New York State Literacy Standards

Standard 1:Language for Information and Understanding

Standard 2: Language for Literary Response and Expression

Standard 3: Language for Critical Analysis and Evaluation

Standard 4: Language for Social Interaction

Standard 1: Language for Information and Understanding

Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Listening and Reading

S1_1: Listening and reading to acquire information and understanding involves collecting data, facts, and ideas; discovering relationships, concepts, and generalizations; and using knowledge from oral, written, and electronic sources.

Students:

S1_1_1: gather and interpret information from children's reference books,magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps, and diagrams

S1_1_2: select information appropriate to the purpose of their investigation and relate ideas from one text to another

S1_1_3: select and use strategies they have been taught for note-taking, organizing, and categorizing information

S1_1_4: ask specific questions to clarify and extend meaning

S1_1_5: make appropriate and effective use of strategies to construct meaning from print, such as prior knowledge about a subject, structural and context clues, and an understanding of letter-sound relationships to decode difficult words

S1_1_6: support inferences about information and ideas with reference to text features, such as vocabulary and organizational patterns.

This is evident, for example, when students:

accurately paraphrase what they have heard or read

follow directions that involve a few steps

ask for clarification of a classmate's idea in a group discussion

use concept maps, semantic webs, or outlines to organize information they have collected.

Speaking and Writing

S1_2:. Speaking and writing to acquire and transmit information requires asking probing and clarifying questions, interpreting information in one's own words, applying information from one context to another, and presenting the information and interpretation clearly, concisely, and comprehensibly.

Students:

S1_2_1: present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts

S1_2_2: select a focus, organization, and point of view for oral and written presentations

S1_2_3: use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference

S1_2_4: use details, examples, anecdotes, or personal experiences to explain or clarify information

S1_2_5: include relevant information and exclude extraneous material

S1_2_6: use the process of pre-writing, drafting, revising, and proofreading ( the "writing process") to produce well-constructed informational texts

S1_2_7: observe basic writing conventions, such as correct spelling, punctuation, and capitalization, as well as sentence and paragraph structures appropriate to written forms.

This is evident, for example, when students:

write a short report on a topic in social studies using information from at least two different sources

demonstrate the procedures for caring for a classroom pet using props or other visual aids as well as oral explanation

revise early drafts of a report to make the information clearer to the audience

use the vocabulary from their content area reading appropriately and with correct spelling

produce brief summaries of chapters from text books, clearly indicating the most significant information and the reason for its importance.

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Standard 2: Language for Literary Response and Expression

Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Listening and Reading

S2_1: Listening and reading for literary response involves comprehending, interpreting, and critiquing imaginative texts in every medium, drawing on personal experiences and knowledge to understand the text, and recognizing the social, historical and cultural features of the text.

Students:

S2_1_1: read a variety of literature of different genres: picture books; poems; articles and stories from children's magazines; fables, myths and legends; songs, plays and media productions; and works of fiction and nonfiction intended for young readers
S2_1_2: recognize some features that distinguish the genres and use those features to aid comprehension
S2_1_3: understand the literary elements of setting, character, plot, theme, and point of view and compare those features to other works and to their own lives
S2_1_4: use inference and deduction to understand the text
S2_1_5: read aloud accurately and fluently, using phonics and context cues to determine pronunciation and meaning
S2_1_6: evaluate literary merit.

This is evident, for example, when students:

read a picture book to the class and point out how the pictures add meaning to the story

recite a favorite poem from a class anthology and tell why they chose that poem

keep a reading inventory to show all the types of literature they are reading

retell a familiar fairy tale or fable to the class

choose books to read individually or with others.

Speaking and Writing

S2_2: Speaking and writing for literary response involves presenting interpretations, analyses, and reactions to the content and language of a text. Speaking and writing for literary expression involves producing imaginative texts that use language and text structures that are inventive and often multilayered.

Students:

S2_2_1: present personal responses to literature that make reference to the plot, characters, ideas, vocabulary, and text structure
S2_2_2: explain the meaning of literary works with some attention to meanings beyond the literal level
S2_2_3: create their own stories, poems, and songs using the elements of the literature they have read and appropriate vocabulary
S2_2_4: observe the conventions of grammar and usage, spelling, and punctuation.

