common patterns are cause-effect, comparison-contrast, problem-solution, description and sequence
tone the author’s attitude toward the subject of his or her writing; tone can be serious, sarcastic, solemn, humorous, etc.
visualize to picture mentally objects or events presented in text
voice the distinctive perspective from which a writer expresses his or her ideas and feelings
CSDE 2006 English Language Arts Curriculum Framework 4
Framework Standards
Standard 1: Reading and Responding
Overarching Idea: Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
Guiding Question: How do we understand what we read?
Component Statements:
1.1 Students use appropriate strategies before, during and after reading in order to construct meaning.
1.2 Students interpret, analyze and evaluate text in order to extend understanding and appreciation.
1.3 Students select and apply strategies to facilitate word recognition and develop vocabulary in order to comprehend text.
1.4 Students communicate with others to create interpretations of written, oral and visual texts.
Standard 2: Exploring and Responding to Literature
Overarching Idea: Students read and respond to classical and contemporary texts from many cultures and literary periods.
Guiding Question: How does literature enrich our lives?
Component Statements:
2.1 Students recognize how literary devices and conventions engage the reader.
2.2 Students explore multiple responses to literature.
2.3 Students recognize and appreciate that contemporary and classical literature has shaped human thought.
2.4 Students recognize that readers and authors are influenced by individual, social, cultural and historical contexts.
Standard 3: Communicating with Others
Overarching Idea: Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
Guiding Question: How do we write, speak and present effectively?
Component Statements:
3.1 Students use descriptive, narrative, expository, persuasive and poetic modes.
3.2 Students prepare, publish and/or present work appropriate to audience, purpose and task.
Standard 4: Applying English Language Conventions
Overarching Idea: Students apply the conventions of standard English in oral, written and visual communication.
Guiding Question: How do we use the English language appropriately to speak and write?
Component Statements:
4.1 Students use knowledge of their language and culture to improve competency in English.
4.2 Students speak and write using standard language structures and diction appropriate to audience and task.
4.3 Students use standard English for composing and revising written text.
CSDE 2006 English Language Arts Curriculum Framework 5
Standard 1: Reading and Responding
Students read, comprehend and respond in individual, literal, critical and evaluative ways to literary, informational and persuasive texts in multimedia formats.
How do we understand what we read?
Students will:
1.1 Students use Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
appropriate a. identify current use prereading use prereading use prereading use prereading activate prior activate prior activate prior activate prior activate prior activate prior
strategies knowledge and activities to activities to activities to activities to knowledge and knowledge, knowledge, knowledge, knowledge, knowledge,
before, awareness on a activate prior activate prior activate prior activate prior establish purpose establish purposes establish purposes establish purposes establish purposes establish purposes
during and selected topic knowledge and knowledge and knowledge and knowledge and for reading. for reading and for reading and for reading and for reading and for reading and
after reading prior to a reading establish purpose. establish purpose. establish purpose. establish purpose. adjust the purposes adjust the purposes adjust the purposes adjust the purposes adjust the purposes
in order to activity. while reading. while reading. while reading. while reading. while reading.
construct b. recognize when identify points at identify points at identify points at monitor monitor monitor monitor monitor monitor determine and
meaning. they do not which which which comprehension comprehension comprehension comprehension comprehension comprehension apply the most
understand and understanding understanding understanding and apply and apply and apply and apply and apply and apply effective means of
apply appropriate breaks down and breaks down and breaks down and appropriate appropriate appropriate appropriate appropriate appropriate monitoring
strategies such as apply appropriate apply appropriate apply appropriate strategies when strategies when strategies when strategies when strategies when strategies when comprehension
asking questions. strategies to strategies to strategies to understanding understanding understanding understanding understanding understanding and apply the
develop develop develop breaks down. breaks down. breaks down. breaks down. breaks down. breaks down. appropriate
comprehension. comprehension. comprehension. strategies.
c. organize organize organize organize recognize and organize relevant select and organize select and organize select and organize select and organize select and organize
information in information in information in information in organize relevant information to use relevant relevant relevant relevant relevant
proper sequence proper sequence to proper sequence to proper sequence to information in in a summary. information from information from information from information from information from
to use in a use in a summary use in a summary use in a summary proper sequence to text to summarize. text to summarize. text to summarize. text to summarize. text to summarize.
summary and/or and/or retelling. and/or retelling. and/or retelling. use in a summary.
retelling.
