Language Concepts and Curricular Indicators

Language Arts Standards Chart



K- 12 Comprehensive READING Standard: Students will learn and apply reading skills and strategies to construct meaning
Knowledge of Print
Curricular Indicators

Phonological Awareness
Curricular Indicators

Word Analysis - Students will use structural analysis to read, write, and spell
Curricular Indicators
Understand and use advanced spelling patterns (e.g., vowel variance, multi-syllabic words) to read, write, and spell
Use word structure; word origins, and derivations to read, write, and spell (e.g., Anglo-Saxon, Greek, and Latin roots, foreign words frequently used in English, bases, affixes)

Fluency - Students will read fluently with accuracy, appropriate pace, phrasing, and expression in a variety of texts.
Curricular Indicators
Incorporate elements of prosodic reading to communicate text
Recognize and represent writer’s tone and style while reading (e.g., choral reading, reader’s theatre performances)
Consider alternative meanings and try out different interpretations of text through oral reading

Vocabulary  - Students will build literary, general academic, and content specific vocabulary
Curricular Indicators
Analyze word structure elements and work origins to determine work meaning (e.g., affixes, hyphenated forma, inflected and derived endings)
Use and relate new vocabulary to prior knowledge
Select a  context clue strategy to determine unknown work meanings appropriate to a variety of texts (e.g., restatement, example, gloss, annotation, sidebar)
Analyze semantic relationships (e.g., figurative language, connotations, subtle distinctions)
Determine meanings using print and digital reference materials

Comprehension - Students will extract and construct meaning using prior knowledge, applying text information, and monitoring comprehensions
Curricular Indicators
Author/illustrator -  Analyze how author’s perspective (e.g., beliefs, assumptions, biases) affects the meaning of the text; evaluate the reliability and validity of the text based on author’s purpose perspective, and additional sources.
Narrative (plot includes sequence of events and conflict/ resolution
Identify and analyze elements of narrative text (e.g., character development, setting, plot development, conflict, point of view, inferred and recurring themes)
Summarize narrative text using understanding of characters, setting, sequence of events, plot, and theme
Use preface, epilogue, author’s nots to enhance comprehension in narrative text
Analyze author’s use of literary devices (e.g., foreshadowing)
Personification, idiom, oxymoron, hyperbole, flashback, suspense, symbolism, irony)
Summarize, analyze, and synthesize informational text using main idea and supporting details
Use knowledge of organizational patterns found in informational text (e.g., sequence, description, cause and effect, compare/contrast, fact/opinion, proposition/support) to construct meaning
Use text features to locate information and gain meaning from a text, analyze essential elements (e.g., index, annotations, maps, charts, tables, graphs, headings, subheadings, lists)
Know the defining characteristics of different genres for both narrative and informational text (e.g., textbooks, myths, fantasies, science fiction, drama, periodicals, essays)
Generates and/or answer literal, inferential, critcal, and interpretive questions analyzing an d synthesizing prior knowledge, information from the text and additional sources, to support answers
Establish and adjust purpose for reading (e.g., understand, interpret, enjoy, solve problems, form an opinion, answer a specific question, discover models for own writing)
Build and active prior knowledge in order to make text to self, text to text and text to world connections
Self-monitor comprehension of accuracy and understanding by applying appropriate strategies to self-correct when errors detract from meaning
Form, clarify, and/or confirm predictions before, during, and after reading
Respond to text verbally, in writing, or artistically


K-12 Comprehensive WRITING Standard: Students will learn and apply writing skills and strategies to construct meaning.
Writing Process - Students will use the writing process to plan, draft, revise, edit, and publish
Curricular indicators -
Use prewriting activities and inquiry tools to generate and organize information, guide writing, answer questions and synthesize information
Generate a draft by:
1. Selecting and organizing ideas relevant to topic, purpose, and genre
2. Composing paragraphs with sentences of varying length and complexity
Revise to improve writing (e.g., quality of ideas, organization, sentences, fluency, word choices, voice)
Provide feedback to other writer; utilize others’ feedback to improve own writing
Edit writing for format and conventions (e.g., spelling, capitalization, punctuation, grammar, usage)
Publish a legible document (e.g., handwritten or electronic)

Writing Genres - Students will write for a variety of purposes and audiences in multiple genres.
Curricular Indicators -
Examples of genres: essay, story, list, poem, instructions, letter, memo, class notes, memoir, biography, summary, response to literature, research paper, interview web page, play, book/film review song, journal, job application, resume, news article, email, poster, post-it note, brochure, report consistent with professional standards
Write in a variety of genres, considering purpose
Write in a variety of genres, considering audience
Write in a variety of genres, considering medium and available technology
Write considering typical characteristics of the selected genre (e.g., business letter, letter to the editor, report, email, class notes, research paper, play)
Write using well-crafted, cohesive organization appropriate to the task
Analyze models and examples (own and others’) of various genres in order to create a similar piece
Demonstrate preparedness to write in a variety of future personal and career situations


K-12 Comprehensive SPEAKING/LISTENING Standard: Students will learn and apply speaking and listening skills and strategies to construct meaning.
Speaking Skills - Students will develop, apply, and refine speaking skills to communicate key ideas in a variety of situations
Curricular Indicators -
Communicate ideas and information in a clear and concise manner appropriate to its purpose
Demonstrate and adjust speaking techniques for a variety of purposes and situations
Utilize available media to enhance communication

Listening Skills - Students will develop, apply, and refine active listening skills across a variety of situations.
Curricular Indicators -
Develop and use listening skills needed for multiple situations and modalities (e.g., video, audio, distance, one-to-one, group)
Listen to multi-step directions in order to complete a task
Listen attentively, ask questions to clarify, and take nots to ensure accuracy of information
Listen to, analyze, and evaluate thoughts, ideas, and information being communicated

Reciprocal Communication - Students will develop, apply, and adapt reciprocal communication skills.
Curricular Indicators -
Develop awareness of and sensitivity to the use of words in general as well as to a particular audience (e.g., stereotypes, connotations, subtleties of language)
Use conversation strategies (e.g., gain the floor, stay on topic, balanced participation, non-verbal cues)
Interact and collaborate with others in learning situations by contributing questions, information, opinions, and ideas using a variety of media and formats
Respect diverse perspectives while collaborating and participating as a member of the community


K- 12 Comprehensive MULTIPLE LITERACIES Standard: Students will identify, locate, and evaluate information using 21st Century Skills.
Multiple Literacies - Students will research, analyze, and communicate information in a variety of media and formats (textual, visual, and digital).
Curricular indicators -
Select, use, and evaluate multiple resources to answer guiding questions and establish validity of information (e.g., print, subscription databases, web resources)
Demonstrate ethical and legal use of information by citing sources using prescribed formats and tools (e.g., online citation assistance, publication guidelines)
Use safe and ethical behaviors when communicating and interacting with others (e.g., safe information to share online, appropriate language use, utilize appropriate sites and materials, respect diverse perspectives)
Engage in activities with learners from a variety of cultures through electronic means (e.g., podcasts, video chats, distance learning)
While reading, listening, and viewing, evaluate the message for bias, commercialism and hidden agendas (e.g., product placement, television ad, radio ad, movie, body image, sexism)
Gather and share information and opinions as a result of communication with others (e.g., video/audio chat, interview, podcast, multi-media presentations)
Use social networks and information tools to gather and share information (e.g., social bookmarking, online collaborative tools)