GRADE 6 ENGLISH BOOKS

Tale From Behind the Mask: A Multidisciplinary Arts Experience!
Performing Arts

Also available as an in school programme!
Bring an ancient folk tale to life as students discover ways to express themselves through art, dance and drama

• Students make a paper theatrical mask to depict their character
• Discover ways to express character in movement
• Explore elements of dance and choreography
• Develop theatrical skill through drama and role-playing activities
• Students use creative problem solving as they develop a group presentation

Curriculum connections:
Visual Arts (Grades 4 – 6)
Drama and Dance (Grades 4 – 6)
4-8
FULL DAY
Acrylic Landscape Painting
Exploring Contemporary Art

Students discover why artists today are inspired by the outdoors. They will investigate a range of landscape-based works, contemporary and historical, while discussing the importance of the power of place and the purpose of making art.

• Engage in outdoor sketching activities inspired by Lake Ontario and the waterfront community outside our studio windows
• Complete a small acrylic painting based on the sketch
• Learn a range of landscape painting techniques: discover colour and its application, the importance of tonal values in a work, and elements and principals of design

Curriculum Connections:
Visual Arts (Grades 4-8)
6-8
FULL DAY
Advertising Literacy
New Media, New Media: Media Literacy

Learn about the methods of manipulation in television commercials and discuss examples. Learn the methods of digital film and make a commercial about advertising.

• See examples of TV commercials and learn about advertising techniques.
• Learn the digital technology of film making.
• Brainstorm and plan out a thirty second advertisement.
• Film, edit and create the advertisement in the New Media Lab at Harbourfront Centre.

Includes a pre-visit by one of our new media educators to prepare for the visit to the Harbourfront Centre.
Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant.

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
6-12
FULL DAY
Advertising Literacy: Print Media
New Media, New Media: Media Literacy

Learn about the methods of manipulation in print commercials and discuss examples. Learn the methods of digital film and make a commercial about advertising.

• See examples of print commercials and learn about advertising techniques.
• Discuss the proliferation of advertising in society and critique its role.
• Learn the digital technology to make a print advertisement.
• Plan out and execute print advertisement which speaks about advertising techniques.

Time permitting the trip will include a viewing and class critique of an interactive floor advertisement in the lobby.

Curriculum connections:
Visual Arts (Grades 6 – 12)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
Language Arts (Grades 9-12)
3-6
FULL DAY
Behind The Curtain: Tribal Cracking Wind
Performing Arts

Tribal Crackling Wind’s Artistic Director Peter Chin spent the last three years visiting Cambodia, working with local artists to research and create his new work: Transmission of the Invisible. Join us for a storytelling workshop led by company dancers and two special guest artists from Cambodia. Using video footage of Cambodian and Canadian children engaged in games, activities, and day-to-day life, the workshop will include dance and music activities that respond to these stories, performances by the two Cambodian dancers and movement work from the Cambodian tradition.

Participants of the workshop will be asked to agree to have the activities videotaped for inclusion in the video installation, which will form a part of the final presentation of Transmission of the Invisible.

Winter 2008, date TBA, 10am-2pm

Cost: Full Day; $15 per student; Matinee Only; $10 per ticket
K-8
HALF DAY FULL DAY
Clay Building Beasts
Exploring Contemporary Art

Welcome to the exciting world of sculptural beasts! More then just scary creatures that haunt our dreams, these silent critters have been known to protect our homes, offices, cathedrals, temples and sacred spaces all over the world. Students will learn about gargoyles, chimeras, sphinxes and grotesques from a variety cultures.

• Learn about sculpture and discuss how it is used in architecture
• Explore form, pattern and texture, articulating techniques of 3-D form
• Learn and use terminology and vocabulary specific to working with clay, and discuss the physical properties of clay
• Create a ceramics piece inspired by the building beasts history, from the design to the execution, employing hand building techniques and textural decorative methods
• Visit The Craft Department: Ceramic Studio

Grades K-4 (half day)
Grades 4-8 (full day)

Curriculum Connections:
Visual Arts (Grades 1-8)
Life Systems: Animals (Grade 2)
K-8
HALF DAY FULL DAY
Clay Masks
Exploring Contemporary Art

Using a variety of hand-building techniques create a 3-dimensional mask! Explore the history and use of the mask from a diversity of cultures, and visit The Craft Department: Ceramic Studio.

• Discuss ways which artists communicate and the purpose of the mask
• Explore form, pattern, and texture
• Discuss the physical properties and many uses of clay
• Learn to terminology and vocabulary specific to working with clay

Grades K-4 (half day)
Grades 4-8 (full day)

Curriculum Connections:
Visual Arts (Grades 1-8)
Heritage and Citizenship (Grades 5-6)
6-8
FULL DAY
Clay Sculpted Environments
Exploring Contemporary Art

Discover the places and spaces in which we live, and create a unique 3-dimensional environment – a habitat, an idyllic place, or your own room – out of clay! Learn and use a variety of hand-building and embellishment techniques while creating a magical world

• Explore form, pattern and texture, and techniques for articulating 3-D forms
• Learn to use terminology and vocabulary specific to working with clay
• Visit Harbourfront Centre's Craft Studio and Artists' Gardens for inspiration!

Curriculum connections:
Visual Arts (Grades 6-8)
2-8
HALF DAY FULL DAY
Clay Vessels
Exploring Contemporary Art

Using various hand-building techniques (slab, pinch pot and coil), create your own clay vessel. Take the full-day programme and create a more ambitious piece. Learn about the history and use of clay vessels around the world, from Greek amphorae to contemporary craft.

• Work with a variety of hand-building techniques, and embellish vessels with patterns and textures
• Learn to use terminology and vocabulary specific to working with clay
• Discuss the physical properties of clay
• Visit The Craft Department: Ceramic Studio and explore contemporary creation of ceramic objects

Grades 2-4 (half day)
Grades 4-8 (full day)

Curriculum Connections:
Visual Arts (Grades 1-8)
Heritage and Citizenship (Grade 5)
4-8
FULL DAY
Collograph Printmaking With Museum of Inuit Art Tour
Exploring Contemporary Art

Start with a tour of the Museum of Inuit Art in the Queen’s Quay Terminal. Discover the beauty of contemporary Inuit art and learn how the Inuit use the elements and principles of design in their prints to express notions of every day life and community. Rediscover texture through the art of collograph-design, create, and print a series of amazing prints. View artwork from some of the most celebrated artists in the history of the western world!

• Examine contemporary prints made by Inuit Artists
• Discuss Picasso and Braque's contributions to the evolution of printmaking in the 20th century
• Create a collage plate using a variety of low relief textures and materials, exploring texture and form
• Learn the printmaking process and produce a series of coloured prints

Curriculum Connections:
Visual Arts (Grades 4-8)
6-8
FULL DAY
Create a Web Page
New Media, New Media: Art Production

Using our New Media Lab, students will create their own web page while learning about the Internet and its role in art practice and promotion

• See examples of web pages that are created solely as art pieces and how artists are promoting their own work on the Internet
• Discuss how the internet has affected artistic practice and art promotion
• Learn the elements and principals of design
• Create an art based web page using Mac technology

Includes a pre-visit by one of our new media educators to prepare for the visit to the Harbourfront Centre.

Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant.

Full day at Harbourfront Centre and full day in the classroom.

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
K-8
Day Of The Dead
Day Of The Dead

Experience the unique Mexican tradition that joyfully remembers ancestors by bringing their memories to life. Come and celebrate this tradition with music, dance, food, crafts, storytelling and altars.

In partnership with the Consulate General of Mexico.

November 3-4, 10am-3pm
Free!
6-8
FULL DAY
Digital Photography
New Media, New Media: Art Production

Explore the digital medium of photography. See examples of contemporary digital photography by well known artists and discuss the power of the image

• See how digital photography has effected photo production.
• Learn the techniques of photo manipulation through the computer
• Create a unique digital photography art piece

Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant.

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
4-8
HALF DAY FULL DAY
Djembe Drumming
Performing Arts

Available September 24 – December 21 and January 14 – April 14
HIGH DEMAND – Book early to avoid disappointment!
Half day: Drumming
Full day: Drumming and Clay Udu Drum Making

Work as a collective to beat as one! Using authentic African Djembe drums, students explore rhythm and hand drumming techniques, experiencing the power of collective drumming with their classmates

• Students experience the hands-on excitement of exploring rhythm on their own Djembe Drum
• Learn hand drumming techniques
• Learn about the rich cultural history of drumming around the world
• Experience the power of collective drumming with classmates!
• Create a Nigerian Udu Pot Drum from clay, using hand building techniques (full day programme only)


Curriculum connections:
Music (Grades 4 – 8)
Heritage and Citizenship (Grade 5)
Visual Arts (Grades 1 – 8)
Drums courtesy of Seiko
5-8
FULL DAY
Drawing
Exploring Contemporary Art

Learn a range of drawing techniques, including gesture drawing (live!), contour drawing, and the exploratory art of self-portraiture.

• Explore a variety of contemporary drawing materials
• Experiment and gain an understanding about the importance of line and texture in drawing
• Learn about the history of drawing and how it exists as an important contemporary artistic medium today
• Create a self portrait using newly acquired skills

Curriculum Connections:
Visual Arts (Grades 5-8)
K-8
HALF DAY FULL DAY
ESL Clay Mask NEW!
ESL

Using a variety of hand-building techniques, students create their own 3-dimensional mask! Explore the history and use of the mask from a diversity of cultures through form, pattern, and texture.

• Discuss the physical properties and many uses of clay
• Create a mask which explores issues of identity and perspective within the students life
• Learn to use terminology and vocabulary specific to working with clay
• Learn and practice six levels of ESL throughout the programme

Grades K-4 (half day)
Grades 4-8 (full day)

Curriculum Connexions:
ESL curriculum
Visual Arts (Grades 1-8)
Heritage and Citizenship (Grade 5)
5-8
FULL DAY
ESL Government Exploration NEW!
ESL

See government in action! Experience life inside Toronto’s City Halls and Ontario’s provincial justice system, then discover the historical roots of these institutions on a fascinating walk through downtown Toronto.

• Attend a court in session at “Old City Hall” then meet with a Provincial Court Judge who will answer your questions!
• Learn about government in the days of the Old Town of York and compare it to how the City of Toronto is governed today
• Learn to use terminology and vocabulary specific to government exploration
• Learn and practice six levels English language skills throughout the programme
• Discuss reasons for democratic decision-making and the responsibility of informed citizens

Curriculum connections:
ESL curriculum
Social Studies: Aspects of Citizenship and Government in Canada (Grade 5)
4-8
FULL DAY
ESL Paper Mask NEW!
ESL, In-School Programmes

Also available as an in school programme!
Explore the rich history and tradition of mask-making in many different cultures; students use their imagination to create their own mask.

• Discover the rich history of mask-making around the world from a range of cultures, from the past into the present day
• Using paper sculpture techniques, create a life-sized mask
• Explore and experiment with 3-dimensional forms
• Learn to use terminology and vocabulary specific to working with paper masks
• Learn and practice six levels ESL skills throughout the programme

Curriculum connections:
ESL curriculum
Visual Arts (Grades 4-8)
Heritage and Citizenship: cultural history & use of masks (Grades 5-6)
4-8
FULL DAY
ESL Shadow Puppets NEW!
ESL, Performing Arts

Explore the ancient art of shadow puppetry and its South-East Asian cultural roots in this fascinating programme. Design and make a shadow puppet based on stories and fables and learn how to animate the puppet for a play.

• Reinterpret a fable as a contemporary story relevant to students’ lives and experiences
• Design silhouette shadow puppet characters, props, and scenery for the play
• Perform a play and tell a story with the new puppet
• Learn to use terminology and vocabulary specific to working with shadow puppets
• Learn and practice six levels ESL skills throughout the programme

Curriculum connections:
ESL curriculum
Visual Arts (Grades 4 – 8)
Drama (Grades 4 – 8)
4-8
HALF DAY FULL DAY
ESL The Artist Book: The Hidden Spine Book NEW!
ESL, Literary and Book Arts

Full day option: pair this programme with a reading at YoungIFOA or ALOUD: a Celebration for Young Readers
Using contemporary interpretations of the book as an art object create your own hand-made art book-perfect for journaling or making a storybook back in the classroom.

• Discover the rich art of contemporary bookmaking and book arts
• Learn and use vocabulary specific to the books arts
• Design, construct, and decorate an accordion book with a hidden spine section
• Learn to use terminology and vocabulary specific to working with artist books
• Learn and practice six levels English language skills throughout the programme

Curriculum connections:
ESL curriculum
Heritage and Citizenship: History of books (Grade 5)
Oral and Visual Communication (Grades 4 – 8)
K-8
HALF DAY FULL DAY
Education Afloat: On Water
Education Afloat

Anchors away! Students experience Toronto’s waterfront on an hour-long expedition through the Inner Harbour and island lagoons aboard a fully-enclosed, Coast Guard-approved vessel. Life jacket drill is conducted prior to departure. Teachers may choose from a variety of grade appropriate activities to complement the boat exploration. Primary and junior students focus on one of the following topics: Community (Grades 1 – 3) or Environment (grades 2 – 4). Intermediate and senior students study changing land usage and the natural and human impact on the waterfront environment. Call to discuss your options.

May & June only
Full day: includes On Water and On Land
Half day: includes either On Water or On Land
K-8
HALF DAY FULL DAY
Educational Afloat: On Land
Education Afloat

Choose any 2 options to make up your day:

OPTION 1: URBAN DISCOVERIES
Grades K – 3
Discover Toronto’s Waterfront Community
Grades 4 – 8
Toronto’s Waterfront An explorative walk of Toronto’s Waterfront as it pertains to the local history, geography or environment. (Choice of focus)

OPTION 2: VISUAL ARTS
Grades K – 4
Activity focused on aquatic habits, the needs of living things and adaptation.
Grades 5 – 8
Activity focused on human and natural environments.

OPTION 3: BOAT TOUR
Grades K – 8
6-8
FULL DAY
Experimental Digital Film
New Media, New Media: Art Production

(full day at Harbourfront Centre and full day in the classroom)
Explore this new art medium- see the works of established contemporary video artists, then experiment with the art form as a method of self-exploration

• Learn a brief history of video art
• Learn the techniques of experimental film technology
• Create video art that explores issues of identity
• Learn how to burn film onto a DVD and upload it onto the internet

Includes a pre-visit by one of our new media educators to prepare for the visit to the Harbourfront Centre.
Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant.

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
4-8
HALF DAY FULL DAY
Exploring Contemporary Art
Exploring Contemporary Art

Half day (Gallery-based tour): $6 per student
Full day (Gallery-based tour and studio art programmes/workshops): $11 per student
These exploratory investigations of contemporary art, featuring an interactive tour of the current exhibitions in The Power Plant and/or York Quay Centre, and The Craft Studio and Artists' Gardens. Full-day programmes also include a studio workshop in the afternoon, connecting the exhibits to Harbourfront Centre's current ideas-based programming themes – FOCUS: Our Lens. Your View.
6-8
FULL DAY
Exploring Contemporary Art Through Podcasting
New Media, New Media: Media Literacy

Explore contemporary art through an interactive tour of the current exhibitions in The Power Plant and/or York Quay Centre, The Craft Studio and Artists' Gardens. The Full-day programmes will include a workshop-Students design a multi media pod cast that can be uploaded onto an MP3 player or the Internet that explores the exhibit in the Gallery.

• Learn elements of broadcasting, communication, art vocabulary
• Understand the notions of the artistic audience and artistic perception.

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
4-8
FULL DAY
Global Drama NEW!
Performing Arts

Lauching January 2008!
Celebrating Diversity Through Drama and Art. Discover ways to critique, understand and discuss the role multiculturalism in your students’ lives through multi-disciplinary activities in drama and the visual arts.

• Explore Canada’s Policy of Multiculturalism and the experience of living in a Global City through facilitated discussion
• Participate in dramatic activities like “hot seating” which allows for an exploration of the role of diversity in the urban setting
• Reflect and respond to living in Toronto and the issues of global community through a visual arts project

Curriculum Connections:
Visual Arts (Grades 4-8)
Music (Grades 4-8)
Heritage and Citizenship (Grades 5)
6 & 8
FULL DAY
Kensington Market and Chinatown
Urban Studies

Discover a kaleidoscope of culture in two of Toronto’s most interesting and diverse communities!

• Gain an understanding of ever changing demographic patterns and uncover the fascinating cultural histories of Kensington Market and China Town
• Investigate Canada’s immigration policy past and present and identify “cultural imprints”
• Discuss “push” and “pull” factors that affect migration and mobility

Curriculum connections:
Social Studies: Canada’s Links to the World (Grade 6)
Geography: Migration (Grade 8)
6-8
FULL DAY
Lino Print With Museum of Inuit Art Tour
Exploring Contemporary Art

Start with a tour of the Museum of Inuit Art in the Queen’s Quay Terminal. Discover the beauty of contemporary Inuit art and learn how the Inuit use the elements and principles of design in their prints to express notions of every day life and community. Then, in the Harbourfront Community Centre Studio learn the techniques of relief printmaking using a soft linoleum block- design, carve and print a small series of Lino-block prints

• Explore printmaking in contemporary Inuit Art
• Discuss the notion of community and everyday life in Toronto
• Experiment with printmaking tools and techniques to create a soft linoleum printing block which expresses life in the student's neighbourhood
• Discover the elements and principals of design, including texture and patterning through printing media

Curriculum Connections:
Visual Arts (Grades 6-8)
6-8
FULL DAY
Literacy on the Web
New Media, New Media: Media Literacy

Explore questions about how advertising is used on the Internet and create a web page that discusses the role of the Internet in consumerism.

• Look at examples of effective web pages on the internet.
• Learn the different ways companies use the internet to advertise.
• Explore the elements and principals of design that sell products on the internet.
• Create your own web page sells a product that will help contribute to your community.

Includes a pre-visit by one of our new media educators to prepare for the visit to the Harbourfront Centre.

Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant

Curriculum connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
K-8
Luminarium
HarbourKIDS

Your journey into the space, colour, light, and sound-drenched chambers and connecting tunnels of Architects of Air’s Luminarium explores an interactive landscape inspired by the beauty and natural geometry of architecture. Just imagine being inside a massive work of art so awesome the ooh’s and ahh’s will last a lifetime.
Register for a One Day Only School Visits exploration into the Luminarium on Friday October 5!!
5-8
HALF DAY
Movement and Choregraphy
In-School Programmes, Performing Arts

Students unleash their potential for movement expression as they learn new dance vocabulary and how to choreograph!

• Work with a professional dancer and peers to create a unique dance presentation
• Learn new dance vocabulary; explore a wide range of dance styles from around the world
• Become familiar with the elements of choreography; use creative problem solving abilities
• Students discover their unique way of moving – their own dance signature!

Also available as an in school programme!
Curriculum Connections:
The Arts: Drama and Dance (Grades 5-8)
4-8
FULL DAY
Paper Mask
Exploring Contemporary Art

Also available as an in school programme!
Explore the rich history and tradition of mask-making in many different cultures – students use their imagination to create their own mask.

• Discover the history of mask-making around the world from A range of cultures, from the past into the present day
• Using paper sculpture techniques, create a life-sized mask
• Explore and experiment with 3-dimensional forms

Curriculum Connections:
Visual arts (Grades 4-9)
Heritage and Citizenship: Cultural History &use of masks (Grades 5-6)
6-8
FULL DAY
Photo Literacy
New Media, New Media: Media Literacy

Explore the digital photography in media; learn the techniques of photo manipulation and the issues that surround it.

• Explore the digital medium of photography.
• Discuss the ethics of digital manipulation and how the human image is constructed.
• Learn the techniques of photo manipulation through the computer.
• Create an advertisement that has been retouched and prepared for media production.

Time permitting the trip will include a viewing and class critique of a new media art installation piece in the York Quay Gallery or Power Plant.

Curriculum Connections:
Visual Arts (Grades 6 – 8)
English (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
4-8
FULL DAY
Shadow Puppets
Performing Arts

Explore the ancient art of shadow puppetry and its South-East Asian cultural roots in this fascinating programme. Students design and make their own shadow puppet, based on stories and fables from a global perspective, and learn how to animate them for a puppet show.