d. listen to and begin to recognize recognize text recognize text identify, use and identify, use and identify, use and identify, use and identify, use and identify, use and identify, use and
begin to that there are structures. structures. explain text explain text explain text explain text analyze text analyze text analyze text
recognize different text structures. structures. structures. structures. structures. structures. structures.
different text structures.
structures.
e. draw conclusions draw conclusions draw conclusions draw conclusions draw conclusions draw conclusions draw conclusions draw conclusions draw conclusions draw conclusions draw conclusions
and use evidence and use evidence and use evidence and use evidence and use evidence and use evidence and use evidence and use evidence and use evidence and use evidence and use evidence
to substantiate to substantiate to substantiate to substantiate to substantiate to substantiate to substantiate to substantiate to substantiate to substantiate to substantiate
them by using them by using them by using them by using them by using them by using them by using them by using them by using them by using them by using
texts heard, read texts heard, read texts heard, read texts heard, read texts heard, read texts heard, read texts heard, read texts heard, read texts heard, read texts heard, read texts heard, read
and viewed. and viewed. and viewed. and viewed. and viewed. and viewed. and viewed. and viewed. and viewed. and viewed. and viewed.
f. use pictures and begin to make and make and justify make and justify make and justify make and justify make and justify make and justify make and justify make and justify make and justify
some text to justify inferences inferences from inferences from inferences from inferences from inferences from inferences from inferences from inferences from inferences from
make inferences. from texts heard, texts heard, read texts heard, read texts heard, read explicit and/or explicit and/or explicit and/or explicit and or explicit and or explicit and or
read and viewed. and viewed. and viewed. and viewed. implicit implicit implicit implicit implicit implicit
information. information. information. information. information. information.
CSDE 2006 English Language Arts Curriculum Framework 6
Standard 1: Reading and Responding (continued)
Students will:
1.2 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
interpret, a. generate and generate and generate and generate and generate and generate and generate and generate and generate and generate and generate and
analyze and respond to respond to respond to respond to respond to respond to respond to respond to respond to respond to respond to
evaluate text questions. questions. questions. questions. questions. questions. questions. questions. questions. questions. questions.
in order to
extend b. interpret interpret interpret interpret interpret interpret interpret interpret interpret interpret interpret
under- information that information that is information that is information that is information that is information that is information that is information that is information that is information that is information that
standing and is implied in a implied in a text. implied in a text. implied in a text. implied in a text. implied in a text. implied in a text. implied in a text. implied in a text. implied in a text. is implied in a
apprecia- text. text.
tion.
c. NA begin to distinguish distinguish distinguish distinguish distinguish distinguish distinguish distinguish distinguish
distinguish between fact and between fact and between fact and between fact and between fact and between fact and between fact and between fact and between fact and
between fact and opinion. opinion. opinion. opinion. opinion. opinion. opinion. opinion. opinion.
opinion.
d. make and support make and support make and support make and support make and support make and support make and support make and support make and support make and support make, support
judgments about judgments about judgments about judgments about judgments about judgments about judgments about judgments about judgments about judgments about and defend
texts heard. texts. texts. texts. texts. texts. texts. texts. texts. texts. judgments about
texts.
e. discuss and discuss and discuss and discuss and discuss and discuss and discuss and discuss and discuss and discuss and discuss and
respond to texts respond to texts by respond to texts by respond to texts by respond to texts by respond to texts by respond to texts by respond to texts by respond to texts by respond to texts by respond to texts
by making text- making text-to- making text-to- making text-to- making text-to- making text-to- making text-to- making text-to- making text-to- making text-to- by making text-
to-self and text- self, text-to-text self, text-to-text self, text-to-text self, text-to-text self, text-to-text self, text-to-text self, text-to-text self, text-to-text self, text-to-text to-self, text-to-
to-text and text-to-world and text-to-world and text-to-world and text-to-world and text-to-world and text-to-world and text-to-world and text-to-world and text-to-world text and text-to-
connections. connections. connections. connections. connections. connections. connections. connections. connections. connections. world
connections.
f. discuss the topic discuss the topic or discuss the topic or identify and identify and identify and identify and identify and identify and identify and identify and
or main idea of main idea of texts. main idea of texts. discuss the topic or discuss the topic or discuss the topic or discuss the discuss the discuss the discuss the discuss the
texts heard. main idea of texts. main idea of texts. main idea in texts underlying theme underlying theme underlying theme underlying theme underlying
and begin to or main idea in or main idea in or main idea in or main idea in theme or main
understand the texts. texts. texts. texts. idea in texts.
theme in texts.
g. choose a variety choose a variety of choose a variety of choose a variety of choose a variety of choose a variety of choose a variety of choose a variety of choose a variety of choose a variety of choose a variety
of genres to read genres to read for genres to read for genres to read for genres to read for genres to read for genres to read for genres to read for genres to read for genres to read for of genres to read
for personal personal personal personal personal personal personal personal personal personal for personal
enjoyment. enjoyment. enjoyment. enjoyment. enjoyment. enjoyment. enjoyment. enjoyment. enjoyment. enjoyment. enjoyment.
