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English Content Standards and Grade Level Expectations

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Shirlenne Peralta

on 21 February 2014

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Transcript of English Content Standards and Grade Level Expectations

English Content Standards and Grade-Level Expectations
ESEA was passed in 1965 as a part of the "War on Poverty."
ESEA emphasizes equal access to education
Learning Focused Goals
Relationship, Relevance, Rigor

Table of Contents
L/S Focus:
Demonstrate comprehension
Complete tasks
Answer 5-W
Continue developing vocabulary trough interactions with text, peers & real-world experiences.
L/S Focus:
The Elementary and Secondary Education Act (ESEA) was re-authorized by the "No Child Left Behind" act, which established the need for the state to develop standards that would guide the formation of the students.
Directed to achieve the optimal development of the student, to contribute to the formation of young people in all their dimensions.
What is it?
Basic learning that every students should achieve in each grade at the end of their academic year.
Why are the Content Standards important?
They identify the essential fundamentals of each academic area that contributes to achievement of a quality education.
Facilitate the integration of different study disciplines.
They evaluate the effectiveness of the Educational System.
Create foundation to present changes and system adaptations that students should realize in their transitions from their scholarly life to their labor life.
Curriculum 1948-49
Balanced Literacy
Underlying Theory and
instructional model of teaching.
Functional Literacy
Defines Literacy:
The English Program Vision:
Communicate in English Language.
Each student should be committed to vernacular tongue, while simultaneously developing respect, solidarity and appreciation to different cultures.

The English Program Mission
To develop effective communication in English language.
"It is acknowledged that strong mastery of the vernacular language is
fundamental to the effective development of a second language. Therefore,
between the


Interpret oral input
Construct Meaning
Listening not passive
Auditory input is important
Constructing meaning
Early Grades
Engaged in listening & oral activities
Phonemic Awareness & aural discrimination
Upper Levels
Transfer their listening comprehension skills- higher confidence.
Transfer vocabulary & understanding of learned content and concepts from texts.
L/S Focus:
High school
Continue participating in rigorous curriculum in order to develop appreciation, conflict & experience with a variety of texts.
University of Puerto Rico in Humacao
English Department
EDPE/4019-4006 Seminar
Prof: Dr. Anibal Muñoz
Shirlenne Peralta

LCS 202
Tuesday February 17, 2014

Literary analysis
Critical thinking
Skills to construct meaning and understanding
Appreciation: F
iction/ Non-fiction
Background knowledge + information of the text
"Literate individuals have a greater opportunity
to compete in the market and connect with a growing global community."
Kinder (transitional) :
Reading readiness/early literacy
1st-3rd grade:
Focused on narration
3rd Grade:
Informational text introduced
6th Grade:
Students are mastering comprehension and acquiring vocabulary through narrative and expository writing
8th grade:
Continue expository text
Inclusion of literature, poetry, and plays
9th grade (transitional):
literature and literary discussions
thinking, comparing, and interpreting
High school:
Target audience
Proper grammar
Age appropriate expressive vocabulary
Essential tool for learning
Tool which students transfer knowledge
Best learned in context, not isolated drills.
Writing process
Students will participate in instruction that requires them to move from receptive language to expressive vocabulary.
Grammar and writing are best taught in context and with models
By twelfth grade- Well developed essay, research paper, literary piece.
Using the Content Standards and Learning Expectations Effectively:
1. Administration
2. Teachers
3. Students
4. Parents and others