• Reinterpret a fable as a contemporary story relevant to students' lives and experiences
• Design silhouette shadow puppet characters, props, and scenery for your play
• Student perform a play and tell a story with their new puppet

Curriculum connections:
Visual Arts (Grades 4 – 8)
4-8
FULL DAY
Street Theatre Puppets Heads and Play NEW!
Performing Arts

• Learn a brief history of popular education, and street theatre
• Students collectively create their own skits based on issues relevant to their lives.
• Collectively construct props and giant puppets using easily-found, recycled materials
• Practice and present their popular theatre to their school/wider community.
• Be involved in an artistic activity to enhance creativity, language, drama and art skills while interacting with adults and other children

Curriculum Connections:
Visual Arts (Grades 4-8)
Dramatic Arts (Grades 4-8)
Media Literacy (Grades 6-8)

(full day at Harbourfront Centre and an in-school visit)
4-8
HALF DAY FULL DAY
Studio Workshop: Generations
Exploring Contemporary Art

Available September-December
Full day with a morning tour of galleries
FOCUS: Generations
From June to December 2007 Harbourfront Centre is talking about your Generation, as part of an ongoing focus on ideas in programming. A generation can refer to a time or a class of people. It can refer to the time you are born to the time of a parents death. It can also refer to an era of style, culture and political movement. At Harbourfront Centre’s Galleries explore how artists have responded to the theme of Generations. Then, in our studios, students uncover what this theme means to them-their family, their culture, their experience of living in Toronto-through a visual arts workshop with our Art Educators.

To learn more about Harbourfront Centre's ideas-based programming, visit FOCUS: Our Lens. Your View.
4-8
FULL DAY
Understanding Hip Hop Culture NEW!
Performing Arts

Launch in January 2008!
Global Hip Hop culture: possibly the most influential artistic movement in the world today. Discover its roots, its contemporary impact and its ability to empower self-expression.

• Learn the history of the hip hop movement dating back to the early 70’s, and the legacy of some of the greatest Hip Hop Pioneers
• Discover the four elements of Global Hip Hop Culture
• Take a critical look at the issues that surround Hip Hop Culture
• Explore self-expression through the Hip Hop medium

Curriculum connections:
Music (Grades 4 – 8)
Heritage and Citizenship (Grade 5)
Visual Arts (Grades 1 – 8)
Media Literacy (Grades 4 – 8)
6-8
FULL DAY
Understanding Hip Hop Culture NEW!
New Media, New Media: Media Literacy

Global Hip Hop culture: possibly the most influential artistic movement in the world today. Discover its roots, its contemporary impact and its ability to empower self-expression.

• Learn the history of the hip hop movement dating back to the early 70’s, and the legacy of some of the greatest Hip Hop Pioneers
• Discover the four elements of Global Hip Hop Culture
• Take a critical look at the issues that surround Hip Hop Culture
• Explore self-expression through the Hip Hop medium

Launch in January 2008!

Curriculum Connections:
Music (Grades 6 – 8)
Visual Arts (Grades 6 – 8)
Media Literacy (Grades 6 – 8)
English (Grades 6 – 8)
5-8
Urban Dance Breakdancing, Hip Hop, Crumping and Stomp! NEW!
Performing Arts

From street to stage, urban dance is showing us new ways to move!

• Students develop their own Urban Dance vocabulary
• Uncover the origins, and track the glowing legacy, of Urban Dance
• Students become aware of their own style of movement expression
• Work with a professional dancer and peers to create a unique
dance presentation

curriculum connections:
Drama and Dance (Grades 5-8)
2-6
FULL DAY
Young Collograph Printmaking With Museum of Inuit Art Tour
Exploring Contemporary Art


Visit the Museum of Inuit Art and see examples of Contemporary Inuit printmaking. Students explore the wonders of printmaking, including line, texture and pattern. Design and create a small series of prints to take home

• Examine prints made by Inuit artists
• Learn about the printmaking process, different ways of making prints, and vocabulary specific to printmaking
• Produce a small original series of coloured prints, inspired by the animals living in our city

Curriculum Connections:
Visual arts (Grades 2-6)
Life Systems: Animals (Grade 2)
Programmes:

* Day Of The Dead (1)
* Education Afloat (2)
* ESL (17)
* Exploring Contemporary Art (17)
* Gallery Programming (7)
* HarbourKIDS (1)
* In-School Programmes (5)
* Literary and Book Arts (9)
* New Media (16)
* New Media: Art Production (6)
* New Media: Media Literacy (10)
* Performing Arts (22)
* Urban Studies (10)
* Visual Arts.

GRADE 5 english books

GRADE 5
ENGLISH:

Reading/Literature and Research
CORE 1
Property of the Virginia Department of Education

2004 by the Commonwealth of Virginia Department of Education, James Monroe Building, 101 N. 14th Street,
Richmond, Virginia, 23219. All rights reserved. Except as permitted by law, this material may not be reproduced or
used in any form or by any means, electronic or mechanical, including photocopying or recording, or by any
information storage or retrieval system, without written permission from the copyright owner. Commonwealth of
Virginia public school educators may photocopy or print any portion of these Released Tests for educational purposes
without requesting permission. All others should direct their requests to the Commonwealth of Virginia Department
of Education at (804) 225-2102, Division of Assessment and Reporting.
SESSION: 40 PAGE: 1 5/12/04 14:20 LOGIN IS-debbie PATH: @sunultra1/raid/CLS_tpc/GRP_va_sprg04/JOB_04-ribsg05/DIV_g5rdg-1
DIRECTIONS
Read each passage. Then read each question about the passage. Decide which is the best answer to each
question. Mark the space in your answer booklet for the answer you have chosen.
SAMPLE
A Book
1 A book is like a television
2 Inside your head.
3 It tells you stories.
4 It takes you places.
5 It scares you.
6 It makes you laugh.
7 But—
8 You draw the pictures.
9 You write the songs.
10 You pick the colors.
11 You choose the programs.
12 A book is like a television
13 Inside your head—
14 And no one ever tells you
15 To turn it off.
A This passage would most likely be found
in a —
A science textbook
B book of poetry 
C history magazine
D book of short stories
B Inthis passage, a book is compared
to a —
F story
G picture
H song
J television 
2004 Commonwealth of Virginia Department of Education 2
English: Reading/Literature and Research
SESSION: 40 PAGE: 2 5/12/04 14:20 LOGIN IS-debbie PATH: @sunultra1/raid/CLS_tpc/GRP_va_sprg04/JOB_04-ribsg05/DIV_g5rdg-1
Directions: Read the story and answer the questions that follow.
Mary Walton and the Noisy Trains
1 Clang, clang, clang! Groaning, MaryWalton buried her head under her pillow. It was no use
trying to sleep. The sound of New York City’s Elevated Railway, or “El,” shook the entire
apartment.
2 At breakfast Mary watched the milk in her glass quiver. She said to her father, “Papa, I know the
El trains are essential. Almost everyone in the city rides them to work. But why do they have to be
so noisy?” “I don’t know, Mary,” her father replied. “There’s a challenge for you. Maybe you can
find a way to make the trains run quietly.”
3 Mary’s father believed that girls had a right to an education just as boys did. He made sure Mary
finished high school even though, in the 1880s, girls often left school at age sixteen to go to work.
Knowing she had a good mind that was meant to be used, Mary began to consider the problem at
hand. She went to the railway office to see what she could learn. “Has anyone found a way to solve
the problem of the noisy El trains yet?” she asked the railway man.
4 “Miss, if you could tell me how to make the El trains quieter, I’d shake your hand,” he answered.
He leaned forward. “Let me tell you something. The railway will pay good money to the person
who comes up with the answer. I hear some of the top inventors in the country, even Thomas
Edison himself, are trying to find a solution.”
5 Mary sighed. If the great Thomas Edison hadn’t been able to find an answer, how could she? Still,
Mary knew this invention was important; its benefits would be great. People worked hard. They
needed a way to get to work, but they also needed calm, quiet, and good sleep! She began to ride
the El trains during every spare minute. She walked underneath the high tracks, looking up to
see how they were made.Watching and listening, Mary considered the problem.
6 She still hadn’t found a solution when spring turned to summer, the worst time of year for train
noise. Opening the windows helped to cool the hot apartment, but the noise of the train was
unbearably loud with the windows open.
7 One night Mary made a little tunnel of pillows and put her head in the middle. “Maybe this will
muffle the sound,” she thought. Suddenly she sat up, eyes sparkling, and said, “That’s it! I need a
way to muffle the sound!” What material could do that? Rocks were too hard to absorb sound.
Wood wasn’t sturdy enough. Mary snapped her fingers. “What about sand? If we put the rails in
sand and find a way to keep the sand together, it might work.”
8 Mary spent many nights at the library. Finally she came up with a system to bed the rails in sand
that was contained in asphalt. Mary wrote up her plans and sent them to the Patent Office in
Washington, D.C. She also sent the railway company a letter describing her invention and how it
worked.
9 Weeks passed, and Mary began to think nothing would happen. One day two men appeared at the
door. “The president of our railway company wants to thank you for your invention,” they said.
“Here’s a check for ten thousand dollars.” Mary could hardly believe it. That was a lot of money!
There would be more to come, too, as other railway stations with elevated railways used her
invention.
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10 One day, Mary went back to the railway office. “It looks like the problem got solved,” she said.
11 The railway man nodded. “By a young woman. Made her rich, I hear.”
12 “Yet there’s still one payment she hasn’t collected,” Mary said, holding out her hand. “You
promised to shake my hand!”
1 In paragraph 2, the word essential
means —
A dangerous
B automatic
C necessary 
D peculiar
2 Why did Mary Walton choose sand as
the best material for her invention?
F It stays together by itself and can be
wrapped around rails.
G It can be found in large amounts on
New York’s beaches.
H It is harder than rock and softer than
wood.
J It absorbs sound and can be contained
in something sturdy. 
3 Why did Mary go to the railway office
a second time?
A She wanted to learn more about how
her own invention would be used in the
city’s elevated trains.
B She thought the man would give her a
job working for the railway after she
had helped so much.
C She wondered if there was anything else
she could do to help improve the
citizens’ quality of life.
D She wanted to have the railway man
shake her hand for solving the problem,
as he had said he would. 
4 If the author had used headings, the
best place to add the heading “Mary’s
Efforts Are Rewarded” would be just
above paragraph —
F 8
G 9 
H 10
J 11
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2004 Commonwealth of Virginia Department of Education 4
5 This story shows how Mary Walton —
A decides to become wealthy and finds a
way to earn money
B lives a good life in spite of living in a
painful situation
C finds a way to move to a quieter,
healthier place
D takes on a difficult challenge and
successfully meets it 
6 Based on events described in this
story, Mary’s father can best be
described as —
F mysterious
G impatient
H encouraging 
J protective
7 Why is Mary’s bed an important setting
in this story?
A She is very tired from trying to solve the
problem and needs a lot of sleep.
B Using pillows to hide the sounds of the
train helps her to come up with her
invention. 
C Living in a small apartment, she does
most of her thinking while lying on her
bed.
D Train noises are heard most from her
bed because her bedroom is closest to
the tracks.
Here is a table showing some other
inventions of the 1800s. Use it to
answer the next two questions.
8 The entries on the table are listed in
order according to —
F year of invention 
G importance of invention
H alphabetical order, last name of inventor
J alphabetical order, name of invention
9 Which two inventions came about in
1876?
A Telephone and sewing machine
B Microphone and telegraph
C Telephone and microphone 
D Light bulb and telegraph
YEAR INVENTOR INVENTION
Samuel F. B. Morse
Isaac M. Singer
Alexander Graham Bell
1844
1853
1876
1876
1879
Emile Berliner
Thomas Edison
Telegraph
Sewing Machine
Telephone
Microphone
Light Bulb
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2004 Commonwealth of Virginia Department of Education 5
Directions: Read the poems and answer the questions that follow.
Wintermelt
1 The sun is warming. MMMM.
2 The river’s melting. CRACK!
3 Frogs are waking. CROAK!
4 The beaver’s swimming. SMACK!
5 Fish are jumping. SPLASH!
6 Birds sing CHICKADEE!
7 Buds are bursting. POP!
8 Days are longer. WHEE!
9 Kites are flying. WHOOSH!
10 Ice is breaking. CRUNCH!
11 Flies are hatching. BZZZZ!
12 Let’s have a picnic lunch.
13 Geese are returning. HONK!
14 Baseball players SWING!
15 Ice cream stands are open.
16 Kids are screaming. SPRING!
Canoe
1 April is almost through.
2 Let’s take the red canoe
3 and paddle all the way
4 to the thirty-first of May
5 until the river bends
6 until the story ends
7 until the day is night
8 until the time is right.
9 Maybe we’ll go so far
10 we’ll tie up to a star,
11 and ask the sun and moon
12 to paddle us into June.
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10 Which line from the poem “Wintermelt”
tells about flowers blooming?
F 5
G 6
H 7 
J 8
11 In the poem “Wintermelt,” words like
“bursting” and “breaking” make spring
seem like —
A a party
B an explosion 
C a quiet event
D a sport
12 In “Wintermelt,” lines 13–16 are most
likely to make the reader feel —
F calm
G afraid
H curious
J excited 
13 Which rhyme scheme is used in the
poem “Canoe”?
A aabb 
B abab
C abba
D abca
14 Lines 9–12 in the poem “Canoe”
describe —
F a flight of imagination 
G an invitation to the reader
H an actual event
J a plan for a summer vacation
15 If the poet who wrote “Canoe” had
wanted to find another word to use in
place of story, which of these sources
would have been most helpful?
A Thesaurus 
B Encyclopedia
C Dictionary
D Atlas
16 We can tell that these poems are not
free verse because they both have —
F punctuation marks
G titles
H rhyming words 
J capital letters
17 The poets wrote these poems mostly
to —
A explain
B persuade
C inform
D entertain 
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Directions: Read the article and answer the questions that follow.
The Woman Behind Little Women
1 One of America’s best-known and most-loved authors is Louisa May Alcott. She wrote poems,
plays, short stories, and books. For over a hundred years, her works have been popular among
both adults and children. How did Alcott become a famous writer?
2 Born in 1832, Alcott grew up in Massachusetts with her three sisters. From an early age, she
loved to write. She would think up wonderful stories that she turned into plays. Alcott and her
sisters acted out the dramas. Alcott always played the most exciting parts: ghosts, bandits, and
evil queens. She also loved playing and wandering outdoors. In fact, she was considered quite a
“tomboy.” In those days, girls were expected to be ladylike, which meant mostly sitting around
looking pretty. This was not Alcott’s way! She once said that no boy could be her friend until she
had beaten him in a race. Girls had to climb trees and leap fences with her if they wanted to be
her friends.
3 Alcott’s family was poor. At age fifteen, Alcott decided to help out. However, it was not easy for
women to find work in the 1800s. Alcott worked at any job she could find. She took care of
children, she taught, and she washed laundry for other people.
4 Alcott’s love of writing was always an essential part of her. She believed that it was as much a
right and duty for women to do something with their lives as it was for men. So, wanting to work
and loving to write, she began her career as an author. Her first poem was published in a
magazine in 1852. She didn’t earn a lot of money for that first work. She was on her way, though,
to a career that would bring her fame—and bring the security that she had wanted for her family.
They soon would be free from worry about earning a living.
5 Alcott wrote from her own life experiences and from her imagination. During the CivilWar, Alcott
volunteered to work as a nurse. She wrote about this work in her book Hospital Sketches. She also
wrote thrillers that were full of suspense. When her publisher asked her to write a book for girls,
Alcott turned to her own life.
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6 It was then, in 1868, that she wrote what was to become her most popular book, Little Women. The
novel is set in New England during the CivilWar. It tells the story of four sisters growing up. The
family is very similar to the Alcotts. The book’s main character, Jo, is based on Alcott herself. Like
Alcott, Jo is a determined young woman with a mind of her own. The book was an instant success.
It is still popular today and has been made into a movie. Alcott also wrote children’s books with
boys as the main characters. This was the case in two other Alcott books, Little Men and
Jo’s Boys.
7 Early in her career someone once told Alcott that she should give up writing and “stick to
teaching.” It is fortunate that Alcott paid no attention to this misguided person. She knew what
she wanted to do with her life—and she did it!
18 Use this dictionary entry to answer the
next question.
works \‘wuˆ rks\ n. 1. the moving
parts of a machine. 2. results of
creative talent. 3. everything available.
4. full treatment.
Which definition is the correct meaning
for the word works as it is used in the
first paragraph?
F Definition 1
G Definition 2 
H Definition 3
J Definition 4
19 Which words in paragraph 2 help
readers know what the word dramas
means?
A grew up in Massachusetts
B loved to write
C turned into plays 
D wandering outdoors
20 Which question does paragraph 3
answer?
F How did Alcott help her family? 
G What kind of work did Alcott’s father
do?
H Where did Alcott go to school?
J Why was it difficult for women to find
work in the 1800s?
21 In paragraph 6, why are the words
Little Men and Jo’s Boys written in
italics?
A To make the words easier to read
B To show that they are titles of books 
C To make them more interesting to
readers
D To show that they are different from
other books
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22 The author most likely included the
last paragraph to —
F point out that Louisa May Alcott
obtained what she wanted out of life 
G explain why some people should not give
advice
H convince readers to read more about
Louisa May Alcott’s life
J encourage readers to write stories about
their own experiences
23 The idea that Alcott liked adventure
can be supported with all of these
EXCEPT —
A she played the exciting parts in her
plays
B she loved playing and wandering
outdoors
C she washed laundry for other people 
D she wrote thrilling stories that were full
of suspense
24 Which word best describes Alcott as an
adult?
F Determined 
G Amusing
H Delicate
J Mysterious
25 Which word in this passage has a root
word that means “to form an idea”?
A experiences
B imagination 
C wonderful
D fortunate
26 A student does an Internet search and
finds the following information.
Which website would be most helpful
for a student looking for information
on how Alcott’s family affected her
writing?
F The Complete Works of Louisa May
Alcott
G Modern Women Writers
H Novels and Movies: Little Women
J Putting Together Life and Writing:
Alcott 
The Complete Works of
Louisa May Alcott
Little Women: What It Means
Modern Women Writers
Novels and Movies: Little Women
Putting Together Life and
Writing: Alcott
Women and Writing
Keyword: Louisa May Alcott
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Directions: Read the story and answer the questions that follow.
Strawberries
1 Several members from the Lansdale Garden Club came to Ben’s school to announce a “Container
Garden” contest. To enter, a student could grow any type of plant in a pot. In three months, the
Garden Club members would return to judge the plants. They would choose winners and award
gift certificates for plants and gardening supplies.
2 Ben’s grandmother loved working in her garden, and her birthday was coming up. If Ben won, he
could give her the gift certificate!
3 First, he checked out a gardening book from the library. It was full of colorful pictures. There were
daisy patches, rose beds, and ponds of water lilies. There were even pansies in pots. None of these
inspired Ben. He couldn’t decide what he wanted to grow.
4 In a shed behind his house, Ben found a bag of potting soil leaning against a wall. Next to the bag
was a funny-looking pot. It was knee high and measured about ten inches across the top. Sticking
out from the rounded sides of the pot were seven little pockets.
5 Ben went back to his gardening book and looked until he found a picture just like it. The pot was
called a strawberry jar. The picture showed strawberry plants with dark, fuzzy leaves, tiny white
blossoms, and ripe red fruit spilling from the top and the pockets.
6 Ben showed his mom the picture and asked, “Can I use the soil and pot that are in the shed? Then
I’ll only need to buy strawberry plants.”
7 His mom agreed and drove him to the garden shop. Ben had six dollars he had saved for
Grandma’s gift. He bought two six-packs of tiny strawberry plants and still had three dollars left.
8 At home Ben filled the pot with soil and tucked the long roots of the strawberry plants into the
soil-filled top and pockets. Since the plants were newly planted, he watered them every day.
9 He was disappointed when the green leaves started turning yellow. In the library book, Ben
looked in the chapter called “Troubleshooting.” He learned that too much water could cause yellow
leaves. The article suggested watering only when the soil felt dry.
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10 As he reviewed the book, Ben learned that his plants needed more than water. They also needed
nutrients to help them grow. Ben’s mother had two kinds of plant food. One was for leafy
houseplants, and the other was for plants with flowers, fruits, or vegetables. Ben began adding
the second kind of plant food to the water for the strawberry plants.
11 After a couple of weeks, white flowers began to appear. Ben continued caring for the plants. The
day for judging the contest finally arrived. The jar overflowed with healthy green leaves, papery
white blossoms, and bright-red strawberries. It was hard for the judges to find a place to attach
the deep-blue first place ribbon!
12 Grandma’s favorite birthday gift was the pot of strawberries. When she saw the gift certificate,
she told Ben they would share it. After all, they were both gardeners now!
27 The author included the second
paragraph because it —
A describes the garden club members
B explains what the contest prizes will be
C tells why Ben wanted to grow a plant 
D shows how long the contest will last
28 In paragraph 3, the word inspired
means —
F deserved
G comforted
H warned
J interested 
29 Ben decided on the plants he wanted
to grow when he —
A visited the garden shop
B remembered his mother had plant food
C saw a commercial about strawberries
D looked up a pot in the gardening book 
30 Ben solved his problem with the yellow
leaves by —
F changing how often he watered them 
G using a bigger pot
H changing their potting soil
J calling the garden shop
31 Which sentence is the best summary
for this passage?
A Ben used a library book that was full of
colorful pictures to help him decide
what he wanted to plant in a pot.
B Ben entered a plant-growing contest at
school, learned all about growing
strawberry plants, and won first place
with his strawberry jar entry. 
C Ben used the money he had saved to
buy two six-packs of tiny strawberry
plants with which to enter the contest.
D Ben had a problem, looked in a book to
find out what to do, and used plant food
so his plants would bear flowers and
fruit.
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32 The author most likely wrote this
passage to —
F convince readers to garden by
advertising plants
G entertain readers with an informative
story 
H give step-by-step instructions on how to
plant strawberries
J express a concern about mistakes made
in growing plants
33 What information from the passage
supports the idea that Ben loved his
grandmother?
A She loved working in her garden.
B Her birthday was coming up.
C If he won, he would give her the prize. 
D They were both gardeners.
34 If the author included more
information about what is needed for
growing plants, it would belong in
paragraph —
F 1
G 3
H 10 
J 11
This index page is from a book titled
Making Jellies and Jams From
Berries. Use it to answer the next
question.
35 If you wanted to know how many
strawberries you will need to make
two pints of strawberry jam, you
should look in the section entitled —
A Recipes 
B Choosing Your Berries
C Introduction
D Preparing Your Tools and Jars
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2004 Commonwealth of Virginia Department of Education 13
Directions: Read the article and answer the questions that follow.
What’s for Dinner?
Rhonda Spatz Darnell
Zookeepers work hard to keep the animals happy and healthy.
1 Clatter, clank, chop-chop. It’s early morning, and the Sacramento Zoo will not open for a few
hours. But feeding the animals is a big job, and busy sounds are already coming from the zoo
kitchen.
2 Fresh fruits and vegetables are being chopped. Ground meat is thawing, and vitamins are being
measured out. Live mealworms and frozen crickets and mice are being prepared for some of the
zoo animals.
3 All of this happens in the zoo kitchen. It is a large room, about three times the size of a household
kitchen. The floor is made of cement, so it’s easy to hose down. The refrigerator and freezer are big
enough to walk into. Twice a week, trucks deliver enough food for 213 animals. It takes ten
zookeepers to prepare this food.
4 The workers at the Sacramento Zoo care about their animals. They know that their work is
important. Zoos help by breeding animals and protecting rare species from dying out. Zoos also
make it possible for people to learn about and enjoy wild animals. Zookeepers need to keep zoo
animals healthy and happy.
5 One of the hardest parts of the job is choosing healthy foods that the animals will like. How do
zookeepers know what to feed them? By doing lots of research!
6 Scientists study what animals eat in the wild. Zookeepers try to feed zoo animals the same foods,
but they might not be easy to find. Then, zookeepers serve similar foods that are just as healthy.
For instance, a wild wolf might catch a rabbit for dinner. That wolf eats rabbit meat, bones, and
organs. It also eats the plants the rabbit ate that day. So, a zoo wolf must be fed some plants along
with its diet of meat, bones, and organs.
7 Scientists also study the way animals eat. Some animals like to eat in groups. Others fight over
food, so they are fed alone.
8 Most zoos belong to groups that study animals and their needs. The zoos in these groups share
what they learn with other zoos. For example, a zoo that plans to get a koala can find out what
koalas are fed at other zoos. This information will help the zoo keep the new koala healthy.
9 Food can also be a zoo animal’s entertainment. In the wild, animals spend much of their time
looking for food. To prevent zoo animals from getting bored, many zookeepers give them treats to
keep them busy. A bear may be given peanuts buried in a box of sand. The bear must sniff and dig
to find the peanuts. Chimpanzees may be given sunflower seeds to crack open and eat or frozen
treats with fruit inside.
10 Zookeepers work hard to keep their animals happy, healthy, and able to breed. And just like
humans, animals stay healthy by eating right.
Copyright
1998 by Highlights for Children, Inc. Columbus, Ohio
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36 Which statement can be supported
with information in the first
paragraph?
F People must pay money to see the
animals in the zoo.
G Most of the food is cooked before it is
fed to the animals.
H People often spend all day visiting the
animals at the zoo.
J Some animals are fed before the zoo is
open to the public. 
37 Which question does paragraph 8
answer?
A Why do zoos belong to zoo groups? 
B What do koalas eat?
C Where are the other zoos located?
D Where do koalas come from?
38 In which word does -ment mean the
same as it does in entertainment?
F cement
G mention
H achievement 
J moment
39 Zookeepers bury peanuts in boxes of
sand so bears will —
A eat only a few at a time
B eat healthy foods
C have a place to put the peanut shells
D spend time looking for them 
40 “What’s for Dinner?” is mainly about —
F animals that fight over food
G when and where animal food is bought
H a zoo that has 213 animals
J how and what zoo animals are fed 
41 The author wrote this passage most
likely to —
A inform 
B advertise
C convince
D warn
42 To find the most current information
about the animals at the Sacramento
Zoo, you should look —
F in an encyclopedia under “Sacramento”
G in an encyclopedia under “zoos”
H on the website for the city of
Sacramento
J on the website for the Sacramento
Zoo 
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Answer Key
Test
Sequence
Correct
Answer
Reporting
Category Reporting Category Description
1 C 001 Use word analysis strategies.
2 J 002 Understand a variety of printed materials/resource materials.
3 D 002 Understand a variety of printed materials/resource materials.
4 G 003 Understand elements of literature.
5 D 003 Understand elements of literature.
6 H 003 Understand elements of literature.
7 B 003 Understand elements of literature.
8 F 002 Understand a variety of printed materials/resource materials.
9 C 002 Understand a variety of printed materials/resource materials.
10 H 002 Understand a variety of printed materials/resource materials.
11 B 003 Understand elements of literature.
12 J 003 Understand elements of literature.
13 A 003 Understand elements of literature.
14 F 003 Understand elements of literature.
15 A 002 Understand a variety of printed materials/resource materials.
16 H 003 Understand elements of literature.
17 D 003 Understand elements of literature.
18 G 001 Use word analysis strategies.
19 C 001 Use word analysis strategies.
20 F 002 Understand a variety of printed materials/resource materials.
21 B 002 Understand a variety of printed materials/resource materials.
22 F 003 Understand elements of literature.
23 C 002 Understand a variety of printed materials/resource materials.
24 F 002 Understand a variety of printed materials/resource materials.
25 B 001 Use word analysis strategies.
26 J 002 Understand a variety of printed materials/resource materials.
27 C 003 Understand elements of literature.
28 J 001 Use word analysis strategies.
29 D 003 Understand elements of literature.
30 F 003 Understand elements of literature.
31 B 002 Understand a variety of printed materials/resource materials.
32 G 003 Understand elements of literature.
33 C 002 Understand a variety of printed materials/resource materials.
34 H 002 Understand a variety of printed materials/resource materials.
35 A 002 Understand a variety of printed materials/resource materials.
36 J 002 Understand a variety of printed materials/resource materials.
37 A 002 Understand a variety of printed materials/resource materials.
38 H 001 Use word analysis strategies.
39 D 002 Understand a variety of printed materials/resource materials.
40 J 002 Understand a variety of printed materials/resource materials.
41 A 003 Understand elements of literature.
42 J 002 Understand a variety of printed materials/resource materials.
SESSION: 41 PAGE: 16 5/12/04 14:36 LOGIN IS-debbie PATH: @sunultra1/raid/CLS_tpc/GRP_va_sprg04/JOB_04-ribsg05/DIV_g5rdg-1