CSDE 2006 English Language Arts Curriculum Framework 7
Standard 1: Reading and Responding (continued)
Students will:
1.3 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
select and a. begin to develop develop phonemic apply knowledge use phonetic, use phonetic, use phonetic, use phonetic, use phonetic, use phonetic, use phonetic, use phonetic,
apply phonemic awareness and of letter-sound structural, structural, structural, structural, structural, structural, structural, structural,
strategies to awareness and understanding of correspondence, syntactical and syntactical and syntactical and syntactical and syntactical and syntactical and syntactical and syntactical and
understanding of alphabetic structural, contextual clues to contextual clues to contextual clues to contextual clues to contextual clues to contextual clues to contextual clues to contextual clues
facilitate
alphabetic principles. syntactical and read and read and read and read and read and read and read and to read and
word principles. contextual clues to understand words. understand words. understand words. understand words. understand words. understand words. understand words. understand
recognition read and words.
and develop understand words.
vocabulary b. recognize that build sight word build sight word build sight word build sight word NA NA NA NA NA NA
in order to print conveys vocabulary. vocabulary. vocabulary. vocabulary.
comprehend meaning and read
text. several familiar
printed words.
c. NA NA recognize multiple explain multiple analyze the analyze the analyze the analyze the analyze the analyze the analyze the
meanings of meanings of meaning of words meaning of words meaning of words meaning of words meaning of words meaning of words meaning of
words. words. and phrases in and phrases in and phrases in and phrases in and phrases in and phrases in words and
context. context. context. context. context. context. phrases in
context.
d. develop develop develop develop develop develop develop develop develop develop develop
vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary
through listening through listening, through listening, through listening, through listening, through listening, through listening, through listening, through listening, through listening, through
to various text speaking, reading speaking, reading speaking, reading speaking, reading speaking, reading speaking, reading speaking, reading speaking, reading speaking, reading listening,
and and writing. and writing. and writing. and writing. and writing. and writing. and writing. and writing. and writing. speaking,
conversations, . reading and
and speaking writing.
e. use content use content use content use content use content use content use content use content use content use content use content
vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary vocabulary
appropriately and appropriately and appropriately and appropriately and appropriately and appropriately and appropriately and appropriately and appropriately and appropriately and appropriately
accurately (math, accurately (math, accurately (math, accurately (math, accurately (math, accurately (math, accurately (math, accurately (math, accurately (math, accurately (math, and accurately
music, science, music, science, music, science, music, science, music, science, music, science, music, science, music, science, music, science, music, science, (math, music,
social studies, social studies, social studies, social studies, social studies, social studies, social studies, social studies, social studies, social studies, science, social
etc.). etc.). etc.). etc.). etc.). etc.). etc.). etc.). etc.). etc.). studies, etc.).
CSDE 2006 English Language Arts Curriculum Framework 8
Standard 1: Reading and Responding (continued)
Students will:
1.4 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
communicate a. listen to the listen to and listen to and listen to and elicit, discuss and elicit, discuss and respond to the respond to the respond to the respond to the respond to the
with others to opinions of respect the respect the respect the respect the respect the ideas of others and ideas of others and ideas of others and ideas of others and ideas of others
create others about opinions of others opinions of others opinions of others opinions of others opinions of others recognize the recognize the recognize the recognize the and recognize
written, oral and about written, oral about written, oral about written, oral about written, oral about written, oral validity of validity of validity of validity of the validity of
interpretations
visual texts. and visual texts. and visual texts. and visual texts. and visual texts. and visual texts. differing views. differing views. differing views. differing views. differing views.
of written, oral
and visual
b. share opinions share opinions and share opinions and share opinions and share opinions and share opinions and persuade listeners persuade listeners persuade listeners persuade listeners persuade
texts.
and judgments judgments based judgments based judgments based judgments based judgments based about judgments about judgments about judgments about judgments listeners about
based on the on the texts heard, on texts heard, on texts heard, on texts heard, on texts heard, and opinions of and opinions of and opinions of and opinions of understandings
texts heard or viewed or read. viewed or read. viewed or read. viewed or read. viewed or read. works read, works read, works read, works read, and judgments
viewed. written and written and written and written and of works read,
viewed. viewed. viewed. viewed. written and
viewed.