This is evident, for example, when students:

perform dramatic readings or recitations of stories, poems, or plays

write a review of a book to recommend it to their classmates

create their own picture books or fables to keep in the classroom library

write new endings or sequels to familiar stories

pretend to be a character in a historical story and write letters to their classmates about the character's life.

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Standard 3: Language for Critical Analysis and Evaluation

Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Listening and Reading

S3_1: Listening and reading to analyze and evaluate experiences, ideas, information, and issues requires using evaluative criteria from a variety of perspectives and recognizing the difference in evaluations based on different sets of criteria.

Students:

S3_1_1: read and form opinions about a variety of literary and informational texts and presentations, as well as persuasive texts such as advertisements, commercials, and letters to the editor

S3_1_2: make decisions about the quality and dependability of texts and experiences based on some criteria, such as the attractiveness of the illustrations and appeal of the characters in a picture book, or the logic and believability of the claims made in an advertisement

S3_1_3: recognize that the criteria that one uses to analyze and evaluate anything depend on one's point of view and purpose for the analysis

S3_1_4: evaluate their own strategies for reading and listening critically (such as recognizing bias or false claims, and understanding the difference between fact and opinion) and adjust those strategies to understand the experience more fully.

This is evident, for example, when students:

listen to a book talk in class and express an opinion of the book with specific reference to the text and to some criteria for a good book

read several versions of a familiar fairy tale and recognize the differences in the versions point out examples of false advertising in television ads for toys

identify the facts and opinions in a feature article in a children's magazine.

Speaking and Writing

S3_2: Speaking and writing for critical analysis and evaluation requires presenting opinions and judgments on experiences, ideas, information, and issues clearly, logically, and persuasively with reference to specific criteria on which the opinion or judgment is based.

Students:

S3_2_1: express opinions (in such forms as oral and written reviews, letters to the editor, essays, or persuasive speeches) about events, books, issues, and experiences, supporting their opinions with some evidence
S3_2_2: present arguments for certain views or actions with reference to specific criteria that support the argument (E.g., an argument to purchase a particular piece of playground equipment might be based on the criteria of safety, appeal to children, durability, and low cost.)
S3_2_3: monitor and adjust their own oral and written presentations to meet criteria for competent performance (E.g., in writing, the criteria might include development of position, organization, appropriate vocabulary, mechanics, and neatness. In speaking, the criteria might include good content, effective delivery, diction, posture, poise, and eye contact.)
S3_2_4: use effective vocabulary and follow the rules of grammar, usage, spelling, and punctuation in persuasive writing.

This is evident, for example, when students:

write a letter to the principal recommending that the school cafeteria serve pizza for lunch based on the criteria that it is nutritious and appealing to students

give an oral report comparing several versions of the Cinderella story, pointing out similarities and differences in the versions

in group discussion, select the most important word of a poem or story and explain its significance

write an analysis of the effect of a major snow storm from the perspectives of a school student, a working parent, and a mail carrier

in writing group, critique each other's writing with reference to specific criteria and revise their writing based on the group's suggestions.

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Standard 4: Language for Social Interaction

Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Listening and Speaking

S4_1: Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations.

Students:

S4_1_1: listen attentively and recognize when it is appropriate for them to speak
take turns speaking and respond to others' ideas in conversations on familiar topics
S4_1_2: recognize the kind of interaction appropriate for different circumstances, such as story hour, group discussions, and one-on-one conversations.

This is evident, for example, when students:

take part in "show and tell" sessions

participate in group discussions during "circle time"

greet visitors to their school or classroom and respond to their questions

bring messages to the principal's office or to another teacher.

Reading and Writing

S4_2: Written communication for social interaction requires using written messages to establish, maintain, and enhance personal relationships with others.

Students:

S4_2_1: exchange friendly notes, cards, and letters with friends, relatives, and pen pals to keep in touch and to commemorate special occasions
S4_2_2: adjust their vocabulary and style to take into account the nature of the relationship and the knowledge and interests of the person receiving the message
S4_2_3: read and discuss published letters, diaries, and journals to learn the conventions of social writing.

This is evident, for example, when students:

write thank you notes and invitations to friends

exchange letters with pen pals in another country

write letters to relatives who live in another city.