GRADE 4 ENGLISH WRITiNG BOOKS

WRITING
Grade 4
Revised
Texas Assessment
of Knowledge and Skills
Information Booklet
Texas Education Agency • Student Assessment Division
August 2004
Copyright © 2004, Texas Education Agency. All rights reserved. Reproduction of all or portions of this work is prohibited without express
written permission from Texas Education Agency.
INTRODUCTION
The Texas Assessment of Knowledge and Skills (TAKS) is a completely reconceived testing program.
It assesses more of the Texas Essential Knowledge and Skills (TEKS) than the Texas Assessment of
Academic Skills (TAAS) did and asks questions in more authentic ways. TAKS has been developed
to better reflect good instructional practice and more accurately measure student learning. We hope
that every teacher will see the connection between what we test on this new state assessment and
what our students should know and be able to do to be academically successful. To provide you with
a better understanding of TAKS and its connection to the TEKS and to classroom teaching, the Texas
Education Agency (TEA) has developed this newly revised edition of the TAKS information booklet.
The information booklets were originally published in January 2002, before the first TAKS field test.
Now, after several years of field tests and live administrations, we are able to provide an even more
comprehensive picture of the testing program. We have clarified some of the existing material and, in
some cases, provided new sample items and/or more explanations of certain item types. However, it is
important to remember that these clarifications do not signify any change in the TAKS testing
program. The objectives and TEKS student expectations assessed on TAKS remain unchanged. We
hope this revised version of the TAKS information booklet will serve as a user-friendly resource to
help you understand that the best preparation for TAKS is a coherent, TEKS-based instructional
program that provides the level of support necessary for all students to reach their academic potential.
BACKGROUND INFORMATION
The development of the TAKS program included extensive public scrutiny and input from Texas
teachers, administrators, parents, members of the business community, professional education
organizations, faculty and staff at Texas colleges and universities, and national content-area experts.
The agency involved as many stakeholders as possible because we believed that the development of
TAKS was a responsibility that had to be shared if this new assessment was to be an equitable and
accurate measure of learning for all Texas public school students.
The three-year test-development process, which began in summer 1999, included a series of carefully
conceived activities. First, committees of Texas educators identified those TEKS student expectations
for each grade and subject area assessed that should be tested on a statewide assessment. Then a
committee of TEA Student Assessment and Curriculum staff incorporated these selected TEKS
student expectations, along with draft objectives for each subject area, into eleventh grade exit level
surveys. These surveys were sent to Texas educators at the middle school and secondary levels for
their review. Based on input we received from more than 27,000 survey responses, we developed a
second draft of the objectives and TEKS student expectations. In addition, we used this input during
the development of draft objectives and student expectations for grades 3 through 10 to ensure that
the TAKS program, like the TEKS curriculum, would be vertically aligned. This vertical alignment
was a critical step in ensuring that the TAKS tests would become more rigorous as students moved
from grade to grade. For example, the fifth grade tests would be more rigorous than the fourth grade
tests, which would be more rigorous than the third grade tests. Texas educators felt that this increase
in rigor from grade to grade was both appropriate and logical since each subject-area test was closely
aligned to the TEKS curriculum at that grade level.
Grade 4 Writing TAKS Information Booklet 1
In fall 2000 TEA distributed the second draft of the objectives and TEKS student expectations for
eleventh grade exit level and the first draft of the objectives and student expectations for grades 3
through 10 for review at the campus level. These documents were also posted on the Student
Assessment Division’s website to encourage input from the public. Each draft document focused on
two central issues: first, whether the objectives included in the draft were essential to measure on a
statewide assessment; and, second, whether students would have received enough instruction on the
TEKS student expectations included under each objective to be adequately prepared to demonstrate
mastery of that objective in the spring of the school year. We received more than 57,000 campusconsensus
survey responses. We used these responses, along with feedback from national experts, to
finalize the TAKS objectives and student expectations. Because the state assessment was necessarily
limited to a “snapshot” of student performance, broad-based input was important to ensure that TAKS
assessed the parts of the TEKS curriculum most critical to students’ academic learning and progress.
In the thorough test-development process that we use for the TAKS program, we rely on educator
input to develop items that are appropriate and valid measures of the objectives and TEKS student
expectations the items are designed to assess. This input includes an annual educator review and
revision of all proposed test items before field-testing and a second annual educator review of data
and items after field-testing. In addition, each year panels of recognized experts in the fields of
English language arts (ELA), mathematics, science, and social studies meet in Austin to critically
review the content of each of the high school level TAKS assessments to be administered that year.
This critical review is referred to as a content validation review and is one of the final activities in a
series of quality-control steps designed to ensure that each high school test is of the highest quality
possible. A content validation review is considered necessary at the high school grades (9, 10, and 11)
because of the advanced level of content being assessed.
ORGANIZATION OF THE TAKS TESTS
TAKS is divided into test objectives. It is important to remember that the objective statements are not
found in the TEKS curriculum. Rather, the objectives are “umbrella statements” that serve as
headings under which student expectations from the TEKS can be meaningfully grouped. Objectives
are broad statements that “break up” knowledge and skills to be tested into meaningful subsets around
which a test can be organized into reporting units. These reporting units help campuses, districts,
parents, and the general public understand the performance of our students and schools. Test
objectives are not intended to be “translations” or “rewordings” of the TEKS. Instead, the objectives
are designed to be identical across grade levels rather than grade specific. Generally, the objectives
are the same for third grade through eighth grade (an elementary/middle school system) and for ninth
grade through eleventh grade (a high school system). In addition, certain TEKS student expectations
may logically be grouped under more than one test objective; however, it is important for you to
understand that this is not meaningless repetition—sometimes the organization of the objectives
requires such groupings. For example, on the TAKS writing tests for fourth and seventh grades, some
of the same student expectations addressing the conventions of standard English usage are listed
under both Objective 2 and Objective 6. In this case, the expectations listed under Objective 2 are
assessed through the overall strength of a student’s use of language conventions on the written
composition portion of the test; these same expectations under Objective 6 are assessed through
multiple-choice items attached to a series of revising and editing passages.
Grade 4 Writing TAKS Information Booklet 2
ORGANIZATION OF THE INFORMATION BOOKLETS
The purpose of the information booklets is to help Texas educators, students, parents, and other
stakeholders understand more about the TAKS tests. These booklets are not intended to replace the
teaching of the TEKS curriculum, provide the basis for the isolated teaching of skills in the form of
narrow test preparation, or serve as the single information source about every aspect of the TAKS
program. However, we believe that the booklets provide helpful explanations as well as show enough
sample items, reading and writing selections, and prompts to give educators a good sense of the
assessment.
Each grade within a subject area is presented as a separate booklet. However, it is still important that
teachers review the information booklets for the grades both above and below the grade they teach.
For example, eighth grade mathematics teachers who review the seventh grade information booklet as
well as the ninth grade information booklet are able to develop a broader perspective of the
mathematics assessment than if they study only the eighth grade information booklet.
The information booklets for each subject area contain some information unique to that subject. For
example, the mathematics chart that students use on TAKS is included for each grade at which
mathematics is assessed. However, all booklets include the following information, which we consider
critical for every subject-area TAKS test:
an overview of the subject within the context of TAKS
a blueprint of the test—the number of items under each objective and the number of items on the
test as a whole
information that clarifies how to read the TEKS
the reasons each objective and its TEKS student expectations are critical to student learning and
success
the objectives and TEKS student expectations that are included on TAKS
additional information about each objective that helps educators understand how it is assessed on
TAKS
sample items that show some of the ways objectives are assessed
Grade 4 Writing TAKS Information Booklet 3
Introduction to TAKS Writing at Grade 4
Writing is a life skill. As students move from grade to grade, writing skills are critical for academic
progress. Students who have difficulty putting their thoughts into writing struggle to succeed in social
studies, science, and many areas other than English language arts. Because good writing requires
good thinking, the act of writing actually helps students learn to clarify their thoughts and focus their
ideas. In addition, students who write well are usually strong readers. Why? In very simple terms, a
writer must be able to read what he or she has written and recognize whether the words mean what
the writer wants them to mean. Therefore, every time a student is writing effectively, that student is
also reading carefully and thoughtfully. In this way, writing and reading reinforce each other. Students
who have strong writing and reading skills will have more opportunities available to them throughout
their lives, in both education and employment, than those who have not learned these skills.
The objectives for the fourth grade writing test are listed below.
Objective 1: The student will, within a given context, produce an effective composition for a
specific purpose.
Objective 2: The student will produce a piece of writing that demonstrates a command of the
conventions of spelling, capitalization, punctuation, grammar, usage, and sentence
structure.
Objective 3: The student will recognize appropriate organization of ideas in written text.
Objective 4: The student will recognize correct and effective sentence construction in written text.
Objective 5: The student will recognize standard usage and appropriate word choice in written text.
Objective 6: The student will proofread for correct punctuation, capitalization, and spelling in
written text.
Objectives 1 and 2 are assessed through a composition the student writes in response to a prompt.
Objectives 3 through 6 test revising and editing skills in a peer-editing context. In this booklet each of
the six TAKS objectives appears with its related TEKS student expectations that are eligible for
testing. It is critical to remember, however, that there are a number of TEKS student expectations that
are not listed here. Even though only a portion of the TEKS writing curriculum has been identified as
eligible for statewide testing, all the curriculum must be taught to ensure that students are receiving a
solid, complete program of writing instruction.
For students to be successful writers, writing instruction must occur at every grade level, not merely
at the tested grades. The TEKS were organized to ensure that at each grade level students acquire the
writing skills they will need for success in the next grade. That is, writing skills in the curriculum are
addressed in a systematic, “building block” manner from grade to grade. Because of this careful
alignment of skills, basic writing concepts are strengthened as students progress through elementary
school, middle school, and high school. Making writing an important part of other content areas, such
as science and social studies, will strengthen this alignment. In addition, students learn to write
effectively by having many opportunities to practice writing. Without practice, students cannot
internalize the skills they need in order to be able to write competently and confidently. Students
practice by keeping journals, writing in response to reading or in response to a movie or other
viewing experience, writing the procedures for science experiments, etc. Valuable writing practice
does not have to be, and should not always be, prompt-driven.
Grade 4 Writing TAKS Information Booklet 4
General Guidelines for TAKS Writing at Grade 4
Written Composition
The open-ended nature of the prompt allows students to address the prompt as they choose as
long as their composition is in standard English prose. (Note: Poetry is not an acceptable form of
response.) Students’ ability to use their own experience and perspective helps them effectively
express their ideas about the topic.
Each composition is evaluated on a 4-point scale using focused holistic scoring. Readers use a
rubric, or set of specific criteria at each score point, to identify characteristics of the composition.
At the same time, readers evaluate the student’s writing as a whole, taking into account the
limitations imposed by the testing situation.
The composition section of the TAKS writing test assesses Objectives 1 and 2. Objective 1
focuses on the quality of the composition’s content, while Objective 2 focuses on how clearly
and effectively the student communicates his or her ideas. These objectives are inextricably
linked because good writing must be both substantial and mechanically sound.
The expectations for what constitutes a successful piece of writing will be appropriate for the
particular grade level. For example, fourth graders do not generally have the same ability as
seventh graders to connect and develop their ideas. In addition, young writers are not expected to
have the same level of spelling ability or range of vocabulary as more experienced writers. Some
misspellings, especially in the use of more advanced vocabulary, are anticipated in the
composition, especially at the elementary level.
The written composition rubric appears on pages 16–19.
Revising and Editing (Multiple-Choice Section)
Students read passages designed to resemble student writing. Multiple-choice questions about
these passages require students to indicate how a particular sentence might be corrected or
improved or how the organization or development of a paragraph might be strengthened. This
task parallels what students frequently do in class when they read one another’s writing to check
for problems with organization, sentence boundaries, verb tense, word choice, punctuation and
spelling errors, etc. Such peer-editing activities are a central part of an effective process-based
classroom.
Passages at fourth grade are approximately 175 to 225 words in length and may be accompanied
by photographs or illustrations to provide students with additional context. Sentences within each
passage are numbered.
Passages are written to be appropriate for fourth graders with regard to subject matter,
vocabulary, and interest level. In recognition of the wide range of students’ backgrounds,
perspectives, and experiences, the passages represent cultural diversity as much as possible.
Rather than each of the four revising and editing objectives being tested with a separate set of
passages, items for a single passage will address all four objectives.
Grade 4 Writing TAKS Information Booklet 5
As students learn the writing process, they become familiar with common terminology. Some of
this terminology is routinely used in the wording of TAKS items. Students should be able to read
and understand such terms as revise (or revising or revision), edit, peer-editing, organization,
improve, combine, complete sentence, delete, add, and insert.
Dictionary/Thesaurus Use
The use of a dictionary or thesaurus is not permitted on the fourth grade writing test. Because fourth
graders are just beginning to develop skills related to using these reference materials independently,
many teachers have advised that the use of a dictionary or thesaurus on TAKS may be more of a
distraction or hindrance to students than a help.
Grade 4 Writing TAKS Information Booklet 6
Grade 4 Writing TAKS Information Booklet 7
TAKS Objectives
Objective 1 (Composition)
Objective 2 (Composition)
Objective 3: Organization
(Revising and Editing)
Objective 4: Sentence Structure
(Revising and Editing)
Objective 5: Standard Usage/Word Choice
(Revising and Editing)
Objective 6: Punctuation, Capitalization,
Spelling (Revising and Editing)
Total number of items
1 writing prompt
4 multiple-choice items
8 multiple-choice items
8 multiple-choice items
8 multiple-choice items
1 writing prompt
28 multiple-choice items
Number of Items
Texas Assessment of Knowledge and Skills (TAKS)
Blueprint for Grade 4 Writing
Grade 4 Writing TAKS Information Booklet 8
A Key to Understanding the TEKS Included on TAKS Grade 4 Writing
Example from Objective 1
(4.15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety of
forms. The student is expected to
(D) write to entertain such as to compose [humorous poems or] short stories (4–8).
A. Knowledge and Skills Statement
This broad statement describes what students should know and be able to do for fourth grade
writing. The number preceding the statement identifies the grade and number of the knowledge
and skills statement.
B. Student Expectation
This specific statement describes what students should be able to do to demonstrate proficiency
in what is described in the knowledge and skills statement. Students are tested on skills outlined
in the student expectation statement.
C. [bracketed text]
Although the entire student expectation has been provided for reference, text in brackets indicates
that this portion of the student expectation is not tested on TAKS.
D. (4–8)
The student expectation is taught from fourth grade through eighth grade.
KEY
A
C D
B
NOTE: The full TEKS curriculum can be found at www.tea.state.tx.us/teks/.
TEKS STUDENT EXPECTATIONS—IMPORTANT VOCABULARY
For every subject area and grade level, two terms—such as and including—are used to help make the
TEKS student expectations more concrete for teachers. However, these terms function in different
ways. To help you understand the effect each of the terms has on specific student expectations, we are
providing the following:
a short definition of each term
an example from a specific student expectation for this subject area
a short explanation of how this term affects this student expectation
Such as
The term such as is used when the specific examples that follow it function only as representative
illustrations that help define the expectation for teachers. These examples are just that—examples.
Teachers may choose to use them when teaching the student expectation, but there is no requirement
to use them. Other examples can be used in addition to those listed or as replacements for those listed.
Example from Grade 4 Writing, Objective 2
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to
communicate clearly and effectively in writing. The student is expected to
(H) write with increasing accuracy when using objective case pronouns such as
“Dan cooked for you and me” (4–5).
The sentence following such as illustrates two pronouns in the objective case. This particular
sentence, however, does not need to be used with students; it is merely provided as an example.
Including
The term including is used when the specific examples that follow it must be taught. However, other
examples may also be used in conjunction with those listed.
Example from Grade 4 Writing, Objective 2
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to
communicate clearly and effectively in writing. The student is expected to
(C) employ standard English usage in writing for audiences, including subject-verb
agreement, pronoun referents, and parts of speech (4–8).
The terms following including are examples of critical areas of grammar that a student needs to
master in order to write effectively in standard English. These areas of grammar must be taught;
however, teachers should not limit their teaching to only these examples.
Grade 4 Writing TAKS Information Booklet 9
Remember
Any example preceded by the term such as in a particular student expectation may or may not
provide the basis for an item assessing that expectation. Because these examples do not
necessarily have to be used to teach the student expectation, it is equally likely that other
examples will be used in assessment items. The rule here is that an example will be used only if
it is central to the knowledge, concept, or skill the item assesses.
It is more likely that some of the examples preceded by the term including in a particular student
expectation will provide the basis for items assessing that expectation, since these examples must
be taught. However, it is important to remember that the examples that follow the term including
do not represent all the examples possible, so other examples may also provide the basis for an
assessment item. Again, the rule here is that an example will be used only if it is central to the
knowledge, concept, or skill the item assesses.
Grade 4 Writing TAKS Information Booklet 10
TAKS Grade 4 Writing
Objective 1
The ability to communicate thoughts and ideas through writing helps students become successful, not
only in school but throughout their lives. In order to communicate effectively, students must organize
and develop ideas in a logical, coherent, and interesting manner that is easy for the reader to follow
and understand. Objective 1 tests each student’s ability to produce an organized and well-developed
composition in response to a prompt. The prompt is worded so that students have broad latitude in
crafting an individual response. Students can use any organizational strategy that allows them to
write an effective piece—they can write a story, a description, a philosophical piece, an expository
piece—or they can combine approaches. However students choose to respond, it is important that the
composition they write is uniquely theirs—that it is authentic and represents their best thinking and
writing.
Objective 1
The student will, within a given context, produce an effective composition for a specific purpose.
(4.15) Writing/purposes. The student writes for a variety of audiences and purposes and in a variety
of forms. The student is expected to
(A) write to express, [discover, record,] develop, reflect on ideas, and to problem solve
(4–8);
(C) write to inform such as to explain, describe, [report,] and narrate (4–8);
(D) write to entertain such as to compose [humorous poems or] short stories (4–8); and
(E) exhibit an identifiable voice in personal narratives and in stories (4–5).
(4.16) Writing/penmanship/capitalization/punctuation. The student composes original texts,
applying the conventions of written language such as capitalization, punctuation, and
penmanship to communicate clearly. The student is expected to
(A) write legibly by selecting cursive or manuscript as appropriate (4–8).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text
(4–8); and
(D) revise drafts for coherence, progression, and logical support of ideas (4–8).
Grade 4 Writing TAKS Information Booklet 11
Objective 1—For Your Information
Objective 1 focuses on the aspects of writing that contribute to the quality of a composition’s content.
These aspects represent the first four sections of the rubric: focus and coherence, organization,
development of ideas, and voice. It is not enough for students to know what these terms mean.
Students must be able to “see” how these terms affect a piece of writing. For example, how does a
composition that lacks focus and coherence look different from one that is strong in that area? How
does superficial development look different from development that has depth? Once students start to
see these kinds of differences and are given multiple opportunities to write, over time their writing
will become more unique and compelling. Students will gain confidence in their ability to
communicate effectively.
On TAKS students must
respond directly to the prompt. Although students are given wide latitude in this regard, the link
between the composition and the prompt must be evident.
remain focused on the topic throughout the composition. The first step in establishing a strong
focus is for students to decide what they want their controlling, or main, idea to be. (At higher
grade levels, this idea is called a thesis statement.) Everything students write in their composition
should contribute to a reader’s understanding of that idea. Any sentences that do not do this
weaken the focus and coherence of the composition.
organize their ideas so that each sentence is logically linked to the next sentence. The sentences
should form a kind of “chain.” Each sentence moves the composition forward and deepens the
reader’s understanding of the ideas; no sentences are extraneous or overlap. In addition, each
paragraph should logically lead to the next; the relationships between paragraphs should be clear.
Each paragraph should “build” on the one before it.
develop their ideas in depth. To understand how to create writing that has depth, students must
first understand the relationship between thinking and writing, for without good thinking, good
writing is impossible. Depth depends less on how much students say than on the quality of what
they say. Good development is based on the ability to “layer” and “flesh out” ideas so that each
sentence a student writes adds meaning to the sentences that come before it. Good development
is also original; that’s why students who simply write a plot summary of something they’ve read
in a book or seen on television or in a movie or who simply write the lyrics of a song they’ve
heard receive a failing score. The writing in these cases is not really theirs. Original development
is also a problem for most students who follow formulas; because the development is contrived,
students are usually unable to achieve any depth.
express an individual voice. Expressing an individual voice means that the composition engages
the reader. The student’s writing sounds authentic and original and genuinely expresses the
student’s personality or personal viewpoint. When a student responds in a highly individualistic
way, his or her voice is naturally expressed. Because the composition has a “face,” a meaningful
connection is established between the reader and the writer. On the other hand, formulaic writing
tends to be “faceless” and, more often than not, prevents a student from having the opportunity to
express his or her own unique voice.
Grade 4 Writing TAKS Information Booklet 12
Objective 2
To write well, students must be able to apply the conventions of the English language. This means that
students must have the following skills. First, when students write a composition, they must have the
ability to follow the rules of correct capitalization, punctuation, spelling, grammar, usage, and
sentence structure. Second, they must have the ability to write effective sentences and use words and
phrases that enhance the reader’s understanding of their ideas. Although students are not expected to
produce error-free writing on the test, they are expected to write as clearly and correctly as possible.
The stronger the writing conventions are, the more likely it is that students will be able to produce an