CSDE 2006 English Language Arts Curriculum Framework 9
Standard 2: Exploring and Responding to Literature
Students read and respond to classical and contemporary texts from many cultures and literary periods.
How does literature enrich our lives?
Students will:
2.1 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
recognize a. begin to recognize patterns begin to identify identify the identify the discuss multiple discuss multiple discuss the impact explain how and explain how and identify the
how literary recognize in text. the elements of a elements of a elements of a genres and explain genres and explain of literary why literary why literary various
devices and patterns in text. genre and interact genre and interact genre and interact the differences in the differences in conventions on conventions and conventions and conventions
with the text. with the text. with the text. the effect of their the effect of their meaning. techniques techniques within a genre
conventions
conventions. conventions. contribute to their contribute to their and apply this
engage the understanding of understanding of understanding to
reader. and experience and experience the evaluation of
with the text. with the text. the text.
b. begin to distinguish distinguish distinguish identify the identify and identify and identify and identify and identify and identify and
understand there between the between the between the differences analyze the analyze the analyze the analyze the analyze the analyze the
is a difference structures of structures of structures of between the differences differences differences differences differences differences
between fiction fiction and fiction and fiction and structures of between the between the between the between the between the between the
and nonfiction. nonfiction. nonfiction. nonfiction. fiction and structures of structures of structures of structures of structures of structures of
nonfiction. fiction and fiction and fiction and fiction and fiction and fiction and
nonfiction. nonfiction. nonfiction. nonfiction. nonfiction. nonfiction.
c. listen to a text read or listen to a read or listen to a read or listen to a read or listen to a read or listen to a discuss what discuss what discuss what discuss what explain and
and explain why text and explain its text and explain its text and explain its text and explain its text and explain its makes a text makes a text makes a text makes a text explore their
they like it. appeal. appeal. appeal. appeal. appeal. engaging and engaging and engaging and engaging and own and others’
appealing to a appealing to a appealing to a appealing to a aesthetic
reader. reader. reader. reader. reactions to
texts.
d. NA begin to discuss discuss elements of identify and identify, find identify literary identify literary identify literary identify and identify and analyze literary
elements of author’s craft. discuss elements of examples and techniques that an techniques an techniques an analyze literary analyze literary conventions and
author’s craft. author’s craft. discuss elements of author uses that author uses that author uses that techniques an techniques an devices an
author’s craft. contribute to the contribute to the contribute to the author uses that author uses that author uses and
meaning and meaning and meaning and contribute to the contribute to the how they
appeal of texts. appeal of texts. appeal of texts. meaning and meaning and contribute
appeal of texts. appeal of texts. meaning and
appeal.
CSDE 2006 English Language Arts Curriculum Framework 10
Standard 2: Exploring and Responding to Literature (continued)
Students will:
2.2 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
explore a. offer a variety of develop multiple develop and develop and develop and develop and develop and develop and develop and develop and develop and
multiple responses to text responses while discuss multiple discuss multiple discuss multiple defend multiple defend multiple defend multiple defend multiple defend multiple defend multiple
responses to heard or viewed. reading, listening responses while responses while responses while responses to responses to responses to responses to responses to responses to
or viewing texts. reading, listening reading, listening reading, listening literature using literature using literature using literature using literature using literature using
literature.
or viewing texts. or viewing texts. or viewing texts. individual individual individual individual individual individual
connections and connections and connections and connections and connections and connections and
relevant text relevant text relevant text relevant text relevant text relevant text
references. references. references. references. references. references.
b. support personal support personal develop a critical develop a critical develop a critical develop a critical develop a critical develop a critical develop a critical develop a critical develop a critical
viewpoints with viewpoints with stance and cite stance and cite stance and cite stance and cite stance and cite stance and cite stance and cite stance and cite stance and cite
evidence from evidence from the evidence to evidence to evidence to evidence to evidence to evidence to evidence to evidence to evidence to
the text. text. support the stance. support the stance. support the stance. support the stance. support the stance. support the stance. support the stance. support the stance. support the stance.