The student uses the English language to interpret oral input, construct meaning,
interact with confidence both verbally and nonverbally, and express ideas
effectively in a variety of personal, social, and academic contexts.
Elementary Levels:
Intermediate & High school:
Goes from auditory discrimination, basic commands, phonemic awareness, letter sound relationships, identifying characters in the story, setting, ordering events
The majority of the grade material revolves around stories.
The student uses reading strategies, literary analysis, and critical thinking
skills to construct meaning and develop an understanding as well as an
appreciation of a variety of genres of both fiction and nonfiction.
The student effectively communicates to a variety of audiences in all forms of writing through the use of the writing process, proper grammar, and age- appropriate expressive vocabulary.
Content Standards and Grade Level Expectations
Integrates a more significant variety of expository texts
Moves from reading aloud fiction and nonfiction to comprehend, complex instructions and statement, answering close and open-ended questions, constructing complex sentences
Identifying homophones, analyzing complex instructions, stating main ideas in stories and important details from learned concepts, retelling stories with appropriate language structures and read aloud of variety of expository texts.
Using appropriate language structures, expressing thoughts and opinions to evaluate text, debates; analyzing character development, dialogues, making connections to text to evaluate tone, voice and mood. Analyzing and explaining main ideas from learned content, judging effectiveness of text.
Elementary Levels:
Intermediate and High school:
Goes from identifying vowel and consonants, aural phonemic awareness strategies,
Starts by identifying story organization of beginning, middle, and end within narrative text.
From building vocabulary, verifying meaning, identifying text features, identifying character traits and their similarities and differences
Moves up to decoding word and phrases fluently.
Uses story organization to identify sequence within narrative and expository text; makes predictions and inferences.
Explaining differences between fiction and non-fiction.
Applying context clues, references sources, and other vocabulary expansion strategies to assess word meaning.
Using prefixes and suffixes to determine meaning of unfamiliar compound words.
Second Standards Document
Instructional redesign
Standards of Excellence
Concept of Expectations
General Expectations by grades.
Another revision
New document
The teaching of English as a second language
The Puerto Rico Department of Education, through its English Program, has offered English as a Second Language curriculum since the 1948-49 school year.
The Elementary and Secondary Education Act
Initial standards were created.
Timeline of Content Standards and Grade Level Expectations
Re-authorization of the ESEA act.
Supports standards-based education reform based on the premise that setting high standards and establishing measurable goals can improve individual outcomes in education.
No child Left Behind
From identifying authors purpose, comparing and contrasting character traits, paraphrasing topic.
Using poetry to identify and interpret genre, imagery and symbolism; using prefixes and suffixes to determine multiple meaning, distinguishing 1st and 2nd person point of view
Utilizing greek and Latin root words to extend vocabulary, analyzing vocabulary as academic, cultural or contemporary
Establishing cause and effect, inferring and supporting the main idea in varieties of text.
From tracing letters, recognizing lowercase and uppercase letters, drawing feelings and concepts.
Writing sentence of 2 or 3 words in length.
Applying correct capitalization, using phonemic awareness and phonic strategies to write simple sentences
Elementary Levels:
Using appropriate grammar ad mechanics to write different type of sentences, identifying spelling errors, arranging words in alphabetical order
Recognizing complete sentences and fragments, demonstrating understanding of subjects and objects with the use of prepositional phrases in sentences
Following writing process, applying structural analysis to correctly spell words, constructing narrative, descriptive and expository paragraphs, identifying run-on sentences and ending punctuation errors.
Intermediate and High school:
Applying figurative language and developing voice to produce different styles of poems, selecting appropriate words to convey meaning, comparing and contrasting two forms of writing on similar topics to write a critical essay, using creative writing,
Organizing, synthesizing, outlining, and evaluating information to write a research paper; demonstrating voice and knowledge of topic through writing.
From combining sentences by using transitional phrases, using correct subject-verb agreement, developing simple poems, using vocabulary, accurate spelling, appropriate grammar and syntax in writing.
Constructing complex sentences, constructing a paragraph composition, developing different styles of poems, using figurative language.
Defines academic terms
Writing techniques
(Meant to enhance engagement not replace instruction)
Assessment strategies= Strategies employed by classroom teachers to develop assessments that measure student learning and take into consideration the outcomes being evaluated.
Content standards are used to develop rubrics.
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