effective composition.
Objective 2
The student will produce a piece of writing that demonstrates a command of the conventions of
spelling, capitalization, punctuation, grammar, usage, and sentence structure.
(4.16) Writing/penmanship/capitalization/punctuation. The student composes original texts,
applying the conventions of written language such as capitalization, punctuation, and
penmanship to communicate clearly. The student is expected to
(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing
titles, using possessives, commas in a series, commas in direct address, and sentence
punctuation (4–5).
(4.17) Writing/spelling. The student spells proficiently. The student is expected to
(A) write with accurate spelling of syllable constructions, including closed, open, consonant
before -le, and syllable boundary patterns (3–6);
(B) write with accurate spelling of roots such as drink, speak, read, or happy; inflections
such as those that change tense or number; suffixes such as -able or -less; and prefixes
such as re- or un- (4–6); and
(D) spell accurately in final drafts (4–8).
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate
clearly and effectively in writing. The student is expected to
(A) use regular and irregular plurals correctly (4–6);
(B) write in complete sentences, varying the types such as compound and complex to match
meanings and purposes (4–5);
(C) employ standard English usage in writing for audiences, including subject-verb
agreement, pronoun referents, and parts of speech (4–8);
Grade 4 Writing TAKS Information Booklet 13
(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make
writing vivid or precise (4–8);
(E) use prepositional phrases to elaborate written ideas (4–8);
(F) use conjunctions to connect ideas meaningfully (4–5);
(G) write with increasing accuracy when using apostrophes in contractions such as it’s and
possessives such as Jan’s (4–8); and
(H) write with increasing accuracy when using objective case pronouns such as “Dan
cooked for you and me.” (4–5).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence
structure, and appropriate word choice (4–8); and
(H) proofread his/her own writing and that of others (4–8).
Objective 2—For Your Information
Objective 2 assesses a student’s ability to communicate effectively by demonstrating a command of
the conventions of written English.
The evaluation of conventions is based on a holistic judgment of the student’s mastery of
conventions overall, not on the total number of errors or on the number of any certain type of
error. This holistic judgment takes into account the degree of sophistication the student attempts
when constructing sentences and using words.
Some errors related to conventions are more serious than others because they have a greater
effect on a student’s ability to communicate clearly. For example, using pronouns without clear
antecedents (to whom or to what the pronoun refers) is generally more disruptive to the reader’s
understanding of the writing than capitalizing words incorrectly.
Grade 4 Writing TAKS Information Booklet 14
Grade 4 Sample Prompt
Grade 4 Writing TAKS Information Booklet 15
The information in the box below will help you remember what you should think
about when you write your composition.
REMEMBER—YOU SHOULD
❑ write about a time when you made a new friend
❑ make sure that each sentence you write helps the
reader understand your composition
❑ write about your ideas in detail so that the reader
really understands what you are saying
❑ try to use correct spelling, capitalization,
punctuation, grammar, and sentences
Write a composition about a time when you made
a new friend.
Grade 4 Writing TAKS Information Booklet 16
SCORE POINT 1
EACH COMPOSITION AT THIS SCORE POINT IS AN INEFFECTIVE PRESENTATION OF THE WRITER’S IDEAS.
Focus and Coherence
Individual paragraphs and/or the composition as a whole are not focused. The writer may shift
abruptly from idea to idea, making it difficult for the reader to understand how the ideas
included in the composition are related.
The composition as a whole has little, or no, sense of completeness. The introduction and
conclusion, if present, may be perfunctory.
A substantial amount of writing may be extraneous because it does not contribute to the
development or quality of the composition. In some cases, the composition overall may be only
weakly connected to the prompt.
Organization
The writer’s progression of thought from sentence to sentence and/or paragraph to paragraph is
not logical. Sometimes weak progression results from an absence of transitions or from the use
of transitions that do not make sense. At other times, the progression of thought is simply not
evident, even if appropriate transitions are included.
An organizational strategy is not evident. The writer may present ideas in a random or
haphazard way, making the composition difficult to follow.
Wordiness and/or repetition may stall the progression of ideas.
Development of Ideas
The writer presents one or more ideas but provides little or no development of those ideas.
The writer presents one or more ideas and attempts to develop them. However, this development
is so general or vague that it prevents the reader from understanding the writer’s ideas.
The writer presents only a plot summary of a published piece of writing, a movie, or a
television show.
The writer omits information, which creates significant gaps between ideas. These gaps prevent
the reader from clearly understanding those ideas.
Voice
The writer does not engage the reader, therefore failing to establish a connection.
There may be little or no sense of the writer’s individual voice. The composition does not sound
authentic or original. The writer is unable to express his/her individuality or unique perspective.
Conventions
There is little or no evidence in the composition that the writer can correctly apply the
conventions of the English language. Severe and/or frequent errors in spelling, capitalization,
punctuation, grammar, usage, and sentence structure may cause the writing to be unclear or
difficult to read. These errors weaken the composition by causing an overall lack of fluency.
The writer may misuse or omit words and phrases and may frequently write awkward
sentences. These weaknesses interfere with the effective communication of ideas.
Grade 4 Writing TAKS Information Booklet 17
SCORE POINT 2
EACH COMPOSITION AT THIS SCORE POINT IS A SOMEWHAT EFFECTIVE PRESENTATION OF THE WRITER’S
IDEAS.
Focus and Coherence
Individual paragraphs and/or the composition as a whole are somewhat focused. The writer may
shift quickly from idea to idea, but the reader has no difficulty understanding how the ideas
included in the composition are related.
The composition as a whole has some sense of completeness. The writer includes an
introduction and conclusion, but they may be superficial.
Some of the writing may be extraneous because it does not contribute to the development or
quality of the composition as a whole.
Organization
The writer’s progression of thought from sentence to sentence and/or paragraph to paragraph
may not always be smooth or completely logical. Sometimes the writer needs to strengthen the
progression by including more meaningful transitions; at other times the writer simply needs to
establish a clearer link between ideas.
The organizational strategy or strategies the writer chooses do not enable the writer to present
ideas effectively.
Some wordiness and/or repetition may be evident, but these weaknesses do not completely stall
the progression of ideas.
Development of Ideas
The writer attempts to develop the composition by listing ideas or briefly explaining them. In
both of these cases, the development remains superficial, limiting the reader’s understanding
and appreciation of the writer’s ideas.
The writer presents one or more ideas and attempts to develop them. However, there is little
evidence of depth of thinking because this development may be somewhat general, inconsistent,
or contrived.
The writer may omit small pieces of information that create minor gaps between ideas.
However, these gaps do not prevent the reader from understanding those ideas.
Voice
There may be moments when the writer engages the reader but fails to sustain the connection.
Individual paragraphs or sections of the composition may sound authentic or original, but the
writer has difficulty expressing his/her individuality or unique perspective.
Conventions
Errors in spelling, capitalization, punctuation, grammar, usage, and sentence structure
throughout the composition may indicate a limited control of conventions. Although these
errors do not cause the writing to be unclear, they weaken the overall fluency of the
composition.
The writer may include some simple or inaccurate words and phrases and may write some
awkward sentences. These weaknesses limit the overall effectiveness of the communication
of ideas.
Grade 4 Writing TAKS Information Booklet 18
SCORE POINT 3
EACH COMPOSITION AT THIS SCORE POINT IS A GENERALLY EFFECTIVE PRESENTATION OF THE WRITER’S
IDEAS.
Focus and Coherence
Individual paragraphs and the composition as a whole are, for the most part, focused. The writer
generally shows the clear relationship between ideas, making few sudden shifts from one idea
to the next.
The composition as a whole has a sense of completeness. The introduction and conclusion add
some depth to the composition.
Most of the writing contributes to the development or quality of the composition as a whole.
Organization
The writer’s progression of thought from sentence to sentence and paragraph to paragraph is
generally smooth and controlled. For the most part, transitions are meaningful, and the links
between ideas are logical.
The organizational strategy or strategies the writer chooses are generally effective.
Wordiness and/or repetition, if present, are minor problems that do not stall the progression of
ideas.
Development of Ideas
The writer attempts to develop all the ideas included in the composition. Although some ideas
may be developed more thoroughly and specifically than others, the development overall
reflects some depth of thought, enabling the reader to generally understand and appreciate the
writer’s ideas.
The writer’s presentation of some ideas may be thoughtful. There may be little evidence that the
writer has been willing to take compositional risks when developing the topic.
Voice
The writer engages the reader and sustains that connection throughout most of the composition.
For the most part, the composition sounds authentic and original. The writer is generally able to
express his/her individuality or unique perspective.
Conventions
The writer generally demonstrates a good command of spelling, capitalization, punctuation,
grammar, usage, and sentence structure. Although the writer may make minor errors, they
create few disruptions in the fluency of the composition.
The words, phrases, and sentence structures the writer uses are generally appropriate and
contribute to the overall effectiveness of the communication of ideas.
Grade 4 Writing TAKS Information Booklet 19
SCORE POINT 4
EACH COMPOSITION AT THIS SCORE POINT IS A HIGHLY EFFECTIVE PRESENTATION OF THE WRITER’S
IDEAS.
Focus and Coherence
Individual paragraphs and the composition as a whole are focused. This sustained focus enables
the reader to understand and appreciate how the ideas included in the composition are related.
The composition as a whole has a sense of completeness. The introduction and conclusion are
meaningful because they add depth to the composition.
Most, if not all, of the writing contributes to the development or quality of the composition as a
whole.
Organization
The writer’s progression of thought from sentence to sentence and paragraph to paragraph is
smooth and controlled. The writer’s use of meaningful transitions and the logical movement
from idea to idea strengthen this progression.
The organizational strategy or strategies the writer chooses enhance the writer’s ability to
present ideas clearly and effectively.
Development of Ideas
The writer’s thorough and specific development of each idea creates depth of thought in the
composition, enabling the reader to truly understand and appreciate the writer’s ideas.
The writer’s presentation of ideas is thoughtful or insightful. The writer may approach the topic
from an unusual perspective, use his/her unique experiences or view of the world as a basis for
writing, or make interesting connections between ideas. In all these cases, the writer’s
willingness to take compositional risks enhances the quality of the content.
Voice
The writer engages the reader and sustains this connection throughout the composition.
The composition sounds authentic and original. The writer is able to express his/her
individuality or unique perspective.
Conventions
The overall strength of the conventions contributes to the effectiveness of the composition. The
writer demonstrates a consistent command of spelling, capitalization, punctuation, grammar,
usage, and sentence structure. When the writer attempts to communicate complex ideas through
sophisticated forms of expression, he/she may make minor errors as a result of these
compositional risks. These types of errors do not detract from the overall fluency of the
composition.
The words, phrases, and sentence structures the writer uses enhance the overall effectiveness of
the communication of ideas.
Objective 3
Revision is an integral part of the writing process. After the first draft the competent writer often
adds, deletes, combines, and/or rearranges words and sentences to better organize and more fully
develop his or her thoughts and ideas. Objective 3 tests the student’s ability to recognize and correct
errors in organization and development in the context of peer-editing passages.
Objective 3
The student will recognize appropriate organization of ideas in written text.
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(C) revise selected drafts by adding, elaborating, deleting, combining, and rearranging text
(4–8); and
(D) revise drafts for coherence, progression, and logical support of ideas (4–8).
Objective 3—For Your Information
Items that assess the student expectations grouped under Objective 3 require students to
recognize that a sentence that is irrelevant to a paragraph or to the passage as a whole should be
deleted. An irrelevant sentence may add information, but that information is not closely linked to
other ideas in the paragraph or passage. Irrelevant sentences cause a piece of writing to lack
focus and coherence.
identify a sentence that could be added to a paragraph to improve its development
Grade 4 Writing TAKS Information Booklet 20
Objective 4
Editing and proofreading are also an important part of the writing process. During this stage the
skillful writer uses correct sentence structure to ensure that his or her meaning is evident. Faulty
phrasing, misuse of conjunctions, fragments, and run-on sentences can cause the reader to be
confused and misunderstand the intended message. Objective 4 tests the student’s ability both to
recognize and correct errors in sentence structure and to improve the effectiveness of sentences in the
context of peer-editing passages.
Objective 4
The student will recognize correct and effective sentence construction in written text.
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate
clearly and effectively in writing. The student is expected to
(B) write in complete sentences, varying the types such as compound and complex to match
meanings and purposes (4–5);
(E) use prepositional phrases to elaborate written ideas (4–8); and
(F) use conjunctions to connect ideas meaningfully (4–5).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence
structure, and appropriate word choice (4–8).
Objective 4—For Your Information
Items that assess the student expectations grouped under Objective 4 will require students to
recognize fragments and run-on sentences and determine the best way to correct them
choose the most effective way to combine ideas
improve the wording of awkward and/or wordy sentences
Grade 4 Writing TAKS Information Booklet 21
Objective 5
To communicate clearly, the writer must also know how to apply the rules of standard grammar and
usage. Incorrect use of tense, lack of agreement between subjects and verbs, and unclear pronoun
referents can cause the reader to misunderstand the writer’s meaning. Objective 5 tests the student’s
ability to recognize and correct errors in grammar and usage in the context of peer-editing passages.
Objective 5
The student will recognize standard usage and appropriate word choice in written text.
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate
clearly and effectively in writing. The student is expected to
(C) employ standard English usage in writing for audiences, including subject-verb
agreement, pronoun referents, and parts of speech (4–8);
(D) use adjectives (comparative and superlative forms) and adverbs appropriately to make
writing vivid or precise (4–8); and
(H) write with increasing accuracy when using objective case pronouns such as “Dan
cooked for you and me” (4–5).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(E) edit drafts for specific purposes such as to ensure standard usage, varied sentence
structure, and appropriate word choice (4–8); and
(H) proofread his/her own writing and that of others (4–8).
Objective 5—For Your Information
Items that assess the student expectations grouped under Objective 5 test a student’s ability to
recognize standard English usage and appropriate word choice. Items may focus on
subject-verb agreement
pronoun referents (pronoun-antecedent agreement)
verb tense and formation
parts of speech
adverbs and adjectives, including the comparative and superlative forms
use of double negatives
misuse of homonyms such as their/there
replacing an indefinite reference, such as they or it, with a specific noun or noun phrase
replacing a vague word or phrase with more precise wording
Grade 4 Writing TAKS Information Booklet 22
Objective 6
Effective writers examine their work for correct capitalization, punctuation, and spelling.
Capitalization and punctuation marks take the place of the pauses, stops, and intonations used to
convey meaning in oral communication. Accuracy in language mechanics helps the reader “hear”
those nuances and better understand what the writer is trying to communicate. Correct spelling also
helps the writer communicate clearly. Objective 6 tests the student’s ability to recognize and correct
errors in capitalization, punctuation, and spelling in the context of peer-editing passages.
Objective 6
The student will proofread for correct punctuation, capitalization, and spelling in written text.
(4.16) Writing/penmanship/capitalization/punctuation. The student composes original texts,
applying the conventions of written language such as capitalization, punctuation, and
penmanship to communicate clearly. The student is expected to
(B) capitalize and punctuate correctly to clarify and enhance meaning such as capitalizing
titles, using possessives, commas in a series, commas in direct address, and sentence
punctuation (4–5).
(4.17) Writing/spelling. The student spells proficiently. The student is expected to
(A) write with accurate spelling of syllable constructions, including closed, open, consonant
before -le, and syllable boundary patterns (3–6);
(B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections
such as those that change tense or number, suffixes such as -able or -less, and prefixes
such as re- or un- (4–6); and
(D) spell accurately in final drafts (4–8).
(4.18) Writing/grammar/usage. The student applies standard grammar and usage to communicate
clearly and effectively in writing. The student is expected to
(G) write with increasing accuracy when using apostrophes in contractions such as it’s and
possessives such as Jan’s (4–8).
(4.19) Writing/writing processes. The student selects and uses writing processes for self-initiated
and assigned writing. The student is expected to
(H) proofread his/her own writing and that of others (4–8).
Grade 4 Writing TAKS Information Booklet 23
Objective 6—For Your Information
Items developed to assess the student expectations grouped under Objective 6 require a student to
recognize and correctly edit errors in capitalization, punctuation, and spelling.
Capitalization and punctuation items will include the range of rules commonly taught at the
fourth grade level. Punctuation rules that are not consistently applied across the state-adopted
fourth grade English language arts textbooks are not tested (for example, the presence or absence
of a comma before the and in a series of items).
Spelling items include both rule-based and sight words that are within the writing vocabulary of
fourth grade students.
Grade 4 Writing TAKS Information Booklet 24
Grade 4 Revising and Editing Samples
Grade 4 Writing TAKS Information Booklet 25
Bryce is in the fourth grade. His teacher asked each student to write
about a favorite hobby or sport. Bryce wrote about his quarter
collection. This is a draft of his paper. Bryce wants you to help him
revise and edit it. Read Bryce’s paper and think about changes you
would make to help him improve it. Then answer the questions that
follow.
A Fun Collection
(1) I’ve been having fun starting a collection of the new state
quarters. (2) Last week I buyed a kit to help me with this project.
(3) It has a cardboard holder for all 50 quarters and a book that
tells about each quarter and the state it represents.
(4) I learned that it began in 1999 and will continue for
10 years. (5) In this new program each state has it’s own special
quarter. (6) The U.S. Mint makes these quarters because it is the
place where all our coins are made. (7) Each year the U.S. Mint
produces quarters for only five states. (8) The Mint is making
quarters in the same order that the states joined the United States.
(9) I’ll have to wait until 2004 to add the Texas quarter to my
collection.
(10) My mom and me are both involved in collecting the state
quarters. (11) We now have the quarters for New York, New Jersey,
Pennsylvania, and Rhode Island. (12) I like to look at my collection
because all the quarters are different. (13) That’s because each
Grade 4 Writing TAKS Information Booklet 26
state in the country decided what picture or symbol it wanted to
put on its quarter. (14) The quarters for South Carolina and
Georgia have pictures of plants native to their states.
(15) Bluebonnets grow in Texas in the spring. (16) The quarters for
Massachusetts and Virginia have pictures. (17) The pictures show
important parts of their history.
(18) I am enjoying collecting quarters. (19) It is an easy and
interesting way to learn about our states and about american
history. (20) You can be a quarter collector, too. (21) Go ahead and
give it a try.
Grade 4 Writing TAKS Information Booklet 27
2 The meaning of sentence 4 can be
improved by changing it to —
A the cardboard holder
B my collection
C the book
D* the state quarters program
Objective 5
3 What change, if any, should be made
in sentence 5?
A Change has to had
B* Change it’s to its
C Change special to speshal
D Make no change
Objective 519ES01004-0101I
This item asks students to replace an ambiguous
pronoun (a pronoun whose antecedent is
unclear) with a specific noun to clarify the
meaning of the sentence.
When students are asked to combine two
sentences, they should keep in mind that the right
answer must be a grammatically correct
sentence, must be the most effective sentence (not
wordy or awkward), and must not change the
original meaning.
4 What change, if any, should be made
in sentence 10?
A Change mom to Mom
B* Change me to I
C Change are to is
D Make no change
Objective 504EW05418HK01006-0101I
5 What is the BEST way to combine
sentences 16 and 17?
A The quarters for Massachusetts
and Virginia have pictures, the
pictures show important parts of
their history.
B The quarters for Massachusetts
and Virginia have pictures, and the
pictures are for showing important
parts of their history.
C The quarters for Massachusetts
and Virginia have pictures, but
they show important parts of their
history.
D* The quarters for Massachusetts
and Virginia have pictures that
show important parts of their
history.
Objective 408-0101I
1 What change, if any, should be made
in sentence 2?
A* Change buyed to bought
B Add a comma after me
C Change project to Project
D Make no change
Objective 5
Grade 4 Writing TAKS Information Booklet 28
6 What change, if any, should be made
in sentence 19?
A Change interesting to intresting
B Add a comma after states
C* Change american to American
D Make no change
Objective 601009-0101I
7 Which sentence does NOT belong in
this paper?
A Sentence 2
B Sentence 9
C* Sentence 15
D Sentence 18
Objective 31010-0101I
This item requires students to recognize an
extraneous, or unnecessary, sentence in the
passage. When students revise their own writing,
they may often discover that they have included
a sentence that does not move their composition
forward; in other words, the sentence may have
some link to the overall topic but is not directly
related to the other sentences. An extraneous
sentence can stall the progression of ideas and
cause the reader to wonder why it has been
included.
Grade 4 Writing TAKS Information Booklet 29
Angela is a fourth grader. She wrote this story to tell about
something that happened in her neighborhood. Read Angela’s story
and think about the corrections and improvements she should make.
Then answer the multiple-choice questions that follow.
No Way Out
(1) One Saturday everyone in my neighborhood was working at
the park. (2) I was helping Mom plant flowers while Jeff and Dad
was digging holes for a new fence. (3) I saw Daisy, one of our
favorite ducks from the pond, crossing the field toward the row of
holes. (4) Suddenly she looked into one of the holes and suddenly
quacked loudly.
(5) Mom and I hurried to the hole to see why Daisy was so
alarmed. (6) There, in the bottom of the hole, was a baby duckling.
(7) The duckling was chirping and struggling. (8) To climb up the
sides of the hole.
(9) I fell to my knees and reached into the hole, but my arm
was too short to reach the bottom. (10) Jeff and Dad tried to coax
the duckling onto a shovel, but the scared little creature wouldn’t
move. (11) I noticed a worryed look on Dad’s face.
(12) That’s when I came up with an idea. (13) “Dad, why don’t
we float it out.” I suggested. (14) “Ducks are good swimmers.”
(15) Dad agreed to try my plan. (16) We got a garden hose and
stretched it across the field. (17) Slowly and carefully we began
Grade 4 Writing TAKS Information Booklet 30
filling the hole with water. (18) As the water grew deeper, the
duckling floated higher and higher. (19) Before long it floated right
to the top and Daisy and her duckling happily waddled away.
Grade 4 Writing TAKS Information Booklet 31
1 What change, if any, should be made
in sentence 2?
A Change flowers to Flowers
B* Change was digging to were
digging
C Change fence to fense
D Make no change
Objective 5
2 What is the BEST way to rewrite the
ideas in sentence 4?
A Suddenly she looked into one of the
holes she suddenly quacked loudly.
B Suddenly she looked into one of the
holes. And suddenly quacked
loudly.
C Suddenly looking into one of the
holes and suddenly quacking
loudly.
D* Suddenly she looked into one of the
holes and quacked loudly.
Objective 4
3 Which sentence could BEST be added
after sentence 9?
A* Mom couldn’t reach the duckling,
either.
B Last summer I broke my arm.
C We had been feeding Daisy for
many years.
D Ducklings always follow their
mothers.
Objective 3
This item asks students to determine which of
the four sentences would give the reader a
better understanding of the events in the
paragraph. The wrong answer choices may have
some link to the overall topic but are not
directly related to the other sentences in the
paragraph and, therefore, would not contribute
to the smooth progression of ideas.
4 What change, if any, should be made
in sentence 11?
A Change noticed to notice
B* Change worryed to worried
C Change Dad’s to Dads
D Make no change
Objective 6
Grade 4 Writing TAKS Information Booklet 32
5 What change, if any, should be made
in sentence 13?
A Change don’t to dont
B Change float to flote
C* Change the period after out to a
question mark
D Make no change
Objective 6
7 Which of the following is NOT a
complete sentence?
A Sentence 1
B Sentence 5
C* Sentence 8
D Sentence 12
Objective 4
This item asks students to identify which of the
four sentences from the passage is a fragment
rather than a complete sentence.
6 What change, if any, should be made
in sentence 19?
A Change it to they
B* Add a comma after top
C Change happily to happy
D Make no change
Objective 6