CSDE 2006 English Language Arts Curriculum Framework 11
Standard 2: Exploring and Responding to Literature (continued)
Students will:
2.3 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
recognize and a. make make connections make connections make connections make connections discuss and discuss and discuss and discuss and discuss, analyze discuss, analyze
appreciate connections between between between between analyze how analyze how analyze how analyze how and evaluate how and evaluate
that between characters’ lives characters’ lives characters’ lives characters’ lives characters deal characters deal characters deal characters deal characters deal how characters
characters’ lives and their own. and the real world. and the real world. and the real world. with diversity of with diversity of with the diversity with the diversity with the diversity deal with the
contemporary
and their own. human experience human experience of human of human of human diversity of
and classical and conflict and and conflict and experience and experience and experience and human
literature has relate these to real- relate these to real- conflict. conflict. conflict. experience and
shaped human life situations. life situations. conflict.
thought. b. listen to and listen to, read and listen to, read and listen to, read and listen to, read and identify ideas, compare and compare and compare/contrast compare/contrast compare/contrast
respond to stories respond to texts respond to texts respond to texts respond to texts themes and/or contrast ideas, contrast ideas, and evaluate and evaluate and evaluate
about and from about and from about and from about and from about and from issues across themes and/or themes and/or ideas, themes ideas, themes ideas, themes
many cultures many cultures and many cultures and many cultures and many cultures and classical and issues across issues across and/or issues and/or issues and/or issues
and times. times. times. times. times. contemporary classical and classical and across classical across classical across classical
texts. contemporary contemporary and contemporary and contemporary and
texts. texts. texts. texts. contemporary
texts.
c. respond to text compare and compare and compare and compare and compare and compare, respond compare, respond compare, respond compare, respond create responses
about respond to text respond to text respond to text respond to text respond to text to and interpret to and interpret to and interpret to and analyze to texts and
multicultural about multicultural about multicultural about multicultural about multicultural about multicultural texts that represent texts that represent texts that represent texts that represent examine each
experiences. experiences. experiences. experiences. experiences. experiences. many multicultural many multicultural many multicultural many multicultural work’s
experiences. experiences. experiences. experiences. contributions to
an understanding
of human
experience
across cultures.
CSDE 2006 English Language Arts Curriculum Framework 12
Standard 2: Exploring and Responding to Literature (continued)
Students will:
2.4 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
recognize a. begin to recognize simple recognize values recognize values recognize values, recognize and recognize and analyze an author’s evaluate an evaluate an analyze and
that readers recognize simple values and beliefs and beliefs and beliefs ethics and beliefs discuss an author’s discuss an author’s values, ethics and author’s values, author’s values, evaluate the
and authors values and beliefs included in a text. included in a text. included in a text. included in a text. values, ethics and values, ethics and beliefs included in ethics and beliefs ethics and beliefs basic beliefs,
are included in a text. beliefs included in beliefs included in many texts. included in many included in many perspectives and
many texts. many texts. texts. texts. assumptions
influenced underlying an
by author’s work.
individual, b. discuss how the discuss how the discuss how the discuss how the discuss how the discuss how the discuss how the discuss how the discuss how the discuss how the discuss how the
social, experiences of an experiences of an experiences of an experiences of an experiences of an experiences of an experiences of an experiences of an experiences of an experiences of an experiences of
cultural and author might author might author might author might author might author influence author influence author influence author influence author influence an author
historical influence the text. influence the text. influence the text. influence the text. influence the text. the text. the text. the text. the text. the text. influence the
contexts. text.
c. relate to the text begin to describe how the describe how the discuss how the discuss how the discuss how the discuss how the discuss how the discuss how the discuss how the
based on their understand that the experiences of a experiences of a experiences of a experiences of a experiences of a experiences of a experiences of a experiences of a experiences of a
own experiences. experiences of a reader influence reader influence reader influence reader influence reader influence reader influence reader influence reader influence reader influence
reader influence the interpretation the interpretation the interpretation the interpretation the interpretation the interpretation the interpretation the interpretation the
the interpretation of a text. of a text. of a text. of a text. of a text. of a text. of a text. of a text. interpretation of
of a text. a text.
