English–Language Arts A R D O F B O Content Standards D ...

B

D

R

A

English¨CLanguage Arts

Content Standards

for California

Public Schools

O

O F

ED

C

Kindergarten Through

Grade Twelve

Adopted by the

California State Board

of Education

December, 1997

California Department of Education

U

Created May 18, 2000

English¨CLanguage Arts

Content Standards

for California

Public Schools

Kindergarten Through

Grade Twelve

California Department of Education

Created May 18, 2000

Publishing Information

When the English¨CLanguage Arts Content Standards for California Public Schools, Kindergarten

Through Grade Twelve was adopted by the California State Board of Education on November 14,

1997, the members of the State Board were the following: Yvonne W. Larsen, President; Jerry Hume,

Vice-President; Kathryn Dronenburg; Marion Joseph; Megan Kephart; S. William Malkasian;

Marion McDowell; Janet G. Nicholas; Gerti B. Thomas; Robert L. Trigg; and Marina Tse.

This publication was edited by Faye Ong, working in cooperation with Greg Geeting, Assistant

Executive Director, State Board of Education. It was designed and prepared for printing by the staff

of CDE Press, with the cover and interior design created and prepared by Cheryl McDonald.

Typesetting was done by Jeanette Reyes. It was published by the California Department of Education,

1430 N Street, Sacramento, CA 95814-5901. It was distributed under the provisions of the Library

Distribution Act and Government Code Section 11096.

? 1998 by the California Department of Education

All rights reserved

ISBN 0-8011-1389-9

Special Acknowledgment

The State Board of Education extends its appreciation to the members and staff of the Commission

for the Establishment of Academic Content and Performance Standards (Academic Standards

Commission) for their outstanding work in developing and recommending the English-language arts

content standards to the State Board of Education under the provisions of Education Code Section

60605. The members and staff of the Academic Standards Commission at the time of the approval

of the draft English-language arts content standards were the following:

Ellen Wright, Chair*; Bob Calfee, Vice Chair*; Joseph Carrabino; Judy Codding; Dan Condron;

John D¡¯Amelio*; Linda Davis; Bill Evers; Andrew Galef; Jerilyn Harris; Dorothy Jue Lee*; Mark

Ortiz; Judy Panton*; Raymund Paredes*; Alice Petrossian*; Kate Simpson*; Lawrence Siskind*;

Larry Stupski; Jerry Treadway*; LaTanya Wright*; and Superintendent of Public Instruction Delaine

Eastin and her designee, Sonia Hernandez.

Note: The asterisk (*) identifies those members who served on the Academic Standards

Commission¡¯s English-Language Arts Committee.

Special commendation is also extended to the leadership of Ellen Wright, Chair of the Academic

Standards Commission; Scott Hill, Executive Director; Commissioner Alice Petrossian, Chair of the

English-Language Arts Committee; and State Board of Education members Kathryn Dronenburg

and Marion Joseph, whose significant contributions to the English-Language Arts ad-hoc committee

deserve special recognition.

Ordering Information

Copies of this publication are available for $12.50 each, plus shipping and handling charges.

California residents are charged sales tax. Orders may be sent to CDE Press, Sales Office, California

Department of Education, 1430 N Street, Suite 3207, Sacramento, CA 95814-5901, FAX (916) 323?

0823. See page 86 for complete information on payment, including credit card purchases, and an order

blank. Prices on all publications are subject to change.

A partial list of other educational resources available from the Department appears on page 85. In

addition, an illustrated catalog describing publications, videos, and other instructional media available

from the Department can be obtained without charge by writing to the address given above or by

calling the Sales Office at (916) 445-1260.