GRADE 3 ENGLISH BOOKS

GRADE 3
ENGLISH: READING

CORE 1
Property of the Virginia Department of Education

2006 by the Commonwealth of Virginia, Department of Education, P.O. Box 2120, Richmond, Virginia 23218-2120.
All rights reserved. Except as permitted by law, this material may not be reproduced or used in any form or by any
means, electronic or mechanical, including photocopying or recording, or by any information storage retrieval system,
without written permission from the copyright owner. Commonwealth of Virginia public school educators may
reproduce any portion of these released tests for noncommercial educational purposes without requesting permission.
All others should direct their written requests to the Virginia Department of Education, Division of Assessment and
Reporting at the above address or by e-mail to darfax@doe.virginia.gov.
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Second Edition

Second Edition
Spring 2003
Proven ideas from research for parents
A Child Becomes
a Reader
A Child Becomes
a Reader
K I N D E R G A R T E N T H R O U G H G R A D E 3
Kindergarten through Grade 3
Produced by RMC Research Corporation, Portsmouth, New Hampshire
Authors
Bonnie B. Armbruster, Ph.D., University of Illinois at Urbana-Champaign
Fran Lehr, M.A., Lehr & Associates, Champaign, Illinois
Jean Osborn, M. Ed., University of Illinois at Urbana-Champaign
Proven ideas from research for parents
A Child Becomes
a Reader
A Child Becomes
a Reader
K I N D E R G A R T E N T H R O U G H G R A D E 3
Second Edition
Spring 2003
This publication was produced under National Institute for Literacy Contract No.
ED-00CO-0093 with RMC Research Corporation. Sandra Baxter served as the
contracting officer’s technical representative. The views expressed herein do not
necessarily represent the policies of the National Institute for Literacy. No official
endorsement by the National Institute for Literacy of any product, commodity, service,
or enterprise in this publication is intended or should be inferred.
The National Institute for Literacy
Sandra Baxter Lynn Reddy
Interim Executive Director Communications Director
Spring 2003
To order copies of this booklet, contact the National Institute for Literacy at EdPubs, PO
Box 1398, Jessup, MD 20794-1398. Call 800-228-8813 or email edpubs@inet.ed.gov. This
booklet can also be downloaded at The Partnership for Reading web site,
www.nifl.gov/partnershipforreading.
The National Institute for Literacy, an independent federal organization, supports the
development of high quality state, regional, and national literacy services so that all
Americans can develop the literacy skills they need to succeed at work, at home, and in
the community.
The Partnership for Reading, a project administered by the National Institute for
Literacy, is a collaborative effort of the National Institute for Literacy, the National
Institute of Child Health and Human Development, the U.S. Department of Education,
and the U.S. Department of Health and Human Services to make evidence-based
reading research available to educators, parents, policy makers, and others with an
interest in helping all people learn to read well.
The Partnership for Reading acknowledges editorial support from C. Ralph Adler and
design support from Diane Draper, both of RMC Research Corporation.
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Contents
Introduction
The building blocks of reading and writing
Kindergarten
What to do at home
What to look for in kindergarten classrooms
What children should be able to do by the
end of kindergarten
First grade
What to do at home
What to look for in first grade classrooms
What children should be able to do by the
end of first grade
Second and third grades
What to do at home
What to look for in second and third grade
classrooms
What children should be able to do by the
end of second grade
What children should be able to do by the
end of third grade
Some helpful terms to know
Bibliography
Suggested reading for parents and caregivers
Resources for parents and caregivers
The road to becoming a reader begins the day a child is born and continues
through the end of third grade. At that point, a child must read with ease and
understanding to take advantage of the learning opportunities in fourth grade
and beyond—in school and in life.
Learning to read and write starts at home, long before children go to school.
Very early, children begin to learn about the sounds of spoken language when
they hear their family members talking, laughing, and singing, and when they
respond to all of the sounds that fill their world. They begin to understand
written language when they hear adults read stories to them and see adults
reading newspapers, magazines, and books for themselves.
Mothers, fathers, grandparents, and caregivers, this booklet is for you. Your
role in setting your child on the road to becoming a successful reader and writer
does not end when she* begins kindergarten.
This booklet contains:
● A short summary of what scientific research says about how children learn
to read and write
● Things you can do with your child at three different grade levels—
kindergarten, first grade, and second and third grades—to help him
become a reader, as well as what to look for in quality reading instruction
at each grade level
● A list of helpful terms. Throughout the booklet, these terms appear in
bold type.
● Ideas for books to read and organizations to contact if you would like
more help or information
2
Introduction
* To make this
booklet easier to read,
we sometimes refer to a
child as “he” or “she.”
However, all of the information
about how
children learn to read
applies to both boys
and girls.
3
Try a few activities from this booklet with your child. You don’t need special
training or expensive materials. Just include the activities in the things you
already do together every day. Make these activities part of the warm, loving
relationship you are continuing to build with your child.
4
5
building blocks
reading
writing
The
of
and
6
Talking and listening
From several decades of research, we have learned a lot about how children
learn to read and write. This research tells us that to become more skilled and
confident readers over time, children need lots of opportunities to:
● build spoken language by talking and listening
● learn about print and books
● learn about the sounds of spoken language (this is called
phonological awareness)
● learn about the letters of the alphabet
● be read to and read on their own
● learn and use letter-sound relationships (this is called phonics) and be
able to recognize words when they see them
● spell and write
● develop their ability to read quickly and naturally (this is called fluency)
● learn new words and build their knowledge of what words mean
(this is called vocabulary)
● build their knowledge of the world
● build their ability to understand what they read (this is called
comprehension)
Remember the old saying “children should be seen and not heard”? Research
tells us that for children to become readers, they should listen and talk a lot.
By the time children are one year old, they already know a lot about spoken
language—talking and listening. They recognize some speech sounds. They
know which sounds make the words that are important to them. They begin to
imitate those sounds. Children learn all of this by listening to family members
The building blocks of
reading and writing
7
talk. Even “baby talk,” which exaggerates the sounds and rhythms of words,
makes a contribution to children’s ability to understand language. Children who
do not hear a lot of talk and who are not encouraged to talk themselves often
have problems learning to read.
Even though books don’t come with operating instructions, we use them in
certain ways. We hold them right side-up. We turn the pages one at a time. We
read lines of words starting at the left and moving to the right. Knowing about
print and books and how they are used is called print awareness.
Print awareness is an important part of knowing how to read and write.
Children who know about print understand that the words they see in print and
the words they speak and hear are related. They will use and see print a lot,
even when they’re young—on signs and billboards, in alphabet books and
storybooks, and in labels, magazines, and newspapers. They see family members
use print, and they learn that print is all around them and that it is used for
different purposes.
Some words rhyme. Sentences are made up of separate words. Words have
parts called syllables. The words bag, ball, and bug all begin with the same
sound. When a child begins to notice and understand these things, he is
developing phonological awareness—the ability to hear and work with the
sounds of spoken language.
Print and books
Sounds in spoken language
The main source of information in this
booklet is the report of the National
Reading Panel, Teaching Children to Read:
An Evidence-Based Assessment of the Scientific
Research Literature on Reading and Its
Implications for Reading Instruction. This report,
along with the other reports and books
listed at the back of this booklet, offer
more research-based information
about how children learn to read
and write.
When a child also begins to understand that spoken words are made up of
separate, small sounds, he is developing phonemic awareness. These individual
sounds in spoken language are called phonemes. For example, the word big has
three phonemes, /b/, /i/, and /g/.*
Children who have phonemic awareness can take spoken words apart sound by
sound (the name for this is segmentation) and put together sounds to make
words (the name for this is blending). Research shows that how easily children
learn to read can depend on how much phonological and phonemic awareness
they have.
Singing the alphabet song is more than just a fun activity. Children who go to
kindergarten already knowing the shapes and names of the letters of the
alphabet, and how to write them, have a much easier time learning to read.
Knowing the names and shapes of letters is sometimes called alphabetic
knowledge.
Reading aloud to children has been called the single most important activity for
building the knowledge required for success in reading. Reading aloud, with
children participating actively, helps children learn new words, learn more about
the world, learn about written language, and see the connection between words
that are spoken and words that are written.
8
The ABCs
Reading aloud
* A letter between slash marks, /b/, shows the phoneme, or sound, that the letter represents,
and not the name of the letter. For example, the letter b represents the sound /b/.
9
Phonics instruction helps beginning readers see the relationships between the
sounds of spoken language and the letters of written language. Understanding
these relationships gives children a tool that they can use to recognize familiar
words quickly and to figure out words they haven’t seen before.
Word-study instruction is the step that follows phonics instruction. It helps older
children learn to apply their phonics knowledge and knowledge of word parts
(such as prefixes, suffixes, and root words) as they read and write words.
Rapid word recognition means that children spend less time struggling over
words and have more time getting meaning from what they read, which, of
course, is the real purpose for reading.
Children learn more about how print works when they spell and write on their
own. When they begin to write, children draw and scribble. Later, they use what
they are learning about sounds and letters when they try to write words. This
often is called invented, or developmental, spelling. Because invented spelling
encourages children to think about the sounds in words and how the sounds
are related to letters, it can help preschool and kindergarten children develop
both as readers and writers. However, after kindergarten, children need wellorganized,
systematic lessons in spelling to help them become good spellers.
Fluency is the word for being able to read quickly and accurately. Fluent readers
recognize words automatically. They are able to group words quickly to help
them get the meaning of what they read. When fluent readers read aloud, they
read smoothly and with expression. Their reading sounds natural, like speech.
Readers who have not yet developed fluency read slowly, word by word.
Sometimes, their oral reading is choppy and plodding. They may make a lot of
mistakes.
Phonics and word-study skills
Spelling and writing
Fluency
10
Vocabulary and knowledge of the world
Most beginning readers do not read fluently. However, by the end of first grade,
children should be reading their grade level books fluently.
Vocabulary is the name for words we must know in order to listen, speak, read,
and write effectively. Time and again researchers have found strong connections
between the size of children’s vocabularies, how well they comprehend what
they read, and how well they do in school.
Children who are poor readers often do not have the vocabulary knowledge
they need to get meaning from what they read. Because reading is difficult for
them, they cannot and do not read very much. As a result, they may not see
new words in print often enough to learn them. Good readers read more,
become better readers, and learn more words; poor readers read less, become
poorer readers, and learn fewer words.
Children learn vocabulary in two ways: indirectly, by hearing and seeing words
as they listen, talk, and read; and directly by parents and teachers teaching them
the meanings of certain words.
Vocabulary and knowledge of the world are, of course, very closely tied
together. Children who know something about the world are much better able
to understand what they read about in school.
11
Comprehension
Comprehension means getting meaning from what we read. It is the heart of
reading. Research shows that knowledge of letter-sound relationships and
comprehension go hand-in-hand. If children can sound out the words, but don’t
understand what they are reading, they’re not really reading.
Children can build their comprehension by learning to use mental plans, or
strategies, to get meaning as they read. These strategies include using what they
already know to make sense of what they read, making predictions, paying
attention to the way a reading selection is organized, creating mental pictures,
asking questions, and summarizing.
12
13
Kindergarten
14
Talk with your child often…as you eat together, shop for groceries, walk to
school, wait for a bus. As she gets ready for school, ask about the stories and
poems she is reading and what projects she has in science or art time. Ask
about friends and classmates (encourage her to use their names) and to
describe the games they like to play together. Ask questions that will encourage
her to talk, and not just give “yes” or “no” answers.
Have your child use his imagination to make up and tell you stories. Ask
questions that will encourage him to expand the stories.
P A R E N T T A L K
“Why didn’t the dog just run away?”
“Where did the boy live?”
“What kind of eyes did the monster have?”
Have a conversation about recent family photographs. Ask your child to
describe each picture: who is in it, what’s happening, and where the picture
was taken.
Listen to your child’s questions patiently and answer them just as patiently.
If you don’t know the answer to a question, work together to find one (look
things up in a book or on the computer, for example).
Talk about books that you’ve read together. Ask your child about favorite
parts and characters and answer his questions about events or characters.
1
2
3
4
5
Talk often with your child to build listening and
talking skills
What to do at home
15
Pay attention to how much TV your child is watching. Set aside “no TV” time
each day and use that time to talk together.
Tell stories about your childhood. Make a story out of something that
happened, such as a special birthday or a visit to a zoo or city.
As you read with your child, have him point out such things as front and
back covers and the title. Have him point out the names of authors and
illustrators and tell what those people do. Have him show you where you should
start reading on a page.
Help your child make connections between print and pictures as you read.
Have him find details in the pictures, then help him find and point to the words
that name those details.
Sing or say nursery rhymes and songs.
Play word games.
P A R E N T T A L K
“How many words can you say that rhyme with fox? With bill?”
Read a story or poem and ask your child to listen for words that begin with
the same sound. Have her say the words. Then have her say another word that
begins with that sound.
6
7
1
1
2
2
3
Show your child how books and print work
Focus your child’s attention on the sounds of
spoken language
16
As you read, stop and say a simple word. Have your child say the sounds in
the word, write the letters for the sounds, and then read what he wrote.
P A R E N T T A L K
“’The dog is big.’ Big. Can you say the sounds in big? Now can you write
the letters for the sounds? Good. Now read the word to me.”
Point out letters and have your child name them.
Make an alphabet book with your child. Have him draw pictures or cut
pictures from magazines or use old photos. Paste each picture into the book.
With your child, write the first letter of the word that stands for the object or
person in the picture (for example, B for bird, M for milk, and so on).
Point out labels, boxes, newspapers, magazines, and signs that display
words with letter-sound relationships that your child is learning in
kindergarten.
Listen to your child read words and books from school. Be patient and listen
as your child practices. Let your child know you are proud of what he is
learning.
4
12
1
2
Have your child identify and name the letters of
the alphabet
Support what your child is learning in school about
the relationship between letters and sounds
17
When your child is writing, encourage him to spell words by using what he
knows about sounds and letters.
Encourage your child to write notes, e-mails, and letters to family members
and friends. You may have your child tell you the message for you to write and
include with her original work.
Have your child create his own picture book made with his own drawings
or with pictures that he cuts from magazines. Help him to label the pictures.
Include pictures that illustrate the new words he is learning.
123
Encourage your child to spell and write
18
1
2
3
As you read aloud, pause from time to time to ask him about the meaning
of the book. Help him make connections between his life and what’s
happening in the book. Explain new ideas and words to him. Encourage your
child to ask questions about the book. Ask him to retell the story, or to tell in his
own words what the book was about.
P A R E N T T A L K
“What was your favorite part of the story? Why did you like it?”
“What new things did you learn from this book?”
“Why do you think Sam got lost? Sam said he wanted to explore the forest.
Explore means he wanted to find out what was in the forest.”
Use and repeat important words such as names of buildings, parks, zoos,
cities, and other places that you visit.
Help your child develop an interest in the world. Read to him from your
magazines and newspapers, as well as from informational (nonfiction) children’s
books. Help him to explore ideas and interests by using appropriate web sites.
Help your child build vocabulary, knowledge of the
world, and comprehension
What to look for in kindergarten
classrooms
Developing talking and listening abilities
Teaching about books and print
The teacher…
shows children appropriate ways to
talk and listen, ask and answer
questions, and give and follow
directions.
The children…
talk with teachers and classmates
about what they have read and heard.
They retell stories that they have heard
read aloud. They make up and tell
their own stories. They may pretend to
be characters in play centers.
“Let’s play restaurant!”“I like this
book. It’s about snakes!”“I’ll be
the princess, and you be the
prince.”
The teacher...
shows children how books should be
handled, how they are read from front
to back, from the top to the bottom of
a page, and from left to right on a
page. He talks about the various kinds
of print in the classroom, including
their meaning and purpose.
The children...
enjoy books and reading. They see lots
of print around them being used in
many ways. They are curious about the
print and eager to learn what it means.
“What does this word say?”
“You’re supposed to write your
name on your folder.”
“See that list over there? I know
those color names!”
19
In effective kindergarten classrooms, you will see literacy instruction that
focuses on…
20
Teaching about the alphabet
Teaching the sounds of spoken language
The teacher…
helps children learn the names and
shapes of all the letters of the alphabet
and encourages the children to play
with letters and to write using letters.
The children…
listen to the teacher read them an
alphabet book, then sing the alphabet
song. Some children play with plastic
letters, while others say the letters as
they write their own names.
“That’s M!—M is the first letter in
my name.”
“I’m going to find all the e’s on
this page.”
“This is my favorite ABC book.”
The teacher…
provides explicit instruction in
phonological awareness and
phonemic awareness. The teacher
has children put together sounds
(blending) to make words and break
words into separate sounds
(segmentation). As the children write,
he promotes phonemic awareness by
encouraging them to use what they
know about the sounds that make up
words.
The children…
have fun with the sounds of words.
Early in the year, they tell which words
in a story rhyme; they may make up
their own nonsense rhymes. A little
later in the year, they listen for the
beginning sounds of the words in a
poem. They also may clap out the
number of syllables in their names and
in words. Late in the year, they put
together and take apart the separate
sounds in words. They begin to relate
sounds to letters and to write the
letters for the sounds that they hear.
21
Teaching phonics
The teacher…
uses explicit instruction to teach
children a set of the most useful lettersound
relationships.
The children…
read easy books that contain words
with the letter-sound relationships they
are learning. They are also writing the
relationships they know in words,
sentences, messages, and their own
stories.
Phonemic
awareness:
What blending
and
segmentation
look like
Phoneme blending: teachers say a word phoneme by
phoneme, then have the children repeat the sequence of