d. discuss topics discuss topics discuss topics and discuss topics and discuss topics and discuss themes and discuss themes and analyze themes and analyze and analyze and analyze and
about and about and connections that connections that connections that connections that connections that connections that evaluate themes evaluate themes evaluate themes
connections with connections with cross cultures. cross cultures. cross cultures. cross cultures. cross cultures. cross cultures. and connections and connections and connections
other cultures. other cultures. that cross cultures. that cross cultures. that cross
cultures.
e. NA NA begin to discuss discuss the discuss the discuss the interpret, analyze interpret, analyze interpret, analyze interpret, analyze interpret,
the influence of influence of influence of influence of and evaluate the and evaluate the and evaluate the and evaluate the analyze and
culture, history and culture, history and culture, history and culture, history and influence of influence of influence of influence of evaluate the
ethnicity on themes ethnicity on themes ethnicity on themes ethnicity on themes culture, history and culture, history and culture, history and culture, history and influence of
and issues in and issues in and issues in and issues in ethnicity on themes ethnicity on themes ethnicity on themes ethnicity on themes culture, history
literature. literature. literature. literature. and issues in and issues in and issues in and issues in and ethnicity on
literature. literature. literature. literature. themes and
issues in
literature.
f. begin to discuss discuss how an discuss how an discuss how an identify and identify and analyze how analyze how evaluate how evaluate the evaluate the
how an author, author, illustrator author, illustrator author, illustrator discuss the choices discuss the choices authors, illustrators authors, illustrators authors, illustrators effectiveness of the effectiveness of
illustrator or or filmmaker or filmmaker or filmmaker an author, an author, and filmmakers and filmmakers and filmmakers choices that the choices that
filmmaker expresses his or expresses his or expresses his or illustrator or illustrator or express political express political express political authors, illustrators authors,
expresses his or her ideas in a text. her ideas in a text. her ideas in a text. filmmaker makes filmmaker makes and social issues. and social issues. and social issues. and filmmakers illustrators and
her ideas in a to express his or to convey his or make to express filmmakers
text. her ideas in a text. her ideas. political and social make to express
issues. political and
social issues.
CSDE 2006 English Language Arts Curriculum Framework 13
Standard 3: Communicating with Others
Students produce written, oral and visual texts to express, develop and substantiate ideas and experiences.
How do we write, speak and present effectively?
Students will:
3.1 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
use a. use oral language use oral language use oral language use oral language use oral language use oral language use oral language use oral language use oral language use oral language use oral
descriptive, to communicate a to communicate a with clarity and with clarity and with clarity, voice with clarity, voice with clarity, voice with clarity, voice with clarity, voice with clarity, voice language with
narrative, message. message. voice to voice to and fluency to and fluency to and fluency to and fluency to and fluency to and fluency to clarity, voice
communicate a communicate a communicate a communicate a communicate a communicate a communicate a communicate a and fluency to
expository,
message. message. message. message. message. message. message. message. communicate a
persuasive message.
and poetic b. NA listen to or read a listen to or read a listen to or read a listen to or read a listen to or read a listen to or read a listen to or read a listen to or read a listen to or read a listen to or read
modes. variety of genres to variety of genres to variety of genres to variety of genres to variety of genres to variety of genres to variety of genres to variety of genres to variety of genres to a variety of
use as models for use as models for use as models for use as models for use as models for use as models for use as models for use as models for use as models for genres to use as
writing in different writing in different writing in different writing in different writing in different writing in different writing in different writing in different writing in different models for
modes. modes. modes. modes. modes. modes. modes. modes. modes. writing in
different modes.
c. dictate and tell write and tell write and tell use the appropriate use the appropriate use the appropriate use the appropriate use the appropriate use the appropriate use the appropriate use the
stories beginning stories using stories using features of features of features of features of features of features of features of appropriate
to use organizational organizational narrative, narrative, persuasive, persuasive, persuasive, persuasive, persuasive, features of
organizational patterns patterns expository or expository or narrative, narrative, narrative, narrative, narrative, persuasive,
patterns appropriate to the appropriate to the poetic writing. poetic writing. expository or expository or expository or expository or expository or narrative,
appropriate to the mode of writing. mode of writing. poetic writing. poetic writing. poetic writing. poetic writing. poetic writing. expository or
mode of writing. poetic writing.
d. use symbols and write to delight in write to delight in write to delight in write to delight in write to delight in write to delight in write to delight in write to delight in write to delight in write to delight
letter the imagination. the imagination. the imagination. the imagination. the imagination. the imagination. the imagination. the imagination. the imagination. in the
approximations imagination.
to write to delight
in the
imagination.