Notice

The guidance in English¨CLanguage Arts Content Standards for California Public Schools is not

binding on local educational agencies or other entities. Except for the statutes, regulations, and court

decisions that are referenced herein, the document is exemplary, and compliance with it is not

mandatory. (See Education Code Section 33308.5.)

ii

California Department of Education

Created May 18, 2000

Contents

A Message from the State Board of Education and the State Superintendent

of Public Instruction ................................................................................................................ iv

Introduction .................................................................................................................................... v

Kindergarten ................................................................................................................................... 1

Grade One ....................................................................................................................................... 6

Grade Two .................................................................................................................................... 11

Grade Three .................................................................................................................................. 16

Grade Four .................................................................................................................................... 21

Grade Five .................................................................................................................................... 28

Grade Six ...................................................................................................................................... 35

Grade Seven .................................................................................................................................. 42

Grade Eight ................................................................................................................................... 49

Grades Nine and Ten .................................................................................................................... 56

Grades Eleven and Twelve ........................................................................................................... 66

Glossary ........................................................................................................................................ 76

Selected References ...................................................................................................................... 84

iii

California Department of Education

Created May 18, 2000

A Message from the State Board of Education and the

State Superintendent of Public Instruction

With the adoption of these English¨Clanguage arts

content standards in 1997, California set forth for the

first time a uniform and specific vision of what

students should know and be able to do in this subject

area. Reflecting a strong consensus among educators,

these standards establish high expectations for all

students. They embody our collective hope that all

students become effective language users so that they

can succeed academically, pursue higher education,

find challenging and rewarding work, participate in

our democracy as informed citizens, appreciate and

contribute to our culture, and pursue their own goals

and interests throughout their lives.

Standards create a vision of a comprehensive

language arts program.

Before the creation of content standards, school

reform efforts were guided by the desire to improve

student achievement without agreement as to the

content of that achievement. These standards set forth

the content that students need to acquire by grade

level. At every grade level the standards cover

reading, writing, written and oral English language

conventions, and listening and speaking. Grade by

grade, the standards create a vision of a balanced and

comprehensive language arts program.

Knowledge acquisition is a part

of literacy development.

Reading, writing, listening, and speaking are

related processes, which should be nurtured within a

rich core curriculum. Literacy competencies are the

gateways to knowledge across the disciplines. Prior

knowledge is the strongest predictor of a student¡¯s

ability to make inferences about text, and writing

about content helps students acquire knowledge.

Thus, literacy and the acquisition of knowledge are

inextricably connected. Educators should take every

opportunity to link reading and writing to other core

curricula, including history, social science, mathemat?

ics, science, and the visual and performing arts, to

help students achieve success in all areas.

state assessments; and an array of professional

development activities. Just as the standards drive

numerous statewide initiatives, they are also being

used extensively throughout California as teachers and

administrators strengthen local programs and create

schoolwide literacy programs to meet the needs of all

students.

Standards describe what, not how, to teach.

Standards-based education maintains California¡¯s

tradition of respect for local control of schools. To help

students achieve at high levels, local school officials,

literacy and library leaders, and teachers¡ªin collabo?

ration with families and community partners¡ªare

encouraged to continue using these standards to

evaluate and implement the best and most powerful

practices. These standards provide ample room for the

innovation, creativity, and reflection essential to

teaching and learning.

Standards help to ensure equity and access for all.

The diversity of California¡¯s students presents both

opportunities and challenges for instruction. Language

and literacy growth begins before children enter school

as they learn to communicate, listen to stories, look at

books, and play with other children. Students come to

school with a wide variety of abilities and interests, as

well as varying proficiency in English and other

languages. The vision guiding these standards is that

all students must have the opportunities, resources,

time, and support needed to achieve mastery. Literacy

is a gateway skill, opening a world of possibilities to

students. Our goal is to ensure that every student

graduating from high school is prepared to transition

successfully to postsecondary education and careers.

These standards represent our commitment to excel?

lence for all children.

Standards are central to literacy reforms.

RUTH E. GREEN, President

California State Board of Education

The standards continue to serve as the centerpiece

of language arts reform in California. They continue to

provide a focus for the development of documents

such as the Reading/Language Arts Framework and

literacy handbooks; criteria used for the selection of

textbooks; the language arts portions of tests used in

JACK O¡¯CONNELL

State Superintendent of Public Instruction

iv

California Department of Education

Created May 18, 2000

 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download