phonemes and combine the phonemes to say the word.
Teacher: /s/ /u/ /n/
Children: /s/ /u/ /n/; sun.
Phoneme segmentation: teachers say a word, then have the children break it
into its separate phonemes, saying each one as they tap out or count it.
Teacher: slim
Children: /s/ /l/ /i/ /m/.
Teacher: How many sounds are in slim?
Children: Four sounds.
22
Developing spelling and writing
Building vocabulary and knowledge of the world
The teacher…
has children practice their new writing
skills in groups with other children and
at learning centers. She makes spelling
development a part of writing
activities.
The children…
depending on the time of the year,
scribble, draw, label pictures, and use
their growing knowledge of sounds
and letters to write messages. They are
becoming aware of correct spellings
for some words, especially their
names.
The teacher…
talks with the children about important
new words and ideas as she reads
aloud. She helps them connect the
new words to their own knowledge
and experiences. She discusses words
that are most important for
understanding the reading selection.
She emphasizes words that the
children are likely to see and use often
and teaches children the meaning of
new words over an extended period of
time. She thinks about the content of
the books that she reads to the
children and chooses books that build
on and expand children’s knowledge.
The children…
learn lots of new words and like to
share their new words with their
families. They see the teacher’s
enthusiasm for words and enjoy
playing with words and language.
They use words that are important to
their schoolwork, such as the names
for colors, shapes, and numbers. They
explore new ideas and learn new
words.
“This is the picture I drew today.
It’s an octopus. I’ll show you—it
has eight legs!”
“We learned about circles today.
This plate is a circle.”
23
Building comprehension
The teacher…
reads aloud to children often and
discusses books before, during, and
after reading. She reads many different
kinds of books, including “makebelieve”
(fiction), “real” (nonfiction),
and poetry. She shows children how
good readers get meaning from what
they read.
The children…
listen to and understand what is read
to them. They answer the teacher’s
questions. They make connections
between what they already know and
what they are reading about. They talk
about what they learned from nonfiction
books they have read, and they
retell or act out important events in
stories. They identify the characters,
settings, and events in stories.
“I learned that you can’t see
across the ocean!”
“I have a cat that looks just like
the cat in that story!”
“I want to be the Little Red Hen!”
24
The following is a list of some accomplishments that you can expect of your
child by the end of kindergarten. This list is based on research in the fields of
reading, early childhood education, and child development. Remember, though,
that children don’t develop and learn at the same pace and in the same way.
Your child may be more advanced or need more help than others in her age
group. You are, of course, the best judge of your child’s abilities and needs. You
should take the accomplishments as guidelines and not as hard-and-fast rules. If
you have concerns about your child’s reading development, talk to his teacher.
By the end of kindergarten, a child . . .
● Knows the parts of a book and how books are held and read
● Identifies a book’s title and understands what authors and illustrators do
● Follows print from left to right and from top to bottom of a page when
stories are read aloud
● Understands the relationship between print and pictures
● Understands that the message of most books is in the print and not the
pictures
By the end of kindergarten, a child . . .
● Recognizes the shapes and names of all the letters in the alphabet (both
uppercase and lowercase letters)
● Writes many uppercase and lowercase letters on his own
Books and print
The alphabet
What children should be able to do
by the end of kindergarten
25
By the end of kindergarten, a child . . .
● Understands that spoken words are made up of separate sounds
● Recognizes and makes rhymes
● Identifies words that have the same beginning sound
● Puts together, or blends, spoken sounds into simple words
By the end of kindergarten, a child . . .
● Knows a number of letter-sound relationships
● Understands that the order of letters in a written word represents the
order of sounds in a spoken word
● Recognizes some common words on sight, such as a, the, I, said, you, is, are
By the end of kindergarten, a child . . .
● Listens carefully to books read aloud
● Asks and answers questions about stories
● Uses what he already knows to help him understand a story
● Predicts what will happen in a story based on pictures or information in
the story
● Retells and/or acts out stories
● Knows the difference between “made-up” (fiction) and “real” (nonfiction)
books and the difference between stories and poems
Sounds in spoken language
Phonics and word recognition
Reading
26
By the end of kindergarten, a child . . .
● Uses phonemic awareness and letter knowledge to spell and write words
● Begins to spell some words correctly
● Writes his own first and last name and the first names of some friends,
classmates, or family members
● Writes some letters and words as they are said to her
By the end of kindergarten, a child . . .
● Plays with and is curious about words and language
● Uses new words in her own speech
● Knows and uses words that are important to school work, such as the
names for colors, shapes, and numbers
● Knows and uses words that are important to daily life, such as street
names and addresses and names for community workers
Spelling and writing
Vocabulary and knowledge of the world
The main source for this list
of accomplishments is
Preventing Reading Difficulties
in Young Children.
For more information about this
book, see Suggested Reading in
the back of this booklet.
27
First Grade
28
● Talk often with your child to build listening and talking skills.
● Read to and with your child—often. Talk to him about the words and
ideas in books.
● Ask your child’s teacher how you can help your child practice at home
what he is learning at school.
Listen to your child read books from school. Be patient as your child
practices. Let him know you are proud of his reading.
Say the sounds of letters and ask your child to write the letter or letters
that represent the sound.
The top three
Support what your child is learning in school about
relationships between letters and sounds
12
If your child needs help with
developing phonemic awareness or
identifying and naming letters of the
alphabet, read the suggestions in the
kindergarten section of this booklet.
Remember that these two skills are very
important in helping children learn
to read and write.
What to do at home
29
Ask your child to point out the letter-sound relationships he is learning in
all of the things you are reading together—books, calendars, labels,
magazines, and newspapers.
Play word games. On cards, write words that contain the letter-sound
relationships he is learning at school. Take turns choosing a card and blending
the sounds to make the word. Then use the word in a sentence.
Say a word your child knows and have him repeat the word. Then help him
write the word the way he hears it.
Write a word on paper and cut the letters apart (or use plastic or foam
letters). Mix the letters and have your child spell a word by putting the letters
in order.
As you are reading with your child, point out words that have similar
spellings, such as hop and pop. Ask him to write similar words, for example,
top, mop, and cop.
Encourage your child to write often—for example, letters and thank-you
notes, simple stories, and grocery lists.
When you read together, stop now and then to talk about the meaning of
the book. Help her make connections between what’s happening in the book
and her own life and experiences, or to other books you’ve read together. Ask
her questions so that she talks about the information in a non-fiction book, or
about the characters or events of a fiction book. Encourage your child to ask
questions. Ask her to explain what the book was about, in her own words.
Encourage your child to spell and write
Help your child build vocabulary, knowledge of the
world, and comprehension
1
1
3
4
23
4
Before you come to the end of a story, ask your child to predict what might
happen next or how the story will end.
Talk about new words and ideas that your child has read or heard. Ask her
to make up sentences with the new words or use the words in other situations.
Help her to find out more about new ideas by using appropriate web sites.
Read magazines and newspapers together. Get him interested in what’s
happening in other parts of the world.
234
30
31
Developing talking and listening abilities
Teaching about books and print
The teacher…
helps children use language that is
appropriate for different audiences and
purposes.
The children…
use speaking and listening for many
purposes, including getting and giving
information, giving opinions, and
talking with teachers and classmates.
They talk about what has been read
to them or what they have read. They
retell stories that they have heard read
aloud. They make up and tell stories
based on their own experiences. They
use the more formal language
expected at school, such as complete
sentences.
The teacher…
reads aloud to the children often,
sharing many different types of books
and other print materials. She shows
her enthusiasm for reading and her
eagerness for the children to learn to
read. As she reads, she shows the parts
of print such as the beginnings and
endings of sentences, new paragraphs,
and different punctuation marks.
The children…
are excited about being read to and
about learning to read. They recognize
the titles of books and ask the teacher
to read their favorites. They spend part
of the day looking at books or pretend
reading books of their choice.
In effective first grade classrooms, you will see literacy instruction that
focuses on…
What to look for in first grade
classrooms
32
Teaching about the alphabet
Teaching phonemic awareness
The teacher…
provides explicit instruction in
phonemic awareness. She shows the
children how to do phonemic
awareness activities and helps them
with feedback. The activities are short
and fun. (See the next page for
examples of each activity.)
The children…
practice a lot with phonemes. For
example, they clap out the sounds
they hear in words (segmentation),
put sounds together to make words
(blending), add or drop sounds from
words (phoneme addition and
deletion), and replace sounds in
words (phoneme substitution).
The teacher…
makes sure that children can recognize
and name all of the letters of the
alphabet, both uppercase and
lowercase.
The children…
can quickly name the letters of the
alphabet in order and recognize all
letters. They use their knowledge of
letters when they write.
The teacher…
explicitly teaches the children lettersound
relationships in a clear and
useful sequence. The teacher also
teaches children “irregular” words
they will see and read often, but that
do not follow the letter-sound
relationships they are learning. These
are often called sight words—words
such as said, is, was, are.
The children…
learn to blend sounds to read words—
first one-syllable words and, later,
words with more than one syllable.
They read easy books that include the
letter-sound relationships they are
learning as well as sight words that
they have been taught. They recognize
and figure out the meaning of
compound words (words made of two
words put together, such as
background). They practice writing the
letter-sound relationships in words,
sentences, messages, and their own
stories.
Teaching phonics and word recognition
33
Phonemic
awareness
activities that
you may see in
first grade
classrooms
Phoneme deletion: Children recognize the word that
remains when you take away a phoneme.
Example
Teacher: What is space without the /s/?
Children: Space without the /s/ is pace.
Phoneme addition: Children make a new word by adding a phoneme to a word.
Example
Teacher: What word do you have if you add /p/ to the beginning of lace?
Children: Place.
Phoneme substitution: Children substitute one phoneme for another to make a
new word.
Example
Teacher: The word is rag. Change /g/ to /n/. What’s the new word?
Children: Ran.
34
Although there are several different approaches to
teaching phonics, here are some activities that you are
likely to see in first grade classrooms.
● Children sort out objects and pictures by the beginning sounds they have
studied such as: /b/, /c/, and /t/. They put the objects in baskets labeled
with the beginning letter. “I have a turtle. It goes in the T basket.” “This
cup goes in the C basket.”
● The teacher teaches the –ing spelling pattern and sounds, pointing out
–ing words in books. The children look for examples of –ing words in
books in the classroom library. “I found singing!” “This book has wing!”
They copy the words on index cards and add them to the word wall
under the heading “–ing words.”
● The teacher helps children use plastic letters to spell out words containing
sounds they have studied. She starts with two letter words and moves on
to longer words. “Find two letters and make the word in. Now add one
letter to make the word pin. Now add a letter to make the word spin.
Using those same letters, change the word to pins.”
● The teacher reads a poem written on chart paper to the class, pointing to
each word as he reads. When he’s done, he invites children to circle the
words beginning with the /p/ sound, saying the word as they circle it.
Phonics
instruction
35
The teacher…
provides opportunities for children to
practice writing skills independently in
both whole group and learning center
settings. She makes spelling a part of
writing activities. She helps children
begin to think through their writing
efforts—planning, writing drafts, and
revising.
The children…
use writing more and more as a way
to communicate ideas. They begin to
organize their writing by planning,
writing a draft copy, and editing it.
They continue to use some invented
spelling, but are learning the correct
spellings of most of the words that
they write.
The teacher…
talks with the children about
important new vocabulary words and
helps them relate the new words to
their own knowledge and experience.
He makes a point of using new words
in classroom discussions. He urges the
children to use these words when they
talk and write.
The children…
talk about the meanings of words and
use new words when they talk and
write. They begin to recognize words
that are alike (synonyms) and words
that are opposite (antonyms). They
also begin to recognize the roles of
different words in sentences—words
that name (nouns) and words that
show action (verbs). They understand
that the language they use in school is
more formal than the language they
use at home and with friends.
Developing spelling and writing
Building vocabulary and knowledge of the world
36
Building comprehension
The teacher…
reads aloud to children often and
discusses books with them before,
during, and after reading. The teacher
listens to children read aloud, corrects
their errors, and asks them questions
about what they are reading. He
shows children how to use mental
plans, or strategies, to get meaning
from what they read.
The children…
read aloud with accuracy and show
that they understand what they’re
reading. They read books (fiction,
nonfiction, and poetry) that are
appropriate for the time in the school
year. They make connections between
what they already know and what they
are reading. They pay attention to
their reading and recognize when
something doesn’t make sense. They
summarize and discuss what they read
with classmates and their teacher.
They choose to read on their own and
enjoy reading.
37
The following is a list of some accomplishments you can expect of your child by
the end of first grade. This list is based on research in the fields of reading, early
childhood education, and child development. Remember, though, that children
don’t develop and learn at the same pace and in the same way. Your child may be
more advanced or need more help than others in her age group. You are, of
course, the best judge of your child’s abilities and needs. You should take the
accomplishments as guidelines and not as hard-and-fast rules. If you have
concerns or questions about your child’s reading development, talk to his teacher.
By the end of first grade, a child . . .
● Knows the difference between letters and words
● Knows that there are spaces between words in print
● Knows that print represents spoken language and contains meaning
● Knows some of the parts of print, such as the beginnings and endings of
sentences, where paragraphs begin and end, and different punctuation
marks
● Begins to understand why people read—to learn and enjoy
By the end of first grade, a child . . .
● Can recognize and name all of the letters of the alphabet
Books and print
The alphabet
What children should be able to
do by the end of first grade
38
By the end of first grade, a child . . .
● Can count the number of syllables in a word
● Can put together and break apart the sounds of most one-syllable words
By the end of first grade, a child . . .
● Can show how spoken words are represented by written letters that are
arranged in a specific order
● Can read one-syllable words using what he knows about phonics
● Uses phonics to sound out words he doesn’t know
● Can recognize some irregularly spelled words, such as have, said, you,
and are
By the end of first grade, a child . . .
● Reads aloud first grade books and understands what they mean
● Can tell when he is having problems understanding what he is reading
● Reads and understands simple written instructions
● Predicts what will happen next in a story
● Discusses what she already knows about topics of books she is reading
● Can ask questions (how, why, what if?) about books she is reading
● Can describe, in his own words, what he has learned from a book he is
reading
● Can give a reason for why he is reading a book (to be entertained, to
follow directions, to learn about a non-fiction topic, for example)
Sounds in spoken language
Phonics and word recognition
Reading
39
By the end of first grade, a child . . .
● Uses invented (or developmental) spelling to try to spell words on
his own
● Understands that there is a correct way to spell words
● Uses simple punctuation marks and capital letters
● Writes for different purposes—stories, explanations, letters, lists
● Writes things for others to read (by thinking of ideas, writing draft copies,
and revising drafts)
By the end of first grade, a child . . .
● Uses language with more control (such as speaking in complete
sentences)
● Understands that the language used in school is more formal than the
language used at home and with friends
● Talks about the meaning of words and uses new words when he speaks
and writes
● Begins to see that some words mean the same thing (synonyms) and
some words have opposite meanings (antonyms)
● Begins to recognize that words play different roles in sentences (for
example, some words—nouns—name things and some words—verbs—
show action)
Spelling and writing
Vocabulary
The main source for the list of
accomplishments is Preventing Reading
Difficulties in Young Children. For more
information about this book, see Suggested
Reading in the back of this booklet.
40
41
Second
and
third grades
42
12
12
The top three
Use reading opportunities to help your child
develop fluency
Find opportunities for your child to spell and write
● Talk often with your child to build listening and speaking skills.
● Read to and with your child often. Talk to her about the words and
ideas in books. Encourage your child to read on her own.
● Ask your child’s teacher how you can help your child practice at home
what she is learning at school.
Listen to your child read books that he has brought home from school. Be
patient as your child practices reading. Let him know that you are proud of his
reading.
If your child is not a very fluent reader (that is, she reads slowly and makes
lots of mistakes), ask her to reread a paragraph or page a few times.
Encourage your child to write often—for example, letters and thank-you
notes to relatives and friends, simple stories, e-mails, and items for the
grocery list.
Help your child learn the correct spellings of words.
What to do at home
Find opportunities to help your child develop vocabulary,
knowledge of the world, and comprehension
1
2
3
4
43
Talk about new words that your child has read or heard. Ask her to make up
sentences with the new words or use the words in other situations.
Help your child use the dictionary or thesaurus to check on the meanings of
new words she reads or hears.
Help your child become aware of prefixes, suffixes, and root words. Point
them out in books you are reading together or in print materials around the
house. Ask her to think of other words related to the words you are discussing.
P A R E N T T A L K
“Can you think of any other words that have the word move in them?”
(Some possible answers are moveable, movement, moving, and moved.)
“Here’s the word disappear. What other words do you know that start with
dis-?” (Some possible answers are disappoint, disagree, and disbelieve.)
Show your child how to use context—the sentences, words, and pictures
around an unfamiliar word—to figure out the word’s meaning.
P A R E N T T A L K
Read a line from a book, such as this line from Eric Carle’s Pancakes,
Pancakes! “Take a sickle and cut as much wheat as the donkey can carry.”
Then ask a question, such as “Look at the picture of Jack cutting the wheat.
What is he using? That’s right, it’s a sickle. A sickle is a tool for cutting
wheat and other kinds of grain.”
44
As you read a book with your child, stop now and then to talk to her about
the meaning of the book. Help her relate the experiences or events in the
book to experiences or events in her life or to other books you have read
together. Ask her questions that encourage her to talk about the information in
a nonfiction book, or about the characters or events of a fiction book.
Encourage your child to ask questions. Ask her to tell in her own words what the
book was about.
5
45
Promoting reading accuracy
Building fluency
The teacher…
helps children continue to use their
knowledge of phonics to sound out
and pronounce new words. The
teacher helps children recognize
simple, common spelling patterns in
words. She also helps children learn
the spellings and meanings of word