CSDE 2006 English Language Arts Curriculum Framework 14
Standard 3: Communicating with Others (continued)
Students will:
3.2 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
prepare, a. identify the determine purpose determine determine determine determine determine determine determine determine determine
publish difference and choose an purpose, point of purpose, point of purpose, point of purpose, point of purpose, point of purpose, point of purpose, point of purpose, point of purpose, point of
and/or between drawing appropriate view and audience, view and audience, view and audience, view and audience, view and audience, view and audience, view and audience, view and audience, view and
and writing and written, oral or and choose an and choose an and choose an and choose an and choose an and choose an and choose an and choose an audience, and
present work
make attempts at visual format. appropriate appropriate appropriate appropriate appropriate appropriate appropriate appropriate choose an
appropriate writing using written, oral or written, oral or written, oral or written, oral or written, oral or written, oral or written, oral or written, oral or appropriate
to audience, scribbling, visual format. visual format. visual format. visual format. visual format. visual format. visual format. visual format. written, oral or
purpose and symbols or visual format.
task. letters.
b. use strategies to use strategies to use strategies to use strategies to use strategies to use strategies to choose from a choose from a apply the most apply the most apply the most
generate ideas for generate and generate and generate and generate and generate and range of strategies range of strategies effective processes effective processes effective
speaking, writing develop ideas for develop ideas for develop ideas for develop ideas for develop ideas for to generate and to generate and to create and to create and processes to
and visual speaking, writing speaking, writing speaking, writing speaking, writing speaking, writing develop ideas for a develop ideas for a present a written, present a written, create and
activities. and visual and visual and visual and visual and visual variety of writing, variety of writing, oral or visual oral or visual present a
activities. activities. activities. activities. activities. speaking and speaking and piece. piece. written, oral or
visual activities. visual activities. visual piece.
c. NA begin to revise revise texts for begin to revise revise texts for revise texts for revise texts for revise texts for revise texts for revise texts for revise texts for
texts for organization and texts for organization, organization, organization, organization, organization, organization, organization,
organization and elaboration. organization, elaboration, elaboration, elaboration, elaboration, elaboration, elaboration, elaboration,
elaboration. elaboration, fluency and clarity. fluency and clarity. fluency and clarity. fluency and clarity. fluency and clarity. fluency and clarity. fluency and
fluency and clarity. clarity.
d. select and begin to research research research research research research research research research research
organize visual information from information from information from information from information from information from information from information from information from information
and auditory multiple sources multiple sources multiple sources multiple sources multiple sources multiple sources multiple sources multiple sources multiple sources from multiple
information to for a specific for a specific for a specific for a specific for a specific for a specific for a specific for a specific for a specific sources for a
answer a specific purpose. purpose. purpose. purpose. purpose. purpose. purpose. purpose. purpose. specific purpose.
question.
e. NA NA NA begin to examine examine sources of examine sources of examine sources of evaluate the evaluate the evaluate the evaluate the
sources of information and information and information and validity and validity and validity and validity of
information and determine validity. determine validity. determine validity. authenticity of authenticity of authenticity of primary and
determine validity. sources of primary and primary and secondary
information. secondary sources secondary sources sources of
of information. of information. information to
authenticate
research.
f. publish and/or publish and/or publish and/or publish and/or publish and/or publish and/or publish and/or publish and/or publish and/or publish and/or publish and/or
present final present final present final present final present final present final present final present final present final present final present final
products in a products in a products in a products in a products in a products in a products in a products in a products in a products in a products in a
myriad of ways, myriad of ways, myriad of ways, myriad of ways, myriad of ways, myriad of ways, myriad of ways, myriad of ways, myriad of ways, myriad of ways, myriad of ways,
including including the use including the use including the use including the use including the use including the use including the use including the use including the use including the
dictation to of the arts and of the arts and of the arts and of the arts and of the arts and of the arts and of the arts and of the arts and of the arts and use of the arts
adults. technology. technology. technology. technology. technology. technology. technology. technology. technology. and technology.
CSDE 2006 English Language Arts Curriculum Framework 15
Standard 4: Applying English Language Conventions
Students apply the conventions of standard English in oral, written and visual communication.
How do we use the English language appropriately to speak and write?