parts such as prefixes, suffixes, and
root words.
The children…
become more able to read words
accurately by using their knowledge of
phonics. They use the other words in a
sentence (the context) to figure out
the pronunciations and meanings of
new words.
The teacher…
reads aloud to children, modeling
fluent reading. She makes sure that
children are working on developing
fluency and monitors their progress.
By listening to children read aloud, or
by sometimes timing children’s
reading rates, the teacher ensures that
children are becoming fluent readers.
The children…
are becoming more fluent readers by
reading, reading, reading. They are
improving their oral reading fluency by
rereading selections aloud.
In effective second and third grade classrooms, you will see literacy instruction
that focuses on…
What to look for in second and third
grade classrooms
46
Teaching spelling and writing
The teacher…
teaches some common spelling
patterns. He encourages children to
write in many different forms, such as
letters, stories, poetry, reviews,
directions, and reports. He helps
children prepare for and plan their
writing. He teaches them how to
revise, edit, and refine what they have
written and helps them write using a
computer.
The children…
write often, and for different audiences
and purposes. They correctly spell
previously studied words. When they
spell new words, they represent all of
the sounds in the words. In their
writing, the children use figurative
language, dialogue, and vivid
descriptions. They read their writing to
others and discuss one another’s
writing, offering helpful suggestions.
In second and third grade classrooms, effective
instruction will include some of the following activities for
building fluency.
● Teachers listen to individual children read aloud and provide assistance
and encouragement as they repeatedly read until they are fluent.
● Teachers read aloud and children read along as a group. The children
repeat the reading until they are fluent.
● In a listening center, children read along in their books as they listen to a
fluent reader read a book on an audiotape. The children read with the
tape until they can read the book without support.
● Pairs of children read paragraphs from a book to each other, taking turns
and assisting each other until they can read the paragraphs fluently.
● Teachers time children as they read aloud paragraphs or pages of a
selection. They also note children’s reading errors.
Fluency
instruction
47
Developing vocabulary and knowledge of the world
The teacher…
is excited about words and shows
students that they have a personal
interest in learning new and intriguing
words. He tries to develop children’s
awareness of and interest in words,
their meanings, and their power. As
the teacher reads aloud to children, he
discusses some of the important new
words in the book. He relates new
words to words the children already
know and to their experiences. The
teacher encourages children to read a
lot, both in school and outside of
school. He encourages them to
explore topics that interest them and
to use a variety of sources of
information, including the Internet.
The children…
are interested in learning new words
and are eager to share new vocabulary
at school and at home. They are
learning how to figure out the
meanings of unknown words by using
word parts such as prefixes, suffixes,
and root words. They are able to use
different parts of speech correctly,
including nouns, verbs, adjectives, and
adverbs. They read a lot on their own,
and explore topics independently,
often using computers.
48
In second and third grade classrooms, effective
instruction will include both specific word instruction and
instruction in word learning strategies.
Specific word instruction
● Teachers teach specific words from selections the students are about to
read. These words are important for the students to know in order to
understand what they will read.
● Teachers use the new words over an extended period of time.
● The children see, hear, and work with the words in many ways and in
various contexts.
Word learning strategies
● Teachers show children how to use the dictionary and thesaurus to learn
about the meanings of words. Teachers show how some words have more
than one definition, and they teach children how to find the right
definition for their particular situation.
● Teachers teach children how to use word parts (prefixes, suffixes, and root
words) to determine the meaning of unknown words.
● Teachers provide instruction in how to use the meanings of known words
in a reading selection (context) to figure out the meaning of unknown
words.
Vocabulary
instruction
49
Increasing comprehension
The teacher…
guides children’s understanding of
what they are reading by discussing
selections with them before, during,
and after reading. The teacher shows
children how to use simple strategies
to get meaning from what they read.
The children…
read many different kinds of books,
both with the teacher’s guidance and
on their own. They offer answers to
“how,” “why,” and “what-if”
questions, and read to find the
answers to their own questions. They
compare and contrast characters and
events across stories. They explain and
describe new information in their own
words. They also interpret information
from diagrams, charts, and graphs.
Quality instruction includes teaching children strategies that
they can use to get meaning from the materials they read. These
comprehension strategies include being aware of how well they comprehend a
selection, using graphic organizers, answering questions, asking questions,
recognizing the way stories are organized, and summarizing.
To teach comprehension strategies, teachers first demonstrate the strategy,
tell why it is important, and how, when, and where to use it. Then the children
practice the strategy until they are able to use it on their own.
Here are some examples of strategy instruction:
● To help children understand and remember what they read, a teacher
presents a diagram called a “story map” that shows the structure, or
organization, of simple stories. (See the story map example on the next
page.) She and the children talk about the story they have just read—its
setting (where it takes place), the characters, the problems the characters
face, the different events in the story, the resolutions of the characters’
problems, and the theme or moral of the story. As they talk, the teacher
fills in the story map. After several lessons with their teacher, the children
are able to complete story maps on their own.
● To help children better understand and remember what they have read, a
teacher teaches them how to ask themselves “main idea” questions about
what they are reading. The class has just finished reading a selection about
redwood trees in an informational book. The teacher gives the children
several examples of main idea questions and contrasts them with detail
questions. He points out that the main idea questions often start with
“why” or “how.” Then, under his guidance, the children practice asking
main idea questions about several more selections in the book.
(continued)
50
Reading
comprehension
instruction
51
A Story Map for “The Three Little Pigs”
Setting A make-believe time and place
Characters Mother pig, three little pigs, big bad wolf
Problem or Goal The three little pigs are ready to move out of their mother’s
house and live on their own.
Event 1 The first little pig builds a house of straw. The big bad wolf
blows the house down.
Event 2 The second little pig builds a house of sticks. The big bad
wolf blows the house down.
Event 3 The third little pig builds a house of bricks. The big bad wolf
cannot blow the house down.
Event 4 The big bad wolf runs away or is killed (depending on version).
Solution The three little pigs live happily ever after in the safe brick
house.
Theme or Moral Hard work pays off in the end.
● To help children understand, learn from, and remember the information
in their social studies textbook, a teacher helps them learn how to write a
summary. She demonstrates how to write a summary of one of the sections
in the chapter they are reading. She shows them how to make use of the
section headings and the topic sentences of each paragraph. She then
shows the children how to eliminate details. Under her direction, the
children work together to write summaries of several sections of a chapter
in their social studies textbook. In subsequent lessons the children write
summaries of the chapters in their science book. The teacher provides
feedback so that children include the important parts of the chapters in
their summaries.
Reading comprehension instruction—continued
52
In second and third grades, children improve their word-recognition and wordstudy
skills and develop fluency—their ability to read quickly and accurately.
These years also are the time to extend comprehension and vocabulary
knowledge and to refine writing and spelling skills.
It is critical that children are up to “reading speed” by the end of third grade.
Children who fail to make good progress in reading by the time they enter
fourth grade are likely to have trouble in the upper grades and to drop out of
school before graduating.
The following are lists of some accomplishments that you can expect of your
child by the end of second and third grades. These lists are based on research in
the fields of reading, early childhood education, and child development.
Remember, though, that children don’t develop and learn at the same pace and
in the same way. Your child may be more advanced or need more help than
others in her age group. You are, of course, the best judge of your child’s
abilities and needs. You should take the accomplishments as guidelines and not
as hard-and-fast rules. If you have concerns or questions about your child’s
reading development, talk to his teacher.
53
By the end of second grade, a child…
● Can read a large number of regularly spelled one- and two-syllable words
● Figures out how to read a large number of words with more than two
syllables
● Uses knowledge of phonics to sound out unfamiliar words
● Accurately reads many sight words
By the end of second grade, a child …
● Reads and understands a variety of second grade level fiction and
nonfiction books
● Knows how to read for specific purposes and to seek answers to specific
questions
● Answers “how,” “why,” and “what-if” questions
● Interprets information from diagrams, charts, and graphs
● Recalls information, main ideas, and details after reading
● Compares and connects information read in different books and articles
● Takes part in creative responses to stories, such as dramatizations of stories
and oral presentations
By the end of second grade, a child …
● Pays attention to how words are spelled
● Correctly spells words he has studied
● Spells a word the way it sounds if she doesn’t know how to spell it
● Writes for many different purposes
● Writes different types of compositions (for example, stories,
reports, and letters)
Phonics and word recognition
Reading
Spelling and writing
What children should be able to do by
the end of the second grade
54
● Makes good judgments about what to include in her writing
● Takes part in writing conferences and then revises and edits what he has
written
● Pays attention to the mechanics of writing (for example, spelling,
capitalization, and punctuation) in the final versions of compositions
By the end of second grade, a child …
● Wants to learn new words and share those words at school and home
● Uses clues from the context to figure out what words mean
● Uses knowledge of word parts such as prefixes, suffixes, and root words to
figure out word meanings
● Increases vocabulary through the use of synonyms and antonyms
● Can use different parts of speech correctly, including nouns, verbs,
adjectives, and adverbs
● Learns more new words through independent reading
● Explores and investigates topics of interest on her own
Vocabulary
55
By the end of third grade, a child…
● Uses phonics knowledge and word parts (prefixes, roots, suffixes) to figure
out how to pronounce words she doesn’t recognize
By the end of third grade, a child . . .
● Reads with fluency
● Reads a variety of third grade level texts (for example, story books,
informational books, magazine articles, computer screens) with fluency
and comprehension
● Reads longer stories and chapter books independently
● Summarizes major points from both fiction and non-fiction books
● Identifies and then discusses specific words or phrases that interfere with
comprehension
● Discusses the themes or messages of stories
● Asks “how,” “why,” and “what-if” questions
● Distinguishes cause from effect, fact from opinion, and main ideas from
supporting details
● Uses information gathered and his own reasoning to evaluate the
explanations and opinions he reads about
● Understands and reads graphics and charts
● Uses context clues to get meaning from what she reads
By the end of third grade, a child…
● Correctly spells previously studied words
● Independently reviews her own written work for errors in spelling,
capitalization, and punctuation
Reading
Spelling and writing
Phonics and word recognition
What children should be able to do by
the end of the third grade
56
● Begins to use literary words and sentences in his writing, such as figurative
language
● Combines information in compositions from a variety of sources, including
books, articles, and computer information
● With assistance from teachers and classmates, edits and revises her
compositions to make them easier to read and understand
● Discusses her own writing with other children and responds helpfully to
the writing of other children
By the end of third grade, a child…
● Wants to learn and share new words at school and at home
● Uses clues from context to figure out word meanings
● Uses her knowledge of word parts such as prefixes, suffixes, and root
words to figure out word meanings
● Increases his vocabulary through the use of synonyms and antonyms
● Is able to use different parts of speech correctly, including nouns, verbs,
adjectives, and adverbs
● Develops her vocabulary and knowledge through independent reading
● Explores and investigates topics of interest on his own
● Uses a variety of sources to find information, including computers
Vocabulary
The main source for
this list of accomplishments is
Preventing Reading Difficulties in
Young Children. For more
information about this book,
see Suggested Reading in the
back of this booklet.
57
Some helpful terms to know
Teachers and day care providers might use these terms when talking to you about how
your child is learning to read. Some of them are used in this booklet.
alphabetic knowledge Knowing the names and shapes of the letters of the
alphabet.
alphabetic principle The understanding that written letters represent sounds.
For example, the word big has three sounds and three letters.
big books Oversized books that allow for the sharing of print and illustrations
with a group of children.
blending Putting together individual sounds to make spoken words.
comprehension The ability to understand and gain meaning from what has
been read.
decodable books Books that are made up of words that contain only the lettersound
relationships that the children are learning, along with a few words that
are taught as sight words.
decode The ability to recognize and read words by translating the letters into
speech sounds to determine the word’s pronunciation and meaning.
developmental spelling The use of letter-sound relationship information to
attempt to write words.
emergent literacy The view that literacy learning begins at birth and is
encouraged through participation with adults in meaningful reading and writing
activities.
environmental print Print that is a part of everyday life, such as signs,
billboards, labels, and business logos.
experimental writing Efforts by young children to experiment with writing by
creating pretend and real letters and by organizing scribbles and marks on
paper. 58
59
explicit instruction Direct, structured, systematic teaching of a task.
fluency The ability to read text accurately and quickly and with expression and
comprehension.
graphic organizers Diagrams that visually represent the organization and
relationships of ideas in a text.
invented spelling See developmental spelling.
irregular words Frequently used words that don’t follow the letter-sound
relationship rules that children are learning.
leveled books Books that have been assigned a particular level (usually a
number or letter, such as Level 1 or Level B) intended to indicate how difficult
the book is for children to read.
literacy Includes all the activities involved in speaking, listening, reading,
writing, and appreciating both spoken and written language.
phonemes The smallest parts of spoken language that combine to form words.
For example, the word hit is made up of three phonemes (/h/ /i/ /t/) and differs
by one phoneme from the words pit, hip, and hot.
phonemic awareness The ability to hear and identify the individual sounds in
spoken words.
phonics The relationship between the sounds of spoken words and the
individual letters or groups of letters that represent those sounds in written
words.
phonological awareness The understanding that spoken language is made up
of individual and separate sounds. Phonological awareness activities can involve
work with rhymes, words, sentences, syllables, and phonemes.
predictable books Books that have repeated words or sentences, rhymes, or
other patterns.
60
prefix A word part such as re-, un-, or pre- that is added to the beginning of a
root word to form a new word with a new meaning.
pretend reading Children’s attempts to “read” a book before they have learned
to read. Usually children pretend read a familiar book that they have practically
memorized.
print awareness Knowing about print and books and how they are used.
root word A word or word part to which a prefix or suffix is added.
segmentation Taking spoken words apart sound by sound.
sight words Words that a reader recognizes without having to sound them out.
Some sight words are “irregular,” or have letter-sound relationships that are
uncommon. Some examples of sight words are you, are, have, and said.
suffix A word part such as –ness, -able, or –er that is added to the end of a root
word to form a new word with a new meaning.
syllable A word part that contains a vowel or, in spoken language, a vowel
sound (e-vent, news-pa-per, pret-ty).
vocabulary The words we must know in order to communicate effectively. Oral
vocabulary refers to words that we use in speaking or recognize in listening.
Reading vocabulary refers to words we recognize or use in print.
word walls Word-study and vocabulary words that are posted on the classroom
wall so all children can easily see them. Usually, word walls are arranged
alphabetically, with words starting with a certain letter listed under that letter for
easy location.
word recognition The ability to identify printed words and to translate them
into their corresponding sounds quickly and accurately so as to figure out their
meanings.
61
Bibliography
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1985). Becoming a
Nation of Readers: The Report of the Commission on Reading. Champaign, IL: Center
for the Study of Reading; Washington, DC: National Institute of Education.
Dickinson, D. K., & Tabors, P. O. (2001). Beginning Literacy with Language: Young
Children Learning at Home and School. Baltimore, MD: Paul H. Brookes Publishing Co.
Gopnik, A., Meltzoff, A. N., & Kuhl, P. K. (2000). The Scientist in the Crib. New York:
Harper Perennial.
National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment
of the Scientific Research Literature on Reading and Its Implications for Reading
Instruction. Washington, DC: National Institute of Child Health and Human
Development.
Snow, C. E., Burns, M. S., & Griffin, P. (Eds.). (1998). Preventing Reading Difficulties in
Young Children. Washington, DC: National Academy Press.
Suggested reading for parents and caregivers
Here are some books that can provide you with more information about early reading
and writing.
Apel, K., & Masterson, J. (2001). Beyond Baby Talk: From Sounds to Sentences, a Parent’s
Guide to Language Development. Roseville, CA: Prima Publishing.
Armbruster, B. B., Lehr, F., & Osborn, J. (2001). Put Reading First: The Research Building
Blocks for Teaching Children to Read: Kindergarten Through Grade 3. Washington,
DC: National Institute for Literacy (available online at
www.nifl.gov/partnershipforreading)
Burns, M. S., Griffin, P., & Snow, C. E. (Eds.). (1999). Starting Out Right: A Guide to
Promoting Children’s Reading Success. Washington, DC: National Academy Press.
Hall, S. L., & Moats, L. C. (1998). Straight Talk about Reading: How Parents Can Make a
Difference during the Early Years. Chicago: NTC Publishing Group.
62
Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to Read and Write:
Developmentally Appropriate Practices for Young Children. Washington, DC: National
Association for the Education of Young Children.
Ramey, C. T., & Ramey, S. L. (1999). Right from Birth: Building Your Child’s Foundation for
Life. New York: Goddard Press.
U.S. Department of Education, Office of Intergovernmental and Interagency Affairs.
(2002). Helping Your Child Become a Reader. Washington, DC.
U.S. Department of Education, Office of Intergovernmental and Interagency Affairs.
(2002). Helping Your Preschool Child. Washington, DC.
Resources for parents and caregivers
The following government groups can provide you with useful information about learning
to read.
The Partnership for Reading
www.nifl.gov/partnershipforreading
Even Start Family Literacy Program
www.ed.gov/offices/OESE /CEP
ERIC Clearinghouse on Elementary and Early Childhood Education
www.ericeece.org
National Parent Information Network (NPIN)
www.npin.org
ERIC Clearinghouse on Reading, English, and Communication
www.indiana.edu/~eric_rec
National Institute for Literacy (NIFL)
www.nifl.gov
No Child Left Behind for Parents
www.nochildleftbehind.gov/parents/index.html
Partnership for Family Involvement in Education
www.pfie.ed.gov/
63
If you have young children between the ages of birth and age
4, look for the booklet
A Child Becomes a Reader: Birth through Preschool.
www.nifl.gov/partnershipforreading
To order copies of this booklet, contact the National Institute for Literacy at EdPubs, PO Box 1398,
Jessup, MD 20794-1398. Call 800-228-8813 or email edpubs@inet.ed.gov. This booklet can also
be downloaded at The Partnership for Reading web site, www.nifl.gov/partnershipforreading.
Second Edition
Spring 2003

Reading Objectives (Grade 2)

Reading Objectives (Grade 2)


By the end of grade 2, most students read and understand a variety of grade-level appropriate narrative and expository texts. They read and respond to a wide variety of works of children's literature including legends, traditional stories, folk tales, poetry, environmental print, and predictable books. Most grade 2 students have the interest and ability to read orally and silently for enjoyment and information. They begin to comprehend beyond the literal level by seeing relationships, and drawing inferences and conclusions. Students identify main ideas. Students read for meaning by using all cueing systems. They self-correct and reread when their reading does not make sense. They read aloud with fluency, expression, and comprehension any familiar text that is appropriate for the first half of grade 2.

Most grade 2 students understand the basic features of reading. They recognize basic sight vocabulary (e.g., 250 basic words). They select letter patterns and know how to translate them into spoken language by using knowledge of letter sound relationships and word parts. Students apply this knowledge to achieve fluent oral and silent reading. Students recognize and use knowledge of spelling patterns when reading (e.g., dipthongs), begin to decode two-syllable words, and know the meaning of simple prefixes and suffixes. They use knowledge of individual words in unknown compound words to predict their meaning.

Most students at this grade level draw upon a variety of comprehension strategies as needed (e.g., generating and responding to essential questions, making predictions, comparing information from different sources). Most grade 2 students state their purpose for reading (e.g., to find information) and use titles, tables of contents, and chapter headings to locate information in expository text. Students ask clarifying questions about essential textual elements of exposition (e.g., why, what, how), and restate facts and details in the text to clarify and organize ideas. By the end of grade 2, students are beginning to recognize cause and effect relationships in text and interpret information from diagrams, charts, and graphs. Students follow two-step written instructions. Students are beginning to compare plots, settings, and characters presented by different authors and different versions of the same stories. Students generate alternative endings to plots and identify the reason or reasons. Students identify the use of rhythm and rhyme in poetry. They respond with confidence to various types of literature. Students become familiar with the library; locate different kinds of books in the library (e.g., picture books, easy reads, nonfiction, fiction); identify part of a book (e.g., author, title, illustrator, cover, title page); and begin to use grade-appropriate magazines, atlases, encyclopedias, multimedia, and computer resources. Most grade 2 students can detect similarities and differences among cultures, lifestyles, and experiences.


By the end of grade 2, most students will:

Foundational Objective: Read a range of grade-level appropriate texts in a variety of situations for a variety of purposes.

* participate in a variety of shared, guided, and independent reading experiences
* read a range of grade-appropriate texts for enjoyment and information, including predictable books, stories, folk tales, directions, letters, how-to books, humorous verse, rhyming poetry, songs, life cycle books, legends, traditional stories, and plays
* experience the work of Saskatchewan and other Canadian authors, including Aboriginal authors
* discuss similarities and differences in stories and informational texts
* locate different kinds of books in resource centres (e.g., picture books, easy reads, nonfiction, fiction)
* state and explain preferences for a variety of texts
* read aloud with fluency, accuracy, and expression

Foundational Objective: Learn about and practise the skills and strategies of effective readers.

Before Reading:

* activate and build upon prior knowledge and experiences
* predict what text is about based on text features, visuals, and text type
* set a purpose for reading

During Reading:

* connect new texts with prior knowledge and experiences
* predict what will happen next based on previously read material and background experiences
* use the cueing systems to construct meaning: pragmatic (e.g., "a long, long times ago"), textual (e.g., main point and examples), syntactic (e.g., word order, punctuation), semantic (e.g., context clues), and graphophonic (e.g., sound-symbol relationships to identify initial and final consonants, letter clusters, blends, digraphs, vowels, familiar and unfamiliar words and intonation, phrasing)
* form sensory images
* read expository materials for answers to specific questions
* make inferences
* interpret the traits of main characters
* recognize that reading must make sense and follow appropriate steps to self-correct when it does not (e.g., read on to gain meaning, reread to search for more information and confirm ideas)
* self-monitor own difficulty in decoding and comprehending text
* read accurately most high frequency words (about 150) and many irregularly spelled words in texts
* begin to interpret diagrams, maps, and charts
* pose how, why, and what questions to understand and/or interpret text
* recognize cause-effect relationships and draw conclusions
* use knowledge of commonalities in word families to increase vocabulary in a variety of contexts

After Reading:

* respond to literary texts by discussing, asking questions, storytelling, creating artistic expressions, and contributing to shared writing
* discuss accuracy of predictions
* recall facts and details from texts
* discuss similarities and differences in events and characters across stories
* connect and compare information from texts to experience and knowledge
* explain and describe new ideas and information in own words
* retell story in own words including setting, characters, and sequence of important events
* discuss and compare authors and illustrators
* express preferences for a variety of oral, print, and other media texts

Foundational Objective: Assess personal strengths and set goals for future growth.

* reflect upon own reading behaviours, skills, and strategies by asking questions such as "What did I do that helped me be a better reader?"

Assessment Techniques for Reading (Grade 2)
Sample assessment techniques include:

* observation and developmental checklists (p. 143-144)
* anecdotal records
* reading conference record (p. 159)
* graphophonic and sight word assessments (p. 157-158)
* reading interview (p. 145)
* reading strategies monitoring form (p. 154)
* interest inventory (p. 146)
* running records and reading inventories (p. 148-151)
* retelling assessment (p. 152)
* reading records (p. 160-161).

Instructional Suggestions for Reading (Grade 2)
Sample instructional activities include:

* model and discuss reading strategies (including identifying unknown words)
* help students build their sight vocabulary by drawing attention to high frequency words and those with personal meaning (during shared reading activities, through the development and use of word walls and personal word banks)
* demonstrate the use of problem-solving strategies (e.g., use of picture clues; use of pragmatic, semantic, syntactic, and graphophonic cueing systems; reading ahead; rereading)
* provide daily opportunities for students to read independently at their own level, and support their approximations of reading behaviours
* model and discuss proper care of library books, locating books appropriate to individual level and needs, and borrowing books
* read to and discuss with students a range of different text types (e.g., familiar settings, imaginary worlds, traditional tales, patterned language, stimulating illustrations, and information books)
* provide a wide range of information sources including technology, encyclopedias, and magazines
* model ways to find and obtain information from a variety of texts
* provide texts that include hypertextual elements, multiple perspectives, and meaning beyond words
* demonstrate and encourage the use of a wide variety of ways to respond to reading experiences
* model critical reading of and response to texts (e.g., by pointing out stereotypes and discussing personal preferences in texts)
* engage students in discussion of their own reading strategies
* encourage students to read daily at school and independently for 10-15 minutes
* provide opportunities for students to reflect upon their reading behaviours, skills, and strategies
* support students in setting realistic goals to develop personal reading skills and strategies
* use activities such as:
o shared reading, guided reading, and buddy reading
o think alouds
o directed reading-thinking
o BDA (before, during, and after reading)
o independent reading and reading at home.

Reading Objectives (Grade 1)

Students in the Emerging Phase of language development listen to and enjoy stories read to them in one-on-one and small group situations. They process favourite stories in reading-like ways, approximating book language. They imitate reading behaviours and "read" back short language experience stories developed by the class. They choose to return many times to favourite books and talk about books they like. They request rereading of favourites. Students in the Emerging Phase show an interest in alphabet and one-letter books. They discuss pictures and illustrations, and incorporate story elements, words, and phrases from books into their play. They respond to stories through drawing.


Students at the Early Developing Phase enjoy being read to and relate story events to their own experiences. They choose and discuss favourite books. They confidently share feelings about books and show enjoyment and understanding through talking, drawing, and dramatizing meaningful parts. They make connections between story events and their own experiences. They participate orally in shared reading of predictable books. They pretend read to other children or toys, using a familiar book and a simple retelling format, or an unfamiliar book and the pictures to construct a story. They read classroom labels, signs, and other environmental print. They recognize a few high frequency words within instructional contexts such as word wall activities and shared reading of predictable books. Students in this phase use the meaning of the story to predict what might happen next and view themselves as readers.

Students in the Developing Phase have basic book knowledge and story sense, distinguish text from illustrations, and can track a line of print in an enlarged text using word spaces. They know where a story starts and ends (physically) and often play at reading. They show an awareness that the text of favourite books is consistent or that the story stays the same across readings. When supported by a teacher framing words and sentences, they voice-print match (i.e., recognize a word as an individual unit, use left to right and top to bottom progression in order to follow words in the correct order as they are read, and match one-to-one a word being read and its printed form). They demonstrate book knowledge (i.e., cover, front/back, right side up, how to turn pages). They participate in framing and counting words in short morning messages and other meaningful texts. They can read key words in the context of poems, the morning message, rhymes, and songs. They recognize the name and sounds of most of the letters of the alphabet.


By the end of grade 1, most students read and understand a range of grade-level appropriate written texts including selected works of children's literature. They read their own writing, experience charts, and labels. They are interested in interpreting symbols and print in their environment. They recognize reading as a meaning-making process focused on what is being communicated. They are beginning to use phonics and word parts, draw upon a variety of comprehension strategies, and distinguish between fiction and nonfiction. They read aloud with fluency, expression, and comprehension any text that is already familiar and is at their independent reading level.

By the end of grade 1, most students match oral words to printed words and identify letters, words, and sentences. They are aware of the relationship between the letters and sounds of the English language. They distinguish initial, medial, and final sounds and long and short vowel sounds in single syllable words. They create and state a series of rhyming words, including consonant blends. They add, delete, and change a target sound to change words (e.g., cow to how; pan to an). Students blend two to four phonemes into recognizable words and segment single syllable words into their components. Grade 1 students generate the sounds from all the letters and letter patterns, including consonant blends and long and short vowel patterns (i.e., word families), and blend those sounds into recognizable words.

By the end of grade 1, most students identify the sequence of a text and respond to who, what, when, where, and how questions. They follow one-step written instructions. They confirm predictions about what will happen next in a text. Students relate prior knowledge to textual information, retell the central ideas of simple expository and narrative passages, and identify and describe elements of plot, setting, and character(s) in a story, as well as the story's beginning, middle, and ending. They have an interest in reading and discussing a variety of resources and accompanying Illustrations. Students recollect, talk, and write about books read during the school year. They understand that library materials have an organizational system. They respect their own culture and the various cultures, lifestyles, and experiences represented in literature.

Foundational Objective: Read a range of grade-level appropriate print texts in a variety of situations for a variety of purposes.

* participate in shared and guided reading experiences
* participate in individual, small group, and whole class reading of texts for emergent and early developing readers
* experience the work of Saskatchewan and other Canadian authors, including Aboriginal authors
* read many narrative and informational texts with supportive text features including poems, pattern books, predictable books, word lists, labels, experience charts, songs, and nonsense verse
* practise using expression and phrasing through oral reading
* read familiar texts aloud with some fluency and accuracy
* read to and with others
* read for enjoyment

Foundational Objective: Learn about and practise the skills and strategies of effective readers.

Before Reading:

* activate and build upon prior knowledge and experiences
* predict what the text is about based on title, pictures, and background information presented by teacher
* determine question(s) to be answered by reading text
* set purpose for reading

During Reading:

* attempt and practise reading behaviours
* make connections between text, prior knowledge, and personal experiences
* make and check predictions using prior knowledge and text features (e.g., illustrations, titles) to understand information
* use a variety of strategies to construct and confirm meaning (e.g., ask questions, reread, read ahead)
* use the cueing systems to construct meaning: pragmatic (e.g., home vs school language), textual (e.g., beginning, middle, and ending patterns), syntactic (e.g., differentiating between sentence structures), semantic (e.g., "does it make sense?"), and graphophonic (e.g., recognize key sight words, sound-letter relationships, initial and final consonants, word families) to construct meaning
* use pictionaries and word wall as aids
* begin to self-correct
* identify ideas and information to make sense
* recognize a variety of forms of texts such as poetry and plays
* recognize that individuals adjust language use according to situation
* appreciate repetition, rhyme, and other interesting uses of language
* practise skills of effective readers

After Reading:

* retell simple narrative stories and informational texts (e.g., story maps, pictographs)
* compare texts
* reread favourite stories
* discuss and explain response to how, why, and what-if questions
* recall details, events, characters, setting, and sequence of events
* compare stories
* relate aspects of stories and characters from print texts to personal experiences
* share feelings evoked by particular texts
* explain why a particular text is a personal favourite
* represent and tell key facts and ideas
* respond to texts in various ways (e.g., discussing, creating dramas or songs)
* answer questions
* tell what they enjoyed or did not enjoy
* tell own stories that relate to topic of text being read
* enjoy reading texts independently

Foundational Objective: Assess personal strengths and set goals for future growth.

* reflect upon own reading skills and strategies including checking for meaning and sounding out words

Assessment Techniques for Reading (Grade 1)
Sample assessment techniques include:

* observation and developmental reading checklists (p. 143-144)
* anecdotal records
* letter recognition and letter-sound assessment (p. 156)
* graphophonic checklist (p. 157)
* sight word assessment (p. 158)
* reading interview (p. 145)
* running records and reading inventories (p. 148-151)
* oral reading and retelling assessment (p. 152)
* reading conference record (p. 159)
* reading records (p. 160-161).

Instructional Suggestions for Reading (Grade 1)
"There is not a single method or single combination of methods that can successfully teach all children to read. Therefore teachers must have a strong knowledge of multiple methods for children in their care so they can create the appropriate balance of methods needed for the children they teach."
(International Reading Association, 1999)

Sample instructional activities include:

* read to children often (and reread) a variety of texts (fiction, nonfiction) such as prose, poetry, lists, and signs
* demonstrate book handling
* have children look at and represent texts
* plan shared reading experiences for the whole class and small groups
* draw children's attention to letters and letter sounds in their own names and in environmental print (e.g., guess my letter, one-letter books, sensory exploration of letters)
* support play activities (e.g., reading messages in post office centre)
* encourage children to experiment with reading behaviours (e.g., read around the room)
* create a print-rich environment
* demonstrate the concept that what can be said can be written and read (e.g., morning message, creation of short language experience chart stories)
* talk about reading and what readers do
* encourage children to talk about why they enjoy particular authors, illustrations, characters, and stories
* create and maintain classroom libraries
* show an interest in reading for one's own enjoyment and talk with children about personal reading interests
* have students join in with familiar phrases, verses, and repetitive parts
* explore the alphabet and the relationships between sound and print
* use terms such as letter, word, and sentence
* encourage students to participate in choral activities (e.g., rhymes, verses, songs, chants)
* encourage students to participate in oral cloze activities (e.g., filling in missing phrases, words, and word parts)
* have students respond to texts in a variety of ways (e.g., talking, role play, art, drawing, miming)
* regularly discuss and demonstrate print-related concepts (e.g., basic book knowledge, story sense, ability to track print, letter naming, letter groups, letter-sound relationships)
* brainstorm with students vocabulary associated with the topic/idea
* give students opportunities to rehearse and read orally to a variety of audiences (e.g., reading buddy)
* invite students to self-select reading materials for reading alone time and to browse through classroom and school library collections for titles and authors of personal interest
* draw attention to connections between students' experiences and those of characters in books
* develop graphophonic knowledge and concepts of print in activities that move from whole, to part, to whole
* demonstrate key features of reading behaviours through problem solving out loud as students read (e.g., "We need to start here on the page and move from left to right as we read.")
* model and discuss a variety of reading/thinking strategies (e.g., predicting, confirming, thinking aloud).