Students will:
4.1 Students use Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
knowledge of a. read, listen to read, listen to and read, listen to and read, listen to and read, listen to and read, listen to and read, listen to and read, listen to and read, listen to and read, listen to and read, listen to
their and tell stories tell stories from a tell stories from a tell stories from a tell stories from a tell stories from a tell stories from a tell stories from a tell stories from a tell stories from a and tell stories
language and from a variety of variety of cultures, variety of cultures, variety of cultures, variety of cultures, variety of variety of cultures, variety of cultures, variety of cultures, variety of cultures, from a variety
cultures, and and discuss and identify the and identify the and identify the cultures, and and identify the and identify the and identify the and identify the of cultures, and
culture to
discuss similarities and similarities and similarities and similarities and identify the similarities and similarities and similarities and similarities and identify the
improve similarities and differences in the differences in the differences in the differences in the similarities and differences in the differences in the differences in the differences in the similarities and
competency differences in way language is way language is way language is way language is differences in the way language is way language is way language is way language is differences in
in English. the way used. used. used. used. way language is used. used. used. used. the way
language is used. used. language is
used.
b. discuss discuss variations recognize and recognize and recognize and recognize and recognize and recognize and recognize and recognize and recognize and
variations between language understand understand understand understand understand understand understand understand understand
between patterns. variations among variations among variations among variations among variations among variations among variations among variations among variations
language language patterns. language patterns. language patterns. language patterns. language patterns. language patterns. language patterns. language patterns. between
patterns. language
patterns.
CSDE 2006 English Language Arts Curriculum Framework 16
Standard 4: Applying English Language Conventions (continued)
Students will:
4.2 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
speak and a. use appropriate use sentence use sentence use sentence use sentence use sentence use sentence use sentence use sentence use sentence use sentence
write using sentence patterns typical of patterns typical of patterns typical of patterns typical of patterns typical of patterns typical of patterns typical of patterns typical of patterns typical of patterns typical of
standard patterns, such as spoken and written spoken and written spoken and written spoken and written spoken and written spoken and written spoken and written spoken and written spoken and written spoken and written
statements, language to language to language to language to language to language to language to language to language to language to
language
questions and produce text. produce text. produce text. produce text. produce text. produce text. produce text. produce text. produce text. produce text.
structures directives.
and diction b. use appropriate use appropriate use appropriate use appropriate use appropriate use appropriate use appropriate evaluate the evaluate the evaluate the evaluate the
appropriate language as language as language as language as language as language as language as impact of impact of impact of impact of
to audience related to related to related to related to related to related to related to language as language as language as language as
and task. audience. audience. audience. audience. audience. audience. audience. related to audience related to audience related to audience related to audience
and purpose. and purpose. and purpose. and purpose.
CSDE 2006 English Language Arts Curriculum Framework 17
Standard 4: Applying English Language Conventions (continued)
Students will:
4.3 Students Prekindergarten Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grades 9-12
use a. recognize the recognize the recognize the recognize the recognize the recognize the recognize the recognize the recognize the recognize the recognize the
standard difference difference difference difference difference difference difference difference difference difference difference
English for between between standard between standard between standard between standard between standard between standard between standard between standard between standard between standard
standard and and nonstandard and nonstandard and nonstandard and nonstandard and nonstandard and nonstandard and nonstandard and nonstandard and nonstandard and nonstandard
composing
nonstandard English and use English and use English and use English and use English and use English and use English and use English and use English and use English and use
and English and use language language language language language language language language language language
revising language appropriately. appropriately. appropriately. appropriately. appropriately. appropriately. appropriately. appropriately. appropriately. appropriately.
written appropriately.
text. b. use demonstrate use demonstrate use demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate demonstrate
approximations of capitalization, of capitalization, proficient use of proficient use of proficient use of proficient use of proficient use of proficient use of proficient use of proficient use of
of letters, or a punctuation and punctuation and proper mechanics, proper mechanics, proper mechanics, proper mechanics, proper mechanics, proper mechanics, proper mechanics, proper mechanics,
few familiar proper spelling of spelling skills. usage and spelling usage and spelling usage and spelling usage and spelling usage and spelling usage and spelling usage and spelling usage and spelling
letters, in their familiar sight skills. skills. skills. skills. skills. skills. skills. skills.
writing. words.
c. NA NA begin to use use resources for use resources for use resources for use resources for use resources for use resources for use resources for use resources for
resources for proofreading and proofreading and proofreading and proofreading and proofreading and proofreading and proofreading and proofreading and
proofreading and editing. editing. editing. editing. editing. editing. editing. editing.
editing.
CSDE 2006 English Language Arts Curriculum Framework 18